Note for teachers using this lesson plan
Before this lesson, ensure you have a variety of real objects (balls, pencils, sticks, erasers) and number cards for 1-5 readily available. The central idea for pupils is to understand that each number (1-5) represents a specific quantity of objects. Observe pupils as they physically count and match objects to the correct numeral, which will show their successful learning.
Class: Pre-School Level 3
Term: First Term
Week: 1
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Not separately stated in the scheme.
Topic: Numbers 1-5: Counting and Number Recognition
Subject Matter: Numbers 1 – 5. Weekly focus: Numbers 1-5: Counting and Number Recognition.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise and name numbers 1 to 5.
- Count objects from 1 to 5 accurately.
- Identify the correct numeral for a given quantity of objects (1-5).
Affective Domain
- Pay attention during teacher demonstrations and explanations.
- Participate actively in counting and number recognition activities.
Psychomotor Domain
- Pick a specific number of objects (1-5) when requested.
- Trace and attempt to write numbers 1 to 5.
- Match number cards to corresponding groups of objects (1-5).
- Colour numbers 1 to 5.
Social Domain
- Take turns when selecting objects or demonstrating counting.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education Numeracy Resources
Instructional Materials
- Number cards (1-5)
- Picture cards showing groups of 1-5 objects
- Real objects: balls, pencils, erasers, counting sticks, blocks, bottle tops
- Whiteboard/chalkboard and markers/chalk
- Worksheets with numbers 1-5 for tracing and colouring
- Crayons
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it lays the foundation for understanding number concepts. Learning to count and recognise numbers 1-5 helps children develop early mathematical skills, enables them to quantify items in their daily environment, and prepares them for more complex numeracy tasks in the future.Prerequisite/Previous Knowledge
Pupils can identify and name some familiar objects around them. They may have some informal experience with counting in daily play or songs.Lesson Content/Board Summary
Numbers 1-5: Counting and Number Recognition
Numbers are used to count things. Today we will learn about numbers 1, 2, 3, 4, and 5.
Number Recognition (1-5)
- Number 1: This is how ‘one’ looks. (Show number card 1)
- Number 2: This is how ‘two’ looks. (Show number card 2)
- Number 3: This is how ‘three’ looks. (Show number card 3)
- Number 4: This is how ‘four’ looks. (Show number card 4)
- Number 5: This is how ‘five’ looks. (Show number card 5)
Counting Objects (1-5)
We can count objects using these numbers:
- One: 1 ball (show one ball)
- Two: 2 pencils (show two pencils)
- Three: 3 blocks (show three blocks)
- Four: 4 sticks (show four sticks)
- Five: 5 bottle tops (show five bottle tops)
Tracing and Writing Numbers (1-5)
We can trace the numbers with our fingers in the air, then on paper.
- 1: Start at the top, go straight down.
- 2: Around and back on a railway track.
- 3: Around a tree, around a tree, that’s the way to make a three.
- 4: Down and across, then down once more.
- 5: Down and around, then a hat on top.
Matching Figures with Number of Objects
We can match a number card to a group of objects that has the same quantity.
- Show 3 erasers, then match with number card ‘3’.
- Show 1 book, then match with number card ‘1’.
Key Words
- One – The first number, representing a single item.
- Two – The number after one, representing a pair of items.
- Three – The number after two.
- Four – The number after three.
- Five – The number after four, representing a hand with all fingers.
- Count – To say numbers in order while pointing to objects.
- Number – A symbol or word used to represent a quantity.
Counting Rhyme
Tune: Traditional Nursery Rhyme
Lyrics:
One, two, buckle my shoe,
Three, four, shut the door,
Five, six, pick up sticks,
Seven, eight, lay them straight,
Nine, ten, a big fat hen!
Actions:
- “One, two, buckle my shoe”: Pretend to buckle a shoe.
- “Three, four, shut the door”: Pretend to close a door.
- “Five, six, pick up sticks”: Pretend to pick up sticks from the floor.
- “Seven, eight, lay them straight”: Pretend to arrange sticks neatly.
- “Nine, ten, a big fat hen!”: Make a big, round shape with arms.
Watch and Practise Counting
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce numbers 1-5 one by one. For each number, show the number card, say the number clearly, and then count out the corresponding quantity of real objects. Repeat several times for each number. Emphasise the connection between the numeral and the quantity. Guide pupils to say the numbers after you.
What to show or demonstrate: Draw five simple items (e.g., circles, squares) on the board and write the numbers 1-5 beside them. Use number cards and real objects to demonstrate counting and matching. Show pupils how to trace each number in the air, then on a large piece of paper or on the board, using clear directional strokes.
How to use the rhyme/song: Lead the pupils in reciting the “One, two, buckle my shoe” rhyme with actions. Repeat it 2-3 times, encouraging pupils to join in with both words and movements. This helps reinforce number order and makes learning fun.
How to use the video: Introduce the video by telling pupils they will watch a fun song about counting to five. Play the video. After watching, encourage pupils to sing along and count with the video characters. Ask them to show the number of fingers for each number counted in the video.
What to watch for: Observe if pupils are correctly associating the numeral with the quantity and if they can count objects accurately. Look for correct pencil grip and tracing direction when they attempt to write.
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: Engaging/Warm-up
Teacher’s Activity: The teacher greets the pupils warmly and starts with a simple “Hello” song. The teacher then asks pupils if they know what numbers are used for.
Pupils’ Activity: Pupils respond to greetings and try to answer the question, e.g., “to count things.”
Learning Point: Pupils are engaged and introduced to the concept of numbers.
Step 2: Presentation of Numbers 1-5
Time: 5 minutes
Teaching Skill: Introduction/Demonstration
Teacher’s Activity: The teacher displays number cards 1-5 one by one, saying each number clearly. For each number, the teacher shows the corresponding quantity using fingers and then real objects (e.g., 1 ball, 2 pencils). The teacher asks pupils to repeat the number.
Pupils’ Activity: Pupils look at the number cards and objects, listen to the teacher, and repeat the numbers after the teacher.
Learning Point: Pupils begin to recognise and say numbers 1-5.
Step 3: Counting and Matching Objects
Time: 5 minutes
Teaching Skill: Guided Practice/Demonstration
Teacher’s Activity: The teacher places different small groups of objects (1-5) on a table. The teacher demonstrates counting a group of objects and then matching it to the correct number card. The teacher then asks individual pupils to come forward, count a group of objects, and pick the matching number card.
Pupils’ Activity: Pupils observe the teacher’s demonstration. Individual pupils come forward to count objects and match them to the correct number cards.
Learning Point: Pupils connect numerals to quantities and practise one-to-one correspondence.
Step 4: Rhyme and Movement
Time: 4 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads the pupils in singing the “One, two, buckle my shoe” rhyme with actions. The teacher encourages everyone to participate and repeat the rhyme several times.
Pupils’ Activity: Pupils sing the rhyme, perform the actions, and enjoy the movement.
Learning Point: Pupils reinforce number order and counting through a fun, active rhyme.
Step 5: Tracing and Writing Numbers 1-5
Time: 5 minutes
Teaching Skill: Guided Practice/Fine Motor
Teacher’s Activity: The teacher demonstrates how to trace numbers 1-5 on the board using large strokes. The teacher then distributes worksheets with numbers 1-5 for tracing and guides pupils on how to hold their crayons and trace the numbers.
Pupils’ Activity: Pupils practise tracing numbers 1-5 on their worksheets, following the teacher’s guidance.
Learning Point: Pupils develop fine motor skills and learn the formation of numbers 1-5.
Step 6: Video and Discussion
Time: 4 minutes
Teaching Skill: Visual Reinforcement
Teacher’s Activity: The teacher introduces a short video on counting numbers 1-5. After the video, the teacher asks pupils what they saw and encourages them to count along with the song or show fingers for each number.
Pupils’ Activity: Pupils watch the video, sing along, and participate in a short discussion, showing fingers for numbers.
Learning Point: Pupils reinforce counting and number recognition through visual and auditory stimulation.
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 number 3 on your number card.”
- “Count these 4 pencils for me.”
- “Which number card matches these 2 balls?”
- “Colour the number 5 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: Recap/Closure
Teacher’s Activity: The teacher praises the pupils for their participation and summarises that they have learned to count and recognise numbers 1-5. The teacher assigns a simple homework like colouring numbers 1-5.
Pupils’ Activity: Pupils listen to the summary and acknowledge the homework.
Learning Point: Pupils consolidate their learning and prepare for independent practice.
Lesson Keywords
- One – A single item.
- Two – A pair of items.
- Three – Three items.
- Four – Four items.
- Five – Five items.
- Count – To say numbers in order.
- Number – A symbol for a quantity.
Differentiation
- Support: For pupils struggling with counting, use larger, more tactile objects and provide hand-over-hand guidance for counting. Focus on numbers 1-3 first. Provide worksheets with larger tracing lines for numbers.
- Extension: For pupils who quickly grasp the concept, encourage them to count objects beyond 5 (e.g., up to 7, if they show interest) or to identify numbers 1-5 when they are mixed with other numbers. Ask them to draw simple groups of objects to match a given number.
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