Tracing and Writing 21-30 for Pre-School Level 3

Class: Pre-School Level 3
Term: Third Term
Week: 8
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Tracing and Writing Numbers 11-20
Topic: TRACING AND WRITING 21-30
Subject Matter: TRACING AND WRITING 21-30

Specific Objectives

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

Cognitive Domain

• Identify and name numbers 21-30 when shown.
• Recognise the correct formation of numbers 21-30.

Affective Domain

• Show patience and concentration while tracing and writing numbers.
• Participate actively in number recognition and tracing activities.

Psychomotor Domain

• Trace numbers 21-30 accurately in their workbooks.
• Attempt to write numbers 21-30 independently.

Social Domain

• Share and take turns with instructional materials.

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 books
• Pencils and crayons
• Number cards (21-30)
• Whiteboard and markers
• A chart showing numbers 21-30 with directional arrows

Rationale for the Lesson

This lesson is crucial for developing fine motor skills and hand-eye coordination in 4-year-olds, which are foundational for future writing. Learning to trace and write numbers 21-30 helps children solidify their understanding of number order and quantity, preparing them for more complex mathematical concepts and daily life applications like counting objects or identifying ages.

Prerequisite/Previous Knowledge

Pupils can recognise and count numbers 1-20. They have some experience with tracing basic pre-writing patterns and numbers 1-20.

Lesson Content/Board Summary

TRACING AND WRITING 21-30

Numbers 21-30 are formed by combining two digits. We will focus on the correct way to make each number, starting from the top and following the right direction.

• Number 21: Start with ‘2’ (curve, slant down, across) then ‘1’ (straight line down).
• Number 22: ‘2’ then ‘2’.
• Number 23: ‘2’ then ‘3’ (curve, then another curve).
• Number 24: ‘2’ then ‘4’ (down, across, down again).
• Number 25: ‘2’ then ‘5’ (across, down, curve).
• Number 26: ‘2’ then ‘6’ (curve down, then loop).
• Number 27: ‘2’ then ‘7’ (across, slant down).
• Number 28: ‘2’ then ‘8’ (S-shape, then close it).
• Number 29: ‘2’ then ‘9’ (circle, then line down).
• Number 30: ‘3’ (curve, then another curve) then ‘0’ (oval shape).

Counting and Tracing Rhyme

Tune: Twinkle, Twinkle Little Star

Twenty-one, twenty-two,
Let’s learn something new.
Twenty-three, twenty-four,
Numbers we adore.
Twenty-five, twenty-six,
With our pencils and our tricks.
Twenty-seven, twenty-eight,
Learning numbers, it is great!
Twenty-nine, thirty, yay,
We can write them every day!

Actions: Count fingers as numbers are called, make tracing motions in the air, give a thumbs-up for “great” and “yay”.

Watch and Practise

Key Words

• Trace – to draw over a line or shape.
• Write – to make letters or numbers on paper.
• Numbers – symbols we use for counting.
• Twenty-one – the number after twenty.
• Thirty – the number after twenty-nine.

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk
• Question and Answer
• Repetition
• Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils warmly and leads them in a quick counting exercise from 1-20. The teacher asks pupils to name a few numbers they already know how to write.

Pupils’ Activity: Pupils respond to greetings, count along with the teacher, and identify some familiar numbers.

Learning Point: Pupils recall previous knowledge of numbers and engage with the lesson.

Step 2: Introduction of Numbers 21-25

Time: 5 minutes

Teaching Skill: Recognition/Identification

Teacher’s Activity: The teacher displays number cards for 21, 22, 23, 24, 25 one by one, saying each number clearly. The teacher asks pupils to repeat the number names and identifies the digits that make up each number.

Pupils’ Activity: Pupils look at the number cards, repeat the number names, and point to the digits as instructed.

Learning Point: Pupils recognise and pronounce numbers 21-25.

Step 3: Guided Tracing and Writing of 21-25

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates the correct formation of numbers 21-25 on the whiteboard, explaining each stroke. The teacher then guides pupils to trace these numbers in their workbooks or tracing books, providing individual support and correction as needed.

Pupils’ Activity: Pupils observe the teacher’s demonstration, trace numbers 21-25 in their books, and practise correct pencil grip and formation.

Learning Point: Pupils practise tracing and writing numbers 21-25 with correct formation.

Step 4: Introduction of Numbers 26-30

Time: 5 minutes

Teaching Skill: Recognition/Identification

Teacher’s Activity: The teacher displays number cards for 26, 27, 28, 29, 30, saying each number. The teacher encourages pupils to repeat the names and count small groups of objects (e.g., 26 bottle tops, 30 crayons) to reinforce quantity.

Pupils’ Activity: Pupils look at the number cards, repeat the number names, and participate in counting objects.

Learning Point: Pupils recognise and pronounce numbers 26-30 and associate them with quantity.

Step 5: Guided Tracing and Writing of 26-30

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates the correct formation of numbers 26-30 on the whiteboard, paying attention to specific strokes (e.g., the loop for 6, the two curves for 3). The teacher then guides pupils to trace these numbers in their workbooks, offering encouragement and assistance.

Pupils’ Activity: Pupils observe the teacher’s demonstration, trace numbers 26-30 in their books, and try to write them independently.

Learning Point: Pupils practise tracing and writing numbers 26-30 with correct formation.

Step 6: Reinforcement Activity (Rhyme and Video)

Time: 5 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads pupils in singing the “Counting and Tracing Rhyme” with actions. The teacher then plays the short educational video on tracing numbers 21-30, encouraging pupils to air trace along.

Pupils’ Activity: Pupils sing the rhyme, perform the actions, watch the video, and practise air tracing the numbers.

Learning Point: Pupils reinforce number recognition and tracing skills through song and visual demonstration.

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.

1. “Show me number 25 on your page.”
2. “What number comes after 29?”
3. “Can you trace number 22 for me?”
4. “Hold up your workbook and show me your best tracing of number 30.”

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: Summarisation/Closure

Teacher’s Activity: The teacher praises the pupils for their effort and good work in tracing and writing numbers 21-30. The teacher reminds them to keep practising. The teacher assigns homework (e.g., trace numbers 21-30 at home).

Pupils’ Activity: Pupils listen to the teacher, receive praise, and prepare for the next activity.

Learning Point: Pupils feel encouraged and understand the importance of continued practice.

Lesson Keywords

• Twenty-one – 21
• Twenty-five – 25
• Thirty – 30
• Trace – to follow lines to form a shape or number.
• Write – to form numbers on paper.

Differentiation

• Support: For pupils who find tracing challenging, provide larger tracing templates or use hand-over-hand guidance. Allow them to focus on tracing numbers 21-25 first before moving to 26-30. Use textured materials (e.g., sand tray, finger paint) for sensory tracing.
• Extension: For pupils who quickly master tracing, encourage them to write the numbers independently without tracing lines. Ask them to count objects up to 30 and match the quantity to the written numeral. They can also try to identify numbers 21-30 in a simple number chart.