EL Support Lesson

1, 2, 3 Numbers!

Use this arts inspired lesson plan to introduce the numbers 1-10 to your students! Can be used as a stand alone lesson or support lesson for the **Introducing Numbers!** lesson plan.
This lesson can be used as a pre-lesson for theNumbers Numbers What Are You?Lesson plan.
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This lesson can be used as a pre-lesson for theNumbers Numbers What Are You?Lesson plan.

Students will be able to practise one-to-one correspondence and counting to 10.


Students will be able to verbally count to 10 using visual supports.

(3 minutes)
Teach Background Knowledge TemplateWrite Student-Facing Language Objectives ReferenceVocabulary Cards: 1, 2, 3 Numbers!Glossary: 1,2,3 Numbers!Tracing Numbers & Counting: 3
  • Gather the class together for a read aloud.
  • Explain that a ZooIs a large park where wild animals live and are cared for by people.
  • Ask, "Has anyone ever been to a zoo before? What kinds of animals did you see?"
  • Invite students to turn and talk to share either their experience at the zoo or an animal that they like.
  • Display the cover of the text, Count the MonkeysAnd say, "Today we're going to read a book about animals you might see at the zoo. We're going to practise counting them! We CountTo find out how many of something there is."
(10 minutes)
  • Read aloud the text, Count the MonkeysBy Mac Barnett and Kevin Cornell and pause to count the number of animals on each page.
  • Write the numbers 1-10 on the board and point to each number as you count the animals on each page (e.g., point to the number one for the page with one monkey).
(5 minutes)
  • Refer back to the book and ask the following questions for students to either answer in a group or pair share with a partner:
    • How many animals are on this page?
    • How many more animals are on this page than the last page?
    • How do you know?
  • Explain that now the class will get a chance to practise counting as a group.
  • Point to each number 1-10 on the board and have the class to echo count after you. As you count, invite one student at a time up to model how numbers correspond to quantity (e.g., three students should be standing when you get to the number three).
  • Pair students together and pass out 10 maths manipulatives to each pair.
  • Point to a number on the board (e.g., four) and ask each pair to count out four of their manipulatives.
  • Check that all students are able to accurately match the number to the corresponding quantity.
(5 minutes)
  • Display the Tracing Numbers & Counting: 3 worksheet and go over the instructions.
  • Have students practise writing the number three in the air using invisible markers.
  • Pass out worksheets to each student to complete independently.


  • Work with a smaller group of students to practise matching numbers to the corresponding quantity of items (e.g., the number four to four buttons).
  • Use a number line or hundreds chart to support student understanding of the number sequence.


  • Invite students to practise their one-to-one correspondance skills using larger numbers.
(5 minutes)
  • As students are working, check that they are able to accurately match the correct number of objects to the target number (e.g., three bears for the number three).
  • Ask guiding questions to support understanding, such as "How many ____Do you have? Can you hold up each one as you count it? How do you know it makes the number ?"
(2 minutes)
  • Gather the class back together and practise counting the number of hands, eyes, or feet in the classroom to provide additional one-to-one counting practise.

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