Recognising and Counting Numbers 1-100, Tracing, Writing and Number Words for Pre-School Level 3

Class: Pre-School Level 3
Term: Third Term
Week: 1
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and recognising numbers up to 50
Topic: NUMBERS 1-100: RECOGNITION, COUNTING, TRACING, WRITING AND NUMBER WORDS
Subject Matter: NUMBERS 1 – 100 Recognition of figures 1 – 100, Counting objects 1 – 100, Tracing figures 1 – 100, Writing figures 1 – 100, Reading figures written in words: 1 – 100, Reading figures: 1 – 100.

Specific Objectives

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

Cognitive Domain

• Recognise and identify numbers from 1 to 100 on a chart or flashcards.
• Count objects up to 100, especially in groups of ten.
• Identify number words for common numbers (e.g., one, two, ten, hundred).

Affective Domain

• Show enthusiasm while participating in counting activities and games.
• Listen attentively to the teacher’s instructions and demonstrations.

Psychomotor Domain

• Trace numbers from 1 to 100 in their notebooks with guidance.
• Attempt to write numbers from 1 to 100 with support.
• Match number figures to their corresponding number words.

Social Domain

• Take turns when identifying numbers or counting objects.
• Participate cooperatively in group counting activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3 Numeracy
• Early Childhood Care and Education resources
• Relevant early-years numeracy workbooks

Instructional Materials

• Large number chart (1-100)
• Number flashcards (figures 1-100)
• Number word flashcards (e.g., one, two, ten, twenty, hundred)
• Bottle tops, stones, beads, or other small counting objects (at least 100)
• Magnetic numbers (1-100, if available)
• Pupils’ notebooks and pencils
• Crayons

Rationale for the Lesson

Learning numbers 1-100 is fundamental for developing a strong number sense in young children. At this age, it helps pupils understand the sequence and quantity of numbers, which is crucial for everyday tasks like counting objects, understanding age, and later, for basic arithmetic. This lesson builds a foundation for more complex mathematical concepts by making numbers concrete and interactive.

Prerequisite/Previous Knowledge

Pupils are expected to have prior knowledge of recognising and counting numbers up to 50, and some basic understanding of number formation.

Lesson Content/Board Summary

NUMBERS 1-100: RECOGNITION, COUNTING, TRACING, WRITING AND NUMBER WORDS

What are Numbers?

Numbers tell us “how many” of something we have. They help us count, compare, and understand quantity.

Recognising Figures 1-100

We can see numbers written as figures like 1, 2, 3, 4, 5, 10, 20, 50, 100. Look at the big number chart. It shows numbers from 1 all the way to 100.

Counting Objects 1-100

We can count many objects! Let’s count our bottle tops. We can count them one by one, or in groups of ten to make it faster: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 20, 30, 40, 50, 60, 70, 80, 90, 100.

Tracing and Writing Figures 1-100

We learn to write numbers by tracing them first. Tracing helps our hands learn the correct shape. Start from the top and follow the lines. Example:
1 2 3 4 5 6 7 8 9 10
…
91 92 93 94 95 96 97 98 99 100

Reading Figures Written in Words 1-100

Numbers can also be written with letters, like words.
1 – one
2 – two
3 – three
10 – ten
20 – twenty
50 – fifty
100 – one hundred

Key Words

• Number – A symbol or word that tells us quantity.
• Count – To say numbers in order while touching objects.
• Trace – To draw over a line or shape.
• Figure – The written symbol for a number (e.g., 5).
• Word – The name of a number written with letters (e.g., five).

Counting to One Hundred Rhyme

Tune: “Twinkle, Twinkle Little Star”

One, two, three, four, five,
Counting numbers, we’re alive!
Six, seven, eight, nine, ten,
Let’s count up again!

Ten, twenty, thirty, forty,
Counting big numbers, it’s so sporty!
Fifty, sixty, seventy, eighty,
Ninety, one hundred, isn’t that great-y!

Actions: Count on fingers for 1-10. For larger numbers, clap for each ten, then throw hands up for “one hundred.”

Watch and Count

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk (using number charts and flashcards)
• Question and Answer
• Manipulation of Objects
• Repetition
• Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and leads a quick counting song (e.g., “One, Two, Buckle My Shoe” up to 10). The teacher then asks pupils what they remember about numbers and counting, introducing that today they will learn about even bigger numbers, all the way to 100.

Pupils’ Activity: Pupils respond to greetings, sing the counting song, and share what they know about numbers.

Learning Point: Pupils recall prior knowledge of numbers and are introduced to the new topic.

Step 2: Recognition of Numbers 1-100

Time: 5 minutes

Teaching Skill: Visual Recognition/Identification

Teacher’s Activity: The teacher displays the large number chart (1-100) and points to various numbers randomly, asking pupils to identify them. The teacher also uses number flashcards (e.g., 5, 15, 20, 43, 70, 99) and asks pupils to call out the numbers.

Pupils’ Activity: Pupils point to and orally identify numbers on the chart and flashcards as called by the teacher.

Learning Point: Pupils practice recognising numbers from 1 to 100.

Step 3: Counting Objects 1-100

Time: 5 minutes

Teaching Skill: Concrete Counting/Grouping

Teacher’s Activity: The teacher brings out a large collection of bottle tops/beads. The teacher demonstrates counting 10 bottle tops and putting them in a small pile. The teacher then guides pupils to count in tens (10, 20, 30…) to reach 100 using the grouped objects.

Pupils’ Activity: Pupils participate in counting the objects, first individually for small numbers, then in groups of ten with the teacher’s guidance.

Learning Point: Pupils understand how to count larger quantities by grouping and reach 100 using objects.

Step 4: Tracing and Writing Numbers 1-100

Time: 6 minutes

Teaching Skill: Fine Motor/Pre-writing

Teacher’s Activity: The teacher demonstrates tracing a few numbers (e.g., 1, 10, 35, 72, 100) on the board, showing the correct starting point and direction. The teacher then guides pupils to trace numbers in their notebooks from a pre-written template or by copying from the board.

Pupils’ Activity: Pupils practice tracing numbers in the air, then carefully trace and attempt to write numbers in their notebooks with teacher guidance.

Learning Point: Pupils develop fine motor skills and practice correct number formation.

Step 5: Number Words 1-100

Time: 4 minutes

Teaching Skill: Word Recognition/Matching

Teacher’s Activity: The teacher introduces number word flashcards (e.g., “one,” “two,” “ten,” “twenty,” “one hundred”). The teacher shows a number figure card (e.g., 10) and asks pupils to find the matching number word card (“ten”).

Pupils’ Activity: Pupils repeat the number words after the teacher and participate in matching number figures to their corresponding number words.

Learning Point: Pupils begin to recognise and associate number figures with their written words.

Step 6: Rhyme and Video Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads the class in singing the “Counting to One Hundred Rhyme” with actions. Afterwards, the teacher plays the short educational video on counting to 100, encouraging pupils to watch and count along.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, actively counting along or pointing to numbers they see.

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

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. “Point to number 65 on the chart.”
2. “Count out 20 bottle tops for me.”
3. “What number is this?” (Shows flashcard for 40).
4. “Trace the number 50 in your notebook.”
5. “Which word says ‘ten’?” (Shows ‘ten’ and ‘two’ word cards).

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: Summary/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and effort in learning numbers up to 100. The teacher reminds them to keep practicing counting everywhere they go.

Pupils’ Activity: Pupils respond to the teacher’s praise and acknowledge the lesson’s conclusion.

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

Lesson Keywords

• Number – A symbol or word that tells us how many.
• Count – To say numbers in order.
• Trace – To draw over a line or shape.
• Figure – The symbol for a number, like ‘7’.
• Word – The name of a number written with letters, like ‘seven’.
• One Hundred – The number after ninety-nine.

Differentiation

• Support: For pupils struggling with number recognition, provide larger number flashcards and focus on smaller number ranges (e.g., 1-20, then 21-40). Use hand-over-hand guidance for tracing. Provide fewer objects to count initially.
• Extension: For pupils who quickly grasp the concepts, challenge them to identify numbers when shown out of sequence, count objects in larger groups (e.g., 5s), or try to write a few more number words beyond the introduced ones. Ask them to identify numbers that come before or after a given number.