Recognising, Tracing and Writing Numbers 34-36 for Pre-School Level 2

Class: Pre-School Level 2
Term: Second Term
Week: 6
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Recognising, Tracing and Writing Numbers 31-33
Topic: NUMBERS 34-36: RECOGNITION, TRACING AND WRITING
Subject Matter: Recognition of numbers 34-36; counting familiar objects; tracing, colouring and writing numbers 34-36.

Specific Objectives

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

Cognitive Domain

• Recognise and identify numbers 34, 35, and 36 when shown.
• Count up to 36 familiar objects accurately.
• Match the numerals 34, 35, 36 to the correct quantity of objects.

Affective Domain

• Show interest and participate actively in counting and number recognition activities.
• Express enjoyment during number songs and tracing activities.

Psychomotor Domain

• Trace numbers 34, 35, and 36 using their fingers or crayons.
• Scribble attempts at writing numbers 34, 35, and 36.
• Point to the correct number flashcard when asked.

Social Domain

• Take turns when counting objects or identifying numbers.
• Share counting materials with peers during group activities.

Reference Materials

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

Instructional Materials

• Number flashcards (34, 35, 36)
• Charts displaying numbers 34-36
• Small, familiar counting objects (e.g., bottle tops, stones, pencils, blocks, beads)
• Paper and crayons
• Learning stamps (optional, for number formation)
• MP4 player/tablet for video (if available)

Rationale for the Lesson

This lesson is important for 3-year-olds as it builds foundational numeracy skills by introducing new numbers (34-36) in a concrete way. Recognising and counting these numbers helps children understand quantity, develop number sense, and prepare for more complex mathematical concepts in their daily lives and future learning.

Prerequisite/Previous Knowledge

Pupils can already recognise and count numbers up to 33. They can also trace simple lines and patterns.

Lesson Content/Board Summary

NUMBERS 34-36: RECOGNITION, TRACING AND WRITING

Numbers are symbols we use to count things. Today we will learn about numbers 34, 35, and 36.

Number 34

This is number 34. It is made of a ‘3’ and a ‘4’.

When we count thirty-four things, we have a group of thirty and four more.

Number 35

This is number 35. It is made of a ‘3’ and a ‘5’.

When we count thirty-five things, we have a group of thirty and five more.

Number 36

This is number 36. It is made of a ‘3’ and a ‘6’.

When we count thirty-six things, we have a group of thirty and six more.

Counting Objects

We can count many things around us: pencils, books, friends, toys.

• Count 34 objects: “One, two, three… up to thirty-four!”
• Count 35 objects: “One, two, three… up to thirty-five!”
• Count 36 objects: “One, two, three… up to thirty-six!”

Tracing Numbers

We can trace numbers with our fingers in the air, on sand, or with crayons on paper.

• Tracing 34: Start at the top, round and round for ‘3’, then down, across, and down for ‘4’.
• Tracing 35: Start at the top, round and round for ‘3’, then across, down, and round for ‘5’.
• Tracing 36: Start at the top, round and round for ‘3’, then round and round for ‘6’.

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Count with me, numbers clear,
Thirty-four, let’s hear a cheer!
Thirty-five, then thirty-six,
Numbers fun, with happy tricks!
Count them now, one by one,
Learning numbers, everyone!

Actions: Count fingers as numbers are called, point to number cards, clap for “cheer”, make a happy face.

Watch and Learn Numbers 34-36

https://www.youtube.com/watch?v=2n-Y6oFz-44

Key Words

• Number – A symbol used for counting.
• Count – To say numbers in order or find the total amount of things.
• Trace – To draw over a line or shape.
• Thirty-four – The number after 33.
• Thirty-five – The number after 34.
• Thirty-six – The number after 35.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Greeting/Recall

Teacher’s Activity: The teacher greets the pupils and leads them in a quick counting song from 1 to 30. The teacher asks, “Who remembers what number comes after 33?”

Pupils’ Activity: Pupils respond to greetings, sing the counting song, and try to recall the number after 33.

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

Step 2: Presentation – Number Recognition

Time: 5 minutes

Teaching Skill: Introduction/Identification

Teacher’s Activity: The teacher introduces numbers 34, 35, and 36 using large flashcards. The teacher says each number clearly and asks pupils to repeat after her. “This is number 34. Say 34!”

Pupils’ Activity: Pupils look at the flashcards and repeat the number names (34, 35, 36) after the teacher.

Learning Point: Pupils begin to recognise and say numbers 34-36.

Step 3: Demonstration – Counting Objects

Time: 5 minutes

Teaching Skill: Demonstration/Counting

Teacher’s Activity: The teacher demonstrates counting 34, 35, and 36 familiar objects (e.g., blocks, bottle tops) one by one, placing them in groups. “Let’s count 34 blocks together.”

Pupils’ Activity: Pupils watch the teacher count and try to count along with her.

Learning Point: Pupils observe how to count objects up to 36 accurately.

Step 4: Guided Practice – Matching Numbers to Quantity

Time: 5 minutes

Teaching Skill: Guided Practice/Matching

Teacher’s Activity: The teacher places groups of 34, 35, and 36 objects on the table. She then asks pupils to pick the correct number flashcard and place it next to the matching group of objects. “Who can find the number 35 and put it with the 35 pencils?”

Pupils’ Activity: Pupils take turns counting the object groups and matching them with the correct number flashcards (34, 35, 36).

Learning Point: Pupils connect the numeral to its corresponding quantity.

Step 5: Reinforcement – Rhyme and Video

Time: 4 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads pupils in singing the “Counting Rhyme” for numbers 34-36 with actions. Then, the teacher plays the educational video on numbers 34-36. “Let’s sing our counting song, then watch a fun video!”

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

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

Step 6: Application – Tracing and Scribbling

Time: 4 minutes

Teaching Skill: Application/Fine Motor

Teacher’s Activity: The teacher distributes paper with large outlines of numbers 34, 35, and 36. The teacher guides pupils to trace the numbers with their fingers first, then with crayons, encouraging them to scribble attempts at writing them. “Now, let’s trace number 34 with our crayons.”

Pupils’ Activity: Pupils trace numbers 34, 35, and 36 on their papers and attempt to scribble them.

Learning Point: Pupils develop fine motor skills and practice number formation.

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. “Point to number 34 on the chart.”
2. “Count out 36 bottle tops for me.”
3. “What number comes after 35?”
4. “Show me how you would trace number 36 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: Consolidation/Praise

Teacher’s Activity: The teacher praises the pupils for their participation and effort in learning numbers 34-36. “Well done, everyone! You all did a great job learning numbers 34, 35, and 36 today!”

Pupils’ Activity: Pupils respond to the teacher’s praise.

Learning Point: Pupils feel encouraged and confident about their learning.

Lesson Keywords

• Number – A symbol used for counting.
• Count – To say numbers in order or find the total amount of things.
• Trace – To draw over a line or shape.
• Thirty-four – The number after 33.
• Thirty-five – The number after 34.
• Thirty-six – The number after 35.

Differentiation

• Support: For pupils who are struggling, provide larger number outlines for tracing, offer hand-over-hand guidance, or reduce the number of objects to count in smaller sets (e.g., count up to 10, then add another 10). Focus primarily on recognition and oral counting.
• Extension: For pupils who grasp the concept quickly, encourage them to count objects beyond 36 if they are able, or ask them to identify numbers 34-36 when presented out of sequence. They can also try to find these numbers in simple books or charts.