Lesson Plan

Matching Representation for 14, 16, and 17

Teacher: Leandra Pasion Date and Time: March 28, 2017

10:30 11:05 a.m.
Class (Content Area): Math Grade Level: Kindergarten

Purpose: To teach students the number names for the teen numbers, beginning with those for
14, 16, and 17.

Objectives:
1. Students will be able to recite number names for 14, 16, and 17.
2. Students will be able to write number names for 14, 16, and 17.
3. Students will be able to match numeral and represent the number with fingers.

Common Core Standards:

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 (such as 18 = 10 + 8); understand that these numbers are composed of ten
ones and one, two, three, four, five, six, seven, eight, or nine ones.

GLOs:
GLO #1 Self-directed Learner (The ability to be responsible for one's own learning)
GLO #2 Complex Thinker (The ability to demonstrate critical thinking and problem solving
GLO #5 Effective Communicator (The ability to communicate effectively)

Hawaii State Teacher Standards:

Standard #1: Learner Development 1(a), 1(b), 1(k)
Standard #2: Learning Differences 2(a), 2 (b), 2(c)
Learning #3: Learning Environments 3(b), 3(d), 3(f)
Standard #4: Content Knowledge 4(a), 4(d), 4(f), 4(g)
Standard #5: Application of Content
Standard #6: Assessment 6(a), 6(b), 6(c), 6(e), 6(h)
Standard #7: Planning for Instruction 7(a), 7(b), 7(c)
Standard #8: Instructional Strategies 8(a), 8 (b), 8(e)
Standard #9: Professional Learning and Ethical Practice
Standard #10: Leadership and Collaboration

Assessments:
1. Students will be able to recite and write number names for 14, 16, and 17.
2. Students will be able to match numbers with finger representation.
3. Students will be able to complete Stepping Stone Journal and/or Practice Worksheet
independently.
4. Students will be able to complete Teens Assessment Worksheet.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
 5. Module 10 Unit Test.

Materials/Set-Up:
Stepping Stone Teaching Manuel Module 10.3
Number Names Cards
Hands and Fingers
Matching Representation for 14, 16, and 17 Worksheet
Dry Erase board and marker
Elmo

This lesson will be done on the carpet area in front of the classroom. I will ask the children to
sit in a circle. Students will then return to their seats to complete their worksheet. This lesson
will take one (1) day to complete with class work to follow-up.

Procedures:

a. Introduction: First, I will start with counting, from 1 20. Then I will ask the question do
you remember the word teen and what does it stand for? Have a class discussion. Then, I
will ask one student to come in front of the class and show 6 fingers. I will bring out the
idea that five and one more makes six. Counting from five is the fastest way to figure out
the total number. Ask, what if we want to show sixteen fingers? How many students do we
need to show 16? Ask why. Have students come up. Repeat with numbers 14 and 17.

b. Developmental: Next, I will show the number names for fourteen, sixteen, and seventeen.
I will say these number names for fourteen, sixteen, and seventeen. Please look carefully at
the letters that make up each word. What is the same about these number names? (Each
number name ends with teen.) Teen means and ten and these numbers have some
ones and one ten. For example, sixteen means six and ten or ten and six. Ask two
students to come up and show the number 14 with their fingers. Say, Lets spell fourteen:
f-o-u-r-t-e-e-n. This number name is easy to remember. It is the number word four and
the word teen. Have the students continue to write the word as you spell it. Say, When
we write these numerals, all of them start with a 1. That tells us that there is one group of
ten. We can say that 14 is the same as 10 and 4 more. Lets write the numeral 14. Repeat
for 16 and 17.

c. Concluding: Finally, I will ask students to come back together in a circle. I will then read
and give instruction about the class work, which is the assessment for the lesson. Students
will complete work independently.

Adaptations and Extensions:

Adaptations:

1. Put up a teens chart with numeral and word spelling.

2. Have separate picture chart of each teen number with corresponding item.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
Extensions:

1. Students will create their own set of number cards with matching counters (14, 16, and
17)
2. Match Number Representation Activity
3. Making meals to match Activity
4. Practice to write numbers 14, 16, and 17.

Management Considerations:

1. Whole class activity.

2. Partners (2 to 3 students)
3. Independent

I will be having certain students sit next to certain students due to special needs, behavioral
needs, and special learning abilities. Special needs student will sit with S & Ra. Behavioral
needs and special learning ability student #1 will sit with K and student #2 will sit with Re &
Si.

Reflections:

The lesson started off a little difficult because the students understanding was that teens were
just numbers, and part of the number chart (e.g., Why is nine not a teen?). I had to explain
that numbers 11-19 are teen numbers because they are made up of ten and one or ten plus
one, etc. The students also had a hard time remembering number eleven and twelve as teen
because I told them that teen numbers end in teen. Overall, having the students practice with
their hands and coming up helped the students visualize what teen numbers are made up of.

I would like to show a YouTube video as an introduction in teaching teen numbers. This video
would show all teen numbers and explain what teen numbers are. Since I am teaching the teen
numbers in groups of three (14, 16, 17), I would like to find a YouTube video of the three teen
numbers that I am teaching for the day. I would show this video at the end of the lesson as a
review.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
Rubric for Teens
Stepping Stones Module 10 Lesson 10.3

Proficient Developing Well Below

3 problems 2 problems 0 to 1 problems

Able to complete 3 problems Able to complete 2 problems Unable to complete 0 to 1

with no errors. with some errors. problem with difficulty.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu