Note for teachers using this lesson plan
Before the lesson, prepare number cards for 46, 47, and 48, a chart showing these numbers, and a collection of small, familiar objects (e.g., 50 bottle tops, pencils, or stones). The central idea is for pupils to recognise, count, and make attempts at tracing/writing numbers 46-48. Ensure a clear space for pupils to sit and count objects, and have crayons and paper ready for tracing. Observe pupils’ ability to identify the numbers and count accurately up to 48.
Class: Pre-School Level 2
Term: Third Term
Week: 8
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Recognising, Tracing and Writing Numbers 43-45
Topic: NUMBERS 46-48: RECOGNITION, TRACING AND WRITING
Subject Matter: Recognition of numbers 46-48; counting familiar objects; tracing, colouring and writing numbers 46-48.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and recognise numbers 46, 47, and 48 when shown.
- Count familiar objects up to 48.
- Say the numbers 46, 47, and 48 in sequence.
Affective Domain
- Show enthusiasm while counting objects.
- Participate actively in tracing and colouring activities.
- Listen attentively to the teacher’s instructions.
Psychomotor Domain
- Trace the numbers 46, 47, and 48 using their fingers or crayons.
- Attempt to write the numbers 46, 47, and 48.
- Point to the correct number when called out.
Social Domain
- Take turns counting and identifying numbers.
- Share counting materials with classmates.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Early Childhood Care and Education Numeracy resources
- Number charts and flashcards
Instructional Materials
- Number cards for 46, 47, 48
- Large chart showing numbers 46-48
- Familiar objects for counting (e.g., bottle tops, stones, pencils, blocks)
- Crayons and colouring pencils
- Plain paper or tracing workbooks
- Learning stamps (optional)
- MP4 Player/Tablet/Laptop for video
Rationale for the Lesson
This lesson helps 3-year-olds build their foundational understanding of numbers beyond 45. By recognising, counting, and attempting to write numbers 46-48, pupils develop essential numeracy skills that are crucial for future mathematical learning and for understanding quantities in their everyday environment.Prerequisite/Previous Knowledge
Pupils can already count and recognise numbers up to 45. They have also had practice with tracing and attempting to write numbers.Lesson Content/Board Summary
NUMBERS 46-48: RECOGNITION, TRACING AND WRITING
Numbers are symbols that tell us “how many”. Today, we are learning about numbers 46, 47, and 48.Recognising Numbers 46, 47, 48
* 46 (Forty-six) – It looks like a ‘4’ and a ‘6’ together. * 47 (Forty-seven) – It looks like a ‘4’ and a ‘7’ together. * 48 (Forty-eight) – It looks like a ‘4’ and an ‘8’ together. We can count objects to match these numbers. Let’s count: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, … up to 46, 47, 48.Counting Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Forty-six, forty-seven, forty-eight,
Numbers we can count so great.
Count the pencils, count the blocks,
Count the shoes and count the socks.
Forty-six, forty-seven, forty-eight,
Numbers we can count so great.
Actions: Pupils clap as they say each number, then point to various objects around the classroom as they count.
Tracing and Writing Numbers 46, 47, 48
* **Tracing:** We follow the lines to make the shape of the number. * For 46: Trace ‘4’, then trace ‘6’. * For 47: Trace ‘4’, then trace ‘7’. * For 48: Trace ‘4’, then trace ‘8’. * **Writing:** We try to make the numbers by ourselves. * Start at the top, go down, across, then down for ‘4’. * Start at the top, curve round, then loop for ‘6’. * Start at the top, go across, then slant down for ‘7’. * Start at the top, make an ‘S’ shape, then join up for ‘8’.Watch and Practise
Key Words
- Number – A symbol that tells us how many.
- Count – To say numbers in order or find out how many objects there are.
- Recognise – To know something when you see it.
- Trace – To draw over a line or shape.
- Write – To make letters or numbers on paper.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing the number cards for 46, 47, and 48 one by one, saying each number clearly. Have pupils repeat after you. Emphasize the ‘4’ in the tens place and how the second digit changes. Use the large chart to point to the numbers. Then, guide pupils to count collections of objects up to 48, moving each object as they count. For tracing, demonstrate on a large chart or whiteboard, showing the correct starting points and direction for each digit (4, 6, 7, 8).
What to show or demonstrate: Show number cards 46, 47, 48. Demonstrate counting up to 48 using physical objects. Show how to trace the numbers in the air, then on a chart. Model the correct pencil grip for tracing/writing.
How to use the rhyme/song: Introduce the “Forty-six, forty-seven, forty-eight” rhyme after pupils have been introduced to the numbers and had some initial counting practice. Sing it together several times, encouraging pupils to clap along and point to numbers or objects as they sing.
How to use the video: Introduce the video as a fun way to see and hear the numbers 46-48. Play the video, encouraging pupils to count along with the video and point to the numbers on the screen if possible. After watching, ask pupils to recall the numbers they saw and count them again.
What to watch for: Observe if pupils can distinguish between 46, 47, and 48. Check for accurate one-to-one correspondence when counting objects. For tracing, look for attempts to follow the lines and correct directionality, not perfection.
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 starts a quick counting game, asking pupils to count from 1 to 45 together. The teacher then asks, “What numbers come after 45?”
Pupils’ Activity: Pupils respond to greetings and count from 1 to 45. Some may attempt to say numbers after 45.
Learning Point: Pupils recall previous counting knowledge and are introduced to the new number range.
Step 2: Number Recognition (46)
Time: 5 minutes
Teaching Skill: Presentation/Identification
Teacher’s Activity: The teacher shows the number card for 46, says “This is number 46, forty-six.” The teacher explains it is a ‘4’ and a ‘6’ together. The teacher then counts out 46 objects, moving each one as it is counted.
Pupils’ Activity: Pupils look at the number card, repeat “46, forty-six,” and watch the teacher count the objects.
Learning Point: Pupils recognise number 46 and associate it with a quantity.
Step 3: Number Recognition (47, 48)
Time: 5 minutes
Teaching Skill: Presentation/Identification
Teacher’s Activity: The teacher repeats the process for 47 and 48, showing each number card, saying the name, and counting out the corresponding number of objects. The teacher then displays all three number cards (46, 47, 48) and asks pupils to point to each as called out.
Pupils’ Activity: Pupils look at the number cards, repeat “47, forty-seven” and “48, forty-eight,” watch the counting, and point to the correct numbers when asked.
Learning Point: Pupils recognise numbers 47 and 48 and can differentiate them from 46.
Step 4: Counting Practice and Rhyme
Time: 4 minutes
Teaching Skill: Reinforcement/Auditory Learning
Teacher’s Activity: The teacher leads pupils in counting a new set of objects up to 48. The teacher then introduces and leads the “Forty-six, forty-seven, forty-eight” counting rhyme, encouraging pupils to clap and point.
Pupils’ Activity: Pupils count objects with the teacher and sing the rhyme with actions.
Learning Point: Pupils reinforce counting skills and enjoy learning through song.
Step 5: Tracing Numbers 46-48
Time: 4 minutes
Teaching Skill: Guided Practice/Fine Motor Skills
Teacher’s Activity: The teacher distributes tracing papers or workbooks with numbers 46-48. The teacher demonstrates how to trace each number, emphasizing the correct starting point and direction. The teacher supervises and provides individual help.
Pupils’ Activity: Pupils trace numbers 46, 47, and 48 using crayons or pencils.
Learning Point: Pupils develop fine motor skills and learn the formation of numbers 46-48.
Step 6: Attempting to Write Numbers 46-48
Time: 3 minutes
Teaching Skill: Application/Independent Practice
Teacher’s Activity: The teacher encourages pupils to attempt writing numbers 46-48 on their own paper or in their workbooks, providing gentle guidance and praise for effort.
Pupils’ Activity: Pupils attempt to write numbers 46, 47, and 48 independently.
Learning Point: Pupils apply their tracing knowledge to begin writing numbers.
Step 7: Evaluation/Review
Time: 4 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- Show me number 46.
- Count these objects for me (up to 48).
- What number comes after 47?
- Trace number 48 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: Summarisation/Closure
Teacher’s Activity: The teacher congratulates the pupils on learning numbers 46, 47, and 48. The teacher reminds them to keep practising counting and recognising these numbers at home and in school. The teacher leads a final round of the counting rhyme.
Pupils’ Activity: Pupils respond to the teacher, sing the rhyme, and tidy up their materials.
Learning Point: Pupils consolidate their learning and are encouraged to continue practising.
Lesson Keywords
- Number – A symbol that tells us how many.
- Count – To say numbers in order or find out how many objects there are.
- Recognise – To know something when you see it.
- Trace – To draw over a line or shape.
- Write – To make letters or numbers on paper.
Differentiation
- Support: For pupils struggling with recognition, use larger number cards and fewer distracting objects. Provide hand-over-hand guidance for tracing. Focus only on recognising numbers 46 and 47 first before introducing 48.
- Extension: For pupils who quickly grasp the concept, challenge them to count objects beyond 48 (e.g., up to 50) or to identify numbers 46-48 when mixed with other numbers. Ask them to arrange the number cards 46, 47, 48 in order.
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