Numbers 1-35 and Pattern Making for Pre-School Level 3

Class: Pre-School Level 3
Term: First Term
Week: 5
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and recognising numbers up to 25, and simple shape patterns.
Topic: Numbers 1-35 and Pattern Making
Subject Matter: Numbers 1-35 and making patterns.

Specific Objectives

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

Cognitive Domain

• Recognise figures 1-35.
• Count objects from 1 to 35 accurately.
• Identify a collection of items between 1 and 35.
• Associate number words (when read by the teacher) with their corresponding numerals 1-35.

Affective Domain

• Participate actively in counting and pattern-making activities.
• Show interest in learning new numbers and patterns.

Psychomotor Domain

• Trace figures 1-35 correctly.
• Attempt to write figures 1-35.
• Scribble pre-writing patterns (clockwise, left to right, round).
• Match objects to the correct numbers 1-35.
• Create simple patterns using objects or actions.

Social Domain

• Take turns when counting and using instructional materials.
• Share counting materials with peers.

Reference Materials

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

Instructional Materials

• Number chart showing figures 1-35.
• Number flashcards 1-35.
• A variety of counting objects: bottle tops, stones, beads, straws, small balls, pencils, leaves.
• Whiteboard/Blackboard and markers/chalk.
• Pupils’ notebooks and pencils.
• Crayons for colouring.
• Pattern cards (e.g., showing ABAB, AAB patterns).

Rationale for the Lesson

This lesson is important for 4-year-olds as it builds on their foundational counting skills, extending their number recognition and counting range to 35. Understanding patterns helps develop logical thinking and prediction skills, which are crucial for later mathematical concepts. These skills are essential for everyday life, from counting toys to recognising sequences around them.

Prerequisite/Previous Knowledge

Pupils can count and recognise numbers up to 25. They have also engaged in simple pre-writing scribbling and identified basic visual patterns.

Lesson Content/Board Summary

Numbers 1-35 and Pattern Making

Numbers 1-35

• Counting: We count objects one by one to find out “how many”.
  • Let’s count: 1, 2, 3, 4, 5, … up to 35.
  • Examples: 31 straws, 33 stones, 35 balls.
• Recognising Numbers: Looking at the number and knowing its name.
  • 1, 2, 3, … 35
• Tracing and Writing: Practising how to make the number shapes.
  • Trace numbers 1-35.
  • Write numbers 1-35.
• Reading Number Words: Hearing the word and knowing which number it means.
  • One (1), Two (2), Three (3), … Thirty-five (35).

Pattern Making

• What is a Pattern? A pattern is something that repeats over and over again.
  • Examples:
    • Clap, Stomp, Clap, Stomp (Action pattern)
    • Red, Blue, Red, Blue (Colour pattern)
    • Stone, Leaf, Stone, Leaf (Object pattern)
• Pre-writing Patterns (Scribbling): Making shapes that repeat to help our hands get ready for writing numbers.
  • Scribble clockwise: Start at the top, go round to the right, then down and back up. (Like making a circle or part of a number).
  • Scribble from left to right.

Key Words

• Number – A count or amount of something.
• Count – To say numbers in order while touching objects.
• Pattern – Something that repeats in a regular way.
• Trace – To draw over a line or shape.
• Write – To make letters or numbers with a pencil.

Counting and Pattern Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

One, two, three, four, five,
Counting numbers, we’re alive!
Six, seven, eight, nine, ten,
Let’s count them once again!

Up to thirty-five we go,
Numbers help our brains to grow!
Clap, stomp, clap, stomp, what do you see?
A repeating pattern, just for me!

Actions:

• Count fingers for numbers 1-10.
• Point upwards for “Up to thirty-five we go”.
• Clap hands then stomp feet for “Clap, stomp, clap, stomp”.
• Point to self for “just for me”.

Watch and Practise Counting

https://www.youtube.com/watch?v=y3c94f57_fI

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 and leads them in singing a familiar counting song (e.g., “One, Two, Buckle My Shoe”). The teacher then asks pupils what numbers they remember counting last time.

Pupils’ Activity: Pupils respond to greetings, sing the song, and recall numbers they know (e.g., 1-25).

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

Step 2: Counting Objects 1-35

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher displays a collection of objects (e.g., 35 straws). The teacher slowly counts the objects one by one, touching each object as it is counted, up to 35. Pupils are encouraged to count along.

Pupils’ Activity: Pupils watch the teacher, listen carefully, and count along as the teacher points to each object.

Learning Point: Pupils practise one-to-one correspondence and counting up to 35 with concrete objects.

Step 3: Number Recognition and Reading Number Words

Time: 4 minutes

Teaching Skill: Visual Recognition/Oral Repetition

Teacher’s Activity: The teacher shows number cards 1-35, pointing to each numeral and saying its name. The teacher also shows a chart with number words (e.g., “One”, “Two”) and reads them, asking pupils to repeat and identify the corresponding numeral.

Pupils’ Activity: Pupils identify the numbers shown on the cards and repeat the number names. They listen to the number words and point to the correct numeral.

Learning Point: Pupils improve number recognition and associate numerals with their spoken words.

Step 4: Tracing and Writing Numbers 1-35

Time: 5 minutes

Teaching Skill: Fine Motor Development/Guided Practice

Teacher’s Activity: The teacher demonstrates how to trace and write a few numbers from 1-35 (e.g., 3, 15, 20, 32, 35) on the board, emphasizing correct formation. The teacher then guides pupils to trace and write numbers 1-35 in their notebooks.

Pupils’ Activity: Pupils watch the teacher’s demonstration, then trace and attempt to write numbers 1-35 in their notebooks using pencils.

Learning Point: Pupils develop fine motor skills and practise number formation.

Step 5: Pattern Making (Visual and Pre-writing)

Time: 4 minutes

Teaching Skill: Concept Introduction/Practical Application

Teacher’s Activity: The teacher explains what a pattern is using simple examples like stone-leaf-stone-leaf. The teacher demonstrates making a simple ABAB pattern with two different objects. The teacher then demonstrates the pre-writing scribbling patterns (clockwise, left-to-right) on the board and asks pupils to practise in the air.

Pupils’ Activity: Pupils observe the patterns, identify the repeating elements, and practise the scribbling patterns in the air.

Learning Point: Pupils understand the concept of a pattern and practise pre-writing strokes.

Step 6: Reinforcement Activity (Rhyme and Video)

Time: 4 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads pupils in singing the “Counting and Pattern Rhyme” with actions. The teacher then plays the video “Learn to Count from 1 to 35” and encourages pupils to count along.

Pupils’ Activity: Pupils sing the rhyme with actions and count along with the video.

Learning Point: Pupils reinforce counting and pattern concepts through song and visual aids.

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. “Count these 30 stones for me.”
2. “Which number is this?” (Shows number card ’34’).
3. “Trace the number 35 in your book.”
4. “What comes next in this pattern: clap, stomp, clap, stomp, ___?”

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/Encouragement

Teacher’s Activity: The teacher summarises the lesson by reminding pupils that they learned to count, recognise, trace, and write numbers up to 35, and also learned about patterns. The teacher praises pupils for their participation and effort.

Pupils’ Activity: Pupils listen to the summary and respond to praise.

Learning Point: Pupils consolidate their learning and feel encouraged.

Lesson Keywords

• Number – A count or amount of something.
• Count – To say numbers in order while touching objects.
• Pattern – Something that repeats in a regular way.
• Trace – To draw over a line or shape.
• Write – To make letters or numbers with a pencil.

Differentiation

• Support: For pupils struggling with counting, provide fewer objects (e.g., count up to 20 first) and give more one-on-one guidance. Use larger number cards for recognition. For tracing, provide dotted lines for them to follow. Offer hand-over-hand support for scribbling.
• Extension: For pupils who quickly grasp the concept, challenge them to count objects beyond 35 (e.g., up to 40) or to create more complex patterns (e.g., AABB, ABCABC) using three different objects or actions. Ask them to identify numbers that come before or after a given number within the 1-35 range.