Writing Numbers 1-20 for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 2
Age: 5 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Pre-writing patterns and number recognition 1-10
Topic: Writing Numbers 1-20
Subject Matter: Writing Numbers 1 to 20. Weekly focus: Writing Numbers 1-20.

Specific Objectives

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

Cognitive Domain

• Recognise and identify numbers 1-20.

Affective Domain

• Show patience and concentration while practising writing numbers.
• Appreciate the importance of neat handwriting.

Psychomotor Domain

• Hold a pencil correctly using tripod fingers.
• Trace numbers 1-20 accurately.
• Copy numbers 1-20 from a model.
• Write numbers 1-20 from memory.

Social Domain

• Share writing materials politely with classmates.

Reference Materials

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

Instructional Materials

• Number charts 1-20
• Number flashcards 1-20
• Pencils and crayons
• Writing books or plain paper
• Whiteboards or slates
• Markers or chalk
• Sand tray or salt tray for sensory writing

Rationale for the Lesson

This lesson is essential for 5-year-olds as it builds foundational numeracy skills and refines fine motor control necessary for writing. Learning to write numbers 1-20 helps pupils develop hand-eye coordination, concentration, and prepares them for more complex mathematical concepts and writing tasks in primary school.

Prerequisite/Previous Knowledge

Pupils can recognise numbers 1-10 and have practised basic pre-writing patterns such as lines and curves.

Lesson Content/Board Summary

Writing Numbers 1-20

Writing numbers correctly helps us count and understand quantities. We need to hold our pencil properly and form each number carefully.

Correct Pencil Grip (Tripod Fingers)

• Hold the pencil with your thumb, index finger, and middle finger.
• The pencil should rest on the middle finger, held by the thumb and index finger.
• This grip helps you control the pencil better for neat writing.

Number Formation Guidance

Each number has a special way to be written. We start at the top and move down or around.

• Numbers 1-5: Practise each number individually, focusing on starting points and direction.
• Numbers 6-10: Continue with correct formation, paying attention to curves and loops.
• Numbers 11-15: Understand that these numbers combine ‘1’ with other single digits.
• Numbers 16-20: Continue the pattern of combining ‘1’ or ‘2’ with other digits.

What the Teacher Should Show or Draw

The teacher will demonstrate writing each number from 1 to 20 clearly on the board, using arrows to show the direction of strokes.

• 1: Straight line down.
• 2: Curve, then slant down and across.
• 3: Two small curves.
• 4: Slant down, across, then straight line down.
• 5: Down, curve, then across.
• …and so on for all numbers up to 20.

Number Writing Rhyme

Tune: “Twinkle, Twinkle Little Star”

Pencil in my fingers three,
Writing numbers, watch and see.
One and two and three so neat,
Making numbers, oh what a treat!
Four and five and six so grand,
Writing numbers with my hand.

Actions: Pupils hold up three fingers, pretend to write in the air, count fingers as numbers are called.

How to use the rhyme: Sing this rhyme before starting writing practice to remind pupils of the correct pencil grip and to make writing fun.

Watch and Practise

Let’s watch a short video to see how to form numbers correctly and then we will practise together.

Key Words

• Number – A word or symbol that shows a count or quantity.
• Write – To make letters or numbers on a surface.
• Grip – The way you hold something, like a pencil.
• Trace – To draw over a line or shape.
• Copy – To make something exactly like another.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Greeting/Review

Teacher’s Activity: The teacher greets the pupils warmly, leads a quick “One, Two, Buckle My Shoe” counting song, and asks pupils to identify numbers 1-10 from flashcards to review previous knowledge.

Pupils’ Activity: Pupils respond to greetings, sing along, and identify numbers shown by the teacher.

Learning Point: Pupils recall and recognise numbers 1-10.

Step 2: Introduction to Pencil Grip

Time: 4 minutes

Teaching Skill: Demonstration/Instruction

Teacher’s Activity: The teacher explains and demonstrates the correct tripod pencil grip using a pencil. “See how I hold my pencil with these three fingers? Thumb, pointer, and middle finger.” The teacher guides pupils to hold their pencils correctly.

Pupils’ Activity: Pupils observe the teacher’s demonstration and practise holding their pencils using tripod fingers.

Learning Point: Pupils learn and practise the correct pencil grip for writing.

Step 3: Number Formation 1-5

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates writing numbers 1, 2, 3, 4, and 5 on the board, explaining the starting point and direction for each. Pupils then trace these numbers in the air, on a sand tray, and then in their writing books or slates with guidance.

Pupils’ Activity: Pupils observe, air trace, and then trace/copy numbers 1-5 in their books/slates with teacher guidance.

Learning Point: Pupils practise forming numbers 1-5 correctly.

Step 4: Number Formation 6-10

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates writing numbers 6, 7, 8, 9, and 10 on the board, reinforcing correct formation. The teacher encourages pupils to sing the “Number Writing Rhyme” before they begin writing. Pupils then trace and copy these numbers.

Pupils’ Activity: Pupils observe, sing the rhyme, and then trace/copy numbers 6-10 in their books/slates.

Learning Point: Pupils practise forming numbers 6-10 correctly.

Step 5: Number Formation 11-15

Time: 4 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates writing numbers 11, 12, 13, 14, and 15, highlighting how they combine previous numbers. Pupils are guided to trace and copy these numbers in their books.

Pupils’ Activity: Pupils observe and then trace/copy numbers 11-15 in their books/slates.

Learning Point: Pupils practise forming numbers 11-15 correctly.

Step 6: Number Formation 16-20

Time: 4 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates writing numbers 16, 17, 18, 19, and 20. The teacher encourages pupils to try writing some of these numbers from memory after copying a few times.

Pupils’ Activity: Pupils observe, copy, and attempt to write numbers 16-20 from memory in their books/slates.

Learning Point: Pupils practise forming and writing numbers 16-20, moving towards writing from memory.

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.

1. “Show me how you hold your pencil.”
2. “Write the number 7 on your slate.”
3. “Write the number 12 in your book.”
4. “Can you write the number 20?”

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: Recap/Encouragement

Teacher’s Activity: The teacher praises pupils for their effort and neatness. The teacher reminds them to keep practising writing numbers at home. “Great job writing your numbers today! Keep practising to make them even better!”

Pupils’ Activity: Pupils listen and tidy up their materials.

Learning Point: Pupils are encouraged to continue practising writing numbers.

Lesson Keywords

• Number – A symbol or word used for counting.
• Write – To form letters or numbers with a pen or pencil.
• Grip – The way you hold something, especially a pencil.
• Trace – To draw over an existing line or shape.
• Copy – To make an exact duplicate of something.
• Form – The shape or way something is made.

Differentiation

• Support: For pupils struggling with pencil grip, provide larger pencils or triangular grips. Offer hand-over-hand guidance for tracing. Focus on numbers 1-10 first, using a sand tray for sensory practice. Provide dotted lines for tracing instead of freehand copying.
• Extension: For pupils who quickly master writing 1-20, encourage them to write numbers beyond 20, write numbers in sequence (e.g., 1, 2, 3…), or identify missing numbers in a sequence. They can also try writing number words for 1-5.

Note for teachers using this lesson plan

Before the lesson, ensure you have all instructional materials ready, especially pencils, paper, and number charts. Emphasise the correct tripod pencil grip from the very beginning, as it is crucial for developing good handwriting habits. Be patient and provide individual attention, especially during the guided practice steps. Break down the numbers into smaller sets (e.g., 1-5, 6-10) to avoid overwhelming the pupils. Use the sand tray or salt tray for tactile learners to practise number formation. Observe pupils’ posture and paper position as well. Praise effort and neatness to build confidence. The goal is not perfection immediately, but correct formation and consistent practice. Observable understanding will be seen in their ability to hold the pencil correctly, trace numbers accurately, and attempt to write numbers independently.