My Teen Number Book
Lesson 1 of 11
Objective: SWBAT create, say and record quantities and numbers of 11 to 19 by building and reading a teen number book.
Each day we begin our math block with an interactive online calendar followed by counting songs and videos.
We do calendar on Starfall every afternoon. This website has free reading and math resources for primary teachers. It also has a “more” option that requires paying a yearly fee. The calendar use is free. A detailed description of calendar math is available here.
Counting with online sources: Today we did counting practice to reinforce the counting skills. We watched two to three number recognition 0-10 videos (one to two minutes each) because some of my students students were still struggling with identifying numbers correctly in random order.
We watched "Shawn the Train" and counted objects with him to refresh our memories on how to count objects to ten and to reinforce one to one counting. Since we have started the second quarter of the school year, we added to today's counting practice: counting to 20 forward and back, counting by tens to 100 and counting to 100 by ones to get a jump on our end of the year goals.
I do this to get the kids focused on counting and on the patterns of quantities visualized within the ten-frames. Next we watch the Ten Minute Frame Flash Game by Jamie Robinson. The video runs very quickly so I pause occasionally to let the kids see the larger numbers. The ten-frames are accompanied by fun music.
After identifying the quantities in the video, I explain to the kids that we are going to identify quantities greater than ten. I show them the filled ten-frame and then I guide them in naming the teen numbers (11-19) that I "flash" on the ActivBoard by using combinations of the full ten-frame plus partially filled ten-frames.
I demonstrate the entire job I expect the kids to complete by using the exact same materials that they will be using. I begin by demonstrating the first two numbers (11 and 12) and then I have them tell me what to do step by step for the rest of the quantities (13 to 19). By doing this, they get a feeling for the job and and understanding of the expectations. I cut, stack and read each page quickly for the sake of conserving time. The majority of the demonstration is spent on stressing the one group of ten and the additional ones that make the given numbers in order.
Once the kids appear to have a grasp of the assignment, they are instructed to sit patiently at their seats while the helpers hand out supplies which are prepared and easily accessible for delivery.
Once they receive their supplies, they may begin the activity. I roam the room to monitor progress and behavior as well as intervene with any issues that may arise throughout the completion of the job.
Since this is a later lesson in the series and the kids are excited to take their completed books home to their parents, I anticipate little confusion or misunderstanding. If the kids are working well on their own and need little assistance, I use this lesson for time to assess students individually on the concept of making and identifying teen numbers.
I conserve enough time at the end of the activity time to get around to everyone to staple their ones in place. They must have them in order and stacked before I get to them with the stapler.
We group back together on the floor with our completed books. I ask the kids to show numbers in random order and then I ask students (pulling names from a name stick jar) to explain why the chose the number they are holding up (MP3).
Me: Show me 16. Students hold up their book with the number flipped to 16 (hopefully). I choose a random student to explain (defend) why he/she believes the number they are holding up is, in fact, 16 and what makes the number 16. They are allowed to ask for help from their friend if they are struggling to explain, but they are expected to answer to the best of their ability.
When a student can cognizantly explain how or why something is true (defending their understanding), then they have achieved mastery over the skill. A student needing support from peers is in the early stages of grasping the conceptual understanding of the skill but lacks autonomy and/or the necessary academic vocabulary in order to explain.