Note for teachers using this lesson plan
Before this lesson, ensure you have collected a variety of counting objects like bottle tops, pebbles, or blocks, along with number flash cards for 0-12 and a sand tray or paper for tracing. The central idea is for pupils to visually recognise numbers, count objects up to 12 with one-to-one correspondence, and begin to trace the shape of number 2. Observe pupils actively pointing to numbers, counting objects, and attempting to trace with their fingers.
Class: Pre-School Level 1
Term: Second Term
Week: 6
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Identifying and counting numbers 0-5
Topic: NUMBERS: 0 – 12
Subject Matter: Reading Numbers: 0 – 12; Counting objects: 1 – 12; Recognition of Numbers: 0 – 12; Tracing and writing Number – 2. Weekly focus: Numbers 0-12: Reading, Counting and Tracing Number 2.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and read numbers 0-12 when shown number cards.
- Count up to 12 objects with one-to-one correspondence.
- Recognise number 2 among other numbers.
Affective Domain
- Show interest in number-related activities.
- Participate actively in counting games and rhymes.
Psychomotor Domain
- Trace the shape of number 2 in the air, sand, or on paper.
- Point to specific numbers when called out.
Social Domain
- Take turns during counting activities.
- Engage in simple group counting.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education Curriculum Guide
- Relevant early-years numeracy workbooks
Instructional Materials
- Number charts (0-12)
- Number flash cards (0-12)
- Counting objects: bottle tops, pebbles, stones, blocks, beads, sticks
- Sand tray or large paper for tracing
- Crayons or pencils (for guided tracing)
- MP4 Player (for video demonstration)
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it builds their foundational understanding of numbers, which is essential for everyday life. Learning to count and recognise numbers 0-12 helps them develop early mathematical thinking, problem-solving skills, and prepares them for more complex number concepts in the future.Prerequisite/Previous Knowledge
Pupils can already recognise and count a few numbers (e.g., 0-5) and have some experience with simple counting objects.Lesson Content/Board Summary
NUMBERS: 0 – 12
What are Numbers?
Numbers tell us “how many” of something there are. We use numbers every day!Reading Numbers 0 – 12
We can read numbers from 0 to 12.
- 0 – Zero
- 1 – One
- 2 – Two
- 3 – Three
- 4 – Four
- 5 – Five
- 6 – Six
- 7 – Seven
- 8 – Eight
- 9 – Nine
- 10 – Ten
- 11 – Eleven
- 12 – Twelve
Counting Objects 1 – 12
We can count many things around us!
- Count 1 bottle top.
- Count 2 stones.
- Count 3 blocks.
- … up to 12 items.
Always touch each object as you count it.
Recognition of Numbers 0 – 12
When you see a number, you can tell its name!
- Teacher shows number card ‘5’, pupils say “Five”.
- Teacher shows number card ‘8’, pupils say “Eight”.
- Teacher shows number card ‘0’, pupils say “Zero”.
Tracing Number 2
Number 2 looks like a duck’s neck!
How to trace number 2:
- Start at the top.
- Go round to the right, then slant down.
- Go straight across to the right.
Counting Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
One, two, three, four, five,
Counting numbers, we’re alive!
Six, seven, eight, nine, ten,
Count them once, then count again!
Eleven, twelve, numbers bright,
Counting makes us feel so right!
Actions: Pupils clap hands for each number, then hold up fingers as they count.
Watch and Practise Counting
Key Words
- Numbers – symbols that tell us “how many”.
- Count – to say numbers in order while touching objects.
- Zero – the number that means “nothing” or “none”.
- One – the number after zero.
- Two – the number after one.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce numbers 0-12 using large number charts and flash cards. Point to each number and say its name clearly, asking pupils to repeat after you several times. For counting objects, arrange them in a line and guide pupils to touch each object as they count aloud, emphasizing one-to-one correspondence. For number recognition, hold up various flash cards and ask pupils to name the number. For tracing number 2, demonstrate air tracing first, then use a sand tray or large paper for finger tracing, guiding pupils’ hands if necessary.
What to show or demonstrate: Clearly display number charts 0-12. Show flash cards for each number. Demonstrate counting 1-12 using bottle tops or other concrete objects. Demonstrate tracing number 2 in the air, then in a sand tray or on paper with a large crayon.
How to use the rhyme/song: Sing the “Counting Rhyme” several times with pupils, encouraging them to perform the actions (clapping, holding up fingers). Use it as a fun break and reinforcement for number order.
How to use the video: Introduce the video as a fun way to count. Play the video “Learn to Count 1 to 10 for Kids” on the MP4 player. Encourage pupils to watch, listen, and count along with the video. After watching, ask them to repeat some of the numbers they heard and counted.
What to watch for: Observe if pupils are able to repeat number names, if they touch each object once when counting, and if they attempt to trace number 2 with the correct direction. Correct any confusion gently with repeated demonstration.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Manipulation of Objects
- Repetition
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Greeting/Warm-up
Teacher’s Activity: The teacher greets the pupils, leads a short “Good Morning” song, and introduces the topic by asking pupils if they like counting.
Pupils’ Activity: Pupils respond to greetings, sing along, and show enthusiasm for counting.
Learning Point: Pupils are engaged and ready for the lesson.
Step 2: Presentation of Numbers 0-12
Time: 5 minutes
Teaching Skill: Recognition/Oral Repetition
Teacher’s Activity: The teacher displays number charts 0-12 and shows number flash cards one by one, saying each number’s name clearly. The teacher asks pupils to repeat after them.
Pupils’ Activity: Pupils look at the charts and flash cards, repeating the number names after the teacher.
Learning Point: Pupils begin to recognise and say numbers 0-12.
Step 3: Counting Objects 1-12
Time: 6 minutes
Teaching Skill: One-to-one Correspondence/Practical Counting
Teacher’s Activity: The teacher provides groups of counting objects (e.g., bottle tops, pebbles). The teacher demonstrates counting from 1 to 12, touching each object as they count. The teacher then guides pupils to count along with them, touching the objects.
Pupils’ Activity: Pupils watch the teacher’s demonstration, then actively participate in counting objects, touching each one as they say the number.
Learning Point: Pupils practise counting objects up to 12 with correct one-to-one correspondence.
Step 4: Number Recognition Game and Rhyme
Time: 5 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher plays a quick number recognition game (e.g., “Show me number 5!”) using flash cards. The teacher then leads pupils in singing the “Counting Rhyme” with actions.
Pupils’ Activity: Pupils point to the correct number flash card and sing the rhyme with actions.
Learning Point: Pupils reinforce number recognition and order through a fun activity.
Step 5: Tracing Number 2
Time: 5 minutes
Teaching Skill: Fine Motor/Pre-writing
Teacher’s Activity: The teacher demonstrates how to trace number 2 in the air, then in a sand tray or on a large piece of paper. The teacher provides individual guidance, including hand-over-hand assistance where needed.
Pupils’ Activity: Pupils imitate the teacher, tracing number 2 in the air, then using their fingers in the sand tray or on paper.
Learning Point: Pupils develop pre-writing skills and familiarity with the shape of number 2.
Step 6: Video and Further Practice
Time: 4 minutes
Teaching Skill: Visual Learning/Repetition
Teacher’s Activity: The teacher plays the counting video on the MP4 player. After the video, the teacher asks pupils to count some objects again or point to numbers they saw in the video.
Pupils’ Activity: Pupils watch the video and actively participate by counting along or pointing to numbers when prompted.
Learning Point: Pupils reinforce counting and number recognition through visual and auditory input.
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.
- “Can you show me number 2 on the chart?”
- “Count these 5 bottle tops for me.”
- “What number is this?” (Teacher shows flash card ‘7’).
- “Trace number 2 in the air with your finger.”
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: Recap/Closure
Teacher’s Activity: The teacher praises the pupils for their participation and recaps that they have learned to read, count, and recognise numbers 0-12, and how to trace number 2. The teacher encourages them to count things at home.
Pupils’ Activity: Pupils listen to the recap and respond to praise.
Learning Point: Pupils consolidate their learning and are encouraged to continue practising.
Lesson Keywords
- Numbers – symbols like 0, 1, 2, 3, that tell us how many.
- Count – to say numbers in order while touching objects to find out how many there are.
- Zero – the number that means none or nothing.
- One – the smallest counting number, representing a single item.
- Two – the number that comes after one, representing two items.
Differentiation
- Support: For pupils struggling with counting, provide fewer objects (e.g., count only 1-5) and offer more hand-over-hand guidance for tracing number 2. Use larger number flash cards and repeat number names slowly and clearly.
- Extension: For pupils who grasp the concepts quickly, encourage them to identify numbers on objects around the classroom (e.g., on a clock, book cover) or count a slightly larger group of objects within the 0-12 range independently.
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