Recognising, Tracing and Writing Numbers 21-22 for Pre-School Level 2

Class: Pre-School Level 2
Term: First Term
Week: 2
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting Numbers 0-22 with Objects, Rhymes and Songs
Topic: NUMBERS 21-22: RECOGNITION, TRACING AND WRITING
Subject Matter: Recognition of numbers 21-22; counting familiar objects; tracing, colouring and writing numbers 21-22.

Specific Objectives

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

Cognitive Domain

• Identify and recognise numbers 21 and 22 from flashcards.
• Count 21 and 22 familiar objects with one-to-one correspondence.
• Say the names “twenty-one” and “twenty-two” when prompted.

Affective Domain

• Show interest in number activities.
• Participate actively in counting games.

Psychomotor Domain

• Trace numbers 21 and 22 in the air, on sand, or on paper.
• Scribble within the outlines of numbers 21 and 22.
• Colour numbers 21 and 22.

Social Domain

• Take turns when counting objects with peers.
• Share counting materials with others.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 2
• Early Childhood Care and Education resources
• Suitable early-years numeracy workbook

Instructional Materials

• Number flashcards (21, 22)
• Large number charts (21, 22)
• Learning stamps for numbers
• Concrete counting objects (e.g., bottle tops, blocks, pencils, stones, beads – at least 22 of each)
• Large sheets of paper or cardboard with outlines of numbers 21 and 22
• Crayons or finger paint
• Sand tray or salt tray for tracing
• MP4 Player or tablet/laptop for video playback

Rationale for the Lesson

This lesson helps 3-year-olds build on their foundational counting skills by introducing numbers 21 and 22. Understanding these numbers allows them to count more objects in their environment and develops their early numerical literacy. It also enhances their fine motor skills through tracing and scribbling, preparing them for future writing.

Prerequisite/Previous Knowledge

Pupils can already count objects up to 20 and recognise numbers 1-20. They have also had practice with basic tracing and scribbling activities.

Lesson Content/Board Summary

NUMBERS 21-22: RECOGNITION, TRACING AND WRITING

Recognising Numbers 21 and 22

• Number 21: This is how ‘twenty-one’ looks. (Show flashcard/chart).
• Number 22: This is how ‘twenty-two’ looks. (Show flashcard/chart).

Counting Objects (21 and 22)

We count objects one by one until we get to 21, then 22.

• Count 21 items: “One, two, three, … twenty-one.”
• Count 22 items: “One, two, three, … twenty-two.”

Tracing and Writing Numbers 21 and 22

We learn to make the shapes of 2 and 1 for twenty-one, and 2 and 2 for twenty-two.

• Number 21: Start at the top, curve around, slant down, then across. For 1, straight line down.
• Number 22: Start at the top, curve around, slant down, then across. Do it again for the second 2.

Key Words

• Twenty-one – The number after twenty.
• Twenty-two – The number after twenty-one.

Counting Rhyme: “Count to Twenty-Two”

Tune: “Twinkle, Twinkle Little Star”

Count the numbers, big and small,
Twenty-one, we say them all.
One more makes it twenty-two,
Counting numbers, me and you.
Twenty-one, twenty-two, hooray!
We can count them every day!

Actions: Point up for “big”, point down for “small”. Hold up fingers as you count. Clap for “hooray”.

Watch and Practise

https://www.youtube.com/watch?v=0k57_jWl85Q

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recalling

Teacher’s Activity: The teacher greets the pupils and leads them in a quick counting song from 1 to 20. The teacher asks pupils what number comes after 20.

Pupils’ Activity: Pupils respond to greetings and sing the counting song. They try to say the number after 20.

Learning Point: Pupils are engaged and recall previous counting knowledge.

Step 2: Presentation of Number 21 (Recognition and Counting)

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher shows the flashcard for number 21, says “twenty-one” clearly, and asks pupils to repeat. The teacher then guides pupils to count out 21 concrete objects one by one, demonstrating one-to-one correspondence.

Pupils’ Activity: Pupils repeat “twenty-one” and watch the teacher count. They then count 21 objects from a pile, touching each one.

Learning Point: Pupils recognise number 21 and count 21 objects accurately.

Step 3: Tracing and Writing Number 21

Time: 4 minutes

Teaching Skill: Guided Practice/Motor Skill Development

Teacher’s Activity: The teacher demonstrates how to trace number 21 in the air, then on a large chart, explaining the strokes. The teacher provides pupils with sand trays or large paper with number 21 outlines for finger tracing and scribbling.

Pupils’ Activity: Pupils trace number 21 in the air, then on sand or paper with their fingers or crayons, following the teacher’s guidance.

Learning Point: Pupils develop fine motor skills and begin to form the shape of number 21.

Step 4: Presentation of Number 22 (Recognition and Counting)

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher shows the flashcard for number 22, says “twenty-two” clearly, and asks pupils to repeat. The teacher then guides pupils to count out 22 concrete objects, reinforcing one-to-one correspondence.

Pupils’ Activity: Pupils repeat “twenty-two” and count 22 objects from a pile, touching each one.

Learning Point: Pupils recognise number 22 and count 22 objects accurately.

Step 5: Tracing and Writing Number 22

Time: 4 minutes

Teaching Skill: Guided Practice/Motor Skill Development

Teacher’s Activity: The teacher demonstrates how to trace number 22 in the air, then on a large chart. The teacher provides pupils with sand trays or large paper with number 22 outlines for finger tracing and scribbling.

Pupils’ Activity: Pupils trace number 22 in the air, then on sand or paper with their fingers or crayons, following the teacher’s guidance.

Learning Point: Pupils develop fine motor skills and begin to form the shape of number 22.

Step 6: Reinforcement Activity (Rhyme and Video)

Time: 4 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads pupils in singing the “Count to Twenty-Two” rhyme with actions. The teacher then plays the educational video on counting and tracing numbers 21-22, encouraging pupils to watch and participate.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, attempting to count along or trace in the air.

Learning Point: Pupils reinforce their recognition and counting of numbers 21 and 22 through song and visual aids.

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. “Show me number 21.” (Teacher holds up flashcards for 21 and 22)
2. “Count out 22 pencils for me.”
3. “What number comes after 21?”
4. “Trace number 21 on your paper.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (pointing, counting, tracing).

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarising/Encouragement

Teacher’s Activity: The teacher praises the pupils for their effort in learning numbers 21 and 22. The teacher reminds them to keep practising counting and tracing at home.

Pupils’ Activity: Pupils respond to praise and acknowledge the homework.

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

Lesson Keywords

• Twenty-one – The number that comes after 20.
• Twenty-two – The number that comes after 21.
• Count – To say numbers in order while touching objects.
• Trace – To draw over a line or shape.

Differentiation

• Support: For pupils who are struggling, provide fewer objects to count initially (e.g., 5-10 objects) before moving to 21-22. Offer hand-over-hand guidance for tracing the numbers. Use larger number outlines for scribbling. Provide more one-on-one repetition of the number names.
• Extension: For pupils who grasp the concept quickly, challenge them to identify numbers 21 and 22 from a mixed group of flashcards (including numbers 1-20). Ask them to count groups of objects and tell you if it’s 21 or 22. Encourage them to try forming the numbers on their own on a blank sheet of paper.