Lesson Notes By Weeks and Term v5 - Grade R

Lesson Video

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Performance objectives

• This week, we will be diving deeper into the wonderful world of numbers, specifically focusing on the numbers 0 to 5. Understanding these small numbers is like building a strong foundation for a house. Once you know these numbers really well, all the bigger numbers and maths problems will be much easier to understand later on! Think about it: we use numbers every day. When you share sweets with your friends, you need to count them. When you play hide-and-seek, you need to count to a certain number. Even when you decide which TV show to watch, you're making a choice based on numbers (channel numbers)! In the South African context, counting is fundamental to sharing fairly, understanding prices at the spaza shop, and even keeping score during a game of morabaraba.
• Learning Objectives:
• By the end of this week, learners will be able to:
• Objective 1: Count objects accurately up to 5, using one-to-one correspondence (CAPS: Numbers, Operations and Relationships - Counting objects).
• Objective 2: Represent numbers 0-5 using concrete objects, pictures, and fingers (CAPS: Numbers, Operations and Relationships - Representing numbers).

Lesson summary

This week, we will be diving deeper into the wonderful world of numbers, specifically focusing on the numbers 0 to

5. Understanding these small numbers is like building a strong foundation for a house. Once you know these numbers really well, all the bigger numbers and maths problems will be much easier to understand later on!

Think about it: we use numbers every day. When you share sweets with your friends, you need to count them. When you play hide-and-seek, you need to count to a certain number. Even when you decide which TV show to watch, you're making a choice based on numbers (channel numbers)!

Lesson notes

2.1 Counting with One-to-One Correspondence: Explanation: One-to-one correspondence means matching each object with one number. You point to each object and say the next number in order. It’s like giving each child a sweet – one sweet for one child. We always start counting from 1, unless there are no objects; then we use

0. Example 1: Imagine you have 3 apples on a table. To count them using one-to-one correspondence, you would: Point to the first apple and say "One". Point to the second apple and say "Two". Point to the third apple and say "Three".

Therefore, you have 3 apples.

Example 2: Let's say there are 5 stones in a pile. Point to the first stone and say "One". Point to the second stone and say "Two". Point to the third stone and say "Three". Point to the fourth stone and say "Four". Point to the fifth stone and say "Five". So, there are 5 stones.

The Importance of Starting at One: If you start counting at a number other than one, you won't get the right answer! It’s like starting a race halfway down the track – you won’t know who the actual winner is. 2.2 Representing Numbers: Explanation: Representing numbers means showing what they look like using different things. We can use objects (like beads or toys), pictures (drawing circles), or even our fingers. This helps us understand what the number really means.

Representing with Objects: If you want to show the number 2 using beads, you would take two beads and put them together. For the number 5, you'd take five beads. If you want to represent the number zero, you simply take no beads. That means an empty space.

Representing with Pictures: Draw little circles or squares. For the number 4, draw four circles. For the number 1, draw one circle. For the number 0, draw nothing!

Representing with Fingers: Hold up the correct number of fingers. For 3, hold up three fingers. For 5, hold up all the fingers on one hand. For 0, put your hands down so you are holding up no fingers.

Example: How many fingers are needed to show 5?

Answer: 5 Fingers (one whole hand) 2.3 Comparing Quantities: Explanation: Comparing quantities means deciding which group has more, which group has less, or if the groups have the same amount. "More Than": If one group has more objects than another, it has "more than." For example, 4 apples are more than 2 apples. "Less Than": If one group has fewer objects than another, it has "less than." For example, 1 orange is less than 3 oranges. "The Same As": If two groups have the same number of objects, they have "the same as." For example, 2 bananas are the same as 2 mangoes.

Example 1: Thando has 3 toy cars, and Sipho has 5 toy cars. Who has more? Sipho has more toy cars than Thando.

Example 2: Aisha has 2 sweets, and Ben has 1 sweet. Who has less? Ben has less sweets than Aisha.

Example 3: Zola has 4 marbles, and Palesa has 4 marbles. Who has the same? Zola and Palesa have the same amount of marbles. 2.4 Number Symbols (Numerals): Explanation: These are the special signs we use to write numbers: 0, 1, 2, 3, 4, and

5. Each symbol stands for a specific quantity. It’s like how letters stand for sounds in words; numerals stand for amounts.

Visual Recognition: Practice recognizing what each numeral looks like. Use flashcards, write them in sand, or trace them with your finger.

Association: Connect the numeral to the quantity it represents. For example, show a picture of 3 cats next to the numeral "3." Guided Practice (With Solutions)

Question 1: Count the number of triangles: ▲▲▲▲ Solution: Point to each triangle and say: "One, Two, Three, Four." There are 4 triangles.

Commentary: This question reinforces one-to-one correspondence. Emphasize the action of pointing while counting.

Question 2: Draw circles to represent the number

2. Solution: OO

Commentary: This question allows learners to translate a number into a visual representation. Remind them to draw the correct number of circles.

Question 3: Which is more: 3 or 1?

Solution: 3 is more than

1. Commentary: This question tests their ability to compare numbers. You can use objects like counters or blocks to help them visualise the quantities.

Question 4: Show the number 5 using your fingers.

Solution: Hold up all five fingers on one hand.

Commentary: This engages kinaesthetic learning and reinforces the concept of the number

5. Question 5: What number is this: 0?

Solution: This is the number zero.

Commentary: Focus on recognizing the numeral zero and linking it to the absence of objects. Independent Practice (Questions Only)

Count the number of stars: ★★★★★ Draw squares to represent the number

3. Which is less: 2 or 5? Show the number 4 using your fingers.

What number is this: 2? Are there more triangles or circles? (Triangles: ▲▲ Circles: OO) Draw the correct number of sweets next to each number: 1: 3: 0: Complete the sentence: 5 is ______ than 2. (more/less) Write the number that represents "nothing".

How many apples are shown here: 🍎🍎🍎🍎🍎