Recognising, Tracing and Writing Numbers 33-34 for Pre-School Level 2

Class: Pre-School Level 2
Term: Second Term
Week: 4
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Numbers 31-32: Recognition, Tracing and Writing
Topic: NUMBERS 33-34: RECOGNITION, TRACING AND WRITING
Subject Matter: Recognition of numbers 33-34; counting familiar objects; tracing, colouring and writing numbers 33-34.

Specific Objectives

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

Cognitive Domain

• Recognise and identify numbers 33 and 34 when shown.
• Count familiar objects up to 33 and 34 with one-to-one correspondence.

Affective Domain

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

Psychomotor Domain

• Trace numbers 33 and 34 on worksheets or in the air.
• Scribble attempts at writing numbers 33 and 34.

Social Domain

• Take turns when counting objects or using materials.
• 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 cards for 33 and 34
• Flash cards with numbers 33 and 34
• Charts displaying numbers 33 and 34
• Counters (e.g., bottle tops, beads, small stones, sticks) up to 34 pieces
• Tracing worksheets for numbers 33 and 34
• Crayons and pencils
• Whiteboard or chalkboard
• MP4 Player or device to play video

Rationale for the Lesson

This lesson is crucial for 3-year-olds as it builds on their foundational understanding of numbers. Recognising and counting numbers 33 and 34 helps them develop number sense, which is essential for everyday life activities like counting toys or sharing snacks. It also lays the groundwork for more complex mathematical concepts in the future.

Prerequisite/Previous Knowledge

Pupils can recognise and count numbers from 1 to 32. They can also trace simple lines and patterns.

Lesson Content/Board Summary

NUMBERS 33-34: RECOGNITION, TRACING AND WRITING

What are Numbers 33 and 34?

Numbers tell us “how many” of something we have.

• Number 33: This is “thirty-three”. It comes after 32.
• Number 34: This is “thirty-four”. It comes after 33.

Recognising Numbers 33 and 34

We see numbers everywhere! On books, on calendars, and on number charts.

• When you see ‘3’ and ‘3’ together, it makes 33.
• When you see ‘3’ and ‘4’ together, it makes 34.

Counting Objects to 33 and 34

We can count many things around us:

• Let’s count 33 bottle tops: 1, 2, 3, …, 33.
• Let’s count 34 pencils: 1, 2, 3, …, 34.

Tracing and Writing Numbers 33 and 34

We can learn to make these numbers with our fingers and pencils.

• To make 3: Start at the top, curve around, then curve around again.
• To make 4: Go down, across, then down again.

So, for 33, we make two ‘3’s. For 34, we make a ‘3’ then a ‘4’.

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Numbers big, numbers small,
We can count them, one and all.
Thirty-three, then thirty-four,
Let’s count more, and more, and more!

Actions: Count fingers as you sing, point to number cards 33 and 34 when mentioned.

Watch and Practise

https://www.youtube.com/watch?v=0hKq_gS5M_c

Key Words

• Number – A symbol that tells us how many.
• Count – To say numbers in order, one by one.
• Trace – To draw over a line or shape that is already there.
• Recognise – To know something when you see it.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Manipulation of Objects, Repetition, Question and Answer, Visual Aids.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils with a number song (e.g., “One, Two, Buckle My Shoe”). The teacher then quickly reviews numbers 31 and 32 by showing flashcards and asking pupils to identify them.

Pupils’ Activity: Pupils sing along with the teacher and identify numbers 31 and 32 when shown.

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

Step 2: Presentation – Recognition

Time: 5 minutes

Teaching Skill: Introduction/Naming

Teacher’s Activity: The teacher introduces the new numbers, 33 and 34, using large number cards. The teacher says “This is thirty-three” and “This is thirty-four” clearly, several times, pointing to each numeral. The teacher asks pupils to repeat the names of the numbers.

Pupils’ Activity: Pupils look at the number cards and repeat “thirty-three” and “thirty-four” after the teacher.

Learning Point: Pupils begin to recognise and name numbers 33 and 34.

Step 3: Demonstration – Counting Objects

Time: 5 minutes

Teaching Skill: Modelling/Counting

Teacher’s Activity: The teacher brings out a collection of counters. The teacher slowly counts out 33 objects, moving each one as it is counted, saying the numbers clearly. Then, the teacher adds one more to make 34 and counts them again. The teacher encourages pupils to watch carefully.

Pupils’ Activity: Pupils observe the teacher counting the objects, listening to the numbers being said.

Learning Point: Pupils see concrete representation of numbers 33 and 34.

Step 4: Guided Practice – Counting and Matching

Time: 5 minutes

Teaching Skill: Guided Practice/Application

Teacher’s Activity: The teacher provides small groups of pupils with counters. The teacher guides them to count out 33 objects, then 34 objects. The teacher then asks pupils to match their counted groups to the correct number card (33 or 34).

Pupils’ Activity: Pupils count objects with guidance and match them to the corresponding number cards.

Learning Point: Pupils practise one-to-one correspondence and reinforce number recognition.

Step 5: Reinforcement – Rhyme and Video

Time: 4 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads the pupils in singing the “Counting Rhyme” from the Board Summary, encouraging actions. The teacher then plays the educational video on numbers 33 and 34, asking pupils to watch and listen carefully.

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

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

Step 6: Application – Tracing and Writing

Time: 4 minutes

Teaching Skill: Skill Development/Fine Motor

Teacher’s Activity: The teacher demonstrates how to trace numbers 33 and 34 on a large chart or whiteboard, showing the correct stroke order. The teacher then distributes tracing worksheets for numbers 33 and 34 and guides pupils to trace the numbers with their pencils or crayons.

Pupils’ Activity: Pupils practise tracing numbers 33 and 34 on their worksheets, following the teacher’s guidance.

Learning Point: Pupils develop fine motor skills and begin to form numbers 33 and 34.

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. “Can you point to number 33?” (Teacher shows both 33 and 34 cards).
2. “Can you point to number 34?”
3. “Count out 33 bottle tops for me.”
4. “Show me how you would start to trace number 3.”

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: Closure/Encouragement

Teacher’s Activity: The teacher praises the pupils for their effort and participation. The teacher reminds them to keep practising counting and recognising numbers. The teacher leads a short goodbye song.

Pupils’ Activity: Pupils listen to the teacher, sing the goodbye song, and pack up their materials.

Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue learning.

Lesson Keywords

• Number – A symbol that shows quantity.
• Count – To say numbers in order.
• Trace – To draw over a line.
• Recognise – To know something when seen.

Differentiation

• Support: Provide larger tracing templates for pupils who struggle with fine motor skills. Offer hand-over-hand guidance for tracing. For counting, start with smaller groups of objects (e.g., count to 10, then to 20) before attempting 33 or 34, or provide fewer objects to count initially. Offer more verbal repetition and visual cues.
• Extension: Challenge pupils to count objects beyond 34 (e.g., to 35 or 36). Ask them to identify numbers 33 and 34 from a mixed group of number cards. Encourage them to draw simple objects and count them, then try to write the number.