Counting Numbers 0-44 with Objects, Rhymes and Songs for Pre-School Level 2

Class: Pre-School Level 2
Term: Third Term
Week: 3
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting numbers 0-20 with objects and songs.
Topic: COUNTING NUMBERS 0-44 WITH OBJECTS, RHYMES AND SONGS
Subject Matter: Oral counting and number pronunciation from 0-44; counting familiar objects; number rhymes and songs.

Specific Objectives

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

Cognitive Domain

• Orally count numbers from 0 to 44.
• Identify numbers 0-44 when shown on flashcards or a chart.
• Count a group of familiar objects up to 44.

Affective Domain

• Show enthusiasm while participating in counting songs and rhymes.
• Listen attentively to the teacher’s pronunciation of numbers.

Psychomotor Domain

• Point to specific numbers (0-44) on a chart or flashcard.
• Use their fingers and toes to count small numbers.

Social Domain

• Take turns counting with peers and the teacher.
• Participate in group counting activities.

Reference Materials

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

Instructional Materials

• Number flashcards (0-44)
• Number chart (0-44)
• Concrete counting objects (e.g., bottle tops, blocks, counters, beads)
• Learning stamps (number stamps)
• MP4 Player/Tablet for video
• Familiar objects (e.g., pencils, crayons, books)

Rationale for the Lesson

Learning to count numbers from 0 to 44 is fundamental for Pre-School Level 2 pupils as it builds a strong foundation for future mathematical understanding. This lesson helps children develop number sense, improve their oral language skills through correct pronunciation, and connect abstract numbers to concrete quantities in their everyday environment.

Prerequisite/Previous Knowledge

Pupils can already count numbers from 0 to 20 and recognise some basic numerals.

Lesson Content/Board Summary

COUNTING NUMBERS 0-44 WITH OBJECTS, RHYMES AND SONGS

Numbers 0-44

We learn to count numbers from zero (0) to forty-four (44). It is important to say the numbers clearly.

Oral Counting

Saying numbers out loud helps us remember them. We will practise saying numbers from 0 to 44.

Counting Objects

We can count many things around us:

• Count your fingers: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
• Count your toes: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
• Count blocks, counters, or bottle tops.
• Count pencils, books, or chairs in the classroom.

Counting Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Zero, one, two, three, four,
Let’s count numbers, want some more!
Five, six, seven, eight, nine, ten,
Count them all again, my friend!
Eleven, twelve, thirteen, fourteen,
Counting numbers, what a scene!
Fifteen, sixteen, seventeen, eighteen,
Counting numbers, what a scene!
Nineteen, twenty, twenty-one,
Counting numbers, lots of fun!
Up to forty-four, we go,
Learning numbers, watch them grow!

Actions: Point up for “Zero, one, two, three, four” while counting fingers. Clap for “Let’s count numbers, want some more!” Count fingers again for 5-10. Wiggle fingers for “what a scene!” Tap knees for “lots of fun!” Stretch arms up for “watch them grow!”

Watch and Practise Counting

Key Words

• Count – To say numbers in order.
• Number – A word or symbol that tells us how many.
• Zero – The number for nothing.
• Forty-four – The number after forty-three.

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• 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 and leads them in a familiar counting song (e.g., “One, Two, Buckle My Shoe”). The teacher then introduces the day’s topic: counting numbers from 0 to 44.

Pupils’ Activity: Pupils respond to greetings and sing along with the counting song. They listen attentively to the topic introduction.

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

Step 2: Oral Counting 0-10 with Fingers and Toes

Time: 5 minutes

Teaching Skill: Demonstration/Repetition

Teacher’s Activity: The teacher leads pupils in orally counting from 0 to 10, using their fingers and toes as visual aids. The teacher ensures clear pronunciation.

Pupils’ Activity: Pupils repeat the numbers after the teacher, counting their fingers and toes.

Learning Point: Pupils practise oral counting and associate numbers with quantities using their bodies.

Step 3: Counting Objects 0-20

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher places groups of concrete objects (e.g., 15 blocks, 20 bottle tops) on the table and demonstrates counting them aloud. The teacher then guides pupils to count smaller groups of objects.

Pupils’ Activity: Pupils watch the teacher count, then take turns counting objects themselves, repeating the numbers.

Learning Point: Pupils learn to count concrete objects up to 20.

Step 4: Number Recognition 0-30 with Flashcards

Time: 5 minutes

Teaching Skill: Visual Recognition/Identification

Teacher’s Activity: The teacher uses number flashcards (0-30) and a number chart to show each number. The teacher calls out the number and asks pupils to identify or point to it.

Pupils’ Activity: Pupils look at the flashcards and chart, repeating the number names and pointing to the numbers as called by the teacher.

Learning Point: Pupils recognise and identify numbers from 0 to 30.

Step 5: Counting Rhyme/Song

Time: 4 minutes

Teaching Skill: Song/Rhyme Integration

Teacher’s Activity: The teacher introduces the “Counting Fun, One by One” rhyme. The teacher sings the rhyme with actions and encourages pupils to join in, repeating it several times.

Pupils’ Activity: Pupils listen, sing along, and perform the actions for the counting rhyme.

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

Step 6: Counting 0-44 with Objects and Flashcards

Time: 4 minutes

Teaching Skill: Extension/Consolidation

Teacher’s Activity: The teacher leads the class in counting from 0-44, using the number chart and flashcards. The teacher also shows groups of objects (e.g., 30, 40, 44) and guides pupils to count them, focusing on the higher numbers and correct pronunciation.

Pupils’ Activity: Pupils orally count from 0-44 with the teacher, point to numbers on the chart, and participate in counting the larger groups of objects.

Learning Point: Pupils practise counting and recognising numbers up to 44.

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.

1. “Count these 25 blocks for me.”
2. “Point to the number 32 on the chart.”
3. “What number comes after 40?”
4. “Let’s count together from 41 to 44.”

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/Praising

Teacher’s Activity: The teacher praises the pupils for their participation and effort in counting numbers 0-44. The teacher reminds them to keep practising counting at home.

Pupils’ Activity: Pupils listen to the teacher and respond to praise.

Learning Point: Pupils feel encouraged and motivated to continue learning.

Lesson Keywords

• Count – To say numbers in order.
• Number – A word or symbol that tells us how many.
• Zero – The number for nothing.
• Forty-four – The number after forty-three.
• Pronounce – To say words correctly.

Differentiation

• Support: For pupils who are struggling, focus on counting and recognising numbers in smaller ranges (e.g., 0-10, then 10-20). Use larger, more easily manipulable objects for counting. Provide more one-on-one repetition and hand-over-hand guidance for pointing to numbers.
• Extension: For pupils who grasp the concept quickly, challenge them to count backwards from 20 to 0, or to identify numbers out of sequence within the 0-44 range (e.g., “What number is this? (shows 37)”). Ask them to count a slightly larger group of objects if available.