What Are Numbers?- Introducing 1, 2, & 3

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Students will be able to name and count numbers 1, 2 and 3.

Big Idea

Goldilocks and The Three Bears is a story about a little girl who visits the home of three bears. Lots of things in the house come in 3s! Students will learn about the numbers 1, 2, and 3 by listening to the story and counting objects.

Problem of the Day

5 minutes

I start the lesson with a problem of the day to help students review skills and concepts from prior lessons and develop their ability to problem solve.  I call the students up to the carpet. The students find their spots while saying this chant with me.

Criss cross, applesauce, hands in your lap, eyes on the teacher, you've got to show me that.

I project the Problem of the Day on the SMART Board and say to students, "This is our Problem of the Day for today.  Look at the apples.  This says 'Count the apples.  Create a group with the same number of apples as the first group.'"  I say, "This problem has two parts.  What is the first thing it asks us to do?"  Count the apples.  I have a student come up with a pointer and count the apples.  "Listen to the direction again.  'Count the apples.  Create a group with the same number of apples as the first group.'  What do we need to do next?"  Create a group with the same number of apples as the first group.  I have a student come up and draw a picture of two apples.  I tell students that sometimes in math we need to use our imagination.  We can pretend that color tiles are different objects.  For this lesson, I pretend that the color tiles are apples.  I ask, "Can you show me a group that has the same number as the group of apples?"  I have a student come up and take out two color tiles.  I tell students that both answers were correct.  Drawing is a great strategy for solving problems and so is using manipulatives.

I tell students, "Today we will be learning about numbers.  We are going to start with the numbers 1, 2 and 3."

Presentation of Lesson

25 minutes

To start this lesson, I draw 1 dot on the board and ask the students to count the dot1 with me.  I then write the number 1 on the board.  I tell students, "This is a number 1."  I repeat this with the number 2 and the number 3.  I tell students that we will be reading a story today called Goldilocks and the Three Bears by James Marshall.  While reading the story, we will be focusing on the counting things in the book that come in groups of 1, 2 and 3.   During the story, I stop to count things in the pictures.  See example here.  I focus on making sure that students understand that the last number we say when we are counting is the total number of objects.  I do this because some students do not make the connection between the their counting and answering the question "How many?"  This directly relates to the Common Core State Standard for Counting and Cardinality 4a which says, "Understand that the last number name said tells the number of objects counted."

I tell students that we will be practicing the numbers 1, 2 and 3 on a Numbers 1, 2, and 3 Worksheet.  I show students the paper and say, "We will be working on this paper together.  You need to get out your pencil and put your name on your paper.  When your name is on your paper hold your pencil in the air, that will let me know that you are ready to start."  I like to have students hold up their pencils or put their hands on their heads when they are finished with a task.  It makes it easy for me to see who is ready and also keeps the students from writing all over their papers while they wait for other students to finish.  

I hand each student a paper for them to take back to their seats and while the students are writing their names, I turn on the projector and document camera and display the worksheet on the SMART Board.  When all students have their pencils up, I say, "The directions on this paper say ‘ Count the objects and draw a picture to match each one.'  Put your pencil point on the smiley face.  Point to the face as we count it together.  How many smiley faces are there?"  I call on a student who is raising a quiet hand.  I have the student come up and point to the smiley face as they count aloud.  I then model how to draw a smiley faces under the one on the paper.  I continue this with the next 3 questions.  I tell the students that it is very important that the students stay with me on this paper because the directions change.  I say, "The directions for the bottom of the paper say, 'Count the objects and circle the correct number.'  Put your pencil point on the first heart.  Point to the hearts as we count them together.  How many hearts are there?"  I call on a student who is raising a quiet hand.  I have the student come up and point to the hearts as they count aloud.  I then have the student point to the correct number.  I tell the students that they can finish the last two questions on their own.  When they are finished, they put their papers into the paper tray in the front of the classroom and get their center.


20 minutes

Since the students finish their papers at different times, I circulate through the room to make sure that students are completing their papers, putting it in the tray and getting their centers.  This week's centers are:

Sorting Fruits and Flowers  (Education.com)
Sorting by Size and Counting with Bears (Download mat from PreKinders.com.  I cut off the smallest bear since the bears I have are only two sizes.)
Thumb Print Counting
Number Tracing (Schoolsparks.com) 
SMART Board- Online Game Critter Junction (Macmillanmh.com)

I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers.   I pull three groups during centers.  I pull the first group for 10 minutes and the other two groups for 5 minutes each.  The first group is comprised of the students who were having trouble identifying numbers 1,2, and 3 and matching the numbers to objects.  I have a basic idea of who I want in each group based on my beginning of the year assessment on numbers and counting, but I also take into account how the students did in the whole group lesson.  I pull the students back to my small group table to do a reteach activity using flash cards and manipulatives (for this lesson I used the color tiles that we were using in whole group).  I show the flash cards and have students practice identifying the numbers.  I then give each student a pile of manipulatives (1-3) and have them pick the number card that matches their group.  The next two groups do a follow up activity that reviews identifying numbers, counting objects.  I use the flash cards and manipulatives with these groups as well.  I start by showing the students flash cards again and having them practice identifying the numbers.  I do this much quicker for these groups.  I then give each student a pile of manipulatives (1-3) and have them pick the number card that matches their group.  Prior to clean up, I check in with each table to see how the centers are going.  I turn on Tidy Up by Dr. Jean.  Students clean up and return to their seats.


5 minutes

I close this lesson by inviting students back up to the carpet.  I turn on the projector and document camera and let one of the students who worked with me at the small group table in one of the review groups share his work on the screen.  The students like getting to "Be the teacher" and other students like seeing their classmates' work being projected on the SMART Board.  I mention positive things that I noticed during centers.  I also include something that needs to be better next time.  I review what we did during our whole group lesson.  "Today we learned about the numbers 1, 2, and 3.  How many bears were there in our story?  "Let's count to 3 together."  1, 2, 3  "Tomorrow, we are going to continue practicing numbers 1, 2, and 3.”