Note for teachers using this lesson plan

Before the lesson, prepare all counting objects (bottle tops, beads, stones) and number flashcards for 0-7. Ensure the MP4 player and charts are ready. The central idea is for pupils to recognise, read, and count numbers 0-7, and to begin tracing a triangle shape. Observe pupils actively pointing to numbers, repeating their names, and attempting to count objects and trace the shape.

Class: Pre-School Level 1
Term: First Term
Week: 6
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Numbers 0-5: Reading, Counting, and Circle Tracing.
Topic: NUMBERS: 0 – 7
Subject Matter: NUMBERS: 0 – 7; Reading Numbers: 0 – 7; Recognition of Numbers: 0 – 7; Counting objects: 1 – 7; Scribbling; Tracing a triangle.

Specific Objectives

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

Cognitive Domain

Recognise and identify numbers 0-7 when shown.
Say the names of numbers 0-7.
Count up to 7 objects with guidance.

Affective Domain

Show interest in number activities.
Listen attentively to the teacher during number recognition and counting.

Psychomotor Domain

Point to numbers 0-7 on flashcards or charts.
Use their fingers to trace a triangle shape.
Manipulate counting objects to represent numbers 1-7.

Participate in group counting activities.
Take turns during practical counting exercises.

Reference Materials

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

Instructional Materials

Number flashcards (0-7)
Number charts (0-7)
MP4 Player (for video/audio)
Counting objects: bottle tops, beads, small stones, sticks
Sand tray or drawing paper and crayons/pencils for tracing
Workbooks or tracing sheets with triangles

Rationale for the Lesson

This lesson introduces numbers 0-7 and the triangle shape, which are foundational for early numeracy and pre-writing skills. At age 2, children learn best through concrete experiences, helping them build a strong understanding of quantity and shape recognition, crucial for daily interactions and future learning.

Prerequisite/Previous Knowledge

Pupils can recognise some numbers (e.g., 0-5), count small groups of objects up to 5, and make simple scribbles or marks. They have also been introduced to basic shapes like a circle.

Lesson Content/Board Summary

NUMBERS: 0 – 7

Reading and Recognising Numbers 0-7

0 (Zero) – Nothing, empty.
1 (One) – Single item.
2 (Two) – A pair of items.
3 (Three) – Three items.
4 (Four) – Four items.
5 (Five) – Five items.
6 (Six) – Six items.
7 (Seven) – Seven items.

We see numbers everywhere around us, like on clocks, phones, and in books.

Counting Objects 1-7

We can count many things:

1 bottle top
2 beads
3 stones
4 fingers
5 pencils
6 books
7 children

Zero means nothing. If I have 3 sweets and eat all 3, I have 0 sweets left.

Introducing the Triangle Shape

A triangle is a shape with three straight sides and three corners.

Examples: A slice of pizza, a party hat, the roof of a house (sometimes).

Counting and Shape Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:
One, two, three, four, five, six, seven,
Numbers bright, sent from heaven.
Zero means no, nothing at all,
Let’s count them all, big and small.
Triangle, triangle, three sides you see,
Let’s trace it nicely, just for me!

Actions: Count on fingers, show empty hands for zero, use fingers to trace a triangle in the air.

Watch and Practise Counting

https://www.youtube.com/watch?v=D0Ajq682QYU

Key Words

Number – A word or symbol used to count.
Zero (0) – Means nothing or no quantity.
One (1) – The first counting number.
Seven (7) – The number after six.
Triangle – A shape with three straight sides.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce each number from 0 to 7 using large flashcards or a chart. Say the number name clearly and have pupils repeat it several times. For numbers 1-7, immediately follow with counting concrete objects to represent the quantity. For ‘0’, show an empty hand or container and explain it means ‘nothing’. Introduce the triangle by showing a picture or real-life example, pointing out its three sides. Guide pupils to trace the shape in the air.

What to show or demonstrate: Display number flashcards for 0-7. Use bottle tops, beads, or other counters to demonstrate counting 1-7, emphasizing one-to-one correspondence (touching each object as it is counted). Show an empty hand for zero. Draw a large triangle on the board and demonstrate tracing its outline with your finger.

How to use the rhyme/song: Sing the “Counting and Shape Rhyme” slowly and clearly, encouraging pupils to join in. Repeat it two to three times. Guide pupils to perform the actions, such as counting on fingers, showing an empty hand for zero, and air-tracing a triangle.

How to use the video: Play the video from the MP4 player. Ask pupils to watch the numbers and objects being counted. Pause the video at different numbers (0-7) and ask pupils to say the number or count the objects shown. Encourage them to sing along with the counting parts.

What to watch for: Observe if pupils are able to point to the correct number when named, if they can repeat the number names, and if they attempt to count objects with their fingers. Also, check for their attempts at tracing the triangle shape.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils warmly and leads them in a familiar welcome song. The teacher then briefly reviews numbers 0-5 by showing flashcards and asking pupils to say the numbers they know.

Pupils’ Activity: Pupils respond to greetings, sing along, and attempt to say the numbers 0-5 as shown by the teacher.

Learning Point: Pupils are settled and recall previous number knowledge.

Step 2: Number Recognition (0-7)

Time: 5 minutes

Teaching Skill: Recognition/Repetition

Teacher’s Activity: The teacher introduces numbers 0-7 using large flashcards. The teacher shows each number, says its name clearly, and asks pupils to repeat the name. This is done several times for each number, especially for 6 and 7.

Pupils’ Activity: Pupils look at the flashcards, listen to the teacher, and repeat the names of numbers 0-7.

Learning Point: Pupils begin to recognise and say numbers 0-7.

Step 3: Counting Objects (1-7)

Time: 6 minutes

Teaching Skill: Demonstration/Guided Counting

Teacher’s Activity: The teacher uses counting objects (bottle tops, beads) to demonstrate counting from 1 to 7. For each number, the teacher counts out the corresponding quantity, touching each object. The teacher then guides pupils to count along, touching the objects themselves.

Pupils’ Activity: Pupils watch the teacher count, then participate by touching and counting objects from 1 to 7 with guidance.

Learning Point: Pupils understand that numbers represent quantities and practise one-to-one correspondence.

Step 4: Understanding Zero (0)

Time: 3 minutes

Teaching Skill: Concept Introduction

Teacher’s Activity: The teacher shows an empty hand or an empty cup and explains that it means “zero” or “nothing.” The teacher gives simple examples like “I have 3 pencils, I give them all away, now I have zero pencils.”

Pupils’ Activity: Pupils observe the empty hand/cup and listen to the explanation of “zero.” They may show their own empty hands.

Learning Point: Pupils grasp the concept of zero as representing no quantity.

Step 5: Rhyme and Video Reinforcement

Time: 5 minutes

Teaching Skill: Auditory/Visual Reinforcement

Teacher’s Activity: The teacher leads pupils in singing the “Counting and Shape Rhyme” with actions. Then, the teacher plays the verified YouTube video on numbers 0-7, encouraging pupils to watch and sing along to the counting parts.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, attempting to sing along and point to numbers/objects as they appear.

Learning Point: Pupils reinforce number recognition and counting through song and visual aids.

Step 6: Triangle Tracing

Time: 4 minutes

Teaching Skill: Demonstration/Pre-writing

Teacher’s Activity: The teacher shows a picture of a triangle and points out its three sides. The teacher then demonstrates how to trace a triangle in the air, on the board, and in a sand tray or on paper. The teacher guides pupils to try tracing a triangle.

Pupils’ Activity: Pupils observe the triangle, listen to the teacher, and attempt to trace a triangle in the air, in a sand tray, or on paper with their fingers or crayons.

Learning Point: Pupils begin to recognise the triangle shape and practise pre-writing strokes.

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.

“Show me number 5.” (Teacher shows flashcards 0-7 randomly).
“How many bottle tops are here?” (Teacher places 3, then 6 bottle tops).
“What number means ‘nothing’?”
“Can you show me how to trace a triangle in the air?”

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: Consolidation

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher reiterates that they learned numbers 0-7 and how to trace a triangle. The teacher leads a short goodbye song.

Pupils’ Activity: Pupils respond to praise, sing the goodbye song, and prepare for the next activity.

Learning Point: Pupils feel accomplished and the lesson is brought to a positive close.

Lesson Keywords

Number – A symbol or word used for counting.
Zero (0) – Represents no quantity or absence of value.
One (1) – The first whole number in counting.
Seven (7) – The number that comes after six.
Count – To say numbers in order or find the total number of items.
Triangle – A flat shape with three straight sides and three corners.
Trace – To draw over a line or shape.

Differentiation

Support: For pupils struggling with number recognition, use larger flashcards and more hand-over-hand guidance when counting objects. Provide fewer objects (e.g., 1-3) to count initially. For tracing, use a sand tray or larger outlines for easier finger tracing.
Extension: For pupils who quickly grasp the concepts, encourage them to find groups of 6 or 7 objects around the classroom. Ask them to identify triangles in the classroom environment. They can also try to draw a simple triangle on their own after tracing.