Note for teachers using this lesson plan
Before the lesson, prepare number flash cards (0-9), a good quantity of small counters like bottle tops or pebbles, and plain paper and crayons for each child. The central idea is for pupils to recognise numbers 0-9, count small groups of objects, and begin developing pre-writing skills through scribbling and drawing intersecting lines. Ensure a safe, open space for movement and clear tables for practical activities. Successful learning will be observed when pupils can point to numbers, count objects, and make simple lines with guidance.
Class: Pre-School Level 1
Term: First Term
Week: 9
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Recognising and naming common objects
Topic: NUMBERS: 0-9
Subject Matter: Numbers 0-9: Reading, Recognition, Counting objects 1-9, Scribbling, Drawing Intersecting Lines.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise and name numbers 0 to 9 when shown.
- Count up to 9 objects with one-to-one correspondence.
Affective Domain
- Show interest in number games and counting activities.
- Participate enthusiastically in drawing activities.
Psychomotor Domain
- Point to specific numbers 0-9 on flash cards.
- Scribble freely on paper using crayons.
- Attempt to draw simple intersecting lines.
Social Domain
- Take turns when counting objects or using materials.
- Listen attentively to the teacher’s instructions.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education Numeracy Resources
- Relevant early-years activity books
Instructional Materials
- Number flash cards (0-9)
- Charts displaying numbers and objects
- Small counters (e.g., bottle tops, pebbles, beads)
- Plain paper
- Crayons
- MP4 player (for video playback)
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it lays the foundation for early numeracy by introducing number recognition and counting in a concrete way. Developing pre-writing skills through scribbling and drawing lines also supports fine motor development and prepares them for future writing tasks. These skills are essential for understanding the world around them and engaging in daily activities.Prerequisite/Previous Knowledge
Pupils can identify and name some common objects in their environment. They can also make simple sounds and follow very short instructions.Lesson Content/Board Summary
NUMBERS: 0-9 and Drawing Intersecting Lines
Numbers 0-9: Recognition and Counting
- Number 0: Zero means none, nothing. (Show an empty hand).
- Number 1: One (Show 1 finger, 1 bottle top).
- Number 2: Two (Show 2 fingers, 2 bottle tops).
- Number 3: Three (Show 3 fingers, 3 bottle tops).
- Number 4: Four (Show 4 fingers, 4 bottle tops).
- Number 5: Five (Show 5 fingers, 5 bottle tops).
- Number 6: Six (Show 6 fingers, 6 bottle tops).
- Number 7: Seven (Show 7 fingers, 7 bottle tops).
- Number 8: Eight (Show 8 fingers, 8 bottle tops).
- Number 9: Nine (Show 9 fingers, 9 bottle tops).
We count by touching each object one by one and saying the number.
Scribbling and Drawing Intersecting Lines
- Scribbling: Making free, uncontrolled marks on paper. It helps our hands get ready to write.
- Lines: A mark that goes from one point to another.
- Straight Line: Goes up and down, or across.
- Curved Line: Bends like a rainbow.
- Intersecting Lines: Two lines that cross each other, like an ‘X’ or a plus sign ‘+’. They meet at a point.
Counting Rhyme
Tune: “Twinkle, Twinkle Little Star”
One, two, three, let’s all see,
How many fingers there can be.
Four, five, six, count with tricks,
Little numbers, what a mix!
Seven, eight, nine, oh so fine,
Counting numbers, all in line!
Actions: Pupils hold up fingers as numbers are called, point to objects, clap on “what a mix” and “oh so fine.”
Watch and Practise Counting
Key Words
- Number – a word or symbol that tells us how many.
- Count – to say numbers in order while touching objects.
- Line – a long, thin mark on paper.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing number flash cards (0-9) one by one, saying the number clearly and having pupils repeat. For counting, use concrete objects like bottle tops. Demonstrate counting 1-9 by picking up and placing each bottle top while saying the number aloud. Emphasize one-to-one correspondence. For drawing, first demonstrate free scribbling, then draw simple straight and curved lines. Finally, show how two lines can cross to form an ‘X’ or a plus sign, calling them “intersecting lines.”
What to show or demonstrate: Show number flash cards, count bottle tops or other counters, demonstrate holding a crayon, making scribbles, drawing straight lines (vertical, horizontal), and then drawing two lines that cross each other.
How to use the rhyme/song: Introduce the “Counting Rhyme” by singing it slowly and clearly. Encourage pupils to join in, especially with the actions of holding up fingers and clapping. Repeat the rhyme 2-3 times to help them learn the words and actions.
How to use the video: Introduce the video as a fun way to see and count numbers. Play the video on the MP4 player. Encourage pupils to point to the numbers and count along with the video characters. After watching, ask pupils to count a few objects again, reinforcing what they saw.
What to watch for: Observe if pupils are attempting to say the number names, if they are touching each object once when counting, and if they are making marks on paper. Provide gentle hand-over-hand guidance for drawing if needed.
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: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly and asks them to show their fingers. “How many fingers do you have on one hand? Let’s count!”
Pupils’ Activity: Pupils greet the teacher, show their fingers, and try to count along with the teacher.
Learning Point: Pupils are engaged and ready to learn about numbers and counting.
Step 2: Introduction to Numbers 0-9 (Recognition)
Time: 5 minutes
Teaching Skill: Visual Recognition/Oral Repetition
Teacher’s Activity: The teacher shows number flash cards (0-9) one by one, says the number, and asks pupils to repeat. “This is number one. Say ‘one’!” The teacher emphasizes “zero” as “nothing” with an empty hand gesture.
Pupils’ Activity: Pupils look at the flash cards, listen to the teacher, and repeat the number names.
Learning Point: Pupils begin to recognise and say number names 0-9.
Step 3: Counting Objects 1-9
Time: 5 minutes
Teaching Skill: Demonstration/Guided Counting
Teacher’s Activity: The teacher places a small pile of bottle tops on the table. “Let’s count these bottle tops!” The teacher demonstrates counting 1-9 by touching each bottle top as the number is called. Then, the teacher guides pupils to count small groups of objects (e.g., 2, 3, 5 bottle tops).
Pupils’ Activity: Pupils watch the teacher count, then attempt to count bottle tops themselves, touching each one as they say the number with guidance.
Learning Point: Pupils practise one-to-one correspondence when counting objects.
Step 4: Rhyme and Movement Reinforcement
Time: 4 minutes
Teaching Skill: Auditory/Kinesthetic Learning
Teacher’s Activity: The teacher leads pupils in singing the “Counting Rhyme” with actions. The teacher encourages them to hold up fingers and clap as they sing.
Pupils’ Activity: Pupils sing the rhyme, perform the actions, and enjoy the movement.
Learning Point: Reinforces number recognition and counting through a fun, interactive song.
Step 5: Introduction to Scribbling and Lines
Time: 4 minutes
Teaching Skill: Demonstration/Fine Motor Development
Teacher’s Activity: The teacher distributes paper and crayons. “Let’s make marks on our paper!” The teacher demonstrates free scribbling, then draws a straight line (up/down, across) and a curved line. “See how my lines go?”
Pupils’ Activity: Pupils hold their crayons and make free scribbles on their paper. Some may attempt to draw simple lines.
Learning Point: Pupils develop fine motor skills and hand-eye coordination through scribbling and drawing lines.
Step 6: Drawing Intersecting Lines
Time: 4 minutes
Teaching Skill: Guided Drawing/Concept Introduction
Teacher’s Activity: The teacher demonstrates drawing two lines that cross each other on the board or a large paper. “Look, these lines cross! They are intersecting lines.” The teacher guides pupils to try drawing their own intersecting lines.
Pupils’ Activity: Pupils attempt to draw two lines that cross on their paper, mimicking the teacher’s demonstration.
Learning Point: Pupils are introduced to the concept of intersecting lines and practise drawing them.
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 point to number 3 on the flash card?”
- “Count these two bottle tops for me.”
- “Show me your scribbles on your paper.”
- “Can you try to draw two lines that cross?”
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: Summary/Reinforcement
Teacher’s Activity: The teacher praises pupils for their hard work in counting and drawing. “You all did so well counting numbers and drawing lines today! Keep practising!”
Pupils’ Activity: Pupils respond with claps and smiles, feeling encouraged.
Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue learning.
Lesson Keywords
- Zero – means none or nothing.
- One – the first number after zero.
- Count – to say numbers in order while touching objects.
- Line – a mark that goes from one point to another.
- Cross – to meet or go over something.
Differentiation
- Support: For pupils struggling with number recognition, use larger flash cards and more repetition. Provide hand-over-hand guidance for counting objects and drawing lines. Use fewer objects (e.g., count only up to 3) and provide verbal cues.
- Extension: For pupils who quickly grasp the concepts, encourage them to count a slightly larger group of objects (e.g., 10-12 if appropriate, but within the 0-9 range of understanding). Ask them to identify numbers in the classroom environment or draw different types of lines before crossing them.
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