Note for teachers using this lesson plan
Before this lesson, prepare a variety of real objects (e.g., bottle tops, stones, pencils, books) in quantities up to ten, along with number cards for 1-10, a sand tray, and number sandpaper. The central idea is for pupils to connect the numeral (the written number) with the quantity it represents, and to begin forming these numbers. Observe pupils as they actively count objects, trace numbers in the sand, and attempt to write them on paper, which will show their understanding.
Class: Pre-School Level 3
Term: First Term
Week: 2
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Not separately stated in the scheme.
Topic: NUMBERS 1-10: COUNTING, TRACING AND WRITING
Subject Matter: NUMBERS 1-10. Weekly focus: Numbers 1-10: Counting, Tracing and Writing.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise figures 1-10.
- Count objects from 1 to 10 accurately.
- Match figures 1-10 with the correct number of objects.
- Identify numbers 1-10 when called out.
Affective Domain
- Show enthusiasm for counting activities.
- Participate actively in tracing and writing numbers.
- Listen attentively to instructions.
Psychomotor Domain
- Trace figures 1-10 using various materials (sand, air, paper).
- Attempt to write figures 1-10 in their notebooks.
- Pick and count a specific number of objects.
- Colour numbers 1-10.
Social Domain
- Take turns when using shared instructional materials.
- Work cooperatively during group counting activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education Numeracy resources
Instructional Materials
- Real objects for counting (e.g., bottle tops, stones, pencils, books, crayons)
- Number cards (1-10)
- Sand tray
- Number sandpaper
- Magnetic numbers
- Chalkboard/Whiteboard and chalk/marker
- Chart showing numbers 1-10 with corresponding pictures
- Crayons
- Worksheets with numbers 1-10 for tracing and writing
- Plain paper and pencils
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it builds their foundational understanding of numbers. Learning to count, recognise, trace, and write numbers 1-10 helps them develop early mathematical skills, problem-solving abilities, and prepares them for more complex numeracy concepts in the future. It also connects numbers to real-world quantities, making learning practical and meaningful.Prerequisite/Previous Knowledge
Pupils can identify and count a few objects (e.g., 1, 2, 3) and recognise some basic shapes. They are familiar with simple classroom objects.Lesson Content/Board Summary
NUMBERS 1-10: COUNTING, TRACING AND WRITING
Numbers help us count things around us!
Recognising Numbers 1-10
- 1 – One (e.g., one sun)
- 2 – Two (e.g., two eyes)
- 3 – Three (e.g., three stones)
- 4 – Four (e.g., four legs of a table)
- 5 – Five (e.g., five fingers on one hand)
- 6 – Six (e.g., six pencils)
- 7 – Seven (e.g., seven days in a week)
- 8 – Eight (e.g., eight crayons)
- 9 – Nine (e.g., nine books)
- 10 – Ten (e.g., ten fingers on two hands)
Counting Objects
We count by touching each object and saying the number:
- 1 object (e.g., ⚪)
- 2 objects (e.g., ⚪⚪)
- 3 objects (e.g., ⚪⚪⚪)
- … up to 10 objects.
Tracing and Writing Numbers 1-10
We start from the top and follow the lines:
- 1: Straight line down.
- 2: Curve, then slant down, then straight across.
- 3: Curve, then another curve.
- 4: Slant down, across, then long line down.
- 5: Straight line down, curve, then straight line across the top.
- 6: Curve down and around.
- 7: Straight line across, then slant down.
- 8: Make an ‘S’ and join it up.
- 9: Circle, then straight line down.
- 10: Straight line down (for 1), then a circle (for 0).
Matching Numbers to Objects
We connect the number card to the group of objects that have the same count.
Example: Show number card “4” and a group of 4 balls.
Counting Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
One, two, three, four, five,
Numbers help us feel alive!
Six, seven, eight, nine, ten,
Let’s count them once again!
Count our fingers, count our toes,
How many objects, everyone knows!
Actions: Count fingers as numbers are called, point to objects, clap hands, touch toes.
Watch and Practise
Key Words
- Numbers – symbols we use for counting.
- Count – to say numbers in order while touching objects.
- Trace – to draw over a line or shape.
- Write – to form letters or numbers on paper.
- Match – to put things together that are the same or go together.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by displaying the number chart 1-10. Point to each numeral, say its name clearly, and show the corresponding quantity using real objects. Repeat this process for each number. Emphasize the connection between the numeral and the quantity. For “Reading figures written in words,” simply point to the word (e.g., “one”) next to the numeral and say it, focusing on recognition rather than independent reading for 4-year-olds.
What to show or demonstrate: Use a variety of real objects (e.g., 4 pencils, 7 bottle tops) to demonstrate counting. Show pupils how to trace numbers on the sand tray, then on the number sandpaper, and finally in the air before attempting on paper. Demonstrate the correct starting point and stroke direction for each number. Use number cards to demonstrate matching with groups of objects.
How to use the rhyme/song: Introduce the “Counting Rhyme” after the initial counting practice. Sing it together with the pupils, encouraging them to perform the actions (counting fingers, pointing, clapping) as they sing. Repeat the rhyme 2-3 times to reinforce the counting sequence.
How to use the video: Introduce the video as a fun way to learn numbers. Play the video “Counting 1 to 10 Song” and encourage pupils to sing along and follow the counting actions. After watching, ask pupils to recall some numbers they saw and count objects around the classroom, reinforcing the video’s content.
What to watch for: Observe if pupils are counting objects one-to-one (touching each object as they say a number) and if they are attempting to form numbers with correct strokes. Provide individual assistance for tracing and writing, especially for numbers that are often confused (e.g., 2 and 5, 6 and 9).
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Manipulation of Objects
- Question and Answer
- Repetition
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Motivation
Teacher’s Activity: The teacher greets the pupils and asks them to count their fingers on one hand. The teacher introduces the topic by saying, “Today, we are going to learn more about numbers, how to count them, trace them, and write them from 1 to 10!”
Pupils’ Activity: Pupils respond to greetings, count their fingers, and listen attentively.
Learning Point: Pupils are introduced to the lesson topic and motivated to learn.
Step 2: Presentation – Counting Objects 1-10
Time: 5 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher displays a chart of numbers 1-10 with corresponding pictures. The teacher then uses real objects (e.g., bottle tops, pencils) to demonstrate counting from 1 to 10, touching each object as the number is called. “Look, one bottle top, two bottle tops…”
Pupils’ Activity: Pupils observe the chart and watch the teacher count the objects.
Learning Point: Pupils recognise numbers 1-10 and understand the concept of counting quantities.
Step 3: Guided Practice – Pupil Counting
Time: 5 minutes
Teaching Skill: Guided Practice/Participation
Teacher’s Activity: The teacher gives each pupil a small group of objects (e.g., 5 stones, 7 crayons) and asks them to count their objects. The teacher also asks pupils to count their fingers, toes, and other classroom items. The teacher guides pupils to pick a specific number of objects, e.g., “Show me 4 books,” “Pick 9 biscuits.”
Pupils’ Activity: Pupils count their given objects, count their fingers and toes, and pick specified numbers of objects.
Learning Point: Pupils practise one-to-one correspondence and counting skills.
Step 4: Presentation – Tracing and Writing Numbers 1-10
Time: 5 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher demonstrates how to trace numbers 1-10 on the sand tray, then on number sandpaper, emphasizing the correct starting point and stroke direction for each number. The teacher then shows how to write numbers 1-10 on the board, explaining each stroke.
Pupils’ Activity: Pupils watch the teacher’s demonstrations carefully, observing the formation of each number.
Learning Point: Pupils learn the correct way to form numbers 1-10.
Step 5: Guided Practice – Pupil Tracing/Writing
Time: 4 minutes
Teaching Skill: Practical Application/Individual Support
Teacher’s Activity: The teacher provides pupils with worksheets containing dotted numbers 1-10 for tracing. The teacher also encourages pupils to trace numbers in the air and on their sand trays. The teacher moves around to provide individual guidance and correction.
Pupils’ Activity: Pupils trace numbers on their sand trays, in the air, and on worksheets, attempting to write them.
Learning Point: Pupils develop fine motor skills and practise number formation.
Step 6: Reinforcement – Matching & Rhyme
Time: 3 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher holds up number cards and asks pupils to match them to groups of objects. The teacher leads the pupils in singing the “Counting Rhyme” with actions and then plays the counting video, encouraging participation.
Pupils’ Activity: Pupils match number cards to objects, sing the rhyme with actions, and watch and participate with the video.
Learning Point: Pupils reinforce number recognition, counting, and matching skills through fun activities.
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.
- “Show me the number 5 card.”
- “Count these 7 pencils for me.”
- “Trace the number 3 on your sand tray.”
- “Colour the number 8 on your worksheet.”
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: Summarisation
Teacher’s Activity: The teacher praises the pupils for their hard work and reminds them that counting and writing numbers helps them learn every day. The teacher encourages them to keep practising at home.
Pupils’ Activity: Pupils listen and acknowledge the teacher’s remarks.
Learning Point: Pupils understand the importance of continued practice.
Lesson Keywords
- Numbers – symbols we use for counting.
- Count – to say numbers in order while touching objects.
- Trace – to draw over a line or shape.
- Write – to form letters or numbers on paper.
- Match – to put things together that are the same or go together.
Differentiation
- Support: For pupils who are struggling, provide larger number cards and objects, offer hand-over-hand guidance for tracing, and focus on numbers 1-5 first before moving to 6-10. Use more repetitive oral counting.
- Extension: For pupils who grasp the concept quickly, encourage them to count objects beyond 10 if they can, identify numbers in their environment (e.g., on a clock, calendar), or try to write numbers independently without tracing. They can also create simple number patterns.
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