Counting Numbers 0-28 with Objects, Rhymes and Songs for Pre-School Level 2

Class: Pre-School Level 2
Term: First Term
Week: 7
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting Numbers 0-20 with Objects and Songs
Topic: Counting Numbers 0-28 with Objects, Rhymes and Songs
Subject Matter: Oral counting and number pronunciation from 0-28; counting familiar objects; number rhymes and songs.

Specific Objectives

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

Cognitive Domain

• Recognise and identify numbers 0-28.
• Pronounce numbers 0-28 correctly when counting orally.
• Count familiar objects up to 28.

Affective Domain

• Enjoy participating in counting rhymes and songs.
• Show enthusiasm for learning numbers.

Psychomotor Domain

• Point to numbers 0-28 on a chart or flashcard.
• Use their fingers to count along with the teacher.

Social Domain

• Take turns counting with peers and the teacher.
• Participate cooperatively in group counting activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 2
• Early Childhood Care and Education Numeracy resources

Instructional Materials

• Number charts showing 0-28
• Flashcards with numbers 0-28
• Real objects for counting (e.g., bottle tops, stones, pencils, blocks, beads)
• Flannel board
• Cut-out numbers and objects (e.g., pictures of fruits, animals)
• MP4 Player or device for playing videos/songs

Rationale for the Lesson

Learning to count and recognise numbers 0-28 is a fundamental skill for 3-year-olds. It helps them understand quantities in their daily lives, such as counting toys, friends, or items at home. This lesson builds a strong foundation for future mathematical concepts and enhances their number sense through practical, engaging activities.

Prerequisite/Previous Knowledge

Pupils can already recognise and orally count numbers from 0-20.

Lesson Content/Board Summary

Counting Numbers 0-28 with Objects, Rhymes and Songs

Numbers 0-28:

Zero, One, Two, Three, Four, Five, Six, Seven, Eight, Nine, Ten, Eleven, Twelve, Thirteen, Fourteen, Fifteen, Sixteen, Seventeen, Eighteen, Nineteen, Twenty, Twenty-one, Twenty-two, Twenty-three, Twenty-four, Twenty-five, Twenty-six, Twenty-seven, Twenty-eight.

Oral Counting and Pronunciation

Saying numbers clearly and in the correct order is important for understanding quantity. We count objects one by one to find out “how many”.

Counting with Objects

We can use our fingers, toes, blocks, stones, or any familiar items to count. Each item gets one number as we count.

• Show 0 objects = Zero
• Show 1 object = One
• Show 2 objects = Two
• … and so on, up to 28 objects.

Counting Rhyme

Tune: Twinkle, Twinkle Little Star

One, two, three, let’s all count,
Four, five, six, what a big amount!
Seven, eight, nine, ten, so many friends,
Eleven, twelve, thirteen, counting never ends!
Up to twenty, we can go,
Twenty-one, twenty-two, watch us grow!
Twenty-three, twenty-four, twenty-five, twenty-six,
Twenty-seven, twenty-eight, what a counting mix!

Actions: Point fingers for each number, clap hands, tap knees, stand up tall for “watch us grow”.

Watch and Practise

This video helps us count numbers from 1 to 30 with a fun song. We can sing along and point to the numbers as they appear.

Key Words

• Count – to say numbers in order, one by one.
• Number – a word or symbol that tells us “how many”.
• Zero – means nothing or none.
• Twenty-eight – the number after twenty-seven.

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: Engagement/Recap

Teacher’s Activity: The teacher greets the pupils and asks them to recall counting numbers from 0-20. The teacher shows a chart of numbers 0-20 and asks pupils to point to some familiar numbers.

Pupils’ Activity: Pupils respond to greetings, orally count 0-20, and point to numbers on the chart.

Learning Point: Pupils recall previous knowledge of counting 0-20.

Step 2: Oral Counting and Pronunciation (0-28)

Time: 5 minutes

Teaching Skill: Modelling/Repetition

Teacher’s Activity: The teacher introduces the new numbers 21-28. The teacher leads pupils in oral counting from 0-28, pronouncing each number clearly. The teacher uses flashcards for 0-28, showing each number as it’s called.

Pupils’ Activity: Pupils listen attentively and repeat the numbers after the teacher, focusing on correct pronunciation.

Learning Point: Pupils learn the correct pronunciation and sequence of numbers 0-28.

Step 3: Counting with Objects (0-10)

Time: 4 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher uses real objects (e.g., bottle tops) to demonstrate counting from 0 to 10. The teacher places objects one by one, saying the number aloud, and asks pupils to count along.

Pupils’ Activity: Pupils observe the teacher, count along with the teacher, and use their fingers to count as well.

Learning Point: Pupils connect numbers to quantities of objects from 0-10.

Step 4: Counting with Objects (11-28)

Time: 5 minutes

Teaching Skill: Guided Practice/Application

Teacher’s Activity: The teacher continues the demonstration, counting objects from 11 to 28. The teacher encourages pupils to pick up their own objects (if available) and count along in small groups or individually.

Pupils’ Activity: Pupils actively count objects from 11-28, either with the teacher or using their own materials.

Learning Point: Pupils extend their counting skills to higher numbers (11-28) using concrete objects.

Step 5: Number Recognition and Matching

Time: 4 minutes

Teaching Skill: Visual Recognition/Matching

Teacher’s Activity: The teacher displays number cards 0-28 on the flannel board. The teacher points to a number and asks pupils to say it, then shows a corresponding group of objects and asks pupils to count them.

Pupils’ Activity: Pupils identify the numbers shown and count the objects presented by the teacher.

Learning Point: Pupils recognise numerals 0-28 and match them to quantities.

Step 6: Rhyme/Song and Movement

Time: 4 minutes

Teaching Skill: Creative Expression/Reinforcement

Teacher’s Activity: The teacher leads pupils in singing the “Counting Rhyme” with actions. The teacher also plays the counting video and encourages pupils to sing and move along.

Pupils’ Activity: Pupils sing the rhyme and song, perform the actions, and enjoy the video.

Learning Point: Pupils reinforce number sequence and pronunciation through song and movement.

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. “Can you count these 15 stones for me?”
2. “Point to the number 23 on the chart.”
3. “What number comes after 27?”
4. “Let’s count our fingers and toes 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: 2 minutes

Teaching Skill: Summarisation/Encouragement

Teacher’s Activity: The teacher praises pupils for their participation and counting efforts. The teacher reminds them to keep practising counting at home and in school. The teacher leads a final quick count from 1 to 28.

Pupils’ Activity: Pupils respond to praise and participate in the final counting activity.

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

Lesson Keywords

• Count – to say numbers in order.
• Number – a symbol or word for quantity.
• Zero – no quantity.
• Twenty-eight – the number 28.

Differentiation

• Support: For pupils struggling with counting, use fewer objects (e.g., count only up to 10 or 15) and provide hand-over-hand guidance for counting and pointing. Repeat numbers slowly and frequently. Use larger, more distinct objects.
• Extension: For pupils who quickly grasp the concept, challenge them to count objects in different arrangements (e.g., scattered, in a line). Ask them to identify numbers out of sequence or to count backwards from 10 to 0.