The purpose of this Choral Count is to invite students to count to 19 and notice patterns in the count. Recognizing these patterns may help students remember how to write teen numbers. Students often reverse the digits due to how we say the teen numbers.
Launch
“Count by ones, starting at 0.”
Record as students count.
Stop counting and recording at 19.
Activity
“What patterns do you see?”
1–2 minutes: quiet think time
Record responses.
Student Task Statement
None
Student Response
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Advancing Student Thinking
Activity Synthesis
“If we wanted to count on from 10, what number would we say after 10? How do you know?” (11 because 11 is 1 more than 10 and comes after 10 when we count.)
Activity 1
15 mins
Card Sort: Organize Expressions and Numbers
Standards Alignment
Building On
Addressing
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.
The purpose of this activity is for students to engage in a matching task that gives students opportunities to analyze written numbers and expressions and make connections. In the Activity Synthesis, students see each teen number written as an equation. In this unit, when reading equations to students, read the equal sign as “is.” For example, read as “10 plus 3 is 13.” The equal sign will be read as “equals” in the next unit.
MLR8 Discussion Supports. Synthesis: At the appropriate time, give students 2–3 minutes to make sure that everyone in their group can explain how they organized the numbers and expressions. Invite groups to rehearse what they will say when they share with the whole class. Advances: Speaking, Conversing, Representing
Engagement: Develop Effort and Persistence. Some students would benefit from having clear examples of the expectation of group work in this activity. Invite students to generate a list of shared expectations for group work. Ask students to share explicit examples of what those expectations would look like in this activity. Supports accessibility for: Social-Emotional Functioning
Launch
Groups of 4
Give each group of students a set of cards.
Activity
“This set of cards includes expressions and numbers. Sort the cards into groups by putting each expression with the number card it matches. Work with your group to explain why the cards go together.”
6 minutes: small-group work time
Student Task Statement
None
Student Response
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Advancing Student Thinking
Activity Synthesis
Invite students to share their sort.
Display a set of matched cards in a column, arranged in order from 10+1 and 11 at the top to and 15 at the bottom.
“What do you notice about the numbers and expressions when they are arranged this way?” (They’re in the order that we count. In each expression, the first number stays the same. The second number is 1 more each time. All the expressions have a 10. The second number starts at 1 and is 1 more each time. The expressions match the numbers.)
“Which number does represent? How do you know?” (It represents 11. I know that 1 more than 10 is 11.)
“ is 11. We can write that as .”
Demonstrate writing equations for each number and expression.
Activity 2
10 mins
Equations and 10-Frames
Standards Alignment
Building On
Addressing
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.
The purpose of this activity is for students to match equations to numbers 11–19 represented on 10-frames. During the Synthesis, students focus on each part of the equation and where it can be seen in the 10-frame representation of the number. When students see different parts of the equations in the 10-frame images, they look for and make use of structure (MP7).
Launch
Groups of 2
“Draw a line from each equation to the dots it matches.”
Activity
2 minutes: independent work time
3 minutes: partner work time
Student Task Statement
Student Response
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Advancing Student Thinking
Activity Synthesis
Invite a student to share which image matches .
“Where do you see 15 on the 10-frame?” (There are 15 dots altogether.)
“Where do you see on the 10-frame?” (There are 10 dots on the 10-frame and 5 dots under the 10-frame.)
Activity 3
20 mins
Introduce Make or Break Apart Numbers—Numbers 11–19
Standards Alignment
Building On
Addressing
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.
The purpose of this activity is for students to learn Stage 2 of the Make or Break Apart Numbers center. Students roll a connecting cube onto the number mat. They find 2 groups on their gameboard that can be put together to make that number. Students represent the composition with an expression on their recording sheet.
After they participate in the Make or Break Apart Numbers center, students choose any previously introduced stage from these centers:
Bingo
Number Race
Grab and Count
Tower Build
Launch
Groups of 2
Give each group of students two-color counters, 1 connecting cube, a number mat, and a gameboard. Give each student a recording sheet.
“We are going to learn a new way to do the Make or Break Apart Numbers center.”
“I’m going to roll a cube onto the number mat to find which number I have to make.”
Demonstrate rolling the connecting cube onto the number 13.
Display the gameboard.
“We rolled the number 13. My partner and I have to find 2 groups that go together to make 13. Which groups go together to make 13?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“I’m going to put a counter on this group of 10 dots and a counter on this group of 3 fingers. 10 and 3 is 13. What expression should I write on my recording sheet?” ()
30 seconds: quiet think time
Share responses.
Demonstrate writing .
“Now that my partner and I have written our expression, we can look to see if there are 2 more groups that go together to make 13. If we can’t find any more ways to make 13, then we roll and make another number.”
“Take turns with your partner to find 2 groups to make a number and write an expression.”
Activity Synthesis
“We worked with numbers 11‒19 in centers. Tell your partner two things that you know about these numbers.”
Lesson Synthesis
Display 14 dots on a 10-frame and:
14
10 and 4
“Which of these matches the 10-frame? How do you know?” (They all match the 10-frame. There are 14 dots. There are 10 dots on the 10-frame and 4 more dots. 10 plus 4 is 14.)
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