Recognising, Tracing and Writing Numbers 24-26 for Pre-School Level 2

Class: Pre-School Level 2
Term: First Term
Week: 6
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and identifying numbers up to 23
Topic: NUMBERS 24-26: RECOGNITION, TRACING AND WRITING
Subject Matter: Recognition of numbers 24-26; counting familiar objects; tracing, colouring and writing numbers 24-26.

Specific Objectives

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

Cognitive Domain

• Identify and name numbers 24, 25, and 26 when shown.
• Count up to 26 familiar objects accurately.

Affective Domain

• Show enthusiasm while participating in counting activities.
• Listen attentively to instructions for tracing and writing numbers.

Psychomotor Domain

• Trace numbers 24, 25, and 26 using their fingers or crayons.
• Attempt to write numbers 24, 25, and 26 with guidance.

Social Domain

• Take turns counting objects with peers.
• Participate in group activities related to number recognition.

Reference Materials

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

Instructional Materials

• Number flashcards (24, 25, 26)
• Charts displaying numbers 24-26
• Learning Stamps (number stamps for 24-26)
• Small, familiar objects for counting (e.g., bottle tops, pencils, stones, blocks)
• Whiteboard/chalkboard and markers/chalk
• Worksheets with dotted numbers 24-26 for tracing
• Crayons and pencils
• MP4 Player or device for playing videos

Rationale for the Lesson

This lesson is crucial for Pre-School Level 2 pupils as it builds on their foundational counting skills, introducing them to larger numbers. Recognising and writing numbers 24-26 helps children develop number sense, preparing them for more complex mathematical concepts and everyday situations that involve counting and quantity.

Prerequisite/Previous Knowledge

Pupils can recognise and count numbers up to 23. They are also familiar with tracing and scribbling.

Lesson Content/Board Summary

NUMBERS 24-26: RECOGNITION, TRACING AND WRITING

Recognising Numbers 24, 25, 26

We learn to see and say these numbers:

• 24 (Twenty-four)
• 25 (Twenty-five)
• 26 (Twenty-six)

Each number tells us “how many” things we have.

Counting Objects for 24, 25, 26

• For 24: We count twenty-four objects. (e.g., 24 bottle tops)
• For 25: We count twenty-five objects. (e.g., 25 stones)
• For 26: We count twenty-six objects. (e.g., 26 pencils)

Tracing and Writing Numbers 24, 25, 26

We learn to make the shapes of these numbers:

• Number 24: Start at the top, curve down and across for ‘2’. Go down, across, and down again for ‘4’.
• Number 25: Start at the top, curve down and across for ‘2’. Go down, curve around, and across for ‘5’.
• Number 26: Start at the top, curve down and across for ‘2’. Start at the top, curve down, and make a loop for ‘6’.

Counting Rhyme: Numbers 24, 25, 26

Tune: Twinkle, Twinkle Little Star

Lyrics:

Twenty-four, twenty-four, let us count some more,
Twenty-five, twenty-five, numbers come alive.
Twenty-six, twenty-six, what a counting mix,
Numbers big and small, we can count them all!

Actions: Count fingers as each number is called, point to number cards, trace numbers in the air.

Watch and Learn: Numbers 24, 25, 26

https://www.youtube.com/watch?v=y3hF57Xm224

Key Words

• Twenty-four – The number after twenty-three.
• Twenty-five – The number after twenty-four.
• Twenty-six – The number after twenty-five.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils, sings a familiar counting song (e.g., “One, Two, Buckle My Shoe”), and quickly reviews numbers 21-23 by showing flashcards and asking pupils to identify them.

Pupils’ Activity: Pupils respond to greetings, sing along, and identify numbers 21-23.

Learning Point: Pupils are engaged and recall previously learned numbers.

Step 2: Presentation – Recognising Number 24

Time: 5 minutes

Teaching Skill: Introduction/Identification

Teacher’s Activity: The teacher shows the flashcard for number 24, says “Twenty-four” clearly, and asks pupils to repeat. The teacher then counts out 24 objects (e.g., bottle tops) one by one, demonstrating the quantity.

Pupils’ Activity: Pupils repeat “Twenty-four” and watch the teacher count the objects.

Learning Point: Pupils recognise the numeral 24 and associate it with its quantity.

Step 3: Guided Practice – Counting and Tracing 24

Time: 5 minutes

Teaching Skill: Guided Practice/Application

Teacher’s Activity: The teacher distributes groups of 24 objects to tables and guides pupils to count them. The teacher then demonstrates tracing number 24 on the board and asks pupils to trace it in the air and on their worksheets.

Pupils’ Activity: Pupils count 24 objects at their tables and practice tracing number 24 in the air and on worksheets.

Learning Point: Pupils practice counting and begin to form number 24.

Step 4: Presentation – Recognising and Counting 25 and 26

Time: 5 minutes

Teaching Skill: Introduction/Extension

Teacher’s Activity: The teacher introduces numbers 25 and 26 using flashcards, following the same procedure as for 24 (saying, repeating, counting objects). The teacher ensures clear pronunciation of “Twenty-five” and “Twenty-six.”

Pupils’ Activity: Pupils repeat “Twenty-five” and “Twenty-six” and observe the counting of corresponding objects.

Learning Point: Pupils recognise numerals 25 and 26 and associate them with their quantities.

Step 5: Guided Practice – Tracing and Writing 25 and 26

Time: 4 minutes

Teaching Skill: Guided Practice/Skill Development

Teacher’s Activity: The teacher demonstrates tracing and simple writing of numbers 25 and 26 on the board, guiding pupils on the correct strokes. Pupils are then given worksheets to trace and attempt to write these numbers with crayons or pencils.

Pupils’ Activity: Pupils trace and attempt to write numbers 25 and 26 on their worksheets.

Learning Point: Pupils develop fine motor skills and practice forming numbers 25 and 26.

Step 6: Reinforcement – Counting Rhyme and Video

Time: 4 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads pupils in singing the “Numbers 24, 25, 26” rhyme with actions. The teacher then plays the educational video on numbers 24-26, encouraging pupils to watch and count along.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, counting along as prompted.

Learning Point: Pupils reinforce number recognition and counting 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 24 on the chart.”
2. “Count out 25 stones for me.”
3. “What number comes after 25?”
4. “Trace number 26 on your paper.”

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: Summary/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and effort in learning numbers 24-26. The teacher reminds them to keep practicing counting and tracing at home.

Pupils’ Activity: Pupils listen to the teacher and respond to praise.

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

Lesson Keywords

• Twenty-four – The number that is 2 tens and 4 ones.
• Twenty-five – The number that is 2 tens and 5 ones.
• Twenty-six – The number that is 2 tens and 6 ones.

Differentiation

• Support: For pupils struggling with recognition, use larger number cards and fewer distractions. Provide hand-over-hand guidance for tracing. Focus on identifying one number at a time before moving to the next. Use more repetition and one-on-one counting practice with concrete objects.
• Extension: For pupils who quickly grasp the concept, encourage them to count objects beyond 26 within a small range (e.g., up to 28). Ask them to identify numbers 24-26 when mixed with other numbers on a chart. They can also try to write the numbers independently on a blank space after tracing.