Numbers:

Recognition &
Formation

Grade 1
Math
By Jeni Rawson
 Table of Contents

Unit Organizer Page 3-4

Unit Rationale Page 3
GLOs and SLOs Page 3-4
Assignments and Activities Page 4-5
Resources Page 5
Summative Assessment Page 6-10

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Unit: Number Recognition & Formation Teacher: Miss Jeni Rawson
Subject(s): Math Duration: TBD
Grade: One Class Size: 23 students
Rationale:
What Are Students Learning: Students will be taught numbers between 1-20 at the
beginning of the year, with weekly review. Students will learn to recognize and
duplicate numbers in print, write the numbers in words, verbalize numbers, and
identify relationships between numbers (i.e. less than, greater than, skip counting).

How Are They Learning It: Lessons will be focused around hands-on activities and
work with manipulatives. Literacy will also be infused into the math lessons through
the use of math- and number-focused picture books. Worksheets will be incorporated
in order to summatively assess the students’ understanding and for parents to see
their learning. Review sessions will be held at the end of each week or so, to ensure
understanding and to better scaffold future lessons.
General and Specific Learning Outcomes
GLO 1: Develop number sense
SLO 1: Say the number sequence 0 to 100 by:
 1s forward between any two given numbers
 1s backward from 20 to 0
 2s forward from 0 to 20
 5s and 10s forward from 0 to 100
SLO 2: Subitize (recognize at a glance) and name familiar arrangement of 1 to 10 or
dots
SLO 3: Demonstrate an understanding of counting by:
 Indicating that the last number said identifies “how many”
 Showing that any set has only one count
 Using counting-on
 Using parts or equal groups to count sets
SLO 4: Represent and describe numbers to 20, concretely, pictorially and symbolically
SLO 8: Identify the number, up to 20, that is:
 one more
 two more
 one less
 two less
than a given number.
Assignments and Activities
 Number of the Day Poster – every day we learn a new number, we will begin
by filling out our “Number of the Day” poster in which we write the number,
fill it in on a number chart, represent it with tallies, dice, dots, and pictorially.
As well as, find it on a number line, and later, practice addition and subtraction
with it as our sum.

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 Number Practice – students will practice writing the numbers on individual
whiteboards, both individually and together with the class. Students will be
asked to demonstrate their knowledge and will be summatively assessed by
completing similar worksheets
 Colour-by-Number – as an introductory activity, students will complete regular
“colour-by-number” colouring sheets, but later will complete sheets that
correspond numbers to their written form (1 = one)
 Picture books – read-alouds will be conducted using math- and number-
focused picture books
 Guessing Game – from September to December, students will have multiple
opportunities to guess the number of gumballs (or erasers) in a jar. They will
record their guess on a piece of paper, along with their name, of which I will
collect. At the end of December, we will count all of the gumballs in the jar
and see which student was closest in one of their guesses. The paper will be
colour-coded (red for September, orange for October, purple for November,
and blue for December) to demonstrate their growing estimation skills over
the four months
 Scavenger Hunt – students will have to search for items that correspond with
the learned number (ex. when learning the number 2, students will have to
find something with 2 wings)
 Jump for 10 – this is a physical activity in which students will be required to
perform certain actions corresponding with learned numbers (ex. for number
1, students will do 1 push-up, for number 2, students will touch their toes
twice, etc.)
 Order in the Room! – each student will have a sticky note taped on their back,
with a number written on it. They will have to get clues from each other
(without simply giving the number away). Once they all know their numbers,
they will line up in order
 Surveys & Graphs – the class will conduct a variety of surveys both individually
and as a whole and will plot the information on a graph to represent numbers
pictorially and symbolically
 Domino Subitizing – as a quick activity, I will hold up dominos and, as a class,
students will call out the number of dots on each individual side of the domino
first, and then all of the dots on the domino
 Subi-Swat – this is a challenge-based activity. Students will be put into two
teams. Post-it notes with dots on each one will be placed on the board and as I
call out a number, students will use a fly swatter to tap the post-it note with
the corresponding dots.
 “I Have…. Who Has?” Game – students will engage in a game where they have
a card with two numbers on it. They must find a classmate with a matching
number, and another classmate must find them. The numbers are represented
in ten-frames, finger patterns, and tally marks.

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 Resources
 Picture books:
o Two of Everything by Babette Cole
o Lifetime: The Amazing Numbers in Animal Lives by Lola M. Schaefer
o How Many Jelly Beans? By Andrea Menotti
o How Many Seeds in a Pumpkin? By Margaret McNamara and G. Brian Karas
o The Ants Go Marching One by One
o One Guinea Pig is Not Enough by Kate Duke
 Worksheets from workbook by Education.com
 I Have… Who Has? By Primary Delight

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 Summative Assessment
Desired Results
Established Goals – GLO(s):
GLO 1: Develop number sense.
Understandings: Essential Questions:
Students will understand… How can number sense help me in daily
-Number sequence life?
-How to subitize
-How to count
-How to represent numbers
-How to identify numbers that are one
more, one less, two more, and two less
than a given number between 0-20
Prior Understandings: SLO(s):
From Kindergarten… Students will be able to…
SLO 1: Say the number sequence 1 to 10 SLO 1: Say the number sequence 0 to 100
by 1s, starting anywhere from 1 to 10 and by…
from 10 to 1 SLO 2: Subitize (recognize at a glance)
SLO 2: Subitize and name familiar and name familiar arrangement of 1 to 10
arrangements of 1 to 5 objects or dots. or dots
SLO 3: Relate a numeral, 1 to 10, to its SLO 3: Demonstrate an understanding of
respective quantity. counting by…
SLO 4: Represent and describe numbers 2 SLO 4: Represent and describe numbers
to 10, concretely and pictorially. to 20, concretely, pictorially and
SLO 5: Compare quantities 1 to 10, using symbolically
one-to-one correspondence. SLO 8: Identify the number, up to 20, that
is one more, one less, two more, two less
than a given number

Where does this lead? Pre-Assessment

From Grade Two… Worksheets and activities, similar to what
SLO 1: Say the number sequence 0 to 100 we’ll be working on throughout the unit,
by… will be used to pre-assess the students.
SLO 2: Demonstrate if a number (up to Of course, these worksheets and
100) is even or odd activities will be formatively assessed and
SLO 4: Represent and describe numbers will be at a kindergarten level.
to 100, concretely, pictorially, and
symbolically
SLO 5: Compare and order numbers up to
100

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 Assessments
Number of Number Various Colour-by- Guessing Scavenger
Learning Title the Day Practice Worksheets Number Game Hunt
Jump for 10
Outcomes Type Formative Formative Summative Formative Formative Formative Formative
(Formative/Summative)

Weighting 0% 0% 40% 0% 0% 0% 0%

SLO 1: Say the number sequence

  
0 to 100 by…

SLO 2: Subitize (recognize at a

glance) and name familiar       
arrangement of 1 to 10 or dots

SLO 3: Demonstrate an
     
understanding of counting by…

SLO 4: Represent and describe

numbers to 20, concretely,     
pictorially and symbolically
SLO 8: Identify the number, up to
20, that is: one more, two more,
  
one less, two less than a given
number

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 Assessments
Order in the Surveys & Domino I Have… Who Grade 1
Learning Title Room Graphs Subitizing
Subi-Swat
Has? Checklist
Outcomes Type Formative &
Formative Formative Formative Formative Summative
(Formative/Summative) Summative
Weighting 0% 0%, 20% 0% 0% 0% 40%

SLO 1: Say the number sequence

  
0 to 100 by…

SLO 2: Subitize (recognize at a

glance) and name familiar    
arrangement of 1 to 10 or dots

SLO 3: Demonstrate an
   
understanding of counting by…

SLO 4: Represent and describe

numbers to 20, concretely,      
pictorially and symbolically
SLO 8: Identify the number, up to
20, that is: one more, two more,
 
one less, two less than a given
number

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Assessment Tool Overview
Assessment Assessment
Assessment Assessment
Brief Description FOR
AS Learning OF Learning
Tool Learning
Involves daily review and practice
Number of the of number recognition and

Day Poster develops number sense. Whole-
class practice.
Variety of practices to strength
number recognition and
Number Practice  
formation. (i.e. worksheets,
whiteboard writing, activities)
Various worksheets that focus on
Various specific skills and understandings.
 
Worksheets Formal assessment in similar
format as number practice.
Involves students identifying
Colour-by- numbers and corresponding them

Number with the correct colour and/or its
written form.
Involves students guessing the
number of objects in a jar. Clearly
Guessing Game 
shows their development of
number sense over 4 months.
Involves students finding
objects/things in a certain area
Scavenger Hunt 
that correspond with a specific
number.

Involves students performing an

Jump for 10 action that corresponds with a 
specific number.

Involves students working

Order in the
together to figure out “their 
Room
number” and line up accordingly.

Involves students collaborating

Surveys &
and communicating to gather data  
Graphs
and display said data on a graph.

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 Involves students quickly
Domino identifying the number on the

Subitizing dominos (on both individual sides,
as well as the sum of both sides)

Involves students quickly

Subi-Swat identifying a number on the board 
with the number that I said aloud.

Involves students working

I Have… Who
together to find numbers that 
Has?
match on their card.

A checklist that assesses students’

understanding of certain concepts
Grade 1
that we’ve been working on. This  
Checklist
will be used at the end of big ideas
and before reporting periods.

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