# How Do We Write Numbers? - Writing 1, 2, & 3

## Objective

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

#### Big Idea

The Cheerios Counting Book illustrates a group for each number from 1 to 100.

## 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 SMARTBoard and say to students, "This is our Problem of the Day for today.  This says 'Match the numbers to the correct group.  Draw a picture to match the remaining number.'"  I say, "This problem has two parts.  What is the first thing it asks us to do?"  (Match the numbers to the correct group.)  I have a student come up, count the books and drag the correct number into the box.  I have another student come up, count the pencils and drag the correct number into the box.  "Listen to the direction again.  'Match the numbers to the correct group.  Draw a picture to match the remaining number.'  What do we need to do next?"  (Draw a picture to match the remaining number.)  I have a student come up, drag the number 3 into the remaining box and draw a picture of three objects.  I let the student select what they would like to draw, but I suggest a simple shape.  I tell students that when we are drawing in math, we need to keep our pictures simple.  I say this because sometimes students get too focused on how to draw a certain picture and forget the math skill that they are working on.

If you don't have a SMARTBoard, you can use the pdf copy of the slides in a variety of ways to reproduce this activity.

I tell students, "Today we will keep learning about numbers.  We are going to learn to write the numbers 1, 2 and 3."

## Presentation of Lesson

25 minutes

I draw 1 dot on a white board and ask students to count the dot with me.  I then write the number 1 on the board.  I tell students, "This is a number 1."  I continue with numbers 2 and 3.  I tell students that we will be reading a story today called The Cheerios Counting Book.  I use this book because it has large numerals on the pages.  It is also easy to count the Cheerios on each page. During the first 3 pages of the story, I stop to have the students count how many Cheerios are in the picture and name the number.  I hold up the book so that all of the students can see the number and draw it with their finger in the air.  When I see that a student has drawn it in the air, I hand the student that many Cheerios to count and taste.  I continue to read the rest of the story as a preview of other numbers and for the students to enjoy.

## Practice

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 (Macmillan/McGraw-Hill)

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 animal counters).  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.  Today I use Giant Tracing Numbers from Lakeshore that the students can trace on with a dry erase maker.   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 write the number on a white board.  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

There are many wonderful transition songs to be found, for free, online if you'd like to use music for transitions too.