Class: Pre-School Level 4
Term: Third Term
Week: 7
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and number recognition up to 20.
Topic: SIMPLE ADDITION WITH SUMS BELOW 20
Subject Matter: SIMPLE ADDITION OF NUMBERS – Addition of numbers with sum less than 20. Weekly focus: Simple Addition with Sums Below 20.

Specific Objectives

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

Cognitive Domain

Explain addition as “putting together” using concrete objects.
Identify the plus (+) and equals (=) signs.
State the sum of two single-digit numbers using counting devices, where the sum is below 20.

Affective Domain

Listen attentively to the teacher’s explanation of addition.
Show enthusiasm while participating in addition activities.

Psychomotor Domain

Use counting devices (e.g., beads, stones) to solve simple addition problems.
Demonstrate simple addition by combining groups of objects.

Share counting devices with peers during group activities.
Take turns in demonstrating addition problems.

Reference Materials

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

Instructional Materials

Counting devices: beads, stones, bottle tops, sticks, pencils, blocks, fruits
Number cards (0-20)
Charts showing simple addition problems with pictures
Flashcards with ‘+’ and ‘=’ signs
MP4 player or tablet for video demonstration
Whiteboard/Blackboard and markers/chalk

Rationale for the Lesson

This lesson introduces young learners to the fundamental concept of addition, which is essential for everyday problem-solving. By understanding addition as “putting together” with concrete objects, pupils build a strong foundation for more complex mathematical concepts and develop crucial logical thinking skills relevant to their daily lives.

Prerequisite/Previous Knowledge

Pupils can count numbers up to 20, recognise numerals up to 20, and can identify small quantities of objects.

Lesson Content/Board Summary

Simple Addition with Sums Below 20

Addition means putting things together or combining groups of objects to find out how many there are in total.

We use the plus sign (+) for addition. It means “and” or “put together”.

We use the equals sign (=) to show the total or the answer. It means “is” or “makes”.

Examples of Addition (using objects first):

If you have 5 stones and you put 3 more stones with them, how many stones do you have altogether? (5 + 3 = 8 stones)
If you have 7 pencils and your friend gives you 2 more pencils, how many pencils do you have in total? (7 + 2 = 9 pencils)
Let’s try 9 bottle tops and 6 more bottle tops. How many altogether? (9 + 6 = 15 bottle tops)

Key Words

Addition – putting things together.
Plus (+) – the sign we use for addition.
Equals (=) – the sign that shows the total.
Sum – the total answer when you add numbers.

What the Teacher Should Show or Draw

Display number cards for numbers 0-20.
Show flashcards of ‘+’ and ‘=’ signs.
Draw simple pictures on the board to represent addition (e.g., 3 apples + 2 apples = 5 apples).
Demonstrate combining groups of real objects (e.g., 4 beads + 5 beads).

Addition Song

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Add, add, put them near,
Count them all, make it clear.
One and two, what’s the sum?
Three, three, here it comes!
Add, add, put them near,
Count them all, make it clear.

Actions: Pupils clap hands together for “add, add”, then use fingers to count small numbers, and make a sweeping motion for “count them all”.

How to use the rhyme: Sing the song after demonstrating a few addition problems to reinforce the idea of “putting together” and counting to find the total.

Watch and Practise

Let’s watch a short video that shows us how to put numbers together and count the total.

https://www.youtube.com/watch?v=A2dC0c2G89A

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Manipulation of Objects, Songs and Rhymes, Picture Talk, Question and Answer, 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 quick counting exercise from 1 to 10. The teacher asks pupils to show a certain number of fingers.

Pupils’ Activity: Pupils respond to greetings, count along with the teacher, and show the requested number of fingers.

Learning Point: Pupils recall counting skills and number recognition.

Step 2: Explanation of Addition

Time: 5 minutes

Teaching Skill: Explanation/Concrete Modelling

Teacher’s Activity: The teacher introduces the concept of addition using real objects. “Today, we are going to learn about putting things together to find out how many we have in total. This is called ADDITION!” The teacher demonstrates with two small groups of objects (e.g., 2 pencils and 3 pencils) and puts them together, counting the total. The teacher introduces the ‘+’ and ‘=’ signs.

Pupils’ Activity: Pupils observe the teacher’s demonstration, listen to the explanation, and repeat “addition” and the names of the signs.

Learning Point: Pupils understand addition as “putting together” and recognise the ‘+’ and ‘=’ signs.

Step 3: Teacher Demonstration with Numbers

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates more addition problems using counting devices and writes the corresponding number sentences on the board. For example, “I have 4 beads, and I add 5 more beads. Let’s count them all together! 4 + 5 = 9.” The teacher shows 9 + 6 = 15 using objects and writes it.

Pupils’ Activity: Pupils watch the teacher’s demonstration, count along, and observe the written number sentences.

Learning Point: Pupils see how objects relate to number sentences in addition.

Step 4: Guided Practice with Objects

Time: 6 minutes

Teaching Skill: Guided Practice/Facilitation

Teacher’s Activity: The teacher gives each pupil or small group a set of counting devices. The teacher calls out simple addition problems (e.g., “Put 3 stones and 4 stones together. How many do you have?”). The teacher walks around, assisting pupils as they combine objects and count.

Pupils’ Activity: Pupils use their counting devices to solve the given addition problems, combining the objects and counting the total. They orally state their answers.

Learning Point: Pupils gain hands-on experience in solving addition problems using concrete materials.

Step 5: Reinforcement with Song and Video

Time: 4 minutes

Teaching Skill: Reinforcement/Multimedia

Teacher’s Activity: The teacher leads the pupils in singing the “Addition Song” (from the Lesson Content). Afterwards, the teacher plays the short educational video on simple addition, encouraging pupils to watch and count along.

Pupils’ Activity: Pupils sing the addition song with actions and watch the video, participating by counting when prompted by the video.

Learning Point: Pupils reinforce their understanding of addition through a fun song and visual aid.

Step 6: Independent Practice

Time: 3 minutes

Teaching Skill: Application/Observation

Teacher’s Activity: The teacher writes a few simple addition problems on the board (e.g., 6 + 3 = ?, 8 + 4 = ?, 7 + 5 = ?). Pupils are asked to solve them using their counting devices or by drawing simple dots/lines in their workbooks if they are able.

Pupils’ Activity: Pupils attempt to solve the addition problems using their counting devices or by drawing, and state their answers.

Learning Point: Pupils apply their addition skills independently.

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.

What does the plus (+) sign mean?
Show me with your fingers: 2 + 3 = ?
Using your beads, show me how to solve 5 + 4 = ?
If I have 7 stones and add 3 more, how many do I have?

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

Teacher’s Activity: The teacher praises the pupils for their hard work and reminds them that addition is about putting things together. The teacher assigns a simple activity from their workbook for homework (e.g., drawing and adding objects).

Pupils’ Activity: Pupils listen to the summary and understand their homework task.

Learning Point: Pupils consolidate their learning and receive an activity for home practice.

Lesson Keywords

Addition – the process of putting numbers or groups of things together.
Plus (+) – the symbol used to show addition.
Equals (=) – the symbol used to show that two things are the same in value, or to show the total.
Sum – the answer you get when you add two or more numbers together.

Differentiation

Support: For pupils who are struggling, provide fewer objects to count, use larger and more easily manipulable items, offer more one-on-one guidance, and focus on sums with smaller numbers (e.g., 1+1, 2+1). Use hand-over-hand guidance for counting and combining.
Extension: For pupils who grasp the concept quickly, challenge them with slightly larger sums (still below 20), encourage them to draw their own addition problems, or ask them to explain their method of solving a problem to a peer. They can also identify situations in the classroom where addition is used.

Note for teachers using this lesson plan

Before the lesson, ensure you have a variety of counting devices readily available for each pupil or small group. Prepare number cards and flashcards for ‘+’ and ‘=’ signs. The key idea for preschoolers is to understand addition as a physical action of “putting together” before focusing heavily on abstract symbols. Encourage pupils to verbalise their counting as they combine objects. Observe closely during guided practice to identify pupils who need more support. The video should be short and engaging. For evaluation, focus on practical demonstration (combining objects) rather than just oral answers. Praise effort and participation to build confidence.