Tracing and Writing Numbers 1-5 for Pre-School Level 3

Class: Pre-School Level 3
Term: Second Term
Week: 3
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Recognition of numbers 1-5 and practice of pre-writing patterns (e.g., straight lines, curves).
Topic: Tracing and Writing Numbers 1-5
Subject Matter: Tracing and Writing Numbers 1-5

Specific Objectives

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

Cognitive Domain

• Identify and recognise numbers 1-5.
• Recall the sequence of numbers from 1 to 5.

Affective Domain

• Show interest in tracing and writing numbers.
• Participate actively in number formation activities.

Psychomotor Domain

• Hold a pencil correctly.
• Trace numbers 1-5 accurately following directional strokes.
• Copy numbers 1-5 from a model.
• Attempt to write numbers 1-5 from memory.

Social Domain

• Share instructional materials like crayons and tracing books.
• Take turns during group activities.

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/tracing books.

Instructional Materials

• Handwriting workbooks/tracing sheets with numbers 1-5.
• Pencils and crayons.
• Number flashcards (1-5).
• A small whiteboard or chalkboard.
• Sand tray or finger paint for multi-sensory tracing.
• Real objects for counting (e.g., blocks, counters).

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it builds foundational numeracy skills by connecting number recognition with their written forms. Developing fine motor control through tracing and writing numbers 1-5 prepares pupils for more complex writing tasks and supports their overall school readiness. It also enhances their hand-eye coordination and concentration.

Prerequisite/Previous Knowledge

Pupils can recognise numbers 1-5 orally and visually. They have also practised basic pre-writing patterns such as vertical and horizontal lines, and simple curves. They can hold a pencil with some control.

Lesson Content/Board Summary

Tracing and Writing Numbers 1-5

Learning to write numbers 1 to 5 is an important step in our learning journey. We will learn how to make each number carefully.

How to Form Numbers 1-5

Number 1: Start at the top, draw a straight line down. (A stick standing tall)

Number 2: Start at the top, curve around, slant down, and go across. (A duck swimming)

Number 3: Start at the top, curve around, then curve around again. (Two small bumps)

Number 4: Start at the top, slant down, go across, then lift your pencil and draw a straight line down through the middle. (A chair turned over)

Number 5: Start at the top, draw a short line across, then a short line down, then curve around. (A man with a big tummy)

Always remember to:

• Sit up straight.
• Hold your pencil correctly.
• Start your numbers from the top.
• Move your hand carefully.

Number Tracing Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

One, two, three, four, five,
Numbers help us count alive.
Trace them neatly, round and straight,
Learning numbers, it’s so great!
One, two, three, four, five,
Let’s make our numbers come alive!

Actions: Count fingers 1-5, air trace each number as it’s called, clap hands for “alive” and “great”.

Watch and Practise

Let’s watch a video to see how to form numbers 1-5 correctly. Pay attention to where each number starts and the direction of the lines.

https://www.youtube.com/watch?v=wXQj6s03fF0

Key Words

• Number – A word or symbol that tells us how many.
• Trace – To draw over a line or shape that is already there.
• Write – To make letters or numbers on a surface.
• One – The first number.
• Five – The number after four.

Teaching Methods/Instructional Techniques

• Demonstration
• Guided Practice
• Repetition
• Play-based Learning
• Songs and Rhymes
• Practical Activity (Tracing, Writing)
• Question and Answer
• Multi-sensory Learning (Sand tray/finger paint)

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils and leads them in a simple counting song (e.g., “1, 2, 3, 4, 5, I caught a fish alive”). The teacher then shows flashcards of numbers 1-5 and asks pupils to identify them orally.

Pupils’ Activity: Pupils greet the teacher, sing the counting song, and identify the numbers on the flashcards.

Learning Point: Pupils are engaged and recall numbers 1-5.

Step 2: Presentation of Number 1 and 2

Time: 6 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher introduces number 1. The teacher demonstrates on the board how to form number 1 (straight line down from top). Pupils air-trace. The teacher then introduces number 2, demonstrating its formation (curve, slant, across). Pupils air-trace number 2.

Pupils’ Activity: Pupils watch the teacher, listen to instructions, and air-trace numbers 1 and 2.

Learning Point: Pupils learn the correct formation and direction for numbers 1 and 2.

Step 3: Guided Practice (Numbers 1-2)

Time: 5 minutes

Teaching Skill: Guided Practice/Observation

Teacher’s Activity: The teacher distributes tracing sheets/workbooks. The teacher guides pupils to trace numbers 1 and 2 in their books, providing individual assistance with pencil grip and stroke direction. The teacher encourages pupils to say the number as they trace.

Pupils’ Activity: Pupils hold their pencils, trace numbers 1 and 2 in their workbooks, and say the numbers aloud.

Learning Point: Pupils practise tracing numbers 1 and 2 with correct technique.

Step 4: Presentation of Numbers 3, 4, and 5

Time: 6 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher introduces numbers 3, 4, and 5 one by one. For each number, the teacher demonstrates its formation on the board, explaining the steps clearly. Pupils air-trace each number after the demonstration.

Pupils’ Activity: Pupils watch the teacher, listen carefully, and air-trace numbers 3, 4, and 5.

Learning Point: Pupils learn the correct formation and direction for numbers 3, 4, and 5.

Step 5: Multi-sensory Reinforcement

Time: 4 minutes

Teaching Skill: Activity-based Learning

Teacher’s Activity: The teacher leads pupils in singing the “Number Tracing Rhyme” with actions. The teacher then invites pupils to trace numbers 1-5 in a sand tray or with finger paint, calling out each number as they trace.

Pupils’ Activity: Pupils sing the rhyme with actions and trace numbers 1-5 using sand or finger paint.

Learning Point: Pupils reinforce number formation through a fun, multi-sensory activity.

Step 6: Application and Independent Practice

Time: 6 minutes

Teaching Skill: Application/Supervision

Teacher’s Activity: The teacher instructs pupils to trace and then copy numbers 1-5 in their workbooks. The teacher walks around, observing and providing support, encouraging pupils to attempt writing the numbers from memory if they are confident.

Pupils’ Activity: Pupils trace numbers 1-5, copy them from a model, and attempt to write them independently in their workbooks.

Learning Point: Pupils apply their learning by tracing and writing numbers 1-5.

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 sheet.
2. Trace the number 1 with your finger.
3. Which number comes after 4?
4. Can you try to write the number 5 on your own?

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: Closure

Teacher’s Activity: The teacher praises the pupils for their hard work and encourages them to continue practising tracing and writing numbers at home. The teacher reminds them that practice makes perfect.

Pupils’ Activity: Pupils listen to the teacher and tidy up their materials.

Learning Point: Pupils feel encouraged and motivated to continue learning.

Lesson Keywords

• Number – A symbol used for counting.
• Trace – To draw over a faint outline.
• Write – To form letters or numbers.
• Formation – The way something is made or shaped.

Differentiation

• Support: For pupils struggling with fine motor skills, provide larger tracing numbers, use hand-over-hand guidance, or allow more practice with multi-sensory tools like sand or finger paint before moving to pencil and paper. Focus on one or two numbers at a time.
• Extension: For pupils who quickly master tracing and writing 1-5, encourage them to write the numbers in sequence without a model, count objects up to 5 and write the corresponding numeral, or identify numbers 1-5 in different contexts (e.g., on a calendar, clock).