Recognising, Tracing and Writing Numbers 22-24 for Pre-School Level 2

Class: Pre-School Level 2

Term: First Term

Week: 4

Age: 3 years

Duration: 30 minutes

Subject: Numeracy

Curriculum Theme: Not separately stated in the scheme.

Previous Lesson: Recognising, tracing and writing numbers 19-21, and counting objects up to 21.

Topic: NUMBERS 22-24: RECOGNITION, TRACING AND WRITING

Subject Matter: Recognition of numbers 22-24; counting familiar objects; tracing, colouring and writing numbers 22-24.

Specific Objectives

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

Cognitive Domain

• Identify and recognise numbers 22, 23, and 24 when shown.
• Count familiar objects up to 24.
• Say the number names “twenty-two,” “twenty-three,” and “twenty-four.”

Affective Domain

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

Psychomotor Domain

• Trace numbers 22, 23, and 24 using their fingers or crayons.
• Attempt to scribble and write numbers 22, 23, and 24.
• Colour numbers 22, 23, and 24.

Social Domain

• Take turns when counting objects or identifying numbers.
• Share learning materials with classmates.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 2 Numeracy.
• Relevant Early Childhood Care and Education resources.

Instructional Materials

• Number cards for 22, 23, 24.
• Charts showing numbers 22-24.
• Small, familiar objects for counting (e.g., bottle tops, blocks, stones, pencils, crayons).
• Flashcards with pictures of groups of objects (22, 23, 24).
• Worksheets or paper with large outlines of numbers 22-24 for tracing and colouring.
• Crayons or pencils.
• Learning stamps (if available).

Rationale for the Lesson

This lesson helps 3-year-olds develop foundational numeracy skills by recognising, counting, and forming numbers 22-24. Understanding these numbers prepares them for more complex mathematical concepts and helps them quantify objects in their everyday environment, fostering a sense of order and numerical awareness.

Prerequisite/Previous Knowledge

Pupils can recognise and count numbers up to 21. They have some experience with tracing and attempting to write numbers.

Lesson Content/Board Summary

NUMBERS 22-24: RECOGNITION, TRACING AND WRITING

Recognising Numbers 22, 23, 24

We see numbers everywhere!

• 22 – Twenty-two
• 23 – Twenty-three
• 24 – Twenty-four

Look at the number cards and charts. We say their names as we see them.

Counting Objects (22, 23, 24)

We can count many things around us:

• Count 22 bottle tops.
• Count 23 blocks.
• Count 24 pencils.

Always touch each object as you count so you don’t miss any!

Tracing and Writing Numbers 22, 23, 24

Numbers have a special way to be written.

• 22: Make a curve and a line for the first ‘2’, then another curve and a line for the second ‘2’.
• 23: Make a curve and a line for ‘2’, then two small curves for ‘3’.
• 24: Make a curve and a line for ‘2’, then a slant, a line across, and a line down for ‘4’.

We can trace them with our fingers in the air, then on paper, and then try to write them.

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Twenty-two, twenty-two,
How many blocks for me and you?
Twenty-three, twenty-three,
Let’s count the mangoes on the tree!
Twenty-four, twenty-four,
Let’s count some more, right to the door!

Actions: Count fingers for each number, point to objects, air trace the numbers as they are called out.

Key Words

• Twenty-two – The number after twenty-one.
• Twenty-three – The number after twenty-two.
• Twenty-four – The number after twenty-three.
• Count – To say numbers in order while touching objects.
• Trace – To draw over a line or shape.

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Manipulation of Objects
• Repetition
• Picture Talk
• Question and Answer
• 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 singing a familiar counting song (e.g., “One, Two, Buckle My Shoe”). The teacher then asks pupils to count objects up to 21 to recall previous knowledge.

Pupils’ Activity: Pupils sing along and count familiar objects up to 21 (e.g., chairs, pupils) as guided by the teacher.

Learning Point: Pupils recall previous knowledge of numbers up to 21.

Step 2: Number Recognition (22, 23, 24)

Time: 5 minutes

Teaching Skill: Presentation/Identification

Teacher’s Activity: The teacher introduces number cards for 22, 23, and 24. The teacher shows each card, says the number name clearly, and asks pupils to repeat. The teacher points to the numbers on a chart.

Pupils’ Activity: Pupils look at the number cards and charts, listen to the teacher, and repeat the number names “twenty-two,” “twenty-three,” “twenty-four.”

Learning Point: Pupils recognise and say the names of numbers 22, 23, and 24.

Step 3: Counting Objects (22, 23, 24)

Time: 6 minutes

Teaching Skill: Demonstration/Counting

Teacher’s Activity: The teacher demonstrates counting groups of 22, 23, and 24 objects (e.g., bottle tops, blocks) one by one, touching each object. The teacher then invites pupils to count along with her, and later, in small groups.

Pupils’ Activity: Pupils observe the teacher counting, then join in counting objects aloud, touching each one as they count.

Learning Point: Pupils understand how to count objects up to 24 accurately.

Step 4: Tracing Numbers (22, 23, 24)

Time: 5 minutes

Teaching Skill: Guided Practice/Motor Skills

Teacher’s Activity: The teacher demonstrates how to trace numbers 22, 23, and 24 in the air, then on a large worksheet. The teacher guides pupils to trace the numbers with their fingers on their desks or in the air, then on provided worksheets.

Pupils’ Activity: Pupils follow the teacher’s demonstration, tracing numbers 22, 23, and 24 in the air and then on their worksheets with their fingers.

Learning Point: Pupils develop fine motor skills and learn the formation of numbers 22, 23, and 24.

Step 5: Colouring and Scribbling Numbers (22, 23, 24)

Time: 4 minutes

Teaching Skill: Application/Creativity

Teacher’s Activity: The teacher provides worksheets with large outlines of numbers 22, 23, and 24. The teacher encourages pupils to colour inside the number outlines and attempt to scribble/write the numbers on their own.

Pupils’ Activity: Pupils colour the numbers on their worksheets and try to scribble/write the numbers 22, 23, and 24.

Learning Point: Pupils reinforce number recognition and practice early writing skills.

Step 6: Rhyme and Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads pupils in singing the “Counting Rhyme” from the Board Summary, encouraging them to perform the actions. The teacher quickly reviews the number cards and asks pupils to identify them.

Pupils’ Activity: Pupils sing the rhyme with actions and identify the numbers 22, 23, and 24 when shown by the teacher.

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

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. “Show me number 22.” (Teacher holds up cards 22, 23, 24)
2. “Let’s count 23 pencils together.”
3. “What number is this?” (Teacher points to 24 on a chart)
4. “Trace number 23 in the air.”

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/Closing

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

Pupils’ Activity: Pupils respond to the teacher’s praise and pack up their materials.

Learning Point: Pupils feel encouraged and understand the importance of continued practice.

Lesson Keywords

• Twenty-two – The number that comes after twenty-one.
• Twenty-three – The number that comes after twenty-two.
• Twenty-four – The number that comes after twenty-three.
• Count – To find out how many objects there are.
• Trace – To draw over a guide line.

Differentiation

• Support: For pupils struggling with recognition, use larger number cards and fewer distracting elements. Provide hand-over-hand guidance for tracing. Focus only on recognising numbers 22 and 23 first before moving to 24. Use very familiar, large objects for counting.
• Extension: For pupils who quickly grasp the concept, encourage them to find groups of 22, 23, or 24 objects around the classroom. Ask them to arrange the number cards 22, 23, 24 in order. Provide blank paper for them to attempt writing the numbers independently after tracing.