Recognising, Counting and Tracing Numbers 1-190 with Number Words for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 5
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Recognising, Counting and Tracing Numbers 1-180 with Number Words for Pre-School Level 4
Topic: NUMBERS 1-190: RECOGNITION, COUNTING, TRACING AND NUMBER WORDS
Subject Matter: NUMBERS 1 – 190 Recognition of figures: 1 – 190 Counting objects 1 – 190 Tracing figures 1- 190 Reading figures written in words: 1 – 190. Weekly focus: Numbers 1-190: 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 190 on charts and number cards.
• Count objects accurately up to 190.
• Read selected number words for numbers within the 1-190 range (e.g., one hundred, one hundred and one, one hundred and ten).

Affective Domain

• Participate actively in counting and number recognition activities.
• Show interest in learning and practising numbers beyond 100.

Psychomotor Domain

• Trace and write selected numbers from 1 to 190 correctly.
• Match number figures with their corresponding number words.

Social Domain

• Take turns when counting or identifying numbers with peers.
• Work cooperatively during group activities involving numbers.

Reference Materials

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

Instructional Materials

• Textbook
• Workbook
• Beads or other counters (e.g., bottle tops, sticks)
• Number charts showing 1-190
• Number flashcards (figures 1-190)
• Number word flashcards (e.g., one hundred, one hundred and one, one hundred and ten)
• Posters with number patterns
• Pencils
• Notebooks
• Sand tray or chalkboards for tracing

Rationale for the Lesson

Learning numbers 1-190 is essential for Pre-School Level 4 pupils as it expands their foundational understanding of quantity and sequence beyond 100. This knowledge helps them develop stronger numerical sense, prepares them for basic arithmetic, and enables them to recognise and use larger numbers encountered in everyday life, such as counting money or identifying house numbers.

Prerequisite/Previous Knowledge

Pupils have previously learned to recognise, count, trace, and write numbers up to 100. They are familiar with basic number patterns and the concept of one-to-one correspondence.

Lesson Content/Board Summary

NUMBERS 1-190: RECOGNITION, COUNTING, TRACING AND NUMBER WORDS

What are Numbers?

Numbers are symbols we use to count things. We use numbers every day!

Recognising Numbers 1-190

• Look at the number charts and flashcards.
• Say the numbers as the teacher points to them.
• Notice the pattern after 100: one hundred and one (101), one hundred and two (102), and so on.
• Identify numbers when called out by the teacher.

Counting Objects 1-190

• We can count many things: beads, sticks, pupils in the class.
• Count together, touching each object carefully.
• Group objects in tens to help count larger numbers faster (e.g., 10 groups of 10 make 100, then count on).

Tracing and Writing Numbers 1-190

• Hold your pencil correctly.
• Start at the top and follow the lines.
• Practise tracing numbers like 100, 101, 102, 110, 120, 150, 190.
• Try writing these numbers in your notebook.

Reading Number Words 1-190

• Numbers can also be written in words.
• Examples:
  • 100 – one hundred
  • 101 – one hundred and one
  • 110 – one hundred and ten
  • 120 – one hundred and twenty
  • 150 – one hundred and fifty
  • 190 – one hundred and ninety
• Match the number figure with its word.

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

One hundred, one hundred, let us count,
More numbers, a big amount.
One hundred and one, one hundred and two,
So many numbers, just for you.
One hundred and ten, then twenty too,
Counting numbers, me and you!

Actions: Pupils point to numbers on a chart as they are sung, then count fingers, and clap when saying “me and you.”

How to use the rhyme: Sing this rhyme to introduce counting beyond 100 and reinforce the pattern of “one hundred and…” It helps pupils remember the sequence in a fun way.

Watch and Practise

Let’s watch a video to help us count and recognise numbers up to 200!

https://www.youtube.com/watch?v=Jm_x29e9p-g

Key Words

• Numbers – symbols we use for counting.
• Count – to say numbers in order or find out how many.
• Trace – to draw over a number or line.
• Write – to form numbers or letters with a pencil.
• One hundred – the number 100.

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: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and initiates a quick review of counting numbers from 1 to 100 using a number chart. “Good morning, children! Who can count for me from 1 to 100?”

Pupils’ Activity: Pupils respond to greetings and count numbers from 1 to 100 with the teacher’s guidance.

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

Step 2: Number Recognition (1-190)

Time: 5 minutes

Teaching Skill: Demonstrating/Identifying

Teacher’s Activity: The teacher displays a number chart showing 1-190. She points to numbers beyond 100, emphasising the “one hundred and…” pattern. “Look, after 100, we have 101, 102… all the way to 190! Who can point to 105? Or 130?”

Pupils’ Activity: Pupils observe the chart, listen to the teacher, and take turns pointing to specific numbers called out by the teacher.

Learning Point: Pupils recognise and identify numbers within the 1-190 range.

Step 3: Counting Objects (1-190)

Time: 5 minutes

Teaching Skill: Guiding/Counting

Teacher’s Activity: The teacher uses beads or counting sticks. She demonstrates counting in groups of ten to reach 100, then continues counting individually up to a target number like 125 or 150. “Let’s count these beads together, one by one, then in tens to reach a big number!”

Pupils’ Activity: Pupils actively participate in counting objects, first in groups with the teacher, then individually up to a given number.

Learning Point: Pupils practise counting objects accurately up to 190.

Step 4: Tracing and Writing Numbers

Time: 5 minutes

Teaching Skill: Modelling/Practising

Teacher’s Activity: The teacher demonstrates how to trace and write selected numbers (e.g., 100, 105, 115, 190) on the board or in a sand tray, explaining the correct formation. She guides pupils to practise in their notebooks or sand trays. “Watch how I write 100. Now you try!”

Pupils’ Activity: Pupils observe the teacher’s demonstration, then trace numbers in the air, in sand, or in their notebooks, following the teacher’s guidance.

Learning Point: Pupils develop fine motor skills and learn to trace and write numbers within the 1-190 range.

Step 5: Number Words Introduction

Time: 4 minutes

Teaching Skill: Explaining/Matching

Teacher’s Activity: The teacher introduces flashcards with number figures (e.g., 100, 101, 110) and their corresponding number words (one hundred, one hundred and one, one hundred and ten). She reads them aloud and asks pupils to repeat. “This is 100, and this is ‘one hundred’ in words. Can you say ‘one hundred’?”

Pupils’ Activity: Pupils listen, repeat the number words, and try to match the number figures to their word forms as guided by the teacher.

Learning Point: Pupils begin to recognise and read selected number words.

Step 6: Reinforcement and Rhyme

Time: 4 minutes

Teaching Skill: Reinforcing/Engaging

Teacher’s Activity: The teacher leads the pupils in singing the “Counting Rhyme” from the lesson content. She then plays a “missing number” game using a number chart where some numbers are covered, asking pupils to identify the missing ones (e.g., 101, ___, 103).

Pupils’ Activity: Pupils sing the rhyme with actions and participate in the “missing number” game, identifying the numbers.

Learning Point: Pupils reinforce their understanding of number sequence and recognition through song and play.

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 145 on the chart.”
2. “Count these 10 beads and tell me how many there are.” (Teacher presents 10 beads, then adds 5 more to make 15, then asks to count up to 105 using more beads)
3. “Trace the number 160 in your notebook.”
4. “Which word says ‘one hundred and ten’?” (Teacher shows flashcards for ‘one hundred’ and ‘one hundred and ten’).

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. She assigns a simple homework task, such as tracing numbers 100-110 in their workbooks. “Well done, everyone! Keep practising your numbers.”

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

Learning Point: Pupils consolidate learning and are given an opportunity for further practice.

Lesson Keywords

• Numbers – symbols we use for counting.
• Count – to say numbers in order or find out how many.
• Trace – to draw over a number or line.
• Write – to form numbers or letters with a pencil.
• One hundred – the number 100.
• Figure – another word for a number symbol.

Differentiation

• Support: For pupils who are struggling, provide larger number cards and focus on a smaller range (e.g., 100-120). Use hand-over-hand guidance for tracing and provide more repetitive oral counting. Pair them with a stronger peer for counting activities.
• Extension: For pupils who grasp the concept quickly, challenge them to identify numbers up to 200, create simple number patterns, or find numbers in the classroom environment (e.g., “How many books do we have?”). Ask them to write number words for numbers like 103 or 112.

Note for teachers using this lesson plan

Before the lesson, ensure all instructional materials, especially the number charts (1-190), flashcards (figures and words), and counting objects, are prepared and easily accessible. The large range of 1-190 means you should focus on the *concept* of counting and recognising numbers in this range, particularly the patterns beyond 100, rather than expecting mastery of every single number. Emphasise the “one hundred and…” pattern. When teaching tracing and writing, focus on demonstrating correct formation for a selection of numbers (e.g., 100, 101, 110, 120, 150, 190) rather than expecting pupils to write all 190. Use the rhyme and video to keep the lesson engaging and repetitive. Observe pupils’ ability to point to numbers, count accurately, and attempt to trace/write. This practical demonstration is key to assessing their understanding.