Number Work Scheme of Work for Nursery 2 (Age 4)
Welcome to the Number Work Scheme of Work for Nursery 2, spanning from the first term to the third term. This carefully crafted curriculum aims to provide a solid foundation for our young learners in understanding and engaging with numbers. Throughout this journey, our focus is to foster a love for mathematics and instil essential numeracy skills in a fun and interactive manner.
In the first term, we begin with a Back-to-School Revision on numbers 1 to 30. We encourage students to actively participate in various learning activities, such as counting objects, tracing, writing, and colouring numbers. Using interactive tools like flashcards and toys, we create an engaging environment that stimulates curiosity and critical thinking.
Moving to the second term, Nursery 2 students will delve into the exciting world of numbers 31 to 40. Through interactive sessions, they will learn to identify, read, and count these numbers, as well as match them with corresponding objects. Alongside creative tasks, we encourage collaborative learning and imagination to enhance their understanding.
By the third term, our young mathematicians will have expanded their skills to encompass numbers up to 50. They will explore reverse counting, arrange numbers in ascending order, and continue honing their numeracy skills with hands-on activities using number cards, picture charts, and other learning resources.
Throughout the three terms, our approach emphasizes effective communication, problem-solving, and critical thinking. As educators, we are committed to creating a nurturing and stimulating environment where every child can thrive, building their confidence in numbers and setting them on a path to lifelong learning.
We are excited to embark on this journey with our Nursery 2 students, and we look forward to witnessing their growth and development as they discover the wonders of numbers and mathematics. Together, we will make learning an enjoyable and rewarding experience, laying the groundwork for their future academic success.
Let’s embark on this exciting adventure of Number Work and shape the minds of these young learners, inspiring them to become confident and capable individuals in their academic and personal pursuits.
First Term Number Work Scheme of Work for Nursery 2
| Week | Topic | Learning Objectives | Learning Activities | Embedded Core Skills | Learning Resources |
|---|---|---|---|---|---|
| 1 | BACK TO SCHOOL REVISION OF NUMBER 1-20 | Pupils should be able to count, trace, and write numbers 1-20. | – Count, trace, and write numbers 1-5, 10-15, 16-20. – Re-arrange numbers 1-20 in ascending order. – Fill in the gaps of missing numbers activity. | – — – | Picture chart books, Motivate alphabets and figures |
| 2 | INTRODUCTION TO NUMBER 21 AND 22 | Pupils should be able to count, read, trace, and write numbers 21 and 22. | – Count and match objects with numbers 21 and 22. – Sing number songs. – Identify numbers from 1 to 22. | – Communication and Collaborate – Critical thinking and problem-solving – Creativity and imagination | Flashcards, Sand tray |
| 3 | INTRODUCTION TO NUMBERS 21 AND 23 | Pupils should be able to introduce numbers 23 and 24, trace and write them. | – Count objects with numbers 23 and 24. – Trace and color number 23 and 24. – Match objects with numbers 23 and 24. | – Communication and Collaborate – Critical thinking and problem-solving – Creativity and imagination | Sand tray, Flashcards, Toys, Picture chart |
| 4 | INTRODUCTION TO NUMBER 24 AND 26 | Pupils should be able to read numbers 25 and 26, match numbers with objects. | – Pupils pronounce the numbers. – Count the numbers using concrete objects. – Trace, write, and color the numbers. – Match numbers with corresponding objects. | – Communication and Collaborate – Critical thinking and problem-solving – Creativity and imagination | Flashcards, Picture tools, Number train |
| 5 | INTERACTION WITH NUMBERS 21-26 | Pupils should be able to read numbers from 21 to 26, arrange them in ascending and descending order. | – Pupils read numbers with songs and rhymes. – Arrange numbers 26-21-25-1 using a numbers wheel tray or fishing net hook. | – Communication and Collaborate – Critical thinking and problem-solving – Creativity and imagination | Number cards, Moveable figures |
| 6 | MID TERM BREAK | ||||
| 7 | INTRODUCTION TO NUMBER 27-28 | Pupils should be able to read numbers 27 and 28, trace and write them, match with objects. | – Reading numbers 27 and 28. – Trace, write, and color numbers 27 and 28. – Match numbers with objects in the environment. | – Communication and Collaborate – Critical thinking and problem-solving – Creativity and imagination | Number train, Toys, Flashcards, Picture books |
| 8 | INTRODUCTION NUMBER 29-30 | Pupils should be able to read numbers 29 and 30, color, trace, write, and match with objects. | – Pupils pronounce the numbers after the teacher. – Pupils trace and color the numbers. – Pupils match the numbers with appropriate objects. | – Communication and Collaborate – Critical thinking and problem-solving – Creativity and imagination | Number cards, Crayon, Picture book, Object box |
| 9 | REVERSE COUNTING OF NUMBER 30-21 | Pupils should be able to count from 30 backward, arrange numbers 1-30 in ascending order, skip out some numbers for pupils to fill. | – Count from 30 backward. – Arrange numbers in ascending and descending order. – Fill in the numbers in the gaps. | – Communication and Collaborate – Critical thinking and problem-solving – Creativity and imagination | Number box, Number cards |
| 10/11 | REVISION | ||||
| 12/13 | EXAMINATION |
Second Term Number Work Scheme of Work for Nursery 2
| Week | Topic | Learning Objectives | Learning Activities | Embedded Core Skills | Learning Resources |
|---|---|---|---|---|---|
| 1 | BACK TO SCHOOL REVISION OF NUMBER 1-30 | Pupils should be able to count, trace and write numbers 1-30, sing number songs, identify numbers 1-30 | Pupil count, trace, and write numbers 1-10, 11-20, and 21-30, Re-arrange numbers 1-30 in ascending order, Fill in the gaps of some missing numbers activity | Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagination | Picture chart books, Motivate alphabets and figures |
| 2 | INTRODUCTION TO NUMBER 31 AND 32 | Pupils should be able to count, read, trace, and write numbers 31 and 32, match objects with numbers | Pupils count and match objects with numbers 31 and 32, Sing number songs, Identify numbers from 1-32 | Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagination | Flash cards, Sand tray |
| 3 | INTRODUCTION TO NUMBERS 33 AND 34 | Pupils should be able to recognize and write numbers 33 and 34, guide pupils on counting, reading, identification, coloring, and matching | Pupils count objects with numbers 33 and 34, Pupils trace and color number 33 and 34, Pupils match objects with numbers 33 and 34 | Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagination | Sand tray, Flash cards, Toys, Picture chart |
| 4 | INTRODUCTION TO NUMBER 35 AND 36 | Pupils should be able to read numbers 35 and 36, match numbers with corresponding objects | Pupil pronounce the numbers, Pupils count the numbers using concrete objects, Pupils trace and write the numbers, Pupil color the numbers | Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagination | Flash cards, Picture tools, Number train |
| 5 | INTERACTION WITH NUMBERS 31-36 | Pupil should be able to read numbers from 31-36, arrange numbers in ascending and descending order, trace and write with numbers 31-36 | Pupils read and numbers with songs and rhymes, Arrange the numbers 36, 31, 35, 1 using numbers wheel tray or fishing net hook to reverse the counting of the numbers | Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagination | Number cards, Moveable figures |
| 6 | MID TERM BREAK | – | – | – | – |
| 7 | INTRODUCTION TO NUMBER 37-38 | Pupil should be able to read number 37 and 38, using number cards, trace and write numbers 37 and 38, match the numbers with the appropriate number of objects | Reading of numbers 37 and 38, Pupils trace, write and color the numbers, Pupils match the numbers of objects in the environment | Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagination | Number train, Toys, Flash cards, Picture books |
| 8 | INTRODUCTION NUMBER 39-40 | Pupils should be able to read number 39 and 40, color number 39 and 40, trace and write numbers 39 and 40, match the numbers with objects within the environment | Pupil pronounce the numbers after the teacher, Pupil trace and color the number, Pupil match the numbers with appropriate object | Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagination | Number cards, Crayon, Picture book, Object box |
| 9 | REVERSE COUNTING OF NUMBER 40-31 | Pupils should be able to count from 30 backward, arrange the numbers 1-40 in ascending order, skip out some numbers for pupils to fill | Pupils should be able to count from 40 backward, Pupil arrange the numbers ascending and descending order, Pupil fill in the number in number in the gaps | Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagination | Number box, Number cards |
| 10/11 | REVISION | – | – | – | – |
| 12/13 | EXAMINATION | – | – | – | – |
Third Term Number Work Scheme of Work for Nursery 2
| Week | Topic | Learning Objective | Learning Activities | Embedded Core Skills | Learning Resources |
|---|---|---|---|---|---|
| Week 1 | BACK TO SCHOOL REVISION ON NUMBER 1-40 | Revision on activities on numbers 1-40 | Pupils read the numbers 1-40 using flashcards, Pupils count objects up to 41, Pupil trace, write, and color numbers 41 and 42, Sing number songs | Communication and Collaborate, Critical thinking and problem solving, Creativity and imagination | Picture charts, Toys, Sand tray, Flash cards, Crayon |
| Week 2 | INTRODUCTION NUMBER 41-42 | Identify numbers 41 and 42 among other numbers, Count objects 40-41 and 41, Trace, write, color 41 and 42, Read numbers 41 and 40 | Pupils read the numbers 41 and 42 using flashcards, Pupils count objects, Pupil trace, write, and color number 41 and 42, Sing number songs | Communication and Collaborate, Critical thinking and problem solving, Creativity and imagination | Number cards, Crayon, Sand tray, Flash cards |
| Week 3 | INTRODUCTION TO NUMBER 43 AND 44 | Pupils read the numbers 43 and 44, Match numbers with appropriate numbers of objects, Trace, color the number 43 and 44 | Pupils pronounce the numbers after the teacher, Pupils match numbers of objects, Pupils trace, write, and color numbers | Communication and Collaborate, Critical thinking and problem solving, Creativity and imagination | Number cards, Crayon, Sand tray, Flash cards |
| Week 4 | INTRODUCTION TO NUMBER 45 AND 46 | Identify numbers 45 and 46 with the aid of flashcards, Read numbers 1-45 correctly, Color objects 45 and 46, Trace, write and color numbers 45 and 46 correctly | Pupils pronounce numbers 45 and 46, Pupils read numbers using flashcards, Pupils count objects and trace, write, and color numbers 1-40 | Communication and Collaborate, Critical thinking and problem solving, Creativity and imagination | Flash cards, Toys, Concrete objects |
| Week 5 | INTRODUCTION OF NUMBERS 41-46 | Pupils should be able to read 41 to 46, Arrange the numbers in ascending order, Match numbers with the appropriate number of objects, Trace and write the numbers | Pupils read numbers 41-46 aloud, Pupil arrange the numbers in ascending and descending order, Match the numbers with appropriate objects | Communication and Collaborate, Critical thinking and problem solving, Creativity and imagination | Number cards, Toys, Picture card, Sand tray, Concrete objects |
| Week 6 | Mid-Term Break | ||||
| Week 7 | INTRODUCTION TO NUMBER 47-48 | Identify numbers 47 and 48, Count objects in relation to the numbers, Match, trace, write, and color the numbers | Pupil pronounces numbers 47 and 48, Pupils count objects in relation to the numbers, Pupil trace, write, and color the numbers | Communication and Collaborate, Critical thinking and problem solving, Creativity and imagination | Flash cards, Pictures charts, Toys, Concrete objects |
| Week 8 | INTRODUCTION TO NUMBER 49 AND 50 | Relate with numbers 49 and 50 with appropriate numbers of objects, Match numbers 49 and 50 with appropriate objects, Trace, write, and color numbers 49-50 | Pupil pronounces numbers 48 and 50, Pupil counts objects in relation to the numbers, Pupils trace, write, and color the numbers | Communication and Collaborate, Critical thinking and problem solving, Creativity and imagination | Sand tray, Number cards, Toys, etc. |
| Week 9 | INTERACTION OF NUMBERS 47 TO 50 REVERSE ORDER | Pupil should be able to read numbers 47 and 50 and 1-50, Arrange the numbers in ascending order, Using number cards | Pupils read numbers 47 to 60, Arrange the number in ascending orders, Read and count objects on 1-50, Reserve the counting of 25-1 and 5th -20 | Communication and Collaborate, Critical thinking and problem solving, Creativity and imagination | Number cards, Toys, Picture charts |
| Week 11-12 | REVISION | ||||
| Week 12-13 | EXAMINATION |