Note for teachers using this lesson plan

Before the lesson, prepare enough counting objects like bottle tops, pebbles, or small blocks for each child to count up to 10. Also, have number flashcards for 0-10, large tracing sheets for numbers 0, 1, and 2, and a sand tray or finger paint ready. The central idea is for pupils to begin associating number names with quantities and to recognise the numerals 0-10, with a focus on guided tracing of 0-2. Observe if pupils can point to numbers and count objects up to 10, and make large tracing movements for 0, 1, and 2.

Class: Pre-School Level 1
Term: Third Term
Week: 2
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Not separately stated in the scheme.
Topic: NUMBERS: 0 – 10
Subject Matter: Numbers 0-10: Counting, Writing 0-2 and Number Games.

Specific Objectives

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

Cognitive Domain

Identify and say numbers 0-10 when shown.
Count objects from 0 to 10.
Recognise numbers 0-10 on flashcards or charts.

Affective Domain

Show interest in number activities and games.
Listen attentively to the teacher’s instructions during counting.

Psychomotor Domain

Trace numbers 0, 1, and 2 with their fingers or jumbo crayons.
Participate in simple number games involving counting and recognition.

Take turns during number games.
Engage with peers in group counting activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 1
Early Childhood Care and Education Numeracy resources

Instructional Materials

Number charts (0-10)
Number flashcards (0-10)
Counting objects (bottle tops, pebbles, small blocks, fingers, toes)
Large paper or sand tray for tracing
Jumbo crayons or finger paint
MP4 Player (for video)

Rationale for the Lesson

This lesson helps 2-year-old pupils build foundational numeracy skills by introducing them to numbers 0-10. Learning to count, recognise numerals, and begin tracing helps them understand quantity and number symbols, which are essential for everyday life and future mathematical learning. Engaging in games makes learning numbers fun and interactive.

Prerequisite/Previous Knowledge

Pupils can recognise some familiar objects and follow simple instructions. They may have heard adults count before.

Lesson Content/Board Summary

NUMBERS: 0 – 10

What are Numbers?

Numbers tell us “how many” of something we have. They help us count things!

Counting Numbers 0-10

Zero (0): Means nothing, no objects.
One (1): Count one object. (Show 1 finger, 1 bottle top)
Two (2): Count two objects. (Show 2 fingers, 2 bottle tops)
Three (3): Count three objects. (Show 3 fingers, 3 bottle tops)
Four (4): Count four objects. (Show 4 fingers, 4 bottle tops)
Five (5): Count five objects. (Show 5 fingers, 5 bottle tops)
Six (6): Count six objects.
Seven (7): Count seven objects.
Eight (8): Count eight objects.
Nine (9): Count nine objects.
Ten (10): Count ten objects.

We can count our fingers, toes, toys, and many other things!

Recognising Numbers 0-10

Look at the number cards and say the number name. Each number looks different.

0 (Zero)
1 (One)
2 (Two)
3 (Three)
4 (Four)
5 (Five)
6 (Six)
7 (Seven)
8 (Eight)
9 (Nine)
10 (Ten)

Tracing and Writing Numbers 0-2

We will learn to make the shapes for numbers 0, 1, and 2.

Number 0: Start at the top, go round and round to make an oval shape.
Number 1: Start at the top, draw a straight line down.
Number 2: Start at the top, make a curve, then slant down and go across.

We will use our fingers in the air, in sand, or with jumbo crayons on big paper.

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

One, two, three, let’s all count,
Four, five, six, a happy amount.
Seven, eight, nine, numbers bright,
Ten, we count with all our might.
Zero means no, nothing at all,
Numbers help us stand up tall!

Actions: Pupils can clap for each number, hold up fingers as they count, and make a “zero” shape with their hands for “zero.”

Watch and Practise

Counting 1-10 Song | Number Songs for Children | The Singing Walrus

Key Words

Number – tells us “how many”.
Count – to say numbers in order.
Zero (0) – means nothing.
One (1) – one single item.
Two (2) – two items.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce numbers 0-10 by first showing the numeral, saying its name, and then counting the corresponding number of real objects (e.g., bottle tops, fingers). Emphasise “zero” as meaning “none.” For recognition, use flashcards and point to numbers on a chart, asking pupils to say the number. For tracing 0-2, demonstrate large movements in the air, then guide pupils to trace in a sand tray or on large paper with jumbo crayons, providing hand-over-hand support as needed.

What to show or demonstrate: Show number flashcards for 0-10. Demonstrate counting objects clearly, one by one, up to 10. Model finger tracing for 0, 1, and 2 in the air and in the sand tray. Draw large numbers 0, 1, and 2 on the board for pupils to see the formation.

How to use the rhyme/song: Lead the pupils in singing the “Counting Rhyme” several times. Encourage them to perform the actions, especially holding up fingers as they count and making a circle for “zero.” This helps reinforce number sequence and quantity.

How to use the video: Introduce the video as a fun way to count numbers. Play the video “Learn Numbers 0-10 for Kids – Counting 0-10 – Number Song for Kids” by Kids Tv 123. Encourage pupils to sing along, clap, and point to the numbers as they appear on the screen. After watching, ask pupils to repeat counting 0-10 with you.

What to watch for: Observe if pupils can correctly say the number names, point to the correct numeral, and count objects accurately up to 10. For tracing, watch for their ability to make the basic shapes for 0, 1, and 2, even if not perfect.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Motivation

Teacher’s Activity: The teacher greets pupils and asks them to show their fingers. “How many fingers do you have?” The teacher then introduces that today they will learn about numbers and counting.

Pupils’ Activity: Pupils greet the teacher and show their fingers. They listen attentively.

Learning Point: Pupils are introduced to the concept of numbers and counting.

Step 2: Counting Objects 0-10

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher shows number flashcards 0-10 one by one, saying the number name. For each number, the teacher counts out the corresponding number of bottle tops or other objects, emphasising “zero” for no objects. “This is number one (1), let’s count one bottle top!”

Pupils’ Activity: Pupils watch and listen as the teacher shows numbers and counts objects. They try to repeat the number names.

Learning Point: Pupils begin to associate number names with quantities of objects.

Step 3: Number Recognition

Time: 4 minutes

Teaching Skill: Visual Recognition/Identification

Teacher’s Activity: The teacher displays number charts 0-10 and flashcards. The teacher points to different numbers randomly and asks pupils to say the number name. “Who can tell me what number this is?”

Pupils’ Activity: Pupils point to and say the number names as the teacher prompts them.

Learning Point: Pupils practise recognising and naming numbers 0-10.

Step 4: Tracing Numbers 0-2 (Guided Practice)

Time: 6 minutes

Teaching Skill: Fine Motor/Pre-Writing

Teacher’s Activity: The teacher demonstrates how to trace numbers 0, 1, and 2 in the air, then on a sand tray or large paper. The teacher guides pupils to trace these numbers using their fingers in the air, in the sand tray, or with jumbo crayons on large paper, providing support as needed.

Pupils’ Activity: Pupils follow the teacher’s demonstration, tracing numbers 0, 1, and 2 in the air, then in the sand tray or on paper.

Learning Point: Pupils develop pre-writing skills and learn the formation of numbers 0, 1, and 2.

Step 5: Number Games and Rhyme

Time: 5 minutes

Teaching Skill: Play-based Learning/Reinforcement

Teacher’s Activity: The teacher leads a simple number game like “Find the Number” (pupils point to a number called out on a chart) or “Count and Clap” (teacher says a number, pupils clap that many times). The teacher also leads the class in singing the “Counting Rhyme” with actions.

Pupils’ Activity: Pupils actively participate in the number game, clapping or pointing. They sing the rhyme and perform the actions.

Learning Point: Pupils reinforce counting and number recognition through fun activities and a song.

Step 6: Video Reinforcement

Time: 3 minutes

Teaching Skill: Audio-Visual Learning

Teacher’s Activity: The teacher plays the counting video “Learn Numbers 0-10 for Kids” on the MP4 player, encouraging pupils to sing along and point to the numbers as they appear.

Pupils’ Activity: Pupils watch the video, sing along, and point to the numbers shown.

Learning Point: Pupils reinforce counting and number recognition through an engaging video.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

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

“Show me number 1 on the chart.”
“Count these two bottle tops for me.”
“What number is this?” (Teacher shows flashcard for 0 or 2).
“Let’s trace number 0 in the air together.”

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: Summarising/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them that numbers are all around us. The teacher encourages them to keep counting things at home.

Pupils’ Activity: Pupils listen and say “thank you” to the teacher.

Learning Point: Pupils feel encouraged and understand the relevance of numbers in their daily lives.

Lesson Keywords

Number – a word or symbol that tells us how many.
Count – to say numbers in order, one by one.
Zero (0) – the number that means nothing or none.
One (1) – the number that means a single item.
Two (2) – the number that means two items.

Differentiation

Support: For pupils struggling with counting, provide fewer objects (e.g., count only 1-3) and use hand-over-hand guidance for tracing. Repeat number names and actions frequently. Use larger, more tactile objects for counting.
Extension: For pupils who quickly grasp the concepts, encourage them to count familiar objects in the classroom beyond 10 (e.g., “How many chairs?”). Ask them to find specific numbers on different charts or books.