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.

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Performance objectives

• This week serves as a crucial opportunity for revision and consolidation of the foundational mathematical concepts covered throughout the term. For Grade R learners, this is not just about remembering facts, but about building confidence and seeing how mathematics is part of their everyday world. In South Africa, these skills are used daily: when sharing amagwinya with friends (one-to-one correspondence, division), counting taxis in a rank (number sense), identifying shapes in our flag (geometry), or helping Gogo sort beans for supper (classifying and sorting). This week we will reinforce these connections, ensuring learners feel capable and ready for the new challenges ahead in Grade 1.
• Learning Objectives (CAPS Aligned):
• By the end of this week, learners should be able to:
• Count confidently: Rote count forwards to at least 20 and rationally count up to 10 objects reliably.
• Recognise and write numerals: Identify, name, and form the numerals 1 to 10.

Lesson summary

This week serves as a crucial opportunity for revision and consolidation of the foundational mathematical concepts covered throughout the term. For Grade R learners, this is not just about remembering facts, but about building confidence and seeing how mathematics is part of their everyday world. In South Africa, these skills are used daily: when sharing amagwinya with friends (one-to-one correspondence, division), counting taxis in a rank (number sense), identifying shapes in our flag (geometry), or helping Gogo sort beans for supper (classifying and sorting). This week we will reinforce these connections, ensuring learners feel capable and ready for the new challenges ahead in Grade 1.

Lesson notes

Number Sense and Operations a)

Counting (Rote and Rational)

What it is: Rote counting is saying the number names in order from memory, like singing a song ("one, two, three, four..."). Rational counting is the practical skill of touching or pointing to each object in a group once and only once, saying the correct number name as you go. The last number you say is the total number of objects.

Why it matters: This is the foundation of all number work. It helps us know 'how many' we have. SA

Example: "Let's count the vetkoek that Mama bought from the spaza shop.

We touch each one as we count: one, two, three, four. There are four vetkoek." b)

Numeral Recognition (1-10)

What it is: This is connecting the written symbol (e.g., '5') to the number name ('five') and the quantity (•••••).

Why it matters: It is the beginning of reading and writing mathematics. SA

Example: "Your friend Zola is 6 years old. Can you find the number card that shows '6'? We use this number to write her age on a birthday card." c) Simple Addition and Subtraction What it is: Addition is 'joining' or 'putting together' groups to find out the total. Subtraction is 'taking away' items from a group to see how many are left.

Why it matters: We use this when we get more of something (a gift) or use something up (eating).

Worked example

Problem: Look at this string of shapes: ▲ ● ▲ ● ▲ __ What comes next?

Step 1: Identify the core repeating part of the pattern. We see it goes 'Triangle, Circle'.

Step 2: Say the pattern out loud to hear the rhythm: "Triangle, Circle, Triangle, Circle, Triangle..."

Step 3: The last shape was a Triangle. The part that comes after the Triangle in our pattern is the Circle.

Answer: The next shape is a Circle (●).

Space and Shape (Geometry)

What it is: Identifying the names and basic features of shapes and objects in our world.

Why it matters: Our world is built with shapes. Understanding them helps us describe and navigate our environment.

Concepts:

2-D Shapes: Flat shapes. A circle is round. A square has 4 equal straight sides. A triangle has 3 straight sides. A rectangle has 4 straight sides (2 long, 2 short).

3-D Objects: Solid objects. A ball (sphere) is round and can roll. A box (cube/rectangular prism) has flat faces and sharp corners.

SA

Example: "The South African flag has triangles and rectangles in it. A soccer ball is a sphere. The lunchbox you bring to school is a rectangular prism (a type of box)."

Measurement

What it is: Comparing objects using non-standard units or descriptive language.

Why it matters: It helps us make sense of the size, length, weight, and capacity of things around us.

Concepts &

Example:

Length: "Is the teacher's desk longer or shorter than this book?"

Mass: "Is a bag of potatoes heavier or lighter than a single potato? Let's hold one in each hand to feel the difference."

Capacity: "Does the big juice bottle hold more or less juice than the small milk carton?"

Guided Practice (With Solutions)

Question (Number): "Let's all stand up. I want you to jump 8 times. Let's count as we jump. After we finish, find the sand tray and draw the number 8."

Solution &

Commentary: The teacher leads the class in jumping and counting aloud: "One, two, three, four, five, six, seven, eight!" Then, the teacher demonstrates drawing the numeral '8' on the board or in the air, saying, "We make an 'S' and close the gate, that's the way to make an eight." This combines gross motor movement (kinesthetic learning) with counting and numeral formation.

Question (Problem-Solving): "Precious has 6 sweets. She shares 2 sweets with her brother. How many sweets does Precious have now? Use the bottle tops on your desk to figure it out."

Solution &

Commentary: "First, let's count out 6 bottle tops for the sweets Precious has: 1, 2, 3, 4, 5,

6. Now, because she shares, she is 'taking away'

2. Let's move 2 bottle tops away from the group. How many are left in the first group?

Let's count them: 1, 2, 3,

4. So, Precious has 4 sweets left."

Question (Shape and Pattern): The teacher creates a pattern with plastic shapes: Square, Triangle, Triangle, Square, Triangle, Triangle... "What two shapes should I put next to continue my pattern?"

Solution &

Commentary: "Let's look closely at the pattern. The repeating part is 'Square, Triangle, Triangle'. Let's say it together. The pattern ended with 'Triangle, Triangle'. So, to start the repeating part again, the next shape must be a Square. And what comes after the square? A Triangle. So the next two shapes are a Square and a Triangle."

Independent Practice (Questions Only)

Draw a line to match the number of dots to the correct numeral.

(Column 1: •••, •••••, •• / Column 2: 5, 2, 3)

Circle the group that has more suns: ☀️☀️☀️☀️ or ☀️☀️☀️☀️☀️☀️.

Write your name. Now count the letters in your name and write the number next to it.

Sipho has 3 toy cars. He gets 2 more for his birthday. Draw the cars and write how many he has in total.

Continue this pattern: Red crayon, Blue crayon, Green crayon, Red crayon, ______ , ______.

Draw a picture of a robot using only squares, circles, and rectangles.

I have 7 apples. I eat 1 apple. How many are left?

Circle the shortest snake. (Provide an image of three snakes with different lengths).

What number comes before 10?

Look around the classroom. Find and draw something that is shaped like a circle.