Look and Copy Numbers 11-20 for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 9
Age: 5 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Look and Copy Numbers 1-10
Topic: Look and Copy Numbers 11-20
Subject Matter: Look and Copy: 11-20. Weekly focus: Look and Copy Numbers 11-20.

Specific Objectives

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

Cognitive Domain

• Count numbers from 1 to 20 correctly.
• Identify numbers 11 to 20 when shown.
• Recognise the sequence of numbers from 11 to 20.

Affective Domain

• Participate actively in counting and number formation activities.
• Show enthusiasm while tracing and copying numbers.

Psychomotor Domain

• Form numbers 11 to 20 correctly using various materials (e.g., sand, whiteboard, pencil).
• Copy numbers 11 to 20 from a model.
• Attempt to write numbers 11 to 20 from memory.

Social Domain

• Take turns and share materials during group activities.
• Listen attentively to the teacher’s instructions.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education Handwriting Resources
• Relevant preschool numeracy and handwriting workbooks

Instructional Materials

• Number chart (1-20)
• Number flashcards (11-20)
• Handwriting book/exercise book
• Pencils and erasers
• Whiteboard and markers
• Sand tray or finger paint
• Counters or small objects (e.g., bottle tops, stones)

Rationale for the Lesson

Learning to look and copy numbers 11-20 is crucial for Pre-School Level 4 pupils as it builds on their foundational counting skills and prepares them for more advanced mathematics. This skill helps develop fine motor control, number recognition, and the ability to represent quantities, which are essential for everyday tasks and future academic success.

Prerequisite/Previous Knowledge

Pupils can count and recognise numbers from 1 to 10. They have also practised forming and copying numbers 1-10 and have basic pre-writing skills.

Lesson Content/Board Summary

Look and Copy Numbers 11-20

Counting from 1 to 20

We will count numbers from 1 to 20 together. Counting helps us know how many things we have.

• Count aloud: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20.
• Use objects to count: Show 11 counters, then 12, and so on, up to 20.

Introducing Numbers 11-20

Today we will learn to look at and copy numbers from 11 to 20. These numbers are made of two digits.

• Number 11: One and one make eleven.
• Number 12: One and two make twelve.
• Number 13: One and three make thirteen.
• Number 14: One and four make fourteen.
• Number 15: One and five make fifteen.
• Number 16: One and six make sixteen.
• Number 17: One and seven make seventeen.
• Number 18: One and eight make eighteen.
• Number 19: One and nine make nineteen.
• Number 20: Two and zero make twenty.

How to Form Numbers 11-20

We will learn the correct way to write each number. Remember to hold your pencil correctly and start from the top.

• For 11: Draw a straight line down for the first ‘1’, then another straight line down for the second ‘1’.
• For 12: Draw a straight line down for ‘1’, then for ‘2’, start at the top, curve around, slant down, and go across.
• For 13: Draw a straight line down for ‘1’, then for ‘3’, curve around, then curve around again.
• … (Continue for each number up to 20, explaining the formation of each digit).
• For 20: For ‘2’, start at the top, curve around, slant down, and go across. For ‘0’, start at the top, go round and close the circle.

Counting and Writing Rhyme (Numbers 11-20)

Tune: “Twinkle, Twinkle Little Star”

Eleven, twelve, thirteen, fourteen,
Counting numbers, oh so keen!
Fifteen, sixteen, seventeen, eighteen,
Writing numbers, what a scene!
Nineteen, twenty, here they are,
Numbers shining like a star!

Actions: Pupils can hold up fingers as they count, then pretend to write the numbers in the air.

How to use the rhyme: Sing the rhyme together while pointing to the numbers on the chart. Encourage pupils to do the actions to reinforce counting and writing.

What the Teacher Should Show or Draw

• A large, clear number chart showing 1-20.
• Flashcards for numbers 11-20.
• Demonstrate the formation of each number (11-20) on the whiteboard, showing starting points and direction.
• Show how to hold a pencil correctly.

Watch and Practise

Let’s watch a video that shows us how to write numbers 11-20 and helps us practise.

The teacher will pause the video to allow pupils to air-trace or trace in sand/on whiteboards as each number is shown.

Key Words

• Count – to say numbers in order.
• Eleven – the number after ten.
• Twenty – the number after nineteen.
• Form – to make or write a number.
• Copy – to write something exactly as you see it.

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/Review

Teacher’s Activity: The teacher greets the pupils and leads them in a quick review of counting and recognising numbers 1-10. “Good morning, children! How are you all today? Let’s count from 1 to 10 together!”

Pupils’ Activity: Pupils greet the teacher and count aloud from 1 to 10. Some may show numbers 1-10 using their fingers.

Learning Point: Pupils recall previous knowledge of numbers 1-10.

Step 2: Counting Practice (1-20)

Time: 5 minutes

Teaching Skill: Oral Counting/Number Recognition

Teacher’s Activity: The teacher displays the number chart (1-20) and leads pupils to count from 1 to 20, pointing to each number. The teacher then uses counters or objects to demonstrate counting up to 20.

Pupils’ Activity: Pupils count aloud from 1 to 20 with the teacher, pointing to numbers on the chart. They also observe the teacher counting objects.

Learning Point: Pupils practice counting sequentially up to 20 and associate numbers with quantities.

Step 3: Introduce and Form Numbers 11-15

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher introduces numbers 11, 12, 13, 14, 15 using flashcards. For each number, the teacher says its name, shows how it’s formed on the whiteboard, and guides pupils to air-trace the number. “This is number eleven. It’s a one and another one. Let’s write it in the air!”

Pupils’ Activity: Pupils identify the numbers, repeat their names, and air-trace numbers 11-15 following the teacher’s demonstration.

Learning Point: Pupils recognise and learn the formation of numbers 11-15.

Step 4: Guided Practice (11-15)

Time: 4 minutes

Teaching Skill: Guided Practice/Tactile Learning

Teacher’s Activity: The teacher provides sand trays or small whiteboards. Pupils are guided to trace and copy numbers 11-15 in the sand/paint or on their whiteboards. The teacher walks around, offering individual help and correction.

Pupils’ Activity: Pupils trace and copy numbers 11-15 using the provided materials. They practise correct pencil grip and formation.

Learning Point: Pupils develop fine motor skills and reinforce the formation of numbers 11-15 through practical activity.

Step 5: Introduce and Form Numbers 16-20

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: Similar to Step 3, the teacher introduces numbers 16, 17, 18, 19, 20 using flashcards. The teacher demonstrates the formation of each on the whiteboard and leads pupils in air-tracing. The teacher also sings the “Counting and Writing Rhyme”.

Pupils’ Activity: Pupils identify the numbers, repeat their names, air-trace numbers 16-20, and sing along with the rhyme.

Learning Point: Pupils recognise and learn the formation of numbers 16-20, reinforced by the rhyme.

Step 6: Guided Practice (16-20) and Copying

Time: 4 minutes

Teaching Skill: Application/Writing

Teacher’s Activity: The teacher guides pupils to open their handwriting books. The teacher writes numbers 11-20 clearly on the board as a model. Pupils are instructed to look at the model and copy numbers 11-20 into their books. The teacher supervises and assists.

Pupils’ Activity: Pupils copy numbers 11-20 into their handwriting books, paying attention to formation and neatness.

Learning Point: Pupils apply their knowledge to copy numbers 11-20 independently on paper.

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. “Can you count from 1 to 20 for me?”
2. The teacher holds up number flashcards (e.g., 14, 17, 20) and asks, “What number is this?”
3. “Show me how to write number 15 on your whiteboard.”
4. “Can you write number 19 in your book without looking at the board?”

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: Closure

Teacher’s Activity: The teacher praises the pupils for their effort and summarises the lesson. “Well done, everyone! Today we learned to count, form, and copy numbers from 11 to 20. Keep practising at home!”

Pupils’ Activity: Pupils listen and tidy up their materials.

Learning Point: Pupils consolidate their learning and are encouraged to continue practising.

Lesson Keywords

• Numbers – symbols used for counting.
• Eleven – the number 11.
• Twenty – the number 20.
• Copy – to write something exactly as it is shown.
• Form – to make the shape of a number.

Differentiation

• Support: For pupils who are struggling, provide larger number cards for tracing, offer hand-over-hand guidance for pencil grip and formation, or focus on a smaller range of numbers (e.g., 11-15) before moving on. Allow more practice with tactile materials like sand or finger paint.
• Extension: For pupils who grasp the concept quickly, encourage them to write the numbers 11-20 from memory without looking at a model. Ask them to count objects up to 20 and match the quantity to the written number. They could also help peers who need support.

Note for teachers using this lesson plan

Before the lesson, ensure all instructional materials like number charts, flashcards, sand trays, and clean whiteboards are ready. Pay close attention to pupils’ pencil grip and sitting posture during writing activities. Emphasise starting points and correct stroke direction for each digit. Repetition is key for this age group, so repeat counting and number formation demonstrations multiple times. Encourage pupils to say the number aloud as they write it. For shy pupils, provide individual encouragement and simpler tasks. Observe what pupils can *do* – can they point to the correct number? Can they trace it? Can they copy it? This will show their understanding more than just oral answers.