Note for teachers using this lesson plan

Before this lesson, prepare various sets of counting objects such as bottle tops, stones, sticks, or blocks, along with number cards. The central idea for pupils is to understand that addition means “putting groups together” to find a total. Observe pupils actively counting and combining objects, and correctly stating the total number of items, to confirm successful learning.

Class: Pre-School Level 3
Term: Third Term
Week: 4
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and identifying numbers up to 20
Topic: ADDITION OF ONE-DIGIT NUMBERS WITH SUMS BELOW 20
Subject Matter: Concept of addition and addition of one-digit numbers with sums less than 20.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

Identify the meaning of addition as putting groups together.
Count objects in different groups.
State the total number of objects after combining groups.

Affective Domain

Listen attentively to the teacher’s demonstrations.
Show interest in learning how to add numbers.
Participate actively in counting and addition activities.

Psychomotor Domain

Demonstrate addition by combining sets of objects.
Carry out simple addition of one-digit numbers with sums below 20 using concrete objects.

Take turns when demonstrating addition with the teacher and peers.
Share counting materials with classmates.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 3.
Early Childhood Care and Education curriculum resources.
Suitable early-years numeracy workbook.

Instructional Materials

Assorted counting objects (e.g., bottle tops, stones, sticks, blocks, beads).
Number cards (0-20).
Flash cards with simple addition problems (e.g., 2+3, 5+4).
Pictures showing groups of items.
Whiteboard and markers.

Rationale for the Lesson

Understanding addition is a fundamental mathematical skill that helps children make sense of quantities in their daily lives. At this age, learning addition through concrete objects helps pupils grasp the concept of combining groups, which builds a strong foundation for future mathematical learning and problem-solving.

Prerequisite/Previous Knowledge

Pupils can count numbers up to 20, recognise some numbers, and identify different objects.

Lesson Content/Board Summary

ADDITION OF ONE-DIGIT NUMBERS WITH SUMS BELOW 20

Addition means putting groups of things together to find out how many there are in total.

We use the symbol ‘+’ for addition. It means “add” or “plus”.

We use the symbol ‘=’ for “equals” or “is the same as”.

Examples of Addition with Objects

Count 2 stones. Count 1 stone. Put them together. Count all the stones. You have 3 stones. So, 2 + 1 = 3.
Count 3 pencils. Count 2 pencils. Put them together. Count all the pencils. You have 5 pencils. So, 3 + 2 = 5.
Count 9 bottle tops. Count 8 bottle tops. Put them together. Count all the bottle tops. You have 17 bottle tops. So, 9 + 8 = 17.

Key Words

Add – to put things together.
Plus (+) – the sign we use for adding.
Equals (=) – the sign we use for the total.
Sum – the total number you get when you add.
Together – combining things into one group.

Addition Song

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

One and one, we put together,
Count them all, how many clever?
One and one makes two, you see,
Adding numbers, happy me!

Two and two, we put together,
Count them all, how many clever?
Two and two makes four, you see,
Adding numbers, happy me!

Actions: Hold up fingers or objects to represent the numbers, then bring hands together and count all fingers/objects.

Watch and Practise

https://www.youtube.com/watch?v=A_s4Nq-j4_o

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by explaining addition as “putting together” using familiar objects found in the classroom. Use simple language and repeat the concept often. Always demonstrate with concrete objects first before introducing number cards or symbols.

What to show or demonstrate: Use two distinct groups of objects (e.g., 3 red blocks and 2 blue blocks). Count each group separately, then physically push them together, and count the total. Write the corresponding number sentence (e.g., 3 + 2 = 5) on the board after the physical demonstration. Emphasize the ‘+’ and ‘=’ symbols. Show the example 9 + 8 = 17 using a larger collection of objects like bottle tops or stones, counting carefully.

How to use the rhyme/song: Sing the “Addition Song” together with the pupils. Encourage them to use their fingers or small objects to act out the numbers and the “putting together” action as they sing. Repeat the song several times to reinforce the concept and numbers.

How to use the video: Introduce the video as a fun way to see more examples of addition. Ask pupils to pay attention to how items are combined and counted. After watching, discuss what they saw and ask them to share one example of addition from the video. Encourage them to try the actions shown in the video.

What to watch for: Observe if pupils understand that the total is found by counting all items after combining. Look for pupils who might count one group, then start counting the second group from “one” again, instead of continuing the count from where the first group ended. Correct gently by guiding them to continue counting.

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Songs and Rhymes
Picture Talk
Question and Answer
Manipulation of Objects
Repetition

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils warmly and leads them in a quick counting exercise from 1 to 10. The teacher asks pupils to identify some numbers on flash cards.

Pupils’ Activity: Pupils greet the teacher, count along, and identify numbers shown on flash cards.

Learning Point: Pupils recall counting and number recognition, preparing them for the lesson.

Step 2: Introduction of Addition Concept

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher introduces the concept of addition by saying, “Today, we are going to learn about putting things together to find out how many we have in total. This is called ADDITION!” The teacher places 2 pencils on one side and 1 pencil on another side, then physically pushes them together, counting, “One, two, three! We have three pencils altogether!”

Pupils’ Activity: Pupils listen attentively, observe the teacher’s demonstration, and repeat “addition” and “altogether.”

Learning Point: Pupils grasp the basic idea of addition as combining groups.

Step 3: Teacher Demonstration with Various Objects

Time: 5 minutes

Teaching Skill: Modelling/Concrete Representation

Teacher’s Activity: The teacher demonstrates more examples using different sets of objects (e.g., 3 blocks + 2 blocks, 4 stones + 3 stones). For each example, the teacher counts each set separately, puts them together, counts the total, and then writes the corresponding number sentence (e.g., 3 + 2 = 5) on the board.

Pupils’ Activity: Pupils observe carefully, count along with the teacher, and try to predict the total.

Learning Point: Pupils see multiple examples of addition using concrete materials.

Step 4: Guided Practice with Objects

Time: 6 minutes

Teaching Skill: Guided Practice/Support

Teacher’s Activity: The teacher gives each pair of pupils a small collection of counting objects. The teacher calls out simple addition problems (e.g., “Show me 2 stones and 3 stones. Now put them together and count how many altogether!”). The teacher circulates, providing support and encouragement.

Pupils’ Activity: Pupils work in pairs, take turns, count out the specified objects, combine them, and count the total, orally stating their answers.

Learning Point: Pupils actively practise the process of addition using objects with teacher guidance.

Step 5: Rhyme and Video Reinforcement

Time: 4 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads the pupils in singing the “Addition Song” with actions. Afterwards, the teacher plays the short educational video on addition, asking pupils to watch how the objects are put together.

Pupils’ Activity: Pupils sing the song with actions and watch the video attentively, observing the addition process.

Learning Point: Pupils reinforce the concept of addition through song and visual examples.

Step 6: Introduction of Number Cards and The Seed Example

Time: 3 minutes

Teaching Skill: Application/Symbolic Representation

Teacher’s Activity: The teacher introduces number cards and shows how they represent the objects. The teacher then uses objects to demonstrate the seed example: “9 bottle tops and 8 bottle tops. Let’s count them all together… 17 bottle tops!” The teacher writes “9 + 8 = 17” on the board and explains it.

Pupils’ Activity: Pupils watch the demonstration, count along with the teacher, and recognise the number sentence on the board.

Learning Point: Pupils connect concrete addition to its symbolic representation.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

“What does addition mean?”
“Show me 4 blocks and 2 blocks. How many altogether?”
“What is 5 plus 3? Use your fingers or objects to show me.”
“What symbol do we use for ‘plus’?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Closure/Encouragement

Teacher’s Activity: The teacher praises the pupils for their participation and effort in learning addition. The teacher reminds them that they can practise addition at home with their toys or other objects.

Pupils’ Activity: Pupils respond to the teacher and feel encouraged.

Learning Point: Pupils feel motivated to continue learning addition.

Lesson Keywords

Addition – putting things together to find the total.
Plus (+) – the sign for addition.
Equals (=) – the sign that shows the total.
Sum – the answer you get when you add numbers.

Differentiation

Support: For pupils struggling, provide larger, more easily manipulable objects. Start with very small sums (e.g., 1+1, 2+1) and provide hand-over-hand guidance for counting. Offer more one-on-one repetition and visual cues.
Extension: For pupils who grasp the concept quickly, challenge them with slightly more complex one-digit sums (closer to 20) or ask them to create their own simple addition problems using objects and then state the answer. Encourage them to draw pictures to represent their addition problems.