Note for teachers using this lesson plan

Before this lesson, ensure you have access to the song “One Little, Two Little, Three Little Fingers” either through an MP3/MP4 player or by knowing the tune well. Prepare to demonstrate the finger-counting actions clearly. The central idea is for pupils to learn the song, associate the numbers with their fingers, and actively participate in counting. Successful learning will be observed when pupils can sing along and correctly count their fingers from one to three with the song.

Class: Pre-School Level 3
Term: Second Term
Week: 4
Age: 4 years
Duration: 30 minutes
Subject: Songs and Rhymes
Curriculum Theme: Songs and Rhymes
Previous Lesson: Learning and reciting simple action rhymes.
Topic: ONE LITTLE TWO LITTLE THREE LITTLE FINGER
Subject Matter: ONE LITTLE TWO LITTLE THREE LITTLE FINGER.

Specific Objectives

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

Cognitive Domain

Identify the numbers one, two, and three as they are sung in the rhyme.
Recite the rhyme “One Little, Two Little, Three Little Finger.”

Affective Domain

Show enjoyment while singing the rhyme.
Participate enthusiastically in the rhyme’s actions.

Psychomotor Domain

Count their fingers from one to three while singing the rhyme.
Perform the actions associated with the rhyme.

Take turns and participate cooperatively in group singing and actions.

Reference Materials

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

Instructional Materials

MP4 Player
MP3 Player
Rhyme book/chart with lyrics
Picture cards showing numbers 1, 2, 3 and fingers
Finger puppets (optional)

Rationale for the Lesson

This lesson is important for 4-year-olds as it introduces early counting skills in a fun, musical way. Learning this rhyme helps children develop number recognition for one to three, improves their fine motor skills through finger movements, and enhances their language and memory through repetition and singing. It also fosters a love for rhymes and group activities.

Prerequisite/Previous Knowledge

Pupils can identify some body parts like fingers and can count a few objects randomly.

Lesson Content/Board Summary

ONE LITTLE TWO LITTLE THREE LITTLE FINGER

This popular children’s rhyme helps pupils learn to count from one to three using their fingers.

Rhyme Lyrics and Actions

Tune: Traditional Children’s Song

Lyrics:

One little, two little, three little fingers,
Four little, five little, six little fingers,
Seven little, eight little, nine little fingers,
Ten little fingers on my hand!

Actions:

As each number is sung, raise the corresponding number of fingers.
For “One little, two little, three little fingers,” raise one finger, then two, then three.
For “Ten little fingers on my hand!”, wiggle all ten fingers.

Key Words

Finger – One of the five long parts at the end of your hand.
Count – To say numbers in order.
One – The number 1.
Two – The number 2.
Three – The number 3.

Watch and Practise

https://www.youtube.com/watch?v=Fj_j7P0_w9Q

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by introducing the idea of counting fingers. Show your own fingers and count them aloud. Recite the rhyme slowly, emphasizing each number and the corresponding finger count. Repeat the rhyme several times.

What to show or demonstrate: Clearly demonstrate raising one finger, then two, then three as you sing. Use picture cards of numbers 1, 2, and 3, and pictures of one, two, or three fingers to reinforce the visual connection. Use finger puppets if available to make the counting more engaging.

How to use the rhyme/song: Sing the rhyme clearly and with enthusiasm. Encourage pupils to join in with both the singing and the actions. Repeat the rhyme at least three to four times, gradually increasing the pace as pupils become more familiar with it.

How to use the video: Introduce the video as a fun way to sing and count. Play the video on the MP4 player. Encourage pupils to watch the actions and sing along. After watching, discuss what they saw and practise the actions again together.

What to watch for: Observe if pupils are able to raise the correct number of fingers for one, two, and three. Listen for their participation in singing and their enjoyment of the activity. Correct gently if pupils struggle with finger coordination or number recognition.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Warm-up

Teacher’s Activity: The teacher greets the pupils and asks them to show their hands. “How many fingers do you have? Let’s try to count some of them!”

Pupils’ Activity: Pupils greet the teacher and show their hands, wiggling their fingers.

Learning Point: Pupils get ready for the lesson and become aware of their fingers.

Step 2: Presentation of the Song

Time: 5 minutes

Teaching Skill: Introduction/Demonstration

Teacher’s Activity: The teacher introduces the rhyme “One Little, Two Little, Three Little Finger” and explains that they will learn to count their fingers with a song. The teacher recites the first verse of the rhyme slowly, showing the finger actions.

Pupils’ Activity: Pupils listen attentively and watch the teacher’s finger movements.

Learning Point: Pupils are introduced to the rhyme and its concept.

Step 3: Teacher Recitation and Demonstration (Full Song)

Time: 5 minutes

Teaching Skill: Modelling/Repetition

Teacher’s Activity: The teacher sings the entire rhyme with clear actions, using the MP3 player for the tune if available. The teacher repeats the song once more, encouraging pupils to listen carefully.

Pupils’ Activity: Pupils listen to the full song and observe the actions again.

Learning Point: Pupils become familiar with the full rhyme and its rhythm.

Step 4: Guided Practice (Pupil Repetition)

Time: 6 minutes

Teaching Skill: Guided Practice/Correction

Teacher’s Activity: The teacher invites pupils to sing the rhyme along with the teacher, guiding them through the finger actions. The teacher provides gentle correction and encouragement. “Let’s sing together and show our fingers!”

Pupils’ Activity: Pupils attempt to sing the rhyme and perform the finger actions with the teacher’s guidance.

Learning Point: Pupils practise reciting the rhyme and coordinating actions.

Step 5: Reinforcement with Video/Picture Cards

Time: 4 minutes

Teaching Skill: Visual Aid/Reinforcement

Teacher’s Activity: The teacher plays the video of “One Little, Two Little, Three Little Fingers” on the MP4 player. Alternatively, the teacher uses picture cards of numbers 1, 2, 3 and fingers, asking pupils to identify them as the song is sung again.

Pupils’ Activity: Pupils watch the video and sing along, or identify numbers/fingers from picture cards.

Learning Point: Visual reinforcement helps pupils connect numbers to quantities and actions.

Step 6: Application/Role-Play

Time: 3 minutes

Teaching Skill: Application/Individual Practice

Teacher’s Activity: The teacher asks individual pupils or small groups to sing a part of the rhyme and show their fingers for numbers one, two, or three. “Who can show me three fingers?”

Pupils’ Activity: Pupils take turns demonstrating counting their fingers from one to three with the rhyme.

Learning Point: Pupils apply their learning by independently demonstrating the skill.

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.

“Sing the first part of the song for me.”
“Show me one finger.”
“Show me two fingers.”
“Show me three fingers.”

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: Summarization/Praise

Teacher’s Activity: The teacher praises the pupils for their active participation and good counting. “You all did so well counting your fingers today! Keep practising!”

Pupils’ Activity: Pupils respond to the teacher’s praise and look forward to the next activity.

Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue learning.

Lesson Keywords

Finger – A part of your hand used for counting.
Count – To say numbers in order.
One – The number that comes before two.
Two – The number that comes after one and before three.
Three – The number that comes after two.

Differentiation

Support: For pupils who find it difficult to coordinate their fingers, the teacher can use hand-over-hand guidance to help them raise the correct number of fingers. Use larger picture cards of fingers and numbers.
Extension: For pupils who quickly master counting to three, encourage them to continue counting their fingers up to five or even ten, using the full rhyme. Ask them to count other small objects around the classroom.