Note for teachers using this lesson plan

Before this lesson, prepare a large number chart showing numbers 1-70, individual number flashcards, a collection of at least 70 small, safe counting objects (bottle tops, beads, stones), and pre-drawn curve patterns in pupils’ notebooks or on a whiteboard. The central idea is for pupils to confidently count, recognize, and begin tracing numbers 1-70, and to understand simple curve patterns. Observe pupils actively counting objects and attempting to trace numbers and patterns.

Class: Pre-School Level 3
Term: Second Term
Week: 6
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Counting and recognizing numbers up to 60 and simple pattern recognition.
Topic: NUMBERS 1-70 AND PATTERN MAKING
Subject Matter: NUMBERS 1 – 70 MAKING PATTERNS. Weekly focus: Numbers 1-70 and Pattern Making.

Specific Objectives

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

Cognitive Domain

Recognize and identify numbers 1 to 70.
Count objects accurately up to 70.
Identify simple number words (e.g., one, two, three).
Identify and complete simple number sequences up to 70.

Affective Domain

Participate actively in counting and pattern-making activities.
Show interest in learning new numbers and patterns.

Psychomotor Domain

Trace and attempt to write numbers 1 to 70.
Trace and draw curve patterns from right to left.
Manipulate counting objects to represent quantities up to 70.

Take turns when counting or demonstrating.
Share counting materials with peers.

Reference Materials

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

Instructional Materials

Large number chart (1-70)
Number flashcards (1-70)
Counting objects (e.g., bottle tops, stones, beads, magnetic numbers, small blocks – at least 70 per group)
Whiteboard and markers
Pupils’ notebooks and pencils/crayons
Pre-drawn curve patterns in notebooks or on activity sheets

Rationale for the Lesson

Learning numbers 1-70 helps 4-year-olds develop a strong foundation in counting and quantity recognition, which are essential for everyday life and future mathematical understanding. Pattern making enhances their visual discrimination, logical thinking, and pre-writing skills, preparing them for more complex academic tasks.

Prerequisite/Previous Knowledge

Pupils can already count and recognize numbers up to 60. They have also had some exposure to simple tracing and pattern identification.

Lesson Content/Board Summary

NUMBERS 1-70 AND PATTERN MAKING

Counting and Number Recognition (1-70)

Numbers are used to count how many things we have. We can count from 1 all the way to 70!

Count aloud: 1, 2, 3, 4, 5, …, 68, 69, 70.
Recognize numerals: Look at the shapes of the numbers 1, 2, 3, … 70.

Tracing and Writing Numbers (1-70)

We learn to write numbers by tracing them first. We start from the top and follow the lines carefully.

Practice tracing numbers 1 to 70.
Attempt to write numbers 1 to 70.

Reading Number Words (1-70)

Numbers also have names that we can read. Let’s learn some!

One (1)
Two (2)
Three (3)
Four (4)
Five (5)
(Teacher will guide oral recognition for other numbers up to 70.)

Pattern Making: Curve Forms

Patterns are shapes or lines that repeat. We will make curve patterns from right to left.

Example:

))))))))))
))))))))))
))))))))))

Counting Rhyme: “Count to Seventy”

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

One, two, three, four, five, six, seven,
Counting numbers, up to heaven.
Ten, twenty, thirty, oh so grand,
Forty, fifty, right in hand.
Sixty, seventy, let’s all see,
How many numbers there can be!

Actions: Count fingers, clap, point to numbers on a chart, sway side to side.

Watch and Count Along!

https://www.youtube.com/watch?v=F07_G_hNl9k

Key Words

Numbers – symbols we use for counting.
Count – to say numbers in order or find out how many.
Trace – to draw over lines or shapes.
Pattern – lines or shapes that repeat.
Curve – a line that is not straight.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by drawing 70 strokes or dots on the board, counting each one aloud with pupils. Then, write numbers 1-70 clearly on the board and point to each number, saying its name, while pupils repeat. For reading number words, focus on showing the word and having pupils repeat it orally for 1-5, then orally count for the rest up to 70, emphasizing the tens (ten, twenty, thirty, etc.). For pattern making, draw large curve patterns on the board, demonstrating the right-to-left movement clearly.

What to show or demonstrate: Use the large number chart and flashcards for number recognition. Demonstrate counting with actual objects, showing how to group them for easier counting (e.g., groups of ten). Show correct pencil grip and tracing direction for numbers and curve patterns.

How to use the rhyme/song: Sing the “Count to Seventy” rhyme several times with the pupils, encouraging them to perform the actions. Use it as a fun way to reinforce counting and number sequence.

How to use the video: Introduce the video as a fun way to count. Play the “Counting to 70” video by Jack Hartmann. Encourage pupils to sing along and do the actions shown in the video. After watching, ask pupils to recall some numbers they saw or counted.

What to watch for: Observe if pupils are counting accurately, recognizing numbers, and attempting to trace with correct directionality. Pay attention to those struggling with larger numbers or holding their pencils correctly, offering individual support.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and leads a quick counting song (e.g., “1, 2, 3, 4, 5, once I caught a fish alive”) to warm up their minds and recall previous counting skills.

Pupils’ Activity: Pupils respond to greetings and sing along, counting with actions.

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

Step 2: Introduction to Numbers 1-70

Time: 5 minutes

Teaching Skill: Demonstration/Oral Practice

Teacher’s Activity: The teacher draws 70 strokes on the board, counting each one aloud with the pupils. The teacher then writes numbers 1-70 clearly on the board and points to each number, saying its name, while pupils repeat.

Pupils’ Activity: Pupils count the strokes with the teacher and repeat the numbers as the teacher points to them on the board/chart.

Learning Point: Pupils are introduced to numbers 1-70 and begin oral recognition.

Step 3: Counting Objects 1-70

Time: 5 minutes

Teaching Skill: Guided Practice/Manipulation

Teacher’s Activity: The teacher distributes counting objects (bottle tops, beads) to groups of pupils. The teacher guides pupils to count out quantities up to 70, for example, “Count 25 bottle tops,” “Count 40 beads,” “Count 70 stones.”

Pupils’ Activity: Pupils actively count the objects in their groups, demonstrating quantities up to 70.

Learning Point: Pupils develop concrete understanding of quantities up to 70.

Step 4: Tracing and Writing Numbers 1-70

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates how to trace and write a few numbers (e.g., 68, 69, 70) on the board, emphasizing starting points and direction. Pupils then trace numbers 1-70 in their notebooks or on activity sheets, followed by attempting to write them independently.

Pupils’ Activity: Pupils air-trace numbers, then trace and write numbers 1-70 in their notebooks.

Learning Point: Pupils develop fine motor skills and number formation for 1-70.

Step 5: Reading Number Words and Rhyme

Time: 4 minutes

Teaching Skill: Oral Recognition/Reinforcement

Teacher’s Activity: The teacher shows flashcards of number words (one, two, three, etc.) and asks pupils to say them. The teacher then leads the class in singing the “Count to Seventy” rhyme with actions.

Pupils’ Activity: Pupils say the number words shown and sing the rhyme with the teacher, performing the actions.

Learning Point: Pupils recognize basic number words and reinforce counting through song.

Step 6: Pattern Making

Time: 3 minutes

Teaching Skill: Demonstration/Practical Application

Teacher’s Activity: The teacher draws curve patterns from right to left on the board. The teacher then guides pupils to trace pre-drawn curve patterns in their notebooks and draw their own simple curve patterns.

Pupils’ Activity: Pupils trace and draw curve patterns in their notebooks.

Learning Point: Pupils develop pre-writing skills and an understanding of simple patterns.

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 50 bottle tops for me.”
“Point to the number 65 on the chart.”
“What number comes after 69?”
“Show me how to draw a curve pattern.”
“Fill in the missing numbers: 67, __, 69, __.”

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 praises the pupils for their participation and reminds them to keep practicing their counting and pattern making. Assigns homework to trace numbers 1-70 and draw curve patterns.

Pupils’ Activity: Pupils listen to the teacher and acknowledge the homework.

Learning Point: Pupils consolidate learning and are encouraged to continue practicing.

Lesson Keywords

Numbers – symbols like 1, 2, 3 that we use to count.
Count – to say numbers in order, like 1, 2, 3, or to find out how many things there are.
Trace – to draw over a line or shape that is already there.
Pattern – a design or shape that repeats itself.
Curve – a line that is bent or rounded, not straight.

Differentiation

Support: For pupils struggling with counting to 70, provide smaller groups of objects (e.g., count to 10, then 20, then 30). Use hand-over-hand guidance for tracing numbers and patterns. Provide number charts with larger print. Focus on oral repetition and recognition for number words.
Extension: For pupils who quickly grasp the concepts, challenge them to count backwards from 70 to 60. Ask them to create their own simple patterns using different shapes or lines. Encourage them to identify numbers on classroom objects or in books.