Nursery 1 First Term Lesson Plan: Week 2 – Numbers (1–5)
Subject: Mathematics
Class: Nursery 1
Term: First Term
Week: 2
Topic: Counting from 1 to 5 (Practice & Reinforcement)
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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Count objects from 1 to 5 confidently.
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Recognize and name the numbers 1–5 in different forms (written and oral).
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Match objects with the correct number.
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Engage in a fun counting activity with peers to strengthen their understanding.
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
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Count
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Number
Set Induction
I walk into the classroom, and little Tommy excitedly shouts, “Teacher, I can count all the way to five!” This gets everyone laughing, and I ask, “Oh really, Tommy? Can you count all the way to five for us?” He starts counting, but when he gets to four, he stops, looking confused. “Wait, what comes after four again?” he asks. I smile and say, “Well, Tommy, what comes after four is five, of course!”
We all laugh, and I say, “Let’s make today a special day where we will all learn how to count all the way up to five!” This humorous little moment is the perfect way to get the class laughing and ready to focus on counting.
Entry Behavior
I ask the class, “How many of you have five fingers on each hand?” and I raise my hands to show them. All the children eagerly raise their hands too. “Now, if I have five fingers on one hand, how many fingers do I have in total?” They giggle, guessing answers. “Ten!” one child exclaims. I nod and say, “Yes, that’s right! Today, we’re going to work with numbers 1 to 5 and make sure we count perfectly.”
Learning Resources & Materials
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Number flashcards (1–5)
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Counting objects (blocks, fruits, toy cars)
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Large chart paper for counting activities
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A number counting song (with movements)
Building Background Knowledge
Last week, we worked with numbers 1 to 5 using our fingers and blocks. Now, I’ll connect the numbers to other things the children are familiar with, like their shoes, toys, and even animals. I ask, “How many legs does a dog have?” They all excitedly shout, “Four!” I ask, “If a dog has four legs, how many legs would two dogs have?” They count aloud, and it’s clear they are getting more comfortable with numbers.
Embedded Core Skills
Throughout this lesson, I’ll reinforce:
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Critical thinking: Encouraging the children to think through how many objects they have and solve simple counting problems.
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Social skills: I will ask them to pair up and count together, so they learn to cooperate and communicate.
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Fine motor skills: As they place objects in front of them to count, they practice hand-eye coordination.
Main Content
I begin the lesson by showing the number flashcards (1–5), one at a time. Each time I show a number, I ask the class, “What number is this?” and then they say the number aloud. After showing each flashcard, I match it with a corresponding object. For example, I show the number “one” and hold up one apple. Then, I ask them, “Can you find one apple in the room?” The children run around excitedly, picking up one apple from a basket.
Next, we repeat the process for numbers two through five, using different objects each time. I hold up two blocks and ask, “How many blocks do we have here?” They say, “Two!” We count them aloud, and then they take turns holding up two blocks themselves. Each child has a chance to count and match numbers with objects.
Classroom Story
One of my favorite memories from last year was when little Sarah said, “Teacher, I have five fingers, but my little brother has three!” I laughed and asked her how she knew her brother only had three fingers. She replied, “Because he is just a baby!” This moment showed me how even young children are already starting to observe the world around them, and they make such adorable connections between counting and everyday life.
Activity 1: Number Match
I divide the children into small groups and give each group a set of objects (blocks, fruits, or toy cars). I call out a number and ask them to find that many objects. For example, “Find three toy cars!” The children run to their piles of toys, counting aloud as they select three. This activity encourages teamwork, and I walk around to make sure they’re counting accurately.
Activity 2: Counting Song and Dance
Next, we all stand up and sing a counting song together. It’s one of those fun, rhythmic songs where we count up from 1 to 5, clapping our hands and stomping our feet as we go. I love this part because the children always get so excited, jumping and clapping as they count. It helps them physically engage with the numbers, and it’s a wonderful way to make counting fun.
Teacher’s Activities
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Show the number flashcards and ask the children to identify and count the numbers.
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Walk around during the group activity, offering help and encouragement.
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Lead the children in a fun counting song and dance to reinforce the numbers.
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Ask open-ended questions like, “How many apples do we have?” and let the children answer in unison.
Learners’ Activities
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Count objects in small groups and match the numbers with corresponding objects.
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Participate in the counting song and dance, counting aloud and moving to the rhythm.
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Answer questions such as, “How many cars are on the table?”
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Pair up and count with a partner.
Assessment
I assess the children through observation, walking around to make sure they’re counting correctly and engaging in the activities. At the end of the lesson, I ask them to raise their hands and tell me a number they counted today. I’ll also use oral questioning: “Can you show me four blocks?” and “How many shoes are on your feet?” to check their understanding.
Conclusion
We gather in a circle and review what we learned today. I say, “We learned to count to five, right?” and the children cheer, “Yes!” We end the lesson by singing our counting song one last time, smiling as the children jump and clap, ready to leave the class with a big smile on their faces.
Teacher’s Reflection:
As the children leave, I always feel a sense of joy. It’s amazing how, in just one lesson, they can go from being unsure about numbers to confidently counting from one to five. I know that by reinforcing these concepts in a fun, engaging way, I’m giving them a solid foundation for future learning. I can’t wait for next week when we dive even deeper into numbers—and I’m sure there will be more funny moments along the way!