Counting Numbers 0-19 and Writing Numbers 0-5 for Pre-School Level 1

Class: Pre-School Level 1
Term: Third Term
Week: 9
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Recognition of some familiar numbers and objects
Topic: Numbers: 0 – 19
Subject Matter: Numbers: 0 – 19; Reading Numbers: 0 – 19; Counting objects: 1 – 19; Recognition of Numbers: 0 – 19; Tracing and writing Numbers 0 – 5. Weekly focus: Numbers 0-19: Counting and Writing Numbers 0-5.

Specific Objectives

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

Cognitive Domain

• Identify and recognise numbers 0-19 when shown flashcards.
• Count objects from 1-19 with teacher’s guidance.
• Recognise the written forms of numbers 0-5.

Affective Domain

• Show interest in number activities and games.
• Listen attentively to the teacher during counting and number recognition.

Psychomotor Domain

• Point to specific numbers 0-19 on flashcards or charts.
• Trace numbers 0-5 in the air, sand, or on paper with guidance.
• Clap or tap for each object counted.

Social Domain

• Participate in group counting and number games.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 1.
• Early Childhood Care and Education curriculum resources.
• Suitable early-years numeracy workbook.

Instructional Materials

• Number flashcards (0-19)
• Number charts (0-19)
• Real counting objects (e.g., stones, beads, bottle tops, small toys)
• Sand tray or salt tray for tracing
• Small chalkboards/whiteboards and chalk/markers
• Worksheets with large outlines of numbers 0-5 for tracing
• Crayons or pencils
• MP4 player/tablet for video

Rationale for the Lesson

This lesson is important for Pre-School Level 1 pupils as it introduces them to foundational numeracy skills. Understanding numbers 0-19 and learning to count helps children make sense of quantities in their everyday environment, while tracing numbers 0-5 develops early pre-writing skills crucial for future literacy and mathematical understanding.

Prerequisite/Previous Knowledge

Pupils can identify some familiar objects, repeat simple words, and may have heard some numbers being counted at home or in school.

Lesson Content/Board Summary

Numbers: 0 – 19; Counting and Writing Numbers 0 – 5

What are Numbers?

Numbers tell us “how many” of something we have.

• Recognition: We can look at numbers and know their names (e.g., 0, 1, 2, 3, 4, 5, … up to 19).
• Counting: We can count objects one by one to find out “how many.”

Counting Objects (1-19):

We use our fingers, stones, beads, or other objects to count.

• One stone (1)
• Two beads (2)
• Three pencils (3)
• … up to Nineteen (19) objects.

Writing Numbers (0-5):

We learn to write numbers by tracing them. This helps our hands learn how to make the shapes.

• 0 (Zero): Start at the top, go round and close.
• 1 (One): Start at the top, go straight down.
• 2 (Two): Start at the top, curve right, slant down, go right.
• 3 (Three): Start at the top, curve right, curve right again.
• 4 (Four): Slant down, go right, then from the top, straight down.
• 5 (Five): Go right, slant down, then curve right.

Key Words

• Number – a word or symbol that tells us how many.
• Count – to say numbers in order while touching objects to find out how many.
• Zero – no objects, nothing.
• One – a single object.
• Five – a group of five objects.

Counting Rhyme

Tune: “Mary Had a Little Lamb”

Lyrics:

One, two, three, four, five,
Numbers help us count alive.
Six, seven, eight, nine, ten,
Let’s count them all again!

Actions: Count fingers for each number, clap hands, point to objects as numbers are called.

Watch and Practise

https://www.youtube.com/watch?v=0TgUqgV_u6U

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• 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 leads them in a familiar welcome song. The teacher asks pupils if they like counting and shows some counting objects.

Pupils’ Activity: Pupils respond to greetings, sing the welcome song, and show excitement for the lesson.

Learning Point: Pupils are settled and ready to learn.

Step 2: Recognition of Numbers 0-5

Time: 5 minutes

Teaching Skill: Visual Recognition/Oral Repetition

Teacher’s Activity: The teacher displays flashcards for numbers 0-5 one by one, says each number clearly, and asks pupils to repeat after her. The teacher points to familiar objects in the classroom and asks “how many?”.

Pupils’ Activity: Pupils look at the flashcards, repeat the numbers after the teacher, and try to point to the correct number when asked.

Learning Point: Pupils begin to recognise and name numbers 0-5.

Step 3: Counting Objects 0-5

Time: 5 minutes

Teaching Skill: One-to-one Correspondence/Demonstration

Teacher’s Activity: The teacher uses real objects (e.g., beads, stones) and demonstrates counting from 0 to 5, touching each object as it is counted. The teacher then guides pupils to count small groups of objects (1-5) on their tables.

Pupils’ Activity: Pupils watch the teacher count, then try to count their own objects from 1-5 with guidance, touching each one.

Learning Point: Pupils practise one-to-one counting for numbers 0-5.

Step 4: Tracing and Writing Numbers 0-5

Time: 5 minutes

Teaching Skill: Fine Motor Development/Guided Practice

Teacher’s Activity: The teacher demonstrates how to trace numbers 0-5 in a sand tray or in the air, explaining the simple strokes. The teacher then provides pupils with sand trays, small chalkboards, or worksheets with large number outlines for guided tracing of 0-5.

Pupils’ Activity: Pupils trace numbers 0-5 in the sand, in the air, or on their chalkboards/worksheets following the teacher’s instructions.

Learning Point: Pupils develop pre-writing skills by tracing numbers 0-5.

Step 5: Extending Recognition and Counting to 0-19

Time: 4 minutes

Teaching Skill: Expansion/Choral Counting

Teacher’s Activity: The teacher uses number charts and flashcards to introduce and review numbers 0-19. The teacher leads pupils in choral counting from 0-19, pointing to each number on the chart as it is called. The teacher then plays the counting video.

Pupils’ Activity: Pupils watch the chart and video, listen to the teacher, and try to count along from 0-19.

Learning Point: Pupils recognise and orally count numbers up to 19.

Step 6: Number Games and Rhyme

Time: 4 minutes

Teaching Skill: Reinforcement/Interactive Learning

Teacher’s Activity: The teacher leads pupils in singing the “Counting Rhyme” with actions. The teacher then plays a simple game like “Find the Number,” where pupils point to a flashcard for a number called out by the teacher.

Pupils’ Activity: Pupils sing the rhyme with actions and participate in the “Find the Number” game by pointing to the correct flashcard.

Learning Point: Pupils reinforce number recognition and counting through play.

Step 7: Evaluation/Review

Time: 3 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Point to number 3 on the chart.”
2. “Count these 5 stones for me.”
3. “Show me how to trace number 1 in the air.”
4. “What number comes after 4?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (pointing, counting, tracing).

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarising/Praise

Teacher’s Activity: The teacher praises the pupils for their participation and effort in learning numbers. The teacher reminds them to keep counting and looking for numbers around them.

Pupils’ Activity: Pupils listen to the teacher and respond with enthusiasm.

Learning Point: Pupils feel encouraged and motivated to continue learning about numbers.

Lesson Keywords

• Number – a symbol that tells us how many.
• Count – to say numbers in order while touching objects.
• Zero – nothing.
• One – a single item.
• Five – a group of five items.
• Trace – to follow the outline of a number with a finger or pencil.

Differentiation

• Support: For pupils struggling with number recognition or counting, focus primarily on numbers 0-5. Use larger objects for counting and provide more hand-over-hand guidance for tracing. Repeat numbers and actions frequently.
• Extension: For pupils who quickly grasp the concepts, encourage them to count objects beyond 19 (if available) or identify numbers 0-19 when shown out of sequence. They can also try to match the numeral to a group of objects independently.