Counting Numbers 0-13 and Writing Number 2 for Pre-School Level 1

Class: Pre-School Level 1
Term: Second Term
Week: 8
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Recognition and counting of smaller numbers (e.g., 0-5)
Topic: NUMBERS: 0 – 13
Subject Matter: NUMBERS: 0 – 13; Reading Numbers: 0 – 13; Counting objects: 1 – 13; Recognition of Numbers: 0 – 13; Tracing and writing Number – 2. Weekly focus: Numbers 0-13: Counting and Writing Number 2.

Specific Objectives

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

Cognitive Domain

• Identify and say numbers 0-13 when shown flashcards.
• Count up to 13 objects with teacher’s guidance.
• Recognise the numeral ‘2’.

Affective Domain

• Participate actively in counting games and activities.
• Show enjoyment while learning numbers.

Psychomotor Domain

• Point to specific numbers 0-13 on a chart.
• Trace the number ‘2’ in the air, on a surface, and on paper.

Social Domain

• Take turns when counting objects or using materials.

Reference Materials

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

Instructional Materials

• Number charts (0-13)
• Number flash cards (0-13)
• Real objects for counting (e.g., stones, pebbles, bottle tops, blocks, pencils)
• Large sheets of paper or sand tray
• Crayons or thick pencils
• MP4 Player (for video)

Rationale for the Lesson

Learning to count and recognise numbers is a foundational skill that helps 2-year-olds understand quantities and order in their daily lives. Focusing on number 2 helps them develop early pre-writing skills and a concrete understanding of “two-ness” through hands-on activities, which is crucial for future mathematical concepts.

Prerequisite/Previous Knowledge

Pupils can recognise and say some familiar numbers (e.g., 1, 2, 3) and can point to objects when asked.

Lesson Content/Board Summary

NUMBERS: 0 – 13: Counting and Writing Number 2

Recognising Numbers 0-13

Numbers help us count and know “how many” things we have.

• We can see numbers all around us.
• Let’s look at the numbers from 0 to 13.
• (Show flashcards one by one, saying the number clearly).

Counting Objects 1-13

We can count objects by touching them one by one.

• One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen.
• (Use real objects like stones, blocks, or bottle tops).

Focus on Number 2

Today, we will learn about the number Two (2).

• This is number 2. (Show flashcard for 2).
• Let’s count two fingers.
• Let’s count two eyes.
• Let’s count two pencils.

Tracing and Writing Number 2

We can make the shape of number 2.

• Start at the top, curve around, slant down, and go straight across.
• (Demonstrate air tracing and finger tracing).

Counting Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

One, one, one, point to one,
One little nose, so much fun!
Two, two, two, clap for two,
Two little hands, what can they do?

Actions: Point to one nose, then clap hands twice.

Watch and Practise Writing Number 2

Key Words

• Zero – no quantity, nothing.
• One – a single item.
• Two – a pair of items.
• Count – to say numbers in order while touching objects.

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/Warm-up

Teacher’s Activity: The teacher greets pupils and starts with a simple “Hello” song. The teacher then asks pupils what they see around them and if they can count anything.

Pupils’ Activity: Pupils respond to greetings and try to point to and count familiar objects (e.g., “one window”).

Learning Point: Pupils are engaged and ready to learn about numbers.

Step 2: Number Recognition (0-13)

Time: 5 minutes

Teaching Skill: Visual Recognition/Oral Repetition

Teacher’s Activity: The teacher displays number flashcards from 0 to 13 one by one, saying each number clearly. The teacher encourages pupils to repeat the numbers.

Pupils’ Activity: Pupils look at the flashcards and repeat the numbers after the teacher.

Learning Point: Pupils begin to recognise and say numbers 0-13.

Step 3: Counting Objects (1-13)

Time: 5 minutes

Teaching Skill: Concrete Counting/One-to-one Correspondence

Teacher’s Activity: The teacher brings out a collection of real objects (e.g., stones, bottle tops). The teacher demonstrates counting out loud, touching each object as it is counted, up to 13. The teacher then guides pupils to count a smaller group of objects (e.g., 1-5).

Pupils’ Activity: Pupils watch the teacher count, then attempt to count objects by touching them, with teacher’s help.

Learning Point: Pupils practise one-to-one counting with concrete objects.

Step 4: Focus on Number 2 – Recognition

Time: 4 minutes

Teaching Skill: Specific Number Focus/Association

Teacher’s Activity: The teacher specifically shows the flashcard for number 2. The teacher asks pupils to show two fingers, point to their two eyes, or count two pencils. The teacher introduces the “Counting Rhyme” and leads pupils in singing it with actions.

Pupils’ Activity: Pupils show two fingers, point to two eyes, count two objects, and sing the rhyme with actions.

Learning Point: Pupils recognise the numeral ‘2’ and associate it with a quantity of two.

Step 5: Tracing and Writing Number 2

Time: 5 minutes

Teaching Skill: Pre-writing/Fine Motor Development

Teacher’s Activity: The teacher demonstrates how to trace number 2 in the air, then on a sand tray or table. The teacher then provides large paper and crayons/pencils and guides pupils to trace number 2, offering hand-over-hand support as needed. The teacher plays the video on writing number 2.

Pupils’ Activity: Pupils trace number 2 in the air, with their finger on a surface, and then attempt to trace it on paper with guidance. Pupils watch the video.

Learning Point: Pupils develop fine motor skills and learn the formation of number 2.

Step 6: Reinforcement Activity

Time: 3 minutes

Teaching Skill: Game-based Learning/Repetition

Teacher’s Activity: The teacher plays a simple game like “Find the Number 2”. The teacher scatters number flashcards (0-5) on the floor and asks pupils to find and pick up all the number 2s. The teacher repeats the “Counting Rhyme”.

Pupils’ Activity: Pupils search for and pick up number 2 flashcards. Pupils sing the rhyme again.

Learning Point: Pupils reinforce recognition of number 2 through a fun activity and repetition.

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. “Show me number 2 on the chart.”
2. “Count these two pencils for me.”
3. “What number is this?” (showing flashcard 7 or 10).
4. “Can you make the shape of number 2 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: Closure

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher reminds them that numbers are fun and we use them every day. The teacher leads a short “Goodbye” song.

Pupils’ Activity: Pupils respond to praise and sing the goodbye song.

Learning Point: Pupils feel a sense of accomplishment and positive closure.

Lesson Keywords

• Zero – nothing.
• One – a single thing.
• Two – two things.
• Count – to say numbers in order.

Differentiation

• Support: For pupils struggling with counting, focus on numbers 1-5 only. Provide more hand-over-hand guidance for tracing number 2. Use larger objects for counting and fewer choices when identifying numbers.
• Extension: For pupils who quickly grasp the concepts, encourage them to count more objects independently within the 0-13 range. Ask them to identify other familiar objects that come in twos (e.g., shoes, ears).