Number Book Adventures

Overview

Students create a mini number book page for a favorite number from 1–10, using drawings and simple writing to represent the number. The lesson builds on prior counting and numeral recognition by combining “counting objects,” “writing numerals,” and “showing the number in parts” using models and illustrations.

Learning intentions

Students will be able to:

• count up to 10 objects and write the numeral for that count
• represent a chosen number 2–10 as ten/single parts (where appropriate) and explain what the numeral means
• add one more (or take one away) using pictures and words, matching their drawing to the math
• complete a number book page that includes an accurate numeral and a clear representation

Success criteria

• I can choose a number and write it correctly in my number book.
• I can show my number with objects (or drawings) and count them accurately.
• I can write a simple sentence that matches my picture (for example, “I have 5 cubes.”).
• I can use a model to explain how my number changes when I add or take away 1.

Curriculum links

• Grade 1 Number and Operations in Base Ten — Count to 120, read and write numerals, and represent a number with a written numeral - Grade 1 Number and Operations in Base Ten — Understand 11–19 as ten and ones (CCSS.MATH.CONTENT.1.NBT.B.2b)
• Grade 1 Number and Operations in Base Ten — Add within 100 using concrete models or drawings; add tens and ones, sometimes composing a ten ## Lesson structure (45 minutes)

1. 0–5 min · Warm-up count-and-show. Teacher displays 3 quick dot arrays (or picture cards) and asks, “How many do you see? What numeral matches?” Students show their numeral on mini whiteboards and say the count aloud.

2. 5–12 min · Model a sample number book page. Teacher shows a completed example page for a number (e.g., 7) and demonstrates: drawing the objects, writing the numeral, and adding a short sentence that matches the picture (e.g., “Seven has 7 dots.”). Students turn and talk: “What parts show the number? What could you add 1 to?”

3. 12–28 min · Create number book pages (station/work time). Teacher sets up props and explains the steps: (a) pick a favorite number 1–10, (b) build/draw that many items, (c) write the numeral, (d) write one sentence, and (e) complete one “add or take away 1” picture. Students work at desks or a table station using ten frames, counters, and paper props; teacher circulates to confirm correct counting and numeral writing.

4. 28–37 min · Share and validate strategies. Teacher invites 3–4 students to share their page. Each student points to the numeral, counts the objects in the drawing, and answers one prompt: “What is one more than your number?” or “What is one less than your number?” Students listen, then give one “math compliment” (e.g., “Your dots match your numeral.”).

5. 37–45 min · Quick check (exit ticket). Teacher gives an exit slip with two parts: (1) draw and write the numeral for 8 (or a different number) and (2) circle “one more” and “one less” on a number line 1–10. Students complete independently; teacher collects for quick review.

Resources

• Number Book “template” pages (one page per student, with space for numeral, drawing, sentence, and add/take-away picture)
• Counters and/or small objects (buttons, cubes) for building numbers 1–10
• Ten frames and number lines 1–10 (print or poster)
• Crayons/markers, scissors, glue sticks (for optional prop placement)
• Sample completed number book page (teacher model)
• Sentence starter strips (e.g., “I have ____.” “One more is ____.” “One less is ____.”)
• Mini whiteboards and markers for warm-up
• Exit tickets with short drawing + numeral + one-more/one-less

Assessment

• Formative checks during warm-up: students match picture counts to numerals on mini whiteboards
• Teacher observation during creation: accuracy of counting, numeral formation, and correspondence between drawing and written sentence
• Exit ticket: correctness of numeral and one-more/one-less relationship (matching the pictured/number-line concept)

Differentiation

• Support for students who need it: provide a ten frame pre-filled guide, number cards to choose from, and a filled-in sentence starter they can copy (with blanks).
• Support for numeral formation: offer a numeral tracing card for the chosen number before writing it on the book page.
• Extension for students ready for more: challenge them to make two versions of their page: one showing their number and one showing their number with objects grouped differently (still the same count), and add an explanation sentence (e.g., “I grouped them, but I still have 7.”).
• EAL/SEN considerations: allow pointing, counting aloud, and use of single-word choices for the sentence starter; accept informal drawings as long as the count and numeral are correct.