# Read 'em, Write 'em: 11-19

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## Objective

SWBAT identify quantities of 11-19 set in ten-frames by counting and tracing the quantity.

#### Big Idea

The concept of place value is a challenge for most young children. The use of ten-frames and "reading" quantities can enhance learning experiences so that the kids gain a strong understanding, allowing them to learn larger place value in first grade.

## Daily Calendar and Counting Review

15 minutes

Each day we begin our math block with an interactive online calendar followed by counting songs and videos.

Calendar Time:

We do calendar on Starfall.com every afternoon.  This website has free reading and math resources for primary teachers. It also has a  “more” option that requires paying a yearly fee. The calendar use is free. A detailed description of Daily Calendar math can be found in the resources.

Counting with online sources: Today we did counting practice to reinforce the counting skills. We watched two to three number recognition 0-10 videos (one to two minutes each) because some of my students students were still struggling with identifying numbers correctly in random order. We watched "Shawn the Train" and counted objects with him to refresh our memories on how to count objects to ten and to reinforce one to one counting. Since we have started the second quarter of the school year, we added to today's counting practice: counting to 20 forward and back, counting by tens to 100 and counting to 100 by ones to get a jump on our end of the year goals.

Shawn the Train:

Count to 20:

Countdown from 20:

Count by 10's:

Count by 1's to 100:

How do I know when the music is working to teach kids about counting? When parents come in to tell me they are singing them in there sleep! It happens every year!

## Direct Instruction

15 minutes

I open this lesson by having the kids view a numbers 11-20 identification video. It seems very basic, but the kids really like the way its animated.

Next I have the kids sing along with the Have a Group of Ten video. It demonstrates place value by showing combinations of one 10 and extra 1s. It is not done in ten-frames, but it still provides vital information to the kids. The learning gained from it easily transfers to the use of ten-frames.

I then use the doc cam to show the kids combinations of one 10 and extra 1s. I think aloud about each combination as I show it (e.g. this must be four teen because I see it has one 10 and four extra 1s.) You can use the large ten-frame cards if you don't have a doc cam.

## Guided Instruction

10 minutes

For the guided practice, each student is given a white board, a dry erase marker and a wipe.

I have a stack of teen number cards modeled in ten-frames (the same ones I used for the end of the DI).

I place one card at a time under the doc cam. The kids have to figure out what number is being represented on each card and the record that number on the white board and hold up their board. I call on random students to explain why they chose that number to write down.

For instance, I place a card that has one filled-in ten-frame and a second ten-frame that only has six dots filled in. The students record the number that represents the quantity on the white board and they hold up their board.

I call on random students by pulling their name stick out of the name stick jar. I ask the kids to explain why the chose the number that is on their board to represent the quantity on the card. I want them to explain their understanding of 10s and 1s.

Having kids explain their thinking to the best of their ability helps to make their ideas and learning concrete. It's similar to the adage that the best way to learn is to teach.

I show the kids, step-by-step, how they are going to work with their partners during the independent practice section. (Instructions in next section)

## Independent Practice

15 minutes

For independent practice, the kids sit at their tables with their learning partners. They have stack of teen 10s and 1s cards and a recording sheet.

Partner A draws the first card off the top of the stack. He/she solves for what teen number is represented by the ten-frames. He/she explains to Partner B how they solved for the number. If Partner B agrees with Partner A's answer then he/she tells Partner A to trace the appropriate number on the recording card (I copy the sheet and place it in sheet protectors and use dry erase markers).

While Partner A is solving and explaining, Partner B is expected to listen carefully and confirm or rebuttal Partner A's answer.

Once Partner A has finished his/her round, Partner B draws the next card on the pile and takes his/her turn at solving for teen numbers.

Both partners are to be supportive and respectful throughout the entire activity time.

** The Race to Trace game below is for numbers 11-22. I leave numbers 20-22 in for extension practice since I teach so many teen number lessons prior to this one. You can take those cards out and cross off numbers 20-22 on the game mat until you feel your kids have become proficient enough with teen numbers that they are ready for a challenge.

## Closure

5 minutes

When the independent work time is up, I gather the kids back onto the rug to discuss what they learned, any "aha" moments and suggestions for future play or other related activities.

One student explains how she began to count only the extra 1s on the cards because she knows that in teen numbers there is always a ten already. She explained that some of the numbers are named after the concept of one ten plus extra ones e.g. FOUR teen (the teen is the 10 she shares), FIF teen (fif is five)...and so on. Her sharing influenced several of my students in a positive way and many of them caught on to what she was explaining.

Our discussion leads to the kids developing stronger mathematical thinking about teen numbers.

## Exit Ticket

5 minutes

The students are given a page with four sets of tens frames. They are asked to identify how many dots are in each section and record the number below the frames.

The tickets are collected and placed into three piles:

• meets - no errors
• approaches - one incorrect
• falls far behind - two or more incorrect

The meets continue with future lessons as planned and are provided enrichment activities such as color by number addition pages.

The approaching kids are met with one at a time because one incorrect usually is a simple case of miscalculation and I want to give them a chance to check all their answers. Many of them catch their error and correct on their own.

The falls far behind kids are placed in a small group for further guided practice in addition. They are provided manipulatives while working with equations. I monitor their progress very closely.