**Overview of Module 1**

- Same, different
- Students order, count and write up to ten objects to answer “how many?”

- They learn that the last number name said tells the number of objects counted.

- Very basic expressions and equations are introduced early in order to saturate the students with numbers throughout the entire year so that they exit fluent in sums and differences to 5

- Students see both the expression 2 + 1 and the equation 3 = 2 + 1

- Understanding of relationships between numbers and know that each successive number name refers to a quantity that is one greater and that the number before is one less. This important insight leads later in the year, and in Grade 1, to Level 2
*counting on*rather than*counting all*.

- “I counted 6 beans in a row. I counted 6 beans in a circle and then squished them together and counted again. There were still 6!”

Students complete units of 5 using the fingers of their left hand and “5-groups.” The numbers 6, 7, 8, and 9 are introduced relative to 5: “Five fingers and ____ more.” Students also explore numbers 5 to 9 in relation to 10, or 2 complete fives: “9 is missing 1 to be ten or 2 fives.”