Note for teachers using this lesson plan
Before this lesson, gather a variety of countable objects (e.g., bottle tops, small stones, blocks) and ensure you have number flashcards (0-10) and plain paper with crayons/pencils ready. The central idea is for pupils to connect number names with quantities and to explore early drawing skills. Observe pupils as they point to numbers, physically count objects, and make marks on paper, as these actions will demonstrate their learning.
Class: Pre-School Level 1
Term: First Term
Week: 10
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Identifying familiar objects and colours.
Topic: NUMBERS: 0 – 10
Subject Matter: NUMBERS: 0 – 10; Reading Numbers: 0 – 10; Recognition of Numbers: 0 – 10; Counting objects: 1 – 10; Scribbling; Drawing Intersecting Lines. Weekly focus: Numbers 0-10: Counting and Intersecting Lines.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise and name numbers 0-10 when shown.
- Count up to 10 objects orally.
Affective Domain
- Show interest and participate actively in counting activities.
- Listen attentively to the teacher’s instructions and demonstrations.
Psychomotor Domain
- Point to specific numbers 0-10 on flashcards or charts.
- Pick up and count small objects up to 10.
- Make scribbles on a piece of paper.
- Draw simple lines that cross each other (intersecting lines).
Social Domain
- Participate in group counting and singing.
- Take turns with instructional materials.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1.
- Early Childhood Care and Education Numeracy Resources.
- Suitable early-years numeracy workbook.
Instructional Materials
- Number charts (0-10)
- Number flashcards (0-10)
- A variety of small, countable objects (e.g., bottle tops, beads, small blocks, sticks)
- Plain paper
- Crayons or pencils
- MP4 Player (for video and audio)
Rationale for the Lesson
This lesson introduces young children to fundamental numeracy concepts by helping them recognise and count numbers 0-10, which forms the basis for future mathematical understanding. It also develops their fine motor skills and pre-writing abilities through scribbling and drawing simple lines, preparing them for more complex drawing and writing tasks.
Prerequisite/Previous Knowledge
Pupils can identify some familiar objects and colours. They can make simple sounds and gestures.
Lesson Content/Board Summary
NUMBERS: 0 – 10 and Intersecting Lines
Numbers 0-10: Recognition and Counting
- Number Recognition: We look at the shape of each number (0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10).
- Reading Numbers: We say the name of each number as we see it (Zero, One, Two, Three, Four, Five, Six, Seven, Eight, Nine, Ten).
- Counting Objects: We count real things, matching one object to one number.
- Show 0 objects (empty hand).
- Show 1 object, count “one”.
- Show 2 objects, count “one, two”.
- …and so on, up to 10 objects.
Scribbling
- Scribbling means making marks on paper with a crayon or pencil.
- It helps our hands get ready to draw and write.
Drawing Intersecting Lines
- Lines: A line is a long mark. It can go up and down, or side to side.
- Intersecting Lines: These are two lines that cross each other, like an ‘X’.
Counting Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Zero, zero, start to count,
One, two, three, what a nice amount!
Four, five, six, let’s all see,
Seven, eight, nine, for you and me!
Ten, ten, ten, we’re all done,
Counting numbers is so much fun!
Actions: Hold up fingers as numbers are called, point to objects, clap hands, make a big ‘X’ with arms for “intersecting lines” (optional, for later reinforcement).
Watch and Practise Counting
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing number flashcards 0-10 one by one, saying each number name clearly and having pupils repeat. Then, use the countable objects to demonstrate each quantity, starting from 0 (empty hand) up to 10. Emphasize one-to-one correspondence. For scribbling, provide paper and crayons and encourage free mark-making. For intersecting lines, draw a simple line on the board, then draw another line crossing it, saying “This line crosses this line.” Have pupils mimic with their fingers in the air.
What to show or demonstrate: Visually present each number (0-10) on flashcards and charts. Demonstrate counting objects clearly, touching each object as you count. Model scribbling freely on paper. Clearly demonstrate drawing one line, then another line crossing it on the board or a large paper.
How to use the rhyme/song: Introduce the “Counting Rhyme” after initial number recognition. Sing it slowly several times, encouraging pupils to join in with the words and actions. Use the actions to reinforce counting with fingers and pointing to objects.
How to use the video: Play the counting video after the rhyme. Encourage pupils to watch the numbers and objects, and to try to count along or repeat the number names they hear. After watching, ask them to point to numbers they remember from the video.
What to watch for: Observe if pupils can point to numbers when named, if they can orally count along, and if they attempt to make marks and simple crossing lines. Look for their engagement and participation.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Manipulation of Objects
- Repetition
- Picture Talk
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a familiar welcome song. The teacher asks pupils to show their fingers and counts them up to five.
Pupils’ Activity: Pupils respond to greetings, sing along, and show their fingers while attempting to count.
Learning Point: Pupils are engaged and ready for the lesson, with a brief recall of counting fingers.
Step 2: Number Recognition (0-5)
Time: 4 minutes
Teaching Skill: Visual Recognition/Naming
Teacher’s Activity: The teacher shows number flashcards 0-5 one by one, clearly saying the name of each number. The teacher asks pupils to repeat the number names.
Pupils’ Activity: Pupils look at the flashcards and repeat the number names after the teacher.
Learning Point: Pupils begin to recognise and name numbers 0-5.
Step 3: Counting Objects (0-5)
Time: 4 minutes
Teaching Skill: One-to-one Correspondence/Counting
Teacher’s Activity: The teacher uses countable objects (e.g., bottle tops) to demonstrate quantities for numbers 0-5. For example, showing 3 bottle tops and counting “one, two, three”. The teacher encourages pupils to count along.
Pupils’ Activity: Pupils watch the teacher count objects and try to count along orally.
Learning Point: Pupils connect number names with actual quantities for 0-5.
Step 4: Number Recognition & Counting (6-10)
Time: 4 minutes
Teaching Skill: Visual Recognition/Counting Extension
Teacher’s Activity: The teacher introduces number flashcards 6-10 and demonstrates counting objects for these numbers, similar to Step 3. The teacher ensures pupils repeat the number names and observe the counting.
Pupils’ Activity: Pupils look at the flashcards, repeat number names, and observe the teacher counting objects for 6-10.
Learning Point: Pupils extend their number recognition and counting skills to 6-10.
Step 5: Rhyme, Video & Scribbling
Time: 5 minutes
Teaching Skill: Auditory Reinforcement/Fine Motor Development
Teacher’s Activity: The teacher leads pupils in singing the “Counting Rhyme” with actions. The teacher then plays the counting video (0-10) on the MP4 player. After the video, the teacher distributes paper and crayons and encourages pupils to make any marks they like (scribble).
Pupils’ Activity: Pupils sing the rhyme with actions, watch the video, and then freely scribble on their papers with crayons.
Learning Point: Pupils reinforce counting through song and video, and develop fine motor skills through scribbling.
Step 6: Drawing Intersecting Lines
Time: 5 minutes
Teaching Skill: Drawing/Pre-writing
Teacher’s Activity: The teacher demonstrates drawing a simple line, then another line crossing it, on the board or a large sheet of paper. The teacher guides pupils to try drawing their own intersecting lines on their papers using their crayons.
Pupils’ Activity: Pupils watch the demonstration and then attempt to draw lines that cross each other on their papers.
Learning Point: Pupils develop early drawing skills by attempting to create intersecting lines.
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.
- “Can you point to number 5 on the chart?”
- “Let’s count these 3 bottle tops together.”
- “Show me your scribbles on your paper.”
- “Can you show me a line that crosses another line on your paper?”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate by pointing, counting, and showing their drawings.
Learning Point: Pupils demonstrate understanding of the lesson content on numbers 0-10 and basic line drawing.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Reinforcement
Teacher’s Activity: The teacher praises the pupils for their participation and effort, reminding them that counting and drawing are fun. The teacher leads a short goodbye song.
Pupils’ Activity: Pupils respond to praise and sing the goodbye song.
Learning Point: Pupils leave the lesson feeling positive about learning.
Lesson Keywords
- Number – A word or symbol that tells us how many.
- Count – To say numbers in order or find out how many.
- Zero – The number that means nothing.
- One – The number after zero.
- Ten – The number after nine.
- Scribble – To make random lines or marks on paper.
- Line – A long, thin mark.
- Cross – To go over or intersect.
Differentiation
- Support: For pupils who struggle with number recognition, provide larger flashcards and use hand-over-hand guidance to point to numbers. Focus on numbers 0-5 first, with more repetition. Provide fewer objects to count initially (e.g., 1-3). For drawing, guide their hand to make marks or lines.
- Extension: For pupils who quickly grasp the concepts, encourage them to identify numbers 0-10 in other classroom objects (e.g., on a clock, calendar). Ask them to count more than 10 objects if they are able. Encourage them to draw more than two intersecting lines.
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