Diana Chavez

Math Concept: Teens; numbers from 11-19

Grade K
K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones,
e.g., by using objects or drawings, and record each composition or decomposition by a drawing or
equation (e.g., 18 = 10 + 8)*; understand that these numbers are composed of ten ones and one,
two, three, four, five, six, seven, eight, or nine ones.

Big Ideas: The numbers 11-19 can be looked at as ten and
ones. The numbers 11-19 can be described using an equation.
Work with numbers 11-19 to gain foundations for place value.

Open Question: I have some objects, how can we use a ten frame to group them?
Expected Student Responses
o Put them on the ten frame
o Count them
o Sort them
o Add them

Management
Students can turn to a neighbor and whisper what they think
Teacher Questions to Probe Thinking: Remember how many spots are
in a ten frame, use what you know about ten frames to think about
how you can figure this out.

Academic Language Check: Guide students in changing their informal language or
playground words into academic language or scholar words. Discussion as a
whole class; Chart the language on poster. Make sure to use complete sentences.

Debrief: Have students share group ideas to the whole class as teacher charts.
Remind them to use their new scholar words. Provide the following speaking
frames:
To show ______ you need ten and _______ more.
_________ is ______ and ______ more.

Summarize what we have learned: Provide students with the following paragraph
frame on chart paper. Students give input to complete the frame. I will model how to
complete the first two (11 and 12) then give students time to talk with a neighbor
about the rest of the numbers. Remind them to use their scholar words. Choral read
together after frame is complete.
Teen numbers are numbers that have ten and some more. Eleven is ten and
______ more. Twelve is ten and ______ more. Thirteen is ten and _____ more.
Fourteen is ten and _____ more, etc

Formative Assessment (Exit Ticket, Ticket Out the Door, Show What You
Know): Teacher will point to a teen number and student will say how many tens
Lesson Goal #1: To activate student knowledge about numbers 11-
19.
and how many more. Example teacher points to 17, student response should be ten
and seven more. For students who need more time assistance will be given.

Tiered Lesson: Students will be divided into two groups depending on outcomes of
lesson 1.
Group 1: Students will be in teams to complete a worksheet where they are
to build a teen number and chart it on their paper. They will be required to
draw it, write it and fill in a number sentence with some numbers missing.
Ex: _____ + _____ = 13 or 13= _____ + 3

Group 2: Students will be with teacher to discuss actions, clarify
misconceptions, and create the reference chart. We will complete the same
worksheet other groups are filling in together.

Academic Language Check: Reviewing worksheets. Have students present their
worksheets, making sure they use scholar words when they explain.

Debrief: Discuss the reference charts and review the worksheets. Guide students in
drawing the following conclusions: Teen numbers are numbers with two digits
where the first is a one and the second is any number from 1-9. The first digit
represents the ten and the second represents the ones. You can describe any teen
number as ten and some more.

Summarize what we have learned: Complete paragraph frame and read togeher.
We have learned about teen numbers. We can describe a teen number as _________
some more. The number eleven is described as ten and one more.

Formative Assessment: Complete topic 10 test. Composing numbers 11-19

Lesson Goal #2: Students will draw conclusions about the
relationship between teen numbers and equations. Students will
notice that an equation means you have an equal sign.


Parallel Tasks: Students choose which task they prefer.

1. Fill in the ten frame for the numbers 12, 13, 15, 16 & 18 after playing the take
home the bears game. (teacher will play with students)
2. Groups of 3 take large paper clips and clip them together to make strips 11-
19 clips long.
3. Make the numbers 11-19 (only have to pick three combinations) and make a
cube train. Then color it on your paper and write the number beside it.

Academic Language Check: Reviewing task completion. Model how to complete
each task. Remind students about how we describe a teen as ten and some more.
The first number is a ten and the second are the ones.
New math word: Double ten-frame, set. Review: equal.

Debrief: Display a students work from task two and task three on the ELMO. Ask
the student to explain what he/she did. Play the game with a struggling student on
the ELMO so students can see how the game was played.

Direct Vocabulary Instruction: Using Marzanos vocabulary guide, students will
develop understanding of the meaning of equal sign, double ten-frame and set.
All done whole class

1. Write the word.
2. Rate your understanding of the word (1-4).
3. Talk with a partner and make predictions.
4. Teacher guides in developing a definition and examples.
5. Teacher writes a sentence using the word and draws a picture in front of the
class.

Open Question: Does it matter which part goes first when saying an addition
sentence? We know that thirteen is ten and three ones. We can write this using an
addition sentence 10+3=13. Would it be ok to change it to 13= 10+3?

Expected Student Responses
o No.
o Yes.
Management:
Students talk in teams and then share whole class. Teacher charts
ideas.
Teacher Questions to Probe Thinking: Show me an example. How
would we say the addition sentence if we put the 13 first then the 10
and three?

Lesson Goal #3: Work with numbers 11-19 to gain foundations
for place value.
Open Question Continued with one more strategy: Using a scale we will put
three bears on one side and one on the other. Is this equal or the same? Does it
balance or does one side go up/down?
What would happen if I put three bears on one side and three bears on the other?
Give students think time, have students come up and make the scale balance.
Balance means that they are the same on both sides this is the same as equal.

Summarize what we have learned: Complete sentence frame and read together.
When we are adding it doesnt matter if we say the parts and then the whole or the
whole and then the parts as long as all numbers are placed correctly.
We can say 10+3=13 or 13=10+3. What we are saying is that we can show that 13 as
the same/balanced (equal to) as 10 and 3. Whatever I have on one side I have to put
the same on the other to make it equal or balanced.

Formative Assessment: Do this for each number 11-19.


= +


and



+ =