KASEMPA DAY SECONDARY
Level: Pre-primary Number of Pupils in Class: 45 Date: 2026-06-28 Duration: 40 minutes
Name of Teacher: Mr Masumba Domain name: Cognitive Development Sub-Domain: Quantity, Numbers and Counting
Indicators (Developmental Expectations):
- Identifies and counts numbers up to 50.
Prerequisite Knowledge:
- Can rote count from 1 to 20
- Demonstrates one-to-one correspondence when counting objects
- Recognises some numerals from 1 to 10
References:
- NERDC One Year Pre-Primary Education Curriculum
- Everyday Counting: Games and Rhymes for Early Years
Sample Resources:
- Counting rhymes props
- Number cards/mats 1-50
- Game boards
- Dice
- Playdough/plasticine
- Plastic cutlery and utensils
METHODOLOGIES, STRATEGIES AND APPROACHES:
Approach: Play-based and child-centred approach that integrates counting into games, songs, and pretend play.
Method: Interactive and multi-sensory method combining movement, manipulation, and social interaction.
Strategy: Scaffold learning from whole-group singing to small-group games and individual practice, using familiar play contexts.
Lesson Implementation:
| Stage | Teaching Methods | Teacher's Activities | Learner's Activities | Expected Standard |
|---|---|---|---|---|
| Introduction (5 minutes) | Singing, modelling, call-and-response | Lead the 'Counting to 50' song using number rhyme props. Sing slowly, point to a number strip 1-50, and pause for children to fill in numbers. | Sing along, clap on each number, point to the number strip, and chant numbers after the teacher. | Children join in the song, saying or singing numbers up to 50 with group support. |
| Development Step 1 (9 minutes) | Demonstration, outdoor game, guided practice | Place number mats 1-50 in a hopscotch layout outdoors. Demonstrate hopping from 1 to 50 while calling each number. Ask children to take turns while supporting those struggling with balance or sequence. | Wait for a turn, then hop from mat to mat, saying the number on each mat aloud. Others cheer and count along. | Children hop and correctly name numbers up to 50 with occasional teacher prompts. |
| Step 2 (9 minutes) | Pretend play, cooperative grouping, questioning | Set up a 'party corner' with plastic plates, cups, spoons, and playdough food. Announce a pretend party for e.g. 5, 12, 20, then 45 guests. Ask children to count out the correct number of each item. | In small groups, count out plastic cutlery and plates to match the number of guests. Count items aloud, check with friends and teacher. | Children count groups of objects up to 50 accurately, matching quantity to the guest number. |
| Step 3 (9 minutes) | Game-based practice, turn-taking, peer observation | Introduce large foam dice. Each child rolls the dice, says the number rolled, then counts forward from that number to 50 as the group walks or marches in place. Assist as needed. | Roll the dice, announce the number (e.g., 4), then lead the group counting '4, 5, 6...' up to 50 while everyone moves together. | Child identifies the dice number and leads or participates in counting forward to 50 without losing the sequence. |
| Step 4 (8 minutes) | Manipulative-based practice, individual and pair work | Display number cards 1-50. Give each child playdough/plasticine. Show a card (e.g., 38) and ask children to make that many small balls or cakes, then count them together. | Look at the number card, create the corresponding number of playdough items, count them aloud, and place them in a row to check one-to-one matching. | Children read the numeral and produce a correct set of objects up to 50, demonstrating careful counting. |
Lesson Evaluation:
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