Recognising, Counting and Tracing Numbers 1-150 with Number Words for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 5
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Recognition, counting and writing of numbers up to 100.
Topic: NUMBERS 1-150: RECOGNITION, COUNTING, TRACING AND NUMBER WORDS
Subject Matter: NUMBERS 1 – 150 Recognition of figures: 1 – 150, Counting objects 1 – 150, Tracing figures 1- 150, Reading figures written in words: 1 – 150.

Specific Objectives

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

Cognitive Domain

• Recognise and identify numbers from 1 to 150.
• Count objects accurately up to 150.
• Read selected number words for numbers within the 1-150 range.

Affective Domain

• Show enthusiasm while participating in counting and number recognition activities.
• Cooperate with peers during group counting exercises.

Psychomotor Domain

• Trace and write selected numbers from 1 to 150 correctly.
• Match number figures to their corresponding words for familiar numbers.

Social Domain

• Take turns when counting objects or answering questions.
• Listen attentively to the teacher and peers during number discussions.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4 Numeracy
• Early Childhood Care and Education Numeracy Resources
• Relevant Early Years Numeracy Workbook

Instructional Materials

• Large number chart (1-150)
• Number flashcards (1-150)
• Flashcards with number words (e.g., one, ten, twenty, one hundred, one hundred and fifty)
• Smooth, clean stones or other counters (e.g., beads, bottle tops)
• Whiteboard/Chalkboard and markers/chalk
• Pencils and notebooks/workbooks
• MP4 player/tablet for video playback

Rationale for the Lesson

This lesson is crucial for developing a strong foundation in numeracy, enabling pupils to understand the sequence and value of numbers beyond 100. Learning to recognise, count, trace, and read number words for numbers up to 150 helps children build essential mathematical skills that are applicable in everyday life, from counting money to understanding quantities.

Prerequisite/Previous Knowledge

Pupils can already recognise, count, and write numbers up to 100. They are familiar with simple counting rhymes and have practiced tracing basic number figures.

Lesson Content/Board Summary

NUMBERS 1-150: RECOGNITION, COUNTING, TRACING AND NUMBER WORDS

What are Numbers?

Numbers are symbols we use to count things. They tell us how many of something there are.

Recognition of Figures 1-150

We can see and identify numbers like 1, 2, 3… all the way to 100, 101, 102… up to 150. Look at the number chart and point to each number as we say it. Numbers follow a pattern: after 100 comes 101, 102, and so on. After 149 comes 150.

Counting Objects 1-150

We can count many things! We count one by one until we reach the total number. For example, we can count:

• 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 stones.
• … up to 50 stones.
• … up to 100 stones.
• … up to 150 stones!

Tracing and Writing Figures 1-150

We learn to write numbers by tracing them first. We start at the top and follow the lines. Practice tracing numbers like:

1, 2, 3, 4, 5, 6, 7, 8, 9, 10
20, 30, 40, 50
100, 101, 110, 120, 130, 140, 150

Reading Figures Written in Words 1-150

Numbers can also be written with words.

1 – One
2 – Two
10 – Ten
20 – Twenty
50 – Fifty
100 – One Hundred
101 – One Hundred and One
110 – One Hundred and Ten
150 – One Hundred and Fifty

We learn to read these words and match them to the number figures.

Matching Figures with Words

We can match the number figure to its word. Example:

10 ↔ Ten
50 ↔ Fifty
100 ↔ One Hundred

Counting Rhyme: “Let’s Count Higher”

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

One, two, three, four, five, six, seven,
Counting numbers, up to heaven.
Eight, nine, ten, we’re doing great,
Numbers help us, estimate.
One hundred, one hundred and one,
Counting numbers, having fun!
One hundred and fifty, we can say,
Numbers help us every day!

Actions: Clap hands for each number, point upwards for “up to heaven,” make a “great” gesture, tap knees for “every day.”

Watch and Practise Counting

https://www.youtube.com/watch?v=0TgLtF3ZyQA

Key Words

• Number – A symbol used to count.
• Count – To say numbers in order while pointing to objects.
• Recognise – To know and identify something when you see it.
• Trace – To draw over a line or shape.
• Figure – Another word for a number symbol.
• Word – How we write a number using letters.

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 (stones, beads)
• 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 recap of counting numbers up to 100 by singing a familiar counting song. “Good morning, wonderful learners! Let’s sing our counting song to wake up our brains!”

Pupils’ Activity: Pupils respond to greetings and sing along to the counting song, demonstrating their knowledge of numbers up to 100.

Learning Point: Pupils recall and reinforce counting skills up to 100, preparing for new numbers.

Step 2: Presentation – Number Recognition 1-150

Time: 5 minutes

Teaching Skill: Direct Instruction/Visual Aid

Teacher’s Activity: The teacher displays a large number chart showing numbers 1-150. The teacher points to and reads numbers in sequence, focusing on the pattern after 100 (e.g., 101, 102, 103…). The teacher asks pupils to identify specific numbers randomly.

Pupils’ Activity: Pupils observe the number chart, listen to the teacher, repeat numbers after the teacher, and point to numbers when asked.

Learning Point: Pupils recognise and identify numbers from 1 to 150 visually.

Step 3: Guided Practice – Counting Objects 1-150

Time: 5 minutes

Teaching Skill: Practical Application/Guided Discovery

Teacher’s Activity: The teacher distributes smooth, clean stones (or beads) to small groups of pupils. The teacher guides pupils to count the stones aloud, in groups of 10 or 20, until they reach 150. “Let’s count our stones together, one by one, then in tens!”

Pupils’ Activity: Pupils actively count the stones in their groups, touching each stone as they count, aiming to reach 150 collectively.

Learning Point: Pupils develop practical counting skills and understand quantity up to 150.

Step 4: Presentation – Number Words and Matching

Time: 4 minutes

Teaching Skill: Vocabulary/Association

Teacher’s Activity: The teacher introduces flashcards with number words for key numbers (e.g., One, Ten, Twenty, One Hundred, One Hundred and Fifty). The teacher shows the number figure and then its word, asking pupils to repeat. The teacher demonstrates matching figures to words.

Pupils’ Activity: Pupils observe the flashcards, repeat the number words, and watch the teacher demonstrate matching figures to words.

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

Step 5: Guided Practice – Tracing and Rhyme Reinforcement

Time: 4 minutes

Teaching Skill: Fine Motor Skills/Reinforcement

Teacher’s Activity: The teacher writes selected numbers (e.g., 10, 50, 100, 150) on the board and guides pupils to trace them in the air, then in their notebooks/workbooks. The teacher then leads the class in singing the “Let’s Count Higher” rhyme with actions.

Pupils’ Activity: Pupils trace the numbers in the air and then in their notebooks. They then sing the counting rhyme with enthusiasm, performing the actions.

Learning Point: Pupils develop tracing skills for larger numbers and reinforce counting through song.

Step 6: Application – Missing Numbers and Video

Time: 5 minutes

Teaching Skill: Problem Solving/Media Integration

Teacher’s Activity: The teacher writes a sequence of numbers on the board with some missing (e.g., 101, ___, 103, ___, 105). Pupils fill in the missing numbers. The teacher then plays the counting video on the MP4 player/tablet, encouraging pupils to count along.

Pupils’ Activity: Pupils identify and orally state the missing numbers. They watch the video and count along, reinforcing their number sequence knowledge.

Learning Point: Pupils apply their knowledge of number sequence and engage with a visual counting aid.

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. “Show me the number 120 on the chart.”
2. “Count out 15 stones from this pile.”
3. “What number word is this? (shows ‘Fifty’ flashcard).”
4. “Trace the number 150 in your book.”

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 hard work and summarises that they have learned to recognise, count, trace, and read number words up to 150. The teacher gives a simple homework assignment (e.g., “Trace numbers 140-150 in your workbook”).

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

Learning Point: Pupils consolidate their learning and prepare for independent practice.

Lesson Keywords

• Number – A symbol used to count.
• Count – To say numbers in order while pointing to objects.
• Recognise – To know and identify something when you see it.
• Trace – To draw over a line or shape.
• Figure – Another word for a number symbol.
• Word – How we write a number using letters.

Differentiation

• Support: For pupils struggling with the higher numbers, focus on counting in tens (10, 20, 30…) and then counting on from 100 (100, 101, 102…). Provide hand-over-hand guidance for tracing. Use fewer objects for initial counting tasks.
• Extension: Encourage advanced pupils to write out more number words independently. Challenge them to identify numbers that come before or after a given number within the 1-150 range, or to count backwards from 150 to 140.