Note for teachers using this lesson plan
Before the lesson, prepare number charts (0-15), flashcards, and a collection of up to 15 small, safe objects like bottle tops or pebbles. The central idea is for pupils to recognise, orally count, and understand the quantity of numbers 0-15, with a focus on tracing and writing number 3. Ensure a clear, safe space for pupils to count and trace. Successful learning will be observed when pupils can point to numbers 0-15, count objects accurately up to 15, and attempt to trace number 3.
Class: Pre-School Level 1
Term: Second Term
Week: 10
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Counting and recognising numbers 0-5.
Topic: NUMBERS: 0 – 15
Subject Matter: NUMBERS: 0 – 15; Reading Numbers: 0 – 15; Counting objects: 1 – 15; Recognition of Numbers: 0 – 15; Tracing and writing Number – 3. Weekly focus: Numbers 0-15: Counting and Writing Number 3.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and recognise numbers 0-15 when shown.
- Orally count numbers from 0 to 15.
- Count up to 15 concrete objects accurately.
Affective Domain
- Show enthusiasm while participating in counting activities.
- Listen attentively to the teacher’s instructions.
Psychomotor Domain
- Point to specific numbers 0-15 on a chart or flashcard.
- Trace the numeral 3 with their finger in the air or on a surface.
- Attempt to write the numeral 3 with guidance.
Social Domain
- Take turns during counting games.
- Participate in group counting and singing.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1.
- Relevant Early Childhood Care and Education resources.
- Counting charts and picture books for young children.
Instructional Materials
- Number charts showing 0-15
- Flash cards with numbers 0-15
- MP4 Player (or any device to play video/audio)
- Bottle tops, pebbles, or other small counting objects (up to 15 per child/group)
- Sand tray or individual small whiteboards/slates
- Crayons or pencils
- Paper or exercise books
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it builds foundational numeracy skills by expanding their number recognition and counting range to 15. Learning to count and associate numbers with quantities helps children understand the world around them, while early tracing of a numeral like 3 develops fine motor skills essential for future writing and problem-solving.Prerequisite/Previous Knowledge
Pupils can recognise and count familiar objects up to 5 and have some exposure to numbers 0-5. They can also follow simple instructions and enjoy singing and movement activities.Lesson Content/Board Summary
NUMBERS: 0 – 15
Recognising and Reading Numbers 0-15
Numbers are used to count things. We can see numbers everywhere!
- 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
- 13 – Thirteen
- 14 – Fourteen
- 15 – Fifteen
We say the numbers one by one, from start to finish.
Counting Objects 1-15
When we count objects, we touch each one and say its number.
- Let’s count our fingers: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10!
- Let’s count bottle tops: 1, 2, 3… up to 15.
Tracing and Writing Number 3
Number 3 looks like two small curves joined together.
- Start at the top.
- Make a curve to the middle.
- Then make another curve to the bottom.
Practice tracing number 3 in the air, in sand, or on paper.
Key Words
- Numbers – words or symbols we use to count.
- Count – to say numbers in order while touching objects.
- Three – the number that comes after two.
Counting Rhyme: “One, Two, Three, Let’s All See”
Tune: “Twinkle, Twinkle Little Star”
One, two, three, let’s all see,
How many fingers look at me!
One, two, three, on my hand,
The best numbers in the land!
One, two, three, let’s all count,
All the objects, a big amount!
Actions:
- “One, two, three, let’s all see” – Hold up fingers one by one.
- “How many fingers look at me!” – Wiggle fingers.
- “One, two, three, on my hand” – Point to own hand.
- “The best numbers in the land!” – Clap hands.
- “One, two, three, let’s all count” – Count fingers again.
- “All the objects, a big amount!” – Pretend to pick up and count objects.
Watch and Count Along
💡 Teacher Guide for Using This Board Summary
How to teach the content: Use the number charts and flashcards to introduce numbers 0-15. Point to each number, say it clearly, and have pupils repeat. For counting objects, demonstrate by slowly counting 15 bottle tops, touching each one as you say the number. For writing number 3, demonstrate air tracing first, then tracing in a sand tray or on a whiteboard. Emphasize the two curves.
What to show or demonstrate: Show the numbers 0-15 on charts and flashcards. Demonstrate counting 15 objects. Show how to form number 3 by tracing it on a large surface or in the air, guiding pupils’ hands if needed.
How to use the rhyme/song: Sing the “One, Two, Three, Let’s All See” rhyme several times with clear actions. Encourage pupils to join in the counting and movements. This reinforces counting up to three and makes learning fun.
How to use the video: Introduce the video as a fun way to count. Play the “Count to 15” video from The Singing Walrus. Encourage pupils to watch, listen, and try to count along with the song. After the video, ask them to count again with you or point to numbers they saw.
What to watch for: Observe if pupils can distinguish between different numbers, especially 1, 2, and 3. Check if they can count objects one-to-one without skipping or recounting. For writing 3, look for attempts at the correct shape, not perfection.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Manipulation of Objects
- Repetition
- Question and Answer
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and starts with a familiar counting song (e.g., “One, Two, Buckle My Shoe” up to 5). The teacher asks pupils to show fingers for numbers 1, 2, 3, 4, 5.
Pupils’ Activity: Pupils respond to greetings, sing along, and show the correct number of fingers.</
Learning Point: Pupils are engaged and recall prior knowledge of small numbers.
Step 2: Introduction of Numbers 0-15 (Recognition)
Time: 5 minutes
Teaching Skill: Presentation/Visual Learning
Teacher’s Activity: The teacher displays a large number chart (0-15) and flashcards. The teacher points to each number from 0 to 15, says its name clearly, and has pupils repeat after her. The teacher then randomly points to numbers and asks pupils to say them.
Pupils’ Activity: Pupils observe the chart and flashcards, repeat the numbers after the teacher, and try to identify numbers when pointed to.
Learning Point: Pupils begin to recognise and orally read numbers 0-15.
Step 3: Counting Objects 1-15
Time: 5 minutes
Teaching Skill: Demonstration/Practical Activity
Teacher’s Activity: The teacher distributes bottle tops (or other counting objects) to each pupil or group. The teacher demonstrates how to count up to 15 objects one by one, touching each object as the number is said. The teacher then guides pupils to count their own objects.
Pupils’ Activity: Pupils watch the teacher’s demonstration and then count their own bottle tops up to 15, touching each one.
Learning Point: Pupils develop one-to-one correspondence and count objects accurately up to 15.
Step 4: Rhyme Reinforcement
Time: 4 minutes
Teaching Skill: Songs and Rhymes/Reinforcement
Teacher’s Activity: The teacher leads pupils in singing the “One, Two, Three, Let’s All See” rhyme with actions. The teacher sings slowly and clearly, encouraging pupils to join in the counting and movements. The rhyme is repeated twice.
Pupils’ Activity: Pupils sing the rhyme, perform the actions, and practice counting with their fingers.
Learning Point: Pupils reinforce counting 1-3 in a fun, active way.
Step 5: Introduction to Writing Number 3
Time: 5 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: The teacher draws a large number 3 on the board. The teacher demonstrates how to form number 3 by tracing it in the air, explaining the two curves. The teacher then guides pupils to trace number 3 in a sand tray or on their small whiteboards/slates.
Pupils’ Activity: Pupils watch the teacher, trace number 3 in the air, and then trace it in the sand tray or on their whiteboards/slates.
Learning Point: Pupils learn the correct formation of number 3 and develop fine motor skills.
Step 6: Video and Application
Time: 4 minutes
Teaching Skill: Technology Integration/Application
Teacher’s Activity: The teacher plays the “Count to 15 | Counting Songs for Kids | The Singing Walrus” video on the MP4 player. The teacher encourages pupils to watch and count along with the video. After the video, the teacher asks pupils to show 3 fingers and count them.
Pupils’ Activity: Pupils watch the video, try to count along, and then show and count 3 fingers.
Learning Point: Pupils enjoy a visual reinforcement of counting and apply their knowledge to show quantity.
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 3 on the chart.”
- “Count these 5 bottle tops for me.”
- “What number comes after 2?”
- “Show me 3 fingers.”
- “Trace number 3 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: Summary/Closure
Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher reminds them to keep counting numbers everywhere they see them. The teacher leads a final quick count from 1 to 5.
Pupils’ Activity: Pupils respond to praise and participate in the final counting activity.
Learning Point: Pupils leave the lesson feeling confident and encouraged to continue counting.
Lesson Keywords
- Numbers – symbols we use to count things.
- Count – to say numbers in order.
- Three – the number after two.
- Trace – to follow a line or shape with your finger or a pencil.
Differentiation
- Support: For pupils struggling with number recognition, focus only on numbers 0-5. Use larger flashcards and provide hand-over-hand guidance for counting objects and tracing number 3. Repeat oral counting frequently.
- Extension: For pupils who quickly grasp the concept, challenge them to count objects beyond 15 (e.g., up to 20 if appropriate) or identify number 3 among other numbers quickly. Ask them to find groups of 3 objects in the classroom.
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