Note for teachers using this lesson plan
Before this lesson, ensure you have a large collection of counting objects (e.g., bottle tops, stones, beads) enough to count up to 90, as well as number flashcards for 1-90. The central idea is for pupils to connect the quantity of objects to the numeral and practice writing the numbers. Observe pupils’ ability to count accurately and form numbers correctly during tracing and writing activities.
Class: Pre-School Level 3
Term: Second Term
Week: 8
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Numbers 1-70 and Pattern Making
Topic: NUMBERS 1-90: COUNTING, RECOGNITION AND WRITING
Subject Matter: NUMBERS 1 – 90. Weekly focus: Numbers 1-90: Counting, Recognition and Writing.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Count objects accurately up to 90.
- Recognise and identify numbers 1 to 90 when shown.
- Identify missing numbers in a sequence from 1 to 90.
- Say the names of numbers 1 to 90.
Affective Domain
- Participate actively in counting and number recognition games.
- Show interest in learning and writing numbers.
- Listen attentively to the teacher’s instructions.
Psychomotor Domain
- Trace numbers 1 to 90 correctly.
- Write numbers 1 to 90 with and without guidance.
- Match a given quantity of objects to the correct numeral.
Social Domain
- Share counting materials with classmates.
- Take turns during group counting activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Early Childhood Care and Education curriculum resources.
- Relevant early-years numeracy workbooks.
Instructional Materials
- Large collection of bottle tops, stones, beads, or other small counters (at least 90).
- Number flashcards (1-90).
- Number chart (1-100).
- Magnetic numbers.
- Whiteboard/Blackboard and markers/chalk.
- Pupils’ notebooks and pencils.
- Crayons for colouring activities.
Rationale for the Lesson
This lesson is crucial for Pre-School Level 3 pupils as it builds a strong foundation for understanding number quantity and sequence. Learning to count, recognise, and write numbers up to 90 helps children develop essential mathematical skills, preparing them for more complex arithmetic and problem-solving in later years. It also connects numbers to their daily experiences, such as counting toys or people.Prerequisite/Previous Knowledge
Pupils can already count and recognise numbers up to 60 or 70. They have had prior experience tracing and writing numbers within a smaller range.Lesson Content/Board Summary
NUMBERS 1-90: COUNTING, RECOGNITION AND WRITING
Counting Numbers 1-90
We count objects one by one to find out “how many”. Counting helps us know the quantity of things. Let’s count our fingers, toes, and objects around us!
- Count objects like bottle tops, stones, or beads up to 90.
- Count steps, claps, or jumps up to 90.
Recognising Numbers 1-90
Recognising numbers means knowing what each number looks like and saying its name. We see numbers everywhere: on clocks, phones, and calendars.
- Look at number cards from 1 to 90.
- Say the name of each number as it is shown.
- Identify numbers when called out (e.g., “Show me number 75”).
Tracing and Writing Numbers 1-90
Tracing helps us learn how to form numbers correctly. Writing numbers helps us remember them and use them in our books.
- Trace numbers 1-90 following the correct formation.
- Practice writing numbers 1-90 neatly in your notebook.
Counting Rhyme
Tune: “Twinkle, Twinkle Little Star”
Numbers, numbers, 1 to 90,
Let us count them, big and tiny.
One, two, three, four, five, six, seven,
Counting numbers, sent from heaven.
Up to ninety, we will go,
Learning numbers, watch them grow!
Actions: Clap hands while counting, point to numbers on a chart, make a “growing” motion with hands.
Watch and Practise
Key Words
- Number – A symbol or word used for counting.
- Count – To say numbers in order while pointing to objects.
- Recognise – To know something when you see it.
- Trace – To draw over a line or shape.
- Write – To make letters or numbers on paper.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by leading a whole-class oral counting session from 1-90. Then, introduce real objects for counting, demonstrating how to count them one by one up to 90, perhaps in groups of ten. Use large number flashcards to help pupils recognise each numeral. For tracing and writing, demonstrate the correct formation of a few numbers (e.g., 7, 17, 70) on the board, emphasizing starting points and direction. Guide pupils to trace large numbers first before writing smaller ones in their notebooks.
What to show or demonstrate: Show how to count a large group of objects by moving them aside one by one. Demonstrate the formation of numbers on the board, especially those that pupils often confuse (e.g., 6 and 9, 2 and 5). Use number charts to point to numbers as you count.
How to use the rhyme/song: Sing the “Numbers, Numbers, 1 to 90” rhyme together several times, encouraging pupils to perform the actions. This helps reinforce the counting sequence in a fun, memorable way.
How to use the video: Introduce the video as a fun way to count and see numbers. Play the video, encouraging pupils to count along with the song and point to the numbers they see on the screen. After watching, ask pupils to recall some of the numbers they saw.
What to watch for: Observe if pupils are skipping numbers during counting, reversing numbers when writing, or struggling to identify specific numbers. Provide individual support where needed.
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: Engaging/Warm-up
Teacher’s Activity: The teacher greets the pupils and leads a quick oral counting session from 1 to 20 to warm up. “Good morning, children! Let’s count together!”
Pupils’ Activity: Pupils respond to greetings and count orally from 1 to 20 with the teacher.
Learning Point: Pupils recall basic counting skills.
Step 2: Presentation – Counting Objects 1-90
Time: 7 minutes
Teaching Skill: Demonstration/Guidance
Teacher’s Activity: The teacher displays a large collection of bottle tops (or other counters). The teacher draws 90 strokes on the board and counts them with the pupils. Then, the teacher demonstrates how to count the bottle tops, grouping them in tens to reach 90. “Let’s count these bottle tops carefully, one by one, up to 90!”
Pupils’ Activity: Pupils observe the teacher counting the strokes and bottle tops. They then count along with the teacher, pointing to the objects.
Learning Point: Pupils understand the concept of quantity up to 90 using concrete objects.
Step 3: Presentation – Number Recognition 1-90
Time: 5 minutes
Teaching Skill: Visual Recognition/Identification
Teacher’s Activity: The teacher displays number flashcards from 1 to 90 (or uses a number chart). The teacher points to various numbers and asks pupils to identify them. “What number is this? Who can find number 45?”
Pupils’ Activity: Pupils look at the number cards/chart, identify the numbers, and say their names as called out by the teacher. They point to specific numbers when asked.
Learning Point: Pupils recognise and name numbers 1 to 90.
Step 4: Guided Practice – Tracing Numbers 1-90
Time: 5 minutes
Teaching Skill: Modelling/Motor Skill Development
Teacher’s Activity: The teacher demonstrates tracing numbers 1-90 on the board, showing the correct starting points and direction for each digit. The teacher provides worksheets with dotted numbers 1-90 for pupils to trace. “Now, let’s trace these numbers in our books.”
Pupils’ Activity: Pupils observe the teacher’s demonstration. They then use their pencils to trace numbers 1 to 90 in their notebooks or on worksheets.
Learning Point: Pupils practice the correct formation of numbers 1 to 90 through tracing.
Step 5: Guided Practice – Writing Numbers 1-90
Time: 5 minutes
Teaching Skill: Guided Writing/Application
Teacher’s Activity: The teacher guides pupils to write numbers 1-90 in their notebooks, providing support and correction as needed. The teacher encourages pupils to try writing some numbers independently. “Try to write the numbers next to the ones you traced.”
Pupils’ Activity: Pupils write numbers 1 to 90 in their notebooks, first with teacher guidance and then attempting some independently.
Learning Point: Pupils develop their ability to write numbers 1 to 90.
Step 6: Reinforcement – Rhyme and Activity
Time: 5 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads the class in singing the “Numbers, Numbers, 1 to 90” rhyme with actions. The teacher then plays a “missing numbers” game, writing a sequence like 70, __, 72, __, 74 on the board and asking pupils to fill in the blanks. “Let’s sing our counting song again! Now, who can tell me what number is missing here?”
Pupils’ Activity: Pupils sing the rhyme with actions. They then identify and say the missing numbers in the sequence provided by the teacher.
Learning Point: Pupils reinforce their counting sequence and number recognition skills through a fun activity.
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 25 bottle tops for me.” (Teacher presents 25 bottle tops).
- “Show me number 81 on the number chart.”
- “Trace number 67 in the air.”
- “Write number 39 in your notebook.”
- “Which number comes after 59?”
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/Assignment
Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher assigns homework: “Practice counting from 1 to 90 at home and write numbers 1-10 in your homework book.”
Pupils’ Activity: Pupils listen to the teacher’s praise and homework assignment. They say “Thank you, teacher.”
Learning Point: Pupils consolidate learning and know what to practice at home.
Lesson Keywords
- Number – A symbol or word used for counting.
- Count – To say numbers in order while pointing to objects.
- Recognise – To know something when you see it.
- Trace – To draw over a line or shape.
- Write – To make letters or numbers on paper.
Differentiation
- Support: For pupils struggling with counting, provide smaller groups of objects (e.g., count up to 20 first, then 30). Use larger number flashcards and provide hand-over-hand guidance for tracing. Focus on number recognition for a smaller range (e.g., 1-50) before extending to 90.
- Extension: For pupils who quickly grasp the concept, challenge them to count backwards from 90 to 1. Ask them to identify numbers that come before or after a given number within the 1-90 range. Encourage them to write the numbers without any tracing guides.
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