Tracing and drawing numbers 1-20 with lines for Primary 1

Class: Primary One
Term: First Term
Week: 6
Age: 6 years
Duration: 45 minutes
Subject: Cultural and Creative Arts
Curriculum Theme: Arts and Crafts
Focal competence: Forming letters and numbers with lines
Key competencies/values: Creativity and Innovation
Skills:

• Tracing and drawing numbers (1–20)
• Colouring letters and numbers

Previous Lesson: Tracing and drawing letters A-Z with lines
Topic: Letters And Numbers: Numbers
Subject Matter: Tracing, drawing numbers 1-20 with lines

Specific Objectives

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

Cognitive Domain

• Identify numbers from 1 to 20.
• Recognise straight and curved lines in numbers.

Affective Domain

• Show interest in tracing and drawing numbers.
• Appreciate the artistic shapes of numbers.

Psychomotor Domain

• Trace selected numbers from 1 to 20 accurately.
• Draw selected numbers from 1 to 20 using lines.
• Colour large printed numbers neatly.
• Decorate numbers with simple patterns.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Cultural and Creative Arts for Primary 1 textbook
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Large traceable numbers 1-20 (printed or drawn)
• Teacher-made charts showing numbers 1-20 with lines
• Pencils
• Crayons or colour pencils
• Exercise books or drawing sheets

Rationale for the Lesson

This lesson helps pupils develop essential fine motor skills, hand-eye coordination, and number recognition. By tracing and drawing numbers, pupils gain a better understanding of numerical shapes, which supports their early literacy and numeracy development. It also encourages creativity through decoration, making learning numbers an engaging artistic experience.

Prerequisite/Previous Knowledge

Pupils should be able to hold a pencil correctly and recognise some basic shapes.

Lesson Content/Board Summary

Tracing and Drawing Numbers 1-20 with Lines

What are Numbers?

Numbers are symbols we use to count things. Each number has a special shape made of lines.

Parts of Numbers (Straight and Curved Lines)

Numbers are made up of different types of lines. Some numbers have straight lines, some have curved lines, and some have both.

1. Straight Lines: These are lines that do not bend, like the line in number 1 or the top line in number 4.
2. Curved Lines: These are lines that bend, like the line in number 2 or the top part of number 3.

How to Trace Numbers 1-20

Tracing means following the lines of a number that is already drawn for you. This helps you learn how to make the number correctly.

1. Look at the number carefully.
2. Start from the top or at the indicated starting point.
3. Follow the dotted or light lines with your pencil slowly and carefully.
4. Make sure your lines are smooth and stay on the path.

How to Draw Numbers 1-20

Drawing numbers means making them on your own after you have learned how to trace them. You use straight and curved lines to form each number.

1. Remember the shape of the number.
2. Start with the first line or curve.
3. Draw the number step-by-step, paying attention to straight and curved parts.
4. Practise drawing each number until you can make it clearly.

Decorating Numbers with Colours and Patterns

After tracing or drawing numbers, you can make them beautiful by adding colours and simple patterns. This makes the numbers look artistic and fun.

1. Use crayons or colour pencils to fill in the numbers.
2. You can add simple patterns like dots, stripes, or zig-zags inside or around the numbers.
3. Be creative and use different colours to make each number unique.

Teaching Methods/Instructional Techniques

Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the pupils and asks them to count from 1 to 10. The teacher then shows flashcards of numbers 1-5 and asks pupils to identify them.

Pupils’ Activity: Pupils respond to greetings, count from 1 to 10, and identify the numbers shown by the teacher.

Learning Point: Number recognition 1-10

Step 2: Introduction to Number Shapes and Lines

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher shows a chart of numbers 1-10. The teacher points out how each number is formed using straight lines, curved lines, or both. For example, “Number 1 is a straight line, number 2 has a curved line and a straight line.”

Pupils’ Activity: Pupils observe the numbers on the chart and listen to the teacher’s explanation, identifying straight and curved lines.

Learning Point: Straight and curved lines

Step 3: Tracing Numbers 1-10

Time: 8 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher distributes worksheets with large traceable numbers 1-10. The teacher demonstrates how to trace number 1 and 2, guiding pupils to start at the correct point and follow the lines carefully. The teacher walks around to assist pupils.

Pupils’ Activity: Pupils trace numbers 1-10 on their worksheets following the teacher’s instructions and demonstration.

Learning Point: Tracing technique 1-10

Step 4: Drawing Numbers 1-10

Time: 7 minutes

Teaching Skill: Demonstration/Individual Practice

Teacher’s Activity: The teacher demonstrates how to draw numbers 1, 2, and 3 on the board without tracing lines. The teacher encourages pupils to try drawing these numbers in their exercise books or on a clean part of their worksheets.

Pupils’ Activity: Pupils observe the teacher’s demonstration and attempt to draw numbers 1-10 independently.

Learning Point: Drawing numbers 1-10

Step 5: Tracing and Drawing Numbers 11-20

Time: 6 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher introduces numbers 11-20, explaining that they are made of two digits. The teacher demonstrates tracing and drawing a few examples like 11, 12, and 15, then guides pupils to trace and draw them.

Pupils’ Activity: Pupils trace and draw selected numbers from 11-20, paying attention to the two-digit formation.

Learning Point: Drawing numbers 11-20

Step 6: Decorating and Colouring Numbers

Time: 4 minutes

Teaching Skill: Creative Application

Teacher’s Activity: The teacher shows an example of a decorated number and explains how to add colours and simple patterns to make numbers beautiful. The teacher encourages pupils to colour and decorate some of the numbers they have traced or drawn.

Pupils’ Activity: Pupils select some numbers they have traced or drawn and colour/decorate them using crayons or colour pencils.

Learning Point: Number decoration skills

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Trace the number 5 on your sheet.
2. Draw the number 7 without tracing.
3. What kind of lines do you see in the number 4?
4. Colour the number 10 neatly.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Number tracing and drawing

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes about tracing, drawing, and decorating numbers into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher praises the pupils for their effort in tracing, drawing, and decorating numbers. The teacher reminds them that practising helps them get better.

Pupils’ Activity: Pupils listen and tidy up their materials.

Learning Point: Importance of practice

Continuous Assessment/Further Study

Type: Homework / Practice Exercise
Instruction: In your exercise book, complete the following tasks:

1. Trace numbers 13, 16, and 19 five times each.
2. Draw numbers 6, 8, and 14 three times each without tracing.
3. Identify which of these numbers (2, 4, 9) has only curved lines.
4. Draw a large number 10 and decorate it with two different colours.
5. Ask an adult at home to help you count 20 small objects.

Lesson Keywords

• Numbers – Symbols used for counting.
• Tracing – Following an outline with a pencil.
• Drawing – Making a picture or shape with lines.
• Straight line – A line that does not bend.
• Curved line – A line that bends.
• Decorate – To make something look more attractive by adding things to it.

Differentiation

For struggling learners: Provide larger tracing templates and more one-on-one guidance. Focus on numbers 1-10 first before moving to 11-20. Use hand-over-hand assistance for tracing.
For advanced learners: Encourage them to draw numbers freehand without tracing first. Challenge them to create more complex patterns when decorating their numbers or to write numbers 21-30.

Suggested Lesson Videos

For further visual learning, search on YouTube for: “Tracing and drawing numbers 1-20 for kids” or “How to write numbers for primary 1”.

Teacher Guide for Using This Lesson Plan

Before the lesson, prepare large, clear charts or worksheets with traceable numbers 1-20. Have enough pencils, crayons, and drawing sheets for all pupils. Begin by engaging pupils with simple counting and number identification. When demonstrating, clearly show the starting points and direction of lines for each number. Emphasise the difference between straight and curved lines as they form numbers. Provide ample time for guided practice in tracing and drawing. Encourage pupils to be creative during the decoration activity, but also ensure they are colouring within the lines. Observe pupils closely during individual practice to identify those needing extra support or those who can proceed to more challenging tasks. Pupils should copy the Board Summary notes into their notebooks after the main teaching activities and before the conclusion.