Note for teachers using this lesson plan
Before this lesson, prepare a large number chart displaying numbers 1-110, flashcards for individual numbers (especially key ones like 10, 20, 100, 110) and number words (e.g., one, ten, one hundred), and a sufficient quantity of bottle tops or counters for each pupil or group to count up to 110. The central idea is for pupils to recognise, count, and begin to understand the sequence of numbers up to 110, as well as identify a few key number words. Successful learning will be observed when pupils can point to, say, and count objects for numbers within this range, and trace these figures correctly.
Class: Pre-School Level 4
Term: First Term
Week: 1
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Plane Shapes Circle, Triangle, Square and Rectangle
Topic: NUMBERS 1-110: RECOGNITION, COUNTING, TRACING AND NUMBER WORDS
Subject Matter: NUMBERS 1 – 110 Recognition of figures: 1 – 110 Counting objects 1 – 110 Tracing figures 1- 110 Reading figures written in words: 1 – 110. Weekly focus: Numbers 1-110: Recognition, Counting, Tracing and Number Words.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise and identify numbers 1-110 when shown.
- Count objects accurately up to 110.
- Read number words for selected numbers (e.g., one, ten, one hundred, one hundred and ten).
Affective Domain
- Participate actively in counting and number recognition activities.
- Show enthusiasm for learning about numbers.
Psychomotor Domain
- Trace and write numbers 1-110 with guidance.
- Match number figures to their corresponding number words.
Social Domain
- Take turns and share materials during group counting activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 4
- Early Childhood Care and Education Numeracy Resources
Instructional Materials
- Large number chart (1-110)
- Number flashcards (1-110)
- Number word flashcards (e.g., one, two, ten, twenty, one hundred, one hundred and ten)
- Bottle tops or other counters (at least 110 per group)
- Beads
- Whiteboard and markers
- Pupil notebooks and pencils
- Workbooks
Rationale for the Lesson
This lesson is essential for Pre-School Level 4 pupils as it builds a strong foundation in number sense, which is crucial for everyday life and future mathematical learning. Understanding numbers up to 110 helps children grasp quantity, sequence, and prepares them for more complex arithmetic concepts.Prerequisite/Previous Knowledge
Pupils can already recognise and count numbers up to 50 or 100, and have some familiarity with basic number words.Lesson Content/Board Summary
NUMBERS 1-110: Recognition, Counting, Tracing and Number Words
What are Numbers?
Numbers help us count things, know how many, and put things in order. We use numbers every day!Recognising Numbers 1-110
Look at the numbers on the chart. Each number has a special shape.1, 2, 3, 4, 5, 6, 7, 8, 9, 10…
…98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110.
Counting Objects 1-110
We can count many things: bottle tops, beads, pencils, fingers, toes! Count one by one, or in groups of ten.10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110.
Tracing and Writing Numbers 1-110
We learn to write numbers by tracing them first. Start at the top and follow the lines. Practice writing numbers like 1, 2, 3… and also big numbers like 100, 101, 110.Number Words
Numbers can also be written in words.- 1 – one
- 2 – two
- 3 – three
- 4 – four
- 5 – five
- 6 – six
- 7 – seven
- 8 – eight
- 9 – nine
- 10 – ten
- 20 – twenty
- 30 – thirty
- 40 – forty
- 50 – fifty
- 60 – sixty
- 70 – seventy
- 80 – eighty
- 90 – ninety
- 100 – one hundred
- 110 – one hundred and ten
Counting Rhyme
Tune: “Twinkle, Twinkle Little Star”
One, two, three, let’s all count,
Numbers growing, huge amount.
Ten, twenty, thirty too,
Lots of numbers, me and you.
One hundred, one hundred and ten,
Let’s count them again!
Actions: Count on fingers, clap for tens, point upwards for big numbers.
Watch and Practise Counting
Key Words
- Number – a symbol or word that tells us how many.
- Count – to say numbers in order or find the total number of items.
- Trace – to draw over a line or shape.
- Write – to make letters or numbers on paper.
- One hundred – the number after ninety-nine.
- One hundred and ten – the number after one hundred and nine.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by displaying the large number chart (1-110) and pointing to numbers randomly, asking pupils to identify them. Then, lead a whole-class counting session using bottle tops, first counting one by one up to 10, then counting in tens to 100, and finally continuing one by one to 110. Demonstrate correct number formation on the board for numbers like 1, 10, 20, 100, 101, and 110 before pupils trace. Introduce the number words gradually, starting with “one” to “ten,” then jumping to “twenty,” “one hundred,” and “one hundred and ten,” using flashcards to match figures with words.
What to show or demonstrate: Show the number chart, individual number flashcards, and bottle tops for counting. Demonstrate tracing numbers on the board, emphasizing starting points and direction. Show number word flashcards and match them to the corresponding number figures.
How to use the rhyme/song: Introduce the “Counting Rhyme” after the main counting activity. Sing it twice, encouraging pupils to join in and perform the suggested actions (counting on fingers, clapping for tens, pointing upwards for big numbers). This helps reinforce the counting sequence and number recognition in a fun way.
How to use the video: Introduce the video as a fun way to practice counting. Play the “Count to 100 | Super Simple Songs” video. Encourage pupils to sing along and follow the counting actions. After watching, ask pupils to count along with you, perhaps starting from 90 to 110, to extend beyond the video’s range.
What to watch for: Observe if pupils are counting accurately, especially when transitioning between tens (e.g., 9, 10; 99, 100, 101). Check their pencil grip and tracing direction. Listen for correct pronunciation of number words. Provide individual support for those struggling with specific numbers or formations.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Manipulation of Objects
- Repetition
- Question and Answer
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Recalling
Teacher’s Activity: The teacher greets the pupils and leads them in singing a familiar counting song like “One, Two, Buckle My Shoe.” The teacher then introduces the topic of learning about bigger numbers up to 110.
Pupils’ Activity: Pupils greet the teacher, sing the counting song, and listen attentively to the introduction.
Learning Point: Pupils are engaged and prepared for the lesson.
Step 2: Recognition of Numbers 1-110
Time: 5 minutes
Teaching Skill: Identification/Visual Learning
Teacher’s Activity: The teacher displays the large number chart (1-110) and points to various numbers, asking pupils to identify them orally. The teacher also uses number flashcards for random recognition practice.
Pupils’ Activity: Pupils observe the chart and flashcards, identifying the numbers as called upon by the teacher.
Learning Point: Pupils recognise number figures from 1-110.
Step 3: Counting Objects 1-110
Time: 5 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: The teacher distributes bottle tops or beads to each pupil or group. The teacher then guides pupils to count the objects, first counting individually to 10, then in tens up to 100, and finally continuing one by one up to 110.
Pupils’ Activity: Pupils gather their bottle tops and count them along with the teacher, practising counting in sequence and in tens.
Learning Point: Pupils can count objects accurately up to 110.
Step 4: Tracing and Writing Numbers 1-110
Time: 5 minutes
Teaching Skill: Modelling/Fine Motor Skills
Teacher’s Activity: The teacher demonstrates how to trace and write numbers on the board, focusing on correct formation for numbers like 1-10, 100, 101, and 110. The teacher then guides pupils to trace numbers in their notebooks or workbooks.
Pupils’ Activity: Pupils trace numbers in the air, then carefully trace and attempt to write numbers 1-110 in their notebooks or workbooks.
Learning Point: Pupils develop fine motor skills and learn to form numbers correctly.
Step 5: Number Words and Matching
Time: 4 minutes
Teaching Skill: Vocabulary/Matching
Teacher’s Activity: The teacher introduces number words for selected numbers (e.g., one, ten, twenty, one hundred, one hundred and ten) using flashcards. The teacher shows a number figure and its corresponding word, guiding pupils to repeat the word and then match the figure to the word.
Pupils’ Activity: Pupils repeat the number words after the teacher and participate in matching number figures to their word forms.
Learning Point: Pupils recognise and read selected number words.
Step 6: Reinforcement Activity (Rhyme and Video)
Time: 3 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads the pupils in singing the “Counting Rhyme” with actions. The teacher then plays the counting video, encouraging pupils to sing and count along. After the video, the teacher leads a quick “missing numbers” activity on the board (e.g., 98, __, 100, __, 102).
Pupils’ Activity: Pupils sing the rhyme, watch and participate with the video, and help fill in missing numbers.
Learning Point: Pupils reinforce their number recognition and counting skills through song and visual aids.
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.
- “Count 10 bottle tops for me.”
- “Point to the number ’75’ on the chart.”
- “Trace the number ‘100’ in the air.”
- “Which word says ‘ten’? (Show flashcards for ‘one’ and ‘ten’).”
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: Summarising
Teacher’s Activity: The teacher briefly recaps the lesson, praising pupils for their effort. The teacher assigns a simple homework task, such as tracing numbers 1-20 in their notebooks.
Pupils’ Activity: Pupils listen to the recap and note down their homework.
Learning Point: Pupils consolidate their learning and receive an assignment for practice.
Lesson Keywords
- Number – a symbol or word that tells us how many.
- Count – to say numbers in order or find the total number of items.
- Trace – to draw over a line or shape.
- Write – to make letters or numbers on paper.
- One hundred – the number after ninety-nine.
Differentiation
- Support: For pupils struggling with the higher numbers, focus on numbers up to 50 or 100 first. Use larger number cards and fewer items for counting. Provide hand-over-hand guidance for tracing. Repeat counting in smaller chunks (e.g., 1-10, then 11-20).
- Extension: For pupils who quickly grasp the concept, challenge them to count backwards from 20, identify numbers beyond 110 (e.g., 111-120), or write more number words. Ask them to identify numbers that come before or after a given number within the 1-110 range.
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