Note for teachers using this lesson plan
Before this lesson, ensure you have a chart displaying numbers 1-45 and a sufficient quantity of small, countable objects like bottle tops, stones, or beads. The central idea is for pupils to recognise, count, trace, and begin writing numbers 1-45, while also developing pre-writing skills through clockwise scribbling. Successful learning will be evident when pupils can accurately count objects up to 45, identify numbers when shown, and demonstrate clockwise scribbling motions.
Class: Pre-School Level 3
Term: First Term
Week: 7
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Not separately stated in the scheme.
Topic: Numbers 1-45 and Pattern Making
Subject Matter: Numbers 1-45, Making Patterns (Clockwise Scribbling)
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise and identify numbers 1 to 45.
- Count objects accurately up to 45.
- Identify a collection of items within the range of 1 to 45.
Affective Domain
- Participate actively in counting and pattern-making activities.
- Show interest in learning new numbers and pre-writing skills.
Psychomotor Domain
- Trace numbers 1 to 45 with guidance.
- Attempt to write numbers 1 to 45.
- Scribble in a clockwise direction (from left to right and round).
Social Domain
- Share counting materials with classmates.
- Take turns during group activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Early Childhood Care and Education resources.
- A suitable early-years numeracy workbook.
Instructional Materials
- Number charts displaying 1-45.
- Number flashcards (1-45).
- Bottle tops, stones, beads, or other small counting objects.
- Pencils.
- Notebooks or plain paper.
- Crayons.
- MP4 Player (for video).
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it builds foundational number sense by extending their counting and recognition skills to 45. It also introduces essential pre-writing patterns through clockwise scribbling, which develops fine motor control and prepares them for formal letter and number formation. These skills are vital for their overall cognitive development and readiness for primary school.
Prerequisite/Previous Knowledge
Pupils can recognise and count numbers up to 30 and have some experience with basic scribbling.
Lesson Content/Board Summary
NUMBERS 1-45 AND PATTERN MAKING
Numbers 1-45
- Recognition: Identifying the numeral when seen or heard.
- Counting: Touching and counting objects one by one up to 45.
- Tracing: Following the outline of numbers 1-45 with a finger or pencil.
- Writing: Forming numbers 1-45 on paper, starting with guided practice.
- Reading in words: Briefly associating the numeral with its word form (e.g., 1 – one, 2 – two, up to 45 – forty-five).
Pattern Making: Clockwise Scribbling
Clockwise means moving in the same direction as the hands of a clock. For scribbling, this means starting from the top-left, moving right, and then going round in a circular motion.
Examples of clockwise scribbling:
- Start at the top, move right, then curve down and left, making a circle.
- Repeated circular motions, always moving from left to right and round.
Counting and Pattern Rhyme
Tune: “Mary Had a Little Lamb”
Lyrics:
Numbers, numbers, one to forty-five,
Forty-five, forty-five,
Numbers, numbers, one to forty-five,
Let’s all count and make them thrive!
Round and round, we make a line,
Make a line, make a line,
Round and round, we make a line,
Clockwise patterns, oh so fine!
Actions: For the first verse, pupils count on their fingers or clap as they say numbers. For the second verse, they make large clockwise circular motions in the air with their hands.
Watch and Count Along
Key Words
- Number – A word or symbol used for counting.
- Count – To say numbers in order or find the total number of items.
- Trace – To follow the outline of a letter or number.
- Write – To form letters or numbers on a surface.
- 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 displaying the number chart 1-45 and pointing to each number, saying it clearly. Then, use the counting objects to demonstrate counting up to 45, grouping them in tens to make it easier to visualise larger quantities. Guide pupils to trace numbers in the air, then on individual number cards or in their notebooks. For pattern making, use a large drawing on the board to clearly demonstrate the clockwise scribbling motion, emphasising starting from left to right and going round.
What to show or demonstrate: Show the number chart 1-45. Demonstrate one-to-one counting using bottle tops or beads. Model tracing each number correctly, emphasizing the starting point and direction. Clearly demonstrate clockwise scribbling on the board, using your arm to show the full motion.
How to use the rhyme/song: Introduce the “Counting and Pattern Rhyme” by singing it slowly with the actions. Repeat it several times, encouraging pupils to join in and perform the actions. Use the rhyme as a transition or a fun way to reinforce the counting and pattern concepts.
How to use the video: Introduce the video as a fun way to count numbers. Play the video on an MP4 player or screen. Encourage pupils to count along with the video, pointing to the numbers as they appear. After the video, ask them to recall some of the numbers they saw.
What to watch for: Observe if pupils can correctly identify numbers when pointed to. Check for accurate one-to-one correspondence during counting. Pay attention to the direction pupils use when tracing and attempting to write numbers, and ensure their scribbling follows a clockwise direction.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Manipulation of Objects
- Repetition
- Question and Answer
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils, sings a familiar welcome song, and briefly reviews numbers 1-30 by asking pupils to count aloud or identify some numbers from a chart.
Pupils’ Activity: Pupils respond to greetings, sing along, and participate in counting and identifying numbers.
Learning Point: Pupils recall previous knowledge of numbers and get ready for the new lesson.
Step 2: Introduction to Numbers 1-45
Time: 5 minutes
Teaching Skill: Presentation/Recognition
Teacher’s Activity: The teacher displays a number chart showing numbers 1-45. The teacher points to each number, saying it clearly, and encourages pupils to repeat after her. The teacher introduces the idea of counting beyond 30.
Pupils’ Activity: Pupils look at the chart, listen attentively, and repeat the numbers after the teacher.
Learning Point: Pupils are exposed to and begin to recognise numbers 1-45.
Step 3: Counting Objects 1-45
Time: 5 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: The teacher uses bottle tops, stones, or beads. She demonstrates counting them one by one up to 45, encouraging pupils to count along and touch the objects. The teacher may group objects in tens to help pupils visualise larger quantities.
Pupils’ Activity: Pupils count along with the teacher, touching the objects as they count, and observe the grouping.
Learning Point: Pupils develop one-to-one correspondence and a sense of quantity for numbers up to 45.
Step 4: Number Recognition and Tracing
Time: 5 minutes
Teaching Skill: Modelling/Fine Motor Development
Teacher’s Activity: The teacher shows number flashcards (1-45) randomly and asks pupils to identify them. She then guides pupils to trace numbers 1-45 in the air, then on individual number cards or in their notebooks using pencils, emphasizing the correct starting point and direction.
Pupils’ Activity: Pupils identify numbers when shown, trace numbers in the air, and then trace them on paper with guidance.
Learning Point: Pupils connect the numeral symbol to its name and develop fine motor skills for number formation.
Step 5: Pattern Making: Clockwise Scribbling
Time: 4 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains what “clockwise” means using a clock face. She then demonstrates clockwise scribbling on the board or a large sheet of paper, starting from left to right and going round in a continuous motion. She encourages pupils to imitate the motion in the air.
Pupils’ Activity: Pupils watch the demonstration, understand the concept of clockwise, and imitate the scribbling motion in the air with their hands.
Learning Point: Pupils understand the concept of clockwise and begin to develop pre-writing skills through directional scribbling.
Step 6: Rhyme and Practice
Time: 3 minutes
Teaching Skill: Reinforcement/Activity
Teacher’s Activity: The teacher leads the pupils in singing the “Counting and Pattern Rhyme” with actions. While singing, the teacher encourages pupils to practice their clockwise scribbling on paper using crayons or pencils.
Pupils’ Activity: Pupils sing the rhyme, perform the actions, and practice clockwise scribbling in their notebooks or on paper.
Learning Point: Pupils reinforce counting and pattern-making skills through a fun, interactive activity.
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 bottle tops for me.” (Present a group of 20-30 tops).
- “Point to the number 35 on the chart.”
- “Show me how you scribble clockwise.”
- “What number comes after 40?”
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/Closure
Teacher’s Activity: The teacher summarises the lesson by reiterating that they learned numbers 1-45 and how to make clockwise patterns. She praises the pupils for their participation and effort.
Pupils’ Activity: Pupils listen to the summary and respond to the teacher’s praise.
Learning Point: Pupils consolidate their learning and feel a sense of accomplishment.
Lesson Keywords
- Number – A symbol used for counting.
- Count – To find out how many.
- Trace – To draw over lines.
- Write – To make marks for numbers.
- Pattern – A repeated design.
- Clockwise – Moving like clock hands.
Differentiation
- Support: For pupils who are struggling, provide larger counting objects and focus on a smaller number range (e.g., 1-20, then 21-45). Use hand-over-hand guidance for tracing numbers and scribbling. Offer more repetition and individual attention.
- Extension: For pupils who grasp the concepts quickly, challenge them to count backwards from 45 to 30. Ask them to identify numbers that come before or after a given number. Encourage them to create other simple patterns (e.g., zig-zag, wavy lines) in addition to clockwise scribbling.
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