Note for teachers using this lesson plan

Before this lesson, prepare a set of number cards from 1 to 180, along with flashcards showing number words like “one hundred and fifty” and “one hundred and eighty.” Ensure you have enough counting beads or other small objects to demonstrate counting up to 180. The central idea is for pupils to confidently recognise, count, trace, and match number figures with their words within this extended range. Successful learning will be observed when pupils can point to, say, and write given numbers, and correctly match number figures to their corresponding words.

Class: Pre-School Level 4
Term: Second Term
Week: 4
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Numbers 1-170: Recognition, Counting, Tracing and Number Words
Topic: NUMBERS 1-180: RECOGNITION, COUNTING, TRACING AND NUMBER WORDS
Subject Matter: NUMBERS 1 – 180 Recognition of figures: 1 – 180 Counting objects 1 – 180 Tracing figures 1- 180 Reading figures written in words: 1 – 180. Weekly focus: Numbers 1-180: Recognition, Counting, Tracing and Number Words.

Specific Objectives

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

Cognitive Domain

Recognise and identify number figures from 1 to 180.
Count objects accurately from 1 to 180.
Identify number words for figures within the 1-180 range.

Affective Domain

Show enthusiasm while participating in counting and number activities.
Listen attentively to instructions and demonstrations.

Psychomotor Domain

Trace number figures from 1 to 180 correctly.
Write number figures from 1 to 180 in their notebooks.
Match number figures with their corresponding number words.

Take turns when counting or identifying numbers.
Participate cooperatively in group number games.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 4
Relevant Early Childhood Care and Education resources
Numeracy Textbook for Pre-School Level 4
Numeracy Workbook for Pre-School Level 4

Instructional Materials

Beads (enough to count up to 180)
Number cards (1-180)
Number word flashcards (e.g., one hundred and fifty, one hundred and eighty)
Counting sticks or bottle tops
Large number chart (1-200)
Pencils and notebooks
Whiteboard/Blackboard and markers/chalk

Rationale for the Lesson

Learning to recognise, count, and write numbers up to 180 is fundamental for Pre-School Level 4 pupils as it builds a strong foundation for more advanced mathematical concepts. This skill is crucial for everyday activities like counting money, telling time, and understanding quantities, thereby connecting classroom learning to their real-world experiences.

Prerequisite/Previous Knowledge

Pupils have prior knowledge of recognising, counting, tracing, and writing numbers up to 170. They can also identify simple number words within this range.

Lesson Content/Board Summary

NUMBERS 1-180: RECOGNITION, COUNTING, TRACING AND NUMBER WORDS

Numbers are symbols we use to count things. Today, we are learning numbers from 1 all the way to 180!

Number Recognition (1-180)

We can see and say numbers like:

1, 2, 3, … 99, 100
101, 102, 103, … 179, 180

When you see a number, you should be able to say its name.

Counting Objects (1-180)

We can count many things, like beads, pencils, or children in the class, up to 180. Each object gets one number as we count.

Example: One bead, two beads, three beads… one hundred and eighty beads.

Tracing and Writing Numbers (1-180)

We trace numbers by following the lines. We write numbers by making the shapes ourselves.

Examples:

170 (one hundred and seventy)
171 (one hundred and seventy-one)
172 (one hundred and seventy-two)
…
179 (one hundred and seventy-nine)
180 (one hundred and eighty)

Number Words (1-180)

Numbers can also be written in words. It helps us read and understand them better.

170 – one hundred and seventy
171 – one hundred and seventy-one
172 – one hundred and seventy-two
173 – one hundred and seventy-three
174 – one hundred and seventy-four
175 – one hundred and seventy-five
176 – one hundred and seventy-six
177 – one hundred and seventy-seven
178 – one hundred and seventy-eight
179 – one hundred and seventy-nine
180 – one hundred and eighty

Matching Figures with Words

We can match the number figure (like 175) to its word (one hundred and seventy-five).

Counting Rhyme: Up to One-Eighty!

Tune: “Twinkle, Twinkle Little Star”

One hundred, one hundred and one,
Counting numbers is such fun.
One hundred and two, three, four,
Let’s count many, many more.
Up to one hundred and eighty we go,
Watch our numbers grow and grow!

Actions: Point upwards as you count, clap on “fun,” make hands “grow” on the last line.

Watch and Count Along

https://www.youtube.com/watch?v=0hY48M2L2b8

Key Words

Number – a symbol used for counting.
Figure – another word for a number symbol (e.g., 1, 2, 3).
Count – to say numbers in order while touching objects.
Trace – to draw over a faint line or outline.
Write – to form letters or numbers on a surface.
One hundred and eighty – the number after one hundred and seventy-nine.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by displaying the number chart and pointing to numbers from 100 up to 180, saying each number clearly. Emphasise the ‘one hundred and…’ pattern. Use number cards to randomly call out numbers for pupils to identify. For counting, use beads or other counters, demonstrating how to count in groups of tens to reach 180 more efficiently, then counting individual numbers within the 170-180 range. When teaching tracing and writing, demonstrate on the board, focusing on correct formation for numbers like 170, 175, and 180. Introduce number words by showing flashcards and having pupils repeat after you, then match them to the number figures.

What to show or demonstrate: Display a large number chart (1-200). Use number cards for recognition. Use beads or bottle tops for counting demonstrations. Write example numbers (e.g., 170, 175, 180) on the board for tracing and writing practice. Show flashcards with number words and their corresponding figures for matching.

How to use the rhyme/song: Introduce the “Up to One-Eighty!” rhyme after the initial counting activity. Sing it together two to three times, encouraging pupils to perform the actions. Use it as a fun way to reinforce the concept of counting up to 180.

How to use the video: Introduce the video as a fun way to practice counting numbers. Tell pupils to watch and try to count along with the song. After the video, ask them what numbers they heard and if they can count further, reinforcing the 1-180 range.

What to watch for: Observe if pupils are correctly forming numbers when tracing and writing. Pay attention to their pronunciation of number words, especially the “one hundred and…” part. Correct any confusion between similar-sounding numbers or figures.

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/Recalling

Teacher’s Activity: The teacher greets the pupils and leads them in a quick counting game from 1 to 100. The teacher then asks pupils what number comes after 170 and introduces the day’s topic: numbers 1-180.

Pupils’ Activity: Pupils respond to greetings, participate in the counting game, and listen to the teacher’s introduction.

Learning Point: Pupils are reminded of previous knowledge and introduced to the new lesson.

Step 2: Number Recognition (1-180)

Time: 5 minutes

Teaching Skill: Demonstrating/Identifying

Teacher’s Activity: The teacher displays number cards from 100 to 180, pointing to each number and saying its name clearly. The teacher then shuffles the cards and asks pupils to identify specific numbers like 175, 180, 101.

Pupils’ Activity: Pupils observe the number cards, repeat the numbers after the teacher, and point to or say the names of identified numbers.

Learning Point: Pupils recognise and identify number figures from 1 to 180.

Step 3: Counting Objects (1-180)

Time: 5 minutes

Teaching Skill: Guiding/Counting

Teacher’s Activity: The teacher uses beads or bottle tops to demonstrate counting from 1 to 180. The teacher may count in groups of tens after 100 (e.g., 100, 110, 120…) and then count individually for the 170-180 range. Pupils are encouraged to count along.

Pupils’ Activity: Pupils watch the teacher’s demonstration and count along with the teacher, touching the objects where possible.

Learning Point: Pupils can count objects accurately up to 180.

Step 4: Tracing and Writing Numbers (1-180)

Time: 6 minutes

Teaching Skill: Modelling/Practising

Teacher’s Activity: The teacher demonstrates how to trace and write numbers like 170, 175, and 180 on the board. The teacher guides pupils to trace these numbers in the air and then in their notebooks.

Pupils’ Activity: Pupils observe the teacher’s demonstration, trace numbers in the air, and then trace/write the numbers in their notebooks.

Learning Point: Pupils practice tracing and writing number figures correctly.

Step 5: Number Words and Matching

Time: 4 minutes

Teaching Skill: Explaining/Matching

Teacher’s Activity: The teacher shows flashcards with number words (e.g., “one hundred and seventy,” “one hundred and eighty”). The teacher reads the words aloud and asks pupils to repeat. Then, the teacher asks pupils to match these word cards with the corresponding number figures.

Pupils’ Activity: Pupils repeat the number words, identify the number figures, and participate in matching the words to the figures.

Learning Point: Pupils identify and match number words with their figures.

Step 6: Reinforcement Activity (Missing Numbers)

Time: 3 minutes

Teaching Skill: Facilitating/Applying

Teacher’s Activity: The teacher writes a sequence of numbers on the board with some missing (e.g., 170, ___, 172, ___, 174). The teacher calls on individual pupils to fill in the missing numbers orally or by writing them on the board.

Pupils’ Activity: Pupils identify the missing numbers and provide the correct answers orally or by writing them.

Learning Point: Pupils reinforce their understanding of number sequence from 1 to 180.

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.

“Show me the number 180 on the chart.”
“Count these 10 beads starting from 170.”
“What number word is this? (Shows flashcard for ‘one hundred and seventy-five’).”
“Trace the number 178 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/Assigning

Teacher’s Activity: The teacher praises the pupils for their participation and summarises the lesson on numbers 1-180. The teacher gives a simple assignment to trace numbers 170-180 in their notebooks at home.

Pupils’ Activity: Pupils listen to the summary and note down their assignment.

Learning Point: Pupils consolidate their learning and receive homework.

Lesson Keywords

Numbers – symbols like 1, 2, 3, used to count.
Count – to say numbers in order.
Trace – to follow the lines of a number.
Write – to form numbers yourself.
Number words – numbers written out as words (e.g., one hundred and eighty).

Differentiation

Support: For pupils struggling with the higher numbers, focus on the sequence from 170-180. Use hand-over-hand guidance for tracing. Provide fewer objects to count in smaller sets (e.g., count 10 beads, then another 10, and add them up).
Extension: Encourage advanced pupils to write out the number words for numbers like 171, 173, or 177. Ask them to identify numbers on the chart that are “one more than” or “one less than” a given number within the 100-180 range.