Recognising, Tracing and Writing Numbers 43-44 for Pre-School Level 2

Class: Pre-School Level 2
Term: Third Term
Week: 4
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Recognition, tracing, and writing of numbers 41-42.
Topic: NUMBERS 43-44: RECOGNITION, TRACING AND WRITING
Subject Matter: Recognition of numbers 43-44; counting familiar objects; tracing, colouring and writing numbers 43-44.

Specific Objectives

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

Cognitive Domain

• Identify and name numbers 43 and 44 when shown on flashcards or charts.
• Count up to 44 familiar objects accurately.
• Recognise the written forms of numbers 43 and 44.

Affective Domain

• Participate actively in counting and tracing activities.
• Show enthusiasm for learning new numbers.
• Listen attentively to the teacher’s instructions.

Psychomotor Domain

• Trace numbers 43 and 44 in the air, sand, or on paper.
• Scribble to represent numbers 43 and 44.
• Pick out a specific quantity of objects (e.g., 43 or 44) from a larger group.

Social Domain

• Take turns when counting 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
• Relevant early-years workbooks

Instructional Materials

• Flashcards with numbers 43 and 44
• Number charts showing 43 and 44
• A collection of at least 44 familiar objects (e.g., bottle tops, stones, pencils, blocks, beads)
• Sand tray or salt tray for tactile tracing
• Large sheets of paper or whiteboards
• Crayons or markers
• Learning stamps (if available)
• MP4 Player or tablet for video playback

Rationale for the Lesson

This lesson is crucial for developing pupils’ foundational numeracy skills by extending their number recognition and counting abilities. Understanding numbers 43 and 44 helps children build a strong sense of number sequence and quantity, which is essential for future mathematical concepts and for navigating everyday situations that involve counting and identifying numbers.

Prerequisite/Previous Knowledge

Pupils can already recognise, count, and attempt to trace numbers from 1 to 42. They are familiar with counting various objects and have some experience with pre-writing activities like scribbling and tracing simple patterns.

Lesson Content/Board Summary

NUMBERS 43-44: RECOGNITION, TRACING AND WRITING

What are Numbers 43 and 44?

Numbers 43 and 44 come after 42. They help us count more things!

• Number 43: It is made of a ‘4’ and a ‘3’.
• Number 44: It is made of a ‘4’ and another ‘4’.

Recognising Numbers 43 and 44

Look at the numbers carefully:

43 (Forty-three)
44 (Forty-four)

We can see 43 objects, and 44 objects.

Counting Objects

We can count many things up to 44:

• Count 43 stones.
• Count 44 pencils.
• Count 43 children.
• Count 44 claps.

Tracing and Writing Numbers 43 and 44

Tracing helps us learn how to write numbers.

• For 43: Start at the top, go down, then across, then down again for ‘4’. Then for ‘3’, start at the top, curve around, and curve around again.
• For 44: Start at the top, go down, then across, then down again for the first ‘4’. Repeat the same for the second ‘4’.

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

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

Forty-three, forty-three, let us count and see,
Many objects, clear for me.
Forty-four, forty-four, count a little more,
Numbers learning, we adore!

Actions:

• Point to number cards for 43 and 44.
• Count fingers or clap for each number.
• Pretend to trace numbers in the air.

Watch and Practise

https://www.youtube.com/watch?v=F55b5463-jU

Key Words

• Forty-three – The number that comes after forty-two.
• Forty-four – The number that comes after forty-three.
• Count – To say numbers in order while touching objects.
• Trace – To draw over a line or shape.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Reviewing

Teacher’s Activity: The teacher greets the pupils, sings a familiar counting song (e.g., “One, Two, Buckle My Shoe”), and quickly reviews numbers 41 and 42 by showing flashcards and asking pupils to identify them.

Pupils’ Activity: Pupils respond to greetings, sing along, and identify numbers 41 and 42.

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

Step 2: Presentation – Number Recognition (43-44)

Time: 5 minutes

Teaching Skill: Introducing/Demonstrating

Teacher’s Activity: The teacher introduces numbers 43 and 44 using large flashcards and number charts. The teacher says each number clearly, asks pupils to repeat, and explains that 43 is ‘four-three’ and 44 is ‘four-four’.

Pupils’ Activity: Pupils look at the flashcards and charts, listen, and repeat the numbers 43 and 44 after the teacher.

Learning Point: Pupils begin to recognise and say numbers 43 and 44.

Step 3: Guided Practice – Counting Objects

Time: 5 minutes

Teaching Skill: Guiding/Facilitating

Teacher’s Activity: The teacher guides pupils to count familiar objects up to 44. The teacher arranges objects in groups and counts along with pupils, ensuring one-to-one correspondence. “Let’s count 43 stones!” then “Now, let’s count 44 pencils!”

Pupils’ Activity: Pupils participate in counting objects, touching each one as they count aloud with the teacher.

Learning Point: Pupils develop one-to-one correspondence and count accurately up to 44.

Step 4: Reinforcement – Rhyme and Video

Time: 5 minutes

Teaching Skill: Reinforcing/Engaging

Teacher’s Activity: The teacher leads pupils in singing the “Counting Rhyme” from the Board Summary with actions. Afterwards, the teacher plays the verified YouTube video “Learn Numbers 41-50 | Counting Numbers for Kids | Number Recognition” focusing on 43 and 44.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, pointing to numbers 43 and 44 when they appear.

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

Step 5: Application – Tracing and Scribbling (Tactile/Air)

Time: 4 minutes

Teaching Skill: Demonstrating/Supervising

Teacher’s Activity: The teacher demonstrates how to trace 43 and 44 in the air, then in a sand tray. The teacher guides pupils to try tracing in the air and then in the sand tray, providing hand-over-hand support for those who need it.

Pupils’ Activity: Pupils trace numbers 43 and 44 in the air and then in the sand tray, following the teacher’s guidance.

Learning Point: Pupils develop fine motor skills and learn the strokes for forming numbers 43 and 44.

Step 6: Application – Tracing and Colouring (Paper)

Time: 4 minutes

Teaching Skill: Instructing/Assisting

Teacher’s Activity: The teacher distributes worksheets with large outlines of numbers 43 and 44. The teacher instructs pupils to trace the numbers with crayons and then colour them. The teacher supervises and provides individual assistance.

Pupils’ Activity: Pupils trace the numbers 43 and 44 on their worksheets and then colour them using crayons.

Learning Point: Pupils practise tracing and colouring, further developing their pre-writing skills for numbers 43 and 44.

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. “Show me number 43 on the flashcard.”
2. “Count out 44 bottle tops for me.”
3. “What number comes after 43?”
4. “Trace number 44 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: Summarising/Dismissing

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher briefly recaps that they learned numbers 43 and 44 today. The teacher dismisses the class.

Pupils’ Activity: Pupils acknowledge the recap and prepare for dismissal.

Learning Point: Pupils feel a sense of accomplishment and are prepared for the next activity.

Lesson Keywords

• Forty-three – The number after 42.
• Forty-four – The number after 43.
• Count – To say numbers in order.
• Trace – To draw over a guide.
• Scribble – To draw lines and shapes freely.

Differentiation

• Support: For pupils struggling with recognition, use larger flashcards and provide hand-over-hand guidance for tracing. Reduce the number of objects to count initially (e.g., count to 10, then 20, then 43) and build up gradually. Use more repetition and one-on-one prompts.
• Extension: For pupils who quickly grasp the concept, encourage them to identify 43 and 44 in different contexts (e.g., on a calendar, in a book). Ask them to arrange number cards 41, 42, 43, 44, 45 in order. Challenge them to count 44 objects and then take away 1 or 2, asking “How many are left?”