First-Term Numeracy Revision for Pre-School Level 1

Class: Pre-School Level 1
Term: Second Term
Week: 1
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Not specifically stated in the scheme, but pupils have prior exposure to basic counting and number recognition.
Topic: Revision
Subject Matter: First-Term Numeracy Revision (Focus: Numbers 1, 2, 3)

Specific Objectives

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

Cognitive Domain

• Identify and name numbers 1, 2, and 3 when shown number cards.
• Count objects up to 3 accurately.
• Match a given quantity of objects (1, 2, or 3) to its corresponding number card.

Affective Domain

• Show enthusiasm while participating in counting songs and games.
• Listen attentively to the teacher’s instructions during revision activities.

Psychomotor Domain

• Point to the correct number card when asked.
• Demonstrate counting by touching objects one by one.
• Clap or move along to a counting rhyme.

Social Domain

• Take turns during guided counting activities.
• Participate cooperatively in group revision.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 1.
• Early Childhood Care and Education resources.
• Relevant early-years numeracy workbooks.

Instructional Materials

• Number cards (1, 2, 3)
• Picture cards showing 1, 2, or 3 items (e.g., 1 sun, 2 apples, 3 balls)
• Concrete counting objects (e.g., bottle tops, blocks, beads, fruits)
• MP4 Player (for video)
• MP3 Player (for music/rhyme)

Rationale for the Lesson

This revision lesson is crucial for Pre-School Level 1 pupils as it reinforces foundational numeracy skills learned in the first term, specifically numbers 1, 2, and 3. Consolidating these basic concepts helps build confidence and prepares them for more advanced counting and number work in the second term. Practising with familiar objects and activities makes learning concrete and enjoyable for this age group.

Prerequisite/Previous Knowledge

Pupils have had some prior exposure to counting and identifying very small numbers (1, 2, 3) through daily classroom routines and play in the first term.

Lesson Content/Board Summary

First-Term Numeracy Revision: Numbers 1, 2, 3

We are revising our numbers today! Let’s remember numbers 1, 2, and 3.

Number 1

• This is number ONE. (Show number card 1)
• Count one object. (Show one block)
• Show me one finger.

Number 2

• This is number TWO. (Show number card 2)
• Count two objects. (Show two blocks)
• Show me two fingers.

Number 3

• This is number THREE. (Show number card 3)
• Count three objects. (Show three blocks)
• Show me three fingers.

Counting Rhyme: “Count with Me!”

Tune: “Twinkle, Twinkle Little Star”

One, two, three, let’s all count,
Numbers everywhere, a big amount.
One little nose, two little eyes,
Three little children, oh what a surprise!
One, two, three, let’s all count,
Numbers everywhere, a big amount.

Actions:

• “One, two, three, let’s all count”: Tap fingers on palm for each number, then make a counting motion.
• “One little nose”: Point to nose.
• “Two little eyes”: Point to eyes.
• “Three little children”: Point to three children or hold up three fingers.
• Repeat actions for the second verse.

Watch and Count

https://www.youtube.com/watch?v=F0h2aWdG91k

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, representing a group of three items.
• Count – To say numbers in order while touching items to find out how many there are.
• Match – To put things together that are the same or belong 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 the pupils warmly and tells them they will have fun revising their numbers today. “Good morning, wonderful children! Today, we are going to play a fun game with our numbers 1, 2, and 3. Are you ready?”

Pupils’ Activity: Pupils respond to the greeting and show excitement for the lesson.

Learning Point: Pupils are engaged and ready to learn.

Step 2: Revising Number 1

Time: 5 minutes

Teaching Skill: Demonstration/Recognition

Teacher’s Activity: The teacher holds up number card 1 and says, “This is number ONE!” The teacher then shows one object (e.g., one apple) and counts, “One apple.” The teacher asks pupils to show one finger. “Can you show me one finger?”

Pupils’ Activity: Pupils repeat “ONE,” observe the teacher counting one object, and hold up one finger.

Learning Point: Pupils recognise number 1 and associate it with its quantity.

Step 3: Revising Number 2

Time: 5 minutes

Teaching Skill: Demonstration/Counting

Teacher’s Activity: The teacher holds up number card 2 and says, “This is number TWO!” The teacher shows two objects (e.g., two blocks) and counts, “One, two blocks.” The teacher asks pupils to show two fingers. “Now, show me two fingers!”

Pupils’ Activity: Pupils repeat “TWO,” watch the teacher count two objects, and hold up two fingers.

Learning Point: Pupils recognise number 2 and count up to two objects.

Step 4: Revising Number 3

Time: 5 minutes

Teaching Skill: Demonstration/Matching

Teacher’s Activity: The teacher holds up number card 3 and says, “This is number THREE!” The teacher shows three objects (e.g., three pencils) and counts, “One, two, three pencils.” The teacher asks pupils to show three fingers. “Great! Can you show me three fingers?”

Pupils’ Activity: Pupils repeat “THREE,” observe the teacher counting three objects, and hold up three fingers.

Learning Point: Pupils recognise number 3 and count up to three objects.

Step 5: Counting Rhyme and Video Reinforcement

Time: 4 minutes

Teaching Skill: Rhyme/Video Integration

Teacher’s Activity: The teacher leads pupils in singing the “Count with Me!” rhyme with actions. After the rhyme, the teacher introduces and plays the counting video (using the MP4 player). “Let’s sing our counting song! (Sings rhyme). Now, let’s watch a fun video about counting 1, 2, 3!”

Pupils’ Activity: Pupils sing and perform actions for the rhyme, then watch the video and try to count along.

Learning Point: Pupils reinforce counting 1-3 through song and visual media.

Step 6: Practical Matching Activity

Time: 3 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher places number cards 1, 2, 3 on the floor. The teacher gives each pupil a small group of objects (e.g., two blocks, one fruit, three bottle tops) and asks them to place their objects next to the correct number card. “Now, I will give you some things. Please put them next to the number that shows how many you have.”

Pupils’ Activity: Pupils count their objects and place them next to the corresponding number card.

Learning Point: Pupils practise matching quantities to numbers.

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. “Show me number 1.” (Teacher points to number cards)
2. “Count these three blocks for me.” (Teacher presents three blocks)
3. “Which number shows two?” (Teacher points to number cards)
4. “Can you show me one finger?”

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: Summary

Teacher’s Activity: The teacher praises the pupils for their participation and good revision. “Well done, everyone! You all did a great job revising your numbers 1, 2, and 3 today! Keep practising at home.”

Pupils’ Activity: Pupils respond to the praise and tidy up materials.

Learning Point: Pupils feel accomplished and motivated to continue learning.

Lesson Keywords

• One – The number representing a single item.
• Two – The number representing two items.
• Three – The number representing three items.
• Count – To say numbers in order while touching objects.
• Match – To put things together that are the same.

Differentiation

• Support: For pupils who struggle, provide larger, more distinct objects for counting. Offer hand-over-hand guidance for counting and pointing. Use fewer choices when matching numbers to quantities (e.g., only two number cards instead of three). Repeat instructions slowly and clearly.
• Extension: For pupils who grasp the concepts quickly, challenge them to count up to four or five objects if they are ready, or ask them to find objects in the classroom that represent numbers 1, 2, or 3.