Note for teachers using this lesson plan

Before the lesson, ensure you have sufficient counting objects (e.g., bottle tops, stones, beans) grouped in quantities up to 50, large number cards for 48, 49, 50, and prepared tracing sheets or sand trays. The central idea is for pupils to recognise these numbers visually, count corresponding quantities, and practise tracing their shapes. Successful learning will be observed when pupils can point to the numbers, count up to 50, and make attempts at tracing 48, 49, and 50.

Class: Pre-School Level 2
Term: Third Term
Week: 10
Age: 3 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Recognition, tracing, and writing of numbers up to 47.
Topic: NUMBERS 48-50: RECOGNITION, TRACING AND WRITING
Subject Matter: Recognition of numbers 48-50; counting familiar objects; tracing, colouring and writing numbers 48-50.

Specific Objectives

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

Cognitive Domain

Identify and recognise numbers 48, 49, and 50 when shown number cards.
Count familiar objects up to 50 accurately.
Say the names of numbers 48, 49, and 50.

Affective Domain

Show enthusiasm while participating in counting activities.
Listen attentively to the teacher’s instructions.
Participate in group tracing and colouring activities.

Psychomotor Domain

Trace numbers 48, 49, and 50 on sand, air, or paper.
Scribble attempts at writing numbers 48, 49, and 50.
Colour numbers 48, 49, and 50 on worksheets.

Take turns when counting or using materials.
Share materials like crayons and tracing sheets with peers.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 2
Early Childhood Care and Education Numeracy resources
Suitable early-years numeracy workbook

Instructional Materials

Number cards showing 48, 49, 50
Counting objects (e.g., bottle tops, beads, small stones, sticks)
Charts displaying numbers 48-50
Worksheets with numbers 48-50 for tracing and colouring
Crayons
Sand tray or salt tray for tracing
MP4 Player/Tablet for video (optional)
Flash Cards
Learning Stamps

Rationale for the Lesson

This lesson helps 3-year-old pupils build on their foundational counting skills by introducing numbers 48-50. Recognising and counting these numbers helps them understand quantity and sequence, which are essential for developing stronger mathematical understanding and problem-solving skills in their everyday lives.

Prerequisite/Previous Knowledge

Pupils can recognise and count numbers from 1 to 47. They have also had practice with tracing and scribbling numbers.

Lesson Content/Board Summary

NUMBERS 48-50: RECOGNITION, TRACING AND WRITING

Recognising Numbers 48, 49, 50

Numbers are symbols we use to count things.

Look at the number 48. It is made of a ‘4’ and an ‘8’.
Look at the number 49. It is made of a ‘4’ and a ‘9’.
Look at the number 50. It is made of a ‘5’ and a ‘0’.

Let’s say them together: Forty-eight, Forty-nine, Fifty.

Counting Objects to 50

We can count many things up to 50.

Count 48 pencils.
Count 49 books.
Count 50 bottle tops.

Always touch each object as you count it.

Tracing and Writing Numbers 48, 49, 50

We can draw numbers by tracing them.

Number 48: Start at the top, down, across, then down again for ‘4’. For ‘8’, start at the top, curve down, then curve up to join.
Number 49: Start at the top, down, across, then down again for ‘4’. For ‘9’, make a circle and a stick down.
Number 50: Start at the top, across, down, then curve for ‘5’. For ‘0’, make a big oval.

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

Key Words

48 – Forty-eight
49 – Forty-nine
50 – Fifty
Count – To say numbers in order while touching objects.
Trace – To draw over a line or shape.

Counting Rhyme (48, 49, 50)

Tune: “Twinkle, Twinkle Little Star”

Forty-eight, forty-nine, fifty,
Counting numbers, oh so nifty.
One more number, then we’re done,
Counting numbers is such fun!
Forty-eight, forty-nine, fifty,
Counting numbers, oh so nifty.

Actions: Count fingers, clap, point to number cards as they are called out.

Watch and Practise

https://www.youtube.com/watch?v=F3qYJ-qQe-o

💡 Teacher Guide for Using This Board Summary

How to teach the content: Use large number cards for 48, 49, 50. Point to each number, say its name clearly, and have pupils repeat. Show groups of objects (e.g., 48 pencils, 49 bottle tops, 50 beads) and count them together, making sure pupils touch each object. Demonstrate tracing each number on the board or in a sand tray, explaining the strokes simply. Then guide pupils to try.

What to show or demonstrate: Display number cards 48, 49, 50. Show actual groups of objects for counting. Demonstrate tracing each number stroke by stroke on the board, in the air, or in a sand tray.

How to use the rhyme/song: Sing the “Counting Rhyme” several times with pupils. Encourage them to do the actions (counting fingers, clapping, pointing) as they sing. Use it to transition between activities or to re-energise the class.

How to use the video: Introduce the video as a fun way to see and hear numbers 48, 49, 50. Play the video once for pupils to watch. After watching, encourage pupils to count along with the video or to try tracing the numbers in the air as they appear on screen. Discuss what they saw.

What to watch for: Observe if pupils are correctly identifying the numbers, attempting to count accurately, and making efforts to trace the numbers. Provide individual support for pupils struggling with number recognition or tracing strokes.

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 familiar counting song (e.g., “One, Two, Buckle My Shoe”). The teacher then asks pupils to recall some numbers they know.

Pupils’ Activity: Pupils respond to greetings, sing the counting song, and call out numbers they remember.

Learning Point: Pupils are settled and ready for the lesson, recalling prior knowledge of numbers.

Step 2: Recognition of Numbers 48-50

Time: 5 minutes

Teaching Skill: Presentation/Identification

Teacher’s Activity: The teacher introduces large number cards for 48, 49, and 50 one by one. The teacher says each number clearly and asks pupils to repeat after her.

Pupils’ Activity: Pupils look at the number cards, listen, and repeat the names of the numbers 48, 49, and 50.

Learning Point: Pupils recognise and orally identify numbers 48, 49, and 50.

Step 3: Counting Objects up to 50

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher brings out a large collection of counting objects. The teacher demonstrates counting out 48, 49, and 50 objects, touching each one. The teacher then guides pupils to count along with her, touching the objects.

Pupils’ Activity: Pupils observe the teacher counting, then actively participate in counting objects up to 50, touching each item as they count.

Learning Point: Pupils understand the quantity represented by numbers 48, 49, and 50.

Step 4: Tracing Numbers 48-50 (Demonstration)

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates how to trace numbers 48, 49, and 50 on the board, in the air, and in a sand tray, explaining the strokes (e.g., “down, across” for 4, “round and round” for 8). The teacher encourages pupils to trace in the air with her.

Pupils’ Activity: Pupils watch the teacher’s demonstration carefully and practise tracing numbers 48, 49, and 50 in the air.

Learning Point: Pupils learn the correct strokes and direction for forming numbers 48, 49, and 50.

Step 5: Tracing and Colouring Activity

Time: 6 minutes

Teaching Skill: Practical Application/Reinforcement

Teacher’s Activity: The teacher distributes worksheets with large outlines of numbers 48, 49, and 50 for tracing and colouring. The teacher supervises and provides individual assistance, encouraging pupils to use crayons to trace and then colour the numbers. The teacher also leads the “Counting Rhyme” during this activity.

Pupils’ Activity: Pupils trace the numbers 48, 49, and 50 on their worksheets, then colour them. They also sing along with the counting rhyme.

Learning Point: Pupils practise fine motor skills and reinforce number recognition through tracing and colouring.

Step 6: Number Identification Game

Time: 3 minutes

Teaching Skill: Application/Game-based Learning

Teacher’s Activity: The teacher holds up number cards (48, 49, 50) randomly and asks pupils to call out the number. The teacher also asks pupils to show with their fingers or point to a group of objects that match a given number.

Pupils’ Activity: Pupils identify the numbers called out by the teacher and point to corresponding quantities of objects.

Learning Point: Pupils apply their number recognition and counting skills in a fun, interactive way.

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.

“Point to number 48.”
“What number comes after 49?”
“Count out 50 bottle tops for me.”
“Show me how to trace number 50 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: Summary/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and effort. She quickly recaps the numbers learned (48, 49, 50) and encourages them to keep counting at home. The teacher can assign a simple homework like tracing numbers 48-50 in their notebooks.

Pupils’ Activity: Pupils listen to the teacher’s summary and receive homework instructions.

Learning Point: The lesson is concluded, and pupils are encouraged to continue practising.

Lesson Keywords

48 – The number that comes after 47.
49 – The number that comes after 48.
50 – The number that comes after 49.
Count – To say numbers in order, usually while touching objects.
Trace – To draw over a dotted line or shape.

Differentiation

Support: For pupils struggling with recognition, provide larger number cards and fewer objects to count initially. Use hand-over-hand guidance for tracing. Repeat the numbers and counting sequence more frequently.
Extension: For pupils who quickly grasp the concept, encourage them to identify numbers 48-50 in their environment (e.g., on books, charts). Ask them to count objects beyond 50 if they are able, or to identify the number that comes before/after 48, 49, 50.