Count, Pretend, and Stay Safe: Numbers 1, 2, and 3

Materials Needed

• Three small toys, blocks, or stuffed animals
• Paper and crayons
• Number cards labeled 1, 2, and 3
• Three cups or bowls
• Optional: a timer, tablet, or computer for a pretend “computer helper” game

Learning Objectives

By the end of the lesson, the child will be able to:

• Recognize the numbers 1, 2, and 3.
• Count up to three objects accurately.
• Match each number to the correct number of objects.
• Follow a simple, safe instruction in a pretend computer game.
• Explain that computer instructions should only be used with a trusted grown-up.

Success Criteria

The child is successful when they can:

• Point to 1, 2, and 3 when asked.
• Give one, two, or three objects when asked.
• Match a number card to the correct group of objects.
• Say, “I ask a grown-up before using computer instructions.”

Introduction: Hook and Objectives

Say: “Today we are going on a tiny number adventure! Our helpers are 1, 2, and 3. We will count toys, play a game, and practice safe computer helping.”

Show the three toys and ask:

• “How many toys do you see?”
• “Which toy should we count first?”
• “Can you find the number 1?”

Think-pair-share option: If another person is available, invite the child to whisper their answer to a grown-up, toy, or stuffed animal before sharing it aloud.

Body

1. I Do: Watch Me Count

Place one toy on the table.

Say: “I touch each toy one time while I count: 1.”

Place two toys on the table.

Say: “Now I touch each toy one time: 1, 2. There are two toys.”

Place three toys on the table.

Say: “Now I count: 1, 2, 3. There are three toys.”

Hold up the matching number card each time. Emphasize that the last number tells how many objects there are altogether.

Quick Check

Ask the child to show:

• One finger for 1
• Two fingers for 2
• Three fingers for 3

2. We Do: Number Detective Game

Place the number cards 1, 2, and 3 in front of the child.

Instructions:

1. Say a number.
2. Have the child find the matching card.
3. Ask the child to place the correct number of toys beside the card.
4. Count the toys together.

Use prompts such as:

• “Can you find 2?”
• “Put two blocks next to the number 2.”
• “Let’s touch and count them together.”

Movement Version

Call out a number and have the child:

• Clap 1 time
• Jump 2 times
• Stomp 3 times

Transition: “Our number detectives found 1, 2, and 3. Now we will use our numbers in a pretend computer helper game.”

3. We Do: Safe Computer Helper Game

Explain that computers follow instructions, but some computer instructions are for grown-ups.

Say: “We can give safe pretend instructions to our toy computer. If we see strange words or a computer asks us to do something we do not understand, we stop and ask a trusted grown-up.”

Use simple pretend commands:

• “Show 1 block.”
• “Show 2 blocks.”
• “Show 3 blocks.”
• “Take a quiet rest for 1 second.”

Have the child act as the computer while the adult gives instructions. Then switch roles.

Safety Check

Ask:

• “What do we do if a computer instruction looks confusing?”
• “Do we ask a trusted grown-up?”

Expected response: “Yes, we ask a trusted grown-up.”

4. You Do: Build a Number Story

Invite the child to choose one of these story settings:

• A toy picnic
• A teddy bear train
• A block tower

Instructions:

1. Choose a number: 1, 2, or 3.
2. Choose that many toys or blocks.
3. Make a tiny story using the objects.
4. Count the objects aloud.

Example: “Three bears are having a picnic. Let’s count them: 1, 2, 3!”

5. Creative Practice: Draw the Numbers

Ask the child to draw:

• One sun
• Two clouds
• Three flowers

Let the child choose the colors and add a short story. The adult may write the child’s words underneath the picture.

Assessment

Formative Assessment

During the lesson, observe whether the child:

• Counts objects in order.
• Touches each object only once while counting.
• Matches number cards to groups of objects.
• Follows one-step directions.
• Knows to ask a trusted grown-up about confusing computer instructions.

Summative Demonstration

Place the number cards 1, 2, and 3 on the table. Ask the child to:

1. Point to each number as you name it.
2. Place the correct number of toys beside each card.
3. Count each group aloud.
4. Answer: “What should you do if a computer asks you to do something confusing?”

Suggested benchmark: The child correctly matches at least two of the three numbers and gives the safe computer response with a reminder or independently.

Differentiation

Support for a Child Who Needs More Help

• Practice only numbers 1 and 2 before adding 3.
• Use large objects that are easy to touch and move.
• Count slowly together.
• Offer two number cards instead of three.
• Use hand-over-hand guidance only when needed and encourage independent counting.

Extension for a Child Ready for More

• Ask the child to count backward from 3 to 1.
• Ask, “What number comes after 2?”
• Have the child create instructions for a toy using 1, 2, and 3 steps.
• Invite the child to draw four objects and discuss that 4 is the next number.

Conclusion: Closure and Recap

Hold up the number cards and ask the child to complete these sentences:

• “1 means…”
• “2 means…”
• “3 means…”
• “When a computer instruction is confusing, I…”

Say: “Today we counted 1, 2, and 3. We matched numbers to toys, made a number story, and learned to ask a trusted grown-up before using confusing computer instructions.”

Finish with a celebration: clap three times together and say, “Great counting and safe learning!”