Note for teachers using this lesson plan
Before this lesson, gather a variety of small, countable objects (e.g., bottle tops, stones, counting sticks) and prepare number flashcards for 0-46. The central idea is for pupils to recognise and orally pronounce numbers up to 46, focusing on concrete counting for smaller groups and repetitive oral practice for the larger range. Observe pupils’ ability to point to and say the numbers correctly, and their engagement in counting activities.
Class: Pre-School Level 2
Term: Third Term
Week: 5
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting numbers 0-40 with objects, rhymes and songs.
Topic: COUNTING NUMBERS 0-46 WITH OBJECTS, RHYMES AND SONGS
Subject Matter: Oral counting and number pronunciation from 0-46; 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 46.
- Orally count numbers from 0 to 46.
- Count groups of familiar objects up to 10-15.
Affective Domain
- Show enthusiasm for counting activities and number songs.
- Listen attentively to the teacher and peers during counting.
Psychomotor Domain
- Point to numbers on flashcards or charts as they are called.
- Use their fingers and toes to count small quantities.
- Attempt to trace or scribble numbers 0-9.
Social Domain
- Participate in group counting and singing activities.
- Take turns when counting or identifying numbers.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Early Childhood Care and Education Numeracy Resources
- Suitable early-years numeracy workbook/textbook
Instructional Materials
- Number flashcards (0-46)
- Number charts (0-46)
- Small, countable objects (e.g., bottle tops, counting sticks, beads, blocks)
- Learning stamps (for numbers 0-9, if available)
- MP4 Player or tablet for video playback
- Flannel board
- Cut-out numbers and objects
Rationale for the Lesson
This lesson is crucial for 3-year-olds as it builds their foundational understanding of numbers and quantity. Learning to count and pronounce numbers 0-46 orally helps them develop number sense, which is essential for future mathematical concepts. Engaging with objects, rhymes, and songs makes learning concrete, fun, and memorable, connecting abstract numbers to their everyday experiences.Prerequisite/Previous Knowledge
Pupils can already recognise and count some numbers up to 40. They can identify familiar objects and participate in simple songs and rhymes.Lesson Content/Board Summary
COUNTING NUMBERS 0-46 WITH OBJECTS, RHYMES AND SONGS
Numbers help us know “how many” things there are.
We can count many things around us, like our fingers, toes, toys, and friends.
Oral Counting and Pronunciation (0-46)
- Zero (0): No objects.
- One (1): One object.
- Two (2): Two objects.
- … (continue up to 10, then demonstrate counting in tens)
- Ten (10)
- Eleven (11)
- …
- Twenty (20)
- Twenty-one (21)
- …
- Thirty (30)
- Thirty-one (31)
- …
- Forty (40)
- Forty-one (41)
- Forty-two (42)
- Forty-three (43)
- Forty-four (44)
- Forty-five (45)
- Forty-six (46)
We say the numbers clearly, one after another.
Counting with Objects
We can count real objects by touching each one as we say its number.
- Count 5 bottle tops: “One, two, three, four, five.”
- Count 10 counting sticks: “One, two, three, four, five, six, seven, eight, nine, ten.”
- Count fingers: “One, two, three, four, five, six, seven, eight, nine, ten.”
Counting Rhyme: “Count and Clap”
Tune: “Twinkle, Twinkle Little Star”
One, two, three, let’s all see,
Counting numbers happily.
Four, five, six, what a mix,
Clap our hands and do some tricks.
Seven, eight, nine, feeling fine,
Numbers shine, oh so divine.
Ten, ten, ten, let’s count again!
Actions: Clap hands for each number, point to fingers, make a happy face.
Watch and Practise Counting
This video helps us count up to 40. We can continue counting to 46 from there!
Key Words
- Count – To say numbers in order to find out how many.
- Number – A word or symbol that tells us how many.
- Zero – The number for nothing or none.
- Pronounce – To say words correctly.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by displaying the number chart (0-46). Point to each number and say it clearly, encouraging pupils to repeat after you. Emphasize correct pronunciation. Focus on counting in tens (10, 20, 30, 40) and then the individual numbers in between. For 0-10, use concrete objects and have pupils count along by touching each item. For higher numbers, rely more on oral repetition and pointing to the chart.
What to show or demonstrate: Use number flashcards for 0-46, showing them one by one. Use the flannel board to stick cut-out numbers and corresponding objects (e.g., 5 cut-out apples next to the number 5). Demonstrate counting fingers and toes. Show how to trace numbers 0-9 in the air or on a sand tray for pre-writing practice.
How to use the rhyme/song: Introduce the “Count and Clap” rhyme. Sing it slowly first, demonstrating the actions. Repeat several times, encouraging pupils to join in with the singing and actions. You can adapt the rhyme to count higher by adding verses or simply continuing the oral count after the rhyme ends.
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 the video, lead a discussion on the numbers they heard and practised. Emphasize that the video counts to 40, and then you can continue together to 46.
What to watch for: Observe if pupils are repeating numbers clearly, even if not perfectly. Check their ability to match a small quantity of objects to a number. Look for engagement and participation in songs and counting games. Correct pronunciation gently and repetitively.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Manipulation of Objects, Practical Activity.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Recalling
Teacher’s Activity: The teacher greets the pupils, sings a familiar welcome song, and asks pupils to count their fingers and toes to recall previous counting. The teacher introduces the topic by saying, “Today, we will learn to count even more numbers, all the way to 46, using our eyes, ears, and hands!”
Pupils’ Activity: Pupils respond to greetings, sing along, count their fingers and toes, and listen attentively.
Learning Point: Pupils are engaged and recall basic counting skills.
Step 2: Oral Counting and Number Recognition (0-10)
Time: 5 minutes
Teaching Skill: Demonstration/Repetition
Teacher’s Activity: The teacher displays number flashcards 0-10. The teacher points to each number, says it clearly, and asks pupils to repeat. The teacher then uses 10 bottle tops and counts them aloud, touching each one, asking pupils to count along.
Pupils’ Activity: Pupils repeat the numbers after the teacher, point to the numbers on flashcards, and count the bottle tops along with the teacher.
Learning Point: Pupils recognise and orally count numbers 0-10 with objects.
Step 3: Extending Oral Counting (11-20)
Time: 4 minutes
Teaching Skill: Guided Practice/Chanting
Teacher’s Activity: The teacher displays number flashcards 11-20. The teacher leads the pupils in chanting the numbers from 0-20, pointing to the number chart. The teacher also uses a few more objects (e.g., 5 more sticks) and guides pupils to count from 11 up to 15 or 20.
Pupils’ Activity: Pupils chant numbers 0-20 with the teacher and try to count the additional objects.
Learning Point: Pupils extend their oral counting range and practise counting objects.
Step 4: Number Rhyme and Movement
Time: 4 minutes
Teaching Skill: Creativity/Engagement
Teacher’s Activity: The teacher introduces the “Count and Clap” rhyme. The teacher sings the rhyme, demonstrating the actions (clapping, pointing). The teacher encourages all pupils to sing and perform the actions together.
Pupils’ Activity: Pupils listen to the rhyme, then sing along and perform the actions with enthusiasm.
Learning Point: Pupils reinforce counting through a fun and interactive rhyme.
Step 5: Counting 21-46 with Chart and Flashcards
Time: 5 minutes
Teaching Skill: Visual Aid/Repetition
Teacher’s Activity: The teacher displays the full number chart (0-46) and uses flashcards for numbers 21-46. The teacher points to each number on the chart or flashcards, saying it clearly, and encourages pupils to repeat. The teacher focuses on the sequence and pronunciation, especially for numbers like thirty-one, forty-two, etc.
Pupils’ Activity: Pupils watch the chart/flashcards and repeat the numbers after the teacher, focusing on clear pronunciation.
Learning Point: Pupils practise oral counting and pronunciation for the full range 0-46.
Step 6: Video Reinforcement and Tracing
Time: 4 minutes
Teaching Skill: Technology Integration/Fine Motor
Teacher’s Activity: The teacher plays the counting video (e.g., “Count to 40 | Counting Song for Kids”). After the video, the teacher guides pupils to air-trace or scribble numbers 0-9, demonstrating the strokes. The teacher might use learning stamps for numbers 0-9 on paper for further practice.
Pupils’ Activity: Pupils watch the video and sing/count along. They then practise air-tracing numbers or using learning stamps.
Learning Point: Pupils reinforce counting through visual media and practise early number formation skills.
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 these 5 sticks for me?” (Teacher presents 5 sticks).
- “Point to the number 10 on the chart.”
- “What number comes after 20?”
- “Say the numbers from 40 to 46.”
- “Show me how you would trace the number 3 in the air.”
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/Encouraging
Teacher’s Activity: The teacher praises the pupils for their participation and effort in counting. The teacher reminds them to keep counting things around them at home and in school. The teacher may assign a simple take-home activity like counting objects with parents.
Pupils’ Activity: Pupils listen, respond to praise, and acknowledge the take-home activity.
Learning Point: Pupils feel encouraged and understand the importance of continued counting practice.
Lesson Keywords
- Count – To say numbers in order to find out how many.
- Number – A word or symbol that tells us how many.
- Zero – The number for nothing or none.
- Pronounce – To say words correctly.
Differentiation
- Support: For pupils struggling, focus on counting smaller number ranges (0-10, then 0-20) using larger, more easily manipulated objects. Provide one-on-one repetition and hand-over-hand guidance for tracing. Use fewer flashcards at a time.
- Extension: For pupils who grasp the concept quickly, encourage them to count backward from 10 to 0. Challenge them to count objects in the classroom beyond 10, or to identify numbers randomly called out from the chart. Ask them to identify the number before or after a given number within the 0-20 range.
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