Note for teachers using this lesson plan

Before the lesson, ensure you have number flashcards (0-20), a number chart, plenty of small counting objects (like bottle tops or pebbles), paper, crayons, and a pre-drawn rectangle on the board. The central idea is for pupils to recognise numbers 0-20 orally, count objects up to 20, trace 0-5, and identify rectangles. Observe pupils actively pointing to numbers, counting objects, making tracing movements, and pointing to rectangular items.

Class: Pre-School Level 1
Term: Third Term
Week: 10
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Simple counting and object recognition.
Topic: NUMBERS: 0 – 20
Subject Matter: NUMBERS: 0 – 20; Reading Numbers: 0 – 20; Counting objects: 1 – 20; Recognition of Numbers: 0 – 20; Tracing and writing Numbers 0 – 5; Shape Identification: Rectangle. Weekly focus: Numbers 0-20: Counting, Writing 0-5 and Rectangles.

Specific Objectives

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

Cognitive Domain

Recognise and say numbers 0-20 when shown flashcards.
Count up to 20 objects with guidance.
Identify the shape of a rectangle from examples.

Affective Domain

Participate actively in number games and counting activities.
Show interest in learning about numbers and shapes.

Psychomotor Domain

Trace numbers 0-5 in the air and on paper.
Point to rectangular objects in the classroom.
Colour a drawn rectangle.

Take turns when counting objects or playing games.

Reference Materials

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

Instructional Materials

Number flashcards (0-20)
Number chart (0-20)
Small counting objects (e.g., bottle tops, pebbles, sticks)
MP4 Player (or projector/screen)
Paper and pencils/crayons
Pre-drawn rectangles on paper and on the board
Objects with rectangular shapes (e.g., book, box, door)

Rationale for the Lesson

This lesson introduces young pupils to the foundational concepts of numbers and shapes. Learning to count, recognise numerals, and identify basic shapes like rectangles helps 2-year-olds develop early mathematical thinking, observation skills, and prepares them for more complex learning in the future, connecting abstract concepts to their everyday world.

Prerequisite/Previous Knowledge

Pupils can say a few numbers and recognise some common objects. They may have had prior exposure to simple counting rhymes.

Lesson Content/Board Summary

NUMBERS: 0 – 20; Reading Numbers: 0 – 20; Counting objects: 1 – 20; Recognition of Numbers: 0 – 20; Tracing and writing Numbers 0 – 5; Shape Identification: Rectangle.

Numbers 0-20: Recognition and Counting

Zero (0): Means nothing.
One (1) to Twenty (20): We say these numbers in order.
We can count objects one by one: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20.

Tracing and Writing Numbers 0-5

We learn to make the shapes of numbers with our fingers and pencils.

0: Start at the top, go round and close.
1: Straight line down.
2: Curve, then slant down and across.
3: Curve, then another curve.
4: Slant down, across, then straight line down.
5: Straight line across, straight line down, then a curve.

Shape Identification: Rectangle

A rectangle is a shape with four straight sides. It has two long sides and two short sides.

Examples of rectangles:

A book
A door
A window
A table top
A mobile phone

Counting and Shape Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

One, two, three, four, five,
Counting fingers, all alive.
Six, seven, eight, nine, ten,
Let’s count again and again!
Rectangle, rectangle, what do you see?
A book, a door, looking at me!

Actions: Count fingers 1-10, then point to rectangular objects in the room.

Watch and Practise Counting

https://www.youtube.com/watch?v=D0z_bO4tD7I

Key Words

Numbers – words or symbols we use for counting.
Count – to say numbers in order while pointing to objects.
Zero – the number that means nothing.
Rectangle – a shape with four straight sides, two long and two short.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Use large number flashcards (0-20) to introduce and repeat numbers orally. Point to each number on a chart as you say it. For counting objects, demonstrate clearly with bottle tops, moving each one as you count. For tracing 0-5, demonstrate air tracing first, then guide pupils’ hands on paper. For rectangles, draw a large rectangle on the board, then point to real-life rectangular objects in the classroom.

What to show or demonstrate: Show flashcards for 0-20. Demonstrate counting 1-20 using bottle tops. Show how to trace numbers 0-5 in the air and on paper. Point to and name various rectangular objects in the classroom.

How to use the rhyme/song: Sing the “Counting and Shape Rhyme” multiple times, encouraging pupils to join in with the counting actions (fingers) and pointing to rectangles. Make it fun and interactive.

How to use the video: Introduce the video as a fun way to learn numbers. Play the video on the MP4 player. Encourage pupils to watch and try to count along with the video. After watching, ask them to repeat some numbers they heard.

What to watch for: Observe if pupils are attempting to say numbers, even if not perfectly. Watch for their ability to follow simple counting actions and identify a rectangle when prompted. Provide individual support for tracing numbers.

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 them in a familiar counting song or chant to get them ready for the lesson.

Pupils’ Activity: Pupils greet the teacher and sing along with actions.

Learning Point: Pupils are engaged and ready to learn.

Step 2: Number Recognition 0-20

Time: 5 minutes

Teaching Skill: Visual Recognition/Oral Repetition

Teacher’s Activity: The teacher displays number flashcards from 0-20 one by one, saying each number clearly. The teacher encourages pupils to repeat after her.

Pupils’ Activity: Pupils look at the flashcards and repeat the numbers after the teacher.

Learning Point: Pupils recognise and orally say numbers 0-20.

Step 3: Counting Objects 1-20

Time: 5 minutes

Teaching Skill: Concrete Counting/Demonstration

Teacher’s Activity: The teacher uses bottle tops (or pebbles) to demonstrate counting from 1 to 20, moving each object as it is counted. The teacher then guides pupils to count a smaller group of objects (e.g., 1-5, then 1-10) with her.

Pupils’ Activity: Pupils watch the teacher count, then try to count along with the teacher, pointing to objects.

Learning Point: Pupils practise counting objects up to 20 with guidance.

Step 4: Tracing and Writing Numbers 0-5

Time: 6 minutes

Teaching Skill: Pre-writing/Fine Motor Skills

Teacher’s Activity: The teacher demonstrates how to trace numbers 0-5 in the air, explaining the direction of movement. Then, the teacher guides pupils to trace the numbers on paper using their fingers or crayons.

Pupils’ Activity: Pupils trace numbers 0-5 in the air and then on paper, following the teacher’s guidance.

Learning Point: Pupils develop fine motor skills and learn to trace numbers 0-5.

Step 5: Rectangle Identification

Time: 4 minutes

Teaching Skill: Shape Recognition/Observation

Teacher’s Activity: The teacher draws a rectangle on the board and points out its two long and two short sides. The teacher then asks pupils to identify rectangular objects in the classroom (e.g., door, window, book).

Pupils’ Activity: Pupils look at the drawn rectangle, then point to and name rectangular objects in the classroom.

Learning Point: Pupils identify the shape of a rectangle and examples in their environment.

Step 6: Reinforcement Activity / Number and Shape Game

Time: 3 minutes

Teaching Skill: Play-based Learning/Reinforcement

Teacher’s Activity: The teacher leads a simple “Number Hunt” game where pupils find specific number flashcards (0-5) or a “Shape Hunt” where they point to more rectangular objects. The teacher also leads the “Counting and Shape Rhyme” again.

Pupils’ Activity: Pupils participate in the game by finding numbers or pointing to shapes, and sing the rhyme with actions.

Learning Point: Pupils reinforce their recognition of numbers and shapes through play.

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.

“Show me number 3.” (using flashcards)
“Count these 5 bottle tops for me.”
“Point to something in the room that looks like a rectangle.”
“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: Summarisation

Teacher’s Activity: The teacher praises the pupils for their participation and briefly recaps what they learned: counting numbers, tracing numbers 0-5, and identifying rectangles.

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

Learning Point: Pupils recall the main points of the lesson.

Lesson Keywords

Numbers – symbols we use to count things.
Count – to say numbers in order.
Zero – the number for nothing.
Rectangle – a shape with two long sides and two short sides.
Trace – to follow the lines of a number or shape.

Differentiation

Support: For pupils struggling with counting, focus on numbers 0-5 with large, easily manipulated objects. Provide hand-over-hand guidance for tracing numbers. Use fewer choices when asking them to identify shapes.
Extension: For pupils who quickly grasp the concepts, encourage them to count up to 20 independently. Ask them to find more complex rectangular objects or to draw a simple rectangle on their own after tracing.