Note for teachers using this lesson plan

Before the lesson, ensure you have number flashcards (0, 1, 2), charts showing these numbers with corresponding quantities (e.g., 1 ball, 2 apples), and a collection of small, safe objects like bottle tops or blocks. The central idea is for pupils to recognise, read (say), and count numbers 0-2. Observe pupils as they point to the numbers, say them, and count up to two objects to confirm their understanding.

Class: Pre-School Level 1
Term: First Term
Week: 3
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Not separately stated in the scheme.
Topic: NUMBERS: 0 – 2
Subject Matter: NUMBERS: 0 – 2; Reading Numbers: 0 – 2; Counting objects: 1 – 2; Recognition of Numbers: 0 – 2; Scribbling. Weekly focus: Numbers 0-2: Reading, Recognition and Counting.

Specific Objectives

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

Cognitive Domain

Recognise and identify numbers 0, 1, and 2 when shown.
Say the names of numbers 0, 1, and 2.
Count one and two objects correctly.

Affective Domain

Participate actively in number games and songs.
Show interest in learning about numbers.

Psychomotor Domain

Point to numbers 0, 1, and 2 on flashcards or charts.
Manipulate objects to show quantities of one and two.
Make scribbling motions on paper.

Take turns when counting or identifying numbers.
Share counting objects with peers under supervision.

Reference Materials

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

Instructional Materials

Number charts showing 0, 1, 2
Number flashcards for 0, 1, 2
MP4 Player (for playing educational videos/songs)
Small, safe counting objects (e.g., bottle tops, blocks, beads, pebbles)
Empty basket or container (to demonstrate zero)
Crayons or pencils
Plain paper for scribbling

Rationale for the Lesson

This lesson introduces numbers 0, 1, and 2, which are foundational for early mathematical understanding. At two years old, children begin to grasp basic quantities and associate them with symbols, building essential skills for daily life like counting toys or understanding “one more biscuit.” This early exposure supports their cognitive development and prepares them for more complex numeracy concepts.

Prerequisite/Previous Knowledge

Pupils can identify some familiar objects and may have heard adults counting in their environment. They can also follow simple instructions.

Lesson Content/Board Summary

NUMBERS: 0 – 2

Number 0 (Zero)

Zero means nothing. It means there are no objects.

Show an empty hand: “Look, my hand has zero sweets.”
Show an empty basket: “The basket has zero balls.”

Number 1 (One)

One means a single object.

This is the number 1. (Show flashcard/chart)
Let’s count: 1 (Show one finger, one bottle top, one pencil)

Number 2 (Two)

Two means two objects.

This is the number 2. (Show flashcard/chart)
Let’s count: 1, 2 (Show two fingers, two bottle tops, two pencils)

Key Words

Zero – meaning nothing, none.
One – meaning a single item.
Two – meaning a pair of items.

Counting Rhyme: “Numbers 0, 1, 2”

Tune: “Twinkle, Twinkle Little Star”

Zero, zero, empty hand,
Nothing, nothing in the sand.
One, one, one little thumb,
See how many fingers come!
Two, two, two little shoes,
Counting numbers, we can choose!

Actions:

For “Zero, zero, empty hand”: Show empty hands.
For “One, one, one little thumb”: Hold up one thumb.
For “Two, two, two little shoes”: Wiggle two fingers like feet or point to own shoes.

Watch and Learn Numbers 0, 1, 2

https://www.youtube.com/watch?v=F0fMvC-q25g

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by showing an empty hand or container to introduce “zero.” Then, present number flashcards for 1 and 2, saying the number clearly. Always pair the numeral with concrete objects. For example, show the ‘1’ card and one bottle top. Repeat for ‘2’. Emphasise the sound of each number.

What to show or demonstrate: Use large, clear number charts and flashcards. Demonstrate counting one object and then two objects using various items like bottle tops, blocks, or even fingers. Show how to make simple scribbles on paper.

How to use the rhyme/song: Sing the “Numbers 0, 1, 2” rhyme slowly and clearly, performing the actions. Encourage pupils to imitate the actions and try to sing along. Repeat the rhyme several times to aid memorisation and reinforce the numbers.

How to use the video: Introduce the video as a fun way to learn numbers. Play the video on the MP4 player. Encourage pupils to watch and listen carefully. After watching, ask pupils to point to numbers 0, 1, or 2 if they see them on flashcards, or count objects as done in the video.

What to watch for: Observe if pupils can distinguish between the numerals 0, 1, and 2, and if they can correctly count 1 and 2 objects. Watch for their engagement in the rhyme and video, and their attempts at scribbling.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Motivation

Teacher’s Activity: The teacher greets the pupils warmly and leads a short “Hello” song. The teacher then shows an empty hand and asks, “What do I have in my hand?” and then shows one finger, asking, “How many fingers?”

Pupils’ Activity: Pupils respond to greetings and try to answer the teacher’s questions, perhaps saying “nothing” or “one.”

Learning Point: Pupils are engaged and introduced to the concept of quantity.

Step 2: Introduction to Number 0 (Zero)

Time: 4 minutes

Teaching Skill: Concept Introduction/Demonstration

Teacher’s Activity: The teacher shows an empty basket and says, “This basket has zero balls. Zero means nothing.” The teacher then shows the number 0 flashcard and says “Zero.” The teacher asks pupils to show their empty hands.

Pupils’ Activity: Pupils observe the empty basket, look at the number 0, repeat “Zero,” and show their empty hands.

Learning Point: Pupils understand that zero means nothing and recognise the numeral 0.

Step 3: Introduction to Number 1 (One)

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher shows the number 1 flashcard and says “One.” The teacher then places one bottle top on the table and counts “One.” The teacher asks pupils to pick up one bottle top and say “One.”

Pupils’ Activity: Pupils look at the number 1, repeat “One,” pick up one bottle top, and count “One.”

Learning Point: Pupils recognise the numeral 1 and associate it with one object.

Step 4: Introduction to Number 2 (Two)

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher shows the number 2 flashcard and says “Two.” The teacher places two bottle tops on the table and counts “One, Two.” The teacher asks pupils to pick up two bottle tops and count “One, Two.”

Pupils’ Activity: Pupils look at the number 2, repeat “Two,” pick up two bottle tops, and count “One, Two.”

Learning Point: Pupils recognise the numeral 2 and associate it with two objects.

Step 5: Number Recognition and Counting Game

Time: 4 minutes

Teaching Skill: Reinforcement/Activity

Teacher’s Activity: The teacher shuffles the flashcards (0, 1, 2) and shows them one by one. The teacher asks pupils to say the number and show the corresponding quantity with their fingers or by picking up objects. The teacher also leads the “Numbers 0, 1, 2” rhyme.

Pupils’ Activity: Pupils try to say the number shown, hold up the correct number of fingers, or pick up the correct number of objects. They sing along and perform actions for the rhyme.

Learning Point: Pupils reinforce recognition of numbers 0-2 and practice counting.

Step 6: Scribbling Activity

Time: 3 minutes

Teaching Skill: Fine Motor Development

Teacher’s Activity: The teacher gives each pupil a piece of paper and a crayon. The teacher demonstrates making simple scribbles (circular motions, up and down lines) and encourages pupils to do the same, saying “Let’s make some marks on our paper!”

Pupils’ Activity: Pupils hold their crayons and make scribbles on their paper, exploring movement and mark-making.

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.

“Show me number 1.” (Teacher holds up flashcards 0, 1, 2)
“Can you say this number?” (Teacher points to number 2 on a chart)
“Pick up two bottle tops for me.”
“What does zero mean?” (Teacher shows an empty hand)

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: Summarising/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher quickly reviews the numbers 0, 1, and 2 by showing the flashcards one last time and having pupils repeat the numbers. The teacher reminds them to keep counting at home.

Pupils’ Activity: Pupils respond to praise, repeat the numbers, and say goodbye to the teacher.

Learning Point: Pupils feel successful and are encouraged to continue learning numbers.

Lesson Keywords

Zero – no objects, nothing.
One – a single item.
Two – two items.
Count – to say numbers in order while touching objects.
Scribble – to draw lines and shapes freely.

Differentiation

Support: For pupils who struggle, use larger, more tactile objects for counting. Provide hand-over-hand guidance for pointing to numbers and counting. Repeat numbers and actions more frequently. Use fewer choices when asking them to identify a number.
Extension: For pupils who grasp the concepts quickly, encourage them to find groups of one or two objects around the classroom. Ask them to show “one” or “two” using different body parts (e.g., “show me one nose,” “show me two ears”).