Note for teachers using this lesson plan
Before this lesson, ensure you have a variety of real objects (like bottle tops, stones, or blocks) and clear number cards or charts for 0-40 ready. The central idea for Pre-School Level 2 pupils is to develop oral counting skills and correct pronunciation of numbers up to 40, along with the ability to count small groups of familiar objects. Emphasize repetition, songs, and visual aids. Successful learning will be evident when pupils can orally count along with you, repeat numbers correctly, and point to numbers as they are called out.
Class: Pre-School Level 2
Term: Second Term
Week: 9
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Counting Numbers 0-20
Topic: Counting Numbers 0-40 with Objects, Rhymes and Songs
Subject Matter: Oral counting and number pronunciation from 0-40; counting familiar objects; number rhymes and songs.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise numbers 0-40 when shown on cards or charts.
- Pronounce numbers 0-40 correctly through oral counting.
- Count familiar objects up to 10 or 20 using one-to-one correspondence.
Affective Domain
- Participate actively in counting songs and rhymes.
- Show enthusiasm for learning and repeating numbers.
Psychomotor Domain
- Point to numbers 0-40 as called out by the teacher.
- Count their fingers and toes.
- Perform simple actions related to counting rhymes.
Social Domain
- Listen attentively when the teacher or other pupils are counting.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Early Childhood Care and Education Numeracy resources
- Suitable early-years numeracy workbook
Instructional Materials
- Real objects for counting (e.g., bottle tops, stones, pencils, blocks, fruits)
- Number charts showing 0-40
- Flash cards with numbers 0-40
- Learning stamps (number stamps if available)
- MP4 Player/Tablet for video playback
- Flannel board and cut-out numbers/objects
Rationale for the Lesson
This lesson is crucial for Pre-School Level 2 pupils as it expands their foundational understanding of numbers beyond 20, preparing them for more complex mathematical concepts. Learning to count and pronounce numbers 0-40 helps children develop number sense, sequence recognition, and a strong basis for daily life activities like telling age, sharing items, or understanding quantities in their environment.
Prerequisite/Previous Knowledge
Pupils can already count and recognise numbers from 0-20 and have some experience counting familiar objects like their fingers and toes.
Lesson Content/Board Summary
Counting Numbers 0-40 with Objects, Rhymes and Songs
What is Counting?
- Counting means saying numbers in order (1, 2, 3…) and finding out “how many” objects there are.
Numbers from 0 to 40:
- We learn to say and recognise numbers from 0 (nothing) all the way to 40.
- Let’s say them together: Zero, One, Two, Three, Four, Five, Six, Seven, Eight, Nine, Ten… (and so on, up to Forty).
Counting Objects:
- We can count many things around us, like our fingers, toes, pencils, books, or toys.
- When we count, we touch each object once and say one number for each object.
Key Words
- Count – to say numbers in order.
- Number – a word or sign that shows how many.
- Zero – means nothing.
- One, Two, Three… Forty – the names of numbers.
Counting Rhyme: “Count to Forty Fun”
Tune: “Mary Had a Little Lamb”
Lyrics:
One, two, three, four, five,
Counting numbers, we’re alive!
Six, seven, eight, nine, ten,
Let’s count them once again!
Eleven, twelve, thirteen, fourteen, fifteen,
More numbers, what a scene!
Sixteen, seventeen, eighteen, nineteen, twenty,
We have so many!
Twenty-one, twenty-two, twenty-three,
Counting numbers happily!
Up to forty, let’s all try,
Numbers reaching to the sky!
Actions: Pupils clap hands for each number, point fingers, or count on their fingers as they sing along.
Watch and Practise Counting
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by orally counting 0-40 slowly and clearly, having pupils repeat after you. Use a call-and-response method. Break down the counting into smaller chunks (e.g., 0-10, then 11-20, etc.) before doing the full range. Emphasize the correct pronunciation of each number.
What to show or demonstrate: Display number charts 0-40. Use flash cards to show individual numbers and have pupils identify them. Demonstrate counting real objects (e.g., up to 20 or 30) by touching each item one-by-one. Use the flannel board to stick numbers and corresponding objects for visual association.
How to use the rhyme/song: Introduce the “Count to Forty Fun” rhyme. Sing it several times, encouraging pupils to join in and perform the actions. Use it as a fun way to reinforce oral counting and number sequencing.
How to use the video: Introduce the video as a fun way to practise counting. Play the video, encouraging pupils to sing along and count with the characters. After watching, ask pupils to recall some numbers they heard or to count again with you.
What to watch for: Observe pupils’ pronunciation, their ability to repeat numbers in sequence, and their one-to-one correspondence when counting objects. Correct any mispronunciations gently and model the correct sound.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Manipulation of Objects
- Repetition
- Picture Talk (using charts and flashcards)
- Question and Answer
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a familiar counting song (e.g., “One, Two, Buckle My Shoe” or counting 1-10 on fingers) to activate prior knowledge.
Pupils’ Activity: Pupils respond to greetings and enthusiastically sing along with the counting song, demonstrating their existing counting skills.
Learning Point: Pupils are engaged and recall previous counting knowledge.
Step 2: Oral Counting and Pronunciation (0-40)
Time: 5 minutes
Teaching Skill: Oral Repetition/Modelling
Teacher’s Activity: The teacher introduces numbers 0-40 orally, saying each number clearly and slowly. The teacher models the correct pronunciation, segmenting into smaller groups (e.g., 0-10, 11-20, 21-30, 31-40) for easier repetition.
Pupils’ Activity: Pupils listen attentively and repeat the numbers after the teacher, focusing on correct pronunciation.
Learning Point: Pupils practise oral counting and correct pronunciation of numbers 0-40.
Step 3: Counting with Objects (Teacher Demonstration)
Time: 5 minutes
Teaching Skill: Demonstration/Visual Aid
Teacher’s Activity: The teacher uses real objects (e.g., blocks, bottle tops) and counts them aloud, demonstrating one-to-one correspondence up to 20 or 30. The teacher also uses the flannel board to stick numbers and corresponding objects.
Pupils’ Activity: Pupils observe the teacher counting the objects, watching how each object is touched as a number is said. They may repeat numbers along with the teacher.
Learning Point: Pupils understand the concept of counting by touching and associating numbers with quantities.
Step 4: Guided Practice with Familiar Objects
Time: 5 minutes
Teaching Skill: Guided Practice/Interaction
Teacher’s Activity: The teacher guides pupils to count their own fingers and toes. The teacher also asks pupils to count familiar classroom objects in small groups (e.g., “Count these 5 pencils,” “Count these 10 books”).
Pupils’ Activity: Pupils count their fingers and toes, and count small groups of classroom objects with the teacher’s assistance, telling the teacher the total number.
Learning Point: Pupils apply counting skills to familiar objects and practise one-to-one correspondence.
Step 5: Rhyme and Song Reinforcement
Time: 4 minutes
Teaching Skill: Musical Reinforcement/Movement
Teacher’s Activity: The teacher leads pupils in singing the “Count to Forty Fun” rhyme (or plays the verified YouTube video mentioned in the Board Summary). The teacher encourages pupils to perform the actions.
Pupils’ Activity: Pupils sing along with the rhyme/song, perform the actions, and enjoy the musical reinforcement of counting.
Learning Point: Pupils reinforce oral counting and number sequence through song and movement.
Step 6: Number Recognition and Scribbling
Time: 3 minutes
Teaching Skill: Visual Recognition/Pre-writing
Teacher’s Activity: The teacher displays number flash cards 0-40 randomly, asking pupils to identify the numbers. The teacher then guides pupils to “scribble” numbers in the air with their fingers or on a piece of paper/sand tray, focusing on large, free-form movements rather than precise formation.
Pupils’ Activity: Pupils point to and attempt to name the numbers shown on flash cards. They then practise scribbling the numbers in the air or on paper/sand.
Learning Point: Pupils practise recognising numbers and develop pre-writing skills through large-motor scribbling.
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?”
- “What number is this?” (showing a flash card, e.g., 25 or 30).
- “Count these 7 pencils for me.”
- “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: Summarising/Encouragement
Teacher’s Activity: The teacher praises the pupils for their effort in counting and learning numbers. The teacher reminds them to keep counting things at home and sings a quick goodbye song.
Pupils’ Activity: Pupils respond to praise and sing the goodbye song.
Learning Point: Pupils feel encouraged and understand the importance of continued practice.
Lesson Keywords
- Count – to say numbers in order.
- Number – a word or sign that shows how many.
- Zero – means nothing.
- Forty – the number after thirty-nine.
Differentiation
- Support: For pupils struggling with the full range, focus on counting 0-20. Provide larger objects for counting and use hand-over-hand guidance for one-to-one correspondence. Repeat numbers more slowly and frequently.
- Extension: For pupils who quickly grasp the concept, challenge them to count backwards from 10 or 20. Ask them to identify numbers out of sequence or count a slightly larger group of objects within the 0-40 range.
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