Math at Home Math Access for Teachers
and Home Child Care Providers

CME Group Community Foundation

 

 

What Comes in 2's, 3's, and 4's?

Children will be able to recognize, sort, and differentiate objects in groups of 2s, 3s and 4s. 

 
Content Area Standard Target
  • Number and Operations
  • Algebra
  • Understand numbers, ways of representing numbers, relationships among numbers, and number systems
  • Understand meanings of operations and how they relate to one another
  • Understand patterns, relations, and functions
  • Count with understanding and recognize “how many” in sets of objects
  • Understand situations that entail multiplication and division, such as equal groupings of objects and sharing equally
  • Sort, classify, and order objects by size, number, and other properties
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Obtain materials Obtain the Materials
 
  • The book, What Comes in 2’s, 3’s and 4’s by Suzanne Aker
  • Chart paper divided into 3 categories – “Sets of 2’s”, “Sets of 3’s” and “Sets of 4’)
  • Blank pieces of paper and markers, crayons and pencils so that the children can make their own books

 

Note: Small parts create a choking hazard for children. Make sure that all materials you choose to use for an activity or lesson with children meet safety requirements. Small parts are not appropriate for children who are 5 years of age or younger.

   
Introduce the activity Introduce the Activity
 
  1. Read the book, What Comes in 2’s, 3’s and 4’s.  As the book is being read, pause to brainstorm things that come in 2’s, 3’s and 4’s.  Write down the things that the book mentions and ideas that the children come up with on the chart.
   
Engage the children Engage the Children
 
  1. After reading the story, have the children sort the bears into groups of 2’s, 3’s and 4’s.
  2. Children will make their own books, drawing objects that come in 2’s, 3’s and 4’s.  They can use the objects that have been previously noted on the chart or come up with new ideas.

Additional Extensions

  • Send the children on a Scavenger Hunt to collect items that come in “groups of”  The number can exceed 4 as they might find an egg carton and would want to start a category of “objects that come in 12’s”. Once they have collect their items, construct a bar graph which shows the numbers that were being scavenged. One space is colored in for each item found that represents that number. Use the graph to teach one or more of the following concepts: more than, less than, equal, same as, addition, subtraction. This can be accomplished by having students look at the graph to answer specific questions such as: “Which number has the most? the least? How many would we have to add to the 2's column to make it equal the 3's column?”
   
Encourage vocabulary Encourage Vocabulary
 
  • Groups – Equal Sets (e.g., "How many groups of bears do you have?")
  • Sort Separating the items according to a given attribute (e.g., "Let’s sort the bears into equal groups of 3.")
  • Equal To be the same in number or amount (e.g., "Sort the bears into equal groups of 3.")

Glossary of MATH vocabulary

   
Make adaptations Make Adaptations
 

Supporting Children at Different Levels

Toddlers   Pre-K

Toddlers may:

  • Be having difficulty concentrating on more that one number to group.
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Pre-K Children may:

  • Easily think of grouped objects and can easily sort the bears into equal groups.

Home child care providers may:

  • Concentrate on just 1 grouping.  Have the children work on things that come in 2’s. 
  • Put together a series of objects or pictures of objects and have the children sort the pictures into groups of 2’s, 3’s and 4’s.

 

Home child care providers may:

  • Send the children on a Scavenger Hunt to collect items that come in “groups of”  The number can exceed 4 as they might find an egg carton and would want to start a category of “objects that come in 12’s”                    
  • Once they have collect their items, construct a bar graph which shows the numbers that were being scavenged. One space is colored in for each item found that represents that number. Use the graph to teach one or more of the following concepts: more than, less than, equal, same as, addition, subtraction. This can be accomplished by having students look at the graph to answer specific questions such as: “Which number has the most? the least? How many would we have to add to the 2's column to make it equal the 3's column?”

 

   
Books Books
 
  • What Comes in 2’s, 3’s or 4’s by Suzanne Aker (New York: Aladdin, 1992)

   
Music and movement Music and Movement
 
   
Outdoor connections Outdoor Connections
 
  • Give the children a clipboard with a piece of paper divided into 3 categories – “Sets of 2’s”, “Sets of 3’s” and “Sets of 4’s)  Have them walk around and write down or draw objects that they see that come in sets of 2, 3 or 4.  You might need to lead them to particular objects or have them study everyday objects more closely.

   
Explore links Web Resources
 

 


 

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