Numbers 1-50, Pattern Making and Length Comparison for Pre-School Level 3

Class: Pre-School Level 3
Term: First Term
Week: 8
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and identifying numbers up to 20
Topic: NUMBERS 1-50, PATTERN MAKING AND LENGTH COMPARISON
Subject Matter: NUMBERS 1 – 50 MAKING PATTERNS LENGTH COMPARISON. Weekly focus: Numbers 1-50, Pattern Making and Length Comparison.

Specific Objectives

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

Cognitive Domain

• Count objects accurately from 1 to 50.
• Recognise and identify numerals from 1 to 50.
• Identify and describe simple patterns made with objects.
• Compare the length of two objects using “longer” and “shorter.”

Affective Domain

• Participate actively in counting and pattern-making activities.
• Show interest in learning about numbers and comparisons.

Psychomotor Domain

• Trace and attempt to write numbers from 1 to 50.
• Scribble in a clockwise motion (left to right and round).
• Create simple patterns using given objects.
• Demonstrate length comparison by placing objects side-by-side.

Social Domain

• Take turns when counting or sharing materials.
• Work cooperatively during group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3.
• Early Childhood Care and Education Numeracy resources.

Instructional Materials

• Number charts showing 1-50.
• Counting objects: bottle tops, stones, beads, blocks, sticks.
• Number flashcards 1-50.
• Pencils, crayons, and exercise books.
• Objects of varying lengths: pencils, rulers, ribbons, sticks.
• MP4 Player (for video).
• Whiteboard/chalkboard and markers/chalk.

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it builds a strong foundation in number sense, which is essential for future mathematical understanding. Learning to count, recognise numbers, make patterns, and compare lengths helps children develop logical thinking, pre-writing skills, and an understanding of the world around them, preparing them for more complex concepts.

Prerequisite/Previous Knowledge

Pupils can count and recognise numbers up to 20. They can also identify basic shapes and colours.

Lesson Content/Board Summary

NUMBERS 1-50, PATTERN MAKING AND LENGTH COMPARISON

Numbers 1-50

• Counting: We count objects one by one to find out “how many.” We can count bottle tops, stones, or beads up to 50.
• Number Recognition: We look at the number symbol and say its name. For example, ‘1’ is one, ‘2’ is two, ‘3’ is three, and so on, up to 50.
• Tracing and Writing: We follow the lines to draw numbers. We start from the top and go down or around.
• Reading Numbers in Words (Introduction): We can also see numbers written as words.
  • 1 – one
  • 2 – two
  • 3 – three
  • 4 – four
  • 5 – five

Pattern Making

• A pattern is something that repeats in a regular way.
• We can make patterns with colours, shapes, or objects.
• Examples:
  • Block, Stone, Block, Stone (ABAB pattern)
  • Red, Blue, Red, Blue (ABAB pattern)
  • Circle, Circle, Square, Circle, Circle, Square (AAB AAB pattern)

Length Comparison

• We compare objects to see which one is “longer” or “shorter.”
• To compare, we place the objects side-by-side, starting at the same point.
• The object that goes further is longer.
• The object that stops first is shorter.

Scribbling Clockwise

• Scribbling clockwise means moving your hand from left to right and making round, circular motions.
• It helps your hand get ready for writing.

Counting 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 again and again!
Up to fifty, we will count,
Every number, big amount!

Actions: Pupils clap for each number, point fingers, and make a big counting gesture for “up to fifty.”

Watch and Practise Counting

Key Words

• Number – A symbol or word used for counting.
• Count – To say numbers in order or find the total amount.
• Pattern – A repeated design or sequence.
• Longer – Going further than another object.
• Shorter – Not going as far as another object.
• Scribble – To draw lines or shapes quickly and carelessly, as a pre-writing exercise.

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/Recall

Teacher’s Activity: The teacher greets the pupils, leads a short counting warm-up (e.g., counting fingers, counting pupils in a row), and asks what they remember about counting. The teacher then introduces the day’s topic: counting up to 50, making patterns, and comparing lengths.

Pupils’ Activity: Pupils respond to greetings, participate in the warm-up counting, and listen attentively.

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

Step 2: Numbers 1-50 (Counting and Recognition)

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher displays the number chart 1-50, pointing to each number as pupils repeat. The teacher then uses bottle tops to demonstrate counting from 1 to 50, grouping them in tens. The teacher shows number flashcards 1-50 and asks pupils to identify them.

Pupils’ Activity: Pupils repeat numbers after the teacher, count along with the teacher using bottle tops, and identify numbers shown on flashcards.

Learning Point: Pupils practise counting objects and recognising numerals up to 50.

Step 3: Tracing and Writing Numbers 1-50

Time: 5 minutes

Teaching Skill: Modelling/Guided Practice

Teacher’s Activity: The teacher demonstrates tracing and writing a few numbers (e.g., 1, 2, 3, 10, 20, 35, 50) on the board, emphasizing the correct starting point and direction. The teacher then guides pupils to air-trace the numbers and then trace/write them in their exercise books.

Pupils’ Activity: Pupils air-trace numbers, then trace and attempt to write numbers in their books with teacher guidance.

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

Step 4: Pattern Making

Time: 4 minutes

Teaching Skill: Demonstration/Practical Activity

Teacher’s Activity: The teacher uses two different types of objects (e.g., blocks and beads) to create a simple ABAB pattern on the table (e.g., block, bead, block, bead). The teacher asks pupils what comes next and then guides them to create their own simple patterns using other available objects.

Pupils’ Activity: Pupils observe the pattern, identify the next item, and then create their own simple patterns with objects.

Learning Point: Pupils understand the concept of repetition and create simple patterns.

Step 5: Length Comparison

Time: 4 minutes

Teaching Skill: Demonstration/Comparison

Teacher’s Activity: The teacher takes two pencils of different lengths and places them side-by-side on a flat surface, aligning them at one end. The teacher points to and names the “longer” and “shorter” pencil. The teacher then provides pairs of objects for pupils to compare.

Pupils’ Activity: Pupils observe the comparison, identify the longer and shorter objects, and compare other objects themselves.

Learning Point: Pupils learn to compare lengths using “longer” and “shorter.”

Step 6: Scribbling Clockwise & Rhyme/Video

Time: 4 minutes

Teaching Skill: Modelling/Reinforcement

Teacher’s Activity: The teacher demonstrates scribbling clockwise on the board or in the air, explaining the movement. Pupils practise in their books. The teacher then leads the “Counting Rhyme” and plays the “Count to 50” video for reinforcement.

Pupils’ Activity: Pupils practise scribbling clockwise in their books, sing the rhyme with actions, and watch and sing along with the video.

Learning Point: Pupils practise pre-writing skills and reinforce counting through song and video.

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 15 bottle tops for me.”
2. “Which number is this?” (Shows a flashcard, e.g., ’27’ or ’42’).
3. “Can you make a pattern with these two colours?” (Provides red and blue crayons).
4. “Show me the longer stick.” (Provides two sticks of different lengths).

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: Summarising/Encouragement

Teacher’s Activity: The teacher praises the pupils for their participation and effort, briefly recaps the main points of the lesson, and encourages them to keep counting and looking for patterns around them.

Pupils’ Activity: Pupils listen to the recap and receive encouragement.

Learning Point: Pupils feel motivated and consolidate their learning.

Lesson Keywords

• Number – A symbol or word used for counting.
• Count – To say numbers in order or find the total amount.
• Pattern – A repeated design or sequence.
• Longer – Going further than another object.
• Shorter – Not going as far as another object.

Differentiation

• Support: For pupils struggling with counting to 50, focus on smaller ranges (e.g., 1-20, then 21-30). Provide hand-over-hand guidance for tracing numbers. Use only two contrasting objects for pattern making. Use very distinct lengths for comparison.
• Extension: Encourage advanced pupils to count beyond 50 if they are able. Challenge them to create more complex patterns (e.g., AABBC). Ask them to arrange three objects from shortest to longest.