Lesson Notes By Weeks and Term v5 - Grade R

Lesson Video

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Performance objectives

• Count forwards to 20 and backwards from 10.
• Recognise, write, and count with numbers 1 to 10.
• Solve 'one more' or 'one less' problems.
• Copy and extend simple patterns.
• Name 2-D shapes and 3-D objects.

Lesson summary

This lesson serves as a crucial consolidation week, designed to reinforce the foundational mathematical concepts covered in the first half of the term. For Grade R learners in South Africa, building a strong mathematical foundation is essential for future learning and for navigating their daily lives. This week's revision connects abstract concepts to the vibrant, tangible world around them – from counting the beads on a sangoma's necklace, to recognizing patterns in Ndebele art, to sorting fruit at a local market. By revisiting these concepts in a fun, integrated way, we ensure that every learner has a confident grasp of the basics before moving on to new topics.

Lesson notes

This section revisits the core building blocks of Grade R mathematics. The focus is on understanding why we do things, not just memorising facts.

Concept 1: Numbers and Counting What it is: Counting is more than just saying numbers in order (rote counting). It's about understanding that each number represents a specific quantity (rational counting).

How it works: When we count objects, we use one-to-one correspondence. This means we say one number name for each and every object we touch or point to. The last number we say tells us the total amount.

Example (South African Context): Let's count the wheels on this minibus taxi. Touch the first wheel and say "One". Touch the second wheel and say "Two". Touch the third wheel and say "Three". Touch the fourth wheel and say "Four". The last number we said was 'four'. So, the taxi has 4 wheels.

Number Recognition: It is vital to connect the spoken number and the counted quantity to the written symbol (numeral).

Example: This is the number three: 3 It means we have this many things: 🐔🐔🐔 (three chickens)

Concept 2: Simple Patterns What it is: A pattern is something that repeats over and over again in a way we can predict. Patterns are all around us in South Africa - in our music, our clothing (shweshwe fabric), and in nature.

How it works: We first need to find the 'rule' or the smallest part of the pattern that repeats. Then, we can continue it.

Example (ABAB Pattern): Look at this pattern of beads. 🔵🔴🔵🔴 Step 1: Find the rule. The pattern starts with a blue bead, then a red bead.

This is the repeating part: 🔵🔴 Step 2: Extend the pattern. After a red bead (🔴), the rule tells us the next one must be a blue bead (🔵). After the blue bead, the next is red (🔴).

The full pattern is: 🔵🔴🔵🔴🔵🔴 Concept 3: Shapes (2-D and 3-D)

What it is: We live in a world full of shapes and objects. 2-D shapes are flat, like a drawing. 3-D objects are solid and can be held.

How we identify them: We look at their properties (sides, corners, flat/curved surfaces). 2-D Shapes: Circle: Perfectly round, no corners, one curved side.

Example: A R5 coin.* Square: Four straight sides that are all the same length, and four corners.

Example: A window in a house.* Triangle: Three straight sides and three corners.

Example: A samoosa.* 3-D Objects: Ball (Sphere): Perfectly round like a soccer ball. It can roll.

Box (Cube/Rectangular Prism): Has flat faces, corners, and edges. It cannot roll easily.

Example: A box of Ouma rusks.* Concept 4: Sorting (Data Handling)

What it is: Sorting is putting things into groups based on something they have in common. This helps us make sense of the world.

How it works: We choose one rule (or attribute) to sort by. The rule could be colour, size, or shape.

Example (Sorting by Colour): Imagine you have a packet of multi-coloured sweets.

Step 1: Choose the rule. Let's sort by colour.

Step 2: Make groups. Put all the red sweets in one pile, all the green sweets in another pile, and all the yellow sweets in a third pile. Now you have three sorted groups. You can easily see which colour you have the most of! Guided Practice (With Solutions)

Question 1: Counting Gogo's Chickens Look at the picture below. Gogo has some chickens in her yard. Count how many chickens there are and draw a circle around the correct number. 🐔 🐔 🐔 🐔 🐔 Numbers: 4 6 5 Worked Solution: Teacher: "Let's count together using our magic counting finger. We must touch each chicken only once." (Point to the first chicken) "One." (Point to the second chicken) "Two." (Point to the third chicken) "Three." (Point to the fourth chicken) "Four." (Point to the fifth chicken) "Five." Teacher: "The last number we said was five. So there are five chickens. Which of these numbers is five? Let's find it and circle it." (The number 5 is circled). "Well done!" Question 2: Finishing the Ndebele Pattern Here is a pattern from a Ndebele house painting. What comes next? Draw the next two shapes. ▲ ■ ▲ ■ __ __ Worked Solution: Teacher: "Let's look at the pattern carefully. What is the first shape?" Learner: "A triangle." Teacher: "What is the second shape?" Learner: "A square." Teacher: "And then it starts again with a triangle and a square. So, the repeating part, our rule, is 'triangle, square'. What must come after this last square?" Learner: "A triangle!" Teacher: "Excellent! And after that triangle?" Learner: "A square!" Teacher: "Perfect. Now let's draw them in the spaces." The completed pattern is: ▲ ■ ▲ ■ ▲ ■ Question 3: Sorting at the Spaza Shop Sipho bought these items from the spaza shop: a round lollipop (🍭), a box of juice (🧃), and a soccer ball sticker (⚽). Draw a circle around all the things that are shaped like a circle.

Worked Solution: Teacher: "Let's look at each item. What is this?" (Points to lollipop).

Learner: "A lollipop." Teacher: "Is it round like a circle?" Learner: "Yes." Teacher: "Good, so we will draw a circle around it. What about the box of juice?