Note for teachers using this lesson plan

Before the lesson, prepare a set of number flashcards (0-34) and a collection of real objects (e.g., bottle tops, stones, beads) that can be easily counted in groups up to 34. Also, have a flannel board ready with cut-out numbers and objects. The central idea is for pupils to orally count numbers 0-34 with correct pronunciation and to associate these numbers with corresponding quantities of objects. Successful learning will be observed when pupils can confidently say the numbers 0-34 and count a given group of objects up to 34.

Class: Pre-School Level 2
Term: Second Term
Week: 3
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting numbers 0-30
Topic: COUNTING NUMBERS 0-34 WITH OBJECTS, RHYMES AND SONGS
Subject Matter: Oral counting and number pronunciation from 0-34; counting familiar objects; number rhymes and songs.

Specific Objectives

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

Cognitive Domain

Recognise numbers 0-34 when shown.
Pronounce numbers 0-34 correctly.
Count a group of familiar objects up to 34.

Affective Domain

Participate actively in counting songs and rhymes.
Show enthusiasm for learning and counting numbers.

Psychomotor Domain

Point to numbers 0-34 on a chart or flashcard.
Count objects by touching them one by one.
Attempt to trace or scribble numbers 0-34 with guidance.

Take turns when counting objects with peers.
Share counting objects with classmates.

Reference Materials

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

Instructional Materials

Number flashcards (0-34)
Counting charts (0-34)
Real objects for counting (e.g., bottle tops, small stones, beads, pencils, blocks)
Flannel board with cut-out numbers and objects
MP4 Player or device for playing videos/songs
Crayons and paper for scribbling/tracing

Rationale for the Lesson

Learning to count numbers 0-34 is fundamental for 3-year-olds as it builds their foundational understanding of quantity and sequence. This skill helps children make sense of the world around them, from counting toys to understanding how many siblings they have. Engaging with numbers through objects, rhymes, and songs makes the learning process enjoyable and concrete, preparing them for more complex mathematical concepts later on.

Prerequisite/Previous Knowledge

Pupils can already count and recognise numbers from 0-30, and they are familiar with simple counting songs.

Lesson Content/Board Summary

COUNTING NUMBERS 0-34 WITH OBJECTS, RHYMES AND SONGS

Numbers are used to count things. We can count many things around us!

Oral Counting 0-34

We say numbers one after the other: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10…
Then we continue: 11, 12, 13, 14, 15, 16, 17, 18, 19, 20…
And keep going: 21, 22, 23, 24, 25, 26, 27, 28, 29, 30…
Today we will learn to count up to 34: 31, 32, 33, 34.

Counting with Objects

We can count real things by touching them one by one.

Show 31 bottle tops and count them.
Show 32 blocks and count them.
Show 33 pencils and count them.
Show 34 beads and count them.

Counting Rhyme (Original Classroom Rhyme)

Tune: “Twinkle, Twinkle Little Star”

One, two, three, four, five,
Counting numbers, we’re alive!
Thirty, thirty-one, thirty-two,
Counting numbers, me and you!
Thirty-three, thirty-four,
Let’s count some more!

Actions: Count fingers, clap hands, point to numbers on a chart, touch objects as you count.

Watch and Count Along

https://www.youtube.com/watch?v=34d7uT7w8g8

Key Words

Count – to say numbers in order, or find out how many things there are.
Number – a word or sign that shows how many.
Object – a thing that can be seen and touched.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by orally counting 0-30 with pupils as a review. Then, introduce numbers 31-34 using large number flashcards and clearly pronounce each number. Use the flannel board to stick cut-out numbers and corresponding objects, guiding pupils to identify and pronounce them. Emphasize one-to-one correspondence when counting objects.

What to show or demonstrate: Show number flashcards for 0-34. Demonstrate counting various groups of real objects (e.g., 31 bottle tops, 32 blocks, 33 pencils, 34 beads) by touching each item as you count aloud. Model correct pronunciation of numbers, especially 31, 32, 33, 34.

How to use the rhyme/song: Introduce the “Counting Rhyme” by singing it first. Then, invite pupils to sing along, performing the suggested actions (counting fingers, clapping, pointing to numbers, touching objects). Repeat the rhyme several times to help with memorisation and rhythm.

How to use the video: Introduce the video as a fun way to practice counting. Play the “Count to 34 | Counting Song for Kids | Jack Hartmann” video. Encourage pupils to sing, clap, and move along with the video. After watching, ask pupils to orally count 0-34 again, reinforcing what they saw and heard.

What to watch for: Observe if pupils are pronouncing numbers correctly, especially “thirty-one” to “thirty-four.” Check if they can count objects accurately by touching each one. Provide individual support for any pupil struggling with number recognition or one-to-one correspondence.

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Songs and Rhymes
Video Presentation
Manipulation of Objects
Repetition
Question and Answer

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils warmly and starts a familiar counting song (e.g., “One, Two, Buckle My Shoe”) to get them ready for learning.

Pupils’ Activity: Pupils respond to greetings and sing along with the teacher, performing actions for the song.

Learning Point: Pupils are engaged and ready to learn, recalling previous counting knowledge.

Step 2: Review Oral Counting 0-30

Time: 5 minutes

Teaching Skill: Review/Oral Practice

Teacher’s Activity: The teacher leads pupils in orally counting numbers from 0-30 using a large counting chart or flashcards, pointing to each number as it is called.

Pupils’ Activity: Pupils orally count along with the teacher from 0-30, pointing to the numbers on the chart.

Learning Point: Pupils reinforce their knowledge of numbers 0-30.

Step 3: Introduce Numbers 31-34

Time: 5 minutes

Teaching Skill: Introduction/Pronunciation

Teacher’s Activity: The teacher introduces numbers 31, 32, 33, and 34 using large flashcards. The teacher clearly pronounces each number and asks pupils to repeat after her. The teacher also places cut-out numbers and corresponding objects (e.g., 31 trees, 32 cars) on the flannel board.

Pupils’ Activity: Pupils listen attentively, repeat the numbers after the teacher, and point to the numbers and objects on the flannel board.

Learning Point: Pupils recognise and begin to pronounce numbers 31-34.

Step 4: Guided Counting with Objects

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates counting groups of real objects (e.g., 31 bottle tops, 32 blocks) by touching each object one by one and saying the number aloud. The teacher then provides small groups of objects (e.g., 33 pencils, 34 beads) to pupils and guides them to count.

Pupils’ Activity: Pupils observe the teacher’s demonstration, then count their own groups of objects by touching them and saying the numbers aloud, with teacher guidance.

Learning Point: Pupils develop one-to-one correspondence and practical counting skills up to 34.

Step 5: Counting Rhyme Reinforcement

Time: 4 minutes

Teaching Skill: Reinforcement/Singing

Teacher’s Activity: The teacher leads the class in singing the “Counting Rhyme” (from the Board Summary) with actions. The teacher repeats the rhyme several times, encouraging full participation.

Pupils’ Activity: Pupils sing the rhyme along with the teacher, performing the actions (counting fingers, clapping, pointing).

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

Step 6: Video Reinforcement

Time: 3 minutes

Teaching Skill: Visual Learning/Engagement

Teacher’s Activity: The teacher introduces the counting video and plays “Count to 34 | Counting Song for Kids | Jack Hartmann” on the MP4 player. The teacher encourages pupils to sing and move along with the video.

Pupils’ Activity: Pupils watch the video, sing along, and perform the actions as shown in the video.

Learning Point: Pupils visually and auditorily reinforce counting numbers 0-34 in an engaging way.

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.

“Can you count these bottle tops for me?” (Show a group of 32 bottle tops).
“Point to number 34 on this chart.”
“What number comes after 33?”
“Say the numbers from 30 to 34.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., counting objects, pointing to numbers, saying numbers).

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarising/Praising

Teacher’s Activity: The teacher praises pupils for their active participation and good counting. The teacher reminds them to keep counting things they see around them. The teacher collects materials and transitions to the next activity.

Pupils’ Activity: Pupils respond to praise and prepare for the next activity.

Learning Point: Pupils feel encouraged and understand the importance of counting in everyday life.

Lesson Keywords

Count – to say numbers in order, or find out how many things there are.
Number – a word or sign that shows how many.
Pronounce – to make the sound of a word or number.
Object – a thing that can be seen and touched.

Differentiation

Support: For pupils who are struggling, provide fewer objects to count (e.g., groups of 5-10) and gradually increase the quantity. Use hand-over-hand guidance to help them touch objects one by one. Repeat numbers slowly and clearly, and use larger number flashcards.
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 when shown out of sequence within the 0-34 range. Encourage them to find groups of 30, 31, 32, 33, or 34 objects around the classroom.