Note for teachers using this lesson plan
Before the lesson, ensure you have large number cards for 6-10, a sand tray or salt tray for tactile tracing, and pupils’ handwriting workbooks or tracing books ready. The central idea is for pupils to correctly form numbers 6-10 through guided practice. Observe pupils’ pencil grip and the direction of their strokes to ensure they are forming the numbers correctly.
Class: Pre-School Level 3
Term: Second Term
Week: 5
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Not separately stated in the scheme.
Topic: Tracing and Writing Number: 6-10
Subject Matter: Tracing and Writing Number: 6-10. Content: To trace number 6 – 10. To look and copy number 6-10 To write number 6 – 10 from memory.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify numbers 6-10 when shown.
- Recognise the correct formation of numbers 6-10.
Affective Domain
- Show eagerness to participate in tracing and writing activities.
- Listen attentively to instructions for number formation.
Psychomotor Domain
- Trace numbers 6-10 accurately using their fingers and pencils.
- Copy numbers 6-10 from a model.
- Attempt to write numbers 6-10 from memory.
Social Domain
- Participate cooperatively in group tracing exercises.
- Share materials respectfully during activity time.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Relevant Early Childhood Care and Education resources.
- A suitable early-years handwriting workbook/textbook.
Instructional Materials
- Large number cards (6-10).
- Handwriting workbook.
- Tracing Book.
- Pencils and crayons.
- Plain paper or whiteboards and markers.
- Sand tray or salt tray for tactile tracing.
- Counters or small objects (e.g., bottle tops, stones) for counting.
Rationale for the Lesson
Learning to trace and write numbers 6-10 is fundamental for developing early numeracy skills and fine motor control in 4-year-olds. This lesson helps children recognise number symbols, understand their sequence, and build the foundational hand-eye coordination necessary for future writing and mathematical understanding.
Prerequisite/Previous Knowledge
Pupils can recognise and count numbers 1-5. They have some experience with pre-writing patterns and holding a pencil correctly.
Lesson Content/Board Summary
Tracing and Writing Number: 6-10
Today, we will learn to trace and write numbers 6, 7, 8, 9, and 10.
Number Formation Guide:
- Number 6: Start from the top, curve down and around to make a circle at the bottom.
- Number 7: Go straight across the top, then slant down to the bottom left.
- Number 8: Start from the top, make an ‘S’ shape, then curve back up to join where you started.
- Number 9: Make a circle at the top, then a straight line down from the right side of the circle.
- Number 10: Write a straight line down for ‘1’, then make a big circle for ‘0’.
Counting and Tracing Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Six, seven, eight, we learn to write,
Making numbers clear and bright.
Nine and ten, we’re doing fine,
Tracing every single line.
Numbers grow, from six to ten,
Let’s write them all again!
Actions: Pupils hold up fingers as each number is called, then pretend to trace numbers in the air.
Watch and Practise
Key Words
- Number – A symbol used for counting.
- Trace – To draw over a line or shape.
- Write – To make letters or numbers on a surface.
- Six – The number after five.
- Seven – The number after six.
- Eight – The number after seven.
- Nine – The number after eight.
- Ten – The number after nine.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce each number (6-10) one by one. Show the number card, say the number aloud, and have pupils repeat. Demonstrate the formation of each number clearly on the board or a large chart, using simple directional language (e.g., “start at the top, curve around”).
What to show or demonstrate: Use large number cards for 6-10. Demonstrate tracing each number in the air, then on a sand/salt tray, and finally on paper. Emphasize correct pencil grip and starting points for each number.
How to use the rhyme/song: Sing the “Counting and Tracing Rhyme” together with the pupils. Encourage them to perform the actions (holding up fingers, air tracing) as they sing. Repeat the rhyme a few times to reinforce learning.
How to use the video: Introduce the video as a fun way to see how numbers 6-10 are formed. Play the video, pausing if necessary to highlight specific strokes. After watching, ask pupils to practise air-tracing the numbers shown in the video.
What to watch for: Observe pupils’ pencil grip, the direction of their strokes (e.g., writing 6 from bottom-up or 8 incorrectly), and their ability to stay within the lines when tracing. Provide immediate, gentle correction and re-demonstration as needed.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Play-based Learning
- Songs and Rhymes
- Manipulation of Objects
- Repetition
- Question and Answer
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and reviews numbers 1-5 by showing number cards and asking pupils to count objects. “Good morning, children! Let’s remember our numbers 1 to 5. How many fingers am I holding up?”
Pupils’ Activity: Pupils respond to greetings, identify numbers 1-5, and count objects with the teacher.
Learning Point: Pupils recall previous knowledge of numbers 1-5.
Step 2: Presentation of New Numbers
Time: 5 minutes
Teaching Skill: Introduction/Identification
Teacher’s Activity: The teacher introduces numbers 6-10 using large number cards. “Today, we will learn new numbers after five. This is number six! Can you say six?” The teacher shows each card and says the number.
Pupils’ Activity: Pupils look at the number cards, listen to the teacher, and repeat the names of numbers 6-10.
Learning Point: Pupils identify and name numbers 6-10.
Step 3: Demonstration of Number Formation
Time: 5 minutes
Teaching Skill: Modelling/Demonstration
Teacher’s Activity: The teacher demonstrates how to form each number (6-10) on the board or a large chart, explaining the strokes clearly. “Watch carefully how I make number six. Start at the top, curve down and around.” The teacher also demonstrates air tracing.
Pupils’ Activity: Pupils observe the teacher’s demonstration, listen to the instructions, and follow by air tracing the numbers with their fingers.
Learning Point: Pupils understand the correct formation of numbers 6-10.
Step 4: Tactile and Guided Tracing
Time: 5 minutes
Teaching Skill: Guided Practice/Sensory Learning
Teacher’s Activity: The teacher guides pupils to trace numbers 6-10 in a sand or salt tray. “Now, let’s use our sand trays! Make number six with your finger, just like I showed you.” The teacher provides individual support and correction.
Pupils’ Activity: Pupils trace numbers 6-10 using their fingers in the sand/salt trays, following the teacher’s guidance.
Learning Point: Pupils develop fine motor skills and tactile recognition of number shapes.
Step 5: Workbook Tracing and Copying
Time: 5 minutes
Teaching Skill: Application/Supervision
Teacher’s Activity: The teacher distributes handwriting workbooks or tracing books and pencils. “Now, open your books to the page for numbers 6-10. First, trace the numbers, then try to copy them in the space provided.” The teacher walks around, offering help and encouraging correct pencil grip.
Pupils’ Activity: Pupils trace the numbers 6-10 in their workbooks and then attempt to copy them, applying the learned formation.
Learning Point: Pupils practise tracing and copying numbers using writing tools.
Step 6: Rhyme and Video Reinforcement
Time: 2 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads the pupils in singing the “Counting and Tracing Rhyme” again. If using the video, the teacher plays the video on number formation for numbers 6-10. “Let’s sing our number rhyme one more time, and then watch a fun video!”
Pupils’ Activity: Pupils sing the rhyme with actions and watch the educational video, air-tracing along if prompted.
Learning Point: Pupils reinforce number recognition and formation through song and visual aids.
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.
- “Show me number 7 on your number card.”
- “Trace number 9 in the air for me.”
- “Can you try to write number 8 on your whiteboard/paper?”
- “How many fingers am I holding up?” (Hold up 6, 7, 8, 9, 10 fingers randomly).
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., pointing, air tracing, attempting to write).
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summary/Closure
Teacher’s Activity: The teacher praises the pupils for their effort and summarises what they learned. “You all did a great job learning to trace and write numbers 6 to 10 today! Keep practising at home.”
Pupils’ Activity: Pupils listen to the summary and respond to the teacher’s praise.
Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue practising.
Lesson Keywords
- Number – A symbol used for counting.
- Trace – To draw over a line or shape.
- Write – To make letters or numbers on a surface.
- Formation – The way something is made or shaped.
Differentiation
- Support: Provide larger tracing templates for pupils who struggle with fine motor control. Offer hand-over-hand guidance for pencil grip and stroke direction. Allow more time for tactile tracing in sand trays. Focus on tracing only for some pupils before moving to copying.
- Extension: Encourage pupils who quickly grasp the concept to write the numbers independently without tracing. Ask them to identify objects in the classroom that match quantities of 6-10. They can also try to draw simple pictures and count the items, then write the corresponding number.
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