Note for teachers using this lesson plan
Before the lesson, prepare a variety of real objects (e.g., counters, blocks, pencils) and number flashcards from 0 to 24. Ensure the flannel board is ready with cut-out numbers and corresponding objects. The central idea for pupils is to correctly pronounce and orally count numbers from 0 to 24, associating them with quantities. Observe if pupils can point to and count a given number of objects correctly.
Class: Pre-School Level 2
Term: First Term
Week: 3
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Not separately stated in the scheme.
Topic: COUNTING NUMBERS 0-24 WITH OBJECTS, RHYMES AND SONGS
Subject Matter: Oral counting and number pronunciation from 0-24; counting familiar objects; number rhymes and songs.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise numbers from 0 to 24.
- Pronounce numbers from 0 to 24 correctly.
- Count familiar objects up to 24.
Affective Domain
- Participate actively in counting rhymes and songs.
- Show enjoyment while counting numbers.
Psychomotor Domain
- Point to numbers 0-24 on a chart or flashcard.
- Demonstrate counting by touching objects.
Social Domain
- Take turns counting with the teacher and peers.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2 Numeracy.
- Early Childhood Care and Education resources.
- Relevant early-years numeracy workbooks.
Instructional Materials
- Number flashcards (0-24)
- Flannel board with cut-out numbers and objects
- Real objects for counting (e.g., counters, blocks, pencils, stones, bottle tops)
- Charts displaying numbers 0-24
- MP4 Player/Tablet/Projector for video
- Paper and crayons for scribbling (optional)
Rationale for the Lesson
This lesson is crucial for 3-year-olds as it builds foundational numeracy skills by introducing them to numbers 0-24 through oral counting and object association. Mastering number pronunciation and counting helps children understand quantity, which is essential for everyday tasks and future mathematical learning. Engaging with rhymes and songs makes learning numbers fun and memorable at this age.Prerequisite/Previous Knowledge
Pupils can already identify and count a few familiar objects and may have heard some simple counting rhymes. They can also recognise some basic shapes and colours.Lesson Content/Board Summary
COUNTING NUMBERS 0-24 WITH OBJECTS, RHYMES AND SONGS
Counting is saying numbers in order, like one, two, three. We can count many things around us!
Let’s Count Numbers 0-24!
- Zero (0): Means nothing, no objects.
- One (1): One object.
- Two (2): Two objects.
- Three (3): Three objects.
- …and so on, all the way to Twenty-Four (24).
We say the numbers clearly and slowly to learn their names.
Counting with Objects
When we count objects, we touch each one as we say its number. This helps us know how many there are.
- Count fingers and toes.
- Count pencils, books, or blocks.
- Count friends in the class.
Counting Rhyme
Tune: “Mary Had a Little Lamb”
One, two, three, let’s count with glee,
Count with glee, count with glee.
One, two, three, let’s count with glee,
Numbers are fun for you and me!
Four, five, six, let’s count some more,
Count some more, count some more.
Four, five, six, let’s count some more,
Up to twenty-four, let’s explore!
Actions:
- “One, two, three”: Hold up fingers as you count.
- “Count with glee”: Clap hands happily.
- “Numbers are fun”: Point to self and then to others.
- “Four, five, six”: Continue holding up fingers.
- “Count some more”: Wiggle fingers.
- “Up to twenty-four”: Stretch arms up high.
- “Let’s explore”: Look around with curiosity.
Watch and Practise Counting
Key Words
- Count – To say numbers in order.
- Numbers – Words or symbols that tell us “how many.”
- Zero – The number that means “none” or “nothing.”
- Objects – Things we can see and touch, like blocks or pencils.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing the number flashcards one by one, from 0 to 5, pronouncing each number clearly and asking pupils to repeat. Use the flannel board to stick the number and then the corresponding quantity of objects next to it. Emphasize the pronunciation of each number. Gradually extend to 10, then 15, 20, and finally 24, always reinforcing oral counting and object association.
What to show or demonstrate: Use real objects to demonstrate counting. For example, hold up one pencil and say “one,” then two pencils and say “two.” Use pupils’ fingers and toes for counting up to ten. Point to numbers on the chart as you count them. For “scribbling,” guide pupils to trace large numbers in the air or on a table with their fingers, or on paper with crayons if time permits.
How to use the rhyme/song: Introduce the counting rhyme slowly, singing it line by line and demonstrating the actions. Repeat the rhyme several times, encouraging pupils to join in with both the words and the actions. Use it as a fun break and a way to reinforce number recognition and counting rhythm.
How to use the video: Introduce the video as a fun way to count numbers. Play the video, asking pupils to listen and try to count along with the song. After watching, discuss the numbers they heard and saw, and encourage them to mimic any counting actions from the video.
What to watch for: Observe if pupils are pronouncing the numbers correctly and if they are able to touch each object only once when counting. Look out for pupils who might skip numbers or count too fast without touching objects. Provide individual support and repetition for those struggling.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk (using flashcards and charts)
- Question and Answer
- Manipulation of Objects
- Repetition
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Greeting
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a familiar “Good Morning” song. The teacher then asks pupils what they like to count at home or at school.
Pupils’ Activity: Pupils respond to greetings, sing along, and share simple ideas about counting.
Learning Point: Pupils are engaged and ready to learn about counting.
Step 2: Presentation of Numbers 0-5
Time: 5 minutes
Teaching Skill: Demonstration/Pronunciation
Teacher’s Activity: The teacher introduces numbers 0-5 using flashcards and the flannel board. For each number, the teacher displays the numeral, pronounces it clearly, and places the corresponding number of objects next to it. Pupils are asked to repeat each number.
Pupils’ Activity: Pupils observe the numbers and objects, repeat the pronunciation of each number after the teacher.
Learning Point: Pupils recognise and pronounce numbers 0-5 and associate them with quantities.
Step 3: Guided Practice (0-10) with Rhyme
Time: 5 minutes
Teaching Skill: Guided Practice/Singing
Teacher’s Activity: The teacher guides pupils to count objects from 0-10, including their fingers and toes. The teacher then introduces the counting rhyme, singing it slowly with actions, and encourages pupils to join in.
Pupils’ Activity: Pupils count their fingers, toes, and other objects up to 10. They listen to the rhyme and try to sing along with the actions.
Learning Point: Pupils practise oral counting up to 10 and enjoy learning through rhyme.
Step 4: Reinforcement (0-15) with Video
Time: 5 minutes
Teaching Skill: Visual Learning/Reinforcement
Teacher’s Activity: The teacher reviews counting 0-10 and then extends to 15 using more objects and number flashcards. The teacher then plays the counting video (0-24) and encourages pupils to watch and count along.
Pupils’ Activity: Pupils count objects up to 15. They watch the video, listen to the song, and try to count along.
Learning Point: Pupils reinforce counting 0-15 and are introduced to higher numbers through visual and auditory means.
Step 5: Application (0-20)
Time: 4 minutes
Teaching Skill: Application/Observation
Teacher’s Activity: The teacher asks individual pupils to count a given number of objects (e.g., “Count 7 blocks,” “Count 12 pencils”). The teacher also asks pupils to count up to 20 orally.
Pupils’ Activity: Individual pupils count objects as requested and practise oral counting up to 20.
Learning Point: Pupils apply their counting skills to different quantities and practise oral counting up to 20.
Step 6: Extension to 0-24 and Number Recognition
Time: 4 minutes
Teaching Skill: Extension/Recognition
Teacher’s Activity: The teacher guides pupils to count orally from 20 to 24. The teacher then points to various numbers (0-24) on a chart or flashcards and asks pupils to identify them by name. Pupils are also guided to trace large numbers in the air with their fingers.
Pupils’ Activity: Pupils count orally from 20 to 24. They identify numbers pointed to by the teacher and trace numbers in the air.
Learning Point: Pupils practise counting up to 24 and recognise numbers visually.
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.
- “Count these 5 blocks for me.”
- “What number is this?” (Showing a flashcard of 7 or 13).
- “Can you show me 10 fingers?”
- “Let’s all count from 1 to 24 together.”
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: Recap/Closure
Teacher’s Activity: The teacher praises the pupils for their participation and effort in counting numbers. The teacher reminds them to keep counting things around them every day. A short “Goodbye” song is sung.
Pupils’ Activity: Pupils respond to praise and sing the “Goodbye” song.
Learning Point: Pupils feel accomplished and are encouraged to continue practising counting.
Lesson Keywords
- Count – To say numbers in order.
- Numbers – Symbols that tell us “how many.”
- Zero (0) – Means nothing.
- Pronounce – To say words correctly.
- Objects – Things we can see and touch.
Differentiation
- Support: For pupils struggling with counting, focus on a smaller range (e.g., 0-10) using larger, more easily manipulable objects. Provide more one-on-one repetition and hand-over-hand guidance for counting objects. Use only a few flashcards at a time.
- Extension: For pupils who quickly grasp counting to 24, challenge them to count backwards from 10 to 0, or to count objects in groups of two or five (e.g., “Count by twos: 2, 4, 6…”). Ask them to identify numbers when shown out of sequence.
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