Numeracy Revision and Number Rhymes for Pre-School Level 1

Class: Pre-School Level 1
Term: Third Term
Week: 1
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Introduction to basic counting concepts and number recognition.
Topic: REVISION
Subject Matter: Numeracy Revision and Number Rhymes.

Specific Objectives

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

Cognitive Domain

• Identify numbers 1 to 5 when shown.
• Count objects from 1 to 5 with guidance.
• Recite numbers 1 to 5.

Affective Domain

• Show interest in number rhymes and counting activities.
• Enjoy participating in group counting.

Psychomotor Domain

• Point to specific numbers (1-5) when asked.
• Use their fingers or hands to show quantities 1-5.
• Perform simple actions during number rhymes.

Social Domain

• Participate actively in classroom counting games and songs.
• Take turns during guided counting activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 1.
• Early Childhood Care and Education resources.
• Suitable early-years numeracy workbooks.

Instructional Materials

• Number cards (1-5)
• Picture charts showing quantities 1-5 (e.g., 1 ball, 2 apples, 3 cars)
• Small counting objects (e.g., bottle tops, blocks, beads)
• MP3 Player / MP4 Player
• Whiteboard or chart paper

Rationale for the Lesson

This revision lesson is crucial for 2-year-olds as it reinforces foundational numeracy skills learned previously, ensuring a strong understanding of numbers 1-5. Engaging with number rhymes makes learning enjoyable and helps develop early number sense, rhythm, and language skills, preparing them for more complex mathematical concepts.

Prerequisite/Previous Knowledge

Pupils have had some exposure to numbers and counting through daily routines, songs, and simple play activities in the first and second terms.

Lesson Content/Board Summary

Numeracy Revision: Numbers 1-5 and Number Rhymes

We are revising numbers 1, 2, 3, 4, and 5.

• Number 1: One object (e.g., one ball).
• Number 2: Two objects (e.g., two pencils).
• Number 3: Three objects (e.g., three flowers).
• Number 4: Four objects (e.g., four cars).
• Number 5: Five objects (e.g., five fingers).

We count objects by touching each one and saying its number.

Counting Rhyme: Five Little Fingers

Tune: “Twinkle, Twinkle Little Star” (or a simple chant)

Lyrics:

One little finger, one little finger,
One little finger, point to one.
One, one, one, one, one,
Let’s all count to one!

Two little fingers, two little fingers,
Two little fingers, point to two.
Two, two, two, two, two,
Let’s all count to two!

Three little fingers, three little fingers,
Three little fingers, point to three.
Three, three, three, three, three,
Let’s all count to three!

Four little fingers, four little fingers,
Four little fingers, point to four.
Four, four, four, four, four,
Let’s all count to four!

Five little fingers, five little fingers,
Five little fingers, point to five.
Five, five, five, five, five,
Let’s all count to five!

Actions: Hold up the corresponding number of fingers, point to the number card, and then point to the number of objects.

Watch and Count Along

Key Words

• One – The first number.
• Two – The number after one.
• Three – The number after two.
• Four – The number after three.
• Five – The number after four.
• Count – To say numbers in order while touching objects.

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Repetition
• Manipulation of Objects
• Picture Talk

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Motivation

Teacher’s Activity: The teacher greets pupils warmly and sings a simple welcome song. The teacher then introduces the lesson by telling pupils they will have fun revising numbers and singing counting songs.

Pupils’ Activity: Pupils respond to greetings, sing along, and listen attentively.

Learning Point: Pupils are settled and motivated for the lesson.

Step 2: Number Recognition (1-5)

Time: 5 minutes

Teaching Skill: Identification/Repetition

Teacher’s Activity: The teacher shows number cards (1-5) one by one, clearly saying each number. The teacher encourages pupils to repeat the number name after her.

Pupils’ Activity: Pupils look at the number cards and repeat the number names after the teacher.

Learning Point: Pupils recognise and say numbers 1-5.

Step 3: Quantity Matching

Time: 5 minutes

Teaching Skill: Demonstration/Association

Teacher’s Activity: The teacher places number cards 1-5 on the board. For each number, the teacher places the corresponding quantity of real objects (e.g., 2 blocks for number 2) next to the card, counting aloud as she places them. The teacher asks pupils to count with her.

Pupils’ Activity: Pupils observe the teacher, listen to the counting, and try to count along with the teacher.

Learning Point: Pupils associate numbers with their corresponding quantities.

Step 4: Number Rhyme Activity

Time: 5 minutes

Teaching Skill: Song/Movement

Teacher’s Activity: The teacher leads pupils in singing the “Five Little Fingers” rhyme, demonstrating the actions (holding up fingers, pointing to numbers/objects). The teacher repeats the rhyme several times to encourage participation.

Pupils’ Activity: Pupils sing along, hold up their fingers, and perform the actions as guided by the teacher.

Learning Point: Pupils enjoy counting through song and movement.

Step 5: Video Reinforcement

Time: 4 minutes

Teaching Skill: Visual/Auditory Learning

Teacher’s Activity: The teacher introduces a short, engaging video on counting numbers 1-5. The teacher plays the video and encourages pupils to watch, listen, and count along if they can.

Pupils’ Activity: Pupils watch the video, listen to the counting, and try to repeat the numbers or make the actions shown.

Learning Point: Pupils reinforce number recognition and counting through a visual and auditory medium.

Step 6: Guided Practice with Objects

Time: 3 minutes

Teaching Skill: Guided Application

Teacher’s Activity: The teacher distributes small groups of counters (e.g., 3 blocks, 5 bottle tops) to pupils or places them on tables. The teacher asks pupils to count the objects in their group with her help, or point to a specific number card.

Pupils’ Activity: Pupils attempt to count the objects given to them or point to the requested number card.

Learning Point: Pupils practise counting objects and identifying numbers with direct support.

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. “Can you point to number 3?” (Teacher shows number cards).
2. “How many fingers am I holding up?” (Teacher holds up 1, then 2, then 4 fingers).
3. “Let’s count these blocks together.” (Teacher points to a group of 5 blocks).
4. “Can you sing a part of our counting rhyme?”

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 pupils for their participation and effort in revising numbers and singing rhymes. The teacher reminds them to keep counting at home and sings a goodbye song.

Pupils’ Activity: Pupils respond to praise and sing the goodbye song.

Learning Point: Pupils leave the class feeling positive about their learning.

Lesson Keywords

• One – The first number in counting.
• Two – The number that comes after one.
• Three – The number that comes after two.
• Four – The number that comes after three.
• Five – The number that comes after four.
• Count – To say numbers in order, usually while touching objects.

Differentiation

• Support: For pupils struggling, use larger number cards and fewer objects (e.g., focus only on 1 and 2). Provide hand-over-hand guidance for counting objects. Repeat instructions and rhymes more slowly.
• Extension: Encourage pupils who grasp the concept quickly to count familiar objects around the classroom (e.g., “How many windows can you see?”). Ask them to show a specific number of fingers without prompting.