Note for teachers using this lesson plan
Before this lesson, prepare a variety of real objects for counting (e.g., bottle tops, stones, beads, pencils), number flashcards for 0-50, and a large counting chart. The central idea is for pupils to learn the oral sequence of numbers from 0 to 50 and to practise one-to-one correspondence with smaller groups of objects. Observe pupils’ ability to repeat numbers clearly and count objects accurately, as well as their engagement in songs and rhymes.
Class: Pre-School Level 2
Term: Third Term
Week: 9
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting Numbers 0-30 with Objects
Topic: COUNTING NUMBERS 0-50 WITH OBJECTS, RHYMES AND SONGS
Subject Matter: Oral counting and number pronunciation from 0-50; counting familiar objects; number rhymes and songs.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Count numbers 0-50 orally with guidance.
- Identify numerals 0-50 when shown on flashcards or charts.
- Pronounce numbers 0-50 correctly.
Affective Domain
- Participate actively in counting songs and rhymes.
- Show enjoyment in counting activities.
Psychomotor Domain
- Point to numbers 0-50 on charts or flashcards.
- Count familiar objects up to 20 with one-to-one correspondence.
- Perform actions related to counting songs.
Social Domain
- Take turns counting with peers and the teacher.
- Engage 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 (0-50)
- Large counting chart (0-50)
- Real objects for counting (e.g., bottle tops, stones, beads, pencils, blocks)
- Learning stamps (for number recognition/matching)
- MP4 Player or speaker
- Video display (if using a video)
Rationale for the Lesson
This lesson is crucial for Pre-School Level 2 pupils as it builds their foundational understanding of number sequence and quantity. Learning to count 0-50 orally and with objects helps children develop number sense, which is essential for future mathematical concepts and everyday tasks like sharing, comparing, and understanding time. The use of songs and rhymes makes learning engaging and memorable for young learners.Prerequisite/Previous Knowledge
Pupils can already count orally from 0-30 and recognise some numbers within that range. They have also practised counting small groups of objects.Lesson Content/Board Summary
COUNTING NUMBERS 0-50 WITH OBJECTS, RHYMES AND SONGS
Counting is saying numbers in order. We use numbers to count how many things we have.
Oral Counting 0-50
Let’s say the numbers together, from 0 to 50!
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, 43, 44, 45, 46, 47, 48, 49, 50
Counting with Objects
We can count many things around us:
- Count your fingers.
- Count your toes.
- Count pencils.
- Count stones.
- Count bottle tops.
When we count, we touch each object once and say one number for each object. This is called one-to-one counting.
Counting Rhyme: “Let’s Count to Fifty!”
Tune: “Twinkle, Twinkle Little Star”
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,
Numbers growing, what a scene!
Fifteen, sixteen, seventeen, eighteen,
Nineteen, twenty, looking keen!
Twenty-one, twenty-two, twenty-three,
So many numbers, you and me!
Up to fifty, let’s all try,
Numbers reaching for the sky!
Actions: Clap hands for each number, point fingers, make counting motions with hands.
Watch and Count Along
Watch this video and sing along to practise counting numbers up to 50!
Key Words
- Count – To say numbers in order to find out how many.
- Number – A word or symbol that shows how many.
- Zero – The number that means nothing, or none.
- Fifty – The number after forty-nine.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by displaying the large counting chart. Lead pupils in oral counting from 0-10, then 11-20, gradually extending to 50. Emphasise clear pronunciation. Use number flashcards to show each numeral as it is called out. For counting objects, start with smaller groups (e.g., 5, 10, 15, 20) to ensure one-to-one correspondence. For larger numbers towards 50, demonstrate grouping (e.g., making bundles of 10 sticks and counting “ten, twenty, thirty, forty, fifty”) rather than counting 50 individual items, as this is more manageable for 3-year-olds.
What to show or demonstrate: Show number flashcards for 0-50. Demonstrate counting real objects one by one, touching each object as you say the number. Show how to group objects to count larger quantities. Point to numbers on the chart as you count.
How to use the rhyme/song: Introduce the “Let’s Count to Fifty!” rhyme. Sing it slowly at first, performing the suggested actions. Repeat the rhyme several times, encouraging pupils to join in. Use it as a transition or energy break.
How to use the video: Introduce the video as a fun way to practise counting. Play the video, encouraging pupils to sing along and perform any actions demonstrated. Pause the video at intervals to ask pupils what number comes next or to repeat a section. After watching, ask pupils to recall some numbers they heard or to count a short sequence.
What to watch for: Observe pupils’ ability to pronounce numbers correctly, especially those in the “teens” and “ty” families (e.g., fourteen vs. forty). Watch for one-to-one correspondence when counting objects. Ensure pupils are engaged and participating, even if they cannot count to 50 independently yet.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Manipulation of Objects
- Repetition
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” up to ten) to warm up their counting skills.
Pupils’ Activity: Pupils greet the teacher and sing along to the familiar counting song, performing actions.
Learning Point: Pupils recall previous counting knowledge and get ready for the lesson.
Step 2: Oral Counting 0-20 with Flashcards
Time: 5 minutes
Teaching Skill: Demonstration/Repetition
Teacher’s Activity: The teacher displays number flashcards from 0-20 one by one, saying each number clearly. Pupils repeat each number after the teacher. The teacher ensures correct pronunciation.
Pupils’ Activity: Pupils look at the flashcards and repeat the numbers 0-20 after the teacher.
Learning Point: Pupils practise oral counting and number pronunciation from 0-20.
Step 3: Extending Oral Counting 21-50 with Charts
Time: 5 minutes
Teaching Skill: Guided Practice/Visual Aid
Teacher’s Activity: The teacher displays the large counting chart (0-50). The teacher points to numbers from 21-50 and leads pupils in oral counting, repeating sections as needed (e.g., “twenty-one, twenty-two…”).
Pupils’ Activity: Pupils follow the teacher’s finger on the chart and repeat the numbers 21-50 orally.
Learning Point: Pupils extend their oral counting range up to 50 with visual support.
Step 4: Counting with Real Objects (up to 20)
Time: 5 minutes
Teaching Skill: Practical Application/One-to-one Correspondence
Teacher’s Activity: The teacher provides small groups of objects (e.g., 10 pencils, 15 bottle tops, 20 beads). The teacher demonstrates counting them one by one, ensuring one-to-one correspondence. Pupils then take turns counting smaller groups of objects themselves.
Pupils’ Activity: Pupils observe the teacher counting, then practise counting small groups of objects (e.g., up to 10 or 15) individually or in pairs.
Learning Point: Pupils apply one-to-one counting skills with familiar objects.
Step 5: Counting Rhyme and Movement
Time: 4 minutes
Teaching Skill: Reinforcement/Motor Skills
Teacher’s Activity: The teacher introduces the “Let’s Count to Fifty!” rhyme. The teacher sings the rhyme with actions, encouraging pupils to join in and perform the counting movements.
Pupils’ Activity: Pupils listen to the rhyme, sing along, and perform the counting actions.
Learning Point: Pupils reinforce counting through song and movement, making learning fun.
Step 6: Video Reinforcement
Time: 3 minutes
Teaching Skill: Multimedia Learning/Engagement
Teacher’s Activity: The teacher plays the “Count to 50 Song for Kids” video. The teacher encourages pupils to watch, listen, and sing along to the numbers.
Pupils’ Activity: Pupils watch the video and sing along to the counting song.
Learning Point: Pupils consolidate their understanding of number sequence through an engaging video.
Step 7: Evaluation/Review
Time: 4 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “Count from 1 to 10 for me.”
- “Point to the number 25 on the chart.”
- “How many pencils are here?” (Teacher shows a group of 7-10 pencils).
- “What number comes after 19?”
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/Encouragement
Teacher’s Activity: The teacher praises pupils for their effort in counting and reminds them to keep practising counting at home. The teacher dismisses the class.
Pupils’ Activity: Pupils respond to the teacher and prepare for dismissal.
Learning Point: Pupils feel encouraged and understand the importance of continued practice.
Lesson Keywords
- Count – To say numbers in order.
- Number – A symbol or word for quantity.
- Zero – None, nothing.
- Fifty – The number after 49.
- Pronounce – To say words correctly.
Differentiation
- Support: For pupils struggling with the higher numbers, focus on reinforcing counting 0-20. Provide larger objects for counting and use hand-over-hand guidance for one-to-one correspondence. Use more repetition of the number sequence.
- Extension: For pupils who grasp the concept quickly, challenge them to count backwards from 10 or 20. Ask them to identify numbers out of sequence on the chart or count slightly larger groups of objects (e.g., 20-30).
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