Recognising, Counting and Tracing Numbers 1-120 with Number Words for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 2
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and recognising numbers up to 100.
Topic: NUMBERS 1-120: RECOGNITION, COUNTING, TRACING AND NUMBER WORDS
Subject Matter: Numbers 1 – 120 Recognition of figures: 1 – 120, Counting objects 1 – 120, Tracing figures 1- 120, Reading figures written in words: 1 – 120.

Specific Objectives

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

Cognitive Domain

• Recognise and identify numbers from 1 to 120.
• Count objects accurately up to 120.
• Identify number words for basic numbers and key tens up to 120.

Affective Domain

• Show enthusiasm while participating in counting activities.
• Listen attentively to the teacher and peers during number games.

Psychomotor Domain

• Trace numbers 1 to 120 correctly.
• Write numbers 1 to 120 with guidance.
• Match number figures to their corresponding number words for familiar numbers.

Social Domain

• Take turns when counting objects with classmates.
• Participate actively in group number recognition games.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4.
• Early Childhood Care and Education Numeracy resources.
• Relevant early-years numeracy workbook.

Instructional Materials

• Large number chart (1-120)
• Number flashcards (1-120)
• Number word flashcards (e.g., one, two, ten, twenty, one hundred)
• Beads, bottle tops, or other small counters (at least 120 per group)
• Pencils and notebooks/worksheets
• Whiteboard/chalkboard and markers/chalk
• Audio-visual player (e.g., tablet, laptop) for number songs/videos.

Rationale for the Lesson

This lesson is crucial for Pre-School Level 4 pupils as it expands their numerical understanding beyond 100, preparing them for more complex mathematical concepts. By recognising, counting, tracing, and identifying number words up to 120, children build a strong foundation for number sense and quantitative reasoning, which is essential for everyday life and future learning.

Prerequisite/Previous Knowledge

Pupils can already recognise, count, and write numbers up to 100. They have some experience with simple number words.

Lesson Content/Board Summary

Numbers 1-120: Recognition, Counting, Tracing and Number Words

1. Number Recognition (1-120)

We see numbers everywhere! Numbers help us count things, know our age, and tell time. Today, we will learn to recognise numbers from 1 all the way to 120.

• Look at the number chart.
• Point to each number as the teacher calls it out.
• Identify numbers when shown on flashcards.

What the Teacher Should Show or Draw

Display a large, clear number chart showing numbers 1-120 in sequence. Use flashcards for individual number recognition practice.

2. Counting Objects (1-120)

Counting helps us know “how many.” We can count many different things like beads, bottle tops, or even our fingers and toes!

• Gather a group of objects (e.g., beads, bottle tops).
• Touch and count each object one by one, saying the number aloud.
• Practice counting in groups of 10 to reach 120 faster.

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

One, two, three, let’s all count,
Numbers big, a huge amount.
Ten, twenty, thirty, forty, see,
How many numbers can there be?
Fifty, sixty, seventy, more,
Eighty, ninety, one hundred, hooray!
One hundred and twenty, we can say!

Actions: Point fingers for small numbers, clap for tens, stretch arms wide for “huge amount,” jump for “hooray!”

How to use the rhyme: Sing this rhyme together to reinforce counting in tens and the concept of larger numbers up to 120. Encourage pupils to do the actions.

3. Tracing and Writing Numbers (1-120)

Tracing helps us learn how to write numbers correctly. We start from the top and follow the lines.

• Trace numbers in the air.
• Trace numbers on sand trays or rough surfaces.
• Trace numbers in your notebook, following the dotted lines.
• Practice writing numbers neatly.

What the Teacher Should Show or Draw

Demonstrate correct number formation on the board for numbers like 1, 2, 10, 20, 100, 120. Show examples of dotted lines for tracing in notebooks.

4. Reading Number Words (1-120)

Numbers can also be written as words. It’s important to recognise both the figure and the word.

• one (1)
• two (2)
• three (3)
• …
• ten (10)
• eleven (11)
• …
• twenty (20)
• thirty (30)
• forty (40)
• fifty (50)
• sixty (60)
• seventy (70)
• eighty (80)
• ninety (90)
• one hundred (100)
• one hundred and one (101)
• one hundred and twenty (120)

We will focus on recognising the words for numbers 1-20 and then the words for the tens (twenty, thirty, etc.) and “one hundred.”

Watch and Practise

Let’s watch a fun video that helps us count and recognise numbers up to 120!

https://www.youtube.com/watch?v=e0dJWfQYt3k

Key Words

• Number – a symbol or word that tells us “how many.”
• Count – to say numbers in order while touching objects.
• Recognise – to know something when you see it.
• Trace – to draw over a line or shape.
• Figure – the way a number looks (e.g., 1, 2, 3).
• Word – the way a number is written with letters (e.g., one, two, three).

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/Revision

Teacher’s Activity: The teacher greets the pupils and leads a quick revision by asking them to count from 1 to 100 orally. The teacher holds up number flashcards (e.g., 25, 50, 75, 100) and asks pupils to identify them.

Pupils’ Activity: Pupils respond to greetings, count orally from 1 to 100, and identify the numbers on the flashcards.

Learning Point: Pupils recall previous knowledge of numbers up to 100.

Step 2: Presentation (Number Recognition 1-120)

Time: 5 minutes

Teaching Skill: Demonstration/Visual Aid

Teacher’s Activity: The teacher displays a large number chart showing numbers 1-120. The teacher points to numbers beyond 100 (e.g., 101, 110, 120) and says their names, encouraging pupils to repeat. The teacher then randomly points to other numbers for recognition.

Pupils’ Activity: Pupils look at the chart, listen to the teacher, repeat the number names, and try to identify numbers when pointed to.

Learning Point: Pupils begin to recognise numbers from 101 to 120.

Step 3: Demonstration (Counting Objects 1-120)

Time: 5 minutes

Teaching Skill: Practical Demonstration/Guided Counting

Teacher’s Activity: The teacher provides groups of pupils with beads or bottle tops. The teacher demonstrates how to count a large quantity (e.g., up to 120) by grouping in tens. The teacher leads pupils in counting their objects up to 120, checking their accuracy.

Pupils’ Activity: Pupils gather their beads/bottle tops and count them in groups, following the teacher’s guidance, up to 120.

Learning Point: Pupils develop practical counting skills for larger quantities.

Step 4: Guided Practice (Tracing and Writing Numbers 1-120)

Time: 5 minutes

Teaching Skill: Modelling/Guided Practice

Teacher’s Activity: The teacher demonstrates how to trace and write numbers on the board, especially those beyond 100 (e.g., 105, 112, 120), emphasising correct formation. The teacher provides worksheets with dotted numbers 1-120 for pupils to trace and then attempt to write some independently.

Pupils’ Activity: Pupils trace numbers in the air, then on their worksheets, and attempt to write some numbers independently in their notebooks.

Learning Point: Pupils practise correct formation for tracing and writing numbers up to 120.

Step 5: Reinforcement (Number Words and Rhyme)

Time: 4 minutes

Teaching Skill: Oral Practice/Song Integration

Teacher’s Activity: The teacher displays number word flashcards (e.g., one, ten, twenty, one hundred, one hundred and twenty). The teacher reads them aloud and asks pupils to repeat. The teacher then leads the class in singing the “Counting Rhyme” from the Board Summary, encouraging actions.

Pupils’ Activity: Pupils repeat the number words after the teacher and sing the counting rhyme with actions.

Learning Point: Pupils begin to associate number figures with their written words and reinforce counting through song.

Step 6: Application (Missing Numbers/Number Game)

Time: 4 minutes

Teaching Skill: Activity/Problem-solving

Teacher’s Activity: The teacher draws a sequence of numbers on the board with some missing (e.g., 100, ___, 102, ___, 104; 118, 119, ___). The teacher calls on pupils to fill in the missing numbers. Alternatively, the teacher plays a “Number Hunt” game where pupils find specific numbers on the chart.

Pupils’ Activity: Pupils identify and call out the missing numbers or point to numbers on the chart during the game.

Learning Point: Pupils apply their number recognition skills in a practical context.

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.

1. “Show me the number 115 on the chart.”
2. “Count these 20 bottle tops for me.”
3. “What number comes after 109?”
4. “Trace the number 120 in your book.”
5. “Which word says ‘one hundred’?” (showing flashcards).

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: Summarisation

Teacher’s Activity: The teacher praises the pupils for their hard work and reminds them to keep practising counting and recognising numbers at home. The teacher assigns a simple homework task, e.g., “Trace numbers 100-120 in your workbook.”

Pupils’ Activity: Pupils listen to the teacher and prepare for the next activity.

Learning Point: Pupils consolidate learning and receive guidance for continued practice.

Lesson Keywords

• Count – to say numbers in order.
• Recognise – to know a number when you see it.
• Trace – to draw over a number.
• Figure – the written symbol for a number (e.g., 5).
• Word – the name of a number written with letters (e.g., five).

Differentiation

• Support: For pupils struggling with the large range, focus on smaller segments (e.g., 100-110, then 111-120). Provide hand-over-hand guidance for tracing. Use larger flashcards and more repetition for number recognition. Allow them to count fewer objects (e.g., 50) and then add to reach 120.
• Extension: For pupils who quickly grasp the concept, challenge them to identify numbers when shown out of sequence, count backwards from 120 to 100, or try to write number words for numbers like “one hundred and five” independently. Ask them to identify patterns in the numbers (e.g., all numbers ending in 0 or 5).

Note for teachers using this lesson plan

Prepare your number chart (1-120) and flashcards in advance. Having a sufficient quantity of small, countable objects (at least 120 per small group of pupils) is crucial for the counting activity. When teaching number words up to 120, remember that for 5-year-olds, the focus should be on *recognition* of key words (one to twenty, tens, and “one hundred”) rather than expecting full mastery of writing all 120 words. Repetition and consistent exposure are key. Observe pupils’ engagement during counting and tracing; if they seem overwhelmed, break the numbers into smaller, more manageable chunks. Judge understanding by what pupils can *do*: point to a number, count a group of objects, or trace a number correctly. Ensure a positive and encouraging environment to build confidence in numeracy.