Writing Numbers 1-10 for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 1
Age: 5 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Pre-writing patterns (e.g., straight lines, curves, slanting lines) and number recognition 1-10.
Topic: WRITING NUMBERS 1-10
Subject Matter: WRITING NUMBERS 1 TO 10. Weekly focus: Writing Numbers 1-10.

Specific Objectives

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

Cognitive Domain

• Identify numbers 1-10.
• Recall the correct formation of numbers 1-10.

Affective Domain

• Show interest in learning to write numbers.
• Develop patience while practising writing.

Psychomotor Domain

• Hold a pencil correctly using a tripod grip.
• Trace numbers 1-10.
• Copy numbers 1-10 independently.

Social Domain

• Share writing materials with classmates.
• Participate actively in guided practice.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4.
• Early Childhood Care and Education curriculum resources.

Instructional Materials

• Large number charts (1-10)
• Number flashcards (1-10)
• Pencils
• Writing books or sheets with dotted numbers 1-10 for tracing
• Plain writing sheets for copying
• Sand tray or sensory writing materials (e.g., flour, rice)
• Whiteboard and markers

Rationale for the Lesson

Learning to write numbers 1-10 is a fundamental skill for preschoolers, forming the basis for early numeracy and mathematical understanding. It helps children develop fine motor skills, hand-eye coordination, and prepares them for more complex writing tasks in primary school, connecting abstract numerical concepts to concrete written forms.

Prerequisite/Previous Knowledge

Pupils can recognise numbers 1-10, have practised pre-writing patterns, and can hold a pencil, though perhaps not yet with a perfect tripod grip.

Lesson Content/Board Summary

WRITING NUMBERS 1-10

To write numbers correctly, we need to:

1. Sit properly at our desks.
2. Hold our pencil with a tripod grip (thumb, index finger, middle finger).
3. Start writing from the top or the correct starting point for each number.

Correct Pencil Grip (Tripod Grip)

Hold the pencil between your thumb and index finger, resting it on your middle finger. Your ring and pinky fingers should be tucked in.

Number Formation Guide

• Number 1: Start at the top, draw a straight line down.
• Number 2: Start at the top, make a curve, then a slanting line down to the right, 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 4: Start at the top, draw a slanting line down, then a short line across the middle. Lift your pencil, then draw a straight line down from the top.
• Number 5: Start at the top, draw a short line across, then a short line down, then a curve to the left.
• Number 6: Start at the top, make a curve down and around, then close it with a small circle at the bottom.
• Number 7: Start at the top, draw a straight line across, then a slanting line down to the left.
• Number 8: Start at the top, make an ‘S’ shape, then curve back up to meet the starting point. (Or two circles, one on top of the other).
• Number 9: Start at the top, make a circle, then draw a straight line down from the circle.
• Number 10: Write ‘1’ first (straight line down), then write ‘0’ next to it (big oval shape).

What the Teacher Should Show or Draw

The teacher will display number charts 1-10. The teacher will demonstrate the tripod grip using a pencil. The teacher will draw each number 1-10 on the board, showing the starting point and direction with arrows.

Numbers Writing Rhyme

Tune: “Twinkle, Twinkle Little Star”

Numbers, numbers, 1 to 10,
Let us learn to write them then.
Hold your pencil, nice and tight,
Make each number, oh so right.
From the top and down we go,
Watch our numbers neatly grow!

Actions: Pupils pretend to hold a pencil and make writing motions in the air as they sing.

How to use the rhyme: Sing the rhyme before starting the writing activity to prepare pupils and remind them about pencil grip and neatness.

Watch and Practise

Watch this video to see how to form numbers 1-10 correctly.

Key Words

• Number – A symbol used for counting.
• Write – To form letters or numbers with a pen or pencil.
• Grip – The way you hold something, like a pencil.
• Trace – To follow a dotted line or outline.
• Copy – To write something exactly as you see it.

Teaching Methods/Instructional Techniques

Demonstration, Guided Practice, Repetition, Songs and Rhymes, Practical Activity, Play-based Learning, Question and Answer.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging learners, building rapport

Teacher’s Activity: The teacher greets the pupils and leads them in a familiar counting song (e.g., “One, Two, Buckle My Shoe”). The teacher then introduces the topic: “Today, we will learn to write numbers 1 to 10.”

Pupils’ Activity: Pupils respond to greetings and sing along with the counting song. They listen attentively to the topic introduction.

Learning Point: Pupils are engaged and aware of the lesson’s focus.

Step 2: Presentation of Pencil Grip and Numbers 1-10

Time: 5 minutes

Teaching Skill: Explanation, demonstration

Teacher’s Activity: The teacher displays number charts 1-10 and reviews number recognition. The teacher then demonstrates the correct tripod pencil grip, explaining how to hold the pencil with the thumb, index finger, and middle finger. The teacher asks pupils to show their grip.

Pupils’ Activity: Pupils identify numbers on the chart. They try to hold their pencils (or fingers) in the tripod grip as demonstrated by the teacher.

Learning Point: Pupils recognise numbers and understand the importance of correct pencil grip.

Step 3: Teacher Demonstration of Writing Numbers 1-5

Time: 5 minutes

Teaching Skill: Modelling, clear instruction

Teacher’s Activity: The teacher demonstrates writing numbers 1-5 on the whiteboard, one by one, clearly showing the starting point and direction for each number. The teacher encourages pupils to “air-trace” along with her.

Pupils’ Activity: Pupils watch carefully and “air-trace” numbers 1-5 with their fingers as the teacher demonstrates.

Learning Point: Pupils observe the correct formation and direction for writing numbers 1-5.

Step 4: Guided Practice for Numbers 1-5

Time: 5 minutes

Teaching Skill: Facilitation, individual support

Teacher’s Activity: The teacher distributes writing sheets with dotted numbers 1-5 or provides sand trays. The teacher guides pupils to trace numbers 1-5, moving around to provide individual assistance and correct pencil grip where needed. The teacher leads the “Numbers Writing Rhyme.”

Pupils’ Activity: Pupils trace numbers 1-5 in their books/sand trays, focusing on the correct grip and formation. They sing the rhyme.

Learning Point: Pupils practise writing numbers 1-5 with guidance and reinforce learning through song.

Step 5: Teacher Demonstration of Writing Numbers 6-10

Time: 4 minutes

Teaching Skill: Modelling, clear instruction

Teacher’s Activity: The teacher demonstrates writing numbers 6-10 on the whiteboard, again showing the starting point and direction for each number. The teacher encourages pupils to “air-trace” along.

Pupils’ Activity: Pupils watch carefully and “air-trace” numbers 6-10 with their fingers as the teacher demonstrates.

Learning Point: Pupils observe the correct formation and direction for writing numbers 6-10.

Step 6: Guided Practice for Numbers 6-10

Time: 4 minutes

Teaching Skill: Facilitation, individual support

Teacher’s Activity: The teacher guides pupils to trace numbers 6-10 in their books/sand trays, continuing to provide individual assistance and encouragement. The teacher encourages pupils to copy numbers 1-10 on a separate line if they finish tracing.

Pupils’ Activity: Pupils trace numbers 6-10 and begin to copy them independently, applying the correct grip and formation.

Learning Point: Pupils practise writing numbers 6-10 and start developing independent copying skills.

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, as stated in the assessment. The teacher asks:

1. “Show me how you hold your pencil.”
2. “Can you point to number 3 on the chart?”
3. “Trace number 5 in your book/on the sand tray.”
4. “Can you copy number 7 on your sheet?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate, showing their pencil grip, pointing to numbers, tracing, and copying.

Learning Point: Pupils demonstrate understanding of the lesson by identifying, tracing, and copying numbers 1-10 and showing correct pencil grip.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarising, positive reinforcement

Teacher’s Activity: The teacher praises the pupils for their effort and participation. The teacher reminds them to keep practising writing their numbers at home. The teacher leads them in singing the “Numbers Writing Rhyme” one last time.

Pupils’ Activity: Pupils respond to praise, listen to the reminder, and sing the rhyme.

Learning Point: Pupils feel encouraged and are motivated to continue practising.

Lesson Keywords

• Number – A symbol we use for counting, like 1, 2, 3.
• Write – To make numbers or letters using a pencil or pen.
• Grip – The way you hold your pencil.
• Trace – To draw over dotted lines of a number.
• Copy – To write a number by looking at another one.

Differentiation

• Support: For pupils struggling with grip or formation, the teacher can use hand-over-hand guidance, provide larger numbers for tracing, or focus on fewer numbers at a time (e.g., 1-3). Using sensory materials like sand trays can also provide tactile feedback.
• Extension: For pupils who quickly master writing numbers 1-10, the teacher can encourage them to write the numbers in sequence without tracing, identify missing numbers in a sequence, or write numbers in a different colour.

Note for teachers using this lesson plan

Before the lesson, ensure you have all instructional materials ready, especially pencils and writing sheets. Pay close attention to each pupil’s pencil grip; consistent correction and positive reinforcement are key for developing the correct tripod grip. Emphasize starting points and stroke direction for each number to prevent incorrect habits. Allow for plenty of practice time, as fine motor skills develop at different paces. Make the activity fun and engaging, using the rhyme frequently. Observe pupils during the “look and copy” activity to gauge their understanding and identify those who need extra support or those who are ready for more independent work. Remember that neatness and correct formation are more important than speed at this stage.