Writing Numbers 1-5 from Copy and Memory for Pre-School Level 3

Class: Pre-School Level 3
Term: Second Term
Week: 4
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Identifying and counting numbers 1-5
Topic: WRITING NUMBERS 1-5 FROM COPY AND MEMORY
Subject Matter: TRACING AND WRITING NUMBER: 1 – 5.

Specific Objectives

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

Cognitive Domain

• Identify numbers 1-5 when shown.
• Say the names of numbers 1-5 correctly.
• Recognise the correct formation of numbers 1-5.

Affective Domain

• Show interest in learning to write numbers.
• Participate actively in tracing and writing activities.

Psychomotor Domain

• Trace numbers 1-5 correctly using their fingers and pencils.
• Copy numbers 1-5 from a model.
• Attempt to write numbers 1-5 from memory.

Social Domain

• Share instructional materials appropriately with classmates.
• Take turns during practical activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3.
• Early Childhood Care and Education resources.
• Age-appropriate early-years handwriting workbook.

Instructional Materials

• Large number flashcards (1-5)
• Handwriting workbooks or tracing sheets with numbers 1-5
• Pencils and crayons
• Whiteboard/chalkboard and markers/chalk
• Sand tray or tray with salt/flour for finger tracing
• Picture cards showing quantities 1-5

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it builds foundational pre-writing and numeracy skills. Learning to write numbers 1-5 helps children develop fine motor control, hand-eye coordination, and number recognition, which are essential for future mathematical understanding and everyday tasks like writing their age or counting objects.

Prerequisite/Previous Knowledge

Pupils can already recognise and count numbers 1-5 orally. They have also practised some basic pre-writing patterns like straight lines and curves.

Lesson Content/Board Summary

WRITING NUMBERS 1-5 FROM COPY AND MEMORY

Today, we are learning to write numbers 1, 2, 3, 4, and 5.

Number 1

Start at the top, draw a straight line down. That’s number 1!

1

Number 2

Go around and slide to the right. That’s number 2!

2

Number 3

Around a tree, around a tree. That’s number 3!

3

Number 4

Down and across, then down once more. That’s number 4!

4

Number 5

Down, around, and a hat on top. That’s number 5!

5

We will learn to:

1. Trace numbers 1-5: Follow the dotted lines.
2. Copy numbers 1-5: Look at the number and write it next to it.
3. Write numbers 1-5 from memory: Try to write the numbers without looking at a copy.

Key Words

• Number – A word or symbol that tells you how many.
• Trace – To draw over lines or shapes that are already there.
• Copy – To look at something and write it exactly the same way.
• Write – To make letters or numbers on paper.

Number Writing Rhyme

Tune: “Twinkle, Twinkle Little Star”

One, two, three, four, five,
Let’s make numbers come alive.
Trace them neatly, round and straight,
Writing numbers, isn’t that great?
One, two, three, four, five,
See our numbers come alive!

Actions:

• Point up for “one”, make a curve for “two”, make two curves for “three”, make a square shape for “four”, make a ‘C’ shape with a line on top for “five”.
• Pretend to trace numbers in the air.
• Clap hands for “great” and “alive”.

Watch and Practise

https://www.youtube.com/watch?v=kS1zP_F_L0E

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk
• Question and Answer
• Manipulation of Objects (sand tray)
• Repetition
• Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Greeting/Recap

Teacher’s Activity: Greets pupils warmly. Asks pupils to count from 1 to 5 orally. Shows number flashcards 1-5 and asks pupils to identify them. Introduces the day’s topic: “Today, we are going to learn how to write numbers 1 to 5!”

Pupils’ Activity: Respond to greetings. Count from 1 to 5. Identify numbers on flashcards. Listen attentively to the teacher.

Learning Point: Pupils are engaged and reminded of numbers 1-5.

Step 2: Oral Recognition and Air Tracing

Time: 4 minutes

Teaching Skill: Visual-Motor Integration

Teacher’s Activity: Holds up each number flashcard (1-5) one by one. Says the number and demonstrates how to “draw” it in the air with a large finger movement. Guides pupils to do the same.

Pupils’ Activity: Say the number with the teacher. Trace the number in the air with their fingers, following the teacher’s movement.

Learning Point: Pupils practice number recognition and develop a sense of number formation through large motor movements.

Step 3: Tracing Demonstration (Sand/Board)

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: Demonstrates tracing each number (1-5) in a sand tray or on the whiteboard, explaining each stroke clearly (e.g., “for number 1, straight line down”). Emphasises starting points and direction. Plays the “Watch and Practise” video to show number formation.

Pupils’ Activity: Observe the teacher tracing in the sand/on the board. Watch the video attentively, trying to follow the movements with their eyes.

Learning Point: Pupils visually learn the correct formation and stroke order for numbers 1-5.

Step 4: Guided Tracing Practice

Time: 6 minutes

Teaching Skill: Guided Practice/Support

Teacher’s Activity: Distributes tracing sheets or opens workbooks to the tracing section for numbers 1-5. Guides pupils to trace the numbers using their fingers first, then with pencils. Walks around to provide individual support and correct pencil grip/formation.

Pupils’ Activity: Trace numbers 1-5 with their fingers on the sheets. Then, use pencils to trace the numbers carefully, following the dotted lines.

Learning Point: Pupils develop fine motor skills and practice correct number formation through tracing.

Step 5: Copying Numbers

Time: 4 minutes

Teaching Skill: Application/Observation

Teacher’s Activity: Demonstrates how to copy a number by looking at the traced example and writing it in the next empty space. Guides pupils to copy numbers 1-5 in their workbooks or on their sheets.

Pupils’ Activity: Look at the traced numbers and attempt to copy them in the provided spaces, trying to make them look like the examples.

Learning Point: Pupils apply their knowledge of number formation to copy numbers independently.

Step 6: Writing from Memory & Rhyme Reinforcement

Time: 4 minutes

Teaching Skill: Independent Practice/Reinforcement

Teacher’s Activity: Encourages pupils to try writing numbers 1-5 from memory in a designated space in their workbook or on a blank sheet. Sings the “Number Writing Rhyme” with actions to reinforce learning.

Pupils’ Activity: Attempt to write numbers 1-5 without looking at a copy. Sing the rhyme and perform the actions with the teacher.

Learning Point: Pupils demonstrate their ability to recall and form numbers 1-5 from memory, reinforced by the rhyme.

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.

1. “Show me number 3 on your sheet.”
2. “Trace number 5 for me in the air.”
3. “Can you tell me what number this is?” (Teacher points to a number on the board).
4. “Try to write number 1 and number 4 in your book without looking.”

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: Summarising

Teacher’s Activity: Praises pupils for their effort and good work. Reminds them to continue practicing writing numbers 1-5 at home. Collects workbooks.

Pupils’ Activity: Respond to praise. Pack up their materials. Say goodbye to the teacher.

Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue practicing.

Lesson Keywords

• Number – A symbol used to count things.
• Trace – To draw over a faint line or outline.
• Copy – To write something exactly as it is shown.
• Write – To form letters or numbers with a pen or pencil.
• Memory – Being able to remember something without looking.

Differentiation

• Support: For pupils struggling with fine motor skills, provide larger tracing templates or use hand-over-hand guidance. Allow more practice with finger tracing in sand or on textured paper. Focus on one number at a time before moving to the next.
• Extension: For pupils who quickly master writing 1-5, encourage them to write the numbers in a sequence or match written numbers to quantities of objects (e.g., draw 3 balls next to the number 3). They could also try to write their age or the number of people in their family.