Reading, Recognising and Counting Numbers 0-1 for Pre-School Level 1

Class: Pre-School Level 1
Term: First Term
Week: 2
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Introduction to numbers through songs and rhymes.
Topic: NUMBERS: 0 – 1
Subject Matter: NUMBERS: 0 – 1; Reading Numbers: 0 – 1; Counting objects: 1; Recognition of Numbers: 0 – 1; Scribbling. Weekly focus: Reading, Recognising and Counting Numbers 0-1.

Specific Objectives

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

Cognitive Domain

• Recognise the numerals 0 and 1.
• Say the number names “zero” and “one” when shown the numerals.
• Count one object correctly.

Affective Domain

• Participate actively in number recognition and counting activities.
• Show interest in learning about numbers.

Psychomotor Domain

• Point to the numeral 0 or 1 when asked.
• Demonstrate “nothing” with an empty hand or container.
• Make scribbles on paper.

Social Domain

• Listen attentively to the teacher’s instructions.
• Take turns during group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 1
• Early Childhood Care and Education Numeracy resources

Instructional Materials

• Charts displaying numerals 0 and 1
• Flash cards with numerals 0 and 1
• Real objects for counting (e.g., 1 ball, 1 book, 1 crayon, 1 bottle top)
• An empty basket or container
• Paper and crayons for scribbling
• MP4 Player (for video)

Rationale for the Lesson

This lesson introduces Pre-School Level 1 pupils to the foundational concepts of numbers zero and one. Understanding these basic numbers helps children develop early numeracy skills, which are essential for counting, quantity recognition, and problem-solving in their daily lives and future learning. It also helps them connect abstract symbols with concrete quantities.

Prerequisite/Previous Knowledge

Pupils can identify some familiar objects and may have heard numbers in songs or rhymes. They also enjoy looking at pictures and making sounds.

Lesson Content/Board Summary

NUMBERS: 0 – 1

What is Zero (0)?

Zero (0) means nothing. It shows that there are no objects in a group.

• Example: An empty hand, an empty plate, an empty box.

What is One (1)?

One (1) means a single item or object.

• Example: One ball, one pencil, one nose, one mouth.

Reading and Recognising Numbers 0 and 1

• Show the numeral 0 and say “Zero”.
• Show the numeral 1 and say “One”.
• Practice pointing to 0 and 1 on charts and flashcards.

Counting Objects (for Number 1)

• Hold up one object and count “One”.
• Ask pupils to show “one” finger or touch “one” nose.

Scribbling Practice

Making marks on paper helps prepare hands for writing. We can make simple straight lines, like the shape of number 1.

Counting Rhyme: Zero and One

Tune: “Twinkle, Twinkle Little Star”

Empty hand, nothing there,
That is zero, everywhere.
One little finger, up so high,
That is one, let’s give a try!
Zero, one, we learn to say,
Numbers help us every day!

Actions:

• “Empty hand, nothing there”: Show empty palms.
• “That is zero, everywhere”: Make a circle with fingers for 0.
• “One little finger, up so high”: Hold up one index finger.
• “That is one, let’s give a try!”: Point to the numeral 1.
• “Zero, one, we learn to say”: Make 0 and 1 shapes with fingers.
• “Numbers help us every day!”: Clap hands.

Watch and Learn: Numbers 0 and 1

https://www.youtube.com/watch?v=F_f0h920d00

Key Words

• Zero – means nothing, no quantity.
• One – means a single item or object.

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: Engagement/Recall

Teacher’s Activity: Greet pupils warmly. Sing a familiar welcome song. Ask pupils if they know what numbers are or if they have seen numbers before (e.g., on a clock, on a book). Tell them they will learn about two special numbers today: zero and one.

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

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

Step 2: Introduction of Number 0

Time: 4 minutes

Teaching Skill: Demonstration/Concept Building

Teacher’s Activity: Hold up an empty hand or an empty basket. Ask, “What do you see in my hand/basket?” (Nothing). Explain, “When there is nothing, we call it ‘zero’. This is how we write zero (show flashcard 0).” Say “Zero” several times and ask pupils to repeat. Ask pupils to show their empty hands.

Pupils’ Activity: Pupils observe, say “nothing”, repeat “Zero”, and show their empty hands.

Learning Point: Pupils understand that zero means nothing and can say “Zero”.

Step 3: Introduction of Number 1

Time: 4 minutes

Teaching Skill: Demonstration/Concept Building

Teacher’s Activity: Now, place one object (e.g., one ball) in the basket. Ask, “How many balls do you see?” (One). Explain, “This is ‘one’. This is how we write one (show flashcard 1).” Say “One” several times and ask pupils to repeat. Ask pupils to hold up one finger.

Pupils’ Activity: Pupils observe, say “one”, repeat “One”, and hold up one finger.

Learning Point: Pupils understand that one means a single item and can say “One”.

Step 4: Recognition and Reading 0-1

Time: 5 minutes

Teaching Skill: Visual Recognition/Repetition

Teacher’s Activity: Show flashcards for 0 and 1 randomly. Ask pupils to say the number name. Point to the numbers on a large chart. Encourage pupils to point to the correct number when named by the teacher. Play the “Zero and One” rhyme with actions to reinforce learning.

Pupils’ Activity: Pupils say “Zero” or “One” as flashcards are shown, point to numbers on the chart, and participate in the rhyme with actions.

Learning Point: Pupils can recognise and say the names of numbers 0 and 1.

Step 5: Counting and Matching (for Number 1)

Time: 5 minutes

Teaching Skill: Practical Application/Matching

Teacher’s Activity: Place various single objects on the table (e.g., one bottle top, one crayon, one block). Ask pupils to pick up “one” object and count it aloud as “one”. Guide them to match the object with the numeral 1 flashcard. Show the video “Numbers 0 and 1 for Kids” to reinforce counting and recognition.

Pupils’ Activity: Pupils pick up one object, count “one”, and attempt to match it to the numeral 1. They watch the video and listen.

Learning Point: Pupils can count one object and relate it to the numeral 1.

Step 6: Scribbling Practice

Time: 4 minutes

Teaching Skill: Fine Motor Development/Pre-writing

Teacher’s Activity: Distribute paper and crayons. Encourage pupils to make marks on the paper, guiding them to make simple vertical strokes (like the shape of 1) as part of their scribbling. Praise their efforts.

Pupils’ Activity: Pupils hold crayons and make scribbles on their paper, attempting to make vertical lines with guidance.

Learning Point: Pupils develop fine motor skills and hand-eye coordination through scribbling.

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. Show me your empty hand. What number does that mean?
2. Show me one finger. What number is that?
3. Point to the number 0 on the chart.
4. Point to the number 1 on the flashcard.
5. Pick up one bottle top from the table.

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: Consolidation

Teacher’s Activity: Briefly recap that they learned about zero (nothing) and one (a single item). Praise pupils for their participation and effort. Sing a goodbye song.

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

Learning Point: Pupils feel a sense of accomplishment and consolidate learning.

Lesson Keywords

• Zero – means nothing.
• One – means a single thing.

Differentiation

• Support: For pupils struggling to recognise numbers, use larger flashcards and provide hand-over-hand guidance for pointing. Repeat the number names and actions more frequently. Use only real objects for counting before introducing pictures.
• Extension: For pupils who quickly grasp the concepts, challenge them to find “one” of different objects around the classroom (e.g., “Show me one chair,” “Show me one window”). Ask them to show 0 and 1 using different body parts (e.g., zero hands up, one foot up).