Note for teachers using this lesson plan
Before this lesson, prepare a variety of counting objects such as pebbles, bottle tops, or small blocks, along with large number flashcards for 0-15 and tracing sheets for numbers 0-3. The central idea is for pupils to actively participate in counting and recognising numbers 0-15, and to begin tracing 0-3. Ensure a clear, open space for number games and movement. Observe pupils’ ability to orally count and point to objects, which will show successful learning.
Class: Pre-School Level 1
Term: Third Term
Week: 3
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Not separately stated in the scheme.
Topic: NUMBERS: 0 – 15
Subject Matter: NUMBERS: 0 – 15; Reading Numbers: 0 – 15; Counting objects: 0 – 15; Recognition of Numbers: 0 – 15; Tracing and Writing: 0 – 3; Participating in Number Games. Weekly focus: Numbers 0-15: Counting, Writing 0-3 and Number Games.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and read numbers 0-15 when shown flashcards.
- Count up to 15 objects accurately.
- Recognise numbers 0-15 from a group.
Affective Domain
- Show enthusiasm for learning about numbers.
- Listen attentively to the teacher’s instructions during counting and games.
Psychomotor Domain
- Trace numbers 0, 1, 2, and 3 with guidance.
- Point to specific numbers 0-15 when called out.
Social Domain
- Participate actively in simple number games with peers.
- Take turns during counting activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1.
- Early Childhood Care and Education resources.
- Age-appropriate numeracy workbooks.
Instructional Materials
- Stones, bottle tops, or small blocks (up to 15 per pupil/group).
- Large number flashcards (0-15).
- Tracing sheets or sand trays for numbers 0-3.
- Crayons or finger paints.
- MP4 Player (for video).
- Number game materials (e.g., number mats, beanbags).
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it introduces foundational number sense, which is essential for future mathematical understanding. Learning to count and recognise numbers 0-15 helps children develop one-to-one correspondence and quantity awareness, skills they will use daily in their environment and play. Early exposure to number writing also builds pre-writing skills.Prerequisite/Previous Knowledge
Pupils can already identify and name a few basic colours and shapes. They can also follow simple instructions and enjoy singing short rhymes.Lesson Content/Board Summary
NUMBERS: 0 – 15: Counting, Writing 0-3 and Number Games
What are Numbers?
Numbers tell us “how many” of something there are. We use numbers every day!Counting Numbers 0-15
We can count many things around us:- Fingers: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
- Toes: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
- Stones: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15
- Bottle tops: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15
Number Recognition (0-15)
Look at these numbers and say their names:
0 – Zero
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
Tracing and Writing Numbers 0-3
We will learn to trace these numbers:- 0: Start at the top, go round and round to make a circle.
- 1: Start at the top, draw a straight line down.
- 2: Start at the top, make a curve, then a slant line down, then a straight line across.
- 3: Start at the top, make a curve, then another curve.
Counting Rhyme: “My Counting Friends”
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
One, two, three, let’s all see,
How many fingers looking at me.
Four, five, six, count them quick,
Little numbers, what a trick!
Seven, eight, nine, so divine,
Counting objects, oh so fine.
Ten, eleven, twelve, hooray!
Numbers help us every day!
Actions: Pupils hold up fingers as they count, point to objects, clap hands, and jump lightly on “hooray!”
Watch and Count Along
Key Words
- Number – A word or symbol that tells us “how many”.
- Count – To say numbers in order while touching objects.
- Recognise – To know something when you see it.
- Trace – To draw over a line or shape.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce numbers 0-15 orally, using clear, slow pronunciation. For counting, demonstrate one-to-one correspondence by touching each object as you count. For recognition, show large flashcards one by one, saying the number, and having pupils repeat. For tracing 0-3, demonstrate the correct starting point and direction for each number on a large board or tracing sheet, using simple directional language like “round and round” or “straight line down.”
What to show or demonstrate: Display number flashcards 0-15 prominently. Use a basket of real objects (stones, bottle tops) to demonstrate counting 0-15. Show how to trace numbers 0, 1, 2, and 3 using your finger in the air, on a sand tray, or on a large tracing sheet.
How to use the rhyme/song: Sing “My Counting Friends” at least twice, encouraging pupils to join in with the words and actions. Emphasise counting fingers and pointing to objects mentioned in the rhyme.
How to use the video: Introduce the video as a fun way to count. Play the “Count to 15 Song” video. Encourage pupils to watch, listen, and count along with the numbers they see on the screen. After watching, ask pupils to count a few objects again, reinforcing the numbers from the video.
What to watch for: Observe if pupils are counting objects one by one (one-to-one correspondence) rather than just reciting numbers. Check their ability to match a spoken number to its flashcard. For tracing, look for attempts to follow the correct direction, even if lines are wobbly.
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/Warm-up
Teacher’s Activity: The teacher greets the pupils, sings a short ‘hello’ song, and asks them to show their fingers. “How many fingers do you have on one hand? Let’s count them!”
Pupils’ Activity: Pupils greet the teacher, sing along, and attempt to count their fingers with the teacher.
Learning Point: Pupils are engaged and ready to learn, and begin thinking about numbers.
Step 2: Oral Counting with Objects (0-15)
Time: 5 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: The teacher brings out a basket of stones/bottle tops. “Let’s count these stones together! One, two, three…” The teacher counts slowly, touching each object as she counts up to 15, encouraging pupils to repeat after her and touch their own objects.
Pupils’ Activity: Pupils listen, watch the teacher’s demonstration, and then count along with the teacher, touching their own objects one by one.
Learning Point: Pupils practise one-to-one correspondence and oral counting to 15.
Step 3: Number Recognition (0-15)
Time: 5 minutes
Teaching Skill: Visual Recognition/Repetition
Teacher’s Activity: The teacher shows large number flashcards (0-15) one at a time. “What number is this? This is number one!” The teacher says the number clearly and asks pupils to repeat. She then asks pupils to point to the number she calls out.
Pupils’ Activity: Pupils listen, repeat the number names, and point to the correct number flashcard when asked.
Learning Point: Pupils recognise and name numbers 0-15 visually.
Step 4: Rhyme and Movement
Time: 4 minutes
Teaching Skill: Reinforcement/Kinesthetic Learning
Teacher’s Activity: The teacher leads pupils in singing “My Counting Friends” rhyme, encouraging them to perform the actions (counting fingers, pointing to objects, clapping). She sings it twice.
Pupils’ Activity: Pupils sing the rhyme, perform the actions, and enjoy the movement.
Learning Point: Pupils reinforce counting and number concepts through song and movement.
Step 5: Tracing Numbers (0-3)
Time: 5 minutes
Teaching Skill: Guided Practice/Fine Motor
Teacher’s Activity: The teacher distributes tracing sheets for numbers 0, 1, 2, and 3, or prepares sand trays. She demonstrates how to trace each number slowly, explaining the starting point and direction. She provides hand-over-hand guidance where needed.
Pupils’ Activity: Pupils use their fingers or crayons to trace numbers 0, 1, 2, and 3 on their sheets or in the sand, following the teacher’s instructions and guidance.
Learning Point: Pupils develop pre-writing skills and learn the formation of numbers 0-3.
Step 6: Number Game: “Find the Number”
Time: 4 minutes
Teaching Skill: Application/Play-based Learning
Teacher’s Activity: The teacher spreads number flashcards (0-15) on the floor. “Let’s play ‘Find the Number’! Can you find number 5?” She calls out different numbers for pupils to find and touch.
Pupils’ Activity: Pupils move around, listen for the number called out, and try to find and touch the correct flashcard on the floor.
Learning Point: Pupils apply their number recognition skills in a fun, active way.
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.
- “Count these 3 stones for me.” (Teacher presents 3 stones).
- “What number is this?” (Teacher shows flashcard for 7).
- “Can you show me number 2 with your fingers?”
- “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: Closure
Teacher’s Activity: The teacher praises pupils for their participation and counting efforts. “You all did a great job counting and learning your numbers today! Keep practising!”
Pupils’ Activity: Pupils respond to the praise and prepare for the next activity.
Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue learning.
Lesson Keywords
- Number – A symbol that shows how many.
- Count – To say numbers in order.
- Zero – No objects, nothing.
- One – A single thing.
- Trace – To draw over a line.
Differentiation
- Support: For pupils struggling with counting, provide fewer objects (e.g., count only to 5), use larger, more distinct objects, and offer more hand-over-hand guidance for tracing. Repeat numbers slowly and frequently.
- Extension: For pupils who grasp concepts quickly, encourage them to identify numbers in the classroom environment (e.g., on a clock, calendar, or book cover). Ask them to count a slightly larger group of objects (up to 10 or 12) independently, or to match a quantity of objects to the correct number flashcard.
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