Note for teachers using this lesson plan

Before this lesson, ensure you have a variety of counting objects (bottle tops, beads, stones) readily available, enough for each child to manipulate, and a clear number chart showing numbers 1-50. The central idea is for pupils to actively engage with numbers through counting, seeing, and attempting to write. Observe pupils’ ability to count accurately and recognise the numerals, as this will show successful learning.

Class: Pre-School Level 3
Term: Second Term
Week: 1
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and recognising numbers up to 20.
Topic: NUMBERS 1-50: COUNTING, RECOGNITION, WRITING AND SLANT PATTERNS
Subject Matter: The lesson focuses on counting, recognising, tracing, and writing numbers 1-50, and practising slant patterns.

Specific Objectives

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

Cognitive Domain

Count objects from 1 to 50.
Recognise figures 1 to 50 when shown.
Identify a collection of items between 1 and 50.
Recognise a few number words (e.g., one, two, ten, fifty).

Affective Domain

Participate actively in counting and number recognition activities.
Show interest in learning to write numbers.

Psychomotor Domain

Trace figures 1 to 50 with guidance.
Attempt to write figures 1 to 50.
Trace and draw slant patterns from right to left.

Share counting materials with peers when prompted.
Take turns during group counting activities.

Reference Materials

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

Instructional Materials

Bottle tops, stones, beads, or other small counting objects (up to 50 per child/group).
Magnetic numbers 1-50.
Large number chart showing numbers 1-50.
Flashcards with numbers 1-50.
Flashcards with simple number words (e.g., one, two, ten, fifty).
Whiteboard/Blackboard and markers/chalk.
Pupils’ notebooks and pencils.
Crayons for colouring activities.

Rationale for the Lesson

Learning to count, recognise, and write numbers 1-50 is fundamental for four-year-olds as it builds their foundational numeracy skills. This knowledge helps them understand quantities in their daily lives, prepare for more complex mathematics, and develop fine motor skills essential for writing.

Prerequisite/Previous Knowledge

Pupils can already count and recognise numbers up to 20 and have some experience with simple tracing patterns.

Lesson Content/Board Summary

NUMBERS 1-50: COUNTING, RECOGNITION, WRITING AND SLANT PATTERNS

Counting Numbers 1-50

Counting means saying numbers in order and matching them to objects. We count to know “how many”. Let’s count our fingers, toes, friends, and objects around us up to 50.

Recognising Numbers 1-50

Recognising a number means knowing what it looks like when you see it. Numbers have different shapes, like 1, 2, 3, 4, 5… up to 50. When you see ‘5’, you know it means five things.

Tracing and Writing Numbers 1-50

Tracing helps us learn how to write numbers correctly. We follow the lines. Writing numbers means drawing them by ourselves. We start from the top and move down or around. Example: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 … (up to 50)

Slant Patterns

Slant patterns are lines that go diagonally. We can draw slant lines from top-right to bottom-left, or top-left to bottom-right. Example: / / / / / (Slant from bottom-left to top-right) (Slant from top-left to bottom-right) These patterns help our hands get ready for writing numbers and letters.

Reading Number Words (1-50)

Numbers can also be written as words. Example: 1 – one 2 – two 3 – three 10 – ten 20 – twenty 50 – fifty

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

One, two, three, four, five,
Counting numbers, we’re alive!
Six, seven, eight, nine, ten,
Count them once, and count again!
Eleven, twelve, thirteen, fourteen,
Numbers growing, what a scene!
Fifteen, sixteen, seventeen, eighteen,
Nineteen, twenty, now we’re keen!
Up to fifty, let’s all try,
Numbers dancing in the sky!

Actions: Pupils count on fingers, then point to numbers on a chart, clap for each number, and make a ‘dancing’ motion with hands for the last line.

Watch and Count Along

https://www.youtube.com/watch?v=F0S4nLz2J7E

Key Words

Numbers – symbols we use for counting.
Count – to say numbers in order or find out how many.
Recognise – to know something when you see it.
Trace – to draw over an outline or shape.
Write – to make letters or numbers on a surface.
Slant – a line that goes diagonally, not straight up/down or across.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by orally counting with pupils, then use the number chart and flashcards for recognition. Demonstrate tracing and writing numbers slowly on the board, focusing on correct formation for a few numbers (e.g., 1-10), then guide pupils to practise. For slant patterns, demonstrate clearly before pupils try. For number words, show flashcards for “one,” “two,” “ten,” “twenty,” “fifty” and ask pupils to match them to the numerals, rather than expecting them to read all words independently.

What to show or demonstrate: Draw 50 strokes on the board and count them. Write numbers 1-50 clearly. Show flashcards of numbers 1-50 for recognition. Demonstrate tracing and writing a few numbers (e.g., 1-10) and then show how the pattern extends. Demonstrate drawing slant patterns from right-to-left and left-to-right.

How to use the rhyme/song: Sing the “Counting Rhyme” together at least twice, encouraging pupils to perform the actions. Use it to reinforce oral counting from 1 to 20, then extend the idea to 50.

How to use the video: Introduce the video as a fun way to count numbers. Play the video, encouraging pupils to sing along and count with the characters. After watching, ask pupils to recall some numbers they saw and counted.

What to watch for: Observe if pupils are counting accurately, if they can recognise numbers when shown, and if they are attempting to trace and write with reasonable effort. Look out for pupils struggling with number formation or directionality in slant patterns.

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 short warm-up counting activity (e.g., “Let’s count how many boys/girls are here today” up to 10). The teacher reminds pupils about the numbers they learned last term.

Pupils’ Activity: Pupils respond to greetings, participate in counting, and recall numbers they know.

Learning Point: Pupils are engaged and recall prior knowledge of numbers.

Step 2: Presentation of Counting Numbers 1-50

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher draws 50 strokes on the board and counts along with the pupils, pointing to each stroke. The teacher then distributes counting objects (bottle tops, beads) and guides pupils to count them up to 50, in small groups or individually.

Pupils’ Activity: Pupils count along with the teacher, then count their own objects up to 50.

Learning Point: Pupils practise counting objects accurately up to 50.

Step 3: Recognition of Numbers 1-50

Time: 5 minutes

Teaching Skill: Visual Recognition/Identification

Teacher’s Activity: The teacher displays a large number chart (1-50) and flashcards of numbers 1-50. The teacher points to various numbers and asks pupils to identify them. The teacher also asks pupils to point to specific numbers on the chart.

Pupils’ Activity: Pupils identify numbers shown by the teacher and point to numbers on the chart when asked.

Learning Point: Pupils recognise figures 1 to 50.

Step 4: Tracing and Writing Numbers 1-50

Time: 6 minutes

Teaching Skill: Modelling/Fine Motor Development

Teacher’s Activity: The teacher demonstrates tracing and writing numbers 1-10 clearly on the board, showing the correct starting points and direction. The teacher then guides pupils to trace numbers 1-50 in their notebooks (pre-written by teacher or on worksheets) and encourages them to attempt writing a few numbers independently.

Pupils’ Activity: Pupils trace numbers 1-50 in their notebooks and attempt to write numbers independently.

Learning Point: Pupils develop fine motor skills and learn correct number formation.

Step 5: Slant Patterns

Time: 3 minutes

Teaching Skill: Demonstration/Pre-writing Skill

Teacher’s Activity: The teacher demonstrates drawing slant patterns on the board, showing lines from top-right to bottom-left and top-left to bottom-right. The teacher guides pupils to trace and draw these patterns in their notebooks or on paper.

Pupils’ Activity: Pupils trace and draw slant patterns in their notebooks.

Learning Point: Pupils practise pre-writing patterns to improve hand control.

Step 6: Reading Number Words

Time: 2 minutes

Teaching Skill: Word Recognition/Matching

Teacher’s Activity: The teacher shows flashcards of simple number words (e.g., “one,” “two,” “ten,” “fifty”) and asks pupils to identify the corresponding numeral flashcard. The teacher repeats the words and encourages pupils to say them.

Pupils’ Activity: Pupils say the number words and try to match them to the correct numerals.

Learning Point: Pupils are exposed to and recognise a few number words.

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 15-20 bottle tops).
“Point to number 35 on the chart.”
“What number is this?” (Show a flashcard of 42).
“Trace this number in the air.” (Teacher draws a number, e.g., 27, in the air).
“Draw a slant line in your book.”

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 pupils for their participation and reminds them to keep practising counting and writing numbers at home. The teacher assigns a simple homework task, such as tracing numbers 1-10.

Pupils’ Activity: Pupils listen to the teacher and prepare for the next activity.

Learning Point: Lesson is concluded, and learning is reinforced.

Lesson Keywords

Count – to say numbers in order.
Recognise – to know something when you see it.
Trace – to draw over an outline.
Write – to make numbers on paper.
Slant – a line that is diagonal.

Differentiation

Support: For pupils struggling with counting, provide fewer objects (e.g., count up to 20 first) and offer hand-over-hand guidance for tracing. Use larger number flashcards and more repetition for recognition.
Extension: For pupils who quickly grasp the concepts, encourage them to count objects beyond 50, identify numbers when shown out of sequence, or try writing numbers without tracing guides. They can also try matching more number words to numerals.