Recognising, Tracing and Writing Numbers 28-30 for Pre-School Level 2

Class: Pre-School Level 2
Term: First Term
Week: 10
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Recognising, Tracing and Writing Numbers 25-27
Topic: NUMBERS 28-30: RECOGNITION, TRACING AND WRITING
Subject Matter: Recognition of numbers 28-30; counting familiar objects; tracing, colouring and writing numbers 28-30.

Specific Objectives

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

Cognitive Domain

• Identify and recognise numbers 28, 29, and 30 when shown.
• Count up to 30 familiar objects.
• Say the names of numbers 28, 29, and 30 orally.

Affective Domain

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

Psychomotor Domain

• Trace the numbers 28, 29, and 30.
• Scribble and colour the numbers 28, 29, and 30.

Social Domain

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

Reference Materials

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

Instructional Materials

• Number flashcards for 28, 29, 30
• Large number charts showing 28, 29, 30
• Learning Stamps (number stamps)
• Small, countable objects (e.g., bottle tops, beads, blocks, pencils, crayons)
• Worksheets with numbers 28, 29, 30 for tracing and colouring
• Crayons
• MP4 Player or tablet (for video)

Rationale for the Lesson

This lesson is important for 3-year-olds as it builds on their foundational counting skills and introduces them to higher numbers. Recognising and counting numbers up to 30 helps children develop a stronger sense of quantity and prepares them for more complex mathematical concepts in the future, connecting numbers to their everyday experiences.

Prerequisite/Previous Knowledge

Pupils can already recognise and count numbers up to 27. They can also trace simple lines and patterns.

Lesson Content/Board Summary

NUMBERS 28-30: RECOGNITION, TRACING AND WRITING

Numbers 28, 29, 30

We see numbers all around us! Today we will learn to recognise, count, and trace numbers 28, 29, and 30.

Number Recognition

• 28 (Twenty-eight)
• 29 (Twenty-nine)
• 30 (Thirty)

Counting Objects

We can count 28 pencils, 29 stones, or 30 bottle tops. Counting helps us know how many items we have.

Example:

28: Count out two groups of ten and eight more.
⬤⬤⬤⬤⬤⬤⬤⬤⬤⬤ (10)
⬤⬤⬤⬤⬤⬤⬤⬤⬤⬤ (10)
⬤⬤⬤⬤⬤⬤⬤⬤ (8)
Total = 28

29: Count out two groups of ten and nine more.
⬤⬤⬤⬤⬤⬤⬤⬤⬤⬤ (10)
⬤⬤⬤⬤⬤⬤⬤⬤⬤⬤ (10)
⬤⬤⬤⬤⬤⬤⬤⬤⬤ (9)
Total = 29

30: Count out three groups of ten.
⬤⬤⬤⬤⬤⬤⬤⬤⬤⬤ (10)
⬤⬤⬤⬤⬤⬤⬤⬤⬤⬤ (10)
⬤⬤⬤⬤⬤⬤⬤⬤⬤⬤ (10)
Total = 30

Tracing and Writing Numbers

We trace numbers by following the lines. This helps us learn how to write them correctly.

• 28: Start at the top, curve around, slant down, then across. Then for 8, make an ‘S’ and join it up.
• 29: Start at the top, curve around, slant down, then across. Then for 9, make a circle and a straight line down.
• 30: Start at the top, curve around, then around again. Then for 0, make a big oval.

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

Twenty-eight, twenty-nine, thirty, see,
Numbers growing, happy me!
Count the pencils, count the blocks,
Twenty-eight, twenty-nine, thirty, ticks the clocks!
Twenty-eight, twenty-nine, thirty, oh so grand,
Numbers we know, hand in hand!

Actions: Count on fingers, point to numbers on a chart, clap hands.

Watch and Practise

https://www.youtube.com/watch?v=s96j9eUe3z0

Key Words

• Numbers – symbols we use for counting.
• Count – to say numbers in order or find out how many.
• Trace – to draw over a line or shape.
• Twenty-eight – the number after 27.
• Twenty-nine – the number after 28.
• Thirty – the number after 29.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils and leads them in singing a familiar counting song (e.g., “One, Two, Buckle My Shoe” up to 20). The teacher asks pupils what they learned about numbers in the previous lesson.

Pupils’ Activity: Pupils respond to greetings, sing the counting song, and recall numbers they previously learned (e.g., 25, 26, 27).

Learning Point: Pupils are engaged and review previous number knowledge.

Step 2: Recognition of Numbers 28-30

Time: 5 minutes

Teaching Skill: Introduction/Identification

Teacher’s Activity: The teacher introduces the new numbers 28, 29, and 30 using large flashcards and a number chart. The teacher says each number clearly and asks pupils to repeat after them. The teacher points to each number on the chart.

Pupils’ Activity: Pupils look at the flashcards and chart, listen, and repeat the numbers 28, 29, 30 after the teacher.

Learning Point: Pupils recognise and say numbers 28, 29, and 30.

Step 3: Counting Objects for 28-30

Time: 6 minutes

Teaching Skill: Demonstration/Counting

Teacher’s Activity: The teacher uses a collection of small objects (e.g., bottle tops, blocks). The teacher demonstrates counting out 28 objects, then 29, then 30, touching each object as they count. The teacher then guides pupils to count along with them in small groups.

Pupils’ Activity: Pupils watch the teacher count, then participate in counting objects with the teacher, touching each item as they count.

Learning Point: Pupils associate numbers 28, 29, 30 with corresponding quantities.

Step 4: Tracing Numbers 28-30

Time: 6 minutes

Teaching Skill: Modelling/Guided Practice

Teacher’s Activity: The teacher demonstrates how to trace numbers 28, 29, and 30 on a large chart or whiteboard, showing the correct starting points and direction. The teacher then asks pupils to air-trace the numbers with their fingers. Finally, the teacher distributes worksheets with dotted numbers 28, 29, 30 for pupils to trace.

Pupils’ Activity: Pupils watch the teacher’s demonstration, air-trace the numbers, and then trace the numbers on their worksheets using crayons.

Learning Point: Pupils practise the motor skills needed for writing numbers 28, 29, and 30.

Step 5: Reinforcement Activity (Rhyme)

Time: 3 minutes

Teaching Skill: Reinforcement/Singing

Teacher’s Activity: The teacher leads pupils in singing the “Counting Rhyme” from the Board Summary. The teacher encourages pupils to perform the actions while singing.

Pupils’ Activity: Pupils sing the rhyme and perform the actions, reinforcing the numbers 28, 29, and 30.

Learning Point: Pupils reinforce number recognition through song and movement.

Step 6: Pupil Application (Scribbling/Colouring)

Time: 3 minutes

Teaching Skill: Application/Creativity

Teacher’s Activity: The teacher encourages pupils to colour the traced numbers on their worksheets or to try scribbling the numbers independently in a designated space on their paper.

Pupils’ Activity: Pupils colour the numbers or attempt to scribble them on their worksheets, expressing their understanding creatively.

Learning Point: Pupils apply their tracing skills and engage in pre-writing practice for numbers 28, 29, and 30.

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 28 on the chart.
2. Count out 29 blocks for me.
3. What number comes after 29?
4. Trace number 30 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 the pupils for their participation and effort. The teacher briefly recaps that they learned numbers 28, 29, and 30. The teacher assigns a simple homework task, such as asking parents to help them count 30 items at home.

Pupils’ Activity: Pupils listen to the teacher’s praise and recap, and acknowledge the homework task.

Learning Point: Pupils feel accomplished and understand the next steps for practice.

Lesson Keywords

• Numbers – symbols like 1, 2, 3 that tell us how many.
• Count – to say numbers in order, like one, two, three.
• Recognise – to know something when you see it.
• Trace – to draw over a line or shape that is already there.
• Twenty-eight – the number that comes after 27.
• Twenty-nine – the number that comes after 28.
• Thirty – the number that comes after 29.

Differentiation

• Support: For pupils struggling with recognition, use larger flashcards and provide hand-over-hand guidance for tracing. Focus on one number at a time (e.g., only 28) before moving to the next. Provide fewer objects to count initially, gradually increasing the quantity.
• Extension: For pupils who quickly grasp the concept, encourage them to identify numbers 28-30 in their environment (e.g., on a calendar, a book page). Ask them to count beyond 30 if they are able, or to identify which number is bigger or smaller between two given numbers (e.g., “Is 28 or 30 bigger?”).