Students will comprehend the sequence of numbers 1 through 10 and the corresponding numeral better. At the end of the lesson, they are going to:
- accurately count and determine "how many" items there are in a set.
- count to at least 10 both forward and backward, with and without objects.
- realize that the number can be used to express the number of items in a set or the position of an item in a sequence.
- gain knowledge of the relationships between ordinal and cardinal numbers as well as the relative positions and magnitudes of whole numbers.
- connect numerals and number words to the quantities they stand for by employing a variety of physical models and depictions.

- How does mathematics aid in effective communication? 
- How do patterns and relationships connect in math? 
- How can numbers be represented, compared, quantified, and modeled using mathematics? 
- What does it mean to evaluate or estimate a numerical quantity? 
- What qualifies a tool and/or strategy for a specific task? 
- When is it better to estimate rather than calculate?

- Greater Than: A number is larger than the other. 
- Less Than: A number is smaller than the other.

- several paper bags containing 5 to 10 school supplies (or pictures)
- Numerals Chart (M-K-1-1_Numerals Chart)
- Counting/recording sheet (M-K-1-1_Counting Objects Recording Sheet)
- class poster/anchor chart with the title “Ways to Represent a Number”

- Utilize observations during workstations, one-on-one conferences, and class discussions to help gauge each student's level of comprehension and fluency. 
- You can use the Random Reporter method at any point in the lesson to make sure that students are learning the skills of composition and decomposition and are headed in the right direction. (For additional information, see https://static.pdesas.org/content/documents/Random%20Reporter.pdf. )

Direct Instruction, Modeling, Active Participation, and Scaffolding 
W: Choose a counting story problem that incorporates an actual circumstance. Present the problem to the students as a pile of counters, and have them count the counters without touching them or organizing the count. Get suggestions from the students on how to stay on task while counting. 
H: Show students that there are multiple ways to arrive at a given number by using the "help me solve a problem I can't figure out" approach. 
E: Assign students to work in pairs to determine the quantity of items in each bag. Give them two different ways to count: pulling one away at a time and organizing into rows before counting. 
R: Students will keep practicing counting the objects and recording each number on their worksheet (M-K-1-1_Counting Objects Recording Sheet). Partners will write down the number that corresponds to each quantity and demonstrate several ways to represent the number. Correct any confusion or misunderstandings that arise. 
E: Have a few students walk through the counting process to make sure they are doing it precisely. 
T: The task can be repeated numerous times with different numbers or even with additional scenarios and narratives. 
O: Students will learn how to identify quantities in small groups, represent numerals in a variety of ways, and increase their fluency and comfort level with numbers. 

You should set up paper bags with five to ten animal counters inside and label them with an identification letter before starting this lesson. You will need enough bags so that each pair of students always has a bag and does not have to wait for a new bag. You might want a place where pairs return bags when they're done, or you could think of a way to rotate the bags so that each pair receives a bag. Additionally, make a poster or chart titled "Ways to Represent a Number" to hang on the board or chart paper.

Counting Collection Activity

"I would like to show you this special bag." Present the bag to the students and explain that you will need their assistance in solving a problem. "I need help with something. I need to know how many items are in this bag, but I'm not sure how to count them."

Empty the bag and arrange the ten items into a stack. Next, have the model count them aloud while keeping his eyes fixed on the counters. Overcount to demonstrate how easily students can get lost in their belongings if they aren't organized.

Assign students to pairs. "Alright, let's see: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12.... wait, I'm not sure which ones I've counted and which ones I haven't. Class, please discuss some of your ideas with a partner so that I can count them all."

Encourage students to discuss ideas for tracking their counts with a partner. Help them come up with ideas like organizing the objects into rows or taking one or two away at a time so they can count. Look out for students who are pulling away only one at a time when attempting to count by twos. Additionally, keep an eye out for students who pull away to count but are not far enough away to avoid getting re-incorporated into the initial pile.

"What approach did you and your partner decide on?"

Partners divide up the work. Try each approach as recommended. As you go, ask questions about the students' approaches.

"Can we all agree, then, that there are ten counters? Write that number down now. Write 10 with your finger in the air."

Proceed to the class poster and jot down the number 10.

"Guys, is there any other way I could write ten?"

Write the options that the students choose, such as "ten," "5+5", tallies, circles, etc., on the poster.

Following that, each pair will receive a labeled bag, an M-K-1-1_Counting Objects Recording Sheet recording sheet, and an M-K-1-1_Numerals Chart number word chart.

"You will be calculating the number of school supplies I have in each bag today, boys and girls. Next, you will write down the number and present it in three different ways, at least."

Provide examples of how to represent numbers using a variety of symbols, words, ten-frame drawings, tallies, and numerals.

Display the resources and recording sheets for the students.

"As soon as you're done using each bag, put it back on the back counter or in the designated area of your classroom, then pick up the next bag on your recording sheet that's still available. Please be patient until you hear me say "Rotate" after you have finished using each bag."

As they replace the items in the bag, demonstrate to the students how to carefully empty their contents and how crucial it is to maintain track of their progress.

"When partner 2 finds a peaceful area in the room to work, partner 1 will get the recording sheets and a bag. Move On."

Approach each group and inquire about their methods of counting. Keep an eye out for students who appear to be trying to skip count or who lack organization in their counting. You can ask them to demonstrate how they calculated the total if you want to explain to them that you're confused. Pay attention to the ways that students are recording. Remember to use the numerical chart for anyone writing numbers backward

Allow enough time for students to finish counting all or most of the bags. Have the students come together and explain how they calculated the number of items in each bag. After that, ask them to describe how they wrote their numerals on the recording sheet. To the class poster, add any representations that haven't been shared yet.

"We'll be employing these techniques to help us solve a lot of problems over the next few days." Summarize the answers that show effective counting techniques, like adding to, counting up, and pointing to each child or cube in a one-to-one manner.

Extension:

Routine: Request that students count the objects and sets they use or see during activities and book reading. Show students instances in which a number is visible in segments. As they observe numbers that can be composed or decomposed at home, encourage your students to bring these examples to class to share. Emphasize the use of specific vocabulary words required to communicate number-sense concepts. Observe how students are doing and their responses, and give them the chance to edit their work as their ideas become clearer.

Fine Motor Skills: During class activities or stations, students who struggle with fine motor skills should collaborate with a partner. Give the partner instructions to assist the student by using the M-K-1-1_Numerals Chart number words/numerals sheet.

Small Group: Children who are struggling may benefit from instruction in small groups. Group students into one or more smaller groups according to information from formative assessments and student observations. Go over the recording and the exercise. After two or three rotations, have the focus switch to the students explaining what they are thinking as they record.

Expansion: Up to 20 quantities may be necessary for students who are becoming proficient at counting a collection and expressing the number. Use the recording sheet to gauge students' knowledge and fluency. This will assist you in assessing the comprehension and proficiency of the students (M-K-1-1_Counting Objects Recording Sheet).

The purpose of this lesson is to help students better understand that there are multiple ways to represent quantities.