Recognising, Tracing and Writing Numbers 31-32 for Pre-School Level 2

Class: Pre-School Level 2
Term: Second Term
Week: 2
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and recognising numbers up to 30.
Topic: NUMBERS 31-32: RECOGNITION, TRACING AND WRITING
Subject Matter: Recognition of numbers 31-32; counting familiar objects; tracing, colouring and writing numbers 31-32.

Specific Objectives

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

Cognitive Domain

• Identify and recognise numbers 31 and 32 when shown.
• Count up to 32 familiar objects accurately.
• Say the names of numbers 31 and 32.

Affective Domain

• Show enthusiasm while counting objects.
• Participate actively in number recognition games.

Psychomotor Domain

• Trace numbers 31 and 32 using their fingers and crayons.
• Scribble to form numbers 31 and 32.

Social Domain

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

Reference Materials

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

Instructional Materials

• Number flashcards for 31 and 32
• Charts showing numbers 31 and 32
• Learning Stamps (number stamps)
• MP4 Player/Tablet for video
• Small, familiar objects for counting (e.g., bottle tops, stones, blocks, pencils, crayons)
• Worksheets or plain paper for tracing and writing
• Crayons

Rationale for the Lesson

This lesson is important for 3-year-olds as it builds on their foundational counting skills, extending their number recognition to 31 and 32. Understanding these numbers helps children develop a stronger sense of quantity and prepares them for more advanced mathematical concepts, linking abstract numbers to concrete objects in their daily lives.

Prerequisite/Previous Knowledge

Pupils can already count and recognise numbers up to 30. They can also identify and count small groups of familiar objects.

Lesson Content/Board Summary

NUMBERS 31-32: RECOGNITION, TRACING AND WRITING

Recognising Numbers 31 and 32

We see numbers everywhere! Today we are learning about two new numbers: 31 and 32.

• 31 (Thirty-one)
• 32 (Thirty-two)

Look at the number 31. It has a ‘3’ and a ‘1’.

Look at the number 32. It has a ‘3’ and a ‘2’.

Counting Objects up to 32

We can count many things! Let’s count some objects together.

• Count 31 bottle tops.
• Count 32 small stones.
• Count 31 pencils.
• Count 32 crayons.

Tracing and Writing Numbers 31 and 32

We can make numbers with our fingers and with pencils.

Tracing 31: Start at the top, round and round for ‘3’, then straight down for ‘1’.

Tracing 32: Start at the top, round and round for ‘3’, then round and straight across for ‘2’.

Practise tracing these numbers on paper using crayons.

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

Thirty-one, thirty-two,
Numbers bright and shiny new.
Count our pencils, one by one,
Till our counting work is done.
Thirty-one, thirty-two,
We can count, me and you!

Actions: Point to numbers 31 and 32 on a chart, then count fingers or objects as the numbers are sung.

Watch and Practise

https://www.youtube.com/watch?v=7h2Y9rD8q5E

Key Words

• Thirty-one – The number after thirty.
• Thirty-two – The number after thirty-one.
• 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, Picture Talk, Question and Answer, Manipulation of Objects, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and leads them in a quick counting exercise from 1 to 30. The teacher then introduces the new numbers for the day: 31 and 32, using flashcards.

Pupils’ Activity: Pupils respond to greetings, count from 1 to 30, and look at the new number flashcards.

Learning Point: Pupils recall previous counting knowledge and are introduced to new numbers.

Step 2: Number Recognition (31-32)

Time: 5 minutes

Teaching Skill: Visual Recognition

Teacher’s Activity: The teacher shows flashcards for 31 and 32, saying their names clearly. The teacher points out the individual digits (3 and 1 for 31; 3 and 2 for 32) and asks pupils to repeat the names after her.

Pupils’ Activity: Pupils observe the flashcards, listen to the teacher, and repeat “thirty-one” and “thirty-two”.

Learning Point: Pupils recognise and orally identify numbers 31 and 32.

Step 3: Counting Familiar Objects

Time: 6 minutes

Teaching Skill: One-to-one Correspondence

Teacher’s Activity: The teacher places a pile of objects (e.g., bottle tops) on the table. She demonstrates counting out 31 objects, touching each one. Then, she adds one more to make 32 and counts again. The teacher guides pupils to count their own sets of objects up to 31 and 32.

Pupils’ Activity: Pupils watch the teacher count, then take turns or work in small groups to count 31 and 32 objects from their own piles.

Learning Point: Pupils develop one-to-one correspondence and count accurately up to 32.

Step 4: Tracing Numbers in the Air and on Sand

Time: 4 minutes

Teaching Skill: Fine Motor Skills/Pre-writing

Teacher’s Activity: The teacher demonstrates tracing the numbers 31 and 32 in the air with a large motion. She then guides pupils to trace the numbers in a sand tray or on a dusty surface, emphasizing the correct starting points and direction.

Pupils’ Activity: Pupils imitate the teacher, tracing numbers 31 and 32 in the air and then in the sand tray.

Learning Point: Pupils practise the formation of numbers 31 and 32 kinesthetically.

Step 5: Rhyme and Video Reinforcement

Time: 4 minutes

Teaching Skill: Auditory/Visual Learning

Teacher’s Activity: The teacher leads pupils in singing the “Counting Rhyme” with actions. She then plays the short video on numbers 31-32, encouraging pupils to watch and say the numbers they see.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, repeating numbers 31 and 32 as they appear.

Learning Point: Pupils reinforce number recognition and counting through song and visual media.

Step 6: Tracing and Scribbling Numbers on Paper

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher distributes worksheets with large outlines of numbers 31 and 32. She demonstrates how to trace the numbers using crayons, guiding pupils to follow the lines. She then encourages them to try scribbling the numbers on their own.

Pupils’ Activity: Pupils trace numbers 31 and 32 on their worksheets using crayons and attempt to scribble them independently.

Learning Point: Pupils practise fine motor skills and guided writing of numbers 31 and 32.

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 the flashcard for number 31.”
2. “Count out 32 blocks for me.”
3. “What number comes after 31?”
4. “Trace number 32 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: Summary

Teacher’s Activity: The teacher praises the pupils for their hard work and reminds them of the new numbers they learned: 31 and 32. She encourages them to look for these numbers at home or in their environment.

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

Learning Point: Pupils consolidate their learning and are encouraged to apply it outside the classroom.

Lesson Keywords

• Thirty-one – The number that comes after thirty.
• Thirty-two – The number that comes after thirty-one.
• Count – To say numbers in order while pointing to objects.
• Trace – To draw over a given outline of a number or shape.

Differentiation

• Support: For pupils struggling with recognition, use larger flashcards and provide hand-over-hand guidance for tracing. Focus on counting smaller groups of objects first, then gradually increase to 31 and 32. Provide extra oral repetition of the number names.
• Extension: For pupils who quickly grasp the concept, encourage them to identify 31 and 32 from a mixed group of number flashcards (e.g., 29, 30, 31, 32, 33). Ask them to count other familiar classroom objects up to 32 independently.