Kindergarten Lesson Title: Fromcounting All to Counting On
Kindergarten Lesson Title: FromCounting All to Counting On
Unit 7: Teen Numbers (Lesson 1 of 3)Time Frame: 2 weeks
Essential Question:
- How are teen numbers represented?
- How are teen numbers composed and decomposed?
Targeted Content Standard(s): / Student Friendly Learning Targets
K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.NBT.1Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. / I can…
- Count a group of objects up to 19
- Count on starting at 10
Targeted Mathematical Practice(s):
1 Make sense of problems and persevere in solving them
2Reason abstractly and quantitatively
3Construct viable arguments and critique the reasoning of others
4Model with mathematics
5Use appropriate tools strategically
6Attend to precision
7 Look for and make use of structure
8 Look for an express regularity in repeated reasoning
Supporting Content Standard(s):(optional)
K.CC.3Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Purpose of the Lesson:
Students will represent the teen numbers using counting strategies with manipulatives and pictures and sequencing on a number line.
Explanation of Rigor:(Fill in those that are appropriate.)
Conceptual:
Students count teen quantities of objects and represent the quantities with numerals. They also count on from 10 using manipulatives to represent teen quantities. Students will develop understanding that 10 is the base for building the teen numbers. / Procedural:
Students count on from 10 to represent the value of teen numbers. / Application:
Vocabulary:
Decompose
Compose
Digit / Teen number
Number / Numeral
Equation / Unit
Leftover / Remainder
Base-ten system
Evidence of Learning (Assessment):
Pre-Assessment: Sequencing Numbers on the Number Line
Formative Assessment(s):Unifix® Tower Assessment, Double Ten Frame Assessment, Bead Rack Assessment, Building a Teen Number on the Number Line Assessment, Counting All Observational Checklist, Counting On Observational Checklist
Summative Assessment:
Self-Assessment: Self-assessment Checklist
Lesson Segments:
- Pre-assessment – Sequencing Teen Numbers
- Count teen quantities with manipulatives and count out manipulatives to represent teen quantities.
- Count on with manipulatives by starting at ten and building on using Unifix® cubes.
- Count on with manipulatives by starting at ten and building on using ten frames.
- Count on with manipulatives by starting at ten and building on using a bead rack.
- Count on with manipulatives by starting at ten and building on using a number line.
Lesson Procedures:
Segment 1 - Pre-Assessment
Approximate Time Frame:
1 day / Lesson Format:
Whole Group
Small Group
Independent
Modeled
Guided
Collaborative
Assessment / Resources:
Number Line to 20
Neutral Spinner 11-20
Focus:
Pre-assessment (sequencing teen numbers) / Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Math Practice Look For(s):
MP7 Look for and make use of structure. Students will use the structure of the number line to show the sequence of numbers between 10 and 20. / Differentiation for Remediation:
Differentiation for English Language Learners:
Differentiation for Enrichment:
Potential Pitfall(s): / Independent Practice (Homework):
Steps:
- Students are each given a Number Line to 20. Students will cut the page in half and glue the two halves together to make the number line.
- Place students in partners with 1 spinner.
- Students take turns using the spinner. Students read the number the arrow lands on and write the number on the appropriate spot on the number line.
- Students continue until the number line has been filled in completely.
Segment 2 - Counting All
Approximate Time Frame:
2-4 days / Lesson Format:
Whole Group
Small Group
Independent
Modeled
Guided
Collaborative
Assessment / Resources:
11-19 Numeral Cards (from Twenty Frame Match Up)
Dry erase boards and markers
Counting bags (filled with assorted items ranging from 11 to 19 objects)
Unifix® cubes
Twenty Frame Match Up
Blank Twenty Frame
Bead Racks
Number Lines (laminated)
Focus:
Count teen quantities with manipulatives and count out manipulatives to represent teen quantities. / Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Math Practice Look For(s):
MP2: Reason abstractly and quantitatively. Students will use the structure of the bead racks and Unifix cube trains to reason about the values of the teen numbers.
MP7 Look for and make use of structure. Students use combinations to 5 and combinations to 10 in order to build knowledge of structure in teen numbers. / Differentiation for Remediation:
Differentiation for English Language Learners:
Differentiation for Enrichment:
Potential Pitfall(s):
If you don’t have enough bead racks for each student, you can have half of the class use bead racks while the other half usesUnifix® cubes. You could also make your own bead racks or place the students in groups to share the bead racks. / Independent Practice (Homework):
Steps:
**If students can correctly count all objects of the target number, move on to Segment 3 - Counting On Using Unifix® Cubes.
Day 1
- Review numbers 11-19 using numeral cards.
Teacher Notes/Reflections:
- In partners, students are given a counting bag. They will count the objects and write the numeral on a dry erase board. After checking their answer with the teacher, they will receive a new counting bag.
- In partners, students will flip over a numeral card. The students will build a Unifix® cube train to the target number. After checking their answer with the teacher, they will flip over a new card and build a new train.
Day 2
- In partners, students will play Twenty Frame Match Up.
- After completing the Twenty Frame Match Up, students will be given a blank twenty frame. Students will flip over a numeral card. Using Unifix® cubes, students will fill in the twenty frame to the target number. After checking their answer with the teacher, they will flip over a new card for a new target number.
Day 3
- In partners, students will flip over a numeral card. They will count to the number using a bead rack. After checking their answer with the teacher, they will flip over a new card for a new target number.
- In partners, students will flip over a numeral card. They will count to the number on a number line (laminated) and circle the target number. After checking the answer with the teacher, students will erase the circle and flip over a card for a new target number.
Segment 3 - Counting On Using Unifix® cubes
Approximate Time Frame:
2 days / Lesson Format:
Whole Group
Small Group
Independent
Modeled
Guided
Collaborative
Assessment / Resources:
Numeral Cards 11-19 (from Twenty Frame Match Up)
Unifix® Cubes (10 one color, 9 a different color)
Dry erase board and markers
Focus:
Count on with manipulatives by starting at ten and building on using Unifix® cubes. / Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Math Practice Look For(s):
MP2 Reason abstractly and quantitatively. Students will reason about the value of teen numbers as they count on from ten to build the teen numbers.
MP7 Look for and make use of structure. Students use their understanding of ten as a group, to develop understanding of the structure of teen numbers. / Differentiation for Remediation:
Differentiation for English Language Learners:
Differentiation for Enrichment:
Potential Pitfall(s): / Independent Practice (Homework):
Steps:
Day 1
- Hold up a Unifix® Cube train with 10 red cubes. Ask students to tell you how many cubes there are.
Teacher Notes/Reflections:
- Add 2 yellow cubes. Ask the students how many cubes there are now and to explain how they figured it out.
- Show the students that you can count all of the Unifix® cubes as well as count on (since we knew there were 10 red, we do not need to count the 10 again).
- Repeat steps 1-3 using other teen numbers. While modeling the teen numbers, encourage students to count on by remembering that there are 10 red cubes and count on starting with the yellow cubes.
- Students will work with a partner. Teacher tells the students a teen number to create and write. Partner A will create a Unifix® Cube Train and Partner B will write the numeral on a dry erase board.
- Students will repeat step 5 with another teen number. Partner A will now write the numeral and Partner B will now create the Unifix® Cube train. Repeat as necessary, alternating partner roles.
Day 2
1. Place students into pairs.
2. Students are given a deck of cards 11-19 and 19 Unifix® cubes (10 of one color and 9 of a different color).
3. Each partner picks a card from the deck. They build a unfix cube train (using 10 of one color and the remaining cubes a different color) to match the target number.
4. Students check each others’ trains.
5. Students draw a new number and create a new train.
Segment 4 – Counting On Using Ten Frames and Double Ten Frames
Approximate Time Frame:
2 days / Lesson Format:
Whole Group
Small Group
Independent
Modeled
Guided
Collaborative
Assessment / Resources:
Twenty Frame Match Up (Twenty Frame cards and Numeral cards only)
Blank Twenty Frame
Unifix® cubes
Arrow Cards (1-10 with 1-9 one color and 10 a different color)
Blank Ten Frames
Focus:
Count on with manipulatives by starting at ten and building on using ten frames. / Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Math Practice Look For(s):
MP2 Reason abstractly and quantitatively. Students will reason about the value of teen numbers as they count on from ten to build the teen numbers.
MP7 Look for and make use of structure. Students use their understanding of ten as a group, to develop understanding of the structure of teen numbers. / Differentiation for Remediation:
Differentiation for English Language Learners:
Differentiation for Enrichment:
Potential Pitfall(s): / Independent Practice (Homework):
Steps:
Day 1
1. Using a ten frame, show students a number 1-9. The students then will find the arrow card that matches the number shown on the ten frame (Remind the students that any number under 10 will be the same color). Repeat until students have practices all single digit numbers. / Teacher Notes/Reflections:
2. Show students a full ten frame. Ask the students to find the corresponding arrow card and discuss the difference. Along with the students noticing the change in color, guide the students to noticing that the 10 has two digits/numbers instead of just one.
3. Show the students a full ten frame plus one more to represent the number 11.
4. Teacher asks students to find the matching arrow cards while modeling the ten and the one. Teacher will present eleven as “ten and one more”.
*Note: Make sure the students are lining up the arrows on the arrow cards so that the numbers are properly displayed.
An additional number reinforcement is to have students represent the number with their hands. The students can show 11 by flashing ten fingers then holding up just 1. Students can also partner up to create the teen numbers. / Teacher Notes/Reflections:
5. Teacher will continue with numbers 12-19 (first time through in sequential order and random order the remaining times through). Each number will be modeled on two ten frames side by side and explained as “ten and ___ more”.
6. Repeat numbers 11-19 using a double ten frame and arrow cards. Continue using the language “ten and ___ more”.
Day 2
- Start by showing students one of the Twenty Frames from the Twenty Frame Match Up. Ask the students what number the card represents and explain how they figured it out.
- Show a few more cards to the students. As the number is given, show the students how the number can be found by counting on the second ten frame instead of including the first ten frame and counting all.
- Place the students in groups. Students will work together to complete the Twenty Frame Match Up. Students will match the Twenty Frame card to the Numeral card. Encourage students to count on instead of counting the first ten frame.
Day 3
1. Students will work in partners. Student A will flip over a Twenty Frame Card while Student B builds the Twenty frame on the Blank Twenty Frame sheet using Unifix® cubes. Student B will then count the cubes to find the numeral and Student A will write the numeral on a dry erase board. Students then show the teacher and demonstrate how they found the numeral by counting on (students should work towards counting on by know there are 10 in the first ten frame and continue counting with the second ten frame).
2. After checking the answer with the teacher, Student B will now flip over a Twenty Frame Card while Student A builds the Twenty Frame on the Blank Twenty Frame sheet using Unifix® cubes. Student A will then count the cubes to find the numeral and Student B will write the numeral on a dry erase board. After checking the answer with the teacher, students will continue the game while alternating roles.
Segment 5 – Counting On Using Bead Racks
Approximate Time Frame:
2 days / Lesson Format:
Whole Group
Small Group
Independent
Modeled
Guided
Collaborative
Assessment / Resources:
Bead Racks
Ten Frames
Double Ten Frames
Twenty Frame Match Up
Focus:
Count on with manipulatives by starting at ten and building on using a bead rack. / Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Math Practice Look For(s):
MP2 Reason abstractly and quantitatively. Students will reason about the value of teen numbers as they count on from ten to build the teen numbers.
MP7 Look for and make use of structure. Students use their understanding of ten as a group, to develop understanding of the structure of teen numbers. / Differentiation for Remediation:
Differentiation for English Language Learners:
Differentiation for Enrichment:For students who have a sense of part-part-whole, they can find other ways to build a teen number that doesn’t follow the “ten and some more” pattern (example: doubles, doubles plus 1, 5 and some more)
Potential Pitfall(s): / Independent Practice (Homework):
Steps:
Day 1
- Allow students time to explore the bead rack (noticing the different colors and amount of beads). Ask students what they notice.
Teacher Notes/Reflections:
2. When using the bead racks, all beads will start on the right side. This can be marked with a sticker or a dot to help students determine what side the bead begin. Teacher will pull some beads over to the left side (on the top row only) and ask the students what they see with the result being the students will identify the number. Encourage students to identify how many red and white beads are moved each time as well as how many beads in all.
3. When starting a new number, all beads are moved back to the right side. After going through 1-10 sequentially, teacher will ask the students to build a number 1-10 (on the top row only).
*Make note of if students are moving each bead individually or by groups of 5.
4. Build numbers 1-10 in random order, encouraging students to move all beads in one push. Ask students to talk about the structure of the number in relation to using 5 as an anchor and moving on to 10 as an anchor.
Day 2
1. Ask students to move 10 beads in one push (top row only).
2. Encourage students to think back to the language previously used, “ten and some more”. Ask the students what they think should be done in order to make the number 11 if the 10 beads at the top have already been moved to the left. Have students build 11 by moving 1 bead on the bottom row to the left.
*Note: Remind students when building a new number, all beads are moved to the right first.