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COMPLETE AND SUBMIT THIS UNISA WORKBOOK AS IT IS –
DO NOT REDESIGN YOUR OWN WORKBOOK! IN LINE WITH THE POPI ACT ALWAYS
HIDE THE LEARNERS’ FACES WHEN YOU TAKE PHOTOS; FAILURE TO DO SO WILL
RESULT IN PENALTIES
REMEMBER TO MAKE BACKUPS OF YOUR WORK IMMEDIATELY. WE WILL NOT ACCEPT
SUCH REASONS AS STOLEN CELLPHONES/LAPTOPS, LAPTOPS THAT HAVE CRASHED
AND CORRUPT FILES IF YOU LOSE THE EVIDENCE THAT YOU HAVE, INDEED,
COMPLETED AND SUBMITTED THE ASSESSMENTS.
In these lessons, I want you to present one topic to all the Foundation Phase classes showing
progression. I want to see how you will be able to move from the level of Grade R to Grade 3.
Counting can be seen as an easy activity for learners. There are two distinctly different ways
of thinking about counting numbers. These are:
• Ordinality – counting numbers as a list.
• Cardinality – counting numbers as associated with quantity for describing set size.
Find teaching and learning resources that will enable you to create lists and quantity sets
suitable for Grade R learners (N.B Ensure that the resources are real objects that relate to
day -to-day-use). Create a story that is linked to the resources, which you will tell the learners
as the introduction of your lesson. In the presentation of your learners, teach the learners to
count numbers as lists and teaching them to count numbers as associated with quantity for
describing set size using the resources you found.
Plan an assessment that learners will do at the end of this lesson, which is associated with the
story you told and the activities you presented. Most importantly, the assessment should be
aimed at assessing the Stable order principle. To see if learners are consistently using the
number words in the same order.
Remember to use the lesson template provided for the purpose of structuring your
lesson clearly.
LESSON 1:
Grade R Lesson template and teacher/mentor evaluation form
Term: 1 Date:
Theme: Understanding numbers Topic: Counting numbers as Lists and
quality assests
Learning outcome: At the end of the lesson
learners will be able to:
• Count numbers as
lists (ordinality)
• Count numbers as associated with
quantity for describing set size
(cardinality)
4
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