Note for teachers using this lesson plan
Before this lesson, prepare number flashcards for 0-16, a collection of small counting objects like bottle tops or pebbles, and a sand tray or large paper for tracing. The central idea is for pupils to recognise numbers 0-16 and begin to trace 0-4 through highly visual, sensory, and repetitive activities. Watch for pupils actively pointing to numbers, attempting to count objects, and making simple tracing movements.
Class: Pre-School Level 1
Term: Third Term
Week: 5
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Introduction to Numbers 0-5 and simple counting.
Topic: NUMBERS: 0 – 16
Subject Matter: NUMBERS: 0 – 16; Reading Numbers: 0 – 16; Counting objects: 0 – 16; Recognition of Numbers: 0 – 16; Tracing and Writing: 0 – 4; Participating in Number Games. Weekly focus: Numbers 0-16: Writing 0-4 and Number Games.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and read numbers 0 – 16 when shown flashcards.
- Count objects up to 16 with teacher guidance.
- Recognise numbers 0 – 16.
Affective Domain
- Show enthusiasm for learning numbers.
- Participate actively in number games.
Psychomotor Domain
- Trace numbers 0 – 4 in the air, sand, or on paper with guidance.
- Point to specific numbers when called out.
Social Domain
- Take turns during number games.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1.
- Early Childhood Care and Education Numeracy Resources.
- Age-appropriate early-years numeracy workbooks.
Instructional Materials
- Number flashcards (0-16)
- Counting objects (bottle tops, pebbles, smooth stones, blocks, beads)
- Sand tray or shallow tray with flour/paint
- Large sheets of paper or individual notebooks
- Crayons or thick pencils
- MP4 Player (for video/audio)
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it builds foundational numeracy skills by introducing number recognition and early counting. Engaging with numbers 0-16 and beginning to trace 0-4 helps develop pre-math concepts and fine motor control, preparing them for more complex mathematical understanding and writing in the future.
Prerequisite/Previous Knowledge
Pupils can recognise and say some numbers from 0-5 and have engaged in simple counting activities with familiar objects.
Lesson Content/Board Summary
NUMBERS: 0 – 16 (Writing 0-4 and Number Games)
What are Numbers?
Numbers tell us “how many” things we have. We use numbers every day!
Reading and Recognising Numbers 0-16
- Zero (0): Nothing, empty.
- One (1): One finger, one ball.
- Two (2): Two eyes, two hands.
- Three (3): Three friends, three mangoes.
- Four (4): Four legs on a chair, four wheels on a car.
- Five (5): Five fingers on one hand.
- … up to …
- Sixteen (16): A group of sixteen objects.
Counting Objects 0-16
We can count many things around us:
- Count bottle tops.
- Count pebbles.
- Count fingers and toes.
- Count toys.
Tracing and Writing Numbers 0-4
We will learn to make the shapes of numbers 0, 1, 2, 3, and 4.
- 0 (Zero): Start at the top, go round and round to make a circle.
- 1 (One): Start at the top, go straight down.
- 2 (Two): Start at the top, make a curve, then a straight line across.
- 3 (Three): Start at the top, make a curve, then another curve.
- 4 (Four): Start at the top, go down, then across, then a long line down.
Number Games
Playing games helps us learn numbers!
- “Find the Number” game.
- “Count and Clap” game.
- “Number Match” game.
Counting Rhyme: “My Counting Friends”
Tune: Twinkle, Twinkle Little Star
Zero, one, two, three, four,
Let’s count numbers, want some more?
Five, six, seven, eight, nine, ten,
Count them once, and count again!
Eleven, twelve, thirteen, fourteen,
Fifteen, sixteen, what a scene!
Numbers are our special friends,
Counting never, ever ends!
Actions: Point to fingers as numbers are called, clap for each number, make a circle for zero, point up for one, make two with fingers, etc. Move hands for “what a scene” and “never ends”.
Watch and Count
Key Words
- Number – A word or symbol that tells us how many.
- Count – To say numbers in order or find out how many objects there are.
- Zero – The number for nothing.
- One – The number after zero.
- Four – The number after three.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce numbers 0-16 orally using large flashcards, repeating each number clearly. Emphasise 0-5 for initial recognition and counting. For tracing 0-4, demonstrate each number’s formation slowly and repeatedly. Use simple, direct language.
What to show or demonstrate: Display flashcards for numbers 0-16. Demonstrate counting with real objects (bottle tops, pebbles) by physically touching each object as you count. For writing 0-4, demonstrate tracing in the air first, then in a sand tray (or on a large surface with paint/flour), and finally on paper with a thick crayon, guiding pupils’ hands if needed. Show how to form each number clearly, emphasizing starting points and direction.
How to use the rhyme/song: Sing “My Counting Friends” multiple times throughout the lesson, encouraging pupils to join in with actions. Focus on the first few lines (0-4) for younger pupils and gradually introduce the full rhyme. Use it as a transition or energy break.
How to use the video: Play the “Learn to Count from 1 to 20” video. Encourage pupils to watch and repeat the numbers they hear. Pause the video to count objects on the screen or to reiterate numbers within the 0-16 range. After watching, ask pupils to point to numbers 0-16 on flashcards as you call them out.
What to watch for: Observe if pupils are attempting to repeat numbers, pointing to the correct flashcards, and making attempts at tracing movements. Look for engagement during games and counting activities. Provide individual support for tracing.
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 warmly and leads a short “Good Morning” song. The teacher then asks pupils to show their fingers and count them from 1-5, recalling previous knowledge.
Pupils’ Activity: Pupils respond to greetings, sing along, and attempt to count their fingers from 1-5.
Learning Point: Pupils are engaged and recall simple counting.
Step 2: Introduction of Numbers 0-16 (Reading and Recognition)
Time: 5 minutes
Teaching Skill: Presentation/Visual Aid
Teacher’s Activity: The teacher introduces number flashcards from 0-16 one by one, saying each number clearly and asking pupils to repeat. The teacher focuses on clear pronunciation and visual recognition.
Pupils’ Activity: Pupils look at the flashcards, listen to the teacher, and repeat each number after the teacher.
Learning Point: Pupils are exposed to and begin to recognise numbers 0-16.
Step 3: Counting Objects 0-16
Time: 5 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: The teacher brings out a basket of counting objects (e.g., bottle tops). The teacher demonstrates counting small groups of objects (e.g., 3, 5, 7) by touching each one and saying the number. Then, the teacher guides pupils to count larger groups up to 16, emphasizing one-to-one correspondence where possible for smaller numbers.
Pupils’ Activity: Pupils watch the teacher count, then attempt to count along with the teacher, touching the objects as they count.
Learning Point: Pupils practise counting objects with guidance.
Step 4: Number Recognition Game
Time: 4 minutes
Teaching Skill: Game-based Learning
Teacher’s Activity: The teacher spreads number flashcards (0-16) on the floor. The teacher calls out a number (e.g., “Show me number 5!”), and pupils point to or pick up the correct flashcard. The teacher praises correct responses.
Pupils’ Activity: Pupils listen for the number and point to or pick up the corresponding flashcard.
Learning Point: Pupils reinforce number recognition through play.
Step 5: Tracing and Writing Numbers 0-4
Time: 5 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: The teacher demonstrates how to trace numbers 0, 1, 2, 3, and 4. First, in the air, then in a sand tray or on a large paper. The teacher guides pupils to trace the numbers using their fingers in the sand tray or with thick crayons on paper, providing hand-over-hand support as needed.
Pupils’ Activity: Pupils watch the teacher, trace numbers in the air, then trace in the sand tray or on paper with guidance.
Learning Point: Pupils develop pre-writing skills for numbers 0-4.
Step 6: Number Rhyme and Movement
Time: 3 minutes
Teaching Skill: Song/Movement
Teacher’s Activity: The teacher leads pupils in singing the “My Counting Friends” rhyme again, encouraging them to perform the actions. The teacher ensures all pupils are participating and having fun.
Pupils’ Activity: Pupils sing the rhyme and perform the actions, reinforcing number sequence and recognition.
Learning Point: Pupils enjoy learning numbers through song and movement.
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 3 on the flashcard.”
- “Count these 5 bottle tops for me.”
- “What number is this?” (Teacher shows number 7 flashcard).
- “Can you make the shape of number 1 in the air?”
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: Reinforcement
Teacher’s Activity: The teacher praises the pupils for their active participation and effort in learning numbers. The teacher reminds them that numbers are all around us and encourages them to keep counting.
Pupils’ Activity: Pupils listen to the teacher and respond with claps or cheers.
Learning Point: Pupils feel encouraged and motivated to continue learning numbers.
Lesson Keywords
- Number – A symbol that tells us how many things.
- Count – To say numbers in order.
- Zero – No quantity or amount.
- One – A single item.
- Trace – To draw over a line or shape.
Differentiation
- Support: For pupils struggling with recognition, use fewer number cards (e.g., 0-5) and provide more one-on-one guidance for counting and tracing. Use larger, tactile objects for counting. Provide hand-over-hand assistance for tracing in the sand tray.
- Extension: For pupils who quickly grasp the concepts, encourage them to count objects beyond 16 (e.g., up to 20) with guidance. Ask them to identify numbers in their environment (e.g., on a clock, on a book cover). Challenge them to trace numbers 0-4 more independently on paper.
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