Note for teachers using this lesson plan

Before the lesson, gather a good quantity of various small, safe objects (bottle tops, stones, beads, small blocks) for pupils to count, ensuring you have enough for individual or small group work. Prepare number cards for 1-30 and charts showing simple patterns. The central idea is for pupils to connect the spoken number with the quantity of objects and to recognise repeating sequences. Observe pupils actively counting objects, identifying numbers, and continuing simple patterns.

Class: Pre-School Level 3
Term: First Term
Week: 4
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and recognition of numbers 1-20
Topic: Numbers 1-30 and Pattern Making
Subject Matter: Numbers 1-30 Making Patterns

Specific Objectives

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

Cognitive Domain

Recognise and identify figures 1-30.
Count objects from 1-30 accurately.
Identify and continue simple repeating patterns.

Affective Domain

Show enthusiasm while counting and making patterns.
Participate actively in group counting activities.

Psychomotor Domain

Trace figures 1-30 correctly.
Attempt to write figures 1-30.
Scribble anticlockwise following a demonstration.
Arrange objects to form simple patterns.

Take turns counting objects with peers.
Share counting materials respectfully.

Reference Materials

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

Instructional Materials

Bottle tops, stones, beads, small blocks, or other counting devices (at least 30 of each type).
Number cards (flashcards) for figures 1-30.
Charts showing numbers 1-30.
Charts with simple repeating patterns (e.g., circle-square-circle-square).
Sand tray or individual small trays with sand for tracing.
Pencils, crayons, and exercise books/paper.
Whiteboard/blackboard and chalk/marker.

Rationale for the Lesson

This lesson helps 4-year-olds develop a strong foundation in number sense by extending their counting skills to 30. Understanding patterns is crucial for early mathematical thinking, problem-solving, and pre-writing development, connecting abstract numbers to concrete experiences and visual sequences in their everyday lives.

Prerequisite/Previous Knowledge

Pupils can count and recognise numbers up to 20, and they have had some exposure to simple sorting and matching activities.

Lesson Content/Board Summary

NUMBERS 1-30 AND PATTERN MAKING

Counting and Number Recognition (1-30)

Counting Objects: We count things one by one to know “how many”.
- Count 27 bottle tops.
- Count 26 stones.
- Count 29 beads.
- Count your fingers and toes!
Number Figures: These are how we write the numbers.
- 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
- 11, 12, 13, 14, 15, 16, 17, 18, 19, 20
- 21, 22, 23, 24, 25, 26, 27, 28, 29, 30
Tracing and Writing: We learn to make the shapes of numbers.
- Trace numbers in the air.
- Trace numbers in sand.
- Trace and write numbers 1-30 in your book.

Pattern Making

A pattern is something that repeats over and over again.

Object Patterns:
- Example: Stone, Bottle top, Stone, Bottle top, _____, _____ (What comes next?)
- Example: Red block, Blue block, Red block, Blue block, _____, _____
Pre-writing Pattern (Scribbling):
- Scribbling anticlockwise means drawing circles that go round and round, starting from the right side and moving upwards and to the left.
- This helps our hands get ready for writing.

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

One, two, three, let’s all count,
Many numbers, a big amount.
Four, five, six, seven, eight,
Counting numbers, isn’t that great!
Nine, ten, eleven, twelve,
More numbers, we can delve.
Up to thirty, we will go,
Numbers help us learn and grow!

Actions: Pupils clap and count on fingers for numbers 1-10, then make a sweeping motion with hands for higher numbers.

Watch and Practise Counting

https://www.youtube.com/watch?v=k_x7u2F0vjU

Key Words

Count – To say numbers in order while pointing to objects.
Number – A word or symbol that tells us how many.
Pattern – A design or sequence that repeats.
Trace – To draw over lines or shapes.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by orally counting 1-30 with pupils, using a clear, rhythmic voice. Then, use the prepared objects to demonstrate one-to-one correspondence for various quantities up to 30. Show the number cards for 1-30, asking pupils to identify them. For pattern making, start with a simple ABAB pattern using two different types of objects, demonstrating how to create and continue the sequence. For the pre-writing pattern, draw a large anticlockwise scribble on the board, explaining the direction clearly, then guide pupils to practise in the air and on sand trays.

What to show or demonstrate: Show how to count objects by touching each one. Demonstrate the formation of numbers 1-30 on the board, emphasizing starting points and direction. Visually create an object pattern and ask pupils to predict the next item. Clearly demonstrate the anticlockwise scribbling motion on the board and in the air.

How to use the rhyme/song: Introduce the “Counting Rhyme” after the initial oral counting. Sing it together several times, encouraging pupils to join in and perform the actions. Use it as a fun way to reinforce number sequence.

How to use the video: Introduce the video as a fun way to count. Play the “Count to 30 with Me!” video. Encourage pupils to sing along and point to the numbers as they appear. After watching, ask pupils to count a few objects again, reinforcing what they saw in the video.

What to watch for: Observe if pupils are counting objects accurately (one-to-one correspondence) and if they are able to identify numbers when shown. Check their pencil grip and the direction of their tracing/writing and scribbling. For patterns, observe if they can identify the repeating unit and continue the sequence correctly.

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: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils warmly and leads them in a familiar counting song (e.g., “One, Two, Buckle My Shoe”). The teacher then asks pupils to count their fingers and toes, reminding them of previous counting lessons.

Pupils’ Activity: Pupils greet the teacher, sing the counting song, and count their fingers and toes.

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

Step 2: Oral Counting and Object Counting (1-30)

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher draws 30 strokes on the board and counts them aloud with the pupils. The teacher then distributes various counting objects (bottle tops, stones, beads) to small groups and demonstrates how to count them one by one, up to 30.

Pupils’ Activity: Pupils count the strokes on the board with the teacher. They then take turns counting the objects in their groups, practising one-to-one correspondence.

Learning Point: Pupils practise oral counting and counting concrete objects up to 30.

Step 3: Number Recognition (1-30)

Time: 4 minutes

Teaching Skill: Visual Recognition

Teacher’s Activity: The teacher shows number cards for figures 1-30 one by one, saying each number clearly. The teacher then shuffles the cards and asks pupils to identify specific numbers.

Pupils’ Activity: Pupils repeat the numbers after the teacher and point to or name numbers when asked.

Learning Point: Pupils recognise and identify number figures 1-30.

Step 4: Tracing and Writing (1-30)

Time: 5 minutes

Teaching Skill: Fine Motor/Pre-writing

Teacher’s Activity: The teacher demonstrates tracing numbers 1-30 in a sand tray or in the air, emphasizing the correct starting point and direction. The teacher then guides pupils to trace numbers in their exercise books or on prepared worksheets.

Pupils’ Activity: Pupils trace numbers in the air, in sand (if available), and then in their books, attempting to write them independently.

Learning Point: Pupils develop fine motor skills and practise tracing and writing numbers 1-30.

Step 5: Pattern Making with Objects

Time: 4 minutes

Teaching Skill: Observation/Problem Solving

Teacher’s Activity: The teacher creates a simple repeating pattern using two different types of objects (e.g., stone, bottle top, stone, bottle top). The teacher asks pupils what comes next and then encourages them to create their own simple patterns.

Pupils’ Activity: Pupils observe the pattern, identify the next object, and then use the provided materials to create and continue simple patterns.

Learning Point: Pupils understand the concept of a repeating pattern and can create one using objects.

Step 6: Pre-writing Pattern (Anticlockwise Scribbling)

Time: 3 minutes

Teaching Skill: Fine Motor/Directionality

Teacher’s Activity: The teacher demonstrates scribbling anticlockwise on the board, explaining the motion as “round and round, starting from the right side and going up and left.” The teacher then guides pupils to practise this motion in the air and on their paper with crayons.

Pupils’ Activity: Pupils imitate the anticlockwise scribbling motion in the air and then practise on their paper.

Learning Point: Pupils practise a specific pre-writing pattern to develop hand-eye coordination and fine motor control.

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 28 beads for me.”
“Show me the number card for 25.”
“What comes next in this pattern: block, bead, block, bead, ____?”
“Trace the number 22 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: Reinforcement/Praise

Teacher’s Activity: The teacher praises the pupils for their hard work and participation. The teacher reminds them to keep practising counting and looking for patterns around them.

Pupils’ Activity: Pupils respond to the teacher’s praise and listen to the concluding remarks.

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

Lesson Keywords

Count – To say numbers in order while pointing to objects.
Number – A word or symbol that tells us how many.
Pattern – A design or sequence that repeats.
Trace – To draw over lines or shapes.
Anticlockwise – Moving in the opposite direction to the hands of a clock.

Differentiation

Support: For pupils struggling with counting, provide fewer objects (e.g., count up to 10 or 20 first) and offer hand-over-hand guidance for tracing. Use larger number cards and more distinct objects for pattern making.
Extension: For pupils who grasp the concepts quickly, challenge them to count objects beyond 30, identify missing numbers in a sequence (e.g., 20, 21, __, 23), or create more complex patterns (e.g., AAB, AAB).