Students work with number cards laid out in order from 1–10 and match sets of objects (1, 2, 3 apples) to the written numeral cards. Students mix the number cards out of order and repeat matching, and students choose a number of objects while the adult selects a numeral card for the student to check. The activity also asks students questions about 'one more than 1' and 'one more than 2,' encouraging comparisons of small quantities.

Students lay out number cards from 1–20 in order and point to each number while saying the number names aloud. Students count small stacks of die-cut animals by sliding each one as they say a number and then find the number card that matches the counted quantity. The skills list explicitly asks students to identify whether the number of objects in one group is greater than, less than, or equal to the number in another group using matching and counting strategies.

Students count two piles of die-cut animals (one with 3 and one with 5), lay each pile in a line, and are asked which line has more and which has fewer, using one-to-one counting. Students are encouraged to work left to right and assign one number to each animal to determine which group is larger. The optional extension shows numerals in an equation (3 + 5 = 8), indicating numerals are present in at least one activity.

Students match number cards to groups of animals and read the numerals 4, 5, and 6 aloud. Students answer questions like "What number is one more than 4?" and "What number is one more than 5?" and practice forming and tracing the written numerals 4, 5, and 6 on the activity page or with pipe cleaners.

Students count and place sets of objects on the island (e.g., sliding and counting each tree until she gets to seven, gluing one rock, counting and sticking the fireflies). Students map spoken/count quantities to physical sets by counting objects aloud. An optional extension explicitly has students use number cards to match the number of each object to the correct written numeral.

Activity 2 has students count 7 die-cut cats and match each with a number card, trace the printed numerals 7, 8, and 9 with a finger, and form those numerals with playdough. The activity also asks students "What number is one more than 7?" and "What number is one more than 8?" and provides a Number Writing 7, 8, 9 sheet for tracing and freehand practice.

Students are asked to "identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group" in the Skills section. In Activity 2 students count and sort leaves into rows of 10, count scattered arrangements, and respond when the number of leaves is changed. The extension asks students to choose sets of 10 (or 20) and to compare different arrangements, giving practice with comparing quantities.

Activity 2 asks students to divide leaves into two groups, count each group, and match each count to a number card before deciding which group has more. The activity explicitly suggests using numbers from 1-10 for matching and comparison. The optional extension asks students to determine how many more items the smaller group would need to equal the larger group.

Students divide 10 die-cut cats into two groups (for example 9 and 1, then 8 and 2) and count each group, placing a number card above each group to show the written numeral. Students write equations such as 9 + 1 = 10 and continue through other pairs (7+3, 6+4, 5+5, etc.), repeatedly using written numerals from 1–10 in these groupings.

Students draw two number cards and place one beside each pail, then place the corresponding number of blue pom-poms in each pail, linking written numerals to sets of objects. Students write the equation for each pail and count the total number of blueberries, and later partition 10 blueberries between the two pails and record the matching equations (e.g., 9+1=10). These activities require students to read written numerals, model those quantities with objects, and record numeric equations.

The Skills list explicitly includes "Compare two numbers between 1 and 10 presented as written numerals." Activity 2 directs students to take two number cards between 1 and 10 and ask which is larger or smaller. Activity 2 then has students count out that number of die-cut raindrops to match each numeral, reinforcing the comparison of written numerals with concrete quantities.

The lesson shows written number cards (for example, the cards 5 and 4) and asks the child which one is greater, explicitly prompting a comparison of two written numerals. The lesson also presents other written numerals (e.g., 18) for discussion, indicating that numerals are shown as symbols for children to interpret.

The Getting Started review asks the child to compare the written numerals 9 and 7 and identify which is smaller. Activity 2 has students read and solve written equations (e.g., 5 - 1 = 4 and other equations with totals 5 or less), requiring them to read and use written numerals up to 5 with manipulatives.

The lesson's Skills list explicitly includes: "Compare two numbers between 1 and 10 presented as written numbers." In Activity 1, students manipulate 10 pom-pom apples, remove some, count how many remain, and write matching subtraction equations (e.g., 10 - 3 = 7), so students practice working with written numerals and quantities within 10. The reading and activities repeatedly involve numbers within 10 through counting and equation writing.

In Activity 2 (War!), students each turn over a top number card at the same time and determine which card shows the higher number; the player with the higher number keeps the cards. Students repeatedly compare two cards in head-to-head contests, resolving ties by turning over additional cards.

In the Getting Started Review, the lesson directs an adult to choose two numbers between 1 and 10 and ask the child which is greater. This instruction asks the child to compare two numbers within the 1–10 range. No other activity text provides additional comparison practice or explicit numeral-focused tasks.

Activity 2 has students form a line of marshmallows next to each toy, count the marshmallows to determine each animal's length, and write down that number. Students are then asked to choose which animal is longer based on the recorded counts. The activity thus has students produce and use numeric counts to make a comparison between two items.

Students manipulate umbrellas labeled with written numerals 1, 2, 3, 4, 5, 5, 6, 7, 8, and 9 and turn over two at a time. Students read the two numerals they reveal and decide whether the two numbers add up to ten, keeping pairs that equal ten.

Students count characters and represent quantities by numbering animal pictures from 1 to 9. Students put mixed-up numbered animals back in order from 1–9 and answer questions about what number comes after or before a given number (e.g., after 4 is 5, before 4 is 3). Students are also asked to read and identify written numerals when a number is pointed to or called out.

The skills list requires students to "Write numbers from 0 to 20" and to "Represent a number of objects with a written numeral 0-20," which gives practice with numeral writing and linking numerals to quantities. The skills list also includes identifying whether the number of objects in one group is greater than, less than, or equal to another group. Activity 1 has students create two groups of animals (one with 9 and one with 7), count both groups, and tell which group has the greater number.

The lesson includes a math skill that asks students to "identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group," explicitly calling for matching and counting strategies. Activity 2 has students predict a number of toilet-paper "wraps," count the actual number, and compare the prediction to the actual count, which practices comparing quantities and numeric outcomes.