Numbers Three and Four

Overview

In this second lesson of “Building Numbers 1–5,” students review 1 and 2, then develop understanding of 3 and 4 through finger patterns, dot cards, numerals, and concrete objects. Students practice one-to-one counting and cardinality in both lines and scattered arrangements while building independence with short, clearly modeled station routines.

Learning intentions

Students will be able to:

• Recognize and name the numerals 1, 2, 3, and 4.
• Count objects by touching each object once and saying one number name for each.
• Identify the total in a set, even when objects are rearranged.
• Match numerals to quantities and represent 3 or 4 with objects or drawings.

Success criteria

• I can recognize and name 1, 2, 3, and 4.
• I can count a set carefully, even when the objects are scattered.
• I can say how many objects there are after counting.
• I can match a numeral to a set and show 3 or 4 with objects or a drawing.

Curriculum links

• Counting and Cardinality — understanding the relationship between numbers and quantities.
• Counting and Cardinality — counting objects using the standard number sequence and one-to-one correspondence.
• Counting and Cardinality — understanding that the last number said tells how many objects are in the set.
• Counting and Cardinality — understanding that each successive number represents one more.

Lesson structure (45 minutes)

1. 0–5 min · Settle and review. Open with the hook and review slides and establish carpet expectations: eyes watching, hands still, and voices off while someone is speaking. Students show 1 or 2 fingers, count aloud to 10, and briefly build a set of 1 or 2 with nearby fingers or classroom objects.

2. 5–13 min · Introduce 3 and 4. Use the finger-pattern and dot-card slides to reveal 3 and 4 in different forms. Model saying the number, showing the matching fingers, touching each dot once, and connecting the quantity to the numeral. Students echo-count, make finger patterns, and explain how they know a dot card shows 3 or 4.

3. 13–20 min · Model accurate counting. Place three bears in a line, touch each bear once while counting, and state, “The last number I said was 3, so there are 3 bears.” Rearrange the same bears in a scattered arrangement and repeat; then model four objects. Students count with the teacher, identify the total, and discuss why the number stays the same when the objects move. Use the counting-model slides for visual prompts.

4. 20–36 min · Rotating stations. Divide the 14 students into four groups of three or four. Explain one station at a time, model how to rotate quietly, and display directions on the station-direction slides. Groups spend four minutes at each station, with approximately one minute for transitions.

• Build a set: Students choose or receive a requested number from 1–4 and build that set with bears or cubes. They touch-count and tell a partner the total.
• Match quantity and numeral: Students match numeral cards to dot cards or concrete sets, then explain one match to the teacher or a partner.
• Number hunt: Students look around a defined area for numerals 1–4, name each numeral, and show the matching number with fingers or objects. Keep the hunt calm and safe.
• Trace and write: Students use the numbers 3 and 4 practice sheet to trace and write 3 and 4, then draw a small matching set. Students may first form numbers with a finger in the air or on the table.

5. 36–41 min · Guided representation. Regroup students at tables or the carpet. Display the guided drawing slides and ask each student to choose 3 or 4. Students draw that many simple objects, such as stars, dots, or apples, and write the matching numeral. Prompt them to touch and count each drawing before sharing.

6. 41–45 min · Share and assess. Invite two or three students to show their drawing and explain, “I drew __ objects because my numeral is __.” Ask the class to count one line arrangement and one scattered arrangement together. Finish with the success-criteria exit ticket slips; students indicate or tell an adult which criteria they can do. Collect drawings and slips for review.

Resources

• the Numbers 3 and 4 teaching deck
• the numbers 3 and 4 practice sheet
• Connecting cubes or counting bears
• Numeral cards 1–4
• Dot cards showing quantities 1–4
• Small paper or sticky-note numerals for the number hunt
• Pencils, crayons, and clipboards or table spaces
• Carpet spots or a visual rotation timer

Assessment

• During modeling and stations, observe whether each student says number names in order, touches each object once, and states the total after counting.
• Ask individual students to identify a numeral, build its quantity, and explain how they know the set matches.
• Review the guided drawing, worksheet, and exit slip for recognition of 1–4, accurate quantity representation, numeral matching, and written formation of 3 and 4.

Differentiation

• For students who need additional support, limit requested sets to 1–2, use five-frames, provide larger objects, and count alongside them with slow touch-and-say modeling.
• Offer sentence frames such as “I counted __,” “There are __,” and “My numeral matches because __.” Accept oral, finger, pointing, or manipulative responses before expecting writing.
• Pair students thoughtfully so a confident counter can model, while ensuring both partners take turns building, touching, and explaining.
• For students ready for more challenge, ask them to represent the same number in two ways, such as 4 cubes in a line and 4 cubes in a group, and explain why the total remains 4.