Lesson 8 of 12
Objective: SWBAT identify, write, count, and represent the number 18.
We love Harry Kindergarten, so this time, we begin with the Harry Kindergarten video, "Numbers in the Teens Have a Group of 10." This is a great video to sing towards the end of the teen numbers, especially if you're going in order and building that concept knowledge slowly over several weeks. It's the same catchy, fun, almost rapping type of kindergarten music, but it points to the group of 10 as a group--not counting the 10 before grouping, which we consistently do. Sure, it's a group of 10, but as a general rule, it's a good idea to point out the 10 within the group with beginning learners. This song shows the 10, but really stresses the group. At 18, though, it makes sense, and it's a fun way to get us started!
We love watercolor numbers! It's a chance to paint and make stuff, which is so developmentally appropriate with kindergartners. At the same time, we are clearly tying a specific quantity to a given number (MP.2), which is critical as we develop our number sense. It's a win-win!
I use one of my very favorite free downloads at another table. We have used Carolyn McCleary's "Breaking Numbers into Tens and Ones" several times throughout the teens, because I like them so much. We use construction paper circle punch-outs from my (approximately quarter inch) circle hole punch, which I have pre-punched in a bin. I also let kiddos punch out the extra ones--all 8 of them if they'd like, and then practice fine motor skills with tiny dots of white glue to attach the dots. Then finally, kids write "1" for the 1 group of 10 and then "8" for the 8 extra ones. Super visual, and a great way to model 18 (MP.4) the teen number.
At the Rainbow 18 job, kids are rainbow writing 18 with markers, going over the "18" several times, but also using the double 10-frames (MP.5) to show 18, again tying the quantity to the numeral (MP.2). This is some meaningful independent practice!
Finally, at the teacher table, it's All About 18 time! We have used this recording sheet with all of our teen numbers up to this point, so we are very familiar with the process. I deliberately ask more questions of students and have them explain what they're doing and how it shows 18, so I can hear the students' developing understanding. When they need a little clarification or support, I provide what's missing or slightly inaccurate to that we can be precise (MP.6) in our explanations. (Back with the "early" teen numbers, it was very conversational, with me essentially modeling ways to talk about and think about teens, counting the cubes and then physically grouping them into 10, dotting the first 10-frame completely in our double 10-frame tool... things like that. Now the kiddos are answering my questions, and they're telling ME!) It's fun to hear how the students are building their knowledge!
We go over our creations and talk about their favorite parts of the lesson. More than one student comments on how much fun they had answering my questions. "I know a lot, huh?" one kiddo asks. I smile and assure that student--and all the kiddos--that yes, we are learning so much about teen numbers!