Numbers 1-60 and Pattern Making for Pre-School Level 3

Class: Pre-School Level 3
Term: Second Term
Week: 3
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and identifying numbers up to 30; recognising simple patterns.
Topic: Numbers 1-60 and Pattern Making
Subject Matter: Numbers 1-60 and Making Patterns.

Specific Objectives

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

Cognitive Domain

• Count objects accurately up to 60.
• Recognise and identify numerals from 1 to 60.
• Identify simple curve patterns.

Affective Domain

• Participate actively in counting and tracing activities.
• Show interest in learning new numbers and patterns.

Psychomotor Domain

• Trace numbers 1 to 60 with guidance.
• Attempt to write numbers 1 to 60 with guidance.
• Trace and draw simple curve patterns from left to right.

Social Domain

• Take turns counting objects with peers.
• Share instructional materials respectfully.

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 60 pieces)
• Number charts or flashcards showing numbers 1-60
• Magnetic numbers 1-60 (if available)
• Whiteboard/Blackboard and markers/chalk
• Pencils and notebooks/tracing sheets
• Sheets with pre-drawn curve patterns for tracing
• Crayons

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it builds their foundational understanding of number quantity and recognition, which are essential for future mathematical concepts. Learning patterns also helps develop logical thinking and problem-solving skills, connecting directly to their everyday experiences of order and sequence in the world around them.

Prerequisite/Previous Knowledge

Pupils can count objects up to 30, recognise some numbers within that range, and have been introduced to simple pre-writing patterns.

Lesson Content/Board Summary

Numbers 1-60 and Pattern Making

Counting Numbers 1-60

Numbers tell us “how many”. We can count objects to find out how many there are.

• Count objects one by one: 1, 2, 3, … up to 60.
• When we count, we say the number for each object.

Recognising and Tracing Numbers 1-60

Each number has a special way it looks. We can learn to recognise them and write them.

• Look at the number.
• Say the number.
• Trace the number with your finger in the air.
• Trace the number on paper, starting from the top.

Pattern Making: Curve Patterns

Patterns are things that repeat or follow a rule. We can make patterns with shapes and lines.

• A curve pattern looks like a gentle bend or a wave.
• We trace curve patterns from left to right.

Example Curve Pattern:

( ( ( ( (
) ) ) ) )
~ ~ ~ ~ ~ ~ ~ ~ ~

Counting and Pattern Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

One, two, three, let’s all count,
Many objects, big amount.
Four, five, six, we learn to trace,
Numbers fill up every space.
Seven, eight, nine, and ten we see,
Patterns make us happy, glee!

Actions: Count on fingers, pretend to trace numbers in the air, make wavy hand motions for patterns.

Watch and Practise Counting

https://www.youtube.com/watch?v=kU2G6Y1K6uM

Key Words

• Number – A word or symbol that tells us how many.
• Count – To say numbers in order while pointing to objects.
• Trace – To draw over a line or shape that is already there.
• Pattern – A design or sequence that repeats.
• Curve – A line that is not straight, but gently bent.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Manipulation of Objects, Songs and Rhymes, Picture Talk, Repetition, Question and Answer, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recap

Teacher’s Activity: Greets pupils. Sings a familiar counting song (e.g., “One, Two, Buckle My Shoe”). Asks pupils to count from 1 to 10 orally.

Pupils’ Activity: Respond to greetings. Sing along with the teacher. Count from 1 to 10.

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

Step 2: Presentation – Counting Objects 1-60

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: Shows a large collection of counting objects (e.g., bottle tops). Demonstrates counting the objects one by one, carefully up to 60, grouping them in tens. Asks pupils to count along.

Pupils’ Activity: Observe the teacher counting. Count along with the teacher as objects are pointed to.

Learning Point: Pupils understand the concept of quantity up to 60 through concrete objects.

Step 3: Presentation – Number Recognition 1-60

Time: 4 minutes

Teaching Skill: Visual Recognition

Teacher’s Activity: Displays number charts or flashcards for numbers 1-60. Points to various numbers and calls them out. Asks pupils to identify numbers when called out.

Pupils’ Activity: Observe the numbers. Point to and say the numbers as prompted by the teacher.

Learning Point: Pupils begin to recognise numerals 1-60.

Step 4: Guided Practice – Tracing and Writing Numbers 1-60

Time: 6 minutes

Teaching Skill: Guided Practice/Fine Motor Development

Teacher’s Activity: Demonstrates how to trace numbers 1-60 on the board, emphasising correct starting points and direction. Provides tracing sheets or guides pupils to trace in their notebooks. Circulates to offer individual help.

Pupils’ Activity: Trace numbers in the air. Trace numbers on their sheets or in notebooks with pencils, following the teacher’s guidance.

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

Step 5: Presentation – Pattern Making (Curve Patterns)

Time: 4 minutes

Teaching Skill: Demonstration/Visualisation

Teacher’s Activity: Draws different curve patterns on the board (e.g., waves, arches). Explains that patterns are lines that repeat. Demonstrates tracing the curve patterns from left to right.

Pupils’ Activity: Observe the teacher drawing and tracing the curve patterns. Discuss what they see.

Learning Point: Pupils identify and understand the concept of curve patterns.

Step 6: Guided Practice – Tracing Curve Patterns

Time: 4 minutes

Teaching Skill: Practical Application

Teacher’s Activity: Distributes sheets with pre-drawn curve patterns. Guides pupils to trace the patterns using their pencils or crayons, encouraging them to follow the left-to-right direction.

Pupils’ Activity: Trace the curve patterns on their sheets, focusing on smooth movements and correct direction.

Learning Point: Pupils practise fine motor control and pattern tracing.

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 bottle tops for me.” (Present a group of 10-20 bottle tops).
2. “Point to the number 45 on the chart.”
3. “Can you show me a curve pattern you traced?”
4. “What number comes after 50?”

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

Teacher’s Activity: Recaps the lesson by asking pupils to say “Numbers 1-60” and “Curve Patterns”. Praises pupils for their participation. Sings the “Counting and Pattern Rhyme” one last time.

Pupils’ Activity: Repeat the key phrases. Sing the rhyme with actions.

Learning Point: Pupils reinforce their learning and end the lesson positively.

Lesson Keywords

• Count – To say numbers in order while pointing to objects.
• Number – A word or symbol that tells us how many.
• Trace – To draw over a line or shape that is already there.
• Pattern – A design or sequence that repeats.
• Curve – A line that is not straight, but gently bent.

Differentiation

• Support: For pupils struggling with counting to 60, focus on smaller groups (e.g., counting to 30, then 40, then 50, then 60). Provide hand-over-hand guidance for tracing numbers and patterns. Use larger tracing templates for easier control.
• Extension: Encourage pupils who quickly grasp the concepts to count objects beyond 60 if time permits, or to identify numbers in a mixed sequence. Challenge them to create their own simple curve patterns on a blank sheet of paper.