Using Numbers 11-20
Lesson 2 of 16
Objective: SWBAT use numbers 11-20 to identify sets of tens and ones.
Rev Them Up
I will read the book Count by Tens by Jerry Pallotta to my class. After I finish reading it, I will have a small discussion.
Students, when the author counted he went from 10 to 20. What numbers were skipped? (11, 12...19)
What do we know about these numbers? (They have a ten and ones in them. The number 20 has two tens.)
A read aloud is a great activity to incorporate into math and this book provided lots of counting practice.
Whole Group Interaction
The book, Count by Tens by Jerry Pallotta, supplies an illustration for each number 1-10. He uses quantities of fruit for each number. I will create an index card for each number, for example, I will write the number 10 and draw 10 cherries on the card. I will do the same for numbers 1-9. These cards will be very important to reinforce that numbers 11-19 are made up of a ten and ones. (1.NBT.B.2b). This is an important concept for my students to develop because it will help them understand place value in our Common Core Standards. For my first graders to have a firm grasp of place value, I need to develop the concepts that numbers are made of tens and ones, a ten is a collection of 10 ones, and the decade numbers are a collection of tens. (1.NBT.B.2). I will reinforce these concepts through several connected lessons. You can go here to see my beginning lesson for my student in building numbers 11-20.
Class I want to build number 11. If I have the all the numbers 1-10, which number is the biggest number I should use to build an 11? (the ten card, there is one set of 10 in 11.)
Okay, if I start with the 10 card, what number would I need to put with it to make 11? (the one card, it needs a one)
I will have my students create a class book to illustrate numbers 1-20. Each student will be assigned a number and because I have a large class, a couple of my students will do more than one page. This will be good for my fast finishers. I want them to recognize that their number represents a certain quantity, so their picture should match their number given. I will ask my student to create their number and if they end up with a set of ten in their number, circle the set of ten. I am going to challenge my higher students to draw more fruit on the back of their sheet and circle their sets of ten. Watch this video of them creating their work. When every page is complete, I will staple the packet together and have them help me read it to the class. They will have a lot of counting to do and will enjoy every minute of it.
To end our lesson today, I will have my students turn to their neighbor and tell them how many tens and ones would be in the number 18.