Note for teachers using this lesson plan

Before this lesson, prepare number flashcards (0-12), a chart showing numbers, and a collection of up to 12 small, safe objects like bottle tops, pebbles, or counting blocks. The central idea is for pupils to recognise numbers 0-12, count objects up to 12, and begin to trace the numeral ‘1’. Observe pupils as they point to numbers, count objects, and attempt to trace ‘1’ with guidance.

Class: Pre-School Level 1
Term: Second Term
Week: 5
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Counting and recognition of smaller numbers.
Topic: NUMBERS: 0 – 12
Subject Matter: NUMBERS: 0 – 12; Reading Numbers: 0 – 12; Counting objects: 1 – 12; Recognition of Numbers: 0 – 12; Tracing and writing Number – 1. Weekly focus: Numbers 0-12: Counting and Writing Number 1.

Specific Objectives

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

Cognitive Domain

Recognise numbers 0-12 when shown.
Say the numbers 0-12 in sequence.
Count up to 12 objects.

Affective Domain

Show interest in number activities.
Participate in counting games and rhymes.

Psychomotor Domain

Point to specific numbers 0-12 when called.
Trace the numeral ‘1’ with guidance.

Take turns when counting objects or identifying numbers.

Reference Materials

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

Instructional Materials

Number charts (0-12)
Number flashcards (0-12)
An MP4 player or tablet for video
Bottle tops, stones, pebbles, or other small counting objects (up to 12)
Worksheets with dotted lines for tracing ‘1’
Pencils and crayons
Plain paper

Rationale for the Lesson

This lesson helps 2-year-old pupils build foundational numeracy skills by introducing them to numbers 0-12 and the concept of counting. Learning to recognise and count numbers connects directly to their daily experiences, such as counting toys or fingers, and provides a crucial base for future mathematical understanding. Beginning to trace the numeral ‘1’ also supports early fine motor development.

Prerequisite/Previous Knowledge

Pupils can recognise and count a few familiar objects (e.g., 1, 2, 3) and may have seen numbers in their environment.

Lesson Content/Board Summary

NUMBERS: 0 – 12; Counting and Writing Number 1

Numbers 0-12:

We see numbers all around us! Numbers help us count things.

Let’s look at and say our numbers:

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 12 – Twelve

Counting Objects:

We can count many things! For example:

1 bottle top
2 stones
3 pencils
…up to 12 objects.

Focus on Number 1:

This is the number One.

It looks like a straight stick going down.

One means just a single thing. (Show one finger, one pencil, one book).

Tracing and Writing Number 1:

To write number 1, we start at the top and draw a straight line down.

(Demonstrate in the air: “Top to bottom, just like a stick!”)

Key Words

Number – A sign or word that tells us how many.
Count – To say numbers in order and find out how many things there are.
One – The number that means a single thing.

Number One Rhyme

Tune: “Twinkle, Twinkle, Little Star”

Lyrics:

Number one, number one,
Like a stick, it’s lots of fun.
Start at top, go straight down,
Number one, all around.
One little nose, one little sun,
Number one, we’ve just begun!

Actions: Point one finger up, then trace ‘1’ in the air.

Watch and Practise Writing Number 1

https://www.youtube.com/watch?v=0k571J1x0B4

💡 Teacher Guide for Using This Board Summary

How to teach the content: Use the number chart and flashcards to introduce numbers 0-12. Point to each number, say it clearly, and have pupils repeat. For counting objects, show real items one by one, counting aloud as you place them. Emphasise the concept of ‘one-to-one correspondence’ by touching each object as it’s counted. For Number 1, show the flashcard, demonstrate with one finger, and then model air tracing before pupils try.

What to show or demonstrate: Display the number chart prominently. Use flashcards for each number 0-12. Gather up to 12 bottle tops or stones for counting. Show a single object (e.g., one pencil) when introducing Number 1. Demonstrate tracing ‘1’ clearly in the air, on a large surface, and then on a worksheet.

How to use the rhyme/song: Introduce the “Number One Rhyme” after pupils have been introduced to the numeral ‘1’. Sing it slowly with clear actions, repeating it several times. Encourage pupils to join in with the actions and simple words.

How to use the video: Introduce the video as a fun way to see how to write Number 1. Play the video, encouraging pupils to watch the tracing movements. After the video, have them practice air tracing again, mimicking what they saw.

What to watch for: Observe if pupils can point to numbers 0-12 when named, if they attempt to count objects by touching each one, and if they can follow the top-to-bottom stroke for tracing ‘1’. Provide hand-over-hand guidance for tracing as needed.

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: Engagement/Recall

Teacher’s Activity: The teacher greets pupils and leads a short counting song (e.g., “One, two, buckle my shoe” up to 5). The teacher introduces the lesson by saying, “Today we will learn about many numbers and how to write number one!”

Pupils’ Activity: Pupils greet the teacher, sing along to the counting song, and listen attentively.

Learning Point: Pupils are engaged and ready for the lesson, recalling simple counting.

Step 2: Recognition of Numbers 0-12

Time: 5 minutes

Teaching Skill: Identification/Repetition

Teacher’s Activity: The teacher displays the number chart (0-12) and uses flashcards. The teacher points to each number, says its name clearly, and asks pupils to repeat. The teacher asks pupils to point to numbers as called (e.g., “Show me number 3!”).

Pupils’ Activity: Pupils repeat the number names after the teacher and point to the numbers on the chart or flashcards.

Learning Point: Pupils recognise and orally identify numbers 0-12.

Step 3: Counting Objects 1-12

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher brings out a collection of bottle tops or pebbles. The teacher demonstrates counting objects one by one, touching each object as it is counted, up to 12. The teacher then guides pupils to count a smaller group of objects (e.g., 3, 5, 7) with assistance.

Pupils’ Activity: Pupils observe the teacher counting, then participate in counting small groups of objects, touching each one as they count.

Learning Point: Pupils understand the concept of one-to-one correspondence and can count objects up to 12 with guidance.

Step 4: Focus on Number 1

Time: 4 minutes

Teaching Skill: Introduction/Association

Teacher’s Activity: The teacher specifically shows the flashcard for Number 1. The teacher asks, “How many fingers am I holding up?” (holds up one finger). “How many noses do you have?” The teacher introduces the “Number One Rhyme” and leads pupils in singing it with actions.

Pupils’ Activity: Pupils identify “one” object, respond to questions, and sing the “Number One Rhyme” with actions.

Learning Point: Pupils associate the numeral ‘1’ with the quantity ‘one’ and begin to memorise the rhyme.

Step 5: Pre-writing and Tracing Number 1

Time: 5 minutes

Teaching Skill: Modelling/Guided Practice

Teacher’s Activity: The teacher demonstrates how to trace ‘1’ in the air, saying “top to bottom, straight down.” The teacher then provides worksheets with large dotted outlines of ‘1’ and guides pupils to trace with their fingers, then with pencils (hand-over-hand if needed).

Pupils’ Activity: Pupils trace ‘1’ in the air, then on worksheets with their fingers and pencils, following the teacher’s guidance.

Learning Point: Pupils develop fine motor skills and begin to form the numeral ‘1’ through tracing.

Step 6: Reinforcement Activity (Video)

Time: 3 minutes

Teaching Skill: Visual Learning/Reinforcement

Teacher’s Activity: The teacher plays the short educational video on writing Number 1. After the video, the teacher encourages pupils to practice air tracing again, mimicking the movements seen in the video.

Pupils’ Activity: Pupils watch the video attentively and then practice air tracing the number 1.

Learning Point: Pupils reinforce their understanding of how to write Number 1 through visual demonstration.

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.

“Point to number 5 on the chart.”
“Count these 3 bottle tops.”
“Show me one finger.”
“Trace number 1 on your paper.”

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: Summarisation/Praise

Teacher’s Activity: The teacher praises pupils for their participation and effort. The teacher briefly recaps that they learned numbers 0-12 and how to trace number 1. The teacher leads a quick “Goodbye” song.

Pupils’ Activity: Pupils listen, respond to praise, and participate in the goodbye song.

Learning Point: Pupils feel a sense of accomplishment and consolidate learning.

Lesson Keywords

Number – A sign or word that tells us how many.
Count – To say numbers in order and find out how many things there are.
One – The number that means a single thing.
Trace – To draw over lines or shapes.

Differentiation

Support: For pupils struggling with number recognition, use fewer numbers at a time (e.g., 0-5), provide more repetition, and use larger, more tactile objects for counting. For tracing ‘1’, provide more hand-over-hand guidance and use very large outlines.
Extension: For pupils who quickly grasp the concepts, encourage them to count other familiar objects in the classroom (e.g., “Count how many chairs you see!”), or ask them to find the number ‘1’ in a picture book.