Tracing and Writing of Number, 41 – 50 for Pre-School Level 3

Class: Pre-School Level 3
Term: Third Term
Week: 9
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Tracing and writing of numbers 1-40.
Topic: Tracing and Writing of Number: 41 – 50
Subject Matter: Tracing and Writing of Number: 41 – 50

Specific Objectives

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

Cognitive Domain

• Identify numbers 41 to 50 when shown on a chart or card.
• State the names of numbers 41 to 50 orally.

Affective Domain

• Show enthusiasm while participating in tracing activities.
• Listen attentively to instructions for number formation.

Psychomotor Domain

• Trace numbers 41 to 50 correctly using their fingers in the air or sand.
• Trace numbers 41 to 50 neatly in their handwriting workbooks.
• Attempt to write numbers 41 to 50 independently.

Social Domain

• Share tracing materials and take turns during group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3.
• Early Childhood Care and Education resources.
• Age-appropriate handwriting workbooks/tracing books.

Instructional Materials

• Large number chart showing numbers 41-50.
• Individual number flashcards for 41-50.
• Handwriting workbooks or tracing sheets with numbers 41-50.
• Pencils and crayons.
• Sand or salt tray for finger tracing.
• Whiteboard or chalkboard and markers/chalk.

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 41-50 helps to develop fine motor skills, hand-eye coordination, and prepares them for more complex mathematical concepts and formal writing in primary school. It also reinforces their understanding of number sequence and quantity.

Prerequisite/Previous Knowledge

Pupils can already recognise, trace, and write numbers from 1 to 40. They also have basic pencil control and can follow simple instructions for tracing.

Lesson Content/Board Summary

Tracing and Writing of Number: 41 – 50

Learning to write numbers 41 to 50 involves careful tracing and practice. Each number is made up of two digits. Remember to start at the top and follow the correct direction for each stroke.

• Number 41: First write ‘4’, then write ‘1’.
• Number 42: First write ‘4’, then write ‘2’.
• Number 43: First write ‘4’, then write ‘3’.
• Number 44: First write ‘4’, then write ‘4’.
• Number 45: First write ‘4’, then write ‘5’.
• Number 46: First write ‘4’, then write ‘6’.
• Number 47: First write ‘4’, then write ‘7’.
• Number 48: First write ‘4’, then write ‘8’.
• Number 49: First write ‘4’, then write ‘9’.
• Number 50: First write ‘5’, then write ‘0’.

Always hold your pencil correctly and sit straight when writing.

Key Words

• Number – A symbol used for counting.
• Trace – To draw over lines or shapes.
• Write – To form letters or numbers.
• Forty-one – The number after forty.
• Fifty – The number after forty-nine.

Counting and Tracing Rhyme (41-50)

Tune: “Twinkle, Twinkle Little Star”

Forty-one, forty-two, let’s all trace,
Forty-three, forty-four, at a steady pace.
Forty-five, forty-six, up and down we go,
Forty-seven, forty-eight, watch the numbers grow.
Forty-nine, fifty, now we’re done,
Tracing numbers, having fun!

Actions: Pupils use their fingers to trace numbers in the air as they sing, or trace on their palms. Clap when saying “having fun!”.

Watch and Practise

Teaching Methods/Instructional Techniques

• Demonstration
• Guided Practice
• Repetition
• Songs and Rhymes
• Video Demonstration
• Practical Activity
• Question and Answer

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and leads them in a quick recall of numbers 1-40 by counting together or identifying random numbers on a chart. The teacher then introduces the new topic: tracing and writing numbers 41-50.

Pupils’ Activity: Pupils respond to greetings, count numbers 1-40 with the teacher, and listen attentively to the new topic.

Learning Point: Pupils recall previous knowledge and are prepared for the new lesson.

Step 2: Number Recognition (41-50)

Time: 5 minutes

Teaching Skill: Identification/Oral Repetition

Teacher’s Activity: The teacher displays a large number chart showing 41-50. The teacher points to each number, says its name clearly, and asks pupils to repeat after them. The teacher may use individual flashcards for emphasis.

Pupils’ Activity: Pupils look at the numbers, listen to the teacher, and repeat the names of numbers 41-50 orally.

Learning Point: Pupils recognise and name numbers 41-50.

Step 3: Teacher Demonstration (Tracing)

Time: 5 minutes

Teaching Skill: Modelling/Instruction

Teacher’s Activity: The teacher demonstrates how to trace numbers 41-50 on the whiteboard or a large chart. The teacher highlights the starting point and the direction of each stroke for both digits in each number (e.g., for 41, first the ‘4’, then the ‘1’). The teacher also reminds pupils about correct pencil grip and sitting posture.

Pupils’ Activity: Pupils observe the teacher’s demonstration carefully, paying attention to the formation and direction of strokes for each number.

Learning Point: Pupils understand the correct formation of numbers 41-50.

Step 4: Guided Practice (Air/Sand Tracing)

Time: 4 minutes

Teaching Skill: Guided Practice/Sensory Learning

Teacher’s Activity: The teacher guides pupils to trace numbers 41-50 in the air using their fingers, following the demonstrated strokes. For tactile learners, the teacher provides sand or salt trays for pupils to trace the numbers with their fingers.

Pupils’ Activity: Pupils trace numbers 41-50 in the air or in sand/salt trays, mimicking the teacher’s movements and focusing on correct formation.

Learning Point: Pupils develop fine motor skills and muscle memory for number formation.

Step 5: Rhyme and Video Reinforcement

Time: 4 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads pupils in singing the “Counting and Tracing Rhyme” while performing the actions. The teacher then plays the educational video on tracing numbers 41-50, encouraging pupils to watch and follow along with air tracing.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, attempting to trace the numbers in the air as they appear on the screen.

Learning Point: Pupils reinforce number recognition and tracing skills through auditory and visual aids.

Step 6: Workbook Activity

Time: 5 minutes

Teaching Skill: Application/Individual Practice

Teacher’s Activity: The teacher distributes handwriting workbooks or tracing sheets. The teacher instructs pupils to trace numbers 41-50 carefully with their pencils, reminding them to hold their pencils correctly and follow the dotted lines. The teacher moves around to provide individual support and correction.

Pupils’ Activity: Pupils pick up their pencils, sit properly, and begin tracing numbers 41-50 in their workbooks, striving for neatness and correct formation.

Learning Point: Pupils apply their tracing skills to written work and develop independence.

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. “Point to number 43 on the chart.”
2. “What number comes after 49?”
3. “Show me how you would trace number 45 in the air.”
4. “Can you show me your best tracing of number 48 in your book?”

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 pupils for their effort and participation. The teacher briefly recaps that they have learned to trace and write numbers 41-50. The teacher encourages them to continue practising at home.

Pupils’ Activity: Pupils listen to the teacher’s summary and praise, feeling encouraged.

Learning Point: Pupils feel a sense of accomplishment and are motivated to continue learning.

Lesson Keywords

• Forty-one – The number that comes after forty.
• Fifty – The number that comes after forty-nine.
• Trace – To draw over an existing line or shape.
• Write – To form letters or numbers with a pen or pencil.

Differentiation

• Support: For pupils struggling with pencil control, provide larger tracing numbers or use hand-over-hand guidance. Allow them to focus on fewer numbers (e.g., 41-45) before moving on. Provide additional opportunities for sand/salt tracing.
• Extension: For pupils who quickly master tracing, encourage them to write the numbers independently without tracing lines. Ask them to count out 41, 45, or 50 objects, or identify the number before/after a given number within the 41-50 range.