Note for teachers using this lesson plan
Before the lesson, ensure you have prepared number flashcards for 1, 4, 7, 9, a large number chart, and individual handwriting workbooks or sheets for each pupil. The central idea is for pupils to correctly identify and trace these specific numbers using proper formation. Observe pupils’ pencil grip and the direction of their strokes to ensure successful learning.
Class: Pre-School Level 3
Term: First Term
Week: 8
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Identification and tracing of pre-writing patterns (e.g., standing lines, sleeping lines)
Topic: TRACING OF NUMBER: 1, 4, 7, 9
Subject Matter: TRACING OF NUMBER: 1, 4, 7, 9. Content: To identify the numbers. Tracing of numbers.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify numbers 1, 4, 7, and 9 when shown.
- State the names of numbers 1, 4, 7, and 9 orally.
Affective Domain
- Show interest in tracing numbers.
- Participate actively in tracing exercises.
Psychomotor Domain
- Trace numbers 1, 4, 7, and 9 correctly in their workbooks or on a sand tray.
- Hold a pencil with the correct grip for tracing.
Social Domain
- Share tracing materials respectfully with peers.
- Follow instructions during group tracing activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Early Childhood Care and Education Handwriting Resources.
- Suitable early-years number workbooks.
Instructional Materials
- Number flashcards (1, 4, 7, 9).
- Large number chart showing 1, 4, 7, 9.
- Handwriting workbooks or printed tracing sheets for numbers 1, 4, 7, 9.
- Pencils and crayons.
- Sand tray or salt tray for finger tracing.
- Whiteboard/chalkboard and markers/chalk.
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 numbers 1, 4, 7, and 9 helps children recognise these symbols and understand their formation, preparing them for more complex mathematical concepts and independent writing.Prerequisite/Previous Knowledge
Pupils can identify some basic numbers and have practised drawing simple pre-writing patterns like standing and sleeping lines. They are also familiar with holding a pencil or crayon.Lesson Content/Board Summary
TRACING OF NUMBER: 1, 4, 7, 9
What is Tracing?
Tracing is drawing over a line or shape that is already there. It helps our hands learn how to write numbers and letters.How to Trace Numbers 1, 4, 7, 9
Number 1:
- Start at the top.
- Draw a straight line down.
Number 4:
- Start at the top, draw a short standing line down.
- Then draw a sleeping line across.
- Lift your pencil, then draw a long standing line from the top, cutting through the sleeping line.
Number 7:
- Start at the top, draw a sleeping line across.
- Then, slant a line down from the right end of the sleeping line.
Number 9:
- Start at the top, draw a curve to make a circle (like ‘o’).
- Close the circle, then draw a straight line down from the right side of the circle.
Key Words
- Trace – to draw over a line or shape.
- Number – a symbol we use to count.
- Down – moving from top to bottom.
- Across – moving from left to right.
Number Tracing Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Number one, a straight line down,Easy peasy, all around.
Number four, down and across,
Then a long line, no more loss.
Number seven, across and slant,
What a number, what a chant!
Number nine, a circle round,
Then a line down to the ground.
Actions: Use fingers to air-trace each number as it is called out in the rhyme.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing the number flashcards and having pupils identify each number orally. Demonstrate the formation of each number (1, 4, 7, 9) clearly on the whiteboard, explaining the starting point and direction of each stroke. Repeat the demonstration for each number several times.
What to show or demonstrate: Use large flashcards for identification. On the whiteboard, draw large dotted outlines of each number (1, 4, 7, 9) and demonstrate tracing them with a marker, verbally guiding the pupils (“start from the top, go down,” “across, then slant down”). You can also use a sand tray to demonstrate finger tracing.
How to use the rhyme/song: Introduce the “Number Tracing Rhyme.” Sing it together with the pupils, encouraging them to use their fingers to air-trace the numbers as they are mentioned in the song. Repeat the rhyme 2-3 times to reinforce the number formations.
How to use the video: Introduce the video as a fun way to see how numbers are formed. Play the video, asking pupils to watch carefully how each number is made. After watching, encourage pupils to air-trace the numbers they saw in the video, reinforcing the correct strokes.
What to watch for: Observe pupils’ pencil grip and ensure they are starting their strokes from the correct point and moving in the right direction. Correct any incorrect formations gently and provide individual guidance.
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 and asks them to name some numbers they already know. The teacher then introduces the lesson by saying they will learn to trace some new numbers today.
Pupils’ Activity: Pupils respond to greetings and name familiar numbers. They listen attentively to the introduction.
Learning Point: Pupils recall prior knowledge of numbers and get ready for the lesson.
Step 2: Identification of Numbers
Time: 5 minutes
Teaching Skill: Recognition/Naming
Teacher’s Activity: The teacher displays flashcards for numbers 1, 4, 7, and 9 one by one, asking pupils to identify and name each number. The teacher pronounces the numbers clearly.
Pupils’ Activity: Pupils identify and name numbers 1, 4, 7, and 9 as shown by the teacher, repeating the names.
Learning Point: Pupils recognise and orally name numbers 1, 4, 7, and 9.
Step 3: Demonstration of Tracing
Time: 5 minutes
Teaching Skill: Modelling/Instruction
Teacher’s Activity: The teacher demonstrates how to trace numbers 1, 4, 7, and 9 on the whiteboard or a large chart, using clear, step-by-step instructions for each stroke. The teacher emphasizes starting points and direction.
Pupils’ Activity: Pupils observe the teacher’s demonstration carefully, watching the formation of each number.
Learning Point: Pupils understand the correct formation and tracing technique for each number.
Step 4: Guided Air Tracing and Sand Tray Practice
Time: 5 minutes
Teaching Skill: Guided Practice/Sensory Learning
Teacher’s Activity: The teacher guides pupils to air-trace numbers 1, 4, 7, and 9 with their fingers. Then, the teacher provides a sand tray (or salt tray) for pupils to practice finger tracing the numbers.
Pupils’ Activity: Pupils air-trace the numbers with their fingers, then practice tracing them in the sand tray, following the teacher’s guidance.
Learning Point: Pupils develop kinesthetic memory of number formations through sensory tracing.
Step 5: Rhyme and Video Reinforcement
Time: 4 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads pupils in singing the “Number Tracing Rhyme” with actions. Then, the teacher plays the educational video on number tracing, encouraging pupils to watch and air-trace along.
Pupils’ Activity: Pupils sing the rhyme and perform actions. They watch the video and air-trace the numbers as they appear.
Learning Point: Pupils reinforce number recognition and formation through song and visual aids.
Step 6: Workbook Tracing Exercise
Time: 5 minutes
Teaching Skill: Application/Supervision
Teacher’s Activity: The teacher distributes handwriting workbooks or tracing sheets for numbers 1, 4, 7, and 9. The teacher supervises pupils as they trace the numbers, providing individual assistance and correcting pencil grip or strokes where needed.
Pupils’ Activity: Pupils hold their pencils correctly and carefully trace numbers 1, 4, 7, and 9 in their workbooks or on their tracing sheets.
Learning Point: Pupils apply their knowledge to trace numbers independently in their workbooks.
Step 7: Evaluation/Review
Time: 2 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “Show me number 1 on your sheet.”
- “What number is this?” (pointing to 4 on a flashcard)
- “Can you air-trace number 7 for me?”
- “Who can show me number 9 in their workbook?”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (pointing, naming, air-tracing, showing their work).
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summarisation/Closure
Teacher’s Activity: The teacher praises the pupils for their effort and good work in tracing numbers. The teacher reminds them to keep practicing.
Pupils’ Activity: Pupils respond to praise and tidy up their materials.
Learning Point: Pupils feel encouraged and motivated to continue practicing number tracing.
Lesson Keywords
- Number – a symbol used to count or represent a quantity.
- Trace – to draw over an existing line or shape.
- Handwriting – the act of writing by hand.
- Pencil grip – how one holds a pencil for writing.
Differentiation
- Support: For pupils who are struggling, provide larger tracing outlines, offer hand-over-hand guidance, or allow more practice with finger tracing in sand or paint. Focus on one number at a time if needed.
- Extension: For pupils who quickly grasp the concept, encourage them to identify numbers 1, 4, 7, and 9 in storybooks or around the classroom. They can also try to write the numbers independently without tracing lines after completing the tracing activity.
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