QS Grade 1 Module 1 Lessons 1-3 - Number: Representing Quantities (Up to Ten)

Aug 23, 2026

Lesson content supports Grade 1 learners in identifying numerals and number names that represent collections of up to ten objects. Instruction centers on hands-on work with numeral cards, number-name cards, and connecting cubes, including dot arrangements for 8, 9, and 6. Students explore multiple representations, explain counting strategies, and build number webs linking models to symbols. Reflection activities strengthen quantitative reasoning through journal prompts and supported practice with addition and subtraction equations.

LanguageEnglish

CategoryExam

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

1.1 Number: Representing quantities (up to ten)

Step 1 Preparing the lesson

Step 2 Starting the lesson

Step 3 Teaching the lesson

Step 4 Reflecting on the work

Maintaining concepts and skills

Small group differentiation

1.1 Number: Representing quantities (up to ten) In this lesson, students identify numerals and number names that match collections of up to ten objects. Step 1 Preparing the lesson You will need: • numeral cards and number name cards for 1 to 10 from The Number Case • 1 set of cards from Blackline Master 1.8 • 10 connecting cubes Each pair of students will need: • access to resources such as counters, connecting cubes, plastic cups, small animals, or cars Each student will need: • 10 connecting cubes • Student Journal 1.1 Step 2 Starting the lesson Write the numeral 5 on the board and discuss the points below: What do you see in this image? What are some things that you know about the number 5? Is there more than one way to represent 5? How many different ways do you think we can represent 5? Organize the students into pairs to explore the different ways they can represent five (SMP4) . Allow them to choose from a variety of hands-on materials to support their thinking (SMP5) . Invite pairs of students to share and model their answers (SMP4) . Record the different representations around the numeral 5 on the board. Connect each representation to the numeral to form a number web. Step 3 Teaching the lesson Invite the students to sit on the floor around the numeral and number name cards. Ask, What do you see on these cards? (Numerals and number names.) Show the random dot arrangement for 8 and ask, How many dots do you see? (8 .) Turn to the student on your (right) and explain how you knew there were eight dots. Show them how you counted the dots. Allow time for the discussion, then ask, Which cards on the floor match this number of dots? Invite students to say the number and select the cards that match. Encourage them to explain how they knew which cards to choose. (SMP3) Repeat the activity for the cards showing 9 dots, and then 6 dots. Distribute ten cubes to each student. Select and show the the numeral 7 card and ask, How many cubes would you show for this number? How do you know? Have all students show the number with cubes. Select two students to count their cubes to the class. Say,(Jack) and (Abigail) counted their cubes (by ones) . Did anyone do it differently? (SMP3) While most students will have counted by ones to 7, others may have added three cubes and four cubes, or started with five cubes and counted on two cubes, and so on. Highlight answers that show this flexibility with number. Numeral cards | | | | | --- | --- | --- | | | 1
| | | | | | Number name cards one Blackline Master 1.8 | LESSON BLM
1.8 Random dot arrangements
| | | --- | --- | | © ORIGO Education | 5 | | QUICKsteps for ORIGO SteppingStones • Grade 1 75 ♦ | | ♦ 16 QUICKsteps for ORIGO Stepping Stones • Grade 1 • 1.1 1.NBT.A.1 Represent numbers up to 10 Major cluster Extend the counting sequence. Student Journal 1. 1, pp. 6–7 |
1.1 Number: Representing quantities (up to ten)

Step In These clowns are juggling pieces of fruit.

Count the pieces of fruit for each clown. How many is each clown juggling? Write each numeral in the air.

© ORIGO Education
♦ 6 ORIGO Stepping Stones • Grade 1 • 1.1 | | | --- | --- | Then ask, Which number name card matches? Choose a volunteer to identify the card and explain their thinking. (SMP3) Repeat for cards showing numerals 4, 5, and 10. Mix the numeral cards and place them facedown in a pile. Place the number name cards faceup in the center of the group. Invite one student to take the top numeral card and say which number it shows. As each card is selected, encourage the students to select the number name card that matches and explain their thinking. (SMP3) Repeat until all the cards are used. Work through the Step In discussion (Student Journal 1. 1) with the whole class. Encourage students to express their reasoning for each quantity and model how they counted the amount to the class (SMP3

FAQs

What skills do students build in Lesson 1.1 about number representations?

Students identify numerals and number names that match collections of up to ten objects and learn to represent the same quantity in multiple ways.

How do students use materials during the lesson?

Students use numeral and number-name cards plus connecting cubes and other counters or objects to model dot arrangements and quantities.

What does the lesson ask students to do when reflecting?

Students discuss their journal answers and consider different strategies for representing numbers, such as drawing pictures, using tools, or writing symbols.

Aug 23, 2026

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