1,2,3 GO!: One-to-One Counting Cards + Quantity Language

Toddlers learn through action + language together.

Objectives

Materials

Instructions

Materials

- Large, clear number cards from 1 to 3 (e.g., 1, 2, 3)

- Three distinct family-related objects for each quantity (e.g., 1 teddy bear, 2 toy phones, 3 small blocks)

- A basket or tray to hold the objects

- A soft, comfortable floor space or mat

- Optional: A simple song about family members

Learning Objectives

- Children will be able to verbally identify (or point to) the numerals 1, 2, and 3 when presented.

- Children will be able to match a numeral card to a corresponding group of objects (within 1-3).

- Children will begin to understand the concept of one-to-one correspondence for small quantities.

- Children will use simple quantity language (e.g., "one bear," "two phones").

Step-by-Step Instructions

1. Gather the children in a circle on the floor space. Introduce the activity by saying, "Today we are going to play a counting game with our family members!"

2. Hold up the number card "1." Say clearly, "This is the number one. One means just one of something. Like, [child's name]'s mommy is one mommy!"

3. Place the number card "1" down and put the single teddy bear next to it. Encourage the children to point to the bear and say "one."

4. Next, hold up the number card "2." Say, "This is the number two. Two means two of something. Like, you and your (sibling/friend) make two people!"

5. Place the number card "2" down and arrange the two toy phones next to it. Invite the children to touch each phone as you count, "one, two." Praise them for saying "two."

6. Do the same for the number card "3." Use three blocks and say, "This is three. Three means three of something. Like three snacks for everyone!" Arrange them and count with the children.

7. Mix the number cards and the object sets slightly. Invite individual children to point to a number card and then find the matching group of objects, or vice versa.

8. Celebrate each attempt with positive reinforcement, focusing on their engagement.

Educator Tip

Keep the pace relaxed and follow the children's lead. If a child is more interested in a specific object, let them explore it while gently guiding them towards the counting aspect. For children who are not yet talking, encourage pointing and vocalizations. You can also involve families by suggesting they practise counting family members or objects at home.

Assessment

Observe children's ability to point to or verbally name the numerals 1, 2, and 3. Note their engagement in matching the numeral cards to the correct quantities of objects. Look for any attempts to use quantity language or participate in counting aloud.

Educator tip

Use choice questions; keep groups small; accept approximations.

Assessment

Observe and note: emerging independence, two-word combinations, imitation of actions, and early pretend play. Use Development Matters non-statutory guidance checkpoints. Observe participation, imitation, labelling.

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