Recognising, Tracing and Writing Numbers 26-28 for Pre-School Level 2

Class: Pre-School Level 2
Term: First Term
Week: 8
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and identifying numbers up to 25.
Topic: NUMBERS 26-28: RECOGNITION, TRACING AND WRITING
Subject Matter: Recognition of numbers 26-28; counting familiar objects; tracing, colouring and writing numbers 26-28.

Specific Objectives

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

Cognitive Domain

• Recognise and identify numbers 26, 27, and 28.
• Count up to 28 familiar objects with one-to-one correspondence.

Affective Domain

• Participate actively in counting and number recognition activities.
• Show interest in tracing and writing numbers.

Psychomotor Domain

• Trace numbers 26, 27, and 28 using their fingers and crayons.
• Attempt to write or scribble numbers 26, 27, and 28.

Social Domain

• Take turns when counting and sorting objects with peers.

Reference Materials

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

Instructional Materials

• Number flashcards (26, 27, 28)
• Large number charts (26, 27, 28)
• Counters (e.g., bottle tops, small stones, beads, pencils)
• Whiteboards or slates
• Crayons and paper
• Learning stamps (optional)
• MP4 Player/Tablet/Projector for video

Rationale for the Lesson

This lesson is crucial for 3-year-olds as it builds on their foundational counting skills and introduces them to higher numbers. Mastering numbers 26-28 helps children develop a stronger sense of quantity and prepares them for more complex mathematical concepts, connecting abstract numbers to concrete objects in their daily lives.

Prerequisite/Previous Knowledge

Pupils can recognise and count numbers up to 25. They can also identify and count a small group of familiar objects.

Lesson Content/Board Summary

NUMBERS 26-28: RECOGNITION, TRACING AND WRITING

Numbers 26, 27, 28

• Number 26: Twenty-six (2 tens and 6 ones)
• Number 27: Twenty-seven (2 tens and 7 ones)
• Number 28: Twenty-eight (2 tens and 8 ones)

We can count 26 objects, 27 objects, and 28 objects.

How to trace and write:

• For 26: Start with ‘2’ (curve round, slant down, across) then ‘6’ (curve down and round).
• For 27: Start with ‘2’ (curve round, slant down, across) then ‘7’ (across, slant down).
• For 28: Start with ‘2’ (curve round, slant down, across) then ‘8’ (S-shape, then join).

Key Words

• Twenty-six – The number after 25.
• Twenty-seven – The number after 26.
• Twenty-eight – The number after 27.

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Twenty-six, twenty-seven, twenty-eight,
Numbers are fun, it’s never too late.
Count them all, big and small,
Let’s learn numbers, one and all!

Actions: Count fingers as each number is called, clap hands for “fun”, make a big circle with arms for “one and all”.

Watch and Practise

https://www.youtube.com/watch?v=wX-0q_V-Vz4

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/Review

Teacher’s Activity: The teacher greets pupils and leads a quick number song (e.g., “One, Two, Buckle My Shoe”). The teacher then reviews numbers 20-25 by showing flashcards and asking pupils to identify them.

Pupils’ Activity: Pupils respond to greetings, sing along, and identify numbers 20-25 as shown by the teacher.

Learning Point: Pupils recall previously learned numbers and prepare for new learning.

Step 2: Presentation (Recognition of Number 26)

Time: 5 minutes

Teaching Skill: Introduction/Demonstration

Teacher’s Activity: The teacher introduces the number 26 using a large flashcard and chart. The teacher says “Twenty-six” clearly and asks pupils to repeat. The teacher then counts out 26 objects (e.g., bottle tops) one by one, placing them in a group.

Pupils’ Activity: Pupils repeat “Twenty-six” after the teacher and watch as the teacher counts the objects.

Learning Point: Pupils recognise the numeral 26 and associate it with its quantity.

Step 3: Guided Practice (Counting and Recognition of Number 27)

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher introduces number 27 using a flashcard. The teacher says “Twenty-seven” and asks pupils to repeat. The teacher then guides pupils to count out 27 objects from their individual piles, ensuring one-to-one correspondence. The teacher circulates to assist.

Pupils’ Activity: Pupils repeat “Twenty-seven” and count 27 objects, touching each one as they count.

Learning Point: Pupils learn to recognise and count 27 objects accurately.

Step 4: Reinforcement (Recognition and Tracing of Number 28)

Time: 5 minutes

Teaching Skill: Demonstration/Reinforcement

Teacher’s Activity: The teacher introduces number 28 with a flashcard and asks pupils to repeat “Twenty-eight”. The teacher then counts 28 objects with the class. The teacher demonstrates tracing numbers 26, 27, and 28 in the air and on a large chart, showing the correct direction for each digit.

Pupils’ Activity: Pupils repeat “Twenty-eight”, count 28 objects, and imitate the teacher by tracing the numbers in the air.

Learning Point: Pupils reinforce recognition of 28 and begin to understand the formation of numbers 26-28.

Step 5: Activity (Tracing and Colouring)

Time: 4 minutes

Teaching Skill: Practical Application

Teacher’s Activity: The teacher distributes paper with large outlines of numbers 26, 27, and 28. The teacher instructs pupils to trace the numbers with their fingers first, then colour them using crayons. The teacher sings the “Counting Rhyme” to encourage pupils.

Pupils’ Activity: Pupils trace the numbers on paper with their fingers, then colour them using crayons while singing along to the rhyme.

Learning Point: Pupils develop fine motor skills and familiarise themselves with the shape of the numbers.

Step 6: Application (Writing/Scribbling)

Time: 4 minutes

Teaching Skill: Guided Writing/Application

Teacher’s Activity: The teacher provides pupils with whiteboards/slates and markers or paper and pencils. The teacher encourages pupils to attempt to write or scribble numbers 26, 27, and 28. The teacher plays the video “Learn Numbers 26, 27, 28” for visual guidance and encouragement.

Pupils’ Activity: Pupils watch the video and then attempt to write or scribble numbers 26, 27, and 28 on their whiteboards/slates or paper.

Learning Point: Pupils practise forming the numbers, developing early writing skills.

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 26 on the flashcard.”
2. “Count out 27 pencils for me.”
3. “Which number is this?” (Teacher points to 28 on a chart).
4. “Trace number 26 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: Summarisation/Closure

Teacher’s Activity: The teacher praises pupils for their participation and effort. The teacher briefly recaps that they learned numbers 26, 27, and 28 today. The teacher encourages them to keep practising at home.

Pupils’ Activity: Pupils listen, respond to praise, and acknowledge the recap.

Learning Point: Pupils consolidate their learning and feel encouraged.

Lesson Keywords

• Twenty-six – The number that comes after 25.
• Twenty-seven – The number that comes after 26.
• Twenty-eight – The number that comes after 27.

Differentiation

• Support: For pupils struggling with recognition or counting, provide larger flashcards and more physical counters. Offer hand-over-hand guidance for tracing. Focus on recognising the numbers first before moving to writing.
• Extension: For pupils who quickly grasp the concept, encourage them to count objects beyond 28 (e.g., up to 30) or to identify numbers 26-28 in different contexts (e.g., on a calendar, in a storybook). Ask them to draw 26, 27, or 28 simple objects.