Note for teachers using this lesson plan
Before this lesson, ensure you have a variety of real-life objects (like bottle tops, pebbles, blocks) for counting up to 17, large number flashcards for 0-17, and materials for tracing and writing numbers 0-4 (sand tray, paper, crayons, pencils). The central idea is for pupils to connect spoken numbers with quantities and to recognise the circle shape through hands-on activities. Successful learning will be observed when pupils can point to numbers, count objects with guidance, attempt to trace 0-4, and identify circular objects.
Class: Pre-School Level 1
Term: Third Term
Week: 6
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Writing 0-4 and Number Games with Numbers 0-16
Topic: NUMBERS: 0 – 17
Subject Matter: Numbers 0-17: Counting, Writing 0-4 and Circle Identification
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and recognise numbers 0-17 when shown number cards.
- Count up to 17 objects with teacher guidance.
- Identify the shape of a circle from a group of objects or pictures.
Affective Domain
- Participate actively in number games and counting activities.
- Show interest in learning about numbers and shapes.
Psychomotor Domain
- Trace numbers 0-4 in the air, sand, or on paper with guidance.
- Point to objects that are circular in shape.
Social Domain
- Take turns when counting objects or playing games.
- Share instructional materials like crayons and counting objects.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Number flashcards (0-17)
- Counting objects (e.g., bottle tops, pebbles, blocks, sticks)
- Sand tray or a shallow tray with sand/flour
- Plain paper and crayons/pencils
- Real-life circular objects (e.g., ball, plate, clock, tyre)
- Pictures of circles
- MP4 Player (for video)
Rationale for the Lesson
This lesson is important for 2-year-olds as it introduces foundational numeracy skills like counting and number recognition, which are essential for understanding quantity. Identifying basic shapes like the circle helps develop visual discrimination and spatial awareness, connecting abstract concepts to their everyday environment. These skills lay the groundwork for more complex mathematical understanding in the future.
Prerequisite/Previous Knowledge
Pupils can recognise and say a few basic numbers (e.g., 1, 2, 3) and may have seen some shapes around them.
Lesson Content/Board Summary
NUMBERS: 0 – 17; Counting, Writing 0-4 and Circle Identification
What are Numbers?
Numbers tell us “how many” of something we have.
Counting Numbers 0-17
- Zero (0): Means nothing, no object.
- One (1): One object.
- Two (2): Two objects.
- … (up to) …
- Seventeen (17): Seventeen objects.
We can count many things around us: fingers, toes, friends, toys, stones, bottle tops.
Writing Numbers 0-4
We will learn to trace and write:
- 0 (Zero)
- 1 (One)
- 2 (Two)
- 3 (Three)
- 4 (Four)
We start from the top and move down or around.
What is a Circle?
A circle is a round shape. It has no corners or straight sides.
Examples of circles:
- A ball
- A plate
- A clock
- A wheel
- A ring
Counting Rhyme (Tune: “Twinkle, Twinkle Little Star”)
Lyrics:
One, two, three, let’s count with me,
Four, five, six, happy as can be.
Seven, eight, nine, almost to ten,
Let’s count again, my little friend!
One, two, three, four, five, six, seven, eight, nine, ten!
Actions: Count fingers as you say each number, clap hands, wiggle fingers.
Watch and Learn About Circles
Key Words
- Number – A word or symbol that tells us how many.
- Count – To say numbers in order and find out how many.
- Zero – The number that means nothing.
- Circle – A round shape with no corners.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by orally introducing numbers 0-17, showing flashcards for each number. Emphasize “zero” as meaning “nothing.” For writing 0-4, demonstrate the formation clearly in the air, then in a sand tray, and finally on paper. For circle identification, hold up real circular objects and pictures, asking pupils to touch and name them. Keep explanations very short and follow with immediate activity.
What to show or demonstrate: Show large number flashcards (0-17). Demonstrate counting objects (bottle tops, pebbles) one by one, touching each object as you count. Demonstrate tracing numbers 0-4 in the air, then in a sand tray, and then on paper with a crayon. Show real-life circular objects and pictures of circles.
How to use the rhyme/song: Introduce the “Counting Rhyme” after counting activities. Sing it slowly and clearly, demonstrating the actions (counting fingers, clapping). Repeat the rhyme several times, encouraging pupils to join in with the words and actions. Use it as a fun break and reinforcement.
How to use the video: Introduce the video as a fun way to learn about shapes. Play the “Shapes Song” video for pupils. After watching, pause and ask pupils to point out the circle in the video or identify circular objects in the classroom, reinforcing the visual learning.
What to watch for: Observe if pupils are connecting the spoken number with the quantity of objects. For writing, focus on the direction of tracing, not perfect formation. Ensure pupils are actively participating in counting and identifying activities, even if it’s just pointing or repeating single words.
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/Greeting
Teacher’s Activity: The teacher greets the pupils warmly and sings a short welcome song. The teacher then introduces the day’s topic by saying, “Today, we will play with numbers and shapes!”
Pupils’ Activity: Pupils respond to greetings, sing along, and listen attentively.
Learning Point: Pupils are settled and ready to learn.
Step 2: Presentation (Numbers 0-17)
Time: 6 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher shows number flashcards from 0 to 17, saying each number clearly. The teacher then uses counting objects (e.g., bottle tops) to demonstrate counting from 0 to 17, touching each object as it is counted.
Pupils’ Activity: Pupils look at the number cards, listen to the teacher say the numbers, and watch the teacher count the objects.
Learning Point: Pupils are introduced to numbers 0-17 and the concept of counting.
Step 3: Guided Practice (Numbers 0-17)
Time: 5 minutes
Teaching Skill: Guided Practice/Repetition
Teacher’s Activity: The teacher guides pupils to repeat the numbers 0-17 after her. The teacher then provides small groups of objects (e.g., 5-10 bottle tops) and guides pupils to count them together, one by one.
Pupils’ Activity: Pupils repeat numbers orally and attempt to count objects with the teacher’s help, pointing to each one.
Learning Point: Pupils practice saying numbers and counting small quantities of objects.
Step 4: Presentation (Writing 0-4)
Time: 4 minutes
Teaching Skill: Demonstration/Pre-writing
Teacher’s Activity: The teacher demonstrates how to form numbers 0, 1, 2, 3, and 4 in the air using large movements. The teacher then demonstrates tracing these numbers in a sand tray.
Pupils’ Activity: Pupils watch the teacher’s movements and try to trace numbers 0-4 in the air with their fingers.
Learning Point: Pupils understand the basic strokes and direction for forming numbers 0-4.
Step 5: Guided Practice (Writing 0-4)
Time: 4 minutes
Teaching Skill: Guided Practice/Fine Motor
Teacher’s Activity: The teacher provides paper and crayons/pencils. The teacher guides pupils, possibly with hand-over-hand assistance, to trace numbers 0-4 on their papers. The teacher encourages them to try tracing in the sand tray again.
Pupils’ Activity: Pupils attempt to trace numbers 0-4 on paper with crayons/pencils and in the sand tray.
Learning Point: Pupils develop fine motor skills and practice writing numbers 0-4.
Step 6: Reinforcement (Circle Identification & Game)
Time: 4 minutes
Teaching Skill: Visual Recognition/Game-based Learning
Teacher’s Activity: The teacher shows various real-life circular objects (ball, plate) and pictures of circles, asking, “What shape is this?” The teacher then plays the “Shapes Song” video, focusing on the circle. Afterwards, the teacher leads the “Counting Rhyme” with actions.
Pupils’ Activity: Pupils identify circular objects, watch the video, and sing/perform actions for the rhyme.
Learning Point: Pupils recognise the circle shape and reinforce counting through song.
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 flashcard.”
- “Count these 3 blocks for me.”
- “Show me something in the room that is a circle.”
- “Try to trace number 1 in the sand.”
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 to keep counting and looking for circles around them. A short goodbye song is sung.
Pupils’ Activity: Pupils respond to praise and sing the goodbye song.
Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue learning.
Lesson Keywords
- Number – A symbol we use to count things.
- Count – To say numbers in order to find out how many.
- Zero – The number that means “none” or “nothing.”
- One – The number after zero.
- Two – The number after one.
- Three – The number after two.
- Four – The number after three.
- Circle – A perfectly round shape, like a ball.
Differentiation
- Support: For pupils struggling with counting, provide fewer objects (e.g., 1-5) and offer more hand-over-hand guidance. For writing, focus on air tracing and sand tracing with larger movements before attempting paper and crayon. Use more repetition and one-on-one prompts.
- Extension: For pupils who quickly grasp the concepts, encourage them to count a slightly larger group of objects (e.g., up to 20 if they are ready) or find more examples of circular objects in the classroom. Ask them to identify numbers out of sequence.
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