Note for teachers using this lesson plan
Before the lesson, prepare a collection of at least 55 small, identical objects (e.g., bottle tops, stones, beads) and number cards from 1 to 55. Pre-draw large outlines of numbers 1-55 and simple slant patterns on chart paper or the board for tracing demonstrations. The central idea is for pupils to concretely count up to 55, recognise the corresponding numerals, and practise tracing them, as well as developing pre-writing skills through slant patterns. Successful learning will be observed when pupils can count objects, identify numbers, and trace patterns with growing confidence.
Class: Pre-School Level 3
Term: Second Term
Week: 2
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Counting and number recognition up to 40-50.
Topic: Numbers 1-55 and Pattern Making
Subject Matter: Numbers 1-55, Making Patterns (Slant Lines)
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Count objects accurately up to 55.
- Recognise and name numerals from 1 to 55.
- Identify missing numbers within a sequence from 1 to 55.
- Recognise simple slant patterns.
Affective Domain
- Participate actively in counting and number recognition activities.
- Show patience and focus while tracing numbers and patterns.
- Enjoy learning about numbers and creating patterns.
Psychomotor Domain
- Trace and write numerals from 1 to 55 with guidance.
- Trace and draw slant patterns from left to right.
- Manipulate counting objects to represent quantities up to 55.
Social Domain
- Share counting materials with peers.
- Take turns during group counting activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Early Childhood Care and Education Numeracy Resources.
Instructional Materials
- Bottle tops, stones, beads, or other small counting objects (at least 55).
- Number cards from 1 to 55.
- Large chart paper or whiteboard with pre-drawn number outlines (1-55) and slant patterns.
- Crayons, pencils, and notebooks.
- Magnetic numbers (optional).
Rationale for the Lesson
Learning numbers 1-55 and basic pattern making at this age helps children develop a strong foundation in numeracy and pre-writing skills. Counting objects connects abstract numbers to concrete quantities, which is essential for mathematical understanding. Pattern making enhances fine motor control, visual discrimination, and prepares children for letter and number formation, supporting their overall cognitive and physical development.
Prerequisite/Previous Knowledge
Pupils can count objects and recognise numerals up to 40 or 50. They have some experience with tracing simple lines and shapes.
Lesson Content/Board Summary
Numbers 1-55 and Pattern Making
Counting Numbers 1-55
Numbers help us count how many things we have. We can count our fingers, our toys, and even our friends!
- Count objects: We count one by one, touching each object as we say the number.
- Number recognition: We look at the number shape and say its name. For example, ‘1’ is “one”, ‘2’ is “two”, all the way up to ’55’ is “fifty-five”.
Tracing and Writing Numbers 1-55
We can trace numbers to learn how to write them. We start at the top and follow the lines carefully.
- Example: Tracing ‘1’, ‘2’, ‘3’, …, ’55’.
Pattern Making: Slant Lines
Patterns are lines or shapes that repeat. Slant lines are lines that go diagonally, like a slide!
- Slant line pattern: A line that goes from top-left to bottom-right, or top-right to bottom-left.
- Example:
/ / / / /
/ / /
Key Words
- Count – To say numbers in order while touching objects.
- Number – A symbol that tells us “how many”.
- Trace – To draw over an outline.
- Pattern – A repeated design or sequence.
- Slant – A line that goes diagonally.
Counting and Tracing Rhyme
Tune: “Twinkle, Twinkle Little Star”
One, two, three, let’s all count,
Numbers big, a huge amount.
Four, five, six, we learn to trace,
Numbers fill up every space.
Seven, eight, nine, ten, so grand,
Counting numbers in our hand!
Actions: Count on fingers, pretend to trace numbers in the air, clap hands.
Watch and Practise Counting
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by using the counting objects to demonstrate counting from 1 up to 55, emphasizing one-to-one correspondence. Then, introduce number cards 1-55, holding each up and saying its name clearly. For “reading figures written in words,” focus on the oral recognition of the numeral’s name (e.g., “This is number one,” “This is number fifty-five”). Demonstrate tracing numbers 1-55 on a large chart or whiteboard, showing the correct starting points and strokes. Introduce slant patterns by drawing them clearly on the board and explaining their direction.
What to show or demonstrate: Show a large collection of counting objects and count them aloud with pupils. Display number cards 1-55. Demonstrate tracing numbers 1-55 on the board or chart paper. Draw clear examples of slant patterns (e.g., / / / and ) on the board.
How to use the rhyme/song: Sing the “Counting and Tracing Rhyme” together with the pupils, encouraging them to perform the actions. Repeat it a few times to reinforce counting and the idea of tracing.
How to use the video: Introduce the video as a fun way to practise counting. Play the video “Counting Numbers 1-50 | Number Recognition for Kids | Learn to Count” and encourage pupils to count along with the video. After watching, ask pupils to name some numbers they saw and count a small group of objects themselves.
What to watch for: Observe if pupils are counting objects accurately (one-to-one correspondence). Check for correct number recognition and attempts at tracing numbers with the right directionality. For patterns, watch if pupils can follow the slant direction.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Manipulation of Objects
- Repetition
- Question and Answer
- Picture Talk
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly and leads a quick familiar counting song (e.g., “One, Two, Buckle My Shoe”). The teacher asks pupils if they like counting and tells them they will learn to count even higher today.
Pupils’ Activity: Pupils respond to greetings, sing along with the teacher, and show enthusiasm for the lesson.
Learning Point: Pupils are engaged and ready to learn about numbers.
Step 2: Presentation (Counting Objects 1-55)
Time: 5 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher displays a large collection of counting objects (e.g., bottle tops). The teacher demonstrates counting the objects one by one, touching each one as they say the number, going up to 55. The teacher encourages pupils to count along.
Pupils’ Activity: Pupils observe the teacher counting and try to count along orally.
Learning Point: Pupils understand the concept of counting objects up to 55.
Step 3: Demonstration (Number Recognition and Tracing)
Time: 5 minutes
Teaching Skill: Visual Instruction/Modelling
Teacher’s Activity: The teacher displays number cards from 1 to 55. The teacher holds up a few cards (e.g., 1, 5, 10, 20, 35, 50, 55) and says the number name clearly. The teacher then demonstrates tracing these numbers on a large chart or the board, showing the correct direction for each stroke.
Pupils’ Activity: Pupils look at the number cards, listen to the teacher say the names, and watch the teacher trace the numbers.
Learning Point: Pupils begin to recognise numerals 1-55 and observe correct tracing techniques.
Step 4: Guided Practice (Number Tracing/Writing)
Time: 5 minutes
Teaching Skill: Guided Practice/Support
Teacher’s Activity: The teacher distributes notebooks and pencils/crayons. The teacher guides pupils to trace numbers 1-55 in their notebooks, providing individual assistance and correcting pencil grip or stroke direction as needed. The teacher encourages pupils to say the number as they trace it.
Pupils’ Activity: Pupils trace numbers 1-55 in their notebooks, following the teacher’s guidance.
Learning Point: Pupils practise tracing and forming numbers 1-55, developing fine motor skills.
Step 5: Presentation (Pattern Making: Slant Lines)
Time: 3 minutes
Teaching Skill: Introduction/Visualisation
Teacher’s Activity: The teacher introduces the concept of slant patterns. The teacher draws various slant line patterns (e.g., / / / and ) on the board, explaining that these lines help prepare their hands for writing letters and numbers.
Pupils’ Activity: Pupils observe the slant patterns drawn by the teacher on the board.
Learning Point: Pupils are introduced to slant patterns and their importance.
Step 6: Guided Practice (Pattern Tracing/Drawing)
Time: 3 minutes
Teaching Skill: Practical Application
Teacher’s Activity: The teacher guides pupils to trace pre-drawn slant patterns in their notebooks or on a worksheet. The teacher then encourages them to try drawing their own slant lines.
Pupils’ Activity: Pupils trace and attempt to draw slant patterns in their notebooks.
Learning Point: Pupils practise drawing slant lines, enhancing their pre-writing skills.
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 10 bottle tops for me.”
- “Which number is this?” (Teacher shows a number card, e.g., ’25’ or ’48’).
- “Can you trace a slant line in the air?”
- “Fill in the missing numbers: 1, 2, __, 4, 5.” (Teacher writes a short sequence on the board).
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 2 minutes
Teaching Skill: Reinforcement/Closure
Teacher’s Activity: The teacher praises pupils for their hard work in counting, tracing numbers, and making patterns. The teacher reminds them to keep practising counting at home and encourages them to look for numbers everywhere. The teacher leads a final counting song.
Pupils’ Activity: Pupils respond to praise, participate in the final song, and look forward to more counting activities.
Learning Point: Pupils feel a sense of accomplishment and are motivated to continue learning.
Lesson Keywords
- Count – To say numbers in order while touching objects.
- Number – A symbol that tells us “how many”.
- Trace – To draw over an outline.
- Pattern – A repeated design or sequence.
- Slant – A line that goes diagonally.
Differentiation
- Support: For pupils struggling with counting, provide smaller groups of objects (e.g., count up to 10, then 20) and use larger number cards. For tracing, offer hand-over-hand guidance and use thicker lines for easier tracing. Focus on fewer numbers at a time.
- Extension: For pupils who quickly grasp the concepts, challenge them to count objects beyond 55 or identify numbers in their environment (e.g., on a calendar, clock). Encourage them to create their own simple repeating patterns using different types of lines.
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