Note for teachers using this lesson plan
Before the lesson, ensure you have enough tracing sheets or workbooks for each pupil, along with pencils and crayons. The central idea for pupils is to correctly form numbers 11-20 by tracing. Pay close attention to their pencil grip and the direction of their strokes. Successful learning will be evident when pupils can trace numbers 11-20 with reasonable accuracy and attempt to write them independently.
Class: Pre-School Level 3
Term: Third Term
Week: 3
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Tracing and writing numbers 1-10
Topic: Tracing and Writing 11-20
Subject Matter: Tracing and writing numbers 11-20. Content: To identify the numbers, to trace the numbers, to look and copy the numbers.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify numbers 11-20 when shown.
- Recite numbers 11-20 in sequence.
Affective Domain
- Show interest in tracing and writing numbers.
- Participate actively in tracing activities.
Psychomotor Domain
- Trace numbers 11-20 correctly using proper strokes.
- Attempt to write numbers 11-20 independently.
Social Domain
- Share materials cooperatively during tracing activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education resources
- Suitable early-years handwriting workbook/textbook
Instructional Materials
- Handwriting workbooks or tracing sheets with numbers 11-20
- Pencils and crayons
- Number flashcards (11-20)
- Large number chart (11-20)
- Sand tray or salt tray for finger tracing (optional)
Rationale for the Lesson
This lesson is important for 4-year-olds as it builds on their foundational number recognition and pre-writing skills. Learning to trace and write numbers 11-20 helps develop fine motor control, hand-eye coordination, and prepares them for more advanced numeracy and literacy tasks in primary school.
Prerequisite/Previous Knowledge
Pupils can identify and trace numbers 1-10, and they have some experience holding a pencil and making basic strokes.
Lesson Content/Board Summary
Tracing and Writing Numbers 11-20
What is Tracing?
Tracing means drawing over lines, letters, or numbers that are already there. It helps our hands learn how to write correctly by following the given pattern. It’s like drawing on top of a faint picture.
Our Numbers Today:
We will learn to trace and write numbers from 11 to 20.
- 11 (Eleven) – a one and a one
- 12 (Twelve) – a one and a two
- 13 (Thirteen) – a one and a three
- 14 (Fourteen) – a one and a four
- 15 (Fifteen) – a one and a five
- 16 (Sixteen) – a one and a six
- 17 (Seventeen) – a one and a seven
- 18 (Eighteen) – a one and an eight
- 19 (Nineteen) – a one and a nine
- 20 (Twenty) – a two and a zero
Remember to hold your pencil correctly and follow the lines carefully from top to bottom and left to right. Start at the top for most strokes.
Counting and Tracing Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Eleven, twelve, thirteen, too,
Numbers for me and for you.
Fourteen, fifteen, sixteen bright,
Tracing them with all my might.
Seventeen, eighteen, nineteen, see,
Twenty, yay, for you and me!
Actions: Point to numbers on a chart as they are called, make tracing motions in the air with fingers for each number.
Watch and Practise
Key Words
- Trace – to draw over an outline.
- Write – to form letters or numbers with a pen or pencil.
- Number – a symbol used for counting.
- Eleven – the number 11.
- Twenty – the number 20.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing number flashcards 11-20 and having pupils say the names. Emphasize that numbers like 11, 12, etc., are made of two digits. Demonstrate air tracing for each number, emphasizing the correct starting point and direction of strokes. Then, guide pupils to trace with their fingers on the table or in a sand tray before moving to paper.
What to show or demonstrate: Display the large number chart 11-20. Clearly demonstrate the formation of each number by tracing it on the board or a large paper, explaining the strokes (e.g., “a straight line down for one, then a curve for two to make twelve”). Pay close attention to pencil grip and posture, reminding pupils to sit up straight and hold their pencil with three fingers.
How to use the rhyme/song: Introduce the “Counting and Tracing Rhyme” after pupils have been introduced to the numbers. Sing it together several times, encouraging pupils to point to the numbers on the chart or make tracing motions as they sing. This helps reinforce number recognition and the idea of tracing in a fun way.
How to use the video: Play the video “Learn to Trace Numbers 11-20” after the initial introduction and air tracing. Ask pupils to watch carefully how the numbers are formed, paying attention to the animated strokes. After watching, encourage them to mimic the tracing motions shown in the video and discuss what they observed about how each number is written, e.g., “Did you see how number 15 was made? A straight line for one, then a line, a curve, and a line for five.”
What to watch for: Observe pupils’ pencil grip, their ability to follow the tracing lines, and the direction of their strokes. Provide individual assistance and gentle correction as needed, especially for numbers that might be challenging like 13 (curve at the top), 15 (horizontal top line), or 20 (curve for two, then oval for zero).
Teaching Methods/Instructional Techniques
Demonstration, Guided Practice, Repetition, Play-based Learning, Songs and Rhymes, Manipulation of Objects, Question and Answer.
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Review
Teacher’s Activity: The teacher greets the pupils and reviews numbers 1-10 by asking them to count aloud and identify a few numbers on a chart. The teacher then introduces the new topic: tracing and writing numbers 11-20, explaining that they will learn bigger numbers today.
Pupils’ Activity: Pupils respond to greetings, count numbers 1-10, and listen attentively to the new topic.
Learning Point: Pupils recall previous knowledge and are introduced to the new lesson.
Step 2: Number Recognition
Time: 4 minutes
Teaching Skill: Identification/Association
Teacher’s Activity: The teacher shows flashcards of numbers 11-20 one by one, saying each number’s name clearly. The teacher also counts groups of objects (e.g., 11 pencils, 12 bottle tops) to associate the numeral with quantity, asking pupils to count along.
Pupils’ Activity: Pupils look at the flashcards, repeat the number names after the teacher, and observe and participate in the counting of objects.
Learning Point: Pupils recognise and name numbers 11-20 and associate them with quantities.
Step 3: Air and Finger Tracing
Time: 4 minutes
Teaching Skill: Modelling/Kinesthetic Practice
Teacher’s Activity: The teacher demonstrates how to trace numbers 11-20 in the air, on the desk, or in a sand tray, emphasizing the correct starting points and stroke directions (e.g., “start at the top, go down”). The teacher guides pupils to do the same, providing verbal cues.
Pupils’ Activity: Pupils imitate the teacher, tracing numbers 11-20 in the air, on their desks, or in the sand tray, following the teacher’s directions.
Learning Point: Pupils develop muscle memory for number formation through kinesthetic practice.
Step 4: Rhyme/Song Integration
Time: 3 minutes
Teaching Skill: Reinforcement/Auditory Learning
Teacher’s Activity: The teacher introduces and leads the pupils in singing the “Counting and Tracing Rhyme.” The teacher encourages pupils to perform the actions while singing, pointing to numbers on the chart as they are sung.
Pupils’ Activity: Pupils sing the rhyme along with the teacher and perform the suggested actions, pointing to numbers or making tracing motions.
Learning Point: Pupils reinforce number recognition and the concept of tracing through song and movement.
Step 5: Guided Tracing in Workbooks
Time: 6 minutes
Teaching Skill: Guided Practice/Correction
Teacher’s Activity: The teacher distributes handwriting workbooks/tracing sheets and pencils. The teacher demonstrates how to trace numbers 11-20 in the workbook, guiding pupils stroke by stroke. The teacher monitors pupils, correcting any incorrect grips or directions gently.
Pupils’ Activity: Pupils hold their pencils correctly and begin tracing numbers 11-20 in their workbooks under the teacher’s guidance, focusing on one number at a time.
Learning Point: Pupils practise tracing numbers 11-20 with proper technique and guidance.
Step 6: Independent Attempt
Time: 6 minutes
Teaching Skill: Application/Individual Support
Teacher’s Activity: The teacher encourages pupils to continue tracing and attempt to write numbers 11-20 on their own in their workbooks, either on blank lines or with minimal guidance. The teacher moves around, providing individual support, praise, and encouragement.
Pupils’ Activity: Pupils continue tracing and attempt to write numbers 11-20 independently, applying what they have learned, and asking for help if needed.
Learning Point: Pupils apply tracing skills and begin to develop independent writing of numbers 11-20.
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.
- “Point to number 15 on your tracing sheet.”
- “Which number comes after 11?”
- “Show me your best tracing of number 18.”
- “Let’s count from 11 to 20 together.”
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/Encouragement
Teacher’s Activity: The teacher praises the pupils for their effort and participation in tracing and writing. The teacher reminds them to keep practising their numbers at home and to show their work to their parents.
Pupils’ Activity: Pupils listen to the teacher’s summary and encouragement, feeling proud of their work.
Learning Point: Pupils feel encouraged and understand the importance of continued practice.
Lesson Keywords
- Trace – to draw over an outline.
- Write – to form letters or numbers with a pen or pencil.
- Number – a symbol used for counting.
- Eleven – the number 11.
- Twenty – the number 20.
Differentiation
- Support: For pupils who find tracing challenging, provide larger numbers to trace, use hand-over-hand guidance, or focus on tracing only a few numbers at a time (e.g., 11-15) before moving to the next set. Use more oral repetition, finger tracing activities, and provide a thicker pencil or crayon for better grip.
- Extension: For pupils who quickly grasp tracing, encourage them to write the numbers without the tracing lines on a separate section of their paper, count objects up to 20, or identify numbers 11-20 when presented out of sequence. They can also try colouring the numbers they have traced or drawing the correct number of objects next to each numeral.
Community Join the conversation Open discussion +