Note for teachers using this lesson plan
Before the lesson, ensure you have a variety of counting objects (up to 65), number cards from 1 to 65, and prepared notebooks for tracing and pattern drawing. The central idea is for pupils to confidently count objects up to 65, recognise the corresponding numerals, and practise forming these numbers and simple curve patterns. Successful learning will be evident when pupils can accurately count a group of up to 65 items, point to and say the correct number, and trace/draw numbers and curve patterns in their notebooks.
Class: Pre-School Level 3
Term: Second Term
Week: 5
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Numbers 1-60 and simple patterns
Topic: Numbers 1-65 and Pattern Making
Subject Matter: Numbers 1-65, making patterns.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise and say numbers from 1 to 65.
- Count objects accurately up to 65.
- Identify a collection of items between 1 and 65.
Affective Domain
- Participate actively in counting and pattern-making activities.
- Show enthusiasm for learning new numbers and patterns.
Psychomotor Domain
- Trace and write numbers 1 to 65 in their notebooks.
- Trace and draw simple curve patterns from left to right.
Social Domain
- Take turns when counting objects with peers.
- Share counting materials respectfully.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education resources
Instructional Materials
- Bottle tops, stones, beads, counting sticks, or other small objects (at least 65 of each)
- Magnetic numbers 1-65
- Number cards 1-65
- Large chart showing numbers 1-65
- Whiteboard/chalkboard and markers/chalk
- Pupils’ notebooks and pencils
- Crayons for colouring activities
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it builds on their foundational understanding of numbers by extending their counting and recognition skills up to 65. Developing these numerical abilities helps children understand quantities in their daily lives, such as counting toys or friends. Additionally, practising pattern making enhances their fine motor skills and prepares them for future writing tasks.
Prerequisite/Previous Knowledge
Pupils can count and recognise numbers from 1 to 60. They can also trace and draw simple lines and curves.
Lesson Content/Board Summary
Numbers 1-65 and Pattern Making
Counting and Recognising Numbers 1-65
- Numbers help us count things.
- We can count up to 65!
- Look at the numbers: 1, 2, 3, … (up to 65)
- Each number has a special way it looks (numeral).
- We can count objects like bottle tops, stones, and beads.
Tracing and Writing Numbers 1-65
- We trace numbers to learn how to write them.
- Start at the top and follow the lines.
- Practice writing numbers 1 to 65 in your notebook.
Pattern Making
- A pattern is something that repeats.
- We can make patterns using curves.
- Draw curve patterns from left to right.
- Examples of curve patterns:
~~~~~
UUUUU
SSSSS
Key Words
- Number – a word or symbol that shows how many.
- Count – to say numbers in order or find the total number of items.
- Trace – to draw over a line or shape.
- Write – to make letters or numbers with a pen or pencil.
- Pattern – a repeated design or sequence.
- Curve – a line that is not straight.
Counting Rhyme: “Count with Me to Sixty-Five”
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
One, two, three, four, five,
Let’s count numbers, feel alive!
Six, seven, eight, nine, ten,
Count them all again, again!
Eleven, twelve, up we go,
Numbers help us learn and grow.
All the way to sixty-five,
Counting makes our brains alive!
Actions: Clap hands for each number, point fingers, make counting gestures, stand up and sit down for “up we go”.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by displaying the large number chart (1-65). Point to each number and say it clearly, encouraging pupils to repeat. Use the counting objects to demonstrate counting up to 65 in groups (e.g., count 10 bottle tops, then another 10, and so on, until 65). For tracing and writing, demonstrate clearly on the board, showing the correct starting point and direction for each numeral. When introducing patterns, draw the examples clearly and explain that a curve is a bendy line, not straight. Emphasise drawing from left to right.
What to show or demonstrate: Show number cards 1-65. Demonstrate counting out 65 objects. Model tracing numbers 1-65 on the board. Draw the curve patterns (~~~~~, UUUUU, SSSSS) on the board, explaining the left-to-right movement.
How to use the rhyme/song: Sing the “Count with Me to Sixty-Five” rhyme several times at different points in the lesson, especially after counting activities. Encourage pupils to perform the actions while singing to reinforce number recognition and oral counting.
What to watch for: Observe if pupils are counting objects one-to-one, recognising the numerals, and attempting to form numbers and patterns correctly. Watch for pupils who struggle with number sequence or pencil grip during tracing. Provide individual support as needed.
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: Greeting/Review
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a familiar counting song (e.g., “One, two, buckle my shoe”). The teacher then asks pupils to recall numbers they know, specifically up to 60.
Pupils’ Activity: Pupils respond to greetings, sing the counting song, and orally count up to 60 as a class.
Learning Point: Pupils recall and activate prior knowledge of numbers.
Step 2: Presentation of Numbers 1-65
Time: 5 minutes
Teaching Skill: Demonstration/Introduction
Teacher’s Activity: The teacher displays the chart of numbers 1-65. The teacher then draws 65 strokes on the board and counts them aloud, involving the pupils. The teacher also shows number cards 1-65, pointing to each number and saying its name.
Pupils’ Activity: Pupils observe the numbers on the chart, count the strokes with the teacher, and repeat the names of the numbers as the teacher points to the cards.
Learning Point: Pupils are introduced to numbers 1-65 and begin to associate the numeral with its name and quantity.
Step 3: Guided Counting and Recognition
Time: 5 minutes
Teaching Skill: Guided Practice/Manipulation
Teacher’s Activity: The teacher distributes counting objects (bottle tops, beads) to small groups. The teacher asks pupils to count specific quantities, for example, “Count 25 bottle tops,” then “Count 40 beads,” and finally “Count 65 stones.” The teacher circulates to assist and verify counting.
Pupils’ Activity: Pupils count out the specified number of objects in their groups, practising one-to-one correspondence. They show their counted groups to the teacher.
Learning Point: Pupils reinforce their ability to count objects accurately up to 65 and understand quantity.
Step 4: Tracing and Writing Numbers 1-65
Time: 5 minutes
Teaching Skill: Modelling/Guided Writing
Teacher’s Activity: The teacher demonstrates how to trace and write numbers 1-65 on the board, emphasizing correct formation and starting points. The teacher then guides pupils to trace numbers 1-65 in their notebooks, providing individual support.
Pupils’ Activity: Pupils trace numbers 1-65 in the air, then carefully trace and attempt to write them in their notebooks with their pencils.
Learning Point: Pupils develop fine motor skills and learn the correct formation of numbers 1-65.
Step 5: Introduction to Pattern Making
Time: 4 minutes
Teaching Skill: Explanation/Visualisation
Teacher’s Activity: The teacher draws simple curve patterns on the board (e.g., ~~~~~, UUUUU, SSSSS). The teacher explains that a pattern is something that repeats and a curve is a bendy line. The teacher asks pupils to identify other patterns they see in the classroom.
Pupils’ Activity: Pupils observe the patterns on the board, identify them as curves, and point out other patterns in the classroom (e.g., on clothes, floor tiles).
Learning Point: Pupils understand the concept of a pattern and recognise curve shapes.
Step 6: Guided Pattern Drawing
Time: 3 minutes
Teaching Skill: Demonstration/Practical Activity
Teacher’s Activity: The teacher demonstrates drawing curve patterns on the board, emphasizing drawing from left to right. The teacher then guides pupils to trace and draw similar curve patterns in their notebooks.
Pupils’ Activity: Pupils trace the curve patterns in the air, then practise drawing them in their notebooks using their pencils.
Learning Point: Pupils practise pre-writing skills and develop control in drawing curved lines.
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 30 bottle tops for me.”
- “Which number is this?” (Teacher shows a number card, e.g., 47).
- “Trace the number 65 in your notebook.”
- “Draw a curve pattern in your notebook.”
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/Reinforcement
Teacher’s Activity: The teacher briefly recaps the lesson, praising pupils for their effort in counting, recognising numbers, and drawing patterns. The teacher gives simple homework, such as tracing numbers 1-65 and drawing more curve patterns at home.
Pupils’ Activity: Pupils listen to the recap, respond to praise, and note down their homework.
Learning Point: Learning is consolidated, and pupils are encouraged to continue practising.
Lesson Keywords
- Number – a symbol like 1, 2, 3 that tells us how many.
- Count – to say numbers in order, like one, two, three.
- Trace – to draw over a dotted line or shape.
- Write – to make numbers or letters on paper.
- Pattern – a design or shape that repeats itself.
- Curve – a line that is bent, not straight.
Differentiation
- Support: For pupils struggling with counting, provide fewer objects to count initially (e.g., up to 20), use larger number cards, or offer hand-over-hand guidance for tracing numbers and patterns. Repeat instructions slowly and clearly.
- Extension: For pupils who quickly grasp the concepts, challenge them to count backwards from 65, identify numbers out of sequence, or create their own simple repeating patterns using different curved lines.
Community Join the conversation Open discussion +