Nursery 1 First Term Lesson Plan: Week 1 – Numbers (1–5)
Subject: Mathematics
Class: Nursery 1
Term: First Term
Week: 1
Topic: Introduction to Numbers 1–5
Duration: 40 minutes
Age Group: 4-5 years
Date: [Insert Date]
Behavioral Objectives
By the end of this lesson, pupils should be able to:
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Recognize and name the numbers 1–5.
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Count objects from 1 to 5.
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Match numbers with corresponding objects (1–5).
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Demonstrate basic number concepts through playful activities.
Key Vocabulary
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One
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Two
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Three
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Four
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Five
Set Induction
As I walk into the classroom, I can already hear the excited chatter of the kids. One little boy, Bayo, is holding up his fingers in front of me, saying, “Teacher, I have two fingers!” I smile and respond, “Wow, Bayo! How many fingers do I have?” I raise my hands. “One, two, three, four, five!” All the kids giggle, raising their own hands too.
This is how I always like to start. It’s a simple, fun introduction to numbers, but it gets the kids talking and connecting with the lesson. Plus, it’s a great icebreaker! As we explore numbers today, I’ll make sure to keep it light, fun, and interactive. I ask the children: “Can you show me your fingers?” This leads straight into our topic of the day—numbers 1 through 5!
Entry Behavior
Before diving into the new content, I ask a few simple questions to connect to their prior knowledge:
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“How many of you have seen five apples on the table?”
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“How many steps does it take to walk from the door to your seat?”
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“If I give you one pencil, how many do you have?”
These questions help me gauge their understanding and get them ready for the lesson. The excitement is palpable!
Learning Resources & Materials
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Number flashcards (1–5)
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Small objects (like toy cars, blocks, and fruit)
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Large chart paper for counting activities
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A number song (to sing along while we count)
Building Background Knowledge
In today’s lesson, I’ll connect numbers to real-life objects. For instance, I ask:
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“If we go outside, how many trees are around us?”
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“How many shoes do you have on your feet?”
This helps them understand that numbers are not just things we learn in books—they’re everywhere!
Embedded Core Skills
While counting, I’m not only teaching numbers, but also encouraging:
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Critical thinking: I ask questions like, “If we have one ball and I give you another, how many balls do we have?”
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Communication: The children will express their thoughts verbally, sharing how they count objects or relate numbers to their world.
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Social skills: Working in pairs, the children will count objects together, learning the importance of teamwork.
Main Content
I begin by showing the number flashcards, one at a time. Each time I show a number, I say, “This is one,” while pointing to the flashcard. Then, I’ll hold up one toy car and say, “This is one car. Can you count one car with me?” I encourage the children to repeat, “One!” with me.
Next, we move on to number two. I hold up two blocks and say, “This is two.” I let the children count the blocks with me. “One, two!” I ask a student to come up and hold two objects, counting them aloud, too. It’s essential that the children feel involved at every step. We keep going until we reach five, with each number accompanied by physical objects for them to count.
Classroom Story
During this lesson, I remember last year when a little girl, Nkechi, had a hilarious response. When I asked her how many toys she had at home, she said, “I have two toys, but one is hiding!” She pointed to a corner of the room, “It’s under my bed!” This little interaction reminds me of how, even at this young age, children love to bring their imagination into everything, even counting.
Activity 1: Counting with Objects
I divide the children into small groups, handing each group a set of toy blocks or fruits. They work together to count objects, first by themselves and then with a friend. I walk around, helping them count aloud and checking their progress. It’s fun to see them excited to show me their sets of five blocks!
Activity 2: Number Song and Movement
We stand up and sing a song together, “Five Little Ducks,” counting down from 5. Every time we say a number, we do a little dance. I encourage them to act out the ducks jumping into the pond or dancing as they sing the numbers. The children are always laughing, and the whole room is filled with energy.
Teacher’s Activities
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Show flashcards of numbers 1–5 and associate them with objects.
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Walk around and monitor the group activities, providing encouragement.
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Lead the children in the number song and dance.
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Ask open-ended questions to help children think about the numbers they’ve just learned, such as, “How many fingers do you see here?”
Learners’ Activities
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Count toys, blocks, or fruits in small groups.
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Sing the number song and engage in movement activities.
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Answer questions like, “How many shoes do you have?” or “Can you show me one pencil?”
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Practice saying the numbers out loud as they work in pairs.
Assessment
I assess the students through observation during the group activity. Are they counting correctly? Are they engaging in the activities? I’ll also ask them to show me a certain number of objects, like, “Can you show me three toys?”
Later, I’ll ask them to draw five shapes or use stickers to represent the numbers.
Conclusion
To wrap up, we sit in a circle and review the numbers. I ask the students, “What number comes after four?” They giggle and say, “Five!” I smile and say, “Great job! You’re all number experts now!” We finish the lesson with a fun, interactive counting song.
Teacher’s Reflection:
As the bell rings and the children head out, I can’t help but think of how much they’ve learned in just one lesson. It’s always such a joy to see their faces light up when they recognize the numbers in the real world. “Look, Teacher! I see two cars!” one of them will say. I know they’re ready for next week’s lesson, where we’ll dive deeper into numbers and more exciting counting games.