KASEMPA DAY SECONDARY
Level: Pre-primary Number of Pupils in Class: 60 Date: 11/07/2026 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 up to 20
- Recognises numerals 1 to 20
- Demonstrates one-to-one correspondence up to 10
References:
- NERDC One Year Pre-Primary Education Curriculum
- Early Childhood Care and Development (ECCD) Standards
Sample Resources:
- Counting rhymes props
- Number cards/mats 1-50
- Game boards
- Dice
- Playdough/plasticine
- Plastic cutlery and utensils
METHODOLOGIES, STRATEGIES AND APPROACHES:
Approach: Interactive and Play-based Approach
Method: Activity-based Learning Method
Strategy: Integration of games, songs, and pretend play to reinforce counting
Lesson Implementation:
| Stage | Teaching Methods | Teacher's Activities | Learner's Activities | Expected Standard |
|---|---|---|---|---|
| Introduction (5 minutes) | Singing, demonstration | Lead learners in a counting rhyme (e.g., 'One, Two, Buckle My Shoe') using counting rhyme props like colourful number cut-outs. Display number cards 1-50 on the floor. | Sing along and clap to the rhyme, pointing to props as numbers are mentioned. | Learners can sing counting song and point to numbers up to 20. |
| Development Step 1 (9 minutes) | Guided practice, questioning | Using number cards 1-50, hold up cards randomly and ask learners to call out the numbers. Then, place cards in order on a mat while counting together. Provide playdough and ask each child to roll out a number shape up to 50. | Identify numbers on cards, count aloud from 1 to 50 with teacher support, and mould playdough numbers (e.g., 25, 50). | Learners identify and say numbers up to 50, and attempt to mould a few numbers correctly. |
| Step 2 (9 minutes) | Game-based learning, cooperative play | Set up a hopscotch grid using number mats 1-50 or chalk outdoors. Show learners how to hop on each number while counting. Distribute dice and instruct learners to roll, count the dots, and hop that many spaces on the grid. Play 'Mother May I?' for extra practice. | In groups, hop on the number grid while counting aloud; roll dice and hop the corresponding number of spaces; take turns being the 'Mother' in the game and count steps. | Learners count out numbers up to 50 during the game, with some needing support. |
| Step 3 (9 minutes) | Role play, real-life simulation | Set up a pretend party scenario: 'We are inviting 15 friends.' Give children plastic plates, cups, and utensils. Ask them to count out exactly 15 of each item from a larger set. Use number cards to show the number 15. | Count and set 15 plates, 15 cups, 15 spoons, etc., matching one-to-one. Then count the total guests again by pointing to each item placed. | Learners count up to 50 by grouping and counting items up to 15 accurately, with minimal help. |
| Step 4 (8 minutes) | Independent practice, observation | Provide number mats 1-50, dice, and plasticine. Instruct learners to work in pairs: one rolls a die, names the number, and both mould that number from plasticine. Then, count from 1 to the number rolled. Observe and record progress on a checklist. | In pairs, roll dice, identify number, make the number with playdough, and count up to that number. Practice counting up to 50 with a partner. | Learners independently identify numbers and count up to at least 30, many reaching 50 with confidence. |
Lesson Evaluation:
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