Counting, Tracing and Writing Numbers 1-200 with Number Words for Pre-School Level 4

Class: Pre-School Level 4
Term: Third Term
Week: 2
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Numbers 1-100: Counting, Tracing and Writing
Topic: NUMBERS 1-200: COUNTING, TRACING, WRITING AND NUMBER WORDS
Subject Matter: NUMBERS 1 – 200 Recognition of figures: 1 – 200 Counting objects 1 – 200 Tracing figures 1- 200 Reading figures written in words: 1 – 200. Weekly focus: Numbers 1-200: Counting, Tracing, Writing and Number Words.

Specific Objectives

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

Cognitive Domain

• Recognise figures from 1 to 200.
• Count objects or groups of objects up to 200.
• Identify number words for key numbers within the 1-200 range.

Affective Domain

• Show enthusiasm while counting numbers.
• Participate actively in number recognition and writing activities.

Psychomotor Domain

• Trace figures from 1 to 200 correctly.
• Write figures from 1 to 200 with guidance.
• Match number figures with their corresponding number words.

Social Domain

• Take turns when counting or identifying numbers.
• Work cooperatively during group activities involving numbers.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education resources
• Suitable early-years numeracy textbook/workbook

Instructional Materials

• Number charts (1-200)
• Number flashcards (1-200)
• Counting beads, sticks, or bottle tops (in bundles of 10s or 20s)
• Posters showing numbers and number words
• Pencils
• Notebooks/Workbooks
• Whiteboard and markers

Rationale for the Lesson

Learning numbers up to 200 helps children understand the concept of larger quantities and number patterns beyond 100. This skill is foundational for more advanced mathematical concepts and is useful in everyday situations like counting money, telling time, or understanding quantities in their environment, fostering a strong sense of numerical literacy.

Prerequisite/Previous Knowledge

Pupils are familiar with counting, recognising, tracing, and writing numbers from 1 to 100, and can identify simple number words.

Lesson Content/Board Summary

NUMBERS 1-200: COUNTING, TRACING, WRITING AND NUMBER WORDS

Numbers help us count things, know how many there are, and put things in order. Today, we will learn about numbers from 1 to 200!

1. Recognition of Figures 1 – 200

• Numbers continue in a pattern after 100.
• Examples: 101 (one hundred and one), 102 (one hundred and two), 110 (one hundred and ten), 150 (one hundred and fifty), 200 (two hundred).
• We can see these numbers on charts, books, or signs.

2. Counting Objects 1 – 200

• We can count many objects by grouping them.
• For example, we can count 10 bundles of 10 sticks to make 100, and then add more.
• We can count by tens: 10, 20, 30, … 100, 110, 120, … 200.

3. Tracing and Writing Figures 1 – 200

• We start from the top and follow the lines to make each number.
• Practice tracing numbers like 101, 125, 150, 199, 200.
• Then, we try to write them on our own.

4. Reading Figures Written in Words 1 – 200

• Each number has a word name.
• Examples:
  • 1 – one
  • 10 – ten
  • 50 – fifty
  • 100 – one hundred
  • 105 – one hundred and five
  • 120 – one hundred and twenty
  • 200 – two hundred
• We can match the number figure to its word name.

Counting Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Numbers big and numbers small,
Let us count them, one and all.
One hundred, one hundred and one,
Counting numbers can be fun!
One hundred fifty, two hundred too,
So many numbers for me and you!

Actions: Pupils point to numbers on a chart as they are called out, then clap their hands for “fun” and “you”.

How to use the rhyme: Sing the rhyme together, pointing to numbers on a chart or flashcards as they are mentioned. This helps reinforce the sound and visual recognition of larger numbers.

Watch and Count Along

Let’s watch a video that helps us count bigger numbers, especially by tens, up to 200!

https://www.youtube.com/watch?v=F074_9b4eG4

Key Words

• Numbers – symbols we use for counting.
• Count – to say numbers in order or find the total quantity.
• Trace – to draw over a line or shape.
• Write – to form letters or numbers on paper.
• Words – written or spoken names for things, like number words.

What the Teacher Should Show or Draw

• Large number charts displaying 1-200.
• Flashcards with individual numbers (e.g., 101, 120, 150, 200).
• Flashcards with number words (e.g., one hundred, one hundred and fifty, two hundred).
• Demonstrate tracing and writing numbers like 101, 125, 200 on the board.
• Show bundles of counting sticks to represent 100 and then add more to reach, for example, 120 or 150.

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/Recalling

Teacher’s Activity: The teacher greets pupils and starts with a quick review of numbers 1-100 by counting aloud and showing some flashcards. The teacher then introduces the new topic, “Today, we will learn about even bigger numbers, all the way to 200!”

Pupils’ Activity: Pupils respond to greetings, count along with the teacher, and listen attentively to the introduction of the new topic.

Learning Point: Pupils recall previous knowledge of numbers and are prepared for the new lesson.

Step 2: Number Recognition 1-200

Time: 5 minutes

Teaching Skill: Visual Learning/Demonstration

Teacher’s Activity: The teacher displays a large number chart showing numbers 1-200. The teacher points to different numbers, especially those after 100 (e.g., 101, 115, 130, 175, 200), and says them aloud. The teacher explains the pattern of numbers after 100.

Pupils’ Activity: Pupils observe the chart, listen to the teacher, and repeat the numbers after the teacher. They point to numbers as called out.

Learning Point: Pupils recognise and identify numbers from 1 to 200.

Step 3: Counting Objects/Groups 1-200

Time: 5 minutes

Teaching Skill: Practical Activity/Counting

Teacher’s Activity: The teacher uses bundles of counting sticks (e.g., 10 sticks per bundle) or groups of beads. The teacher demonstrates counting 10 bundles to make 100, then adds more bundles or individual sticks to count up to numbers like 120, 150, or 200. The teacher leads pupils in counting aloud by tens up to 200.

Pupils’ Activity: Pupils observe the teacher’s demonstration, count along with the teacher, and participate in counting groups of objects.

Learning Point: Pupils understand how to count larger quantities by grouping and can count sequentially up to 200.

Step 4: Tracing and Writing Figures 1-200

Time: 6 minutes

Teaching Skill: Guided Practice/Fine Motor Skills

Teacher’s Activity: The teacher demonstrates how to trace and write specific numbers from the 1-200 range on the board (e.g., 101, 125, 150, 200), emphasising correct formation. The teacher then guides pupils to trace these numbers in their workbooks or notebooks, providing individual assistance.

Pupils’ Activity: Pupils observe the teacher’s demonstration, then trace and attempt to write the numbers in their books with guidance.

Learning Point: Pupils develop fine motor skills and learn to correctly form numbers up to 200.

Step 5: Number Words 1-200

Time: 4 minutes

Teaching Skill: Vocabulary/Matching

Teacher’s Activity: The teacher displays flashcards with number words for key numbers (e.g., “one hundred,” “one hundred and ten,” “two hundred”). The teacher says the words aloud and asks pupils to repeat. The teacher then shows a number figure (e.g., 100) and asks pupils to find its word card (“one hundred”).

Pupils’ Activity: Pupils repeat the number words, identify the words, and participate in matching number figures to their corresponding word cards.

Learning Point: Pupils recognise and associate number figures with their written words.

Step 6: Reinforcement Activity (Missing Numbers)

Time: 3 minutes

Teaching Skill: Application/Problem Solving

Teacher’s Activity: The teacher writes a sequence of numbers on the board with some missing (e.g., 100, ___, 102, 103, ___, 105 or 100, 110, ___, 130, ___). The teacher asks pupils to identify the missing numbers orally or by pointing to number cards.

Pupils’ Activity: Pupils identify and call out the missing numbers in the sequence.

Learning Point: Pupils reinforce their understanding of number sequence and recognition up to 200.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Point to number 150 on the chart.”
2. “Count these bundles of 10 sticks up to 120.”
3. “What number comes after 199?”
4. “Show me the word card for ‘one hundred and fifty’.”
5. “Trace the number 200 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: Summarising/Assignment

Teacher’s Activity: The teacher praises pupils for their participation and summarises that they have learned to recognise, count, trace, write, and identify number words for numbers up to 200. The teacher assigns a simple homework task, such as tracing numbers 101-110 in their notebooks.

Pupils’ Activity: Pupils listen to the summary and understand their homework assignment.

Learning Point: Pupils consolidate their learning and prepare for independent practice.

Lesson Keywords

• Number – A symbol or word used for counting.
• Count – To say numbers in order or to find out how many items there are.
• Trace – To draw over a faint line or outline.
• Write – To form letters or numbers on a surface.
• Words – The written form of numbers, like ‘one hundred’.

Differentiation

• Support: For pupils who find the range 1-200 challenging, focus on smaller segments (e.g., 101-120, 150-170). Provide larger tracing templates and more hand-over-hand guidance. Use fewer number words for matching, focusing on key ones like 100, 150, 200.
• Extension: For pupils who quickly grasp the concepts, challenge them to count backwards from 200 by tens. Ask them to identify numbers that are “one more” or “one less” than a given number within the 1-200 range. Encourage them to write number words for slightly more complex numbers like 123 or 145 if they are ready.

Note for teachers using this lesson plan

Teaching numbers 1-200 to 5-year-olds requires a focus on patterns and grouping rather than rote memorisation of all 200 numbers. Prepare large, clear number charts and flashcards. Use concrete counting materials that can be easily bundled or grouped (e.g., 10 sticks tied together to represent 10). Emphasise counting by tens or twenties to reach 200, as counting 200 individual objects is impractical and can be overwhelming. For number words, focus on recognition of key words like “one hundred,” “one hundred and ten,” “two hundred,” and matching them with figures. Do not expect mastery of writing all number words up to 200 in one lesson. Observe pupils’ engagement and their ability to point to, say, and trace numbers as a primary indicator of understanding. Encourage repetition and make learning fun through songs and games. Ensure proper pencil grip and sitting posture during tracing and writing activities.