TPG2602
ASSESSMENT 4
DUE 2025
, TPG2602
ASSESSMENT 4
DUE 2025
Comprehensive Response
WEEK 3 – GRADE R
7.1 LESSON 1: Emergent Mathematics (Counting 1–10)
Term: Term 2
Date: 6 May 2025
Theme: My Body
Topic: Counting fingers and toes
Day: Monday
Subject: ⬤ Mathematics
Aim of the Lesson
To develop learners’ ability to count objects (fingers and toes) from 1 to 10 using one-to-
one correspondence, and to connect numerals with quantities in a fun and meaningful
way.
Learning Objectives
By the end of this lesson, learners will be able to:
1. Count aloud from 1 to 10 using fingers and toes.
2. Match spoken numbers with quantities (e.g., one finger = “1”).
, 3. Demonstrate understanding of order and number names through song and
activity.
Arrival & Morning Programme
Greetings: Welcoming learners with a warm song (“Hello, Hello, What’s Your Name?”)
and affirmations.
Free Play 1: Building blocks corner, puzzle area, drawing table.
Free Play 2: Fantasy play area (dolls and doctor role play), sensory bins (beans and
tweezers).
Morning Ring: Discuss the theme “My Body” through storytelling and action songs.
Weather Chart: Learners take turns describing the weather and placing symbols on
chart.
Birthdays: Celebrate if there are birthdays; sing the birthday song and update chart.
Theme Discussion: Discuss how we use our bodies—focus on our fingers and toes.
“How many fingers do we have on one hand?” etc.
Introduction to Lesson
The lesson starts with the “Ten Little Fingers” song and finger play. I engage learners by
letting them hold up fingers one by one as we sing. I model counting using my own
hands and ask them to do the same.
Involvement of Learners
Learners participate actively by counting their fingers and toes, then matching numbers
with counters on the carpet. They also sing along with finger-counting songs and
respond to guided questions:
• “Show me 5 fingers.”
• “Who can show me 10 fingers and 10 toes?”
, Resources Used
• Flashcards with numbers 1–10
• Counting mats with ten frames
• Plastic counters and bottle caps
• A large body chart for finger/toe labeling
• Song: “Ten Little Fingers” (Audio and printed lyrics)
Handmade resources: Laminated body parts flashcards and tactile number cards.
Mathematics Ring
Mental Maths: Clap and count from 1 to 10 forwards and backwards.
Focus Activity: Match bottle tops with number cards on a 10-frame mat.
Side Activity 1: Trace numbers 1–10 in sand trays using fingers.
Side Activity 2: Colour-by-number worksheet (e.g., Colour 3 fingers blue, 7 fingers
red).
Assessment
✓ Observation: Watch how learners count aloud and match items.
✓ Formative: Check understanding during finger plays and the counting mat task.
✓ Peer Assessment: Learners count together in pairs and check each other.
Assessment Activity: Ask each learner to pick a number card (1–10), show the correct
number of fingers, and place the same number of counters on a mat.
Integration with Life Skills
Creative Arts: Learners trace their handprints and decorate them using coloured
crayons and stickers.
ASSESSMENT 4
DUE 2025
, TPG2602
ASSESSMENT 4
DUE 2025
Comprehensive Response
WEEK 3 – GRADE R
7.1 LESSON 1: Emergent Mathematics (Counting 1–10)
Term: Term 2
Date: 6 May 2025
Theme: My Body
Topic: Counting fingers and toes
Day: Monday
Subject: ⬤ Mathematics
Aim of the Lesson
To develop learners’ ability to count objects (fingers and toes) from 1 to 10 using one-to-
one correspondence, and to connect numerals with quantities in a fun and meaningful
way.
Learning Objectives
By the end of this lesson, learners will be able to:
1. Count aloud from 1 to 10 using fingers and toes.
2. Match spoken numbers with quantities (e.g., one finger = “1”).
, 3. Demonstrate understanding of order and number names through song and
activity.
Arrival & Morning Programme
Greetings: Welcoming learners with a warm song (“Hello, Hello, What’s Your Name?”)
and affirmations.
Free Play 1: Building blocks corner, puzzle area, drawing table.
Free Play 2: Fantasy play area (dolls and doctor role play), sensory bins (beans and
tweezers).
Morning Ring: Discuss the theme “My Body” through storytelling and action songs.
Weather Chart: Learners take turns describing the weather and placing symbols on
chart.
Birthdays: Celebrate if there are birthdays; sing the birthday song and update chart.
Theme Discussion: Discuss how we use our bodies—focus on our fingers and toes.
“How many fingers do we have on one hand?” etc.
Introduction to Lesson
The lesson starts with the “Ten Little Fingers” song and finger play. I engage learners by
letting them hold up fingers one by one as we sing. I model counting using my own
hands and ask them to do the same.
Involvement of Learners
Learners participate actively by counting their fingers and toes, then matching numbers
with counters on the carpet. They also sing along with finger-counting songs and
respond to guided questions:
• “Show me 5 fingers.”
• “Who can show me 10 fingers and 10 toes?”
, Resources Used
• Flashcards with numbers 1–10
• Counting mats with ten frames
• Plastic counters and bottle caps
• A large body chart for finger/toe labeling
• Song: “Ten Little Fingers” (Audio and printed lyrics)
Handmade resources: Laminated body parts flashcards and tactile number cards.
Mathematics Ring
Mental Maths: Clap and count from 1 to 10 forwards and backwards.
Focus Activity: Match bottle tops with number cards on a 10-frame mat.
Side Activity 1: Trace numbers 1–10 in sand trays using fingers.
Side Activity 2: Colour-by-number worksheet (e.g., Colour 3 fingers blue, 7 fingers
red).
Assessment
✓ Observation: Watch how learners count aloud and match items.
✓ Formative: Check understanding during finger plays and the counting mat task.
✓ Peer Assessment: Learners count together in pairs and check each other.
Assessment Activity: Ask each learner to pick a number card (1–10), show the correct
number of fingers, and place the same number of counters on a mat.
Integration with Life Skills
Creative Arts: Learners trace their handprints and decorate them using coloured
crayons and stickers.
