Recognising, Counting and Tracing Numbers 1-200 with Number Words for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 6
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and recognising numbers up to 150.
Topic: NUMBERS 1-200: RECOGNITION, COUNTING, TRACING AND NUMBER WORDS
Subject Matter: NUMBERS 1 – 200 Recognition of figures: 1 – 200 Counting objects 1 – 200 Tracing figures 1- 200 Reading figures written in words: 1 – 200.

Specific Objectives

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

Cognitive Domain

• Recognise and identify numbers from 1 to 200.
• Count objects accurately up to 200.
• Read selected numbers written in words (e.g., one, ten, one hundred, two hundred).
• Identify missing numbers within the 1-200 range.

Affective Domain

• Participate actively in counting and number recognition activities.
• Show interest in learning about larger numbers.

Psychomotor Domain

• Trace numbers from 1 to 200.
• Attempt to write numbers from 1 to 200.
• Match number figures with their corresponding number words.

Social Domain

• Take turns and share counting objects during group activities.

Reference Materials

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

Instructional Materials

• Large number charts (1-200)
• Number flashcards (figures 1-200)
• Number word flashcards (e.g., one, ten, fifty, one hundred, two hundred)
• Counting objects (stones, beads, bottle tops, sticks)
• Whiteboard/chalkboard and markers/chalk
• Pupil notebooks/workbooks
• Pencils and crayons

Rationale for the Lesson

This lesson is crucial for Pre-School Level 4 pupils as it expands their numerical understanding beyond smaller counts, laying a strong foundation for more complex mathematical concepts. Mastering numbers up to 200 helps children develop a sense of quantity, sequence, and number relationships, which are essential for everyday tasks like understanding age, money, and time, and for future academic success in mathematics.

Prerequisite/Previous Knowledge

Pupils can already count and recognise numbers up to 150. They also have basic tracing and writing skills for smaller numbers.

Lesson Content/Board Summary

NUMBERS 1-200: RECOGNITION, COUNTING, TRACING AND NUMBER WORDS

What are Numbers 1-200?

Numbers 1-200 are a sequence of counting numbers that start from one and go up to two hundred. They help us count many things.

Recognition of Figures 1-200

We can see and identify numbers like 1, 2, 3… 10, 20, 50, 100, 150, 200. Each number has a special shape (figure).

Counting Objects 1-200

We can count many objects by grouping them. Example: Count 10 stones, then another 10 to make 20, and continue until 200. We can also count on a number chart, pointing to each number as we say it.

Tracing and Writing Figures 1-200

We learn to draw the shapes of numbers. Start from the top, follow the lines. Example:

1 – one straight line down

2 – curve around and straight across

10 – one and zero

100 – one, zero, zero

200 – two, zero, zero

Reading Figures Written in Words 1-200

Numbers can also be written with letters (words).

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

We match the figure (e.g., 100) with its word (One Hundred).

Key Words

• Number – A count or quantity.
• Count – To say numbers in order or find out how many.
• Trace – To draw over a line or shape.
• Recognise – To know something when you see it.
• Figure – The written symbol for a number (e.g., 1, 2, 3).
• Word – The name of a number written with letters (e.g., one, two, three).

Counting and Tracing Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Numbers, numbers, 1 to 200,
Count them all, every one, dear.
One, two, three, let’s begin,
Counting out, what a win!
Trace them neatly, round and straight,
Numbers, numbers, oh how great!

Actions: Point to numbers on a chart, use fingers to count, air trace numbers as they are called out.

Watch and Practise

https://www.youtube.com/watch?v=Jm-zL421-2k

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Manipulation of Objects, Question and Answer, Repetition, Picture Talk.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets pupils and starts with a quick oral counting game from 1-50 to warm up. “Let’s count together from 1 to 50!” The teacher then introduces the day’s topic: learning about bigger numbers, all the way to 200.

Pupils’ Activity: Pupils greet the teacher and enthusiastically count along from 1 to 50. They listen attentively to the introduction of the new topic.

Learning Point: Pupils recall previous counting knowledge and are prepared for the new lesson.

Step 2: Recognition of Numbers 1-200

Time: 5 minutes

Teaching Skill: Visual Recognition/Identification

Teacher’s Activity: The teacher displays the number chart (1-200). The teacher points to various numbers (e.g., 10, 50, 100, 125, 180, 200) and asks pupils to identify them. “Who can tell me what number this is?” The teacher guides them to say the numbers correctly.

Pupils’ Activity: Pupils look at the number chart, point to numbers as called by the teacher, and attempt to say the numbers they recognise. They repeat numbers after the teacher.

Learning Point: Pupils begin to recognise and identify numbers within the 1-200 range.

Step 3: Counting Objects 1-200

Time: 5 minutes

Teaching Skill: Practical Counting/Quantity Association

Teacher’s Activity: The teacher uses counting objects (e.g., beads, bottle tops). The teacher demonstrates counting by grouping, for example, counting 10 beads, then another 10 to make 20, and continues to show how to count larger quantities up to 100 and then up to 200 using the chart as a guide. “Let’s count 20 beads… now let’s count 50 on the chart.”

Pupils’ Activity: Pupils observe the teacher counting objects. They participate by counting along with the teacher, pointing to numbers on the chart, and counting small groups of objects if available.

Learning Point: Pupils understand how to count larger quantities and associate numbers with their quantities.

Step 4: Tracing and Writing Figures 1-200

Time: 5 minutes

Teaching Skill: Fine Motor Skills/Letter Formation

Teacher’s Activity: The teacher demonstrates how to trace and write selected numbers from the 1-200 range on the whiteboard (e.g., 10, 50, 100, 101, 150, 200). The teacher guides pupils to air trace the numbers first, then trace in their notebooks/workbooks. “Watch how I write 100, then you try in the air, and then in your book.”

Pupils’ Activity: Pupils watch the teacher’s demonstration, air trace the numbers, and then practice tracing and attempting to write numbers within the 1-200 range in their notebooks/workbooks.

Learning Point: Pupils develop fine motor skills and learn the correct formation of numbers.

Step 5: Reading Figures Written in Words 1-200

Time: 5 minutes

Teaching Skill: Word Recognition/Matching

Teacher’s Activity: The teacher introduces number word flashcards (e.g., ‘One’, ‘Ten’, ‘One Hundred’, ‘Two Hundred’). The teacher shows a number figure card (e.g., 100) and then the corresponding word card (‘One Hundred’), asking pupils to read the word. The teacher leads pupils in matching figures to words.

Pupils’ Activity: Pupils look at the number word flashcards, repeat the words after the teacher, and participate in matching number figures to their corresponding words.

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

Step 6: Reinforcement Activity / Rhyme

Time: 3 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads pupils in singing the “Counting and Tracing Rhyme” with actions. The teacher then quickly shows some number cards (e.g., 10, 100, 200) and asks pupils to say the number and air trace it.

Pupils’ Activity: Pupils sing the rhyme with actions. They identify the numbers on the flashcards and air trace them.

Learning Point: Pupils reinforce number recognition and tracing skills through a fun activity.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Point to number 150 on the chart.”
2. “Count these 15 beads for me.”
3. “What number is this?” (Shows flashcard for 200).
4. “Which word says ‘One Hundred’?” (Shows word cards for ‘Fifty’, ‘One Hundred’, ‘Two Hundred’).
5. “Trace the number 101 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: 2 minutes

Teaching Skill: Summarisation/Assignment

Teacher’s Activity: The teacher praises pupils for their effort and summarises that they have learned to recognise, count, trace, and read numbers up to 200. The teacher assigns a simple homework task from their workbook, such as tracing numbers 100-120 or matching a few number words.

Pupils’ Activity: Pupils listen to the summary and acknowledge the homework assignment. They say goodbye to the teacher.

Learning Point: Pupils consolidate their learning and receive further practice tasks.

Lesson Keywords

• Number – A symbol or word used to count things.
• Count – To find out how many items there are.
• Trace – To draw over a guide line or shape.
• Recognise – To know something when you see it.
• Figure – The written form of a number, like ‘1’ or ‘200’.
• Word – The name of a number written out, like ‘one’ or ‘two hundred’.

Differentiation

• Support: For pupils who are struggling, focus on smaller number ranges (e.g., 1-100 or 100-150) for recognition and tracing. Provide hand-over-hand guidance for tracing. Use fewer number word options for matching activities.
• Extension: For pupils who grasp the concept quickly, challenge them to count backwards from 200 to 180. Ask them to identify numbers out of sequence (e.g., “What number comes after 199?”). Encourage them to attempt writing number words for slightly more complex numbers like ‘one hundred and twenty-five’.