Note for teachers using this lesson plan

Before this lesson, prepare a large number chart showing numbers 1-80, individual number flashcards, and plenty of counting objects (bottle tops, stones, beads) grouped into sets. Ensure pupils have pencils and notebooks ready for tracing and writing. The central idea is for pupils to recognise, orally count, and begin to trace numbers up to 80, while also practising pre-writing curve patterns. Observe pupils actively counting objects and attempting to trace numbers and patterns.

Class: Pre-School Level 3
Term: Second Term
Week: 7
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and identifying numbers up to 60.
Topic: NUMBERS 1-80 AND PATTERN MAKING
Subject Matter: NUMBERS 1 – 80 MAKING PATTERNS. Weekly focus: Numbers 1-80 and Pattern Making.

Specific Objectives

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

Cognitive Domain

Recognise and identify numbers from 1 to 80.
Count objects accurately up to 80.
Identify and read numerals 1 to 80.

Affective Domain

Show enthusiasm while counting and tracing numbers.
Participate actively in pattern-making activities.

Psychomotor Domain

Trace numbers 1 to 80 with guidance.
Attempt to write numbers 1 to 80.
Draw curve patterns from right to left.

Take turns sharing counting objects with peers.
Work cooperatively during group activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 3.
Early Childhood Care and Education Numeracy resources.
Age-appropriate early-years numeracy workbooks.

Instructional Materials

Large number chart (1-80)
Number flashcards (1-80)
Counting objects: bottle tops, stones, beads, sticks, blocks
Magnetic numbers
Whiteboard/Chalkboard and markers/chalk
Pupils’ notebooks and pencils
Crayons

Rationale for the Lesson

This lesson is crucial for developing pupils’ foundational numeracy skills by extending their counting and number recognition abilities up to 80. It also introduces essential pre-writing skills through pattern making, which helps prepare their fine motor control for future writing tasks. These skills are fundamental for everyday understanding of quantities and for academic readiness.

Prerequisite/Previous Knowledge

Pupils can already count and recognise numbers up to 60. They have also practised basic pre-writing patterns like lines and circles.

Lesson Content/Board Summary

NUMBERS 1-80 AND PATTERN MAKING

Numbers 1-80: Recognition, Counting, Tracing, and Writing

Numbers help us count things around us. We can count our fingers, toys, and friends.

Recognition: Looking at a number and knowing what it is (e.g., seeing ‘5’ and saying “five”).
Counting: Saying numbers in order while touching objects (e.g., 1, 2, 3… up to 80).
Tracing: Following the lines of a number with your finger or pencil to learn how to write it.
Writing: Drawing the numbers yourself.

Examples of Numbers:

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, … 20, … 30, … 40, … 50, … 60, … 70, … 80.

Number Words (Oral Introduction for smaller numbers):

One
Two
Three
Four
Five

Pattern Making: Curve Form

Patterns are shapes or lines that repeat. Making patterns helps our hands get ready for writing letters and numbers.

We will make curve patterns that go from right to left.

Example Curve Pattern:

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

Start at the top right, curve down to the left, and then curve back up to the right, making a smooth ‘C’ shape facing left. Repeat this shape.

Key Words

Number – a word or symbol that shows a quantity.
Count – to say numbers in order while touching objects.
Trace – to follow the outline of a shape or number.
Pattern – shapes or lines that repeat.
Curve – a line that is not straight.

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

One, two, three, four, five,
Let’s count numbers, all alive.
Six, seven, eight, nine, ten,
Count them once, and count again.
Up to eighty, we will go,
Numbers, numbers, watch them grow!

Actions: Pupils hold up fingers as they count, then make a sweeping motion upwards with their hands for “Up to eighty, we will go.”

Watch and Count Along

https://www.youtube.com/watch?v=h-k69b_2q3s

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by displaying the large number chart (1-80). Point to numbers as you say them clearly. Emphasize that we are learning to count and recognise bigger numbers. For tracing and writing, focus on demonstrating a small sequence (e.g., 1-10) clearly, then explain that the same method applies to all numbers up to 80. For number words, introduce “one,” “two,” “three” orally with their corresponding numerals and objects, but do not expect pupils to write them for the full range.

What to show or demonstrate: Use counting objects to demonstrate counting up to 80 in groups (e.g., count 10 bottle tops, then another 10, etc.). Draw several curve patterns on the board, showing the starting point (top right) and the direction (curving left). Demonstrate tracing numbers in the air and on the board before pupils try in their notebooks.

How to use the rhyme/song: Sing the “Counting Rhyme” at the beginning of the lesson as a warm-up and again after counting activities to reinforce the concept. Encourage pupils to perform the actions as they sing.

How to use the video: Introduce the video as a fun way to practise counting. Ask pupils to watch carefully and try to count along with the song. After watching, lead a brief discussion asking what numbers they heard and saw, and encourage them to count a small sequence aloud.

What to watch for: Observe if pupils are counting one-to-one with objects. Check their pencil grip and the direction of their tracing and pattern drawing. Provide gentle correction and support as needed.

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: Engaging/Warm-up

Teacher’s Activity: The teacher greets the pupils, leads a quick counting song (e.g., “One, Two, Buckle My Shoe”), and reminds them that they already know how to count small numbers.

Pupils’ Activity: Pupils respond to greetings, sing along, and show enthusiasm.

Learning Point: Pupils are engaged and ready to learn new numbers.

Step 2: Number Recognition and Counting (1-80)

Time: 7 minutes

Teaching Skill: Demonstration/Guided Counting

Teacher’s Activity: The teacher displays the large number chart (1-80) and points to numbers as they are called. The teacher then draws 80 strokes on the board in groups of ten and counts along with the pupils. The teacher uses various counting objects (bottle tops, beads) to demonstrate counting up to 80, grouping them in tens.

Pupils’ Activity: Pupils look at the chart, repeat numbers after the teacher, and count along as the teacher points to strokes and objects. Pupils count their own small collection of objects up to 10-20.

Learning Point: Pupils recognise numbers 1-80 and practise counting objects.

Step 3: Tracing Numbers (1-80)

Time: 5 minutes

Teaching Skill: Modelling/Guided Tracing

Teacher’s Activity: The teacher writes a few numbers (e.g., 1-10) clearly on the board and demonstrates how to trace them using a finger, showing the correct starting point and direction. The teacher then guides pupils to trace numbers 1-20 in their notebooks, providing individual support.

Pupils’ Activity: Pupils watch the teacher, trace numbers in the air, and then trace numbers 1-20 in their notebooks using pencils.

Learning Point: Pupils develop fine motor skills and learn the formation of numbers through tracing.

Step 4: Writing Numbers (1-80)

Time: 5 minutes

Teaching Skill: Guided Practice/Support

Teacher’s Activity: The teacher encourages pupils to attempt writing numbers 1-20 independently in their notebooks, offering help and correction as needed. The teacher reminds them of the correct formation.

Pupils’ Activity: Pupils attempt to write numbers 1-20 in their notebooks with and without teacher’s guidance.

Learning Point: Pupils practise writing numbers and build confidence.

Step 5: Number Words (Oral Reading)

Time: 2 minutes

Teaching Skill: Oral Recognition

Teacher’s Activity: The teacher shows flashcards of numerals 1, 2, 3 and says their corresponding words “one,” “two,” “three.” The teacher asks pupils to repeat the words and point to the correct numeral.

Pupils’ Activity: Pupils repeat the number words and point to the correct numeral on the flashcards.

Learning Point: Pupils begin to associate numerals with their spoken words for small numbers.

Step 6: Pattern Making (Curve Form)

Time: 4 minutes

Teaching Skill: Demonstration/Practical Activity

Teacher’s Activity: The teacher draws several curve patterns (from right to left) on the board, demonstrating the movement clearly. The teacher then guides pupils to draw these curve patterns in their notebooks or on a worksheet.

Pupils’ Activity: Pupils watch the teacher, trace the curve patterns in the air, and then draw curve patterns in their notebooks.

Learning Point: Pupils practise pre-writing curve patterns, improving hand-eye coordination.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

“Count these 15 bottle tops for me.”
“Point to number 75 on the chart.”
“Trace number 32 in your book.”
“Draw a curve pattern on your paper.”

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

Teacher’s Activity: The teacher praises the pupils for their participation and effort in learning numbers 1-80 and making patterns. The teacher reminds them to keep practising counting and drawing patterns at home.

Pupils’ Activity: Pupils listen and acknowledge the teacher’s instructions.

Learning Point: Pupils receive positive reinforcement and are encouraged to continue learning.

Lesson Keywords

Number – a symbol or word that tells us how many of something there are.
Count – to say numbers in order, usually while touching objects.
Trace – to follow the shape of a letter or number with a pencil.
Pattern – a design or sequence that repeats.
Curve – a line that is not straight, like a bend.

Differentiation

Support: For pupils struggling with counting, provide fewer objects (e.g., count up to 20 only) and offer hand-over-hand guidance for tracing numbers and patterns. Use larger number flashcards and more repetition. Pair them with a stronger peer.
Extension: For pupils who quickly grasp the concepts, challenge them to identify missing numbers in a sequence (e.g., 70, __, 72) or to count objects in different arrangements (e.g., in a circle, scattered). Ask them to create their own simple repeating patterns using different curve directions.