Counting Numbers 0-16, Writing 0-3 and Circle Recognising for Pre-School Level 1

Class: Pre-School Level 1
Term: Third Term
Week: 4
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Simple counting and shape recognition.
Topic: NUMBERS: 0 – 16
Subject Matter: Numbers 0-16: Reading, Counting objects, Recognition, Tracing and Writing 0-3, Participating in Number Games, and Circle Recognition.

Specific Objectives

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

Cognitive Domain

• Identify and read numbers 0 – 16 when shown.
• Count up to 16 objects with guidance.
• Recognise numbers 0 – 16 on flashcards and charts.
• Identify a circle shape drawn on the board or on paper.

Affective Domain

• Participate actively in number games.
• Show interest in learning numbers and shapes.

Psychomotor Domain

• Trace numbers 0 – 3 with their fingers and crayons.
• Point to numbers and objects as instructed.
• Trace and colour a circle shape.

Social Domain

• Take turns during number games.
• Share counting materials with peers.

Reference Materials

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

Instructional Materials

• Number charts (0-16)
• Number flashcards (0-16)
• Counting objects (stones, bottle tops, blocks, beads)
• Crayons
• Paper with numbers 0-3 for tracing
• Paper with circles for tracing and colouring
• MP4 Player (or device for video playback)
• Whiteboard/Chalkboard
• Real circular objects (e.g., plate, clock, ball)

Rationale for the Lesson

This lesson introduces young children to fundamental numeracy concepts, helping them build a strong foundation for mathematical understanding. By counting objects, recognising numbers, and identifying shapes, pupils develop early number sense and spatial awareness, which are crucial skills for daily life and future learning. Tracing numbers also helps develop fine motor skills essential for writing.

Prerequisite/Previous Knowledge

Pupils can recognise some familiar objects, listen to short instructions, and may have heard some numbers or seen simple shapes.

Lesson Content/Board Summary

Numbers 0-16, Writing 0-3 and Circle Recognition

What are Numbers?

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

Reading and Recognising Numbers 0-16

• Look at the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16.
• Each number has a special name. We say the names as we see the numbers.

Counting Objects 0-16

We can count many things around us:

• One stone, two stones, three stones… up to sixteen stones.
• One block, two blocks, three blocks… up to sixteen blocks.
• Let’s count our fingers and toes!

Tracing and Writing Numbers 0-3

We will learn to make these numbers:

• 0 (Zero): Start at the top, go round and round, back to the top.
• 1 (One): Start at the top, go straight down.
• 2 (Two): Start at the top, make a curve, then a line across.
• 3 (Three): Start at the top, make a curve, then another curve.

What is a Circle?

A circle is a round shape. It has no corners or straight sides.

Recognising Circles

• Look at the circle shape. It is perfectly round.
• We can find circles everywhere! (e.g., a plate, a ball, a clock face, a tyre).

Key Words

• Numbers – words and symbols used for counting.
• Count – to say numbers in order while touching objects.
• Circle – a round shape with no straight sides or corners.
• Trace – to draw over lines or shapes that are already there.

Counting Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

One, two, three, four, five,
Numbers help us feel alive!
Six, seven, eight, nine, ten,
Let’s count them all again!
Eleven, twelve, thirteen, fourteen,
Counting makes us very keen!
Fifteen, sixteen, that’s so grand,
Numbers all around the land!

Actions: Count on fingers, clap, point to numbers on a chart, make a circle shape with hands.

Watch and Practise Counting

https://www.youtube.com/watch?v=0TgL4uW60y8

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 the pupils warmly and leads a short “Good Morning” song. The teacher asks pupils if they remember counting with objects before and shows a few familiar counting objects like blocks.

Pupils’ Activity: Pupils respond to greetings, sing along, and show interest in the objects.

Learning Point: Pupils are engaged and ready to learn.

Step 2: Number Recognition and Reading (0-16)

Time: 5 minutes

Teaching Skill: Visual Recognition/Oral Repetition

Teacher’s Activity: The teacher displays number charts and flashcards (0-16). The teacher points to each number, says its name clearly, and encourages pupils to repeat after her. She repeats this several times, focusing on numbers 0-10 first, then introducing 11-16.

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

Learning Point: Pupils begin to recognise and say numbers 0-16.

Step 3: Counting Objects (0-16)

Time: 5 minutes

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

Teacher’s Activity: The teacher distributes counting objects (stones, bottle tops) to groups of pupils. The teacher demonstrates counting by touching each object one-by-one, up to 16. She guides pupils to count their own objects, providing support for accurate one-to-one correspondence.

Pupils’ Activity: Pupils touch and count objects with the teacher’s guidance, trying to match their counting to the number of objects.

Learning Point: Pupils practise counting objects up to 16.

Step 4: Tracing and Writing Numbers (0-3)

Time: 5 minutes

Teaching Skill: Fine Motor Development/Pre-Writing

Teacher’s Activity: The teacher demonstrates how to trace numbers 0, 1, 2, and 3 in the air using large movements. Then, the teacher provides paper with large outlines of numbers 0-3. She guides pupils to trace the numbers with their fingers, then with crayons, providing hand-over-hand assistance as needed.

Pupils’ Activity: Pupils trace numbers 0-3 in the air, with their fingers, and then with crayons on paper.

Learning Point: Pupils develop fine motor skills and learn the formation of numbers 0-3.

Step 5: Circle Recognition

Time: 4 minutes

Teaching Skill: Shape Identification/Environmental Awareness

Teacher’s Activity: The teacher draws a large circle on the board and says “This is a circle. It is round.” The teacher then shows various real circular objects (e.g., a plate, a ball) and asks pupils to identify them as circles. She asks pupils to look around the classroom for other circular objects.

Pupils’ Activity: Pupils look at the circle, repeat “circle,” and point to circular objects in the classroom.

Learning Point: Pupils recognise and identify the circle shape and circular objects.

Step 6: Number Game / Circle Activity

Time: 3 minutes

Teaching Skill: Reinforcement/Active Learning

Teacher’s Activity: The teacher leads a simple “Count and Clap” game where she says a number (e.g., “three!”) and pupils clap that many times. Alternatively, the teacher distributes paper with a large circle outline and crayons, guiding pupils to trace and colour the circle.

Pupils’ Activity: Pupils participate in the counting game by clapping or trace and colour the circle on their paper.

Learning Point: Pupils reinforce counting skills or practise tracing/colouring a circle.

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. “Point to number 5 on the chart.”
2. “Count these 3 stones for me.”
3. “What shape is this?” (showing a drawn circle).
4. “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: 2 minutes

Teaching Skill: Summary/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and effort. She briefly recaps that they learned to count numbers, trace some numbers, and recognise a circle. She encourages them to keep counting and looking for circles at home.

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

Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue learning.

Lesson Keywords

• Numbers – symbols we use to count things.
• Count – to say numbers in order, like one, two, three.
• Circle – a round shape, like a ball.
• Trace – to draw over a line or shape.

Differentiation

• Support: For pupils who struggle, provide larger number flashcards and fewer objects to count (e.g., 1-5). Use hand-over-hand guidance for tracing numbers and circles. Give extra oral repetition of number names.
• Extension: For pupils who grasp concepts quickly, encourage them to identify more circular objects in the classroom or count objects beyond 16 if they are able. Ask them to help a peer count a small group of objects.