Introduction Lesson Note Nursery 1 First Term Mathematics Week 8
I wrote this Lesson Note Nursery 1 First Term Mathematics Week 8; based on the Nigerian National Early Childhood Education Curriculum. Particularly, I used the PrePrimary Teaching Schemes that the Education Resource Centre, Abuja developed. As a result, this lesson note is suitable for use in any Nigerian school that adopts the National Curriculum. NOTE: I wrote an extensive article 0on the latest 9Year Basic Education National Curriculum. If you haven’t read that, click here to read it up. Also, click here to check our official schemes of work based on the latest 9Year Basic Education Curriculum.
Complete Lesson Objectives
As with the rest of our notes, the primary focus of this lesson note is to present an enriched content for the topic. This lesson note, also like the rest, provide guide for teachers on how to deliver the content to attain the topic objectives. In this regard, I adopt the modern teaching style in Mathematics as NERDC specified. Unlike most lesson notes you may find around which focuses majorly on cognition, I brought out and set objectives to cover other domains of education – affective and psychomotor.
Click here to Learn how to set Lesson Objectives professionally
How to develop Lesson Plan from Lesson Note Nursery 1 First Term Mathematics Week 8
I wrote this lesson note Nursery 1 First Term Mathematics Week 7; in outline of standard lesson plans. However, I advise teachers that want to use this notes for official purpose – i.e. to create their lesson plans which they will submit to their supervisors – to follow this guideline to writing standard lesson plan. To make it faster, click here to get my lesson plan template for N300 only. Or click here to get it from paystack.
REMARK: If you find the terms lesson plan and lesson notes confusing, quickly read this article on their differences.
To Nursery One Mathematics Teacher
The teacher to deliver this lesson must understand that teaching numeracy at the early age entails much more than rote memorization and singing/demonstrating rhymes. Yes, these are effective tools for teaching the pupils how to remember what you have taught them. But much more, the question of numeracy – much as all of the topics at this level – serves as the foundation for the pupils’ progress in the subject in future academic engagements.
Major Cause of Mathematics Anxiety
After teaching Mathematics at preprimary, primary, secondary as well as tertiary level; I can categorically say that the majority of the numerous issues that students have in Mathematics is due to poor foundation.
A common point that most early years’ teachers miss in teaching numeration and notation is the aspect of the concept of numerical values. Any Mathematics Teacher in higher classes starting from Primary 4 upward will attest to the fact that majority of the learners finds Number Bases difficult due to their lack of understanding the concept of values of numbers. Even now, you can take the percentage of the primary level learners upward that truly understands the concept of value of numbers above 10. A simple question to test this is: Why do we write 10 as 1 and 0?
What you should do?
Despite that many early years’ teachers are coming to understand this and consequently adjusting the focus of their classes, more are yet to. Consequently, you should not only measure the success of your class by how your Nursery One pupils are able to recite and perhaps identify and write numbers 1 – 500. You should also evaluate to see how many of them truly understands the underlying concept of every topic. It is in this regard that I urge you to also focus on the affective objective of this lesson.
Lesson Note Nursery One First Term Mathematics Week 8
Class: Nursery One
Term: First
Week: 8
Subject: Mathematics/Number Work
Topic:
 Counting 1 – 13
 Recognition of numbers 1 – 9
 Matching numbers 1 – 5 with objects
 Writing Pattern – Writing horizontal line
OBJECTIVES
At the end of the lesson, the pupils should have attained the following:
 Cognitive:
 Count numbers 1 – 13
 Identify numbers 1 – 9
 Identify horizontal strokes
 Psychomotor:
 Point at named number between 1 and 9
 Pick up to 13 items from a lot
 Form/draw horizontal strokes
 Affective
 Demonstrate/internalize the concept of numerical values of numbers 1 – 13
PREVIOUS KNOWLEDGE
The pupils had in the previous lesson learned the following:
 Meaning of numbers
 How to count numbers 1 – 12
 Identification of numbers 8 and 9
 Tracing of horizontal line
INSTRUCTIONAL MATERIALS
 Screen & Video illustration of number 0 through 13 with rhymes.
 Number models – plastic, metallic or cardboard cutouts – consisting of several 1’s through 9’s including 0’s
 Stand counters of 13 counters
 A bundle pack and one for each pupil – a pack that can contain exactly 10 counters, not more. 10beads Abacus will do as well.
 Several counters – bottle covers, blocks, pebbles, etc. packed into a (an improvised) container. The counters should be up to 5 for each pupil.
 Chalk/Marker and black/white board
 Number charts of 1 – 13.
 Number 1 – 9 Stencil
 Education Resource Centre. (2014). FCT Nursery Teaching Scheme. Abuja: Education Resource Centre.
 Kano Education Resource Department. (2016). PrePrimary Schemes of work. Kano: Kano Education Resource Department.
 Lagos State Ministry of Education. (2016). Early Childhood Care Education Scheme (Mathematics). Lagos: Lagos State Ministry of Education.
 Nigerian Educational Research and Development Council (NERDC). (2012). Mathematics Teachers’ Guide for the Revised 9Year Basic Education Curriculum (BEC). Yaba, Lagos: Nigerian Educational Research and Development Council (NERDC).
PRESENTATION
The teacher delivers the lesson as in the following steps:
Step 1: Introduction
To introduce the topic, the teacher does the following:
 Orally asks questions based on the previous lesson:
 What we say or write to tell people how many things we have is called ___
 Number
 Story
 How many numbers do we have?
 7
 Many
 Every number has different name and how to write it
 True
 False
 What is nothing (in local dialect) in English?
 Zero
 One
 (Show them any one or two of number 0 – 7 model/card and ask): What is the name of this number?
 4
 5
 7 and 6 which is greater?
 7
 6
 Who can show us how to write number 8? Allow willing pupil to demonstrate on air or sand
 Who can count from 1 to 12? Allow willing pupil(s) to count
 Pick some sweets and ask: how many sweets do I have in my hands? Correct answer wins the sweet(s) J
 How many blades does a ceiling fan has?
 How many colours does rainbow has?
 Display the number chart and ask: who can come over to the board and touch/point at number 0 – 7? Allow willing pupil to do
 What is 7 in (local) dialect?
 Musa (name of a pupil in the class), please go to my desk. Pick six pencils. Bring it to me.
 Everyone, take your Lego (improvised counter) pack. (A row or pupil at a time) come over here. Pick 12 blocks/balls/counters. Go back to your seat(s).
 The teacher thence shows the pupils large colourful painted design of number 13. Then s/he asks the pupils who knows the name. Following the pupils’ attempts, s/he tells them that they shall learn the new number and also create their painted designs during the week.
 Following that, the teacher explains that before they learn the new numbers; they have to revise the numbers they have already learned. Therefore, the teacher revises the previous lessons by explaining the following:
 A number is what tells us how many things we have.
 There are many numbers because we can have many things.
 Each of the many numbers has its special name and way it is written
 Teacher displays uses the stand counters, and counts numbers 1 – 12 with the pupils. Thereafter, s/he displays the chart of numbers 1 – 12 – or writes the numbers on the board and leads the oral counting as well. Following this, the teacher names a number and require a
pupil to come point at it on the chart/board. Thereafter, the teacher revises numbers 1 – 12 as follows.  S/he shows the pupils empty hands and asks them how many items has s/he on his/her hands. Pupils should say nothing. Therefore, the teacher explains that nothing is a number. Nothing is called number Zero – teacher reiterates in local dialect that Zero means nothing and makes pupils pronounce zero. Then showing the number design, s/he continues “this is number zero”. (Demonstrating) “Let’s write number zero on air/sand”.
 Proceeding, the teacher picks one item and shows it to the pupils. Then s/he asks them how many items has s/he in his/her hands. The pupils should say Therefore, the teacher explains that one is a number. One means ____ (in dialect) – everybody pronounces one. (Show model and say) This is number one. (Demonstrate) Let’s write number one on air/sand.
 The teacher repeats step 6 for numbers 2 up to 9.
Step 2: Concept of Bundles
After the teacher has finished teaching and explaining the numbers 0 – 9, s/he tells the pupils that those are the numbers there is.
S/he thereafter tells the pupils that we however usually have more things than these numbers 0 – 9. The teacher continues that once the number of a thing is one more than 9 – i.e. if one already has 9 and then gets one more – then we say the person has a bundle.
The teacher demonstrates this by arranging ten bottle covers (or the available counters) into the improvised container of ten.
Following this, the teacher distributes the pupils’ improvised pack to them. After that, s/he demonstrates and directs the pupils to gradually arrange the nine counters in their possession into the pack. Once, the teacher and the pupils have done this, the teacher asks whether the pack is filled – or if one more of the counter can still be added. Since one more counter can still be added, the teacher distributes one more counter to the pupils. Then taking his/hers, the teacher demonstrates and directs the pupils to fill their pack with the one counter.
Number 10
Once the teacher and every pupil has filled their pack and probably covered it, the teacher tells the pupils that the pack is known as a bundle. Hence, the teacher explains further that a bundle therefore is 10. This also means that the next number after 9 is 10. The teacher shows the pupils number ten model and/or writes it on the board then explains that we write six as 10 (1 and 0) to mean one bundle and nothing. S/he explains that we write the number ten in such a way that the 1 and 0 are not far from each other – the teacher may lead the pupils to write the number ten on air/sand. S/he pronounces ten and makes the pupils to repeat after him/her – several times.
If resources are available, the teacher may show the pupils number 10 video illustration and sing number rhymes with them.
Step 3: Concept of the value of number Eleven through thirteen (13)
Number 11
Following the explanation of the number 10, the teacher then teaches that if one already has a bundle and then gets one more – s/he gives them one more counter; then since the extra one will not be able to enter into the bundle pack, we simply say the total number of the items is one bundle and one – which means a ten and a 1. The teacher thence teaches that we write one bundle and one as 11. S/he also teaches that the number after a bundle therefore is 11. The teacher concludes the explanation on the number 11 by telling the pupils that the number 11 is called eleven. So, the number after ten is eleven. The teacher pronounces and makes the pupils to pronounce eleven after him/her, several times.
If resources are available, the teacher may show the pupils number 11 video illustration and sing number rhymes with them.
Succeeding the explanation and rhymes, the teacher leads the pupils to cut out and/or design their number 11 model after the sample s/he showed the pupils earlier.
Numbers 12
Succeeding the above, the teacher repeats the explanations and exercises under 11 for number 12. See summary below.
 If one already has 11 items and then gets one more – or if you add one to eleven – the teacher gives the pupils one more counter each time, then we say it is one bundle and 2 – because there will now be two (extra) items that is not inside the bundle pack.
 We write one bundle and two as 12 – one and two close to each other – and call it twelve. Teacher emphasizes on the closeness of the 1 & 2 in twelve in contrast to normal 1, 2, 3.
 That means the number after eleven is twelve. The teacher teaches the pupils how to pronounce twelve.
 If resources are available, the teacher may show the pupils number 12 video illustration and sing number rhymes with them.
 Succeeding the explanation and rhymes, the teacher leads the pupils to cut out and/or design their number 12 model after the sample s/he showed the pupils earlier.
Numbers 13
Succeeding the above, the teacher repeats the explanations and exercises under 11 and number 12 for number 13. See summary below.
 If one already has 12 items and then gets one more – or if you add one to twelve – the teacher gives the pupils one more counter each time, then we say it is one bundle and 3 – because there will now be three (extra) items that is not inside the bundle pack.
 We write one bundle and three as 13 – one and three close to each other – and call it thirteen. Teacher emphasizes on the closeness of the 1 & 3 in thirteen in contrast to normal 1, 2, 3.
 That means the number after twelve is thirteen. The teacher teaches the pupils how to pronounce thirteen.
 If resources are available, the teacher may show the pupils number 13 video illustration and sing number rhymes with them.
 Succeeding the explanation and rhymes, the teacher leads the pupils to cut out and/or design their number 13 model after the sample s/he showed the pupils earlier.
Stage Evaluation Questions
Before proceeding to the other part of the lesson, the teacher assesses the pupils’
understanding of the concept of numbers 1 – 10. S/he does this by giving the pupils the
following oral exercises:
 The teacher asks the pupils how many counters they have altogether.
 The number after 9 is __________
 Nine is a number. What is nine in ______ (name local) language?
 Ten is a number. Ten means 1 bundle and nothing. Who can come and touch/point at number 10 on the chart?
 Now I give 9 pencils to Aliyu – teacher does this practically. If I add one more pencil to Aliyu like this – teacher does this practically, how many pencils has Aliyu now?
 One and two written close together is called _______________
 Eleven is one and one. True False
NOTE: Teacher may reask or explain questions in local dialect. S/he should allow volunteer pupil to count the pencils in Aliyu’s hands. Note that Aliyu stands for a pupil in the class – ensure to use the child’s name.
Revision
After the teacher had finished explaining the concept of the values of number 12; s/he revises the numbers 1 – 12 all over again. The teacher focuses on helping the pupils to identify the numbers, their names and symbols (how each is written) as well as to understand the concept of the value of each.
Step 4: Counting Exercises
General counting with stand counters
After the revision, the teacher leads the pupils into general counting:
He or she puts up the stand of two counter. Then sliding each counter to the other side, s/he together with the pupils, counts until the counters finish from one side. The teacher repeats this by sliding each counter back to the original position and again – several times. The teacher may invite willing pupils to lead the counting by sliding the counters as the entire class counts.
Group and Individual Counting
After the general counting, the teacher further strengthens the pupil’s memorization of the names and order of numbers through group counting.
 The teacher groups the pupils into pairs
 Going to each group and while watch and follow, the teacher counts different number of counters for each pupil
 The teacher directs each pupil to count differently given number out of his or her counter and give it to the partner
 Individual pupil counts the new number of counters in their possession and tells the teacher
 The teacher confirms the number then make the pupils to repeat the process – exchange some counters and count
Oral Counting without Counters
After the pupils are able to count very well with the counters, the teacher directs them to put the counters away. Then s/he leads them to count orally without using the counters. The teacher and the pupils do this several times. S/he may invite different willing pupils to lead the oral counting as well.
Number Rhymes
Prior to continuing with the lesson, the teacher makes numbers 1 – 13 into rhymes and leads the pupils to recite it. If resources are available, the teacher displays and narrates the video before and as the class sings the rhymes.
Recommended Rhyme (Crosscurricular):
 There are two black birds
 1,2 Buckle My Shoes (up to 9,10)
 1, 2, 3, 4, 5 up to 11, 12
Henceforth, the rhyme shall be sung at regular intervals throughout the duration of the lesson/week.
Evaluation
The teacher may assess the individual pupil’s counting ability by:
 Asking them to orally count from a number that s/he states to another. E.g. count 1 to 12.
 Sending them to go and fetch a given number of item for him/her
 Asking them to count the number of a given item
 This is your fingers (reiterates in local dialect), how many fingers do you have?
 How many people are sitting on this row?
 (Provided there are no more than 12 desks) How many desks do we have in this class?
 How many fans do we have in this class?
 How many children are in your family – if you are in a polygamous society such as the northern region where members of a family may exceed 12, you should rather ask how many children does your mother has?

Step 5: Recognition of the symbols of Numbers 1 – 9
 After the counting exercises, the teacher reminds the pupils that each of the numbers has its own way that we write it. S/he also reminds the pupils that they had learned how we write numbers 8 and 9 in the previous week. Thus, s/he explains that they are now going to learn revise how we write from zero to nine.
To do this, the teacher revises the symbols of numbers 1 – 9 as s/he taught them in the previous lessons as follows:
 Zero is a number. Zero means nothing. And we write zero as 0. The teacher shows the pupils number 0 model then writes it on the board and leads pupils to write on air or sand.
 One is a number. One means ________ (in local dialect). And we write one as 1. The teacher shows the pupils number 1 model then writes it on the board and leads pupils to write on air or sand. Afterwards, the teacher plays and leads the pupils to sing number one number rhyme.
 Two is a number. Two means ________ (in local dialect). And we write two as 2. The teacher shows the pupils number 2 model then writes it on the board and leads pupils to write on air or sand. Afterwards, the teacher plays and leads the pupils to sing number 2 number rhyme.
 Three is a number. Three means ________ (in local dialect). And we write three as 3. The teacher shows the pupils number 3 model then writes it on the board and leads pupils to write on air or sand. Afterwards, the teacher plays and leads the pupils to sing number 3 number rhyme.
 Four is a number. Four means ________ (in local dialect). And we write four as 4. The teacher shows the pupils number 4 model then writes it on the board and leads pupils to write on air or sand. Afterwards, the teacher plays and leads the pupils to sing number 4 number rhyme.
 Five is a number. Five means ______ (in local dialect). And we write five as 5. The teacher shows the pupils number 5 model then writes it on the board and leads pupils to write on air or sand. Afterwards, the teacher plays and leads the pupils to sing number 5 number rhyme.
 Six is a number. Six means ________ (in local dialect). And we write four as 6. The teacher shows the pupils number 6 model then writes it on the board and leads pupils to write on air or sand. Afterwards, the teacher plays and leads the pupils to sing number 6 number rhyme.
 Seven is a number. Seven means ________ (in local dialect). And we write seven as 7. The teacher shows the pupils number 7 model then writes it on the board and leads pupils to write on air or sand. Afterwards, the teacher plays and leads the pupils to sing number 7 number rhyme.
 Eight is a number. Eight means ________ (in local dialect). And we write eight as 8. The teacher shows the pupils number 8 model then writes it on the board and leads pupils to write on air or sand. Afterwards, the teacher plays and leads the pupils to sing number 8 number rhyme.
 Nine is a number. Nine means ________ (in local dialect). And we write nine as 9. The teacher shows the pupils number 9 model then writes it on the board and leads pupils to write on air or sand. Afterwards, the teacher plays and leads the pupils to sing number 9 number rhyme.
Evaluation
The teacher evaluates the pupils’ ability to recognize the numbers through physical exercise thus:

Lucky Dip –
Cut several cards and write different numbers ranging from 0 to 9 on the cards. Then pack the cards into a container such as a carton. They may be duplicates of numbers.
Once the cards are packed into the container, the teacher keeps the container of number cards on the stage and invite the pupils, one at a time, to pick a card after shuffling it. After picking, the pupil looks at the number on the card and call it out. If any child calls out the number on the card correctly, the class claps for the pupil and the teacher gives the pupil equal number of sweets. If any child fails to call the number on the card correctly, the teacher gently declines and offer to appoint another willing pupil to help out. In such case, once a helping child names the number correctly; the teacher shares the supposed compensation between the picker and the helping pupils.
Note here that the highest number that should be in the container of cards is 9. That way, pupils will be aiming to pick the card bearing number 9.
Teacher should also take note that container should be closed with a little allowance for free movement of the pupils’ hands in and out of it. If the container is open, then each pupil should be made to look away or close their eyes while picking their card.

Spin Board
The teacher creates a spin board of clock face with number 1 – 9 and a fixed arrow indicator. Each pupil spins the board to rotate very fast; whichever number that the board stops completely as indicated by the arrow, the pupil gets equivalent number of sweet as reward. If the board stops inbetween a number, the number that is just past indicates the pupil’s win.

Number Puzzle/Shazam
The teacher gets stickers of different number parts (pattern). Then the pupils arrange the pattern that forms number 8 or 9 as the case may be. Alternatively, a mix of different numbers are given to the pupils then they shade the boxes containing number 8 and 9 with given colour.

Step 6: Matching Numbers 4 & 5 with variety of objects
In the last next of the lesson – which the teacher may teach concurrently with the rest; the teacher aims to achieve the affective objectives for the topic. This is internalization of the concepts of numbers 4 & 5. By this I mean the pupils should not only be able to reel and sing the rhymes of numbers, but also demonstrate understanding of the concept in normal everyday living.
Hence, after teaching the concepts of numbers 1 – 12 as I have discussed; the teacher ‘challenges’ the pupils with exercises on practical living. S/he does this, first with concrete things, then picture reading and matching of numbers to objects exercise on paper.
With Concrete Objects
While the topic lasts – say each day of the week or at two or three intervals per day, the teacher brings a variety of objects to the class. The items should be of varying numbers between 1 – 5. Then the teacher asks the pupils individually – first as planned group activity during the lesson then individually at different times and randomly – to name the object (out of the variety) that is one through five in number.
Subsequently, the teacher may personalize the questions with each pupil. S/he does this by asking each pupil the number of any of the pupil’s possession that is one through five in number. For example:
 How many bag(s) do you have?
 Raise three fingers – assuming the pupil knows the meaning of fingers
 How many legs do you have?
 (In class) Who has two green LEGOS? Etc.
Assignment to parents
As part of the feedbacks to parents for the week, the teacher may also tell them the exercise. The parents can help in the challenge by asking pupils during activities at home. The parents are to ask pupils to identify or name the number of objects that the parents already know to be one through four in number. Nonetheless, enjoy the feedbacks of parents who will proudly tell you their child could say things that are moreJ!
Matching of Numbers 4 & 5 with variety of objects during picture reading
Complimentary to the activities above, the teacher repeats the same challenge during picture reading. For this reason, the teacher collects beautiful pictures of objects – things that appeals to children such as animals (to some), cars (to some), soldiers, cartoon characters, etc – teachers may find out pupils’ interest by asking them or their parents.
Provided computer/screen is available, the teacher makes these pictures into slides. The pictures should be in such a way that some objects are of varying numbers, but most one through five. If screen is not available, the teacher may print out the picturereading book. Or where even printer is not available such as in the rural areas, the teacher may get preferred Picture Reading textbook or take the pupils for a walk around the school.
Then flipping through the pictures, the teacher identifies the objects with the pupils. But wherever the number of the object they are currently looking at is one through five, the teacher asks the pupils how many of the objects are there?
Take for instance, “Look at this beautiful animal, do you know the name of this animal? Good! Elephant. How many elephants can you see in the picture? Correct! One! Everybody, look at one beautiful elephant”
Matching of numbers 4 & 5 to objects exercise on paper
In the last part of the matching of numbers 4 & 5 to objects, the teacher gives the pupils matching exercises on their Mathematics textbook, workbook or exercise books. However, this is after the teacher has taught the pupils how to form the writing pattern for the week (horizontal strokes). Therefore, the teacher should carry out the previous matching exercises while s/he teaches the writing pattern.
Should there be no Mathematics textbook or workbook with matching exercise available, the teacher can form worksheets or write out the exercises on the pupils’ exercise books.
To do this, the teacher collects or draws a list of objects of varying number – some, one; some two; others 3’s and others in four’s and five’s – on a column. Then either at the right or left side of objects, the teacher writes out numbers 1 to 5 in another column. The number column should be such that the number of 1’s and 2’s equals the number of objects that are one and two respectively.
Note that this exercise reinforces the exercises on writing pattern, hence the objects and numbers have to be in column – at least the first exercise, others may be slanting line.
See sample below.

NOTE: The objects and numbers are in rows to ensure up and down movement of the writing pattern for the week. For each of the exercises, the teacher explains and demonstrate how to solve it to the pupils. The teacher follows this with quick class activities – which the pupils perform under the watch and direction of the teacher. Then s/he duplicates the exercises as many times as possible for individual pupil’s practice – may be home work.

Step 7: Writing Pattern: Forming Horizontal Strokes
 In the last part of this lesson, the teacher teaches the pupils how to form horizontal writing strokes. For guidelines on this, please see my PreWriting Lesson Notes.
EVALUATION
The teacher assesses the pupils understanding of the lesson by giving them the following exercises.
Exercise 1: Oral counting
The teacher asks the pupils (either individually or in small groups) to count numbers 1 – 12.
Count 1 – 12
Go to the playground. Pick 12 stones. Bring it to me.
Clap 1, 2, 3, 4, 5, 6,7,8,9,12
Raise 1, 2, 3, 4, 5 fingers
Sing 1,2 Buckle my shoes
Exercise 2: Recognition of numbers 8 & 9
 The teacher uses the lucky dip box, sends the pupils to go and bring a card bearing number 8 or 9 from the box.
 The teacher calls the local names of numbers 8 and/or 9 and demands pupils to mention the English equivalents.
 The teacher gives the pupils the matching exercise contained in Activity Book.
 Point at/touch number 8 & 9
 Draw line to match numbers to object
 Shade box containing numbers 8 with red colour and 9 with green colour.
 Shade box containing eight and nine items
Exercise 3: Numerical Values
 Teacher collects some items (recommended is biscuit or sweet); divides the items into two groups – one being more than the other.
 The teacher asks pupils to count each group; thereafter, reminds the pupil the number of each group, then asks the pupils to pick either the smaller or greater.
 Then the teacher gives the corresponding exercise in the activity book.
 Which is greater?
 8 and 9
 Count and circle the greater/lesser
 Fill in missing number
 Arrange from smallest to biggest (vice versa)
Exercise 4: Matching Numbers to Objects
More exercises as I discussed during the lesson.
Number stickers
CONCLUSION
The teacher concludes the Lesson Note Nursery One First Term Mathematics Week 8 by recording pupils’ performance and if necessary, providing feedback to the parents for needed home assistance including suggesting/giving them the video clips for their children.
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