Note for teachers using this lesson plan
Before the lesson, gather a good quantity of varied counting objects like bottle tops, beads, or small stones, enough to demonstrate counting up to 42. The central idea is for pupils to orally count numbers 0-42 with correct pronunciation and to practise counting groups of objects within this range. Observe pupils as they repeat numbers, point to numbers on charts, and attempt to count objects, looking for their engagement and effort in pronunciation and one-to-one correspondence.
Class: Pre-School Level 2
Term: Third Term
Week: 1
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting Numbers 0-40 with objects and songs
Topic: COUNTING NUMBERS 0-42 WITH OBJECTS, RHYMES AND SONGS
Subject Matter: Oral counting and number pronunciation from 0-42; counting familiar objects; number rhymes and songs.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Say numbers 0-42 correctly.
- Count familiar objects up to 42 with guidance.
- Identify numbers 0-42 when pointed to on a chart.
Affective Domain
- Participate enthusiastically in counting songs and rhymes.
- Show interest in learning and saying numbers.
Psychomotor Domain
- Point to numbers on a chart or flashcard.
- Manipulate objects to count them.
- Perform simple actions during counting rhymes.
Social Domain
- Take turns when counting objects or responding to questions.
- Count together with peers and the teacher.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2 Numeracy.
- Early Childhood Care and Education curriculum resources.
- Suitable early-years numeracy workbooks.
Instructional Materials
- Learning Stamps
- Number Charts (0-42)
- Flash Cards (0-42)
- Bottle Tops
- Beads or small stones
- Pencils
- MP4 Player (for video/audio)
- Video (on counting 0-42)
Rationale for the Lesson
This lesson is crucial for 3-year-olds as it builds their foundational understanding of numbers and counting. Learning to count up to 42 helps children develop number sense, improve their oral language skills through pronunciation practice, and prepare them for more complex mathematical concepts in the future. It connects numbers to real-world objects, making learning concrete and meaningful.Prerequisite/Previous Knowledge
Pupils can already count numbers 0-40 orally and identify some numbers. They are familiar with counting small groups of objects and singing simple counting songs.Lesson Content/Board Summary
COUNTING NUMBERS 0-42 WITH OBJECTS, RHYMES AND SONGS
Counting is saying numbers in order, one by one. We use counting to know “how many” things there are. Oral Counting: 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, 33, 34, 35, 36, 37, 38, 39, 40 41, 42 Counting with Objects: We can count many things around us:- Bottle tops
- Pencils
- Beads
- Fingers and toes
- Chairs in the classroom
Counting Rhyme
Tune: “Twinkle, Twinkle Little Star” Lyrics: One, two, three, four, five, Numbers help us feel alive! Six, seven, eight, nine, ten, Let’s count them once again! Eleven, twelve, thirteen, fourteen, fifteen, Counting numbers, what a scene! Sixteen, seventeen, eighteen, nineteen, twenty, We have counted oh so many! Actions: Pupils clap hands for each number, then point to fingers, then count imaginary objects in the air.Watch and Practise
Key Words
- Count – To say numbers in order.
- Number – A word or symbol that tells us “how many”.
- Zero – The number that means “nothing”.
- Object – A thing we can see and touch.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by displaying the number chart (0-42). Point to each number clearly as you lead the pupils in oral counting, emphasizing correct pronunciation. Repeat several times. Then, introduce familiar objects for counting. Start with smaller groups (e.g., 10-15) and gradually increase to higher numbers within the 0-42 range, ensuring pupils understand one-to-one correspondence (touching one object for each number said).
What to show or demonstrate: Show the number chart and flash cards for numbers 0-42. Demonstrate counting bottle tops, pencils, or beads, moving each object as its number is called. Guide pupils to count their own fingers and toes.
How to use the rhyme/song: Introduce the “Counting Rhyme” by singing it slowly first, then repeat with actions. Encourage pupils to sing along and perform the actions. Use it as a fun way to reinforce number sequence and engagement.
How to use the video: Introduce the video as a fun way to see and hear numbers. Play the video “Numbers 1 to 50 Counting for Kids” (stopping at 42 or letting it play through for exposure). Encourage pupils to count along with the video and point to the numbers they see. After watching, ask pupils to recall some numbers they saw or heard.
What to watch for: Observe pupils’ ability to pronounce numbers correctly, their one-to-one correspondence when counting objects, and their participation in songs and activities. Correct pronunciation gently and encourage all pupils to join in.
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: Engagement/Review
Teacher’s Activity: The teacher greets the pupils and leads them in a familiar counting song (e.g., “One, Two, Buckle My Shoe”). The teacher then asks pupils to recall what they learned about counting in the previous lesson (e.g., counting to 40).
Pupils’ Activity: Pupils respond to greetings, sing the counting song, and share what they remember about counting up to 40.
Learning Point: Pupils are engaged and recall previous knowledge of counting.
Step 2: Oral Counting 0-42
Time: 5 minutes
Teaching Skill: Oral Repetition/Pronunciation
Teacher’s Activity: The teacher displays the number chart (0-42) and points to each number, leading pupils in oral counting from 0 to 42. The teacher emphasizes clear pronunciation and repeats difficult numbers.
Pupils’ Activity: Pupils look at the chart, listen to the teacher, and repeat the numbers 0-42 aloud several times.
Learning Point: Pupils learn to say numbers 0-42 correctly.
Step 3: Counting with Objects (0-20)
Time: 5 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: The teacher demonstrates counting groups of objects (e.g., bottle tops, pencils) up to 20, moving each object as its number is called. The teacher then provides smaller groups of objects for pupils to count with guidance.
Pupils’ Activity: Pupils observe the teacher’s demonstration, then take turns or work in small groups to count objects up to 20, touching each one as they count.
Learning Point: Pupils practise one-to-one correspondence when counting objects up to 20.
Step 4: Counting with Objects (21-42)
Time: 5 minutes
Teaching Skill: Guided Practice/Application
Teacher’s Activity: The teacher guides pupils to count larger groups of objects (e.g., beads, small stones) from 21 up to 42. The teacher provides support and correction as needed, ensuring pupils maintain the correct sequence.
Pupils’ Activity: Pupils continue to count objects with the teacher’s help, focusing on numbers from 21 to 42. They also count their fingers and toes and tell the teacher the number.
Learning Point: Pupils extend their counting skills to numbers 21-42 using objects.
Step 5: Rhyme and Song Reinforcement
Time: 4 minutes
Teaching Skill: Creative Expression/Reinforcement
Teacher’s Activity: The teacher introduces and leads the “Counting Rhyme” from the Board Summary. The teacher sings the rhyme with actions and encourages pupils to join in, repeating it a few times.
Pupils’ Activity: Pupils listen to the rhyme, sing along, and perform the actions, reinforcing number sequence and engagement.
Learning Point: Pupils enjoy learning numbers through song and movement.
Step 6: Video and Practice
Time: 4 minutes
Teaching Skill: Visual Learning/Engagement
Teacher’s Activity: The teacher introduces the counting video and plays it for the pupils. The teacher encourages pupils to count along with the video and point to the numbers as they appear.
Pupils’ Activity: Pupils watch the video, listen to the numbers, and try to count along, pointing to numbers on the screen or on their charts.
Learning Point: Pupils reinforce number recognition and oral counting through visual and auditory stimulation.
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?”
- “How many fingers do you have?”
- “Count these 15 bottle tops for me.”
- “Point to the number 30 on the chart.”
- “Let’s count together from 35 to 42.”
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: Recap/Closure
Teacher’s Activity: The teacher praises the pupils for their hard work and participation. The teacher reminds them to keep counting things they see at home and in school. The teacher leads a final short counting chant.
Pupils’ Activity: Pupils respond to praise, listen to the reminder, and participate in the final chant.
Learning Point: Pupils are encouraged to continue practising counting outside the classroom.
Lesson Keywords
- Count – To say numbers in order.
- Number – A word or symbol that tells us “how many”.
- Zero – The number that means “nothing”.
- Pronunciation – How we say words correctly.
- Objects – Things we can see and touch.
Differentiation
- Support: For pupils who find counting to 42 challenging, provide smaller groups of objects (e.g., count only up to 20 or 30). Use hand-over-hand guidance for counting objects and repeat numbers slowly. Focus on oral repetition and recognition of numbers on charts.
- Extension: For pupils who quickly grasp counting to 42, challenge them to count objects slightly beyond 42 (e.g., up to 45 or 50) or to identify numbers out of sequence on flashcards. Ask them to count specific items in the classroom.
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