Note for teachers using this lesson plan
Before this lesson, prepare number flashcards for 41 and 42, along with a collection of at least 42 small, familiar objects like bottle tops, stones, pencils, or counting sticks. The central idea is for pupils to visually recognise numbers 41 and 42, associate them with quantities, and practise tracing them. Ensure a clear, uncluttered space for counting and tracing activities. Successful learning will be observed when pupils can point to the correct number and attempt to count out the corresponding quantity.
Class: Pre-School Level 2
Term: Third Term
Week: 2
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Recognition and counting of numbers 1-40.
Topic: NUMBERS 41-42: RECOGNITION, TRACING AND WRITING
Subject Matter: Recognition of numbers 41-42; counting familiar objects; tracing, colouring and writing numbers 41-42.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and recognise numbers 41 and 42 when shown.
- Count out 41 and 42 familiar objects correctly.
- Say the names “forty-one” and “forty-two.”
Affective Domain
- Show interest in number activities.
- Participate actively in counting and tracing.
Psychomotor Domain
- Trace numbers 41 and 42 using their fingers or crayons.
- Scribble shapes resembling numbers 41 and 42.
- Colour outlines of numbers 41 and 42.
Social Domain
- Take turns counting objects with peers.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Relevant Early Childhood Care and Education resources
- Early years numeracy activity books
Instructional Materials
- Number flashcards (41, 42)
- Charts showing numbers 41 and 42
- Learning stamps for numbers 41 and 42
- A collection of at least 42 small, familiar objects (e.g., bottle tops, stones, pencils, counting sticks, beads)
- Worksheets with outlines of numbers 41 and 42 for tracing and colouring
- Crayons or pencils
- MP4 Player (if using digital charts/flashcards)
Rationale for the Lesson
This lesson helps 3-year-olds build foundational number sense by extending their counting and recognition skills to 41 and 42. Understanding these numbers prepares them for more complex mathematical concepts and helps them relate numbers to quantities in their everyday environment, such as counting toys or friends.
Prerequisite/Previous Knowledge
Pupils can already recognise and count numbers up to 40. They can also identify and count small groups of objects.
Lesson Content/Board Summary
NUMBERS 41-42: RECOGNITION, TRACING AND WRITING
What are Numbers 41 and 42?
- Number 41 is “forty-one.” It comes after 40.
- Number 42 is “forty-two.” It comes after 41.
Recognising Numbers:
- Look at the number 41. It has a ‘4’ and a ‘1’.
- Look at the number 42. It has a ‘4’ and a ‘2’.
(Show flashcards for 41 and 42)
Counting Objects:
- Count out 41 objects: One, two, three… up to forty-one.
- Count out 42 objects: One, two, three… up to forty-two.
(Use real objects like bottle tops or sticks)
Tracing and Writing:
- We can trace numbers 41 and 42 with our fingers.
- We can use crayons to trace and colour numbers 41 and 42 on paper.
- We can also try to scribble the numbers.
Counting Rhyme: Numbers 41 and 42
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Forty-one, forty-one, let us count and have some fun,
Forty-two, forty-two, what a clever thing to do.
Numbers growing, day by day,
Counting, learning, come and play.
Forty-one, forty-one, let us count and have some fun!
Actions:
Clap hands for “Forty-one, forty-one.”
Point to objects while counting.
Wiggle fingers for “Numbers growing.”
Pretend to write for “Counting, learning.”
Key Words
- Forty-one – The number after forty.
- Forty-two – The number after forty-one.
- Count – To say numbers in order while touching objects.
- Trace – To draw over a line or shape.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing the flashcard for 41, saying “This is forty-one.” Repeat several times. Then, show 42. Use the “Counting Objects” section to demonstrate counting 41 items one by one, then 42 items. Emphasize touching each item as it is counted. For tracing, demonstrate air tracing first, then guide pupils to trace on worksheets or charts.
What to show or demonstrate: Clearly display large flashcards or charts of numbers 41 and 42. Demonstrate counting 41 and 42 actual objects slowly and clearly. Show how to trace the numbers with a finger on a large outline, then with a crayon on paper.
How to use the rhyme/song: Introduce the “Counting Rhyme” after pupils have been introduced to both numbers. Sing it slowly a few times, encouraging pupils to join in with the actions. Repeat the rhyme throughout the lesson to reinforce number recognition and counting.
What to watch for: Observe if pupils can distinguish between 41 and 42. Check if they are counting objects one-to-one (touching each object as they say its number). For tracing, observe their pencil grip and direction of movement, offering gentle hand-over-hand guidance as needed.
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/Recap
Teacher’s Activity: The teacher greets the pupils and asks them to recall the numbers they learned last time (e.g., up to 40). The teacher then introduces that they will learn new numbers today.
Pupils’ Activity: Pupils respond to greetings and attempt to recall numbers up to 40. They listen attentively.
Learning Point: Pupils recall previous number knowledge and are prepared for new learning.
Step 2: Introduction to Number 41 (Recognition and Counting)
Time: 5 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher shows the flashcard for number 41, says “This is forty-one,” and asks pupils to repeat. The teacher then counts out 41 objects one by one, emphasizing the last number “forty-one.”
Pupils’ Activity: Pupils repeat “forty-one” after the teacher. They watch the teacher count the objects.
Learning Point: Pupils recognise number 41 and associate it with a quantity.
Step 3: Introduction to Number 42 (Recognition and Counting)
Time: 5 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher shows the flashcard for number 42, says “This is forty-two,” and asks pupils to repeat. The teacher then counts out 42 objects one by one, emphasizing “forty-two.”
Pupils’ Activity: Pupils repeat “forty-two” after the teacher. They watch the teacher count the objects.
Learning Point: Pupils recognise number 42 and associate it with a quantity.
Step 4: Guided Practice (Recognition)
Time: 4 minutes
Teaching Skill: Guided Practice/Questioning
Teacher’s Activity: The teacher mixes the flashcards for 41 and 42 (and maybe a few other known numbers like 39, 40). The teacher asks pupils to point to “forty-one” and then “forty-two.” The teacher provides individual support as needed.
Pupils’ Activity: Pupils point to the correct number flashcards as requested by the teacher.
Learning Point: Pupils improve their visual recognition of numbers 41 and 42.
Step 5: Guided Practice (Counting Objects)
Time: 4 minutes
Teaching Skill: Practical Application
Teacher’s Activity: The teacher guides small groups of pupils to count out 41 objects and then 42 objects from a larger pile. The teacher listens and corrects counting errors.
Pupils’ Activity: Pupils take turns counting out 41 and 42 objects, touching each one as they count.
Learning Point: Pupils practise one-to-one correspondence when counting up to 42.
Step 6: Tracing and Scribbling Numbers 41-42
Time: 5 minutes
Teaching Skill: Fine Motor Development/Guided Practice
Teacher’s Activity: The teacher distributes worksheets with large outlines of numbers 41 and 42. The teacher demonstrates how to trace the numbers with a crayon, guiding pupils to follow the lines. The teacher encourages them to colour the numbers or scribble them freely.
Pupils’ Activity: Pupils trace numbers 41 and 42 on their worksheets, then colour or scribble them.
Learning Point: Pupils develop fine motor skills and pre-writing practice for numbers 41 and 42.
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.
- “Can you point to number 41?” (Teacher shows flashcards).
- “Can you point to number 42?” (Teacher shows flashcards).
- “Let’s count out 41 stones together.”
- “Show me how you can trace number 42.”
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: Reinforcement/Praise
Teacher’s Activity: The teacher praises the pupils for their effort and participation, reminding them that they have learned to recognise, count, and trace numbers 41 and 42. The teacher sings the “Counting Rhyme” one last time.
Pupils’ Activity: Pupils listen to the praise and sing along with the rhyme.
Learning Point: Pupils feel encouraged and confident about their learning.
Lesson Keywords
- Forty-one – The number that is one more than forty.
- Forty-two – The number that is one more than forty-one.
- Count – To say numbers in order, usually while touching objects.
- Trace – To draw over an outline of a number or shape.
Differentiation
- Support: For pupils struggling with recognition, use larger number cards and fewer distracting elements. Provide hand-over-hand guidance for tracing. Focus only on counting up to 41 first before introducing 42.
- Extension: For pupils who quickly grasp the concept, encourage them to identify numbers 41 and 42 from a mixed set of numbers up to 50. Ask them to count out 41 or 42 objects and then add one more to see what comes next.
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