Recognising, Tracing and Writing Numbers 44-46 for Pre-School Level 2

Class: Pre-School Level 2
Term: Third Term
Week: 6
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Recognition, Tracing and Writing of Numbers 41-43
Topic: NUMBERS 44-46: RECOGNITION, TRACING AND WRITING
Subject Matter: Recognition of numbers 44-46; counting familiar objects; tracing, colouring and writing numbers 44-46.

Specific Objectives

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

Cognitive Domain

• Identify and recognise numbers 44, 45, and 46 when shown.
• Count objects up to 46 accurately.
• Say the names of numbers 44, 45, and 46.

Affective Domain

• Show enthusiasm while participating in counting activities.
• Listen attentively to instructions for tracing numbers.

Psychomotor Domain

• Trace numbers 44, 45, and 46 using their fingers or crayons.
• Attempt to write numbers 44, 45, and 46 on paper or in sand.
• Sort and arrange familiar objects while counting.

Social Domain

• Take turns when counting objects with peers.
• Participate in group activities involving number recognition.

Reference Materials

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

Instructional Materials

• Number flashcards (44, 45, 46)
• Large number charts showing 44, 45, 46
• Small countable objects (e.g., bottle tops, beads, blocks, pencils, stones)
• Sand tray or a small whiteboard
• Crayons and large sheets of paper
• MP4 Player/Tablet for video playback

Rationale for the Lesson

This lesson is important for 3-year-olds as it builds on their foundational understanding of number sequence and quantity. Recognising and counting numbers 44-46 helps them develop number sense, which is crucial for everyday tasks like counting toys or sharing items. Tracing and writing these numbers also supports their fine motor skills and pre-writing development.

Prerequisite/Previous Knowledge

Pupils can already recognise, count, and attempt to trace numbers from 1 to 43. They can also count small groups of familiar objects.

Lesson Content/Board Summary

NUMBERS 44-46: RECOGNITION, TRACING AND WRITING

Number Recognition and Counting

We are learning about numbers 44, 45, and 46.

• 44 (Forty-four) – Show 44 objects and count them.
• 45 (Forty-five) – Show 45 objects and count them.
• 46 (Forty-six) – Show 46 objects and count them.

Let’s count together!

Tracing and Writing Numbers 44, 45, 46

We trace numbers by moving our fingers or crayons carefully.

• Number 44:
  Start at the top, down, across, then down again. (For the first 4)
  Start at the top, down, across, then down again. (For the second 4)
• Number 45:
  Start at the top, down, across, then down again. (For 4)
  Start at the top, down, around, then across. (For 5)
• Number 46:
  Start at the top, down, across, then down again. (For 4)
  Start at the top, curve down and around. (For 6)

Practise tracing these numbers in the air, in sand, and on paper.

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

Forty-four, forty-four, count some more,
Forty-five, forty-five, numbers alive.
Forty-six, forty-six, count with sticks,
Numbers growing, what a mix!

Actions: Count fingers, clap, point to numbers on a chart, pretend to count sticks.

Watch and Practise

https://www.youtube.com/watch?v=e0d6g0q2w5M

Key Words

• Forty-four – The number after forty-three.
• Forty-five – The number after forty-four.
• Forty-six – The number after forty-five.
• Count – To say numbers in order or find out how many.
• Trace – To draw over lines or shapes.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and starts with a quick counting game from 1-40. The teacher asks, “Who can tell me what number comes after 43?”

Pupils’ Activity: Pupils respond to greetings, participate in the counting game, and try to guess the next number.

Learning Point: Pupils recall previous numbers and get ready for the new lesson.

Step 2: Number Recognition (44, 45, 46)

Time: 5 minutes

Teaching Skill: Presentation/Identification

Teacher’s Activity: The teacher introduces numbers 44, 45, and 46 using large flashcards and number charts. The teacher says each number clearly and asks pupils to repeat after her. “This is forty-four. Say forty-four!”

Pupils’ Activity: Pupils look at the flashcards, repeat the numbers after the teacher, and point to the numbers on the chart.

Learning Point: Pupils recognise and orally identify numbers 44, 45, and 46.

Step 3: Counting Objects (44, 45, 46)

Time: 6 minutes

Teaching Skill: Demonstration/Counting

Teacher’s Activity: The teacher demonstrates counting out 44, 45, and 46 objects (e.g., bottle tops, blocks) one by one, placing them in groups. The teacher guides pupils to count along with her. “Let’s count 44 bottle tops together.”

Pupils’ Activity: Pupils watch the teacher count objects and count along orally. They may also help to arrange the objects.

Learning Point: Pupils understand the quantity represented by numbers 44, 45, and 46.

Step 4: Tracing Numbers (Air and Sand)

Time: 5 minutes

Teaching Skill: Guided Practice/Motor Skill Development

Teacher’s Activity: The teacher demonstrates how to trace numbers 44, 45, and 46 in the air using large movements, then in a sand tray. The teacher provides simple instructions for each stroke. “Start at the top, go down, across, then down again for 4.”

Pupils’ Activity: Pupils imitate the teacher, tracing numbers in the air and then in the sand tray with their fingers.

Learning Point: Pupils develop fine motor skills and learn the correct formation of numbers 44, 45, and 46.

Step 5: Rhyme and Video Reinforcement

Time: 4 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads pupils in singing the “Counting Rhyme” several times, encouraging actions. The teacher then plays the educational video on counting numbers 40-50, encouraging pupils to count along.

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

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

Step 6: Tracing and Colouring on Paper

Time: 5 minutes

Teaching Skill: Application/Creative Expression

Teacher’s Activity: The teacher distributes large papers with outlines of numbers 44, 45, and 46. The teacher guides pupils to trace the numbers with crayons and then colour them. The teacher supervises and provides individual support.

Pupils’ Activity: Pupils trace the numbers on their papers and colour them using crayons.

Learning Point: Pupils apply tracing skills and engage in creative expression while reinforcing number recognition.

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 44 from these flashcards.
2. Count these 45 pencils for me.
3. What number comes after 45?
4. Try to trace number 46 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: 2 minutes

Teaching Skill: Summarising/Closing

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher reminds them that they have learned to recognise, count, and trace numbers 44, 45, and 46. The teacher encourages them to practise counting at home.

Pupils’ Activity: Pupils listen to the teacher and participate in a final group cheer or song.

Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue learning.

Lesson Keywords

• Forty-four – The number after forty-three.
• Forty-five – The number after forty-four.
• Forty-six – The number after forty-five.
• Count – To find out how many.
• Trace – To draw over a line or shape.

Differentiation

• Support: For pupils who find it challenging, provide larger number outlines for tracing, offer hand-over-hand guidance, or reduce the number of objects to count in smaller groups (e.g., counting 44 as four groups of ten and four). Use more repetition and one-on-one practice with flashcards.
• Extension: For pupils who grasp the concept quickly, ask them to count objects beyond 46 if available, or ask them to identify numbers 44-46 from a mixed group of numbers. They can also try to write the numbers independently on a separate sheet.