# Sensational Sixteen!

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## Objective

SWBAT identify, write, count, and represent the number 16.

#### Big Idea

Students will enjoy lots of hands-on practice building 16 and practicing the concept of a ten and extra ones.

## Introduction/Attention Grabber

5 minutes

We are completely in our teen number mode, but I make an honest mistake as I get our Harry Kindergarten video ready for the day. I rush into my YouTube videos, find our beloved Harry Kindergarten stuff, and then I get called out of the room for an emergency. Thinking that I have the right video cued up, I rush off to deal with the issue and get the kiddos.

As we enter the room a few minutes later, the kiddos gather in "the meeting spot." We sit down, I push play, and realize that we are watching "Number Words Rap," a much older Harry Kindergarten video. We're off to a slightly late start, so I sit back and watch the video with the kids. It wasn't what I had in mind, but there is something to be said for the visual display of circles filling a ten frame in order. It's simple, colorful and fun, and all of the songs are so catchy and engaging! As always, we can't just watch the video once!

## Independent Practice

40 minutes

It's been awhile since we have practiced numbers with finger paint, so I bring out my old finger paint to practice teen numbers with finger paint. One thing that's great about this activity is that the teen numbers begin at 11, practicing counting at a designated number (other than zero), or K.CC.2. The leftover finger paints are really fall-like colors--orange and brown--certainly not anyone's favorite colors, but the students have so much fun finger painting over the numbers while counting up from 11. Finally, there's space at the bottom to dot paint the quantity 16 (MP.2) to match the number 16. Some students mix it up and make patterns with their dots to show 16, but no one ever complains about our old, fall finger paints. You KNOW kids love an activity if they don't mind working with brown as their main color!

Another activity that we use to practice 16 is building 16 on ten frames with translucent, colorful plastic disks (MP.4, MP.5). (If I had found these awesome, free double ten-frame mats before practicing 16s, I would have used them for sure, but my students use plain ten-frames. They will definitely be in my teen-number collection next year!) Students actually sprawl out on the floor in our "meeting spot" as they build 16 on their 10-frame mats. To tie the quantity with the number, I make sure the students label the groups on each mat with a small (roughly 2 inch by 2 inch) square piece of scrap paper (MP.2)

Another activity that has been "taking a break" recently is "16 Somethings," where students get to draw and label 16 objects, again showing the quantity 16 and numbering each of their 16 objects. Students tend to love covering their papers in 16 snowflakes or 16 hearts, but I really only ask that they choose to draw 16 of some sort of object that they enjoy drawing, and label each one to be sure that they have exactly 16 (MP. 6).

Finally, All about 16 is my activity. I make sure the small group of students who are working with me are really talking about their learning and thinking about what we're doing as we model 16 (MP.4), count ten cubes and then join them to show a group of 10 (K.NBT.1), and write 16 to label a group of 16 (MP.2). It's hands-on, interactive practice, and I'm constantly checking that each child at the table is correctly counting every cube or item colored, and I look for opportunities to ask students clarifying questions when necessary. If students need to fix something, I always avoid telling them that something is wrong. Instead, I try to cue the students to what may need fixing, and I try to get the student to notice their error and make the correction (MP.6), with minimal input from me. It's empowering for students to be in control of their learning, and it's such a pleasure to see them build their knowledge and gaining confidence.

## Closing

5 minutes

We review student work and the processes we used to create our 16s. Students report that they missed finger paints! Input is always important, so I assure the kiddos that we will see finger paint practice again as we work with our teen numbers. (Someone does request purple finger paint for upcoming practice.) Students share their 16 collections, and we comment on everything from detail in drawing to beautifully formed numbers. The lesson ends with a celebration of student learning!