Note for teachers using this lesson plan

Before the lesson, ensure you have prepared number flashcards for 0-12, a sand tray, bottle tops or other small counters (up to 12), and paper/crayons for tracing. The central idea is for pupils to recognise numbers 0-12 by sight and quantity, with a special focus on tracing the numeral 2. Observe pupils as they point to numbers and attempt to trace number 2 with guidance, as this will show their understanding.

Class: Pre-School Level 1
Term: Second Term
Week: 7
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Not separately stated in the scheme.
Topic: NUMBERS: 0 – 12
Subject Matter: Numbers 0-12: Recognition and Number 2 Writing Practice

Specific Objectives

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

Cognitive Domain

Recognise and say numbers 0-12 when shown.
Identify the numeral 2 from a group of numbers.
Count two objects correctly.

Affective Domain

Participate actively in number recognition games.
Show interest in learning about numbers.

Psychomotor Domain

Point to specific numbers 0-12 on flashcards.
Trace the numeral 2 in the air, in a sand tray, and on paper with guidance.

Take turns when identifying numbers or counting objects.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 1
Early Childhood Care and Education curriculum resources

Instructional Materials

Charts displaying numbers 0-12
Number flashcards (0-12)
MP4 Player (for video/songs)
Bottle tops or other small counters (e.g., beads, sticks)
Sand tray or shallow tray with sand/flour
Crayons
Plain paper or tracing sheets with large number 2 outlines

Rationale for the Lesson

This lesson is crucial for 2-year-olds as it introduces them to foundational number recognition and counting skills, which are essential for everyday life and future mathematical understanding. Practising number 2 helps develop early pre-writing motor skills and reinforces the concept of quantity.

Prerequisite/Previous Knowledge

Pupils can already recognise and say a few basic numbers like 1 and 2, and may have some experience with simple counting.

Lesson Content/Board Summary

NUMBERS: 0 – 12 (Recognition and Number 2 Writing Practice)

Recognising Numbers 0-12

Numbers are used to count things. We can see numbers everywhere around us.

Zero (0): Means nothing, empty. (Show an empty hand or plate).
One (1): (Show one finger, one bottle top).
Two (2): (Show two fingers, two bottle tops).
… up to …
Twelve (12): (Count twelve objects).

Focus on Number 2

The number 2 looks like this: 2

When we have two things, we say “two”.

Count two bottle tops.
Count two fingers.
Count two eyes.

Tracing and Writing Number 2

We can trace the number 2 to learn how to write it.

Start from the top, curve around, slant down, and go straight across.

Counting Rhyme: “Two Little Hands”

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

One, two, buckle my shoe,
Three, four, shut the door,
Five, six, pick up sticks,
Seven, eight, lay them straight,
Nine, ten, a big fat hen!

Actions: Pupils can clap for each number, point to fingers, or do simple actions like buckling shoe, shutting door, etc., as the teacher demonstrates.

Watch and Practise

https://www.youtube.com/watch?v=Xh7-9K-8Yg4

Watch this video to see and hear the number 2 and count objects.

Key Words

Number – A word or symbol used for counting.
Zero (0) – No quantity; nothing.
One (1) – A single item.
Two (2) – Two items.
Count – To say numbers in order or find the total number of items.
Trace – To draw over lines or shapes.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by showing flashcards for numbers 0-12, saying each number clearly and asking pupils to repeat. For each number, show the corresponding quantity using bottle tops or fingers. Emphasise ‘zero’ as ‘nothing’. For number 2, show the flashcard, count two objects, and ask pupils to show two fingers. Explain the tracing motion for number 2 using large hand movements in the air.

What to show or demonstrate: Display large number charts for 0-12. Use bottle tops or other counters to demonstrate quantities for each number. Show the numeral 2 clearly. Demonstrate tracing number 2 in the air, then in a sand tray, and finally on a large paper with a crayon, guiding pupils’ hands if needed.

How to use the rhyme/song: Introduce the “Two Little Hands” rhyme by singing it slowly and clearly. Demonstrate the actions for each line. Repeat the rhyme several times, encouraging pupils to join in with the words and actions. Focus on the counting aspect of the rhyme.

How to use the video: Introduce the video as a fun way to learn about the number 2. Play the video on the MP4 player. Encourage pupils to watch, listen, and repeat the number or count along with the video. After watching, ask pupils what number they saw and how many objects were counted.

What to watch for: Observe if pupils can distinguish number 2 from other numbers. Look for their attempts at tracing, even if imperfect, and provide gentle, hand-over-hand guidance. Ensure they connect the numeral 2 with the quantity ‘two’.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils warmly and leads a short “Hello Song” or a simple counting song they already know to prepare them for the lesson.

Pupils’ Activity: Pupils respond to greetings and participate in singing the song.

Learning Point: Pupils are settled and ready for the lesson, recalling previous knowledge of numbers.

Step 2: Number Recognition (0-12)

Time: 7 minutes

Teaching Skill: Demonstration/Identification

Teacher’s Activity: The teacher shows number flashcards from 0-12 one by one, saying each number clearly. For each number, the teacher uses bottle tops or fingers to show the corresponding quantity. The teacher asks pupils to repeat the number name.

Pupils’ Activity: Pupils watch, listen, and repeat the number names after the teacher. They observe the quantities shown.

Learning Point: Pupils begin to recognise and say numbers 0-12 and associate them with quantities.

Step 3: Focus on Number 2

Time: 4 minutes

Teaching Skill: Specific Focus/Counting

Teacher’s Activity: The teacher specifically holds up the number 2 flashcard. The teacher asks, “What number is this?” and then asks pupils to show two fingers, count two bottle tops, and point to two objects in the classroom (e.g., two eyes, two ears).

Pupils’ Activity: Pupils identify number 2, show two fingers, count two bottle tops, and point to two objects as directed.

Learning Point: Pupils can identify number 2 and understand its quantity.

Step 4: Tracing Number 2 (Air and Sand)

Time: 5 minutes

Teaching Skill: Modelling/Guided Practice

Teacher’s Activity: The teacher demonstrates how to trace number 2 in the air with a large finger movement, explaining the direction (“curve around, slant down, go across”). The teacher then guides pupils to trace number 2 in a sand tray, providing individual assistance.

Pupils’ Activity: Pupils imitate the teacher, tracing number 2 in the air and then in the sand tray with their fingers.

Learning Point: Pupils develop fine motor skills and learn the formation of number 2 through sensory tracing.

Step 5: Guided Writing Number 2 (Paper)

Time: 5 minutes

Teaching Skill: Application/Support

Teacher’s Activity: The teacher provides pupils with paper and crayons. The teacher demonstrates tracing a large outline of number 2 on the board or a sample paper. The teacher then guides pupils to trace number 2 on their papers, offering hand-over-hand support where needed.

Pupils’ Activity: Pupils hold their crayons and attempt to trace number 2 on their papers, following the teacher’s guidance.

Learning Point: Pupils practise writing number 2 with increasing control and confidence.

Step 6: Reinforcement Activity (Rhyme/Video)

Time: 3 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads pupils in singing the “Two Little Hands” rhyme again with actions. Alternatively, the teacher plays the video “Number 2 | Learn Numbers | Number Recognition” for pupils to watch and repeat.

Pupils’ Activity: Pupils sing along with the rhyme and perform actions, or watch the video and repeat the number/count along.

Learning Point: Pupils reinforce number recognition and counting skills through song and visual aids.

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 2 flashcard.”
“How many bottle tops are here?” (Teacher shows two bottle tops).
“Can you point to number 5 on the chart?”
“Trace number 2 in the air for me.”

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/Praise

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher reminds them to keep practising their numbers at home.

Pupils’ Activity: Pupils listen and acknowledge the teacher’s praise.

Learning Point: Pupils feel encouraged and motivated to continue learning numbers.

Lesson Keywords

Number – A symbol we use to count.
Zero (0) – Means none or nothing.
Two (2) – The number after one.
Count – To say numbers in order.
Trace – To draw over a line or shape.

Differentiation

Support: For pupils struggling with number recognition, provide more one-on-one repetition with flashcards and use larger, more distinct objects for counting. For tracing, offer more hand-over-hand guidance and use very large number 2 outlines.
Extension: For pupils who quickly grasp the concept, encourage them to count more objects (e.g., three or four bottle tops), identify number 2 in a book or around the classroom, or try to trace number 2 independently on a blank space.