Your device is currently offline. You can view downloaded files in My Downloads.

Lesson Plan

7. Understanding that we can count on from 10 by 1, 2, 3, 4, 5, 6, 7, 8, or 9 to reach the numbers 11-19 (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
Quick Assign

You have saved this lesson!

Here's where you can access your saved items.

Dismiss

Card of

or to view additional materials

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson.

Lesson objective: Extend understanding that we can compose and decompose the numbers 11-19 by starting with ten ones and counting on some further ones.

Students bring prior knowledge  that the numbers 11-19 are the sum of ten ones and one, two, three, four, five, six, seven, eight, or nine ones from K.NBT.1. This prior knowledge is extended to counting on as students start with 10 and count on by 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 to form teen numbers. A conceptual challenge students may encounter is understanding that we can count on from a given number rather than counting all. 

The concept is developed through work with two ten-strips, which supports the concept of having 10 and counting on by 1, 2, 3, 4, 5, 6, 7, 8, or 9 to create the numbers 11-19.

This work helps students deepen their understanding of operations because students will develop the skill of counting on to find a sum.

Students engage in Mathematical Practice 4-Model with mathematics as they work with  double ten strips where 10 are already filled in  and counting on by 1, 2, 3, 4, 5, 6, 7, 8, or 9 to compose the numbers 11-19.

Key vocabulary:

  • add
  • addend
  • compose
  • count on
  • decompose
  • sum
  • "teen" number

Special materials needed:

  • counters
  • double ten frame or double decker bus template
  • numeral cards 1-9
  • arithmetic rack  (optional - these can be used in place of the double decker bus template)
Related content

Appears in

Developing foundations of place value

Provide feedback