Note for teachers using this lesson plan
Before the lesson, gather a variety of real objects (e.g., bottle tops, stones, pencils, fruits) that can be counted, along with number flashcards for 0-30 and a large number chart. The central idea is for pupils to learn the correct oral pronunciation of numbers 0-30 and associate them with quantities. Observe closely how pupils pronounce the numbers and their ability to count objects with guidance.
Class: Pre-School Level 2
Term: First Term
Week: 9
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting numbers 0-20
Topic: COUNTING NUMBERS 0-30 WITH OBJECTS, RHYMES AND SONGS
Subject Matter: Oral counting and number pronunciation from 0-30; counting familiar objects; number rhymes and songs.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise numbers 0-30 when shown on flashcards or charts.
- Pronounce numbers 0-30 correctly during oral counting.
- Count familiar objects up to 30 with teacher guidance.
Affective Domain
- Show enjoyment during counting activities and songs.
- Participate actively in number rhymes and songs.
Psychomotor Domain
- Point to numbers 0-30 on a chart or flashcards.
- Use their fingers and toes to count along with the teacher.
- Attempt to make simple marks or shapes related to numbers (scribble).
Social Domain
- Take turns counting with their peers.
- Listen respectfully when others are counting.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Early Childhood Care and Education Numeracy resources
Instructional Materials
- Number flashcards (0-30)
- Large number chart (0-30)
- Real objects for counting (e.g., bottle tops, stones, pencils, fruits, blocks)
- Learning stamps (for number recognition/matching)
- MP4 Player/Tablet for video playback
- Whiteboard/Chalkboard and markers/chalk
Rationale for the Lesson
This lesson is crucial for Pre-School Level 2 pupils as it builds their foundational understanding of numbers beyond 20. Learning to count orally and associate numbers with quantities helps develop early number sense, which is essential for future mathematical concepts and everyday life situations like knowing their age or the number of items they have.Prerequisite/Previous Knowledge
Pupils can already count numbers 0-10 or 0-20 and recognise some familiar numbers. They are also familiar with simple songs and rhymes.Lesson Content/Board Summary
COUNTING NUMBERS 0-30 WITH OBJECTS, RHYMES AND SONGS
Counting is saying numbers in order. Today, we will learn to count from 0 to 30.Oral Counting 0-30
We say numbers one by one, from zero to thirty.0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
11, 12, 13, 14, 15, 16, 17, 18, 19, 20
21, 22, 23, 24, 25, 26, 27, 28, 29, 30
Counting Objects
We can count many things around us:- Fingers and toes
- Chairs in the classroom
- Books on the table
- Stones or bottle tops
Counting Rhyme: “Let’s Count to Thirty”
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
One, two, three, four, five,
Let’s count numbers, make them thrive.
Six, seven, eight, nine, ten,
Count them over, once again!
Eleven, twelve, thirteen, fourteen,
Counting numbers, oh so keen!
Fifteen, sixteen, seventeen, eighteen,
Up to thirty, what a scene!
Nineteen, twenty, twenty-one,
Counting numbers, having fun!
Twenty-two, twenty-three, twenty-four,
Let’s count more, and more, and more!
Twenty-five, twenty-six, twenty-seven,
Counting numbers, up to heaven!
Twenty-eight, twenty-nine, and thirty,
Counting numbers, we are smarty!
Actions: Point fingers as you count, clap hands, tap knees, make a counting motion with hands.
Watch and Practise Counting
Key Words
- Zero – The number before one, meaning nothing.
- One – The first number.
- Ten – A group of ten items.
- Twenty – Two groups of ten items.
- Thirty – Three groups of ten items.
- Count – To say numbers in order or find out how many.
- Number – A word or symbol that tells us how many.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by orally counting 0-10 with pupils, using a clear, rhythmic voice. Gradually extend to 30, pausing to repeat numbers that pupils find challenging (e.g., ‘thirteen’, ‘fifteen’, ‘twenty-one’). Use the number flashcards to show each numeral as you say it. Emphasise correct pronunciation. For counting objects, start with smaller groups (e.g., 5, 10) and then move to larger groups, always encouraging pupils to touch or point to each object as they count. For scribbling, provide paper and crayons or use a sand tray, asking pupils to attempt to make marks or shapes that remind them of numbers.
What to show or demonstrate: Display the number chart prominently. Show each number flashcard as you pronounce it. Demonstrate counting real objects by pointing to each one. Use your fingers to count along with the pupils. Demonstrate the actions for the counting rhyme.
How to use the rhyme/song: Introduce the “Let’s Count to Thirty” rhyme after initial oral counting. Sing it slowly at first, demonstrating the actions. Repeat the rhyme several times, encouraging pupils to join in with both singing and actions. You can pause at different numbers and ask pupils to show that number of fingers or point to the number on the chart.
How to use the video: Introduce the video as a fun way to practice counting. Play the video, encouraging pupils to watch and sing along. Pause the video at different points to ask pupils to repeat a number or count objects they see on the screen. After watching, ask pupils to recall some numbers they saw or heard.
What to watch for: Observe pupils’ pronunciation of numbers, especially those that are often confused (e.g., ‘thirteen’ and ‘thirty’). Check if they can maintain one-to-one correspondence when counting objects (i.e., touching one object for each number said). Look for active participation in the songs and counting activities.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Manipulation of Objects
- Repetition
- Picture Talk (using flashcards/charts)
- Question and Answer
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and leads a short “Good Morning” song. The teacher then asks pupils if they remember counting numbers and asks them to count their fingers.
Pupils’ Activity: Pupils respond to greetings, sing along, and count their fingers.
Learning Point: Pupils are engaged and recall previous counting knowledge.
Step 2: Oral Counting and Number Recognition (0-30)
Time: 7 minutes
Teaching Skill: Pronunciation/Recognition
Teacher’s Activity: The teacher displays number flashcards 0-30 one by one, pronouncing each number clearly. Pupils are guided to repeat each number after the teacher, focusing on correct pronunciation.
Pupils’ Activity: Pupils look at the flashcards and repeat the numbers after the teacher.
Learning Point: Pupils recognise and pronounce numbers 0-30 correctly.
Step 3: Counting Familiar Objects (Guided Practice)
Time: 6 minutes
Teaching Skill: Demonstration/One-to-one Correspondence
Teacher’s Activity: The teacher places a group of real objects (e.g., bottle tops, blocks) on a mat. The teacher demonstrates counting them aloud, touching each object as a number is said, up to 30. Pupils are then guided to count smaller groups of objects (e.g., 5, 10, 15) with the teacher.
Pupils’ Activity: Pupils observe the teacher counting, then participate in counting objects with guidance.
Learning Point: Pupils learn to count objects using one-to-one correspondence.
Step 4: Rhyme Reinforcement
Time: 4 minutes
Teaching Skill: Singing/Action
Teacher’s Activity: The teacher introduces the “Let’s Count to Thirty” rhyme. The teacher sings the rhyme with actions, encouraging pupils to join in. The rhyme is repeated several times.
Pupils’ Activity: Pupils listen, sing along, and perform the actions with the teacher.
Learning Point: Pupils reinforce number sequence and pronunciation through song and movement.
Step 5: Video Reinforcement
Time: 4 minutes
Teaching Skill: Visual Learning/Auditory Reinforcement
Teacher’s Activity: The teacher plays the counting video (e.g., “Count to 30 Song for Kids”). The teacher encourages pupils to watch, listen, and sing along to the numbers presented in the video.
Pupils’ Activity: Pupils watch the video, listen to the song, and attempt to sing along and count.
Learning Point: Pupils reinforce number recognition and oral counting through an engaging visual and auditory medium.
Step 6: Practical Application (Counting Fingers and Toes, Scribbling)
Time: 4 minutes
Teaching Skill: Application/Fine Motor
Teacher’s Activity: The teacher asks pupils to count their fingers and toes aloud. The teacher then provides paper and crayons or a sand tray and encourages pupils to attempt to make simple marks or shapes that look like numbers (scribble) while saying the numbers.
Pupils’ Activity: Pupils count their fingers and toes. They then attempt to scribble or trace number shapes on paper or in sand.
Learning Point: Pupils apply counting to their own bodies and develop pre-writing skills for number formation.
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.
- “Can you count from 0 to 10 for me?”
- “Show me the number 5 on the chart/flashcard.”
- “How many pencils are here? (Teacher shows 3-5 pencils)”
- “Let’s sing a part of our counting song 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: Summarisation/Closure
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to keep counting at home. The teacher leads a closing song.
Pupils’ Activity: Pupils respond to praise and sing the closing song.
Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue learning.
Lesson Keywords
- Zero – The number before one.
- One – The first number.
- Ten – A group of ten.
- Twenty – Two tens.
- Thirty – Three tens.
- Count – To say numbers in order.
- Number – A symbol or word for a quantity.
Differentiation
- Support: For pupils struggling with counting 0-30, focus on a smaller range (e.g., 0-10 or 0-20) with more repetition and larger, easily manipulable objects. Use hand-over-hand guidance for counting objects.
- Extension: For pupils who quickly grasp counting to 30, challenge them to count backwards from 10 or 20, or identify numbers out of sequence on the chart. Ask them to count slightly larger groups of objects (e.g., up to 35-40 if they are ready).
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