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* *Reflection: Developing a Conceptual Understanding
Well...That's Puzzling! 11 - 20 - Section 2: Direct Instruction

Common Core State Standards require that kindergarten students be able to identify the components in a "teen" number (11-19). The purpose of this is to develop a place value understanding.

If we can grow our students understanding that a "teen" number is actually one ten and extra ones, as they learn about numbers, then developing understanding that 20 is actually two tens is a natural next step.

Having students memorize information rather than understand what they are learning is detrimental and will work against them for their entire academic career. On the other hand, building a conceptual understanding on how numbers work will allow them to understand complex manipulation of numbers in higher grades.

*What's with the 10's and 1's?*

*Developing a Conceptual Understanding: What's with the 10's and 1's?*

# Well...That's Puzzling! 11 - 20

Lesson 10 of 11

## Objective: SWBAT match quantities with numbers and number words by building three piece puzzles, 11 - 20.

*65 minutes*

Each day we begin our math time with the calendar. This time is important because it provides the kids with a chance to understand time (today, tomorrow and yesterday), patterns (days of the week and months of the year) and recognize special days and holidays (social studies integration). It doesn't take much time and it's worth the effort.

We do the calendar online at Starfall (see the pdf below for an explanation of our calendar time).

After calendar is done, we then practice our counting. Since counting and number sense is a critical area for learning in kinder, we dedicate about ten minutes per day to rote counting practice in several different ways. We dance, count and sing to counting videos. The kids love it and look forward to it everyday. I have a couple of strict rules: 1) EVERYONE must participate. That means all mouths are moving and all voices are heard. 2) When counting everyone must point at the numbers being said as they flash on the screen (except when counting to 100 by 1's...that one they exercise or dance to, or they follow the 100 number line on the wall as we count).

Before I had an ActivBoard I used a standard classroom wall calendar and posters to do exactly what we do now and we still had a blast. I was the counting dance leader instead of the guy or gal on the video.

Here are the videos we use:

Count to 20:

Countdown from 20 (very important to support number sense):

Count by 10's (great for learning place value and teen numbers):

Count by 1's to 100:

#### Resources

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#### Direct Instruction

*10 min*

First we discuss what makes numbers 11 to 19. We refer to the poster we made in an early lesson that shows how numbers 11 to 19 are made. I make sure the kids focus on the idea that numbers 11 to 19 are all made up of one ten and extra ones.

We view Harry Kindergarten's video, Numbers in the Teens:

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#### Guided Instruction

*10 min*

For guided practice, I flash combinations of ten-frames (one ten and extra ones) and ask them to tell me as quickly as they can which number I'm showing (11-19). They yell out the answers as I flash the combinations on the screen. (see resources below)

Once we have identified the amounts on the ten-frames, I ask the kids if they think objects always have to be in a ten-frame to count them or if they can be in other ways. I ask if I have 12 chips in ten-frames (10 plus 2 extra) and I spilled the chips into a bag, would I still have 12 chips? The kids agree that the objects can be in any format and still be a total of 12.

I place a few of the puzzle pieces under the doc cam and I demonstrate how I would go about counting, matching and building the three part puzzles (number, quantity in objects, word). I demonstrate carefully counting the objects on each of the cards and matching it to the corresponding number.

I explain to the kids that, as a table team, they are to build all the number puzzles (11-19) and then line them up in order at their table.

I have them go to their tables to get started, but I let them know I will be around to guide them placing the puzzles in numeric order. *See videos below*.

#### Resources

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#### Independent Practice

*15 min*

The independent practice for this lesson is the kids counting and matching the objects, numbers and words. I roam the room and monitor to make sure all kids are participating and that the tables are working together to get the job done.

I also assist if I see any counting concerns. The idea of this lesson is that we can count 11-19 when organized into ten-frames, or we can count them when they are in random order. Either way, it's the same amount.

I've included a video that shows the Team Work and guided ordering of puzzles.

The other videos and pictures are to provide an idea of the format of the activity.

**All puzzles were purchased in 2012 at Ross Dress for Less for $4.99 per box. The box includes numbers 1-20. I do this lesson at two different point in the year. 1-10 at the beginning and 11-19/20 after winter break. I have also seen these puzzles available online at Amazon and ebay.

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#### Closure

*10 min*

Once all of the tables have successfully built their puzzles and put them in order from 11-19, I check the work and have students put their supplies away. Then we gather on the floor to discuss the activity. I ask them what they learned and what challenges they faced. One student tells me that it's harder to count objects when they are all "messed up."

Another student agrees, saying it would be easier if they could mark them out as they counted them, but that's not okay because it would ruin the puzzle.

A third student chimed in and said that the objects were kind of organized and it was easy to count them when you did it like you read, left to right and top to bottom.

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#### Exit Ticket

*5 min*

An additional activity as an exit ticket is not needed. I'm checking student understanding as I move to each table examining completed puzzles for accurate ordering of the numbers/quantities.

I do not provide an additional exit ticket for this lesson although an 11-19 number-quantity matching sheet would be appropriate. Each student would have to count and match the number to the quantity.

#### Resources

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- UNIT 1: Make it Count!
- UNIT 2: It All Adds Up!
- UNIT 3: Sorting & Classifying
- UNIT 4: Learning Numbers 11-19
- UNIT 5: Make It Count!
- UNIT 6: Count & Compare
- UNIT 7: Take it Away! (all about subtraction)
- UNIT 8: Know Those Shapes!
- UNIT 9: Subtraction, Subtraction...We all love subtraction!
- UNIT 10: What Makes 10?
- UNIT 11: Same As
- UNIT 12: What Makes 5?
- UNIT 13: How Does It All Measure Up?
- UNIT 14: Fact Families
- UNIT 15: Add It or Subtract It?

- LESSON 1: My Teen Number Book
- LESSON 2: Dog Gone Good 11 & 12 (Part 1)
- LESSON 3: Dog Gone Good 11 & 12 (Part 2)
- LESSON 4: Dog Gone Good 11-16
- LESSON 5: Dog Gone Good 16-19
- LESSON 6: Roll a Spot 11-16, Day One
- LESSON 7: Roll a Spot 11-16, Day Two
- LESSON 8: Read 'em, Write 'em: 11-19
- LESSON 9: Making 11 to 19
- LESSON 10: Well...That's Puzzling! 11 - 20
- LESSON 11: Mat it! Making 11 to 15