Note for teachers using this lesson plan
Before this lesson, gather a variety of familiar objects (e.g., bottle tops, small toys, crayons) in quantities up to 26. Prepare number cards or flash cards for 0-26. The central idea is for pupils to orally count numbers 0-26 accurately and associate them with corresponding quantities of objects. Observe pupils as they count and point, ensuring they grasp the one-to-one correspondence between number names and objects.
Class: Pre-School Level 2
Term: First Term
Week: 5
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting Numbers 0-20 with Objects and Songs
Topic: Counting Numbers 0-26 with Objects, Rhymes and Songs
Subject Matter: Oral counting and number pronunciation from 0-26; counting familiar objects; number rhymes and songs.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise numbers 0-26 when shown.
- Pronounce numbers 0-26 correctly.
- Count objects from 0-26 accurately.
Affective Domain
- Participate actively in counting rhymes and songs.
- Show enjoyment while counting familiar objects.
Psychomotor Domain
- Point to numbers 0-26 on a chart or flash card.
- Count their fingers and toes, and other classroom objects.
Social Domain
- Take turns counting with the teacher and peers.
- Listen attentively to the teacher and classmates during counting activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Early Childhood Care and Education Numeracy Resources
Instructional Materials
- Learning Stamps
- Number charts (0-26)
- Flash cards (numbers 0-26)
- Real objects for counting (e.g., bottle tops, small toys, pencils, beads, fruits)
- Flannel board with cut-out numbers and objects
- MP4 Player or device for playing videos/songs
Rationale for the Lesson
Learning to count numbers 0-26 is fundamental for three-year-olds as it builds their early mathematical foundation and helps them understand quantities in their daily lives. This skill supports their ability to compare, sort, and engage with the world around them, preparing them for more complex numeracy concepts in the future.
Prerequisite/Previous Knowledge
Pupils can already recognise and orally count numbers from 0-20 and have experience counting small groups of objects.
Lesson Content/Board Summary
COUNTING NUMBERS 0-26 WITH OBJECTS, RHYMES AND SONGS
Today, we are learning to count from 0 to 26! We will say the numbers, see the numbers, and count many different things.
Oral Counting and Pronunciation (0-26)
- Zero (0): No objects, nothing.
- One (1): One apple.
- Two (2): Two balls.
- Three (3): Three fingers.
- … (Continue orally up to 26) …
- Twenty-six (26): Twenty-six beads.
We say each number clearly, one after the other, all the way to twenty-six.
Counting Familiar Objects
We can count many things around us:
- Our fingers and toes.
- Pencils in a box.
- Chairs in the classroom.
- Toys in the play corner.
- Stones or leaves outside.
When we count, we touch each object once and say one number for each object.
Number Rhymes and Songs
Songs and rhymes help us remember numbers and have fun while counting!
Counting Rhyme: “Count to Twenty-Six”
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Zero, one, two, three, four,
Let’s count more, let’s count more.
Five, six, seven, eight, nine, ten,
Count them all, again and again.
Eleven, twelve, thirteen, fourteen, fifteen,
What a counting team!
Sixteen, seventeen, eighteen, nineteen, twenty,
We have counted plenty!
Twenty-one, twenty-two, twenty-three,
Counting is fun for you and me!
Twenty-four, twenty-five, twenty-six,
Let’s do our counting tricks!
Actions: Point fingers as you count, clap for each number, touch objects, march in place.
Watch and Practise Counting
Key Words
- Count – To say numbers in order.
- Numbers – Words or symbols that show how many.
- Zero – The number for nothing.
- Pronounce – To say words correctly.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by orally counting 0-26 with the pupils, using a clear, rhythmic voice. Use the number charts and flash cards, pointing to each numeral as you say it. Emphasize the correct pronunciation of each number, especially the ‘teen’ and ‘ty’ sounds. Use the flannel board to demonstrate counting objects by sticking cut-out numbers and corresponding quantities of objects.
What to show or demonstrate: Show flash cards for numbers 0-26. Demonstrate counting real objects one-by-one, ensuring one-to-one correspondence. For example, place two pencils and say “one, two.” Then place three bottle tops and say “one, two, three.” Guide pupils to count their own fingers and toes.
How to use the rhyme/song: Introduce the “Count to Twenty-Six” rhyme. Sing it slowly first, demonstrating the actions. Encourage pupils to join in, using their fingers to count along or pointing to objects. Repeat the rhyme several times throughout the lesson to reinforce learning.
How to use the video: Introduce the video as a fun way to practise counting. Play the “Count to 26 – Counting Song” video. Encourage pupils to sing along and do the actions shown in the video. After watching, ask pupils to recall some of the numbers they heard or saw.
What to watch for: Observe if pupils are skipping numbers, mispronouncing numbers, or struggling with one-to-one correspondence when counting objects. Provide gentle correction and extra practice for those who need it.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Manipulation of Objects
- Repetition
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Motivation
Teacher’s Activity: The teacher greets the pupils and starts with a simple counting warm-up, asking pupils to count from 1-10 together. The teacher then tells them they will learn to count even higher today, all the way to 26!
Pupils’ Activity: Pupils greet the teacher and enthusiastically count 1-10. They listen to the teacher’s introduction.
Learning Point: Pupils are engaged and ready to learn new numbers.
Step 2: Oral Counting and Pronunciation (0-10)
Time: 5 minutes
Teaching Skill: Modelling/Repetition
Teacher’s Activity: The teacher shows number flash cards from 0-10, saying each number clearly. Pupils repeat after the teacher. The teacher uses the flannel board to show cut-out numbers and corresponding objects for 0-10.
Pupils’ Activity: Pupils look at the flash cards, listen to the teacher, and repeat the numbers 0-10. They observe the objects on the flannel board.
Learning Point: Pupils recognise and correctly pronounce numbers 0-10.
Step 3: Counting Objects (0-10) and Rhyme Introduction
Time: 5 minutes
Teaching Skill: Guided Practice/Song Integration
Teacher’s Activity: The teacher distributes small groups of objects (e.g., 5 bottle tops, 8 crayons) to pupils and guides them to count. The teacher then introduces the first part of the “Count to Twenty-Six” rhyme (up to ten).
Pupils’ Activity: Pupils count their assigned objects with teacher guidance. They listen to the rhyme and try to sing along with actions.
Learning Point: Pupils practise one-to-one correspondence and enjoy counting through song.
Step 4: Oral Counting and Pronunciation (11-26)
Time: 5 minutes
Teaching Skill: Extension/Repetition
Teacher’s Activity: The teacher continues with number flash cards from 11-26, saying each number clearly. Pupils repeat after the teacher. The teacher uses the flannel board to show cut-out numbers and corresponding objects for 11-26.
Pupils’ Activity: Pupils look at the flash cards, listen to the teacher, and repeat the numbers 11-26. They observe the objects on the flannel board.
Learning Point: Pupils extend their number recognition and pronunciation to 26.
Step 5: Counting Objects (11-26) and Video Reinforcement
Time: 5 minutes
Teaching Skill: Practical Application/Visual Learning
Teacher’s Activity: The teacher guides pupils to count larger groups of objects (e.g., 15 beads, 20 pencils, 26 small toys). The teacher then plays the “Count to 26 – Counting Song” video.
Pupils’ Activity: Pupils actively count the larger groups of objects. They watch the video, sing along, and perform actions as demonstrated.
Learning Point: Pupils apply counting skills to larger quantities and reinforce learning through visual and auditory aids.
Step 6: Consolidation and Practice
Time: 3 minutes
Teaching Skill: Reinforcement/Interactive
Teacher’s Activity: The teacher leads a whole-class counting activity, asking pupils to count their fingers and toes, or count claps. The teacher also shows random number flash cards (0-26) and asks pupils to say the number.
Pupils’ Activity: Pupils actively participate in counting activities, counting their body parts or claps. They identify and say the numbers on the flash cards.
Learning Point: Pupils consolidate their oral counting and number recognition 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.
- “What number is this?” (showing flash card 7).
- “Count these pencils for me.” (presenting 12 pencils).
- “Can you say the numbers from 20 to 26?”
- “Show me the number 23 on the chart.”
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: Summarising/Encouragement
Teacher’s Activity: The teacher praises the pupils for their effort in counting to 26 and encourages them to keep counting things at home and at school. The teacher ends with a final round of the counting rhyme.
Pupils’ Activity: Pupils respond to the praise and participate in the final rhyme. They feel encouraged to continue counting.
Learning Point: Pupils feel a sense of accomplishment and are motivated to practise counting.
Lesson Keywords
- Count – To say numbers in order.
- Numbers – Symbols or words that show how many.
- Zero – The number that means nothing.
- Pronounce – To say a word correctly.
- Objects – Things we can see and touch.
Differentiation
- Support: For pupils struggling with higher numbers, focus on counting smaller groups (0-10 or 0-15) repeatedly. Use larger, more distinct objects for counting. Provide hand-over-hand guidance for pointing to objects while counting.
- Extension: For pupils who quickly grasp counting to 26, challenge them to count objects in different arrangements (e.g., scattered, in a line). Ask them to identify numbers before or after a given number within the 0-26 range.
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