Note for teachers using this lesson plan
Before the lesson, prepare number cards for 2, 3, 6, and 8, individual tracing sheets or workbooks, pencils, and a sand tray or salt tray for sensory tracing. Ensure each pupil has their materials ready. The central idea is for pupils to correctly identify and trace the numbers 2, 3, 6, and 8 using proper strokes. Observe pupils’ pencil grip and the direction of their tracing to ensure successful learning.
Class: Pre-School Level 3
Term: First Term
Week: 9
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Recognition and tracing of simple pre-writing patterns (e.g., vertical, horizontal lines, circles).
Topic: TRACING OF NUMBER: 2,3,6,8
Subject Matter: Tracing of numbers 2, 3, 6, 8.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify the numbers 2, 3, 6, and 8 when shown.
- Recognise the shapes of numbers 2, 3, 6, and 8.
Affective Domain
- Show interest in tracing numbers.
- Participate actively in tracing activities.
Psychomotor Domain
- Trace numbers 2, 3, 6, and 8 accurately using a pencil.
- Demonstrate correct pencil grip and sitting posture while tracing.
Social Domain
- Share tracing materials with classmates when guided.
- Follow instructions for tracing activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Early Childhood Care and Education resources.
- Suitable early-years handwriting workbook.
Instructional Materials
- Number cards showing 2, 3, 6, 8.
- Large tracing sheets or charts with numbers 2, 3, 6, 8.
- Handwriting workbooks or printed tracing pages.
- Pencils and crayons.
- Sand tray or salt tray for sensory tracing.
- Whiteboard/chalkboard and markers/chalk.
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it builds foundational pre-writing skills and number recognition. Tracing helps develop fine motor control, hand-eye coordination, and prepares them for independent writing of numbers, which is essential for early numeracy and literacy development.Prerequisite/Previous Knowledge
Pupils can hold a pencil, make simple lines and curves, and may recognise some numbers in their environment.Lesson Content/Board Summary
TRACING OF NUMBER: 2,3,6,8
Identifying and Tracing Numbers
Today we will learn to identify and trace some special numbers: 2, 3, 6, and 8.
- Number 2: Start at the top, make a curve to the right, then a slanted line down, and a straight line across the bottom.
- Number 3: Start at the top, make a curve to the middle, then another curve to the bottom.
- Number 6: Start at the top, curve down and around, then make a small circle at the bottom.
- Number 8: Start at the top, make an ‘S’ shape, then curve back up to meet the top.
Tracing helps us learn how to write numbers correctly. We will use our fingers, pencils, and even sand to practise.
Key Words
- Number – A word or symbol that tells us “how many”.
- Trace – To draw over a line or shape that is already there.
- Two – The number after one.
- Three – The number after two.
- Six – The number after five.
- Eight – The number after seven.
Number Tracing Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Number two, number two,
Curve and slant, then straight for you.
Number three, number three,
Two little curves, easy to see.
Number six, number six,
Down and round, a loop it makes.
Number eight, number eight,
S-shape, close it, isn’t that great!
Actions: Use fingers to air-trace each number as it is sung.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing large number cards for 2, 3, 6, and 8. Ask pupils to identify any numbers they already know. Introduce each number clearly, saying its name and demonstrating its shape. Emphasize the starting point and direction of strokes for each number.
What to show or demonstrate: Use a large chart or the whiteboard to demonstrate tracing each number slowly, explaining the directional strokes (e.g., “start at the top, curve down, then across”). Demonstrate proper pencil grip and sitting posture. Use a sand tray to show sensory tracing for a few pupils.
How to use the rhyme/song: Sing the “Number Tracing Rhyme” together, guiding pupils to air-trace each number with their fingers as they sing. Repeat the rhyme several times to reinforce the number shapes and tracing movements.
How to use the video: Introduce the video as a fun way to see how numbers are formed. Play the video, pausing to focus on numbers 2, 3, 6, and 8. After watching, encourage pupils to air-trace the numbers again, imitating the movements from the video.
What to watch for: Observe pupils’ pencil grip, the starting point of their tracing, and the direction of their strokes. Correct gently if they are tracing in the wrong direction or using an incorrect grip. Ensure they are saying the number names as they trace.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Play-based Learning
- Songs and Rhymes
- Manipulation of Objects (sand tray)
- Repetition
- Picture Talk
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and shows them a few number cards (e.g., 1, 4, 5) asking if they recognise them. The teacher then introduces the topic: “Today, we will learn to trace some new numbers: 2, 3, 6, and 8!”
Pupils’ Activity: Pupils greet the teacher, try to identify the numbers shown, and listen attentively to the introduction.
Learning Point: Pupils are engaged and introduced to the lesson topic.
Step 2: Presentation of Numbers
Time: 5 minutes
Teaching Skill: Identification/Demonstration
Teacher’s Activity: The teacher displays large number cards for 2, 3, 6, and 8 one by one. For each number, the teacher says its name clearly and asks pupils to repeat. The teacher then uses a finger to trace the number on the card, explaining the direction of the strokes.
Pupils’ Activity: Pupils repeat the number names after the teacher and watch the teacher demonstrate finger tracing on the cards.
Learning Point: Pupils recognise and name numbers 2, 3, 6, and 8.
Step 3: Air Tracing and Sensory Practice
Time: 5 minutes
Teaching Skill: Guided Practice/Sensory Learning
Teacher’s Activity: The teacher guides pupils to air-trace each number (2, 3, 6, 8) in the air using their fingers, following the teacher’s demonstration. The teacher then invites a few pupils to trace the numbers in a sand or salt tray, guiding their hands if needed.
Pupils’ Activity: Pupils air-trace the numbers with their fingers. Some pupils take turns tracing the numbers in the sand/salt tray.
Learning Point: Pupils practise the motor movements for forming the numbers.
Step 4: Rhyme Reinforcement
Time: 3 minutes
Teaching Skill: Reinforcement/Auditory Learning
Teacher’s Activity: The teacher leads the pupils in singing the “Number Tracing Rhyme.” The teacher encourages pupils to perform the air-tracing actions for each number as they sing.
Pupils’ Activity: Pupils sing the rhyme and perform the air-tracing actions for numbers 2, 3, 6, and 8.
Learning Point: The rhyme reinforces number recognition and tracing movements in a fun way.
Step 5: Guided Tracing in Workbooks/Sheets
Time: 7 minutes
Teaching Skill: Application/Individual Support
Teacher’s Activity: The teacher distributes handwriting workbooks or tracing sheets with numbers 2, 3, 6, and 8. The teacher reminds pupils about correct pencil grip and sitting posture. The teacher walks around, providing individual guidance and support, correcting pencil grip and tracing direction as needed.
Pupils’ Activity: Pupils pick up their pencils, hold them correctly, and begin tracing numbers 2, 3, 6, and 8 in their workbooks or on their sheets.
Learning Point: Pupils apply their knowledge to trace numbers with a pencil.
Step 6: Video Reinforcement
Time: 3 minutes
Teaching Skill: Visual Reinforcement
Teacher’s Activity: The teacher plays the educational video on number tracing, specifically pointing out how numbers 2, 3, 6, and 8 are formed. The teacher encourages pupils to watch carefully and remember the strokes.
Pupils’ Activity: Pupils watch the video and try to follow the tracing movements with their eyes or fingers.
Learning Point: Visual demonstration reinforces correct number formation.
Step 7: Evaluation/Review
Time: 4 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- Show me number 2 on your sheet.
- Which number looks like two curves? (3)
- Trace number 6 in the air for me.
- Can you point to number 8 on your tracing sheet?
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: Summary/Closure
Teacher’s Activity: The teacher praises the pupils for their hard work and reminds them to keep practising tracing numbers. “You all did a great job tracing numbers 2, 3, 6, and 8 today! Keep practising at home.”
Pupils’ Activity: Pupils respond to the teacher’s praise and pack up their materials.
Learning Point: Pupils are encouraged to continue practising and feel a sense of accomplishment.
Lesson Keywords
- Number – A symbol used for counting.
- Trace – To draw over a line or shape.
- Two – The second number.
- Three – The third number.
- Six – The sixth number.
- Eight – The eighth number.
Differentiation
- Support: For pupils struggling with pencil grip or fine motor control, provide larger tracing numbers, use hand-over-hand guidance, or encourage more sensory tracing in sand/salt trays before using pencils. Allow them to use crayons for thicker lines.
- Extension: For pupils who quickly master tracing, encourage them to identify numbers 2, 3, 6, and 8 in storybooks or classroom charts. They can also try to write the numbers independently on a blank space after tracing.
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