[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-138080-105":59,"doc-detail-138080-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","qs-grade-1-module-1-lessons-1-3-number-representing-quantities-up-to-ten","QS Grade 1 Module 1 Lessons 1-3 - Number: Representing Quantities (Up to Ten)","","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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/qs-grade-1-module-1-lessons-1-3-number-representing-quantities-up-to-ten/138080/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/qs-grade-1-module-1-lessons-1-3-number-representing-quantities-up-to-ten/138080.png","ImageObject",300,407,{"name":92,"@type":93},"Margaret","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-20","2026-08-23",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What skills do students build in Lesson 1.1 about number representations?","Question",{"text":112,"@type":113},"Students identify numerals and number names that match collections of up to ten objects and learn to represent the same quantity in multiple ways.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students use materials during the lesson?",{"text":117,"@type":113},"Students use numeral and number-name cards plus connecting cubes and other counters or objects to model dot arrangements and quantities.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the lesson ask students to do when reflecting?",{"text":121,"@type":113},"Students discuss their journal answers and consider different strategies for representing numbers, such as drawing pictures, using tools, or writing symbols.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},138080,1787474129,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","1.1 Number: Representing quantities (up to ten)  \nIn this lesson, students identify numerals and number names that match collections of up to ten objects.  \nStep 1 Preparing the lesson  \nYou will need:  \n• numeral cards and number name cards for 1 to 10 from The Number Case  \n• 1 set of cards from Blackline Master 1.8  \n• 10 connecting cubes  \nEach pair of students will need:  \n• access to resources such as counters, connecting cubes, plastic cups,  \nsmall animals, or cars Each student will need:  \n• 10 connecting cubes  \n• Student Journal 1.1  \nStep 2 Starting the lesson  \nWrite the numeral 5 on the board and discuss the points below:  \nWhat do you see in this image?  \nWhat are some things that you know about the number 5?  \nIs there more than one way to represent 5?  \nHow many different ways do you think we can represent 5?  \nOrganize 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.  \nStep 3 Teaching the lesson  \nInvite 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.  \nDistribute 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.  \nNumeral cards  \n\n|  |  |  |\n| --- | --- | --- |\n|  |   1 \u003Cbr>|  |\n|  |  |  |\n\nNumber name cards  \none  \nBlackline Master 1.8  \n\n| LESSON BLM\u003Cbr>1.8 Random dot arrangements\u003Cbr>|  |\n| --- | --- |\n| © ORIGO Education |  5  |\n| QUICKsteps for ORIGO SteppingStones • Grade 1 75 ♦ |  |\n\n♦ 16 QUICKsteps for ORIGO Stepping Stones • Grade 1 • 1.1  \n1.NBT.A.1 Represent numbers up to 10 Major cluster  \nExtend the counting sequence.  \nStudent Journal 1. 1, pp. 6–7  \n\n| \u003Cbr>1.1 Number: Representing quantities (up to ten)\u003Cbr>\u003Cbr> Step In  These clowns are juggling pieces of fruit.\u003Cbr>\u003Cbr>Count the pieces of fruit for each clown. How many is each clown juggling? Write each numeral in the air.\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>© ORIGO Education\u003Cbr>♦ 6 ORIGO Stepping Stones • Grade 1 • 1.1 | |\n| --- | --- |\n\nThen 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.  \nMix 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.  \n(SMP3) Repeat until all the cards are used.  \nWork 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","cbCaibSnVK5IsAsI","https://ap.wps.com/l/cbCaibSnVK5IsAsI","pdf",2553057,23,"English","# 1.1 Number: Representing quantities (up to ten)\n## Step 1 Preparing the lesson\n## Step 2 Starting the lesson\n## Step 3 Teaching the lesson\n## Step 4 Reflecting on the work\n## Maintaining concepts and skills\n## Small group differentiation","[{\"question\":\"What skills do students build in Lesson 1.1 about number representations?\",\"answer\":\"Students identify numerals and number names that match collections of up to ten objects and learn to represent the same quantity in multiple ways.\"},{\"question\":\"How do students use materials during the lesson?\",\"answer\":\"Students use numeral and number-name cards plus connecting cubes and other counters or objects to model dot arrangements and quantities.\"},{\"question\":\"What does the lesson ask students to do when reflecting?\",\"answer\":\"Students discuss their journal answers and consider different strategies for representing numbers, such as drawing pictures, using tools, or writing symbols.\"}]","QS Grade 1 Module 1 Lessons 1-3 - Number: Representing Quantities (Up to Ten) | PDF",58]