# Super Seventeen

2 teachers like this lesson
Print Lesson

## Objective

SWBAT identify, write, count, and represent the number 17.

#### Big Idea

Students will enjoy a variety of hands-on activities to practice 17 and building the concept of a ten and extra ones.

## Introduction/Attention Grabber

10 minutes

We begin the lesson with a fun, free, double ten-frame Promethean board warm up activity on Dreambox where students take turns matching numerals to images of double ten-frames. While one student is at the Promethean board, the rest of the students have white boards, Expo markers, and what we fondly call "eraser blankies," small pieces of black felt (approximately 4" X 4") to erase our boards. This way, we are all practicing matching teen number quantities to numbers (MP.2) while we wait for a chance to be up at "the big screen." I make sure to notice students' perfectly formed numbers (MP.6), even though this is just our warm up. In fact, students who are doing their best work and are really focused end up being next to be picked to go up to the Promethean board, so there's an actual reward for doing great work.

## Independent Practice

40 minutes

Students are thrilled to see the watercolor numbers back, and I ask them to tell me what we should do as we paint the water color 17s. When they skip the part about counting and painting the 17 dots inside, I stress the point of counting each of the 17 small objects before water color painting the 17s (MP.2). We talk about "tiptoeing in the paint," dipping just the tip of the watercolor brush in the water to maintain color and control.

Another one of our small group practice activities is pokey pin number practice. We have a whole row of teen numbers, starting counting at 11--a number other than 1, meeting that interesting K.CC.2 standard--and lots of opportunities to poke away at the teen numbers up to 17. When modeling this activity, it's important to stress that we must poke on the lines until we get teen numbers on the construction paper that's below the white copy with the sequenced teen numbers. It is stressed that when the paper goes home, the students' family must know right away that we were practicing teen numbers up to 17. We talk briefly about how all the teen numbers have 1 first, to show that group of 10, and then extra ones to make each teen number unique (MP.7).

We practice building 17 on double 10-frames (MP.5), even labeling each group of 17 on scrap paper (MP.2). A great resource for free double 10-frames can be found on Teachers Pay Teachers, where Aimee Salazar has posted adorable resources, (but boring plain double ten-frames could do the job, too). Providing time to actually build 17 allows students to tap into that wonderful feeling of building stuff--and colorful or festive counters, along with fun double 10-frames, can make the fun factor of the building activity soar! Of course, while all that fun is going on, we are modeling 17 (MP.4), pairing up a quantity with a number (MP.2), and using a great math tool (MP.5) as we build.

Finally, the "All about 17" job focuses on all the basics of working with teen numbers: keeping groups small so that interaction and teacher supervision is at a premium, including lots of opportunities for hands-on practice and ways to show 17. Students count the group of 10 and then stick them into a group of ten, stressing that 17 is a group of 10 and extra ones. Because we have done this so many times now, students are beginning to get so savvy with the tools (MP.5), that they see completed 10 frames and instantly know that 10 is part of the number they're working with. That's an added benefit of practicing with different teen numbers but in similar ways. We are slowly building understanding... for each teen number, and for teen numbers in general.

## Closing

5 minutes

Students share their completed 17s and practice building teen numbers. They are building confidence and really getting the concept of teen numbers. Some students share their completed watercolor 17s on "the big screen," really enjoying the opportunity to display their work. As we go over each one, I discuss the colors and design choices that each student makes, but we always tie it back to "and how many dots to show 17?" to which students enthusiastically respond, "17!" To the last moments of our lesson, we are tying the group of 17 and the numerals together (MP.2).