Counting Numbers 0-11 and Writing Number 1 for Pre-School Level 1

Class: Pre-School Level 1
Term: Second Term
Week: 4
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Introduction to numbers 0-5 and simple counting.
Topic: NUMBERS: 0 – 11
Subject Matter: Numbers 0 – 11; Reading Numbers: 0 – 11; Counting objects: 1 – 11; Recognition of Numbers: 0 – 11; Tracing and writing Number – 1.

Specific Objectives

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

Cognitive Domain

• Identify and name numbers 0 to 11 when shown flashcards.
• Count up to 11 objects orally.
• Recognise the numeral ‘1’.

Affective Domain

• Show interest in counting activities.
• Participate joyfully in number songs and rhymes.

Psychomotor Domain

• Point to specific numbers from 0 to 11.
• Trace the number ‘1’ in sand, air, or on paper.

Social Domain

• Take turns during counting games.
• Listen attentively to the teacher and peers during activities.

Reference Materials

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

Instructional Materials

Charts showing numbers 0-11, Flash cards (0-11), Bottle tops, small stones, blocks or other counters (up to 11), Sand tray, Finger paint, Crayons, Paper, MP4 player (for video/audio).

Rationale for the Lesson

This lesson is crucial for 2-year-olds as it builds foundational numeracy skills, extending their counting range and introducing number recognition. Understanding numbers 0-11 helps children describe quantities in their daily environment and prepares them for more complex mathematical concepts later on.

Prerequisite/Previous Knowledge

Pupils can recognise and count a few numbers (e.g., 0-5) and have some experience with pre-writing patterns like lines and curves.

Lesson Content/Board Summary

NUMBERS: 0 – 11: Counting and Writing Number 1

What are Numbers?

Numbers tell us “how many” things we have. We use them to count.

Numbers 0 to 11

These are the numbers we will learn to recognise and count today:

0 – Zero (nothing)
1 – One
2 – Two
3 – Three
4 – Four
5 – Five
6 – Six
7 – Seven
8 – Eight
9 – Nine
10 – Ten
11 – Eleven

Counting Objects 1-11

We can count many things around us:

• 1 bottle top
• 2 stones
• 3 blocks
• … up to 11 objects.

Focus on Number 1

Number 1 means ‘one thing’.

• One nose
• One mouth
• One sun

Writing Number 1

Number 1 is a straight line, from top to bottom.

Start at the top, pull a line down. That’s number 1!

Counting Rhyme: “Let’s Count to Eleven”

Tune: “Twinkle, Twinkle Little Star”

Zero, one, two, three, four,
Let’s count numbers, want some more?
Five, six, seven, eight, nine,
Counting makes us feel so fine!
Ten and then comes eleven,
Counting numbers, up to heaven!

Actions: Hold up fingers as you count, clap for each number, point to numbers on a chart.

Watch and Count Along

Key Words

• Number – a word or symbol that tells us how many.
• Count – to say numbers in order or find out how many.
• One – the first number after zero, meaning a single item.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils warmly and starts with a simple counting warm-up, asking pupils to clap their hands once, twice, etc. The teacher then introduces the topic: “Today, we are going to learn about numbers from 0 to 11 and how to write number 1!”

Pupils’ Activity: Pupils respond to greetings, clap their hands as instructed, and listen attentively to the introduction.

Learning Point: Pupils are engaged and ready for the lesson.

Step 2: Introduction to Numbers 0-11 (Recognition and Oral Counting)

Time: 5 minutes

Teaching Skill: Demonstration/Repetition

Teacher’s Activity: The teacher displays a chart or flashcards of numbers 0-11. The teacher points to each number, says its name clearly, and encourages pupils to repeat after them. The teacher repeats this several times, focusing on clear pronunciation.

Pupils’ Activity: Pupils look at the numbers, listen to the teacher, and repeat the number names from 0 to 11.

Learning Point: Pupils begin to recognise and orally say numbers 0-11.

Step 3: Counting Objects 1-11

Time: 5 minutes

Teaching Skill: Practical Demonstration/Guided Practice

Teacher’s Activity: The teacher brings out a collection of bottle tops or other counters. The teacher demonstrates counting out 1 object, then 2 objects, and so on, up to 11 objects, placing them one by one. The teacher encourages pupils to count along with them.

Pupils’ Activity: Pupils watch the teacher count objects and try to count along orally. Some pupils may be invited to help count a small group of objects.

Learning Point: Pupils associate numbers with quantities of objects.

Step 4: Rhyme and Video Reinforcement

Time: 5 minutes

Teaching Skill: Song/Visual Aid

Teacher’s Activity: The teacher leads the pupils in singing the “Let’s Count to Eleven” rhyme with actions. Afterwards, the teacher plays the “Count to 10” video, encouraging pupils to sing and point along. After the video, the teacher orally extends the counting to 11.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, attempting to count along and point to numbers.

Learning Point: Pupils reinforce number recognition and oral counting through song and visual aids.

Step 5: Introduction to Number 1 and Tracing Practice

Time: 4 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher shows the flashcard for number 1. The teacher points to one object (e.g., one nose, one sun in a picture). The teacher then demonstrates how to trace number 1 in the air, then in a sand tray or with finger paint, saying “Start at the top, pull a line down. That’s number 1!”

Pupils’ Activity: Pupils identify number 1, point to one object, and imitate the teacher’s tracing movements in the air and in the sand tray/finger paint.

Learning Point: Pupils recognise number 1 and understand its basic formation.

Step 6: Guided Tracing of Number 1

Time: 4 minutes

Teaching Skill: Guided Practice/Individual Support

Teacher’s Activity: The teacher distributes paper and crayons. The teacher draws a large number 1 on each pupil’s paper or guides them to make a straight line. The teacher walks around, providing individual guidance and hand-over-hand support for pupils to trace or draw a straight line for number 1.

Pupils’ Activity: Pupils attempt to trace or draw a straight line for number 1 on their paper with crayons, following the teacher’s guidance.

Learning Point: Pupils practice forming the number 1 with support.

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.

1. “Can you point to number 5 on the chart?”
2. “How many bottle tops do I have here?” (Teacher shows 3 or 7 bottle tops).
3. “Show me number 1 flashcard.”
4. “Can you show me how to trace number 1 in the air?”

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: Reinforcement

Teacher’s Activity: The teacher praises the pupils for their effort and participation. The teacher briefly recaps that they learned to count to 11 and how to write number 1. The teacher encourages them to keep counting things at home.

Pupils’ Activity: Pupils listen to the teacher and respond to praise.

Learning Point: Pupils feel successful and are encouraged to continue learning.

Lesson Keywords

• Number – A symbol or word used for counting.
• Count – To say numbers in order.
• One – The number representing a single item.

Differentiation

• Support: For pupils struggling with number recognition, use larger flashcards and fewer numbers at a time (e.g., 0-5 first). Provide more hand-over-hand guidance for tracing number 1. Use highly contrasting colours for tracing activities.
• Extension: For pupils who quickly grasp the concepts, encourage them to count objects beyond 11 if they show interest, or ask them to identify objects in the classroom that represent the numbers 1-5.