Note for teachers using this lesson plan

Before this lesson, prepare a variety of concrete counting objects (e.g., bottle tops, stones, blocks) and number flashcards from 0 to 38. The central idea is for pupils to accurately pronounce and orally count numbers from 0 to 38, associating them with quantities of objects. Successful learning will be observed when pupils can confidently count objects up to 38 and participate actively in the counting rhyme and song.

Class: Pre-School Level 2
Term: Second Term
Week: 7
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Counting numbers within a smaller range (e.g., 0-20)
Topic: COUNTING NUMBERS 0-38 WITH OBJECTS, RHYMES AND SONGS
Subject Matter: Oral counting and number pronunciation from 0-38; 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 from 0 to 38.
Pronounce numbers 0 to 38 correctly during oral counting.
Count familiar objects up to 38.

Affective Domain

Participate actively in counting rhymes and songs.
Show interest in learning to count numbers.

Psychomotor Domain

Point to numbers 0-38 on flashcards or charts.
Count their fingers and toes accurately.
Trace simple number shapes (e.g., 0-10) with guidance.

Take turns during counting activities.
Listen attentively to the teacher and peers during counting.

Reference Materials

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

Instructional Materials

Learning Stamps
Charts displaying numbers 0-38
MP4 Player (for video/audio)
Flash Cards (numbers 0-38)
Concrete counting objects (e.g., bottle tops, stones, beads, blocks, pencils)
Flannel board
Cut-out numbers and objects
Whiteboard/chalkboard and markers/chalk

Rationale for the Lesson

Learning to count numbers 0-38 is fundamental for 3-year-olds as it builds their foundational numeracy skills. This lesson helps pupils develop number sense, understand quantity, and associate numbers with real-world objects, which is crucial for everyday tasks and future mathematical learning.

Prerequisite/Previous Knowledge

Pupils can already count small numbers (e.g., 0-10 or 0-20) and recognise some basic numerals.

Lesson Content/Board Summary

COUNTING NUMBERS 0-38 WITH OBJECTS, RHYMES AND SONGS

Oral Counting and Number Pronunciation

We learn to say numbers correctly, one after another, from 0 to 38.

Zero (0)
One (1), Two (2), Three (3), Four (4), Five (5)
Six (6), Seven (7), Eight (8), Nine (9), Ten (10)
Eleven (11), Twelve (12), Thirteen (13), Fourteen (14), Fifteen (15)
Sixteen (16), Seventeen (17), Eighteen (18), Nineteen (19), Twenty (20)
Twenty-one (21), Twenty-two (22), … Thirty (30)
Thirty-one (31), Thirty-two (32), … Thirty-eight (38)

Counting Familiar Objects

We can count many things around us:

Count bottle tops: 1, 2, 3, … up to 38.
Count pencils: 1, 2, 3, … up to 38.
Count blocks: 1, 2, 3, … up to 38.
Count fingers and toes.

Counting Rhyme: “Let’s Count Up High”

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

One, two, three, four, five,
Let’s count numbers, feel alive.
Six, seven, eight, nine, ten,
Count them once and count again.
Eleven, twelve, thirteen, fourteen, fifteen,
Counting numbers, what a scene!
Sixteen, seventeen, eighteen, nineteen, twenty,
So many numbers, we have plenty!
Twenty-one, twenty-two, up to thirty-eight,
Counting numbers, isn’t it great!

Actions: Clap hands for each number, point fingers, tap toes, make a sweeping motion with arms when saying “up to thirty-eight.”

Watch and Practise Counting

https://www.youtube.com/watch?v=FqS_3WwL58I

This video helps us see and hear numbers being counted from 1 to 40. We can practise saying them along with the video.

Key Words

Numbers – words and symbols we use to count.
Count – to say numbers in order, one by one.
Objects – things we can see and touch.
Pronounce – to say words correctly.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Use the flannel board to display number cards 0-38 and corresponding quantities of cut-out objects. Point to each number and object as you say its name clearly and slowly. Emphasize correct pronunciation for each number. Repeat the counting sequence multiple times, starting with 0 and going up to 38.

What to show or demonstrate: Demonstrate counting various real objects (e.g., pencils, blocks) up to 38. Show pupils how to count their own fingers and toes. Use flashcards to help pupils recognise the numerals as you count.

How to use the rhyme/song: Introduce the “Let’s Count Up High” rhyme. Sing it slowly first, demonstrating the actions. Encourage pupils to join in, repeating lines and performing the actions. Repeat the rhyme several times to help with memorisation and reinforce counting.

How to use the video: Introduce the video as a fun way to count numbers. Play the video on an MP4 player or suitable device. Encourage pupils to watch, listen, and count along with the numbers presented in the video. After the video, ask pupils to recall some numbers they saw and heard.

What to watch for: Observe pupils’ ability to pronounce numbers correctly and their engagement in counting activities. Note if any pupils struggle with specific number pronunciations or associating numbers with quantities, and provide individual support.

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Songs and Rhymes
Picture Talk
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, everyone! Who loves counting? Today, we will count many numbers from 0 all the way to 38!”

Pupils’ Activity: Pupils respond to greetings and show excitement for counting.

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

Step 2: Oral Counting and Number Recognition (0-10)

Time: 5 minutes

Teaching Skill: Demonstration/Pronunciation

Teacher’s Activity: The teacher displays number flashcards 0-10 on the flannel board. The teacher points to each number, says its name clearly, and asks pupils to repeat. The teacher then guides pupils to count their fingers (0-10).

Pupils’ Activity: Pupils repeat the number names after the teacher and count their fingers.

Learning Point: Pupils correctly pronounce and recognise numbers 0-10.

Step 3: Extending Oral Counting and Recognition (11-38)

Time: 6 minutes

Teaching Skill: Guided Repetition/Visual Aid

Teacher’s Activity: The teacher continues to display number flashcards from 11-38, presenting them in groups (e.g., 11-20, 21-30, 31-38). The teacher points to and pronounces each number, encouraging pupils to repeat after her. Emphasize the ‘teen’ and ‘ty’ sounds.

Pupils’ Activity: Pupils listen attentively and repeat the number names after the teacher.

Learning Point: Pupils extend their oral counting and number recognition up to 38.

Step 4: Counting Objects

Time: 5 minutes

Teaching Skill: Practical Application/Association

Teacher’s Activity: The teacher uses concrete objects (e.g., bottle tops, blocks) and counts them aloud, one by one, up to a chosen number within the 0-38 range (e.g., 15, 25, 38). The teacher then asks pupils to count a smaller group of objects (e.g., 10 pencils, 12 stones) themselves.

Pupils’ Activity: Pupils observe the teacher counting, then take turns counting groups of objects provided.

Learning Point: Pupils associate numbers with quantities of real objects.

Step 5: Rhyme and Song Reinforcement

Time: 4 minutes

Teaching Skill: Creative Engagement/Memory Aid

Teacher’s Activity: The teacher leads pupils in singing the “Let’s Count Up High” rhyme with actions. The teacher repeats the rhyme several times, encouraging full participation and enthusiasm.

Pupils’ Activity: Pupils sing the counting rhyme and perform the associated actions.

Learning Point: Pupils reinforce counting skills through a fun, memorable rhyme.

Step 6: Video and Tracing Practice

Time: 3 minutes

Teaching Skill: Audio-visual Learning/Fine Motor

Teacher’s Activity: The teacher plays the counting video for pupils. After the video, the teacher demonstrates how to trace simple numbers (e.g., 0, 1, 2, 3) in the air or on a chart, then guides pupils to do the same.

Pupils’ Activity: Pupils watch the video and count along, then practise tracing simple numbers in the air or with their fingers on a surface.

Learning Point: Pupils engage with numbers visually and practise pre-writing skills for simple numerals.

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 25 on this chart.”
“Count these 15 stones for me.”
“What number comes after 37?”

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 summarises the lesson by saying, “Today we learned to count many numbers, from 0 all the way to 38! You all did a great job counting and singing. Keep practising at home!”

Pupils’ Activity: Pupils listen and acknowledge the summary.

Learning Point: Pupils feel successful and are encouraged to continue practising.

Lesson Keywords

Count – to say numbers in order.
Numbers – symbols like 0, 1, 2, 3.
Objects – things you can touch, like stones or pencils.
Pronounce – to say a word correctly.

Differentiation

Support: For pupils struggling with the higher numbers, focus on counting smaller sets of objects (e.g., 0-20) and provide more one-on-one repetition of number pronunciation. Use larger number flashcards and fewer distractions.
Extension: For pupils who quickly grasp the concept, challenge them to count backwards from 10 to 0, or to identify specific numbers when called out randomly (e.g., “Show me number 32!”). Ask them to count more complex arrangements of objects.