Note for teachers using this lesson plan
Before the lesson, prepare a variety of counting objects like bottle tops, sticks, or counters, along with number flashcards for 0-22. The central skill for pupils is to orally count numbers from 0 to 22 accurately and to associate these numbers with corresponding quantities of objects. Observe pupils as they repeat numbers, point to quantities, and participate in counting activities to ensure they are actively engaging and developing early numeracy skills.
Class: Pre-School Level 2
Term: First Term
Week: 1
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Recognition and oral counting of numbers 0-5.
Topic: COUNTING NUMBERS 0-22 WITH OBJECTS, RHYMES AND SONGS
Subject Matter: Oral counting and number pronunciation from 0-20; counting familiar objects; number rhymes and songs.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise and say numbers 0-22 orally.
- Count objects from 0-22 accurately.
- Pronounce numbers 0-22 correctly.
Affective Domain
- Enjoy participating in counting rhymes and songs.
- Show enthusiasm for counting activities.
Psychomotor Domain
- Point to and touch objects as they count.
- Use their fingers and toes to count up to 10.
Social Domain
- Take turns during group counting activities.
- Participate actively in classroom counting games.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2 Numeracy
- Early Childhood Care and Education resources
Instructional Materials
- Learning Stamps
- Number Charts (0-22)
- Flash Cards (0-22)
- Bottle Tops
- Sticks or Counters
- MP4 Player/Tablet for video playback
- Fingers and Toes (pupils’ own)
Rationale for the Lesson
This lesson is crucial for Pre-School Level 2 pupils as it builds their foundational understanding of numbers and counting. Learning to count 0-22 orally and with objects helps children develop number sense, which is essential for future mathematical concepts. It also enhances their language development through correct pronunciation and encourages active participation through songs and rhymes.Prerequisite/Previous Knowledge
Pupils can identify and count numbers 0-5 and recognise some familiar objects. They have also participated in simple counting songs.Lesson Content/Board Summary
COUNTING NUMBERS 0-22 WITH OBJECTS, RHYMES AND SONGS
Counting is saying numbers in order. We start from zero. Zero means nothing. Numbers 0-22: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 21, 22 Counting with Objects: We can count many things around us!- Count bottle tops: (Show 5 bottle tops and count them one by one).
- Count sticks: (Show 10 sticks and count them one by one).
- Count fingers: (Show 10 fingers and count them).
- Count toes: (Count 10 toes).
Counting Rhyme: “Count with Me”
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Count with me, one, two, three,Counting numbers, happy me.
Four, five, six, seven, eight,
Numbers are really great!
Nine, ten, eleven, twelve,
More numbers we can delve.
Thirteen, fourteen, fifteen, sixteen,
Counting makes us feel keen.
Seventeen, eighteen, nineteen, twenty,
So many numbers, plenty, plenty!
Twenty-one, twenty-two, let’s all cheer,
Counting numbers, loud and clear!
Actions: Clap hands for each number, point to fingers, then to objects, sway side to side.
Watch and Practise Counting
Key Words
- Zero – means nothing or no quantity.
- Count – to say numbers in order.
- Number – a word or symbol that shows a quantity.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by writing numbers 0-22 on the board or displaying a chart. Point to each number as you say it clearly, asking pupils to repeat after you. Emphasize “zero” by showing an empty hand or container. Then, introduce counting with various objects, demonstrating clearly how to touch and count each item one by one. Use number flashcards to show each numeral from 0-22.
What to show or demonstrate: Demonstrate counting with bottle tops, sticks, and pupils’ fingers and toes. Show how to count slowly and accurately, touching each object as its number is called out. Emphasize the difference in pronunciation and sequence for numbers like 11, 12, 19, 20, 21, and 22.
How to use the rhyme/song: Introduce the “Count with Me” rhyme. Sing it slowly at first, demonstrating the actions. Encourage pupils to join in, repeating the lines and performing the actions with you. Repeat the rhyme several times to help them memorise the sequence and enjoy the rhythm of counting.
How to use the video: Introduce the video as a fun way to practise counting. Play the video, encouraging pupils to sing along and count with the characters. After watching, ask pupils to recall some of the numbers they counted and to show the quantity with their fingers if possible. Discuss the objects shown in the video.
What to watch for: Observe if pupils are pronouncing numbers clearly, especially teens and twenties. Watch for pupils who skip numbers or count objects incorrectly (e.g., counting an object twice or missing one). Provide individual support and extra practice for those struggling.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Imitation, Manipulation of Objects, Repetition.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Motivation
Teacher’s Activity: The teacher greets pupils and leads a short “Good Morning” song. The teacher then asks pupils if they like counting and introduces the topic: counting numbers 0-22 with objects, rhymes, and songs.
Pupils’ Activity: Pupils respond to greetings, sing along, and listen attentively to the teacher’s introduction.
Learning Point: Pupils are engaged and ready to learn about counting.
Step 2: Oral Counting 0-22
Time: 5 minutes
Teaching Skill: Repetition/Pronunciation
Teacher’s Activity: The teacher displays a number chart (0-22) or writes the numbers on the board. The teacher points to each number and says it clearly, asking pupils to repeat after her. The teacher pays attention to pronunciation, especially for numbers like eleven, twelve, and twenty-one, twenty-two.
Pupils’ Activity: Pupils look at the numbers, listen to the teacher, and repeat each number orally, focusing on clear pronunciation.
Learning Point: Pupils learn to say numbers 0-22 correctly.
Step 3: Counting with Objects
Time: 6 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: The teacher brings out a basket of bottle tops and sticks. The teacher demonstrates counting small groups of objects (e.g., 5 bottle tops, then 10 sticks) one by one, touching each object as she counts. The teacher then asks pupils to count along with her as she counts larger groups (e.g., 15 bottle tops, then 20 sticks).
Pupils’ Activity: Pupils watch the teacher’s demonstration. They then count along with the teacher, pointing to the objects as they say the numbers.
Learning Point: Pupils connect spoken numbers to quantities of real objects.
Step 4: Counting Body Parts
Time: 4 minutes
Teaching Skill: Practical Application
Teacher’s Activity: The teacher guides pupils to count their fingers, first on one hand, then on both hands. The teacher then asks pupils to count their toes (by wiggling them or touching them through their shoes if comfortable).
Pupils’ Activity: Pupils count their fingers and toes, saying the numbers aloud as they point or wiggle.
Learning Point: Pupils can apply counting skills to their own bodies.
Step 5: Counting Rhyme/Song
Time: 4 minutes
Teaching Skill: Musical Reinforcement
Teacher’s Activity: The teacher introduces the “Count with Me” rhyme. The teacher sings the rhyme with actions, encouraging pupils to join in. The teacher repeats the rhyme several times, increasing the speed slightly.
Pupils’ Activity: Pupils listen to the rhyme, sing along, and perform the actions with the teacher.
Learning Point: Pupils reinforce number sequence and pronunciation through song and movement.
Step 6: Video Reinforcement
Time: 4 minutes
Teaching Skill: Visual Learning
Teacher’s Activity: The teacher plays the counting video (“Count to 20 and Beyond | Counting Song for Kids | The Singing Walrus”) on an MP4 player or tablet. The teacher encourages pupils to sing along and count with the video, paying attention to the numbers and objects shown.
Pupils’ Activity: Pupils watch the video, sing along, and count the numbers as they appear on the screen.
Learning Point: Pupils visually reinforce number recognition and counting skills.
Step 7: Evaluation/Review
Time: 4 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “Can you say the numbers from 0 to 10 for me?”
- “Show me three fingers.”
- “Count these 7 bottle tops for me.” (Teacher places 7 bottle tops).
- “What number comes after 20?”
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: Consolidation
Teacher’s Activity: The teacher praises pupils for their participation and good counting. The teacher reminds them to keep practising counting at home with their parents.
Pupils’ Activity: Pupils listen to the teacher and respond to praise.
Learning Point: Pupils feel encouraged and motivated to continue counting.
Lesson Keywords
- Zero – the number that means nothing.
- One – the first counting number.
- Count – to say numbers in order from the beginning.
- Number – a word or symbol that tells us how many.
- Twenty-two – the number after twenty-one.
Differentiation
- Support: For pupils struggling with counting, provide larger objects to count. Focus on smaller number ranges (e.g., 0-10) first, using hand-over-hand guidance for counting objects. Repeat oral counting slowly and frequently.
- Extension: For pupils who quickly grasp counting 0-22, challenge them to count backwards from 10 to 0, or to identify specific numbers on flashcards out of sequence. Ask them to count objects in the classroom beyond 22, if appropriate, or to identify which group has “more” or “less” objects.
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