Representing Quantities

Grade: Kindergarten and Grade 1

Duration: 60 minutes

Class Size: 16 students

Unit: Exploring Numbers and Quantities (Lesson 9 of 28)

Lesson Title: Lesson 5: Representing Quantities

---

Curriculum Connections

British Columbia Mathematics Curriculum (Kindergarten to Grade 1):

• Number Competency:
  • K-1 Number Sense and Operations
  • Learning Standard: Use pictures and symbols to represent quantities to 100 (K-1 Number Sense and Operations, Big Idea: Numbers to 100 represent quantities in many different ways.)
  • Content: Represent quantity using pictures, symbols, and manipulatives.

Core Competencies Developed:

• Communication: Expressing mathematical ideas through visual and symbolic forms.
• Thinking: Developing number sense and problem-solving skills using concrete and pictorial representations.
• Personal and Social: Collaborative learning during centres, sharing and explaining mathematical thinking.

---

Learning Objectives (I Can Statements)

• I can represent numbers to 100 using pictures.
• I can use symbols to show quantities.
• I can talk about the different ways to show numbers.

---

Success Criteria

• I can draw pictures to show amounts up to 100.
• I can use symbols (e.g., tally marks, dots, numbers) to represent quantities.
• I can explain how my pictures or symbols represent the number.

---

Materials Needed

• Counters, cubes, or other manipulatives (at least 100 per student)
• Large chart paper or whiteboard
• Markers and crayons
• Number cards 1-100 (visuals)
• Picture cards showing different quantity representations (e.g., dice dots, ten frames, tally marks)
• Individual whiteboards and dry erase markers
• Dyslexia-friendly number books or illustrated resources with clear fonts and visuals
• Visual symbol charts (e.g., dots, tally marks, base ten blocks pictures)

---

Lesson Outline

1. Introduction (10 min)

• Mini-Lesson: Gather students on the carpet. Show a number (e.g., 37) using various visuals: dots, tally marks, base ten blocks, numerals, and pictures.
• Discuss how there are many ways to represent the same number.
• Use the phrase: “A number is not just a numeral — it can be shown with pictures and symbols too.”
• Write the "I Can" statements on the board and read aloud. Ask students what they already know about showing numbers.

---

2. Modelling and Guided Practice (15 min)

• Using manipulatives, model how to represent a two-digit number (e.g., 45) on a whiteboard:
  • Place 4 groups of ten blocks and 5 single blocks.
  • Draw corresponding pictures of these groups.
  • Show tally marks for the same number.
• Invite 2-3 students to come up and choose a number card (1–100). Use manipulatives and pictures to represent that number as a class.
• Emphasise language: “Look, here are four tens and five ones,” “Here are four groups of five tallies and five single tallies.”

---

3. Independent Learning Centres (25 min)

Divide the class into four groups of 4 and rotate every 6-7 minutes through these centres:

Centre 1: Picture Drawing

• Using crayons and paper, students draw pictures (dots, stars, apples) to represent numbers (provided on cards or chosen independently).

Centre 2: Manipulative Counting

• Use counters or cubes to make groups of tens and ones for a chosen number (teacher prompts or cards). Then sketch their representation on a recording sheet.

Centre 3: Symbol Matching

• Students match number cards with sets of tally marks, dot patterns, and base ten block pictures (using laminated cards).

Centre 4: Digital Tablet or Interactive Whiteboard (if available)

• Use a dyslexia-friendly app or number representation game to reinforce concepts (e.g., dragging groups of 10 and single dots to show a number).

---

4. Reflection and Sharing (8 min)

• Regroup as a class. Invite volunteers to share their favourite way to represent a given number (using pictures or symbols).
• Guide students to explain their thinking simply: “I made this number with dots because it helps me see the groups.”
• Reinforce the phrase “There are many ways to show numbers, and all ways help us understand.”

---

Differentiation Strategies

• For Students Needing Extra Support:

  • Provide fewer numbers (e.g., up to 50 instead of 100) or use smaller quantities.
  • Buddy system: Pair with a peer for activities or provide one-on-one support at centres.
  • Give tactile manipulatives with texture for multisensory learning.
  • Use large-print and clear visuals for symbol matching.

• For Advanced Learners:

  • Challenge with representing numbers over 50 up to 100.
  • Invite students to create their own number puzzles or stories using quantity representations.
  • Explore alternative symbols (e.g., Roman numerals or creating their own symbols).

---

Dyslexia-Friendly Reading and Writing Support

• Provide all written materials (cards, number labels, instructions) in a sans-serif font (e.g., Arial, Comic Sans), larger size, with ample spacing.
• Use colour-coded groups (ten blocks in blue, single blocks in orange) to aid visual discrimination.
• Provide illustrated number stories for practice reading material with clear, simple sentences.

---

Assessment (Formative)

• Observe students during centres to check their ability to represent quantities accurately using pictures and symbols.
• Use a simple checklist:
  • Can the student use manipulatives to build the number?
  • Can the student draw a picture to represent the number?
  • Can the student explain their representation?
• Informal questioning during sharing to gauge understanding and vocabulary use around quantity representation.

---

Additional Teacher Notes

• Maintain a positive, encouraging atmosphere focusing on creativity and confidence in number representation.
• Reinforce that mistakes are part of learning, especially when translating quantities between pictures and symbols.
• Use praise for effort and creativity ("I love how you showed 38 using dots in groups of ten!")
• Document student work samples for showcasing progress at the end of the unit.

---

This lesson plan harnesses hands-on learning and visual literacy in number representation, tailored for early learners while aligning explicitly with the British Columbia Curriculum goals. The mix of mini-lesson, guided practice, and independent centres ensures engagement for diverse learners, fostering both fluency and creativity in early numeracy skills.