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# 1, 2, 3 Numbers!

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This lesson can be used as a pre-lesson for the Numbers Numbers What Are You?Lesson plan.

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This lesson can be used as a pre-lesson for the Numbers Numbers What Are You?Lesson plan.

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

##### Language

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

(3 minutes)
• 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 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.

BEGINNING

• 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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