Counting Numbers 0-18, Writing 0-4 and Number Games for Pre-School Level 1

Class: Pre-School Level 1
Term: Third Term
Week: 8
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Simple counting and number recognition (e.g., 0-5)
Topic: NUMBERS: 0 – 18
Subject Matter: Numbers 0 – 18; Reading Numbers: 0 – 18; Counting objects: 0 – 18; Recognition of Numbers: 0 – 18; Tracing and Writing: 0 – 4; Participating in Number Games. Weekly focus: Numbers 0-18: Counting, Writing 0-4 and Number Games.

Specific Objectives

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

Cognitive Domain

• Identify and point to numbers 0 – 18 when named by the teacher.
• Say numbers 0 – 18 after the teacher.
• Count up to 5 objects with one-to-one correspondence.
• Participate in counting objects up to 18 with teacher guidance.

Affective Domain

• Show interest in number recognition activities.
• Enjoy participating in number games.

Psychomotor Domain

• Trace the shapes of numbers 0 – 4 using their fingers, in sand, or with a crayon.
• Manipulate counting objects to match small numbers.

Social Domain

• Take turns during number games.
• Participate actively in group counting.

Reference Materials

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

Instructional Materials

• Number charts (0-18)
• Flashcards (0-18)
• Counting objects: smooth stones, bottle tops, small blocks, pebbles, sticks
• Sand tray or salt tray for tracing
• Large number templates (0-4)
• Crayons and drawing paper/notebooks
• MP4 Player (for video/audio)

Rationale for the Lesson

This lesson introduces young children to the concept of numbers from 0 to 18, which is foundational for future mathematical understanding. Learning to count and recognise numbers helps 2-year-olds make sense of quantities in their daily environment and develops early numeracy skills. Tracing numbers also supports fine motor development and prepares them for writing.

Prerequisite/Previous Knowledge

Pupils can already identify and count a few familiar objects (e.g., 1, 2, 3). They can also recognise and say some basic numbers (e.g., 1, 2, 3).

Lesson Content/Board Summary

NUMBERS: 0 – 18

What are Numbers?

Numbers help us count things. We use numbers every day!

Recognising and Reading Numbers 0 – 18

Look at the numbers. Say the numbers after me. (Show flashcards for 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18)

Counting Objects 0 – 18

We can count stones, bottle tops, or fingers. Let’s count together! (Teacher demonstrates counting objects, pupils repeat and count smaller groups)

Tracing and Writing Numbers 0 – 4

We learn to make the shapes of numbers. Let’s trace numbers:

• 0 (Zero) – Round like a ball.
• 1 (One) – Straight line down.
• 2 (Two) – Curve and a line across.
• 3 (Three) – Two small curves.
• 4 (Four) – Down, across, and down again.

Number Games

Playing games helps us learn numbers. (Examples: “Find the Number” game, “Count and Match” game)

Counting Rhyme (0-5)

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Zero, one, two, three, four,
Let’s count numbers, want some more?
Five little fingers, waving high,
Numbers help us reach the sky!
Zero, one, two, three, four,
Let’s count numbers, want some more!

Actions:

• Zero: Make a circle with hands.
• One: Hold up one finger.
• Two: Hold up two fingers.
• Three: Hold up three fingers.
• Four: Hold up four fingers.
• Five: Hold up five fingers and wave them.
• Repeat actions for numbers.

Watch and Count

https://www.youtube.com/watch?v=F0B1W_WzX1k

Key Words

• Number – A word or sign that tells us how many.
• Count – To say numbers in order or find out how many.
• Zero – No objects, nothing.
• One – A single object.
• Trace – To draw over a line or shape.

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 and starts with a simple “Hello” song. The teacher then leads a quick oral count from 1-5 to warm up their minds for numbers.

Pupils’ Activity: Pupils respond to greetings and participate in the warm-up oral counting.

Learning Point: Pupils are engaged and ready for the lesson, recalling previous counting knowledge.

Step 2: Presentation – Recognising and Saying Numbers 0 – 18

Time: 7 minutes

Teaching Skill: Visual Recognition/Oral Repetition

Teacher’s Activity: The teacher displays number charts (0-18) and uses flashcards. The teacher points to each number from 0 to 18, clearly says its name, and encourages pupils to repeat after her. The teacher also plays the “Numbers 1-20 Song for Kids” video, encouraging pupils to watch and listen.

Pupils’ Activity: Pupils look at the numbers on the chart and flashcards, repeat the number names after the teacher, and watch the video.

Learning Point: Pupils begin to recognise and orally say numbers 0 – 18.

Step 3: Presentation – Counting Objects 0 – 18

Time: 5 minutes

Teaching Skill: One-to-one Correspondence/Demonstration

Teacher’s Activity: The teacher brings out counting objects (stones, bottle tops). She first demonstrates counting small groups (e.g., 3 stones, 5 bottle tops) with one-to-one correspondence. Then, the teacher demonstrates counting a larger group of objects up to 18, moving each object as she counts, encouraging pupils to count along with her.

Pupils’ Activity: Pupils observe the teacher counting objects and try to count along with her. They may count small groups of objects (e.g., 0-5) themselves.

Learning Point: Pupils understand that numbers represent quantities and practise counting objects.

Step 4: Guided Practice – Number Matching and Rhyme

Time: 5 minutes

Teaching Skill: Matching/Reinforcement

Teacher’s Activity: The teacher places number flashcards (0-5) on the mat and small groups of objects next to them. She asks pupils to match the correct number of objects to the corresponding number card. The teacher then leads the “Counting Rhyme” with actions.

Pupils’ Activity: Pupils try to match objects to number cards (0-5) with guidance. They sing and perform actions for the “Counting Rhyme”.

Learning Point: Pupils reinforce number recognition and counting through matching and a fun rhyme.

Step 5: Presentation – Tracing Numbers 0 – 4

Time: 5 minutes

Teaching Skill: Fine Motor Development/Guided Practice

Teacher’s Activity: The teacher demonstrates how to trace numbers 0, 1, 2, 3, and 4. She first shows the movement in the air, then in a sand tray, and finally on large tracing templates using a crayon. She provides individual guidance and hand-over-hand support.

Pupils’ Activity: Pupils trace numbers 0-4 in the air, in the sand tray, and then on their tracing templates or paper with crayons, following the teacher’s guidance.

Learning Point: Pupils practise the motor skills required for forming numbers 0-4.

Step 6: Reinforcement – Number Games

Time: 3 minutes

Teaching Skill: Application/Engagement

Teacher’s Activity: The teacher organises a simple number game, such as “Find the Number”. She calls out a number (e.g., “Find number 5!”) and pupils point to the correct flashcard or number on the chart. She ensures all pupils have a chance to participate.

Pupils’ Activity: Pupils participate in the number game, pointing to the numbers called out by the teacher.

Learning Point: Pupils reinforce number recognition in a fun, interactive 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.

1. “Point to number 7 on the chart.”
2. “Can you count these 3 stones for me?”
3. “Say the number after me: 15.”
4. “Show me how you trace 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: 2 minutes

Teaching Skill: Recap/Closure

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

Pupils’ Activity: Pupils listen to the teacher and tidy up their materials.

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

Lesson Keywords

• Number – A sign or word that tells us how many.
• Count – To say numbers in order.
• Zero – Nothing.
• Trace – To draw over a shape.
• Game – A fun activity.

Differentiation

• Support: Provide larger number flashcards and tracing templates. Offer more hand-over-hand guidance during tracing. Focus on numbers 0-10 for recognition and counting, and 0-3 for tracing for pupils who are struggling. Use fewer objects for counting activities.
• Extension: Encourage pupils who grasp the concepts quickly to count objects beyond 5 independently. Ask them to identify numbers out of sequence. Challenge them to trace numbers 0-4 without direct assistance.