Note for teachers using this lesson plan

Before this lesson, gather a large collection of small, safe objects (e.g., bottle tops, stones, beads, small blocks) that can be easily counted up to 100. Prepare a number chart from 1-100 and individual number flashcards for key numbers. The central idea for pupils is to understand the sequence of numbers up to 100, recognise the numerals, and begin to trace or write them. Observe pupils as they actively count objects and trace numbers, ensuring they understand that numbers represent quantity.

Class: Pre-School Level 3
Term: Second Term
Week: 9
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and Recognising Numbers 1-50
Topic: NUMBERS 1-100: COUNTING, RECOGNITION AND WRITING
Subject Matter: NUMBERS 1 – 100. Weekly focus: Numbers 1-100: Counting, Recognition and Writing.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

Count objects up to 100 with guidance.
Recognise and identify numerals from 1 to 100.
Orally identify number words for selected numbers (e.g., ‘one’, ‘ten’, ‘one hundred’).
Identify missing numbers in a sequence from 1 to 100.

Affective Domain

Show enthusiasm for counting and number activities.
Participate actively in group counting and number recognition games.

Psychomotor Domain

Trace and write numerals from 1 to 20, and key multiples of ten (e.g., 30, 50, 100).
Match a collection of items to the correct numeral.

Take turns when counting or identifying numbers with peers.
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
Counting charts and number flashcards

Instructional Materials

Bottle tops, stones, beads, small blocks, or other counting objects (up to 100)
Number chart (1-100)
Number flashcards (1-100)
Whiteboard/chalkboard and markers/chalk
Pupil notebooks and pencils
Crayons

Rationale for the Lesson

Learning to count, recognise, and write numbers up to 100 is fundamental for Pre-School Level 3 pupils. It builds a strong foundation for future mathematical understanding and helps children make sense of quantities in their everyday environment, from counting toys to understanding larger groups of items.

Prerequisite/Previous Knowledge

Pupils can count and recognise numbers up to 50, and they have some experience with tracing and writing numbers within that range.

Lesson Content/Board Summary

NUMBERS 1-100: COUNTING, RECOGNITION AND WRITING

What are Numbers?

Numbers tell us “how many” of something there are. We use numbers every day!

Counting 1-100

We can count many things: bottle tops, stones, fingers, toes, and even how many children are in our class. Counting helps us know the quantity.

Count by ones: 1, 2, 3, 4, 5, … up to 100.
Count by tens: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.

Recognising Numbers 1-100

Each number has a special way it looks. We can see numbers on charts, books, and flashcards.

Look at the number 1.
Look at the number 10.
Look at the number 25.
Look at the number 100.

Tracing and Writing Numbers 1-100

We can trace numbers to learn how to write them. We start from the top and move down or around.

Practice tracing: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Practice tracing: 11, 12, 13, 14, 15, 16, 17, 18, 19, 20
Practice writing: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100

Number Words (Oral Recognition)

Numbers also have names we say and can see written down. For Pre-School Level 3, we will learn to recognise a few important number words when we hear them or see them.

One (1)
Ten (10)
Twenty (20)
Fifty (50)
One Hundred (100)

Counting Rhyme

Tune: Twinkle, Twinkle Little Star

One, two, three, four, five,
Numbers help us feel alive!
Ten, twenty, thirty, more,
Counting up to a hundred, let’s explore!
Big numbers, small numbers, everywhere we see,
Counting is fun for you and me!

Actions: Count fingers, point to a number chart, make big arm movements for “big numbers”, clap for “fun”.

Watch and Practise

https://www.youtube.com/watch?v=0TgLtF3ZyQA

Key Words

Count – to say numbers in order.
Number – a symbol or word that tells us how many.
Recognise – to know something when you see it.
Trace – to draw over a line or shape.
Write – to make letters or numbers with a pencil.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by orally counting 1-100 with pupils, pointing to a large number chart as you go. Emphasise counting in tens after counting by ones. Use real objects to demonstrate counting up to 20-30, then use the number chart to extend to 100. For number recognition, point to various numbers on the chart and ask pupils to identify them. For tracing/writing, demonstrate correct formation on the board for numbers like 1, 5, 10, 20, 50, 100, focusing on starting points and direction. For number words, say the word clearly and point to the corresponding numeral on a flashcard or chart, asking pupils to repeat the word.

What to show or demonstrate: Show how to count a pile of bottle tops (e.g., up to 20 or 30). Demonstrate tracing numbers on the board with a large motion. Show number flashcards for recognition. Point to numbers on the 1-100 chart as you count.

How to use the rhyme/song: Introduce the “Counting Rhyme” and lead pupils in singing it together with the suggested actions. Repeat it 2-3 times to reinforce the idea of counting many numbers.

How to use the video: Introduce the video as a fun way to count to 100. Ask pupils to watch and count along with the video. After watching, discuss what they saw and encourage them to count together again, using the numbers they just saw.

What to watch for: Observe if pupils are counting in sequence, if they can recognise numbers when pointed to, and if they are attempting to trace/write numbers with correct formation. Watch for pupils who struggle with larger numbers or number reversals.

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Songs and Rhymes
Picture Talk (using number charts/flashcards)
Question and Answer
Manipulation of Objects
Repetition
Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and asks them to count from 1 to 20. The teacher then asks, “What comes after 20? Can we count even bigger numbers?”

Pupils’ Activity: Pupils respond to greetings, count from 1 to 20, and try to guess bigger numbers.

Learning Point: Pupils recall prior counting knowledge and are introduced to the idea of counting beyond 20.

Step 2: Counting Objects 1-100 (Guided)

Time: 7 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher brings out a large collection of counting objects (e.g., bottle tops). The teacher demonstrates counting them in groups of ten, then counting on. The teacher guides pupils to count a smaller group (e.g., 1-30) together, then points to the number chart and counts from 1-100 with the class, emphasizing counting by tens.

Pupils’ Activity: Pupils observe the teacher counting objects, then count a smaller group of objects with the teacher, and finally count from 1-100 along with the teacher using the number chart.

Learning Point: Pupils develop a sense of quantity for larger numbers and practise counting in sequence up to 100.

Step 3: Number Recognition 1-100

Time: 5 minutes

Teaching Skill: Visual Recognition/Identification

Teacher’s Activity: The teacher displays number flashcards (e.g., 5, 12, 20, 35, 50, 78, 100) and points to different numbers on the 1-100 chart, asking pupils to identify them. The teacher also asks pupils to point to specific numbers.

Pupils’ Activity: Pupils identify the numbers shown on flashcards and the chart, and point to numbers as requested by the teacher.

Learning Point: Pupils improve their ability to recognise and name numerals from 1 to 100.

Step 4: Tracing and Writing Numbers

Time: 5 minutes

Teaching Skill: Fine Motor/Pre-Writing

Teacher’s Activity: The teacher demonstrates how to trace and write numbers like 1-10, then 20, 50, and 100 on the board, showing the correct starting points and direction. The teacher guides pupils to trace numbers in their notebooks or on prepared worksheets.

Pupils’ Activity: Pupils observe the teacher’s demonstration, then trace numbers in their notebooks or on worksheets with guidance.

Learning Point: Pupils practise correct numeral formation and develop pre-writing skills for numbers up to 100.

Step 5: Number Words and Rhyme

Time: 3 minutes

Teaching Skill: Oral Language/Reinforcement

Teacher’s Activity: The teacher introduces the “Counting Rhyme” and leads pupils in singing it with actions. The teacher then shows flashcards for ‘one’, ‘ten’, ‘twenty’, ‘one hundred’ and asks pupils to say the number word.

Pupils’ Activity: Pupils sing the rhyme with actions and orally identify the number words for the selected numerals.

Learning Point: Pupils reinforce counting through song and begin to recognise the spoken names of key numbers.

Step 6: Video Reinforcement

Time: 2 minutes

Teaching Skill: Audio-Visual Learning

Teacher’s Activity: The teacher plays the “Count to 100” video and encourages pupils to watch and count along.

Pupils’ Activity: Pupils watch the video and count along with the numbers displayed.

Learning Point: Pupils reinforce number recognition and counting sequence through an engaging visual and auditory aid.

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.

“Count these bottle tops for me.” (Present a group of 10-20 tops).
“Point to the number 50 on the chart.”
“Which number comes after 99?”
“Trace the number 100 in your notebook.”
“What is the name of this number?” (Show a flashcard for ‘one’ or ‘ten’).

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/Closure

Teacher’s Activity: The teacher praises the pupils for their hard work in counting, recognising, and tracing numbers up to 100. The teacher reminds them that they can keep practising counting everywhere.

Pupils’ Activity: Pupils listen, clap for themselves, and tidy up their materials.

Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue practising.

Lesson Keywords

Count – to say numbers in order.
Number – a symbol or word that tells us how many.
Hundred – the number after ninety-nine (100).
Recognise – to know something when you see it.
Trace – to draw over a line or shape.

Differentiation

Support: For pupils struggling with counting to 100, focus on counting in tens (10, 20, 30…) and recognising numbers up to 50. Provide hand-over-hand guidance for tracing numbers. Use larger number cards and fewer choices for recognition tasks.
Extension: For pupils who quickly grasp the concept, challenge them to count backwards from 20, or identify numbers that come before/after a given number (e.g., “What comes before 40?”). Ask them to identify numbers in their environment (e.g., “How many windows in the classroom?”).