Recognising, Tracing and Writing Numbers 36-38 for Pre-School Level 2

Class: Pre-School Level 2
Term: Second Term
Week: 8
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Recognition, tracing and writing of numbers up to 35.
Topic: NUMBERS 36-38: RECOGNITION, TRACING AND WRITING
Subject Matter: Recognition of numbers 36-38; counting familiar objects; tracing, colouring and writing numbers 36-38.

Specific Objectives

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

Cognitive Domain

• Identify and name numbers 36, 37, and 38 when shown.
• Count familiar objects up to 38 accurately.

Affective Domain

• Show enthusiasm while participating in counting activities.
• Listen attentively to the teacher’s instructions.

Psychomotor Domain

• Trace the outlines of numbers 36, 37, and 38.
• Make scribbling attempts to write numbers 36, 37, and 38.

Social Domain

• Take turns when counting and identifying numbers.
• Participate actively in group counting games.

Reference Materials

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

Instructional Materials

• Number cards (36, 37, 38)
• Charts showing numbers 36-38
• Flash cards with numbers 36-38
• Familiar objects for counting (e.g., bottle tops, stones, pencils, blocks – at least 38 of each)
• Worksheets with dotted numbers 36-38 for tracing
• Crayons
• Pencils
• Plain paper for scribbling
• MP4 Player (if using video offline)

Rationale for the Lesson

Learning to recognise, count, and write numbers 36-38 is essential for building a strong foundation in numeracy. At this age, it helps children develop number sense, fine motor skills through tracing and scribbling, and prepares them for more complex mathematical concepts in the future. These skills are practical for everyday situations like counting toys or sharing items.

Prerequisite/Previous Knowledge

Pupils can already recognise and count numbers up to 35. They have also had practice with basic tracing and scribbling activities.

Lesson Content/Board Summary

NUMBERS 36-38: RECOGNITION, TRACING AND WRITING

Today, we are learning about new numbers: 36, 37, and 38!

Number Recognition

• Number 36: This is number three and number six together. It is called thirty-six.
• Number 37: This is number three and number seven together. It is called thirty-seven.
• Number 38: This is number three and number eight together. It is called thirty-eight.

Counting Objects

We can count many things around us up to 38!

• Count 36 pencils.
• Count 37 bottle tops.
• Count 38 stones.

Tracing and Writing

We will trace the numbers 3, 6, 7, and 8 to help us write 36, 37, and 38.

• Tracing 36: Start at the top, round and round for 3. Then round and round for 6.
• Tracing 37: Start at the top, round and round for 3. Then across and slant down for 7.
• Tracing 38: Start at the top, round and round for 3. Then round and round, join up for 8.

We will also colour the numbers and try to scribble them on our paper.

Key Words

• Thirty-six – The number after 35.
• Thirty-seven – The number after 36.
• Thirty-eight – The number after 37.
• Count – To say numbers in order while touching objects.
• Trace – To draw over a dotted line.

Counting Rhyme: Numbers 36, 37, 38

Tune: “Twinkle, Twinkle Little Star”

Thirty-six, thirty-seven,
Thirty-eight, numbers from heaven.
Count them all, one by one,
Learning numbers is such fun!
Thirty-six, thirty-seven,
Thirty-eight, numbers from heaven.

Actions: Point up for “heaven”, count with fingers, clap hands for “fun”.

Watch and Count Along

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 pupils and starts with a quick review of counting from 1 to 35 using a familiar counting song or chant. “Who can tell me what number comes after 35?”

Pupils’ Activity: Pupils respond to greetings, sing along, and try to recall the number after 35.

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

Step 2: Introduction of Numbers 36, 37, 38

Time: 5 minutes

Teaching Skill: Recognition/Naming

Teacher’s Activity: The teacher displays large number cards for 36, 37, and 38. The teacher points to each number, says its name clearly, and explains what numbers make them up (e.g., “3 and 6 make thirty-six”).

Pupils’ Activity: Pupils look at the number cards, listen to the teacher, and repeat the names of the numbers (thirty-six, thirty-seven, thirty-eight).

Learning Point: Pupils begin to recognise and name numbers 36, 37, and 38.

Step 3: Counting Familiar Objects

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher brings out a pile of familiar objects (e.g., bottle tops). The teacher demonstrates counting out 36, then 37, then 38 objects, touching each one as it is counted. The teacher then guides pupils to count objects in small groups.

Pupils’ Activity: Pupils watch the teacher count, then take turns or work in small groups to count out specific quantities of objects (e.g., “Count 36 stones,” “Count 37 pencils”).

Learning Point: Pupils practise one-to-one correspondence and counting up to 38.

Step 4: Tracing Numbers 36, 37, 38

Time: 5 minutes

Teaching Skill: Modelling/Fine Motor Development

Teacher’s Activity: The teacher distributes worksheets with dotted numbers 36, 37, and 38. The teacher demonstrates how to trace each number on the board or a large chart, emphasizing the correct direction and starting point for 3, 6, 7, and 8. The teacher supervises pupils as they trace.

Pupils’ Activity: Pupils use their crayons or pencils to trace the dotted numbers 36, 37, and 38 on their worksheets.

Learning Point: Pupils develop fine motor skills and learn the formation of numbers 36, 37, and 38.

Step 5: Colouring and Scribbling Numbers

Time: 4 minutes

Teaching Skill: Creativity/Application

Teacher’s Activity: The teacher encourages pupils to colour the traced numbers neatly. The teacher then provides plain paper and encourages pupils to try scribbling or attempting to write numbers 36, 37, and 38 on their own.

Pupils’ Activity: Pupils colour their traced numbers and then attempt to scribble or write the numbers 36, 37, and 38 on plain paper.

Learning Point: Pupils reinforce number recognition through colouring and practise early writing skills.

Step 6: Rhyme and Video Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcement/Auditory Learning

Teacher’s Activity: The teacher leads the class in singing the “Numbers 36, 37, 38” rhyme with actions. The teacher then plays the counting video for numbers up to 38, encouraging pupils to sing and count along.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, counting along with the song.

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

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. “Point to number 36 on the chart.”
2. “What number is this?” (showing 37 flashcard)
3. “Count out 38 pencils for me.”
4. “Show me how you trace number 38 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/Closure

Teacher’s Activity: The teacher praises pupils for their hard work and reminds them that they have learned to recognise, count, and trace numbers 36, 37, and 38. The teacher encourages them to keep practising at home.

Pupils’ Activity: Pupils listen to the teacher, respond to praise, and tidy up their materials.

Learning Point: Pupils consolidate their learning and are encouraged to continue practising.

Lesson Keywords

• Thirty-six – The number that comes after 35.
• Thirty-seven – The number that comes after 36.
• Thirty-eight – The number that comes after 37.
• Count – To say numbers in order while touching objects.
• Trace – To draw over a dotted line.
• Scribble – To draw or write carelessly or quickly.

Differentiation

• Support: For pupils struggling with number recognition, use larger number cards and provide hand-over-hand guidance for tracing. Reduce the number of objects to count initially, gradually increasing to 38. Provide extra oral repetition of number names.
• Extension: For pupils who quickly grasp the concept, challenge them to identify numbers 36-38 in a mixed group of numbers. Ask them to count other familiar objects in the classroom up to 38 independently, or to draw 36, 37, or 38 simple shapes.