Counting Numbers 0-3, Scribbling and Writing a Dash for Pre-School Level 1

Class: Pre-School Level 1
Term: First Term
Week: 4
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Identifying and naming familiar objects.
Topic: NUMBERS: 0 – 3
Subject Matter: Numbers 0 – 3; Reading Numbers: 0 – 3; Recognition of Numbers: 0 – 3; Counting objects: 1 – 3; Scribbling; Writing a dash.

Specific Objectives

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

Cognitive Domain

• Identify and recognise numbers 0, 1, 2, and 3 when shown.
• Say the names of numbers 0, 1, 2, and 3.
• Count up to 3 objects correctly.

Affective Domain

• Listen attentively to the teacher during number activities.
• Participate actively in counting and scribbling activities.

Psychomotor Domain

• Point to specific numbers 0-3 when asked.
• Scribble freely on paper.
• Make a simple dash on paper.

Social Domain

• Take turns when counting objects or showing their work.

Reference Materials

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

Instructional Materials

• Number flash cards for 0, 1, 2, 3
• Charts showing numbers and quantities
• Small objects for counting (e.g., bottle tops, pebbles, blocks)
• Paper or drawing books
• Crayons or pencils
• MP4 Player (for video, if used)

Rationale for the Lesson

This lesson is crucial for 2-year-olds as it introduces foundational numeracy skills by helping them recognise and count small numbers using concrete objects. It also develops pre-writing motor skills through scribbling and making a dash, which are essential steps towards formal writing. These skills help children understand quantities in their daily lives and prepare them for future learning.

Prerequisite/Previous Knowledge

Pupils can identify and name some familiar objects around them. They can also make simple sounds and follow short instructions.

Lesson Content/Board Summary

NUMBERS: 0 – 3

Numbers help us count things. Let’s learn about numbers 0, 1, 2, and 3.

Number Recognition and Counting

• 0 (Zero): Means nothing. (Show an empty hand or an empty plate.)
• 1 (One): Means one thing. (Show one finger, one bottle top.)
• 2 (Two): Means two things. (Show two fingers, two bottle tops.)
• 3 (Three): Means three things. (Show three fingers, three bottle tops.)

Scribbling

Scribbling is when you make marks on paper with your crayon or pencil. It helps your hand get strong for writing.

• Hold your crayon.
• Move your hand to make lines and shapes on the paper.

Writing a Dash (-)

A dash is a short straight line. It helps us learn to make lines for writing.

• Start at one point.
• Draw a short line across, like this: —

Counting Rhyme

Tune: Twinkle, Twinkle Little Star

One, two, three, let’s all count,
Numbers help us, what an amount!
One little finger, one little nose,
Two little eyes, two little toes.
Three little children, playing free,
One, two, three, for you and me!

Actions: Hold up fingers for each number, point to body parts, clap for “playing free.”

Watch and Practise

Key Words

• Number – A word or symbol that tells us how many.
• Zero – Means nothing or none.
• One – The first number after zero.
• Two – The number after one.
• Three – The number after two.
• Scribble – To draw lines and shapes freely.
• Dash – A short straight line.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Repetition, Manipulation of Objects, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Motivation

Teacher’s Activity: The teacher greets the pupils warmly and sings a familiar counting song, e.g., “One, Two, Buckle My Shoe.”

Pupils’ Activity: Pupils respond to greetings and sing along with actions.

Learning Point: Pupils are settled and motivated for the lesson.

Step 2: Presentation of Numbers 0-3

Time: 5 minutes

Teaching Skill: Introduction/Recognition

Teacher’s Activity: The teacher shows number flash cards for 0, 1, 2, and 3, saying each number clearly. The teacher asks pupils to repeat the number names.

Pupils’ Activity: Pupils look at the flash cards and repeat the number names after the teacher.

Learning Point: Pupils begin to recognise and say numbers 0-3.

Step 3: Demonstration of Counting Objects

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher uses bottle tops to demonstrate counting. For 1, 2, 3, the teacher places the correct number of bottle tops and counts them aloud. For 0, the teacher shows an empty space/hand.

Pupils’ Activity: Pupils watch the teacher count the objects and observe the empty space for zero.

Learning Point: Pupils understand that numbers represent quantities.

Step 4: Guided Practice with Numbers and Counting

Time: 5 minutes

Teaching Skill: Guided Practice/Reinforcement

Teacher’s Activity: The teacher gives each pupil 3 bottle tops. The teacher asks pupils to show “one bottle top,” then “two bottle tops,” and “three bottle tops.” The teacher also asks pupils to point to the number flash card for 0, 1, 2, or 3.

Pupils’ Activity: Pupils count and show the correct number of bottle tops and point to the corresponding flash cards.

Learning Point: Pupils practise counting and associating numbers with quantities.

Step 5: Presentation of Scribbling and Writing a Dash

Time: 4 minutes

Teaching Skill: Demonstration/Pre-writing

Teacher’s Activity: The teacher introduces scribbling as making marks and demonstrates how to hold a crayon and scribble freely on paper. Then, the teacher demonstrates making a short dash on the board or a large paper.

Pupils’ Activity: Pupils watch the teacher’s demonstration of scribbling and making a dash.

Learning Point: Pupils understand the concepts of scribbling and making a dash.

Step 6: Guided Practice with Scribbling and Writing a Dash

Time: 4 minutes

Teaching Skill: Practical Application

Teacher’s Activity: The teacher provides paper and crayons/pencils. The teacher guides pupils to hold their crayons and scribble on their paper. Then, the teacher guides them to make short dashes on their paper.

Pupils’ Activity: Pupils scribble freely and attempt to make dashes on their papers with guidance.

Learning Point: Pupils develop fine motor skills and practise pre-writing strokes.

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.

1. “Point to number 2 on the flash card.”
2. “Show me one bottle top.”
3. “How many fingers am I holding up?” (Hold up 3 fingers).
4. “Make a dash on your paper.”

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: Summarizing/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher reminds them that they learned about numbers 0-3, counting, scribbling, and making a dash. The teacher encourages them to practise at home.

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

Learning Point: Pupils feel encouraged and remember the main points of the lesson.

Lesson Keywords

• Number – A symbol that tells us how many.
• Zero – Means nothing.
• Count – To say numbers in order or find out how many.
• Scribble – To draw freely on paper.
• Dash – A short straight line.

Differentiation

• Support: For pupils struggling with number recognition, provide larger flash cards and more one-on-one repetition. Use hand-over-hand guidance for scribbling and making a dash. Allow them to count fewer objects (e.g., just 1 and 2).
• Extension: For pupils who quickly grasp the concepts, ask them to count other familiar objects in the classroom up to 3. Encourage them to make multiple dashes in a row or try to make a dash in different directions (e.g., vertical).