Model lesson plan
Title: 11-19 are Easy for Me!
Author: Lisa McCune
Subject: Math (base 10)
Grade Level: Kindergarten
Duration: 30 minutes
Unit Description: This lesson is part of a three-week unit working on cardinality, base ten (ten frames), and number sentences.
Lesson Goals:
Students will be able to:
Common Core Standards:
Work with numbers 11-19 to gain foundations for place value.
CCSS.MATH.CONTENT.K.NBT.A.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.
Big Ideas: Numbers can be grouped and represented in multiple ways. Place values tell you how to read and write a number. Numbers and equations can be constructed from drawings.
Barriers:
Anticipatory Set
The teacher will start out by showing students a necklace that she made with a pipe cleaner or stretchy elastic and beads. (Image provided) The necklace should have 21 beads total (0-20) with three beads separating out groups of 10.
The teacher will ask the students what they notice about the necklace s/he made.
Ask the students to count along with the teacher the number of beads on the necklace (Skip or count the first bead and tell students it means ZERO). After counting the number of beads ask the students if they realized anything new.
Create a dialogue with the students pertaining to the number of beads on the necklace, the pattern, how they are separated, and how this is like the ten frames we have been working with. Manipulate the necklace by separating the beads to show how the different colors are separated into tens and if the beads are on their own they are “ones.” Show how separating the beads can create different numbers.
Relate the necklace to the ten frames.
Introduce and Model New Knowledge
Using ten frames & circle magnets:
Discuss how you are able to know what the number is using a picture and base ten frame and you know how to write the number based on how many ten frames are filled and how many ones there are left over.
Explain how the numbers 11 – 19 each are one entire ten-frame with some more ones left over.
Repeat this activity using the necklace. Show how you can group any number of beads together to create numbers. You will know if you have a set of ten on the necklace because a new color bead marks every ten.
Introduce number sentences with the students using the ten frame and magnets:
Provide Guided Practice
Give students a pipe cleaner and different colored beads.
Tell students they need to make a necklace/bracelet using two different colors. They need to count to 9 adding beads of the first color. When they reach 10, ask the students what they should do. The students 10th bead will be the second color bead. Repeat this with the students until they have all made their necklace up to 20.
Put up a number on the board and have students show you the number using their bead necklace. Repeat this 5-6 times.
Then, put up a number sentence. Have students separate their beads to show the number sentence. Ask how they will know what the answer is. For example, if you put up 4+3 = 7, the students should separate four beads and three beads. They should be able to explain that the four beads plus the three beads equals seven because you can put all of the beads together and count them and you get seven. After a couple simple number sentences, then do number sentences that result in a sum of 11-20. For example, 8 + 4 = 12; the students will separate out 8 first, then four. Ask the students how they know there will be a number (1) in the tens place and how they know what number will be in the ones place. To extend this activity and make it more challenging, use number sentences but have students tell you the sum themselves.
*Note, make sure when doing number sentences, students always start with the first bead on the necklace and not in the middle. Define the first bead of the necklace as “1” (this bead should be the color that is the majority of the necklace, you will have to make sure students don’t begin with the color bead that represents the tens.)
Provide Independent Practice
Students will have a hands-on worksheet, which you can find below.
The students will be using their necklace/bracelets and ten-frames as they work with number sentences and placing the digits in the correct ones and tens places.
The worksheet is set up so that for each problem they are to model the number sentence using the necklace or ten frame so that they are physically creating the number sentence, and then they will color in the illustration accordingly.
An extension of this activity would be to give the students the illustrations and have them create number sentences from what they see.
Wrap Up
Have a final discussion with the students using these questions:
Formative Assessment
Formative assessment will be taking place mainly during the guided practice as students are creating their necklaces and answering questions throughout. I will be able to assess what students are grasping the concepts by looking to see if they are moving the correct number of beads, separating the numbers correctly, and counting the total number of beads correctly. I will be asking informal questions along the way (see above) and students will be able to give a “me-too” signal that will let me know if they agree or disagree.
Summative Assessment
I will test if the students grasped the concept of the numbers 11 – 19 being ten and some more ones. I will do this by using the independent practice worksheet. Students will have to show me using a manipulative and by coloring the illustration correctly how they solved a number sentence and how they knew where what digit went. They will need to explain for the numbers 11-19 that they filled up an entire ten frame (or for the necklace, got to the different colored bead which marked one set of ten) and then were left over with X number of ones. Students will show the sum written correctly and their illustrations will be colored accordingly. If the students get the question wrong on paper, I will ask them to show me using the manipulative how they got the answer.
Materials
Author: Lisa McCune
Subject: Math (base 10)
Grade Level: Kindergarten
Duration: 30 minutes
Unit Description: This lesson is part of a three-week unit working on cardinality, base ten (ten frames), and number sentences.
Lesson Goals:
Students will be able to:
- Determine numbers 0-10 using a ten frame.
- Determine numbers 11-19 using a ten frame and some more ones and show work using a drawing/equation.
- Write the numbers 0-19 with proper place value placement.
- Construct number sentences using a manipulative/drawing.
- Deconstruct a manipulative/drawing to create a number sentence.
Common Core Standards:
Work with numbers 11-19 to gain foundations for place value.
CCSS.MATH.CONTENT.K.NBT.A.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.
Big Ideas: Numbers can be grouped and represented in multiple ways. Place values tell you how to read and write a number. Numbers and equations can be constructed from drawings.
Barriers:
- Motivation
- Background knowledge
- Vocabulary
- ELL
- Conceptual knowledge – number concepts
- Fine motor skills
Anticipatory Set
The teacher will start out by showing students a necklace that she made with a pipe cleaner or stretchy elastic and beads. (Image provided) The necklace should have 21 beads total (0-20) with three beads separating out groups of 10.
The teacher will ask the students what they notice about the necklace s/he made.
- Responses may include talking about the colors and the pattern.
Ask the students to count along with the teacher the number of beads on the necklace (Skip or count the first bead and tell students it means ZERO). After counting the number of beads ask the students if they realized anything new.
- Responses may be that there are 20 beads on the necklace, there are nine of one color bead and then one of a new color and the pattern repeats.
Create a dialogue with the students pertaining to the number of beads on the necklace, the pattern, how they are separated, and how this is like the ten frames we have been working with. Manipulate the necklace by separating the beads to show how the different colors are separated into tens and if the beads are on their own they are “ones.” Show how separating the beads can create different numbers.
Relate the necklace to the ten frames.
- What happened when we would fill up an entire ten frame?
- When I see the number 10, how do I know an entire ten frame would have been filled up?
- What if I have the number 13, what would that look like on a ten frame?
- Can we show the number 13 on this necklace?
Introduce and Model New Knowledge
Using ten frames & circle magnets:
- Place a ten frame on the board and place a number of magnets inside. Ask the students what number is being shown.
- Now fill the entire ten frame up with magnets and put five magnets on the outside of the ten frame. Ask the students what number is being shown now. How did they figure this out? Take all of the magnets out of the ten frame and put them all together. What number or how many magnets are there now? Ask the students how to write the number shown (15) on the board. Ask the students how they knew where to put the one and where to put the five.
Discuss how you are able to know what the number is using a picture and base ten frame and you know how to write the number based on how many ten frames are filled and how many ones there are left over.
Explain how the numbers 11 – 19 each are one entire ten-frame with some more ones left over.
Repeat this activity using the necklace. Show how you can group any number of beads together to create numbers. You will know if you have a set of ten on the necklace because a new color bead marks every ten.
Introduce number sentences with the students using the ten frame and magnets:
- Using two different colored set of magnets, place three magnets of one color in the ten frame and seven magnets of a different color in the ten frame.
- Ask students what they notice about this ten frame. Introduce the idea that three are one color and seven are a different color and we know that there are ten because our entire ten frame is filled up. Therefore, we can say 3 *blue magnets plus 7 *red magnets = 10 magnets total.
- Try this without a ten frame. If students come up with the right number sentence, ask how they figured it out. Then ask how you write the number and how they know. Place the magnets in a ten frame to confirm.
- Use the necklace to show number sentences.
Provide Guided Practice
Give students a pipe cleaner and different colored beads.
Tell students they need to make a necklace/bracelet using two different colors. They need to count to 9 adding beads of the first color. When they reach 10, ask the students what they should do. The students 10th bead will be the second color bead. Repeat this with the students until they have all made their necklace up to 20.
Put up a number on the board and have students show you the number using their bead necklace. Repeat this 5-6 times.
Then, put up a number sentence. Have students separate their beads to show the number sentence. Ask how they will know what the answer is. For example, if you put up 4+3 = 7, the students should separate four beads and three beads. They should be able to explain that the four beads plus the three beads equals seven because you can put all of the beads together and count them and you get seven. After a couple simple number sentences, then do number sentences that result in a sum of 11-20. For example, 8 + 4 = 12; the students will separate out 8 first, then four. Ask the students how they know there will be a number (1) in the tens place and how they know what number will be in the ones place. To extend this activity and make it more challenging, use number sentences but have students tell you the sum themselves.
*Note, make sure when doing number sentences, students always start with the first bead on the necklace and not in the middle. Define the first bead of the necklace as “1” (this bead should be the color that is the majority of the necklace, you will have to make sure students don’t begin with the color bead that represents the tens.)
Provide Independent Practice
Students will have a hands-on worksheet, which you can find below.
The students will be using their necklace/bracelets and ten-frames as they work with number sentences and placing the digits in the correct ones and tens places.
The worksheet is set up so that for each problem they are to model the number sentence using the necklace or ten frame so that they are physically creating the number sentence, and then they will color in the illustration accordingly.
An extension of this activity would be to give the students the illustrations and have them create number sentences from what they see.
Wrap Up
Have a final discussion with the students using these questions:
- How do we know if a number has a digit in the tens place? How can we show that?
- What if we have a full ten frame but have 3 ones left over…what number is that? How did you know? How can you show me this?
- What if I said I had two full ten frames and 5 ones left over, who can tell me what they think that number would be? And how did you know that?
- So what were the two ways we figured out our numbers and number sentences? (Ten-frames and necklace) Do we always have to use ten-frames and necklaces? What are some other ways we could show numbers?
Formative Assessment
Formative assessment will be taking place mainly during the guided practice as students are creating their necklaces and answering questions throughout. I will be able to assess what students are grasping the concepts by looking to see if they are moving the correct number of beads, separating the numbers correctly, and counting the total number of beads correctly. I will be asking informal questions along the way (see above) and students will be able to give a “me-too” signal that will let me know if they agree or disagree.
Summative Assessment
I will test if the students grasped the concept of the numbers 11 – 19 being ten and some more ones. I will do this by using the independent practice worksheet. Students will have to show me using a manipulative and by coloring the illustration correctly how they solved a number sentence and how they knew where what digit went. They will need to explain for the numbers 11-19 that they filled up an entire ten frame (or for the necklace, got to the different colored bead which marked one set of ten) and then were left over with X number of ones. Students will show the sum written correctly and their illustrations will be colored accordingly. If the students get the question wrong on paper, I will ask them to show me using the manipulative how they got the answer.
Materials
- Ten-frames
- Colored magnets
- Beads (20 for each student)
- Pipe cleaners (1 for each student)
- Number sentence practice worksheet (attached at bottom)
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This lesson was inspired by the lesson: "Beyond fingers: Place value and the numbers 11-19" by Karen Lassiter found via theteachingchannel.org Find the video to her lesson Below.
The document, illustrations and above lesson plan were entirely written and produced by Lisa McCune.