Note for teachers using this lesson plan
Before this lesson, prepare a large chart displaying numbers 1-40, individual number cards for 1-40, and a variety of counting objects like bottle tops, stones, or beads. The central idea is for pupils to confidently count and recognise numbers up to 40, and to practise basic pre-writing clockwise scribbling. Successful learning will be observed when pupils can count objects accurately, point to corresponding numerals, and demonstrate the clockwise scribbling motion.
Class: Pre-School Level 3
Term: First Term
Week: 6
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Numbers 1-35 and Pattern Making
Topic: Numbers 1-40 and Pattern Making
Subject Matter: Numbers 1-40 Making Patterns
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Count objects accurately up to 40.
- Recognise and identify numerals 1-40 when shown.
- Identify a collection of items between 1 and 40.
- Identify and say number words 1-10 when shown.
Affective Domain
- Participate actively in counting and number recognition activities.
- Show interest in learning about numbers and patterns.
Psychomotor Domain
- Trace numbers 1-40 with guidance.
- Attempt to write numbers 1-40 in their notebooks.
- Scribble in a clockwise direction (from left to right and round).
Social Domain
- Take turns when counting or using instructional materials.
- Share counting objects with classmates.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Large number chart (1-40)
- Individual number cards (1-40)
- Counting objects: bottle tops, stones, beads, sticks, blocks
- MP4 player (for video)
- Whiteboard/chalkboard and markers/chalk
- Pupils’ notebooks/drawing books
- Pencils and crayons
Rationale for the Lesson
This lesson is important for 4-year-olds as it builds their foundational understanding of number quantity and recognition, which are essential for future mathematical concepts. Learning to count and recognise numbers up to 40 helps them understand quantities in their daily environment, while clockwise scribbling develops fine motor skills crucial for handwriting and drawing.Prerequisite/Previous Knowledge
Pupils can count objects up to 20, recognise some basic numbers, and have engaged in simple scribbling activities.Lesson Content/Board Summary
Numbers 1-40 and Pattern Making
Counting and Number Recognition (1-40)
- Numbers are used to count how many items we have.
- We can count objects like bottle tops, stones, or fingers.
- When we count, we say the numbers one by one: 1, 2, 3, 4, … up to 40.
- Each number has a special way it looks (numeral).
- We can see numbers on charts, books, and clocks.
Tracing and Writing Numbers (1-40)
- Tracing helps us learn how to write numbers correctly.
- We start from the top and follow the lines to form each number.
- Writing numbers means drawing them by ourselves.
Pattern Making: Clockwise Scribbling
- Scribbling is making marks on paper.
- Clockwise means moving your hand from the top, then to the right, and then going round and round like the hands of a clock.
- This helps our hands get ready for writing letters and numbers.
Number Words (1-10)
- One (1)
- Two (2)
- Three (3)
- Four (4)
- Five (5)
- Six (6)
- Seven (7)
- Eight (8)
- Nine (9)
- Ten (10)
Counting Rhyme
Tune: “Twinkle, Twinkle Little Star”
One, two, three, let’s all count,
Four, five, six, what a great amount.
Seven, eight, nine, ten, we know,
Numbers grow and grow and grow.
Eleven, twelve, thirteen, fourteen,
Counting is so much fun, it’s keen!
Actions: Pupils clap and count on their fingers, then use their hands to show “grow and grow”.
Watch and Practise Counting
Key Words
- Number – A word or symbol that tells us how many.
- Count – To say numbers in order while finding the total amount of objects.
- Trace – To draw over a line or shape.
- Write – To make letters or numbers on paper.
- Pattern – A repeated design or sequence.
- Clockwise – Moving in the same direction as the hands of a clock.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by using real objects to count up to 40, demonstrating clearly. Then, introduce the number chart 1-40, pointing to each numeral as pupils say it. For tracing and writing, demonstrate on the board first, emphasizing starting points and direction. For clockwise scribbling, use a large air-tracing motion before pupils try on paper. Show number words 1-10 on cards and have pupils repeat them.
What to show or demonstrate: Show counting with bottle tops or beads up to 40. Point to numbers on the chart. Demonstrate tracing numbers 1-40 on the board. Demonstrate clockwise scribbling on the board or in the air, emphasizing the “round and round” motion from left to right. Display number word cards for 1-10.
How to use the rhyme/song: Sing the “Counting Rhyme” twice or thrice, encouraging pupils to join in with the counting and 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 numbers. Play the video “Counting 1 to 40 | Count to 40 | Count Numbers 1-40” (from Kids Learning Tube). Encourage pupils to count along with the video and repeat the numbers clearly.
What to watch for: Observe if pupils are counting objects one-to-one, if they can recognise numbers when pointed to, and if they attempt the clockwise scribbling motion. Correct any incorrect number formation or counting errors gently.
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/Warm-up
Teacher’s Activity: Greet the pupils and start with a familiar counting song (e.g., “One, Two, Buckle My Shoe”). Ask pupils what they remember about numbers.
Pupils’ Activity: Pupils respond to greetings and sing along with the counting song. They share what they know about numbers.
Learning Point: Pupils are engaged and ready to learn about numbers.
Step 2: Counting and Number Recognition (1-40)
Time: 7 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: The teacher displays a large number chart (1-40) and uses counting objects (e.g., bottle tops). The teacher demonstrates counting objects one by one up to 40, pointing to the corresponding numeral on the chart. The teacher then plays the counting video and encourages pupils to count along.
Pupils’ Activity: Pupils watch and listen. They count along with the teacher and the video, pointing to numbers on the chart or in the air.
Learning Point: Pupils practise counting objects and recognise numerals 1-40.
Step 3: Tracing and Writing Numbers (1-40)
Time: 6 minutes
Teaching Skill: Modelling/Guided Practice
Teacher’s Activity: The teacher demonstrates tracing and writing numbers (e.g., 1-10 initially, then 11-20, etc.) on the board, emphasizing correct formation. The teacher guides pupils to trace numbers in their notebooks or on prepared worksheets.
Pupils’ Activity: Pupils trace numbers in the air, then trace and attempt to write numbers in their notebooks/worksheets with guidance.
Learning Point: Pupils develop fine motor skills and learn correct number formation.
Step 4: Pattern Making (Clockwise Scribbling)
Time: 4 minutes
Teaching Skill: Demonstration/Practical Activity
Teacher’s Activity: The teacher explains “clockwise” (like clock hands) and demonstrates clockwise scribbling on the board, moving from left to right and going round. The teacher then asks pupils to practice this motion in their notebooks with crayons or pencils.
Pupils’ Activity: Pupils watch the demonstration, then try to scribble in a clockwise direction in their books.
Learning Point: Pupils practise pre-writing skills and understand clockwise motion.
Step 5: Reinforcement – Number Words (1-10)
Time: 3 minutes
Teaching Skill: Repetition/Picture Talk
Teacher’s Activity: The teacher shows number word cards for 1-10, saying each word clearly. Pupils repeat after the teacher. The teacher then sings the “Counting Rhyme” with actions.
Pupils’ Activity: Pupils repeat the number words and sing along with the rhyme, performing the actions.
Learning Point: Pupils are exposed to and begin to recognise number words and reinforce counting sequence.
Step 6: Application – Counting Game
Time: 3 minutes
Teaching Skill: Game-based Learning
Teacher’s Activity: The teacher asks pupils to count a specific number of objects (e.g., “Count 15 bottle tops,” “Count 20 beads”) and then match them to the correct number card. The teacher circulates to assist.
Pupils’ Activity: Pupils count objects and try to match them to the correct number card.
Learning Point: Pupils apply their counting and number recognition skills.
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.
- “Count these 25 stones for me.”
- “Point to the number 32 on the chart.”
- “Show me how you scribble clockwise.”
- “Which number word is this?” (showing ‘five’ card).
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: Recap
Teacher’s Activity: The teacher praises the pupils for their participation and briefly recaps that they learned to count, recognise, trace, and write numbers up to 40, and also practised clockwise scribbling. Assigns simple homework like counting items at home or practising scribbling.
Pupils’ Activity: Pupils listen to the recap and acknowledge the homework.
Learning Point: Pupils consolidate their learning and know what to practise at home.
Lesson Keywords
- Number – A word or symbol that tells us how many.
- Count – To say numbers in order while finding the total amount of objects.
- Trace – To draw over a line or shape.
- Write – To make letters or numbers on paper.
- Pattern – A repeated design or sequence.
- Clockwise – Moving in the same direction as the hands of a clock.
Differentiation
- Support: For pupils struggling with counting up to 40, focus on smaller number ranges (e.g., 1-20) with more one-on-one guidance. Provide hand-over-hand assistance for tracing numbers and demonstrating clockwise scribbling. Use larger objects for counting.
- Extension: Encourage pupils who grasp the concepts quickly to count beyond 40 if they are able, or to create simple repeating patterns with objects (e.g., bead-stone-bead-stone). Challenge them to identify missing numbers in a sequence 1-40.
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