Unit 6, Lesson 7
Make Numbers with 10 and Some More (Part 1)
Kindergarten
Warm-up
10 mins
Choral Count: Two Groups
Standards Alignment
Building On
Addressing
K.CC.4.a
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.5
Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
Building Toward
Instructional Routines
Choral CountMaterials
NoneActivity Narrative
The purpose of this Choral Count is to invite students to practice counting on from 10. This will be helpful later when students answer “how many?” questions about up to 20 objects.
Launch
- Divide the class into 2 groups.
Activity
- Tell the first group to count as a group from 1 until you tell them to stop. Tell the second group to count on where the first group leaves off.
- Stop the first group at 10. The second group counts on from 11 to 20.
- Switch groups, so each group has a chance to start from 1 and from 11.
Student Task Statement
Student Response
Loading...
Advancing Student Thinking
Activity Synthesis
- “What number always comes after 10 when we count?” (11)
Activity 1
10 mins
Put Together Numbers 11–19
Instructional Routines
NoneMaterials
To Copy (from Blackline Masters)
10-Frame and More Dots Cards (groups of 2)
Activity Narrative
The purpose of this activity is for students to use 10 ones and some more ones to compose numbers 11–19. As students determine how many dots they have when they put 2 cards together, some students may begin to count on from 10.
MLR8 Discussion Supports. Before beginning group work time, invite a small number of students to act out the activity. Listen for and clarify any questions.
Advances: Speaking, Representing
Advances: Speaking, Representing
Launch
- Give each student 1 card. Half of the students should have a card with a full 10-frame. Half of the students should have a card with 1–9 dots.
- “Walk around and find a partner. If you have a 10-frame on your card, find a partner who does not have a 10-frame on their card. If you do not have a 10-frame on your card, find a partner who does have a 10-frame.”
Activity
Activity 2
10 mins
Add More Counters
Instructional Routines
NoneMaterials
To Copy (from Blackline Masters)
Number Cards 0–10
Numbers 11-20 with 10-Frames Reference Sheet (groups of 1)
To Gather
Two-color countersActivity Narrative
The purpose of this activity is for students to compose numbers 11–19 by adding to a full 10-frame. Starting with a full 10-frame highlights the structure of 10 ones and some more ones in numbers 11–19 and encourages students to count on from 10, which is highlighted in the Activity Synthesis (MP8).
Number Cards 0‒10 are provided as a blackline master. Students will continue to use these cards throughout the year. Consider copying the cards on cardstock or laminating them and keeping them organized in sets to be used repeatedly. In this lesson, only numbers 1‒9 should be provided to students.
Action and Expression: Develop Expression and Communication. Synthesis: Identify connections between the strategy of counting starting at 1 and counting on from 10. For example: “Since I know that this 10-frame is full I can start counting at 11. I do not need to count all the dots in the 10-frame again.”
Supports accessibility for: Conceptual Processing
Supports accessibility for: Conceptual Processing
Activity 3
25 mins
Centers: Choice Time
Instructional Routines
NoneMaterials
To Gather
Materials from previous centersActivity Narrative
The purpose of this activity is for students to choose from activities that offer practice with addition and subtraction, writing numbers, and counting objects.
Students choose any previously introduced stage from these centers:
- Number Race
- Grab and Count
- Find the Pair
- Tower Build
Launch
- “Today we are going to choose from centers we have already learned.”
- Display the center choices in the student book.
- “Think about what you would like to do first.”
- 30 seconds: quiet think time
Activity
- Invite students to work at the center of their choice.
- 10 minutes: center work time
- “Choose what you would like to do next.”
- 10 minutes: center work time
Lesson Synthesis
Display the cards from the first activity that have 6 dots, 10 dots on a 10-frame, and 2 dots.
“Today we put groups together to make numbers from 11 to 19. Which two groups of dots can we put together to make 12? How do you know?” (We can put together the full 10-frame and 2 more dots.)
“12 dots is 10 dots plus 2 dots. Another way we could write that is 12 is
Record for all to see: “12 is
Have feedback on the curriculum?
Help us improve by sharing suggestions or reporting issues.