Counting Numbers 1-20 and Pattern Making for Pre-School Level 3

Class: Pre-School Level 3
Term: First Term
Week: 3
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting Numbers 1-10 and Basic Number Recognition
Topic: COUNTING NUMBERS 1-20 AND PATTERN MAKING
Subject Matter: COUNTING NUMBERS 1 – 20 MAKING PATTERNS. Weekly focus: Counting Numbers 1-20 and Pattern Making.

Specific Objectives

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

Cognitive Domain

• Recognise figures 1-20.
• Count objects from 1 to 20.
• Identify simple repeating patterns.
• Read figures 1-5 written in words (one, two, three, four, five).

Affective Domain

• Show interest in counting and pattern activities.
• Participate actively in classroom counting games.

Psychomotor Domain

• Trace figures 1-20.
• Attempt to write figures 1-20.
• Match figures with the correct number of objects.
• Scribble in an anticlockwise direction.
• Create simple patterns using objects.

Social Domain

• Take turns when counting and sharing materials.
• Collaborate with peers during group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3.
• Relevant Early Childhood Care and Education resources.
• Early-years numeracy workbooks.

Instructional Materials

• Number chart 1-20
• Number flashcards 1-20
• Counting objects: bottle tops, stones, beads, blocks, pencils, real fruits (e.g., oranges, bananas)
• Pupils’ fingers and toes
• Whiteboard/Blackboard and chalk/marker
• Crayons
• Worksheets with numbers for tracing and objects for counting/matching
• Plain paper/notebooks

Rationale for the Lesson

This lesson is crucial for Pre-School Level 3 pupils as it builds foundational numeracy skills by extending their counting ability to 20 and introducing the concept of patterns. These skills are essential for everyday life, problem-solving, and developing logical thinking, preparing them for more complex mathematical concepts in the future.

Prerequisite/Previous Knowledge

Pupils can already count objects from 1 to 10, recognise some numbers up to 10, and identify simple shapes and colours. They have also engaged in basic pre-writing activities.

Lesson Content/Board Summary

COUNTING NUMBERS 1-20 AND PATTERN MAKING

Counting Numbers 1-20

Numbers: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20

We count objects by touching each one and saying its number name.

• Count fingers and toes.
• Count bottle tops, stones, beads.
• Match the number figure (e.g., ‘5’) to a group of objects (e.g., 5 stones).

Reading Number Words (1-5)

• One (1)
• Two (2)
• Three (3)
• Four (4)
• Five (5)

Tracing and Writing Numbers 1-20

We learn to form numbers correctly by tracing them first, then writing them.

Scribbling: Moving your hand to make marks. Practice scribbling anticlockwise (from right to left and go round).

Pattern Making

A pattern is something that repeats in the same order again and again.

Examples of Patterns:

• Using objects:
  • Stone, Bottle Top, Stone, Bottle Top, Stone, Bottle Top… (AB pattern)
  • Bead, Bead, Stone, Bead, Bead, Stone, Bead, Bead, Stone… (AAB pattern)
• Using colours:
  • Red, Blue, Red, Blue, Red, Blue…
• Using actions:
  • Clap, Stomp, Clap, Stomp, Clap, Stomp…

Counting Rhyme (1-20)

Tune: “Twinkle, Twinkle Little Star”

One, two, three, four, five,
Counting numbers, we’re alive!
Six, seven, eight, nine, ten,
Count them once, count again!
Eleven, twelve, thirteen, fourteen,
Counting numbers, what a scene!
Fifteen, sixteen, seventeen, eighteen,
Counting numbers, we are keen!
Nineteen, twenty, that’s the end,
Numbers are our special friend!

Actions: Point to fingers as you count, then clap or stomp for each number. For “special friend”, hug yourself.

Watch and Practise Counting

https://www.youtube.com/watch?v=D0Ajq6lwYVs

Watch and Learn About Patterns

https://www.youtube.com/watch?v=MBK-tFp3iYI

Key Words

• Count – To say numbers in order while touching objects.
• Number – A symbol or word that tells us how many.
• Pattern – Something that repeats in a regular way.
• Trace – To draw over a line or shape.
• Match – To find things that are the same or go together.

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk
• 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 pupils and leads a quick warm-up song (e.g., “Five Little Monkeys” or a simple counting song 1-10). The teacher then asks pupils what they remember about counting and shows a chart of numbers 1-20, introducing the day’s topic.

Pupils’ Activity: Pupils respond to greetings, sing along, and share what they know about counting. They listen attentively as the teacher introduces the topic.

Learning Point: Pupils are engaged and prepared for the lesson, recalling prior knowledge.

Step 2: Counting Objects 1-20

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher displays a collection of objects (e.g., 20 bottle tops, 15 stones, 11 pencils). The teacher demonstrates counting these objects one by one, clearly saying each number up to 20. The teacher then guides pupils to count their own fingers and toes, and small groups of objects.

Pupils’ Activity: Pupils watch the teacher count, then actively count their fingers, toes, and small groups of objects provided, repeating the numbers after the teacher.

Learning Point: Pupils practise one-to-one correspondence and oral counting up to 20.

Step 3: Number Recognition and Matching

Time: 5 minutes

Teaching Skill: Visual Recognition/Matching

Teacher’s Activity: The teacher shows number flashcards 1-20. For each flashcard, the teacher asks pupils to identify the number and then match it to a corresponding group of objects. The teacher also shows simple number words (one, two, three, four, five) and says them aloud.

Pupils’ Activity: Pupils identify the numbers on the flashcards, count out the correct number of objects to match, and repeat the number words after the teacher.

Learning Point: Pupils develop number recognition and the ability to match numerals to quantities.

Step 4: Tracing and Writing Numbers

Time: 5 minutes

Teaching Skill: Fine Motor Skills/Pre-writing

Teacher’s Activity: The teacher demonstrates how to trace and write numbers 1-20 on the board, emphasizing correct formation and direction. The teacher then distributes worksheets with dotted numbers 1-20 for pupils to trace, and provides space for them to attempt writing the numbers independently. The teacher also guides pupils to practice scribbling anticlockwise.

Pupils’ Activity: Pupils practise tracing numbers 1-20 on their worksheets, attempt to write some numbers, and practice scribbling anticlockwise.

Learning Point: Pupils develop fine motor skills and begin to form numbers correctly.

Step 5: Pattern Making Introduction

Time: 4 minutes

Teaching Skill: Concept Introduction/Observation

Teacher’s Activity: The teacher introduces the concept of patterns by arranging objects in simple repeating sequences (e.g., stone, bottle top, stone, bottle top…). The teacher asks, “What do you notice? What comes next?” and explains that a pattern is something that repeats.

Pupils’ Activity: Pupils observe the patterns created by the teacher, identify the repeating elements, and suggest what might come next in the sequence.

Learning Point: Pupils understand the basic concept of a pattern as a repeating sequence.

Step 6: Pattern Creation and Reinforcement

Time: 3 minutes

Teaching Skill: Practical Application/Creativity

Teacher’s Activity: The teacher provides pupils with various objects (e.g., different coloured beads, blocks) and encourages them to create their own simple patterns (e.g., red, blue, red, blue or big, small, big, small). The teacher sings the “Counting Rhyme” with actions to reinforce number sequence.

Pupils’ Activity: Pupils actively create their own simple patterns using the provided materials. They sing the counting rhyme along with the teacher, performing the actions.

Learning Point: Pupils apply their understanding to create patterns and reinforce counting through song.

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.

1. “Count these 15 stones for me.”
2. “Show me the number ’12’ on the chart.”
3. “Which number is this? (Show flashcard ’18’).”
4. “Complete this pattern: yellow, green, yellow, _____, yellow, green.”
5. “Can you trace the number ‘7’ in the air?”

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/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher briefly recaps that they learned to count to 20 and make patterns. The teacher encourages them to continue counting and looking for patterns at home.

Pupils’ Activity: Pupils listen to the recap, respond to praise, and express enthusiasm for counting and patterns.

Learning Point: Pupils consolidate their learning and are encouraged to extend it beyond the classroom.

Lesson Keywords

• Count – To say numbers in order while touching objects.
• Number – A symbol or word that tells us how many.
• Pattern – Something that repeats in a regular way.
• Trace – To draw over a line or shape.
• Match – To find things that are the same or go together.

Differentiation

• Support: For pupils who are struggling, provide larger objects to count, reduce the number range (e.g., focus on 1-10 first), offer hand-over-hand guidance for tracing, and provide simpler AB patterns with only two distinct items. Use more repetition and visual cues.
• Extension: For pupils who grasp the concepts quickly, challenge them to count objects beyond 20, identify missing numbers in a sequence (e.g., 10, 11, ___, 13), create more complex patterns (e.g., ABB or ABC patterns), or write numbers independently without tracing.