Recognising, Counting and Tracing Numbers 1-170 with Number Words for Pre-School Level 4

Class: Pre-School Level 4

Term: Second Term

Week: 3

Age: 5 years

Duration: 30 minutes

Subject: Numeracy

Curriculum Theme: Numeracy

Previous Lesson: Recognition, counting, tracing and writing numbers up to 150.

Topic: NUMBERS 1-170: RECOGNITION, COUNTING, TRACING AND NUMBER WORDS

Subject Matter: NUMBERS 1 – 170 Recognition of figures: 1 – 170, Counting objects 1 – 170, Tracing figures 1- 170, Reading figures written in words: 1 – 170. Weekly focus: Numbers 1-170: 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 from 1 to 170.
• Count objects accurately up to 170.
• Identify number words for selected numbers between 1 and 170.

Affective Domain

• Show enthusiasm while counting and tracing numbers.
• Participate actively in number games and activities.

Psychomotor Domain

• Trace numbers 1 to 160 correctly in their notebooks.
• Write numbers 1 to 160 with guidance.
• Match number figures with their corresponding number words for a given range.

Social Domain

• Take turns when counting or identifying numbers with peers.
• Collaborate with classmates during group counting activities.

Reference Materials

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

Instructional Materials

• Large number chart showing numbers 1-170
• Flashcards with numbers 1-170 (figures)
• Flashcards with number words (e.g., one, ten, fifty, one hundred, one hundred and seventy)
• Counters (e.g., beads, bottle tops, stones)
• Pencils and notebooks
• Workbooks
• Whiteboard and markers

Rationale for the Lesson

Understanding numbers up to 170 is fundamental for Pre-School Level 4 pupils as it builds on their previous knowledge and prepares them for more complex mathematical concepts. This lesson helps children develop strong number sense, which is essential for daily activities like counting money, telling time, and understanding quantities in their environment.

Prerequisite/Previous Knowledge

Pupils should be able to recognise, count, trace, and write numbers up to 150. They should also have some familiarity with basic number words for smaller numbers.

Lesson Content/Board Summary

NUMBERS 1-170: RECOGNITION, COUNTING, TRACING AND NUMBER WORDS

1. Number Recognition (1-170)

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

• Look at the number chart and identify numbers from 1 to 170.
• Practice identifying numbers when the teacher points to them on flashcards.

2. Counting Objects (1-170)

Counting means saying numbers in order while touching or pointing to objects one by one.

• We can count beads, stones, or any other objects.
• To count large numbers like 170, we can count in groups of 10 or 20.

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

One, two, three, let’s all count,
Numbers big, a huge amount.
Forty, fifty, sixty too,
New numbers waiting for you.
One hundred, one hundred and ten,
Let’s count again, my friend!

Actions: Pupils clap hands for each number, point to a number chart, and then make a “counting” motion with their fingers.

How to use the rhyme: Sing the rhyme to introduce counting. After the initial lines, the teacher can extend the counting by saying “One hundred and twenty, one hundred and thirty…” and have pupils repeat, pointing to the numbers on the chart.

3. Tracing and Writing Numbers (1-160)

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

• Practice tracing numbers from 1 to 160 in the air and then in notebooks.
• Write numbers 1 to 160 neatly, remembering to form each digit correctly.

What the Teacher Should Show or Draw

• A large number chart showing numbers 1-170 clearly.
• Flashcards for individual numbers (e.g., 165, 170) and number words (e.g., one hundred and sixty-five).
• Demonstrate correct formation of numbers like 1, 6, 0, 7 on the board for numbers like 160, 170.

4. Number Words (1-170)

Number words are how we write numbers using letters.

• One (1)
• Ten (10)
• Fifty (50)
• One hundred (100)
• One hundred and fifty (150)
• One hundred and sixty (160)
• One hundred and seventy (170)

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

Key Words

• Number – A symbol used for counting.
• Count – To say numbers in order.
• Trace – To draw over a line or shape.
• Write – To form letters or numbers.
• Match – To find two things that are the same or go together.

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Manipulation of Objects
• Question and Answer
• Repetition
• Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Reviewing

Teacher’s Activity: The teacher greets the pupils and leads them in a short number song (e.g., “One, Two, Buckle My Shoe”). The teacher then asks pupils to recall numbers they learned in the previous lesson (e.g., up to 150).

Pupils’ Activity: Pupils respond to greetings, sing the song, and orally recall numbers up to 150.

Learning Point: Pupils are engaged and recall previous knowledge of numbers.

Step 2: Recognition of Numbers 1-170

Time: 5 minutes

Teaching Skill: Identification/Visual Learning

Teacher’s Activity: The teacher displays a large number chart showing numbers 1-170. The teacher points to various numbers within the range and asks pupils to identify them. The teacher also uses flashcards to show numbers like 161, 165, 170 for recognition.

Pupils’ Activity: Pupils observe the chart and flashcards, orally identifying the numbers as the teacher points to them.

Learning Point: Pupils recognise number figures from 1 to 170.

Step 3: Counting Objects 1-170

Time: 5 minutes

Teaching Skill: Counting/Manipulation

Teacher’s Activity: The teacher brings out a large collection of beads or bottle tops. The teacher demonstrates counting a smaller group (e.g., 1-20) one by one. Then, the teacher guides pupils to count in groups of ten (e.g., “10, 20, 30…” up to 170) using the objects, showing how to bundle or separate groups.

Pupils’ Activity: Pupils participate in counting along with the teacher, first individually for smaller numbers, then in groups for larger numbers, touching the objects as they count.

Learning Point: Pupils practise counting objects up to 170, using grouping for larger quantities.

Step 4: Tracing and Writing Numbers 1-160

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates how to trace and write numbers like 151, 155, 160 on the board, emphasising correct formation. The teacher then guides pupils to trace and write numbers 151-160 in their notebooks or workbooks. The teacher walks around to provide individual assistance.

Pupils’ Activity: Pupils first trace numbers in the air, then carefully trace and write numbers 151-160 in their notebooks, following the teacher’s guidance.

Learning Point: Pupils develop fine motor skills and learn correct formation for writing numbers 1-160.

Step 5: Number Words and Matching

Time: 5 minutes

Teaching Skill: Vocabulary/Matching

Teacher’s Activity: The teacher introduces number words for selected numbers (e.g., one hundred, one hundred and fifty, one hundred and sixty, one hundred and seventy) using flashcards. The teacher shows a number figure card and then its corresponding word card, asking pupils to repeat the word. The teacher then mixes a few figure cards and word cards and asks pupils to match them.

Pupils’ Activity: Pupils repeat the number words, observe the matching, and then participate in matching figure cards to word cards.

Learning Point: Pupils recognise and begin to read number words and match them to figures.

Step 6: Activity – Filling in Missing Numbers (1-160)

Time: 3 minutes

Teaching Skill: Application/Problem-solving

Teacher’s Activity: The teacher writes a sequence of numbers on the board with some missing numbers (e.g., 150, ___, 152, ___, 154). The teacher calls on individual pupils to come to the board and fill in the missing numbers. The teacher provides encouragement and prompts as needed.

Pupils’ Activity: Pupils take turns filling in the missing numbers on the board, demonstrating their understanding of number sequence.

Learning Point: Pupils reinforce their understanding of number sequence up to 160.

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 163 on the chart.”
2. “Count out 15 beads for me.”
3. “What number comes after 169?”
4. “Match the word ‘one hundred and seventy’ to its number.”
5. “Trace the number 158 in your notebook.”

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 praises the pupils for their participation and good work. The teacher reminds them to keep practising numbers at home. The teacher assigns a simple homework task, e.g., “Write numbers 161-170 in your notebook.”

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

Learning Point: Pupils consolidate learning and are encouraged to continue practising.

Lesson Keywords

• Number – A symbol or word that tells you how many of something there are.
• Count – To say or list numbers in order.
• Trace – To draw over a line or shape to learn how to write it.
• Write – To make letters or numbers on paper.
• Match – To put things together that are the same or belong together.
• Figure – The symbol for a number (e.g., 1, 2, 3).
• Word – The written name of a number (e.g., one, two, three).

Differentiation

• Support: For pupils struggling with number recognition or writing, provide larger number flashcards, hand-over-hand tracing, or focus on a smaller range of numbers (e.g., 150-160). Use fewer objects for counting activities. Pair them with a stronger peer.
• Extension: For pupils who quickly grasp the concepts, challenge them to write numbers 161-170 independently, identify numbers out of sequence, or create their own number-word flashcards for numbers within the 1-170 range. Ask them to identify numbers in their environment (e.g., page numbers in a book).

Note for teachers using this lesson plan

Before the lesson, ensure all instructional materials like the number chart, flashcards (figures and words), and sufficient counters are prepared. For counting up to 170, it is more practical to demonstrate counting in groups of 10 or 20 rather than individual objects, as this can be time-consuming and overwhelming for preschoolers. Emphasise correct pencil grip and sitting posture during tracing and writing activities. When introducing number words, focus on a few key examples within the 1-170 range to avoid overloading pupils. Observe pupils’ engagement and provide positive reinforcement. Understanding is best judged by their ability to point to numbers, count objects, and attempt to trace/write numbers correctly.