Lesson 9 of 12
Objective: SWBAT identify, write, count, and represent the number 19.
It's the end of the teens--hard to believe the end is here. To celebrate our accomplishment and our knowledge, we have all request 19 Day! The kids tell me which warm up they choose, and they choose not one--but TWO Harry Kindergarten teen number songs! We start with "Numbers in the Teens, They Start with a 1," singing that twice--like pros, the kids point out, and then we go right into the other Harry Kindergarten teen number song, "Numbers in the Teens Have a Group of Ten," and sing that twice!
One one my little guys asks if we could make a video of us singing Harry Kindergarten, but I tell him we have too much great learning to do! (But what a great idea!)
It's all request 19 Day, and there is so much to do! The kiddos absolutely love watercolor painting their teen numbers, and 19 is no exception. It's fun to watch kids tell me how they carefully (MP.6) paint the 19 little dots to show a group of 19 on the big numbers (MP.2). I ask them about watercolor tips, and friend mentions tiptoeing in the water--dipping just the tip of the paintbrush in the water so the colors are really bright. "Thanks for the tips, experts!" I exclaim with a smile.
Next, we move on to the Rainbow 19s with double 10-frames, and the kids tell me what I need to know about this activity. They tell me that I'm going to start counting at 14--but "Great counters can count at any number!" they interject--which reminds me that they do actually listen when I talk to them about the standards (in this case, K.CC.2). They're so funny, but they are so animated as they take the markers and show me how to match the quantities on the double 10-frames (MP.5) to the numbers above (MP.2). I ask if there's anything I need to know about this activity, and one energetic little boy cautions, "Don't get carried away with the dots in the 10-frames! It's easy to do too many!" I love it. They are giving me tips to be precise (MP.6) in my work.
The kids actually asked me to bring back the drawing and numbering activity. For 19 Anythings, they tell me that I can make anything I want--but I must make exactly 19 of them--no more or no less--they say. I smile and ask, "Gee... have you heard that before?" We all giggle as the kids use my math practice language back at me: "You must be precise!" they say. Double checking, because words aren't enough if they have no meaning, I ask, "What's that mean?" and I have students tell me things like, "You have to make your things small enough that you can fit 19," or "You can't have extra things--it's gotta be the right number!" One little guy gives the best tip: "Ms. Novelli," he says, "You can't draw fancy stuff, or you will run out of time, 'cause there's just so many in 19." I love my little teachers. They give tips about numbering the 19 items, noting that I can look at number lines if I'm not sure about which way the 9 should look, and other helpful little gems.
Finally, when the kiddos come to the teacher table for the non-negotiable "All About 19" job, they are thrilled to teach the teacher! I sit back and have them tell me to do everything, from how to count my Unifix cubes and then make a group of 10, to how to but the cap on the open marker. I act like I've never seen the oh-so-familiar "All About" page, and we are all laughing as I completely depend on their "teaching" to use the double 10-frames and number line (MP.5), to write 19s correctly (MP.6) and show exactly 19 colored happy faces (MP.4). I REALLY make them TEACH the teacher, and we all love every second of it!
The students are almost wistful as we go over our last teen activities. We love math--absolutely--kids actually cheer each morning when I slide Math into our daily picture schedule--but the level of joy today is really remarkable. (I should've asked my principal to come in and observe today, I think. Or I should've invited a Better Lesson film crew to film my little teachers!). As the students show their 19s with so much confidence and so much pride, I am grateful that I got to be part of their learning process. They know how to write, show, say, and work with teen numbers--like the back of their hands! All the hands-on activities, the spiraled practice, the modeling (MP.4) and the meaningful talks during our weekly teen number days have truly paid off!