Lesson Notes By Weeks and Term v5 - Grade R

Lesson Video

This page supports the lesson note with a companion video and a short classroom-ready summary.

For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.

Performance objectives

• Count forwards from 1 to 10.
• Count up to 5 objects correctly.
• Recognise the number symbols 0, 1, 2, 3, 4, 5.
• Show a number of objects up to 5.
• Compare groups to find 'more', 'less' or 'same'.

Lesson summary

Overview This week's lessons focus on the foundational mathematical concepts of numbers 0 to

5. For Grade R learners in South Africa, this is a critical building block for all future mathematical learning. The focus is not just on reciting numbers (rote counting) but on developing a true number sense. This means understanding that a number represents a specific quantity (cardinality), being able to match one object to one number word (one-to-one correspondence), comparing groups of objects, and recognising the written symbols for these numbers.

Lesson notes

This section details the core mathematical ideas for the teacher to understand and convey to the learners through play-based activities. A. Rote Counting vs. Rational Counting It's vital to understand the difference between these two skills.

Rote Counting: This is saying the number names in order from memory, like reciting a rhyme ("One, two, three, four, five..."). Many children can do this without understanding what the numbers mean. Rational Counting (One-to-One Correspondence): This is the meaningful act of counting objects. It involves touching or pointing to each object in a set exactly once, while saying the corresponding number name. This is a key focus for this week.

How to teach it: Place 4 bottle tops in front of a learner. Guide their finger to touch the first one and say "One". Move to the next and say "Two". Continue until all are counted. Emphasise that we only say one number for each bottle top. B. Cardinality The principle of cardinality is the understanding that the last number said when counting a group of objects tells you 'how many' are in that group.

Why it's important: A child who understands cardinality, when asked "How many?" after counting to four, will say "Four!". A child who doesn't may recount or just say the last number without understanding it represents the total.

Example: Teacher: "Let's count these stones, Lindiwe." Lindiwe: (Touches each stone) "One, two, three, four, five." Teacher: "Well done! So, how many stones are there altogether?" Lindiwe: "There are five stones." This final answer shows she understands cardinality. C. Number Symbols (0–5) Learners need to connect the spoken word, the quantity, and the written symbol. 0 (Zero): The concept of 'zero' or 'niks' is very important. It means 'nothing' or 'an empty set'.

Use a story: "I had 3 sweets in my hand. I ate one, two, three. How many are left? Zero!" 1 (One): Represents a single object. 2 (Two): A pair, like two eyes or two shoes. 3 (Three): A small group. 4 (Four): Like the four wheels on a taxi or car. 5 (Five): The number of fingers on one hand.

D. Comparing Quantities: More, Less, and Same This is the foundation of understanding value and inequalities.

How to teach it: The most effective method at this age is direct comparison by matching.

Worked example

Problem: Sipho has a group of 4 red bottle tops. Nomsa has a group of 3 blue bottle tops. Who has more?

Step 1: Set up the groups.

Sipho's group: 🔴 🔴 🔴 🔴

Nomsa's group: 🔵 🔵 🔵

Step 2: Match them one-to-one.

Line them up and draw a line or place them next to each other.

🔴 ↔️ 🔵

🔴 ↔️ 🔵

🔴 ↔️ 🔵

🔴

Step 3: Analyse the result.

"Look! Each blue bottle top has a red partner. But there is one red bottle top left all by itself. It has no partner."

"The group with the leftover item is the group that has more."

Conclusion: "Sipho has more bottle tops. Nomsa has less."

Guided Practice (With Solutions)

These are teacher-led activities for the mat or small groups.

Activity 1: The Number Hunt

Question: The teacher shows the number card '4'. "This is the number four. Can you go and find four of the same thing in our classroom? You could find four blocks, four crayons, or four puzzle pieces."

Worked Solution &

Commentary: The teacher walks around the classroom, observing and assisting. When a learner brings their items, the teacher guides them to line them up and count them together: "Let's check. One... two... three... four. Yes! You found four blocks. Well done!" This activity reinforces the connection between the number symbol (4) and the quantity (four objects).

Activity 2: More or Less Towers

Question: Give each pair of learners a tub of building blocks (like LEGO Duplo). "Player 1, take three blocks and build a tower. Player 2, take five blocks and build a tower. Now, stand your towers next to each other. Whose tower is taller? The taller tower has MORE blocks. Whose tower is shorter? The shorter tower has LESS blocks."

Worked Solution &

Commentary: The teacher facilitates the activity. The visual comparison of tower height makes the abstract concepts of 'more' and 'less' concrete.

The solution is immediately visible: the tower of five is taller than the tower of three.

The teacher should verbalise this clearly: "Yes, the tower with five blocks is taller, so five is more than three. The tower with three blocks is shorter, so three is less than five."

Activity 3: Story Time Maths

Question: Tell a simple story using a flannel board or drawings. "Three little birds were sitting on a wire. (Place 3 bird cut-outs on the board). Two more birds came to join them. (Place 2 more bird cut-outs). How many birds are there now? Let's count them all together."

Worked Solution &

Commentary: The teacher points to each bird as the class counts in unison: "One, two, three, four, five!" The teacher then asks the cardinal question: "So how many birds are on the wire?" The class should respond, "Five!" This activity introduces the concept of 'adding on' in a practical, story-based format and reinforces rational counting and cardinality up to

5.

Independent Practice (Questions Only)

These activities can be done at tables, on worksheets, or in learning stations.

Worksheet: Draw a line from each number (0, 1, 2, 3, 4, 5) to the correct picture group (e.g., a picture of 3 apples, a picture of 5 cars, an empty basket for 0).

Counting Jars: Provide several jars, each with a number from 1 to 5 written on it. Give learners a bowl of beans or large buttons. They must count the correct number of beans into each jar.

Drawing Task: On a piece of paper, ask learners to draw a picture that shows the number 4. (e.g., 4 suns, 4 flowers, a house with 4 windows).

Playdough Numbers: Give learners playdough. Call out a number between 0 and

5. Learners must first form the number symbol with the playdough, then make that many small playdough balls to place next to it.

Comparison Cards: Give learners cards with two groups of dots on each. They must circle the group that has less.

Worksheet: In each row, count the objects (e.g., pictures of soccer balls) and write the correct number symbol in the box provided.

Ordering: Give learners cards with the numbers 1, 2, 3, 4,

5. They must try to place them in the correct order.