Note for teachers using this lesson plan
Before the lesson, prepare number flashcards (0-5), picture cards of triangles, and a collection of small, safe objects for counting (e.g., bottle tops, pebbles, blocks). The central idea is for pupils to visually recognise and orally count numbers 0-5, and to identify a triangle shape. Ensure a clear, safe space for pupils to sit and move during activities. Successful learning will be observed when pupils can point to numbers 0-5, count up to five objects, and point to a triangle when shown various shapes.
Class: Pre-School Level 1
Term: First Term
Week: 5
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Recognising familiar objects and simple sounds.
Topic: NUMBERS: 0 – 5
Subject Matter: NUMBERS: 0 – 5; Reading Numbers: 0 – 5; Recognition of Numbers: 0 – 5; Counting objects: 1 – 5; Scribbling; Shape Recognition: Triangle. Weekly focus: Numbers 0-5: Counting and Recognising a Triangle.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and name numbers 0-5 when shown flashcards.
- Count up to five objects correctly.
- Point to a triangle shape from a group of shapes.
Affective Domain
- Show interest in counting activities.
- Participate actively in singing the counting rhyme.
Psychomotor Domain
- Scribble freely on paper using crayons.
- Use their fingers to count objects.
Social Domain
- Take turns interacting with counting objects and flashcards.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1.
- Early Childhood Care and Education resources.
Instructional Materials
- Number flashcards (0-5)
- Picture charts of numbers 0-5 with corresponding objects
- Picture cards of triangles and other simple shapes
- Real objects for counting (e.g., bottle tops, small blocks, pebbles)
- Crayons and paper for scribbling
- MP4 Player or tablet for video display
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it lays the foundation for early mathematical understanding by introducing basic numbers and a fundamental geometric shape. Learning to count and recognise numbers 0-5 helps children develop number sense and prepares them for more complex mathematical concepts. Identifying shapes like the triangle enhances their visual discrimination and spatial reasoning skills, connecting classroom learning to objects in their everyday environment.Prerequisite/Previous Knowledge
Pupils can recognise familiar objects, make simple sounds, and follow very short instructions.Lesson Content/Board Summary
NUMBERS: 0 – 5 and Recognising a Triangle
Numbers 0-5
- Number 0 (Zero): Means nothing, empty. (Show an empty hand or an empty plate).
- Number 1 (One): (Show one finger, one ball).
- Number 2 (Two): (Show two fingers, two bottle tops).
- Number 3 (Three): (Show three fingers, three blocks).
- Number 4 (Four): (Show four fingers, four pencils).
- Number 5 (Five): (Show five fingers, five stones).
Scribbling
Scribbling is making marks on paper. It helps our hands get ready to write. We can use crayons to make colourful scribbles.Shape Recognition: Triangle
A triangle is a shape with three straight sides and three corners. (Show pictures of objects that are triangles, like a slice of pizza or a party hat).Counting Rhyme: “Count With Me”
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Zero, zero, empty hand,
One, one, a little friend.
Two, two, shoes for me,
Three, three, birds in a tree.
Four, four, knock on the door,
Five, five, let’s high-five!
Actions: Show empty hand for zero, one finger for one, two fingers for two, etc. Clap hands for “high-five.”
Watch and Practise Counting
Key Words
- Numbers – How many things there are.
- Zero – None, nothing.
- One – A single thing.
- Five – The number after four.
- Triangle – A shape with three straight sides.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce each number (0-5) by showing the numeral flashcard, saying the number aloud, and then showing the corresponding quantity using real objects and fingers. For “zero,” clearly demonstrate an empty hand. For the triangle, show a large picture card and trace its sides with your finger while saying “three sides, three corners.”
What to show or demonstrate: Display number flashcards 0-5. Use bottle tops or other counters to demonstrate quantities for each number. Show a large, clear picture of a triangle. Demonstrate scribbling on a piece of paper.
How to use the rhyme/song: Sing “Count With Me” slowly and clearly, demonstrating the actions for each number. Repeat the rhyme 2-3 times, encouraging pupils to join in with the words and actions. Use it as a transition or energy break.
How to use the video: Introduce the video as a fun way to practice counting. Play the “Learn Numbers 0-5 for Kids” video. Encourage pupils to watch and try to count along or repeat the numbers they hear. After the video, ask pupils to show fingers for numbers they remember.
What to watch for: Observe if pupils can point to the correct number when named, if they can count objects one-to-one, and if they can identify the triangle shape. Encourage all attempts at participation, even if not perfect.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Repetition, Manipulation of Objects, Practical Activity.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Greeting
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a simple “Good Morning” song or a general welcome song to prepare them for the lesson.
Pupils’ Activity: Pupils respond to greetings and sing along with the teacher.
Learning Point: Pupils are settled and ready for learning.
Step 2: Introduction to Numbers 0, 1, 2
Time: 4 minutes
Teaching Skill: Demonstration/Recognition
Teacher’s Activity: The teacher shows the flashcard for number 0, says “zero,” and shows an empty hand. Then, the teacher shows number 1, says “one,” and shows one object (e.g., one bottle top). Repeats for number 2 (two objects). The teacher asks pupils to repeat the numbers.
Pupils’ Activity: Pupils watch, listen, repeat “zero, one, two,” and try to show the correct number of fingers or point to the objects.
Learning Point: Pupils begin to recognise and say numbers 0, 1, and 2.
Step 3: Introduction to Numbers 3, 4, 5
Time: 4 minutes
Teaching Skill: Demonstration/Counting
Teacher’s Activity: The teacher continues by introducing numbers 3, 4, and 5 using flashcards and corresponding objects. The teacher counts aloud with the pupils, pointing to each object as it is counted.
Pupils’ Activity: Pupils watch, listen, repeat the numbers 3, 4, 5, and try to count along with the teacher using the objects.
Learning Point: Pupils are introduced to and practice saying numbers 3, 4, and 5.
Step 4: Counting Objects and Singing the Rhyme
Time: 5 minutes
Teaching Skill: Guided Practice/Musical Reinforcement
Teacher’s Activity: The teacher places a small group of objects (e.g., 5 blocks) on the table and guides pupils to count them one by one. The teacher then leads pupils in singing the “Count With Me” rhyme with actions, repeating it a few times.
Pupils’ Activity: Pupils practice counting objects with the teacher’s guidance and sing the counting rhyme, performing the actions.
Learning Point: Pupils practice one-to-one correspondence in counting and reinforce number recognition through song.
Step 5: Triangle Recognition
Time: 5 minutes
Teaching Skill: Visual Identification
Teacher’s Activity: The teacher shows a large picture card of a triangle, saying “This is a triangle. It has three sides.” The teacher then shows other shape cards (e.g., circle, square) and asks pupils to point to the triangle.
Pupils’ Activity: Pupils look at the triangle, listen to its name, and point to the triangle when asked.
Learning Point: Pupils begin to recognise and identify the triangle shape.
Step 6: Scribbling Activity
Time: 4 minutes
Teaching Skill: Fine Motor Practice
Teacher’s Activity: The teacher distributes paper and crayons to each pupil. The teacher demonstrates how to hold a crayon and encourages pupils to scribble freely on their paper, making any marks they like.
Pupils’ Activity: Pupils hold crayons and scribble on their papers.
Learning Point: Pupils develop fine motor skills and hand-eye coordination through mark-making.
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.
- “Point to number 3 on the flashcard.”
- “Count these 4 bottle tops for me.”
- “Which shape is the triangle?” (Show a few shape cards).
- “Show me how many fingers for number 5.”
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: Reinforcement/Praise
Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher briefly recaps that they learned about numbers 0-5 and the triangle shape. The teacher leads a short “Goodbye” song.
Pupils’ Activity: Pupils listen, respond to praise, and sing the goodbye song.
Learning Point: Pupils feel a sense of accomplishment and are prepared for the next activity.
Lesson Keywords
- Numbers – How many things there are.
- Zero – None, nothing.
- One – A single thing.
- Two – The number after one.
- Three – The number after two.
- Four – The number after three.
- Five – The number after four.
- Triangle – A shape with three straight sides and three corners.
- Scribble – To draw random lines and shapes.
Differentiation
- Support: For pupils struggling with number recognition, use larger, more colourful flashcards and provide hand-over-hand guidance for counting objects. Focus on numbers 0-3 first before moving to 4-5. Provide more one-on-one repetition of the numbers and the triangle’s name.
- Extension: For pupils who quickly grasp the concepts, encourage them to find other objects in the classroom that match numbers 1-5 or that are triangular in shape. They can also be asked to count slightly larger groups of objects (e.g., 6-7) or identify triangles in picture books.
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