Lesson 4 of 12
Objective: SWBAT identify, write, count, and represent the number 14.
We are loving the Harry Kindergarten YouTube “Numbers in the Teens” song, so we begin our lesson singing it twice.
The excitement level increases immediately.
I ask my helper to write our number on the white board, and she happily writes a 14. I start being silly, bugging the kids about 14 being a 1 and a 4 or… 5, right?
“No, Ms. Novelli!” an exasperated buddy exclaims. “It’s a 10 and 4 ones!” To emphasize this, I get a marker real quick and a buddy fills in the dots on a complete ten-frame and four extra dots.
“Are we ready to see how we will be practicing 14 today?” I ask.
We walk around to quickly describe the independent activities, since I’ll be at my “teacher table” and it’s important that students know what to do.
We move to my favorite “job” (although I keep it secret from my little buddies)—building 14s with ten frames and construction paper cut-out circles. Most of the circles are cut for the kiddos, and they get to practice using white glue to make tiny dots to secure the circles to the ten frames. We talk about where to begin and how to “fill” the ten frames. The students know to choose one color to complete their number building, and we discuss how each student can stamp 4 circles with our special hole punch. I mention the difference between dots of white glue and puddles or blobs, stressing that we should strive to make little dots. We talk it out as I model filling in the blanks to “break down” 14 with an explanation about 10s and extra ones (MP6 - Attend to precision).
The ten-frame mats on the floor activity is getting pretty easy for some of my advanced students. I get out colorful rainbow counters, and the kiddos have no problem telling me where I should begin and what I should do to build 14. Confidence is a good thing, in this context!
At the teacher table, I am working with a small group of five or six kiddos. My favorite part of this entire activity is building the number with blocks. There’s something about laying down that group of 10 and adding the extra numbers that makes the concept so concrete. I am beginning to get picky about the boxes, and I make kiddos re-write their numbers if the 4’s, for instance, are too big to stay within the boxes. This All About 14 Student Practice Page provides quick, meaningful practice in the concept of 14. By counting, writing a number, modeling a number with concrete manipulatives (MP4) students are reasoning abstractly and quantitatively (MP2).
I show my Updated Pokey Pins Activity, with numbers counting up to 14, beginning at 10. This is good counting practice, I think to myself, and I will use this new format… until I think of a better one.
Each activity takes about 8 minutes, although the All About the Teen Number sets the pace for our switching.
We are late again! The kiddos talk about the new Pokey Pins, and except for the fact that I never say they’re done, they really like Pokey Pins. I tell them that they try to get done too soon, but we all end up laughing.
We talk about our glue puddle progress at the building 14 activity, and everyone has instantly become an expert gluer. Who knew? Honestly, I think all a person needs to do to become the best or at least an expert at anything is to come to kindergarten!
We talk about the building mats, and it seems as though the energy level drops a little bit. It’s not what they say, it’s what they don’t say, and I think to myself that the ten-frames will need to be my next area for revising.
All things considered, though, our 14 practice was filled with hands-on fun! I've included examples of student work.