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Lesson Plan

1. Understand that the numbers 11-19 are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones (C)

teaches Common Core State Standards CCSS.Math.Content.K.NBT.A.1 http://corestandards.org/Math/Content/K/NBT/A/1
teaches Common Core State Standards CCSS.Math.Practice.MP4 http://corestandards.org/Math/Practice/MP4
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Lesson objective: Understand that the numbers 11-19 are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Students bring prior knowledge that every number 1 to 9 has a partner such that the two numbers can be composed to make 10 from Grade K, Unit 12, K.OA.A.4. This prior knowledge is extended to include composing the numbers 11-19 as students group the ten ones and see the extra ones that form a teen number. A conceptual challenge students may encounter is thinking that the numbers 11-19 are each separate units and not a continuation of the counting base-ten pattern.

The concept is developed through work with a ten frame and counters, which shows that the numbers 11-19 contain ten ones and some extra ones.

This work helps students deepen their understanding of numbers because it will introduce the base ten system and how the numbers 11-19 are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Students engage in Mathematical Practice 4 -model with mathematics -as they demonstrate how to count efficiently with an organized system. Students will discover how making a group of ten is a more efficient way to count the numbers 11-19 by providing students with a place to group the ten and then have some extras left over. Give the students a ten frame to put the ten in and see the extra. This should lead to students discovering there are 10 ones and some more ones. 

Key vocabulary:

  • compose
  • decompose
  • "teen" numbers

Special materials needed:

  • cup for each student or pair of students with 11-19 counters/jellybeans in it
  • ten frame 
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Developing foundations of place value

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