Note for teachers using this lesson plan
Before the lesson, prepare number flashcards (0-10), a collection of single objects, and various circular items. Also, set up a sand tray or provide finger paint for tracing. The central idea is for pupils to visually recognise and orally identify number 1, count one object, and recognise a circle. Successful learning will be observed when pupils can point to number 1, count one item, and identify circular shapes.
Class: Pre-School Level 1
Term: Second Term
Week: 3
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Basic recognition of some numbers and shapes.
Topic: NUMBERS: 0 – 10
Subject Matter: NUMBERS: 0 – 10; Reading Numbers: 0 – 10; Counting objects: 1 – 10; Recognition of Numbers: 0 – 10; Tracing and writing Number – 1; Shape Recognition: Circle. Weekly focus: Numbers 0-10: Writing Number 1 and Recognising a Circle.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and recognise numbers 0 – 10 when shown.
- Count one object accurately.
- Identify circular shapes from a group of objects.
Affective Domain
- Show interest in learning about numbers and shapes.
- Participate actively in number and shape recognition activities.
Psychomotor Domain
- Trace the number 1 in the air, sand, or on paper.
- Trace a circle in the air, sand, or on paper.
Social Domain
- Take turns when pointing to numbers or objects.
- Share learning materials like crayons or sand.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education Numeracy resources
Instructional Materials
- Charts of numbers 0-10
- Flash cards for numbers 0-10
- Bottle tops (for counting)
- Real objects (e.g., one ball, one book, one crayon)
- Circular objects (e.g., plate, clock, bangle, tyre)
- Sand tray or finger paint
- Paper and crayons
- MP4 Player (for video/audio)
Rationale for the Lesson
This lesson introduces fundamental numeracy skills by focusing on number 1 and the circle shape. At age 2, recognising basic numbers and shapes helps children understand their environment, develop early mathematical thinking, and prepare for more complex learning. These skills are essential for counting, categorising, and interacting with the world around them.
Prerequisite/Previous Knowledge
Pupils may have heard numbers being counted or seen some basic shapes in their home environment or previous lessons.
Lesson Content/Board Summary
NUMBERS: 0 – 10; Writing Number 1 and Recognising a Circle
Numbers 0 – 10
We see numbers everywhere. Numbers help us to count things.
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Focus on Number 1
This is the number One.
We write number 1 like a straight stick going down.
When we count one, it means a single thing.
- Show one finger.
- Show one bottle top.
- Show one book.
Watch and Learn Number 1
Recognising a Circle
A circle is a round shape. It has no corners or straight sides.
Things that are circles:
- A plate
- A ball
- A clock
- A car tyre
- A bangle
Circle Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Round and round, a circle goes,
No straight lines, as everyone knows.
Like a ball, or a yummy treat,
Circles are fun, oh so neat!
Actions: Make a big circle with arms, then a small circle with fingers, pretend to roll a ball, rub tummy for yummy treat.
Key Words
- Number – A word or symbol used for counting.
- One – The first number after zero; a single item.
- Circle – A round shape with no corners.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Use the number charts and flashcards to introduce numbers 0-10, pointing and saying each number clearly. Spend extra time on number 1. Emphasise “one” by showing a single object and asking pupils to show “one” finger. For the circle, show various real circular objects and draw a large circle on the board, tracing its shape with your finger.
What to show or demonstrate: Show flashcards of numbers 0-10. Hold up one object and say “one”. Show different circular objects (plate, ball, clock). Demonstrate tracing the number 1 in the air (top to bottom) and then in a sand tray or with finger paint. Demonstrate tracing a circle in the air (round and round) and in the sand tray.
How to use the rhyme/song: Introduce the “Circle Rhyme” after showing circular objects. Sing it twice or thrice, encouraging pupils to join in with the actions. The actions help reinforce the concept of a circle.
How to use the video: Play the “Number 1 Song” video from the MP4 player. Encourage pupils to watch and sing along, especially when number 1 is shown. After watching, ask pupils to show one finger or point to number 1 on a flashcard, as seen in the video.
What to watch for: Observe if pupils can distinguish number 1 from other numbers. Check if they can identify circular objects and attempt to trace the shapes. Provide hand-over-hand guidance for tracing if needed.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Manipulation of Objects
- Repetition
- Question and Answer
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Motivation
Teacher’s Activity: The teacher greets the pupils and leads them in a simple counting song (e.g., “One, two, buckle my shoe”).
Pupils’ Activity: Pupils respond to greetings and sing along with actions.
Learning Point: Pupils are engaged and ready to learn.
Step 2: Reading and Recognising Numbers 0 – 10
Time: 5 minutes
Teaching Skill: Visual Recognition/Oral Repetition
Teacher’s Activity: The teacher displays number flashcards 0-10, pointing to each number and saying it aloud. The teacher encourages pupils to repeat after her.
Pupils’ Activity: Pupils look at the flashcards and repeat the numbers after the teacher.
Learning Point: Pupils begin to recognise and say numbers 0-10.
Step 3: Focus on Number 1 and Counting One Object
Time: 5 minutes
Teaching Skill: Demonstration/Association
Teacher’s Activity: The teacher specifically shows the number 1 flashcard. She holds up one real object (e.g., one ball) and says “one ball”. She asks pupils to show one finger.
Pupils’ Activity: Pupils identify number 1, point to one object, and show one finger.
Learning Point: Pupils associate the numeral ‘1’ with the quantity ‘one’.
Step 4: Tracing and Writing Number 1
Time: 5 minutes
Teaching Skill: Guided Practice/Motor Skill Development
Teacher’s Activity: The teacher demonstrates how to trace number 1 in the air, then in a sand tray or with finger paint. She guides pupils to do the same, providing hand-over-hand assistance if needed.
Pupils’ Activity: Pupils trace the number 1 in the air, in the sand tray, or with finger paint.
Learning Point: Pupils develop fine motor skills and learn the formation of number 1.
Step 5: Introducing and Recognising a Circle
Time: 4 minutes
Teaching Skill: Observation/Identification
Teacher’s Activity: The teacher shows various circular objects (plate, clock, bangle) and says “This is a circle. It is round.” She draws a large circle on the board.
Pupils’ Activity: Pupils observe the circular objects and the drawing, repeating “circle” after the teacher.
Learning Point: Pupils learn to identify and name the circle shape.
Step 6: Tracing a Circle
Time: 4 minutes
Teaching Skill: Guided Practice/Motor Skill Development
Teacher’s Activity: The teacher demonstrates tracing a circle in the air (round and round), then in the sand tray or with finger paint. She guides pupils to trace circles.
Pupils’ Activity: Pupils trace circles in the air, in the sand tray, or with finger paint.
Learning Point: Pupils practise forming the circle shape.
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.
- “Point to number 1 on the chart.”
- “Show me one bottle top.”
- “Which of these objects is a circle?” (Teacher shows a square, triangle, and circle)
- “Trace a circle 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/Praise
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them that they learned about number 1 and the circle today. She leads them in singing the “Circle Rhyme” one last time.
Pupils’ Activity: Pupils respond to praise and sing the rhyme.
Learning Point: Pupils feel a sense of accomplishment and reinforce learning.
Lesson Keywords
- Number – A symbol we use for counting.
- One – How many fingers do you have on one hand? One!
- Circle – A round shape, like a ball.
Differentiation
- Support: For pupils who struggle, the teacher will provide more one-on-one attention, use larger number cards, and offer hand-over-hand guidance for tracing number 1 and circles. More repetition of numbers and shapes will be provided.
- Extension: For pupils who grasp the concepts quickly, the teacher can ask them to find more circular objects in the classroom or count groups of one object in different locations. They can also try to draw number 1 or a circle on paper with a crayon.
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