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 up to 20
• Recognise numbers 1 to 10
• Solve 'one more' and 'one less' problems
• Continue simple patterns
• Name circles, squares, and triangles

Lesson summary

This week serves as a crucial consolidation point in the Grade R mathematics journey. We will revisit and strengthen the foundational concepts covered in the first five weeks. The focus is on ensuring that all learners have a solid grasp of early numeracy, spatial awareness, and logical thinking before moving on to more complex ideas. In the South African context, these skills are vital for everyday life. Learners use them when sharing snacks with friends (early division), helping to count money at the spaza shop (number recognition), recognising shapes in our vibrant flags and architecture, and seeing patterns in traditional beadwork or shweshwe fabric.

Lesson notes

This section breaks down the core concepts we are revising. The explanations are designed to be delivered using concrete teaching aids.

A. Number Sense: Counting and Recognising Numbers (1-10) What is it? Number sense is about understanding what numbers mean. It's more than just saying "1, 2, 3..." It's knowing that the number '5' represents five things.

One-to-one Correspondence: This is the most important counting skill. It means touching one object for every one number word you say. If you just point at a pile and say numbers quickly, you might get the wrong answer. We must count slowly and touch each item.

Example (South African context): Let's count the wheels on this toy taxi. We touch the first wheel and say "one". We touch the second wheel and say "two". We touch the third wheel and say "three". We touch the fourth wheel and say "four". This taxi has four wheels.

Number Recognition: This is about connecting the numeral (the written symbol, e.g., '4') with the quantity (four things). We use flashcards and number charts to practice this.

Example: Teacher holds up a card with '3' written on it. "What number is this?" Learners say "Three!". "Correct! Now, can you please fetch me three counters from the bowl?" This links the symbol to the action.

B. Simple Problem-Solving: Addition and Subtraction What is it? At this stage, we use stories and real objects to understand adding more (addition) or taking away (subtraction).

How it works (Addition): Addition is about joining groups together. The number gets bigger.