Recognising, Counting and Tracing Numbers 1-130 with Number Words for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 3
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Counting and recognising numbers up to 100.
Topic: NUMBERS 1-130: RECOGNITION, COUNTING, TRACING AND NUMBER WORDS
Subject Matter: NUMBERS 1 – 130 Recognition of figures: 1 – 130 Counting objects 1 – 130 Tracing figures 1- 130 Reading figures written in words: 1 – 130.

Specific Objectives

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

Cognitive Domain

• Recognise and identify number figures from 1 to 130.
• Count objects accurately up to 130.
• Read number words for selected numbers between 1 and 130.
• Identify missing numbers within the range of 1 to 130.

Affective Domain

• Participate actively in counting and number recognition activities.
• Show interest in learning new numbers and their words.

Psychomotor Domain

• Trace and write number figures from 1 to 130 with guidance.
• Gather and count beads or bottle tops up to 130.

Social Domain

• Take turns and cooperate during group counting activities.

Reference Materials

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

Instructional Materials

• Number chart showing figures 1-130
• Flashcards with numbers 1-130
• Flashcards with number words (e.g., one, ten, twenty, one hundred, one hundred and one)
• Beads, bottle tops, or other counters (at least 130 per group)
• Whiteboard and markers
• Pupils’ notebooks and pencils
• Worksheets with tracing activities and missing numbers

Rationale for the Lesson

This lesson is crucial for Pre-School Level 4 pupils as it extends their foundational understanding of numbers beyond 100, preparing them for more complex mathematical concepts. Mastering numbers up to 130 helps children develop strong number sense, improves their counting skills, and introduces them to the patterns of larger numbers, which are essential for everyday life and future learning.

Prerequisite/Previous Knowledge

Pupils have prior knowledge of recognising, counting, and tracing numbers up to 100, and they can identify some basic number words.

Lesson Content/Board Summary

NUMBERS 1-130: RECOGNITION, COUNTING, TRACING AND NUMBER WORDS

1. Number Recognition (1-130)

Numbers are symbols we use to count things. We can recognise numbers by looking at their shapes.

• Look at the number chart.
• Point to number 1, then 2, then 3, all the way to 130.
• Identify numbers when the teacher calls them out.

2. Counting Objects (1-130)

Counting helps us know “how many” of something we have.

• We can count objects like beads, bottle tops, or stones.
• Count one by one: 1, 2, 3, … up to 130.
• Group objects in tens to make counting easier (e.g., ten, twenty, thirty…).

3. Tracing and Writing Numbers (1-130)

Tracing helps us learn to write numbers correctly. Writing numbers helps us remember them.

• Start from the top, go down.
• Follow the lines carefully.
• Practice writing numbers 1-10, then 11-20, and continue the pattern up to 130.

4. Reading Number Words (1-130)

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

• One (1), Two (2), Three (3)
• Ten (10), Twenty (20), Thirty (30)
• One Hundred (100)
• One Hundred and One (101)
• One Hundred and Ten (110)
• One Hundred and Twenty (120)
• One Hundred and Thirty (130)

Match the number figure with its word.

Key Words

• Number – a symbol used for counting.
• 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.
• Word – how we write numbers using letters (e.g., ‘one’).

What the Teacher Should Show or Draw

• A large number chart displaying numbers 1-130 clearly.
• Flashcards for numbers 1-130.
• Flashcards for number words (e.g., ‘one hundred’, ‘one hundred and five’, ‘one hundred and twenty’).
• Demonstrate tracing and writing numbers on the board.
• Show how to group beads/bottle tops in tens for easier counting.

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

One, two, three, let’s all count with me,
Four, five, six, happy as can be.
Seven, eight, nine, numbers are so fine,
Ten, eleven, twelve, counting all the time.
Up to one hundred, we can go,
Then one hundred and one, watch us grow!
One hundred and thirty, we will reach,
Numbers, numbers, let’s all teach!

Actions: Pupils point to numbers on a chart as they are called, clap for each number, and make a ‘growing’ motion for “watch us grow!”.

How to use the rhyme: Sing the rhyme together to energise pupils and reinforce the idea of counting to higher numbers. Repeat it several times throughout the lesson.

Watch and Count Along

Let’s watch a video to help us count and recognise numbers up to 130!

https://www.youtube.com/watch?v=e0dJ0-3N20M

This video helps pupils visualise and count numbers in sequence, reinforcing the patterns up to 100, which can then be extended to 130.

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/Warm-up

Teacher’s Activity: The teacher greets the pupils and leads them in a familiar counting song (e.g., “One, Two, Buckle My Shoe”) to get them ready for the lesson. The teacher then introduces the topic: “Today, we will learn to recognise, count, trace, and read numbers from 1 all the way to 130!”

Pupils’ Activity: Pupils respond to greetings and sing along with enthusiasm.

Learning Point: Pupils are engaged and prepared for the lesson.

Step 2: Presentation (Number Recognition)

Time: 5 minutes

Teaching Skill: Demonstration/Visual Aid

Teacher’s Activity: The teacher displays the large number chart (1-130) and points to numbers in sequence, calling them out. The teacher then randomly points to different numbers (e.g., 101, 115, 128) and asks pupils to identify them. The teacher also shows number flashcards for 1-130.

Pupils’ Activity: Pupils observe the number chart, repeat numbers after the teacher, and try to identify numbers when pointed to.

Learning Point: Pupils recognise number figures from 1 to 130.

Step 3: Presentation (Counting Objects)

Time: 5 minutes

Teaching Skill: Practical Demonstration/Guided Counting

Teacher’s Activity: The teacher distributes beads/bottle tops to small groups. The teacher demonstrates how to count them, grouping them in tens to reach higher numbers (e.g., “10, 20, 30…”). The teacher then guides pupils to count their own beads/bottle tops up to 130, providing support as needed.

Pupils’ Activity: Pupils gather their beads/bottle tops and practice counting them, first with the teacher, then in their groups.

Learning Point: Pupils count objects accurately up to 130.

Step 4: Guided Practice (Tracing and Writing)

Time: 5 minutes

Teaching Skill: Modelling/Supervision

Teacher’s Activity: The teacher demonstrates tracing and writing numbers on the board, focusing on correct formation for numbers like 1, 0, 10, 100, 101, 130. The teacher then gives pupils worksheets with dotted numbers 1-130 for tracing and encourages them to try writing some numbers independently in their notebooks.

Pupils’ Activity: Pupils trace numbers on their worksheets and attempt to write numbers in their notebooks, following the teacher’s guidance.

Learning Point: Pupils trace and begin to write number figures from 1 to 130.

Step 5: Reinforcement (Number Words)

Time: 4 minutes

Teaching Skill: Visual-Verbal Association

Teacher’s Activity: The teacher introduces flashcards with number words (e.g., “one hundred,” “one hundred and five,” “one hundred and thirty”). The teacher reads the words and asks pupils to repeat. The teacher then leads pupils in singing the “Counting Rhyme” again, pointing to corresponding numbers on the chart or flashcards.

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

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

Step 6: Application (Missing Numbers/Video)

Time: 4 minutes

Teaching Skill: Problem-solving/Interactive Learning

Teacher’s Activity: The teacher shows a short sequence of numbers with some missing (e.g., 105, ___, 107, 108, ___, 110) on the board or a worksheet and asks pupils to fill in the gaps. The teacher then plays the counting video and encourages pupils to count along.

Pupils’ Activity: Pupils orally identify the missing numbers. Pupils watch the video and count along with the numbers displayed.

Learning Point: Pupils can identify missing numbers and reinforce counting through 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.

1. “Point to number 125 on the chart.”
2. “Count these 15 bottle tops for me.”
3. “What number comes after 109?”
4. “Can you trace the number 130 in your notebook?”
5. “Which word says ‘one hundred’?” (Show flashcards for ‘one’ and ‘one hundred’).

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: Summarisation/Closure

Teacher’s Activity: The teacher praises the pupils for their hard work and reminds them that they can now recognise, count, trace, and read numbers up to 130. The teacher assigns a simple homework task, such as tracing numbers 100-110 in their notebooks.

Pupils’ Activity: Pupils listen to the summary and understand their homework assignment.

Learning Point: Pupils consolidate their learning and know what to practice at home.

Lesson Keywords

• Number – A symbol or word that tells us how many.
• Count – To say numbers in order, usually while touching objects.
• Recognise – To know something when you see it.
• Trace – To draw over a faint line or dot to form a letter or number.
• Word – A written or spoken form of a number (e.g., “one”).

Differentiation

• Support: For pupils struggling with the higher numbers, focus on counting in tens (10, 20, 30…) and identifying numbers within smaller ranges (e.g., 1-50, then 51-100). Provide hand-over-hand guidance for tracing and use larger objects for counting.
• Extension: For pupils who quickly grasp the concept, challenge them to write numbers 1-130 independently, identify numbers that come before/after a given number, or match more complex number words (e.g., ‘one hundred and twenty-five’) to their figures.

Note for teachers using this lesson plan

Before the lesson, ensure all instructional materials, especially the number chart (1-130), flashcards, and sufficient counting objects (beads/bottle tops), are prepared. The range 1-130 is quite broad for tracing and writing number words in one session for 5-year-olds. Focus on recognition and counting up to 130, and tracing/writing key numbers (e.g., 100, 101, 110, 120, 130) and understanding the pattern of number words (e.g., “one hundred and one,” “one hundred and twenty”). Repetition is key. Sing the counting rhyme multiple times. Observe pupils closely during counting activities to ensure one-to-one correspondence. For tracing and writing, demonstrate clearly and provide individual support. Understanding will be evident when pupils can accurately point to numbers, count objects, and attempt to trace/write numbers and read simple number words.