I begin by telling the students that I realized we never taught our university practicum teacher how to use the double ten-frame Promethean board activity. I tell them that they need to teach her how to match double ten frames to numerals, with all seriousness.
Of course, the kindergartners are "all business," and as we work on our free double ten frame teen numbers link from Dreambox. While one student is up at "the big screen," the rest of us have a white board and dry erase marker to write the featured teen numbers. This allows every student to be actively involved, even when just one student is standing at the Promethean board. Some students try to rush and write the double ten-frames as well as the teen number, but we move quickly, so the pace is so fast that it's hard to write more than the teen numbers themselves. In this way, we are practicing fluency and correct numeral formation (MP.2, MP.6) while matching numbers to quantities. The novelty of technology makes everything more fun, and the feeling of racing to write the correct number adds excitement as we match numbers to quantities on double ten-frames. We are so excited to get our lesson started!
We practice a few different activities, including spinning & showing teen numbers, teaching our university teacher how to "do" our Promethean activity and then an actual race among groups members with rolling and quickly writing teen numbers.
We go through all of our activities, with my helper of the day literally modeling how to do our various activities. This works well because our helper today is happy to be of assistance but not too shy or too much of a "ham." (Certain personalities don't work so well in this capacity, as you can well imagine!) My helper shows us how to do everything, from spinning the spinner on our Spin & Show teen numbers to rolling and writing teen numbers for Race to the Top teen numbers.
We use the Spin & Show teen number activity to practice matching quantities to the teen numbers, as well as writing the teen numbers as an equation of 10 and extra ones. Having the completed 10-frame group of 10 right next to the 10 in the equation really ties the 10 objects to the written quantity, which is so important for beginning learners (MP.2). While this could possibly be accomplished with some sort of worksheet, I choose to use spinners and interactive practice so that children are really active in their learning. I reinforce that when they spin a 15, for instance, they correctly say "15" so that their partner (or nearby teacher) can check to confirm that they are precisely naming the teen number spun (MP.6). Between the interaction with a peer and the fun of spinning a spinner, the task becomes meaningful and fun for students... much more so than a worksheet.
We plan teen number Race to the Top to practice our numeral identification and accurate writing skills. Again, the kiddos must accurately name the number, including the tricky "13"s and "14"s, which some of us still confuse. I remind them to look for the 4 (extra ones) in 14--that only fourteen has a 4 in it, for the four extra ones along with the group of 10. Students nod their heads as if to say, "Got it, boss." This is serious business! Although... as the students are racing, when I see a number written backwards, I begin to sing, "Turn your 3 around--it is looking backwards!" to the tune of the old disco song, "Turn the Beat Around," but the kids are so used to my playful way of reminding kids to form their numerals precisely (MP.6) that we all break into song. The correction is made with a smile, and we all have fun.
The one activity that is secretly the focus of the lesson is section on our recording sheet where students must correctly copy a teen number, use dots to represent the number on a double ten-frame (MP.5), and even show the teen number with a 10 + (extra ones) in equation form. The small group of students at this table are each handed a different index card with a teen number written on it, so they cannot copy each other. I use this activity as evidence of their conceptual understanding of teen numbers, and the extent to which they can write and "show" a teen number is recorded on our report cards. The great news is that we've had so much practice with teen numbers, students are truly demonstrating solid understanding of teen numbers. Hooray!
As we do with math every day, we wrap up and students share their thoughts. Some students loved spinning the spinners, (ah, the joys of kindergarten!), other students loved using "teacher markers" [fine point dry erase markers] to write the teen numbers in Teen Number Race to the Top, and other students enjoyed showing the teacher how to use the Promethean board to practice teen numbers. The students truly seem to enjoy the high level of interaction and fun practice opportunities, and as noted earlier, the activities truly prepare them for for their report card assessment.