Tracing and Writing Number, 1-10 for Pre-School Level 3

Class: Pre-School Level 3
Term: Second Term
Week: 6
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Pre-writing patterns (e.g., straight lines, curves, slanting lines)
Topic: TRACING AND WRITING NUMBER: 1-10
Subject Matter: Tracing and Writing Numbers 1-10

Specific Objectives

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

Cognitive Domain

• Identify numbers 1-10 when shown.
• Recognise the correct formation of numbers 1-10.

Affective Domain

• Show enthusiasm for tracing and writing numbers.
• Participate actively in tracing and drawing exercises.

Psychomotor Domain

• Trace numbers 1-10 accurately in their books.
• Copy numbers 1-10 from a model.
• Attempt to write numbers 1-10 from memory.
• Draw quantities corresponding to numbers 1-10.

Social Domain

• Share and use learning materials cooperatively.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3.
• Early Childhood Care and Education resources on handwriting.
• Suitable early-years handwriting workbooks.

Instructional Materials

• Large number cards (1-10)
• Handwriting workbooks or tracing books with numbers 1-10
• Pencils
• Crayons
• Plain paper or exercise books
• Counters or small objects (e.g., bottle tops, stones)
• Whiteboard and markers

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it builds foundational handwriting skills and number recognition. Learning to trace and write numbers 1-10 helps children develop fine motor control, hand-eye coordination, and prepares them for more complex mathematical concepts and literacy tasks in the future. It connects numbers to their written form, enhancing their understanding of quantity and symbols.

Prerequisite/Previous Knowledge

Pupils can identify and count objects from 1 to 5. They have also practised basic pre-writing patterns like straight lines, curves, and slanting lines.

Lesson Content/Board Summary

TRACING AND WRITING NUMBER: 1-10

Numbers are symbols we use to count things.

Today, we will learn to trace, copy, and write numbers from 1 to 10.

Number Formation Guide:

• Number 1: Start at the top, draw a straight line down.
• Number 2: Start at the top, curve right, slant down left, then a straight line right.
• Number 3: Start at the top, curve right, then curve right again.
• Number 4: Start at the top, slant down left, go right, then lift pencil and draw a straight line down through the middle.
• Number 5: Start at the top, draw a straight line left, then a curve down right, then a straight line right across the top.
• Number 6: Start at the top, curve down left, then make a small loop at the bottom.
• Number 7: Start at the top, draw a straight line right, then slant down left.
• Number 8: Start at the top, make an ‘S’ shape, then loop back up to close it.
• Number 9: Start at the top, make a circle, then draw a straight line down from the right side of the circle.
• Number 10: Write a ‘1’ and then a ‘0’ next to it.

Counting and Writing Rhyme

Tune: “Twinkle, Twinkle Little Star”

One, two, three, let’s all see,
How to write our numbers free.
Four, five, six, so neat and grand,
Pencil moving in our hand.
Seven, eight, nine, almost done,
Ten, we’ve written every one!

Actions: Pupils can hold up fingers for each number, trace numbers in the air, and pretend to write.

Watch and Practise

Key Words

• Number – A symbol used to count.
• Trace – To draw over a line or shape.
• Copy – To look at something and write it exactly.
• Write – To form letters or numbers with a pencil or pen.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils, leads a short counting song (e.g., “One, Two, Buckle My Shoe”), and asks pupils to count fingers on one hand.

Pupils’ Activity: Pupils greet the teacher, sing along, and count their fingers.

Learning Point: Pupils are engaged and recall basic counting skills.

Step 2: Presentation – Number Recognition and Air Tracing (1-10)

Time: 5 minutes

Teaching Skill: Visual Demonstration/Oral Practice

Teacher’s Activity: The teacher shows large number cards (1-10) one by one, says the number, and demonstrates tracing it in the air with a finger, explaining the starting point and direction. The teacher also shows corresponding quantities using counters.

Pupils’ Activity: Pupils identify the numbers, repeat their names, trace them in the air, and count the objects shown.

Learning Point: Pupils recognise numbers 1-10 and understand their basic formation.

Step 3: Guided Practice – Tracing Numbers 1-10

Time: 7 minutes

Teaching Skill: Guided Practice/Observation

Teacher’s Activity: The teacher distributes tracing books/worksheets and pencils. The teacher guides pupils to trace numbers 1-10 in their books, providing hand-over-hand support and correcting pencil grip and stroke direction as needed.

Pupils’ Activity: Pupils hold their pencils correctly and carefully trace numbers 1-10 in their books.

Learning Point: Pupils develop fine motor skills and practise correct number formation through tracing.

Step 4: Presentation – Copying Numbers 1-10

Time: 4 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher writes numbers 1-10 clearly on the whiteboard as a model. The teacher demonstrates how to look at the model and then copy the number onto a new line in their book.

Pupils’ Activity: Pupils observe the teacher’s demonstration and prepare their books for copying.

Learning Point: Pupils understand the process of copying numbers from a visual model.

Step 5: Guided Practice – Copying Numbers 1-10

Time: 5 minutes

Teaching Skill: Supervised Practice

Teacher’s Activity: The teacher instructs pupils to copy numbers 1-10 from the whiteboard model into their books. The teacher walks around, offering encouragement and individual assistance.

Pupils’ Activity: Pupils carefully copy numbers 1-10 into their books, trying to match the model.

Learning Point: Pupils practise reproducing numbers independently by observing a model.

Step 6: Application – Writing from Memory and Drawing

Time: 5 minutes

Teaching Skill: Application/Creative Expression

Teacher’s Activity: The teacher asks pupils to try and write a few numbers (e.g., 1, 2, 5, 10) from memory in their books. For each number they write, the teacher asks them to draw the corresponding quantity of simple objects (e.g., 3 circles for number 3).

Pupils’ Activity: Pupils attempt to write numbers from memory and draw simple objects to match the quantity.

Learning Point: Pupils apply their knowledge to write numbers independently and connect numerals to quantities.

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 the number 3 on your paper.”
2. “Trace the number 7 for me.”
3. “What number comes after 5?”
4. “Draw 4 small balls next to the number 4.”

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: Summarization/Reinforcement

Teacher’s Activity: The teacher praises the pupils for their effort and reminds them to keep practising writing numbers. The teacher assigns homework to trace and write numbers 1-10 at home.

Pupils’ Activity: Pupils listen to the teacher and acknowledge the homework.

Learning Point: Pupils are encouraged to continue practising and reinforce learning at home.

Lesson Keywords

• Number – A symbol used to count or represent a quantity.
• Trace – To draw over a guide or outline.
• Write – To form letters or numbers using a pencil or pen.
• Copy – To reproduce something by looking at an example.

Differentiation

• Support: For pupils struggling with pencil grip or number formation, provide larger tracing outlines, use hand-over-hand guidance, or allow them to trace numbers in sand or on a sensory tray. Focus on numbers 1-5 first before moving to higher numbers.
• Extension: For pupils who quickly grasp tracing and writing, encourage them to write numbers 1-10 multiple times, count objects up to 10 and write the corresponding number, or try to write numbers in sequence without a model.