I am a wonderful and… · KG2 Integrated Learning

Lesson notes

Learning Objectives

Indicator: K2.1.1.1.7 - Create sets of human parts that have same number and represent them with numbers up to 5.

By the end of the lesson, learners can:

Identify body parts that come in pairs (two eyes, two ears, two hands, two feet) and parts that come singly (one nose, one mouth, one head).
Create sets of body part pictures that have the same number of items (for example, a set of 2 eyes and a set of 2 feet).
Count the items in a set of body parts and write or place the correct number card (1 to 5) beside it.
Solve simple story problems that ask them to combine body parts and state the total (for example, “How many eyes do two children have altogether?”).
Work with a partner to count and compare body parts, explaining their answers in simple sentences.

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Curriculum details

Strand: All About Me (Strand 1)
Sub-strand: I am a wonderful and unique creation (1.1)
Content standard: K2.1.1.1 - Demonstrate the understanding that all learners are wonderful and have unique body features that make them different from other people and other God's creation in the environment.
Indicator: K2.1.1.1.7 - Create sets of human parts that have same number and represent them with numbers up to 5.
Suggested placement: Term 1, Week 2 (Week 2 of the year)
Term is the curriculum's own; the week within it is our suggestion, laid out in curriculum order. Follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

sub strand name - printed in full capitals on one page and in sentence case elsewhere in the same content standard; recased to match. Printed form: I AM A WONDERFUL AND UNIQUE CREATION
Curriculum reference: Kindergarten Curriculum (KG1 and KG2), 2019, p. 104
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

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In pairs, the learners check on the body parts that have similar numbers and draw them in sets, count them and represent them with numbers. 1-10. E.g. two eyes match with 2 feet.
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Pose story problems about what total number you will get if you put different number of parts together. What will be the total no of eyes? What will the total number of hands of 5 people? Give opportunity to learners to count parts of group members and their parts.