Revision of Second-Term Numeracy for Pre-School Level 4

Class: Pre-School Level 4
Term: Third Term
Week: 1
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Pupils have previously learned various numeracy concepts in the Second Term.
Topic: Revision of Second-Term Numeracy
Subject Matter: Revision. Weekly focus: Revision of Second-Term Numeracy.

Specific Objectives

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

Cognitive Domain

• Recognise and name numbers from 1 to 20.
• Count objects up to 20 accurately.
• Perform simple addition using concrete objects.
• Perform simple subtraction using concrete objects.
• Identify basic 2D shapes (circle, square, triangle, rectangle).

Affective Domain

• Participate actively in counting and number activities.
• Show interest in solving simple number problems.
• Cooperate with peers during group activities.

Psychomotor Domain

• Trace numbers 1-20 in the air or on paper.
• Manipulate counters to demonstrate addition and subtraction.
• Draw simple shapes like a circle and a square.

Social Domain

• Take turns when sharing instructional materials.
• Listen respectfully to the teacher and classmates.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education resources

Instructional Materials

• Number cards (1-20)
• Counters (e.g., bottle tops, small stones, blocks, beads)
• Flashcards of basic 2D shapes (circle, square, triangle, rectangle)
• Whiteboard/chalkboard and markers/chalk
• Worksheets with numbers to trace and simple picture-based addition/subtraction problems
• A chart showing numbers 1-20

Rationale for the Lesson

This revision lesson is important for consolidating pupils’ understanding of numeracy concepts learned in the Second Term. It helps reinforce foundational skills like counting, number recognition, simple operations, and shape identification, ensuring pupils are well-prepared for new learning in the Third Term.

Prerequisite/Previous Knowledge

Pupils have prior experience with counting, number recognition, simple addition and subtraction with objects, and identifying basic shapes from their Second Term lessons.

Lesson Content/Board Summary

REVISION OF SECOND-TERM NUMERACY

Today, we are going to revise some of the fun number and shape activities we did last term!

1. Number Recognition and Counting (1-20)

• Look at the number cards. What number is this?
• Let’s count these objects together. One, two, three…
• Match the number card to the correct group of objects.

2. Simple Addition (Putting Together)

• Addition means putting groups together to find the total.
• Example: If you have 2 apples and I give you 1 more apple, how many apples do you have altogether? (2 + 1 = 3)
• We use our counters to put groups together and count the total.

3. Simple Subtraction (Taking Away)

• Subtraction means taking away from a group to find what is left.
• Example: If you have 3 biscuits and you eat 1 biscuit, how many are left? (3 – 1 = 2)
• We use our counters to take away from a group and count the remainder.

4. Basic Shapes

• Can you remember these shapes?
• Circle: Round like a ball or a plate.
• Square: Has four equal sides.
• Triangle: Has three sides.
• Rectangle: Has four sides, two long and two short.

Key Words

• Number – A word or symbol used for counting.
• Count – To say numbers in order or find the total number of items.
• Add – To put things together to find the total.
• Take away – To remove things from a group (subtraction).
• Shape – The outline of an object.

What the Teacher Should Show or Draw

• Display number cards 1-20 prominently.
• Demonstrate counting with a variety of concrete objects.
• Show examples of simple addition and subtraction using counters.
• Draw a circle, square, triangle, and rectangle on the board.
• Show flashcards of objects that represent these shapes (e.g., clock for circle, window for square).

Counting and Moving Rhyme

Tune: “The Wheels on the Bus”

Lyrics:

Let’s count our numbers, one to twenty,
One, two, three, four, so many!
Five, six, seven, eight, nine, ten,
Let’s count them all again!
Eleven, twelve, thirteen, fourteen, fifteen,
Counting is a happy scene!
Sixteen, seventeen, eighteen, nineteen, twenty,
Numbers, numbers, we have plenty!

Actions: Pupils can clap for each number, point to a number chart, or do a simple movement (e.g., tap knees, wiggle fingers) for each line.

How to use the rhyme: Sing this rhyme together to reinforce number recognition and counting. Encourage pupils to point to the numbers on a chart as they sing.

Watch and Count Along

Let’s watch a fun video to help us count and move!

https://www.youtube.com/watch?v=FcdJz_x0nys

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils warmly and leads them in a quick welcome song. The teacher then tells the pupils that today they will revise some of the exciting number and shape lessons they learned last term to make sure they remember everything well.

Pupils’ Activity: Pupils respond to greetings, sing along, and listen attentively to the teacher’s introduction.

Learning Point: Pupils are engaged and prepared for the lesson.

Step 2: Number Recognition and Counting (1-20)

Time: 5 minutes

Teaching Skill: Demonstration/Identification

Teacher’s Activity: The teacher displays number cards 1-20 one by one, asking pupils to identify each number. The teacher then uses counters to demonstrate counting from 1 to 20, asking pupils to count along. The teacher asks pupils to match specific number cards to groups of counters.

Pupils’ Activity: Pupils identify numbers, count along with the teacher using counters, and match number cards to quantities.

Learning Point: Pupils revise recognition and counting of numbers 1-20.

Step 3: Counting Rhyme and Video

Time: 3 minutes

Teaching Skill: Rhyme/Visual Reinforcement

Teacher’s Activity: The teacher leads the pupils in singing the “Counting and Moving Rhyme” with actions. The teacher then plays the selected counting video for pupils to watch and participate in the movements.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, moving along with the instructions.

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

Step 4: Simple Addition with Objects

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher explains addition as “putting together.” Using counters, the teacher demonstrates simple addition problems (e.g., 2 counters + 1 counter = 3 counters). The teacher then gives pupils simple addition problems using their own counters and guides them to find the total.

Pupils’ Activity: Pupils observe the teacher’s demonstration and then practice simple addition by combining counters and counting the total.

Learning Point: Pupils recall and practice simple addition using concrete objects.

Step 5: Simple Subtraction with Objects

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher explains subtraction as “taking away.” Using counters, the teacher demonstrates simple subtraction problems (e.g., 4 counters – 2 counters = 2 counters). The teacher then gives pupils simple subtraction problems using their counters and guides them to find the remainder.

Pupils’ Activity: Pupils observe the teacher’s demonstration and then practice simple subtraction by taking away counters and counting what is left.

Learning Point: Pupils recall and practice simple subtraction using concrete objects.

Step 6: Basic Shapes Review

Time: 4 minutes

Teaching Skill: Identification/Visuals

Teacher’s Activity: The teacher shows flashcards of a circle, square, triangle, and rectangle, asking pupils to name each shape. The teacher points to objects in the classroom that resemble these shapes. The teacher asks pupils to draw the shapes in the air.

Pupils’ Activity: Pupils name the shapes, identify shapes in the classroom, and draw the shapes in the air.

Learning Point: Pupils revise the identification of basic 2D shapes.

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.

1. “Show me the number 15 card.”
2. “Count these 7 counters for me.”
3. “If you have 3 blocks and I give you 2 more, how many do you have now?” (Pupils use counters)
4. “If you have 5 pencils and you give 1 away, how many are left?” (Pupils use counters)
5. “Point to the square shape on the board.”

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: Summarisation/Praise

Teacher’s Activity: The teacher praises the pupils for their active participation and good revision work. The teacher reminds them that practice makes perfect with numbers and shapes.

Pupils’ Activity: Pupils listen and respond to the teacher’s praise.

Learning Point: Pupils feel encouraged and motivated to continue learning.

Lesson Keywords

• Number – A symbol we use for counting.
• Count – To say numbers in order.
• Add – To put things together.
• Take away – To remove things from a group.
• Circle – A round shape.
• Square – A shape with four equal sides.

Differentiation

• Support: For pupils who are struggling, provide larger counters, focus on smaller number ranges (e.g., 1-10), offer hand-over-hand guidance for tracing numbers, and provide fewer choices when identifying shapes. Use more repetition and one-on-one guidance.
• Extension: For pupils who grasp concepts quickly, challenge them with slightly larger numbers in addition/subtraction (e.g., up to 10), ask them to identify shapes of objects around the classroom, or create their own simple addition/subtraction problems using counters.

Note for teachers using this lesson plan

Before the lesson, ensure you have all instructional materials ready, especially a good quantity of counters and clear number/shape flashcards. Make the revision engaging by turning activities into games or challenges. Observe pupils closely during practical activities to identify those who need extra support or those who are ready for a challenge. Encourage all pupils to participate actively, even if it’s just by pointing or repeating. Praise effort and correct responses to build confidence. Remember that understanding at this level is best assessed by what the child can *do* (e.g., count objects, combine counters, identify a shape) rather than just what they can say.