Note for teachers using this lesson plan

Before this lesson, prepare number flashcards for 38, 39, and 40, along with a collection of at least 40 small, familiar objects like bottle tops or sticks. Ensure you have plain paper and crayons/pencils ready for each child. The central idea for pupils is to recognise, count, and make attempts at tracing and writing these numbers. Successful learning will be observed when pupils can point to the numbers, count objects up to 40, and make guided attempts at forming the numerals.

Class: Pre-School Level 2
Term: Second Term
Week: 10
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Recognising, Tracing and Writing Numbers 35-37
Topic: NUMBERS 38-40: RECOGNITION, TRACING AND WRITING
Subject Matter: Recognition of numbers 38-40; counting familiar objects; tracing, colouring and writing numbers 38-40.

Specific Objectives

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

Cognitive Domain

Identify and recognise numbers 38, 39, and 40 when shown.
Count familiar objects up to 40 accurately.
Say the numbers 38, 39, and 40 in sequence.

Affective Domain

Participate actively in counting and number recognition activities.
Show interest in learning new numbers.

Psychomotor Domain

Trace numbers 38, 39, and 40 using their fingers or crayons.
Attempt to scribble or write numbers 38, 39, and 40 on paper.
Colour numbers 38, 39, and 40.

Take turns when counting objects or tracing numbers.

Reference Materials

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

Instructional Materials

Number flashcards (38, 39, 40)
Number charts showing 38, 39, 40
Learning stamps for numbers 38-40
Counters (e.g., bottle tops, sticks, pebbles, blocks)
Plain paper
Crayons and pencils
MP4 Player or tablet for video playback
Video: “Learning Numbers 38, 39, 40 for Kids”

Rationale for the Lesson

This lesson is important for 3-year-olds as it builds on their foundational understanding of numbers and counting. Learning to recognise, trace, and write numbers 38-40 helps children develop numerical literacy, fine motor skills, and prepares them for more complex mathematical concepts. These skills are essential for everyday tasks like counting toys or understanding quantities.

Prerequisite/Previous Knowledge

Pupils can recognise and count numbers from 1 to 37. They have also had practice with tracing and attempting to write earlier numbers.

Lesson Content/Board Summary

NUMBERS 38-40: RECOGNITION, TRACING AND WRITING

Numbers help us count and know “how many”. Today we are learning about numbers 38, 39, and 40.

Number 38

This is number 38. It is made of a ‘3’ and an ‘8’.

We can count 38 objects: One, two, three… up to thirty-eight.

Number 39

This is number 39. It is made of a ‘3’ and a ‘9’.

We can count 39 objects: One, two, three… up to thirty-nine.

Number 40

This is number 40. It is made of a ‘4’ and a ‘0’.

We can count 40 objects: One, two, three… up to forty.

Tracing and Writing Numbers 38-40

We can trace numbers 38, 39, and 40 with our fingers, then with crayons on paper.

Number 38: Start at the top, curve around for ‘3’, then make two curves for ‘8’.
Number 39: Start at the top, curve around for ‘3’, then make a circle and a stick for ‘9’.
Number 40: Start at the top, slant down and across for ‘4’, then make a big oval for ‘0’.

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

Thirty-eight, thirty-nine, forty, see,
Numbers big for you and me.
Count them well, one by one,
Learning numbers is such fun!
Thirty-eight, thirty-nine, forty, clear,
Let’s all shout them, loud to hear!

Actions: Pupils count on their fingers, point to numbers on a chart, and clap as they say the numbers.

Watch and Practise

https://www.youtube.com/watch?v=s_x4r8q1C88

Key Words

Number – A word or symbol that shows a quantity.
Count – To say numbers in order or find the total number of items.
Trace – To draw over a line or shape.
Write – To make letters or numbers on a surface.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce each number (38, 39, 40) using large flashcards or a chart. Say the number clearly and have pupils repeat it. Emphasise the two digits that make up each number. Use concrete objects to demonstrate counting up to 38, then 39, then 40, moving the objects one by one as you count. Guide pupils to trace the numbers in the air with their fingers, then on a chart or in sand/flour, before attempting on paper.

What to show or demonstrate: Show the number flashcards. Demonstrate counting 38, 39, and 40 objects clearly. Model tracing the numbers with a large finger movement. Show how to hold a crayon/pencil for scribbling/writing attempts.

How to use the rhyme/song: Introduce the “Counting Rhyme” after pupils have been introduced to the numbers. Sing it slowly first, demonstrating the actions. Repeat the rhyme several times, encouraging pupils to join in with the words and actions. Use it as a fun way to reinforce number recognition and sequencing.

How to use the video: Introduce the video as a fun way to see and hear the numbers. Play the video “Learning Numbers 38, 39, 40 for Kids”. After watching, ask pupils to identify the numbers they saw and try to count along with the video’s pace. Encourage them to repeat the numbers they heard.

What to watch for: Observe if pupils can correctly identify the numbers 38, 39, and 40. Check their counting accuracy when using objects. For tracing and writing, focus on their effort and directionality rather than perfect formation at this age. Encourage all attempts.

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 short counting warm-up, counting from 1 to 30. The teacher then asks pupils what numbers they learned in the previous lesson (e.g., 35, 36, 37).

Pupils’ Activity: Pupils respond to greetings, participate in counting, and recall previously learned numbers.

Learning Point: Pupils are engaged and recall prior knowledge of numbers.

Step 2: Recognition of Numbers 38-40

Time: 5 minutes

Teaching Skill: Identification/Repetition

Teacher’s Activity: The teacher introduces number 38 using a flashcard and chart, saying “This is thirty-eight.” The teacher repeats for 39 and 40. The teacher asks pupils to repeat each number after her.

Pupils’ Activity: Pupils look at the flashcards and charts, and repeat “thirty-eight,” “thirty-nine,” and “forty” after the teacher.

Learning Point: Pupils recognise and say numbers 38, 39, and 40.

Step 3: Counting Objects 38-40

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates counting 38, 39, and 40 familiar objects (e.g., bottle tops, sticks) one by one, moving them as she counts. The teacher then guides pupils to count along with her, touching each object as they count.

Pupils’ Activity: Pupils observe the teacher counting, then count along with the teacher, touching the objects.

Learning Point: Pupils understand the quantity represented by numbers 38-40 and practise counting.

Step 4: Tracing Numbers 38-40

Time: 5 minutes

Teaching Skill: Modelling/Motor Skill Development

Teacher’s Activity: The teacher demonstrates how to trace numbers 38, 39, and 40 in the air with a finger, then on a large number chart. The teacher then provides each pupil with a number card or a sheet with large outlines of 38, 39, and 40 for tracing.

Pupils’ Activity: Pupils trace the numbers in the air, then on the chart, and finally on their individual number cards/sheets using their fingers or crayons.

Learning Point: Pupils develop fine motor skills and learn the formation of numbers 38, 39, and 40.

Step 5: Writing/Scribbling Numbers 38-40

Time: 4 minutes

Teaching Skill: Guided Practice/Application

Teacher’s Activity: The teacher guides pupils to attempt writing (scribbling) numbers 38, 39, and 40 on plain paper. The teacher encourages large movements and praises all attempts, focusing on effort rather than perfection.

Pupils’ Activity: Pupils use crayons or pencils to attempt to write or scribble numbers 38, 39, and 40 on their papers.

Learning Point: Pupils practise forming the numbers independently, reinforcing their recognition and motor skills.

Step 6: Reinforcement Activity / Rhyme

Time: 3 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads the pupils in singing the “Counting Rhyme” from the Board Summary several times, encouraging them to do the actions. The teacher may also play the video “Learning Numbers 38, 39, 40 for Kids” again for visual reinforcement.

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

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.

“Show me number 38 on the chart.”
“Can you count 39 bottle tops for me?”
“What number comes after 39?”
“Trace number 40 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 the pupils for their participation and effort. The teacher reminds them that numbers are everywhere and encourages them to keep practising counting at home.

Pupils’ Activity: Pupils listen to the teacher and tidy up their learning materials.

Learning Point: Pupils feel encouraged and understand the importance of practising numbers.

Lesson Keywords

Thirty-eight – The number after thirty-seven.
Thirty-nine – The number after thirty-eight.
Forty – The number after thirty-nine.
Count – To find out how many there are.
Trace – To follow the lines of a number.

Differentiation

Support: For pupils who find it challenging, provide larger number cards for tracing, guide their hands during tracing, or focus only on recognition and counting using fewer objects. Use more repetition and one-on-one guidance.
Extension: For pupils who grasp the concept quickly, encourage them to count objects beyond 40 if time permits, or ask them to identify numbers 38-40 in a mixed group of flashcards. They can also try to write the numbers without a tracing guide.