Note for teachers using this lesson plan
Before this lesson, gather a good quantity of familiar counting objects like bottle tops, stones, or small blocks, and prepare number flashcards for 0-32. The central idea for pupils is to correctly pronounce numbers from 0 to 32 and to associate these numbers with quantities of real objects. Observe pupils as they orally count and match numbers to objects to ensure they grasp the concept of quantity.
Class: Pre-School Level 2
Term: Second Term
Week: 1
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Not separately stated in the scheme.
Topic: COUNTING NUMBERS 0-32 WITH OBJECTS, RHYMES AND SONGS
Subject Matter: Oral counting and number pronunciation from 0-32; counting familiar objects; number rhymes and songs.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise and say numbers from 0 to 32 orally.
- Count familiar objects up to 32.
- Identify number symbols from 0 to 32 when shown.
Affective Domain
- Show enthusiasm while participating in counting songs and rhymes.
- Listen attentively to the teacher and peers during counting activities.
Psychomotor Domain
- Point to and count objects accurately.
- Use fingers and toes to demonstrate counting.
Social Domain
- Take turns during group counting activities.
- Participate actively in classroom games involving numbers.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2.
- Early Childhood Care and Education Numeracy resources.
- Relevant early-years numeracy workbooks.
Instructional Materials
- Number flashcards (0-32)
- Counting objects (e.g., bottle tops, small stones, blocks, beads)
- Charts displaying numbers 0-32
- MP4 Player/Speaker for songs
- Video display (TV/projector)
Rationale for the Lesson
This lesson is crucial for Pre-School Level 2 pupils as it builds their foundational understanding of numbers. Learning to count orally and associate numbers with quantities helps children make sense of the world around them, preparing them for more complex mathematical concepts in the future. It also enhances their language and cognitive development.Prerequisite/Previous Knowledge
Pupils can already recognise and count numbers from 0 to 10. They can also identify a few familiar objects in their environment.Lesson Content/Board Summary
COUNTING NUMBERS 0-32 WITH OBJECTS, RHYMES AND SONGS
Counting is saying numbers in order, one after another, and touching or pointing to objects as we say each number to find out “how many”.
Oral Counting Practice (0-32)
Let’s say the numbers together:
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
31, 32
Counting Familiar Objects
We can count many things around us:
- Our fingers (1, 2, 3, … 10)
- Our toes (1, 2, 3, … 10)
- Bottle tops
- Pencils
- Books
- Chairs in the classroom
Key Words
- Count – To say numbers in order.
- Number – A word or sign that shows how many.
- Object – A thing you can see and touch.
Counting Rhyme: “Let’s Count Together”
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
One, two, three, let’s all count with me,
Four, five, six, happy as can be.
Seven, eight, nine, ten, count again,
Let’s count more, my little friend.
Eleven, twelve, thirteen, fourteen, oh so keen,
Fifteen, sixteen, seventeen, eighteen, what a scene!
Nineteen, twenty, twenty-one, counting is such fun,
Twenty-two, twenty-three, up to thirty-two, we’ve begun!
Actions:
- Clap hands for each number.
- Point fingers as counting.
- Wiggle toes when saying “toes”.
- Tap knees for rhythm.
Watch and Practise Counting
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by orally reciting numbers 0-32 slowly and clearly, emphasising correct pronunciation. Use a call-and-response method, having pupils repeat after you. Show number flashcards as you say each number. For counting objects, start with small groups (e.g., 5, 10) and gradually increase the quantity as pupils gain confidence.
What to show or demonstrate: Display large number charts (0-32) on the board. Demonstrate counting your own fingers and toes. Use real objects like bottle tops or pencils to count aloud, touching each one as you say the number. Show number flashcards and ask pupils to identify them.
How to use the rhyme/song: Introduce the “Let’s Count Together” rhyme by singing it slowly first, demonstrating the actions. Repeat the rhyme several times, encouraging pupils to join in with both singing and actions. Use it as a fun way to reinforce number order and pronunciation.
How to use the video: Introduce the video as a fun way to count. Play the video, encouraging pupils to sing along and count with the characters. After watching, ask pupils to recall some numbers they heard or objects they saw being counted in the video.
What to watch for: Observe if pupils are pronouncing numbers correctly and if they are able to touch one object for each number counted (one-to-one correspondence). Correct any mispronunciations gently and model the correct way. Encourage shy pupils to participate.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Question and Answer
- Manipulation of Objects
- Repetition
- Video Presentation
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Motivation
Teacher’s Activity: Greet pupils warmly. Start with a simple “Good morning, happy counters!” and ask them to clap their hands once, then twice. Introduce the lesson by saying, “Today, we are going to learn to count even more numbers and have fun with counting songs!”
Pupils’ Activity: Pupils respond to greetings, clap their hands, and listen attentively.
Learning Point: Pupils are motivated and ready for the lesson.
Step 2: Oral Counting 0-10
Time: 5 minutes
Teaching Skill: Modelling/Repetition
Teacher’s Activity: The teacher leads pupils in orally counting from 0 to 10, showing number flashcards for each number. “Let’s count our fingers together!” The teacher counts fingers with pupils.
Pupils’ Activity: Pupils repeat numbers after the teacher, look at the flashcards, and count their fingers.
Learning Point: Pupils reinforce counting 0-10 and associate numbers with fingers.
Step 3: Extending Oral Counting 11-32
Time: 5 minutes
Teaching Skill: Gradual Introduction/Pronunciation
Teacher’s Activity: The teacher introduces numbers from 11 to 32, saying each number clearly and slowly. “Now, let’s learn bigger numbers! Listen carefully.” The teacher uses number charts or flashcards for visual support.
Pupils’ Activity: Pupils listen and try to repeat the numbers after the teacher, paying attention to pronunciation.
Learning Point: Pupils begin to recognise and pronounce numbers 11-32.
Step 4: Counting Objects (Guided Practice)
Time: 5 minutes
Teaching Skill: Practical Application/One-to-one Correspondence
Teacher’s Activity: The teacher distributes small groups of counting objects (e.g., 5 bottle tops, then 10, then 15) to pupils. “Let’s count these bottle tops together. Touch each one as you count.” The teacher guides them to count in small groups.
Pupils’ Activity: Pupils count the objects given to them, touching each one as they say the number, with teacher’s guidance.
Learning Point: Pupils practise counting objects and develop one-to-one correspondence.
Step 5: Rhyme and Song Reinforcement
Time: 4 minutes
Teaching Skill: Engaging/Memory Aid
Teacher’s Activity: The teacher leads pupils in singing the “Let’s Count Together” rhyme, encouraging them to perform the actions. The teacher also plays the counting video and encourages pupils to sing along and count with the video.
Pupils’ Activity: Pupils sing the rhyme with actions and sing along with the counting video.
Learning Point: Pupils reinforce number sequence and pronunciation through song and movement.
Step 6: Counting Fingers and Toes (Application)
Time: 3 minutes
Teaching Skill: Practical Application/Self-counting
Teacher’s Activity: The teacher asks pupils to count their fingers aloud. “How many fingers do you have?” Then, “Can you count your toes?” (Pupils can wiggle them or point to their feet). The teacher assists as needed.
Pupils’ Activity: Pupils count their fingers and attempt to count their toes, telling the teacher the number.
Learning Point: Pupils apply counting skills to their own body parts.
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 1 to 10 for me?”
- “Show me the number 5 flashcard.” (Teacher shows a few cards, pupils pick 5).
- “Count these 7 pencils for me.” (Teacher places 7 pencils).
- “What number comes after 20?”
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 pupils for their effort and participation. “Well done, everyone! You are all super counters! Keep practising counting at home.”
Pupils’ Activity: Pupils respond to praise and acknowledge the end of the lesson.
Learning Point: Pupils feel encouraged and motivated to continue learning.
Lesson Keywords
- Count – To say numbers in order.
- Number – A word or sign that shows how many.
- Objects – Things you can see and touch.
- Pronounce – To say words correctly.
Differentiation
- Support: For pupils struggling, provide larger counting objects and fewer items to count (e.g., 1-5). Use hand-over-hand guidance for counting objects. Focus on oral repetition of numbers 0-10 first before moving to higher numbers.
- Extension: For pupils who grasp the concept quickly, challenge them to count objects in different arrangements or to identify numbers presented out of sequence. Ask them to count small groups of objects and tell you the total without direct guidance.
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