Lesson Notes By Weeks and Term v4 - KG 2

Lesson Video

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Performance objectives

• Recognize and write numbers from 1 to 10.
• Add and subtract using numbers up to 10.
• Solve simple story problems.
• Use objects or drawings to show your work.

Lesson summary

This lesson introduces learners to the fundamental skills of counting, recognizing, and writing the numbers 1 through 5. These skills are the building blocks for all future mathematical learning. In our daily lives in Ghana, we use numbers constantly—from counting coins to buy groundnuts, to sharing biscuits with friends, to knowing how many people are in our family. By mastering these first five numbers, learners gain confidence and a strong foundation for understanding the world around them. This lesson will use familiar objects, songs, and games to make learning fun and meaningful.

Lesson notes

Core Idea: Numbers help us understand 'how many' of something we have. We use spoken words (one, two), symbols called numerals (1, 2), and groups of objects to show numbers.

Concept 1: One-to-One Correspondence (The "Touch and Count" Rule) This is the most important rule in counting. It means we say only one number word for each object we touch. We must not skip any object, and we must not count any object more than once. Teacher's Explanation: "My dear learners, when we count, we must be very careful. We touch one thing and say one number. Watch me. I have some stones." (Teacher places 3 stones on the table). "I will touch and count. One (touches first stone). Two (touches second stone). Three (touches third stone). I have three stones. I didn't rush, and I touched each stone only once."

Concept 2: The Numbers 1 to 5 (Quantity, Numeral, and Formation)

We will learn each number one by one using concrete objects like bottle caps, stones, straws, or seeds. Number 1 (One) Quantity: Show one finger. Show one book. Show one pencil. "This is one. It stands all by itself." Numeral: This is how we write 'one': 1 Formation Rhyme: "Number one is like a stick, a straight line down that's very quick." (Teacher demonstrates writing '1' in the air and on the board: a single, straight stroke from top to bottom). Number 2 (Two) Quantity: Show two eyes. Show two sandals. Count them: "One, two." Numeral: This is how we write 'two': 2 Formation Rhyme: "Around and back on the railway track, two, two, two!" (Teacher demonstrates: start at the top, curve around like a swan's neck, then a straight diagonal line down to the left, and a straight line across the bottom). Number 3 (Three) Quantity: Show three stones. Count them together: "One, two, three." Think of the three stones on a Ghanaian cooking fire. Numeral: This is how we write 'three': 3 Formation Rhyme: "Around a tree, and around a tree, that's the way to make a three." (Teacher demonstrates: start at the top, make one curve to the middle, then another curve to the bottom). Number 4 (Four) Quantity: Show four legs of a chair or table. Count them: "One, two, three, four." Numeral: This is how we write 'four': 4 Formation Rhyme: "Down and over and down some more, that's the way to make a four." (Teacher demonstrates: a short line down, a line across, then lift the chalk/pen and draw a long line down crossing the horizontal line). Number 5 (Five) Quantity: Show five fingers on one hand. Count them: "One, two, three, four, five." Numeral: This is how we write 'five': 5 Formation Rhyme: "A short neck, tummy fat, number five wears a hat!" (Teacher demonstrates: draw a short line down, then a big curve for the 'tummy', then lift the chalk/pen and go back to the top to draw the 'hat' across).