Units K.8 Numbers to 20 and

K.9 Compose and Decompose Numbers to 20

Big Idea: A number has a word and a symbol that correspond to a quantity. Quantities can be sequenced and compared. The focus in this unit is on the numbers 11–20, which are numbers that constitute 10 ones and some more ones.

Teacher-facing pages are green

Student-facing pages are white

notes for teachers are in the speaker notes

New Learning:

Re-engagement:

• Count by ones in sequence at least up to 20.
• Count to tell the number of objects from 0 to 20.
• Write and recognize written symbols and quantities from 11 to 20.
• Compare numbers in groups of up to 20 objects using greater than, less than, or equal to by matching and counting.
• Separate a set of 11–19 objects into a group of ten objects with leftovers.
• Represent 10 and some more with drawings, number bonds, double ten frames and equations.
• Count on from 10.

• Count by 1s in sequence at least up to 10.
• Count to tell the number of objects at least from 0–10.
• Write and recognize written symbols and quantities for at least 0–10.
• Compare numbers 0–10 using the words greater than, less than, and equal to by matching and counting. Students do not need to know the inequality symbols.
• Compare two numbers presented as written numerals.
• Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Suggested Lesson Sequence

Assessment: Entry Task

Small group with slides or Seesaw Entry Task (Spanish)

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Lesson 1*: K.8 LS1 Day 1 - Numbers 11 and 12

• Seesaw Numbers 11 and 12 (Spanish)

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Lesson 2*: K.8 LS1 Day 2 - Numbers 13 and 14

• Seesaw Numbers 13 and 14 (Spanish)

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Lesson 3*: K.8 LS1 Day 3 - Numbers 15 and 16

• Seesaw Numbers 15 and 16 (Spanish)

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Lesson 4*: K.8 LS2 Day 1 - Numbers 17 and 18

• Seesaw Numbers 17 and 18 (Spanish)

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Lesson 5*: K.8 LS2 Day 2 - Numbers 19 and 20

• Seesaw Numbers 19 and 20 (Spanish)

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*Lessons 1 through 5 - Also use My Teen Number Journal and Number of the Day 11-20 Jamboard (Spanish)

Lesson 6: K.9 LS1 Day 2 - Decomposing teen numbers into 10 ones and some more ones

• Seesaw Ten and Some More (Spanish)

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Lesson 7: K.9 Apprentice and LS3 Day 1 - Composing 10 ones and some more ones into teen numbers

• Jamboard Ten and Some More Story (Spanish) or Seesaw Ten and Some More Story (Spanish)

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Optional Lesson: K.8 LS3 Day 1 - Compare numbers 11-19

• Seesaw Which is More? (Spanish)

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Assessment: Milestone Task

Part A: Small group slides with Milestone Task Part A: Count, Match, and Write Numbers Jamboard (Spanish) OR Milestone Task Part A Seesaw (Spanish)

Part B: Small group slides with Milestone Part B: Sam’s Balloons (Spanish) OR Milestone Task Part B Seesaw (Spanish)

Additional Resources

Other Resources:

• 10–20 Small Number Cards BLM
• Apprentice Place-Value Cards BLM .S. .C.
• Double Ten Frame BLM .S. .C.
• Number Bond BLM
• Cup and counters
• Number Songs 11-20
• 11-16 dot spinner or 11-20 dot spinner

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Online Games and Activities:

• ABCya Connect the Dots (1-20) - Connect numerals 1-20 to make a picture.
• ABCya Number Bingo (11-20) - match numerals with spoken number names.
• PBS Kids Apple Picking: Find the missing number in a sequence of numbers 0-9 and then 10-19.

Independent Practice:

• K.8 and K.9 Homework .S. .C.
• Writing Teen Numbers BLM .S. .C.
• Quantity/Number Match BLM .S. .C.
• I Can Draw a Teen Number BLM .S. .C. (see I Can a Teen Draw a Teen Number Sample BLM)
• Place Value Match Teen Numbers BLM

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Raz Kids Books: Eleven (Spanish), Twelve (Spanish), Number Twelve (Spanish), Twenty, More or Less (Spanish)

Multi-modal activities for learning numbers 11-20

• Have students make the numbers with their bodies and show you on their fingers and toes (or with a partner’s fingers).
• Have students practice writing numbers several times on their family members’ backs.
• Have students partner with a family member and take turns being partner 1 and 2.
• Partner 1 taps on Partner 2’s back a number of times.
• Partner 2 tells Partner 1 how many taps there were.
• Count to 20 starting at various numbers
• Tell students they are going to listen and count the number of objects as you drop them in the container.
• Have students close their eyes. Drop the objects one at a time into the container.
• Have students count silently as you drop the objects.
• Ask several students to report the number of sounds they heard, or tell them to yell stop when you get to a designated number.
• Have students practice counting using body movements and have children perform various actions a specific number of times, e.g., jump 14 times.
• If you prefer, you can play Simon Says. For example, “Simon says, ‘Jump fourteen times.’ Simon says, ‘Clap twelve times.’”

Games for learning numbers 11-20

One More, One Less

• Have students write any teen number on a white board or paper.
• Show students a teen number.
• Ask students who are holding the number that is one less than the number you are holding to stand up or do a special movement and show their number.
• Then have the students who are holding the card that is one more than the number you are holding to stand up or do a different movement and show their cards.

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Mystery Numbers:

• Have students write any teen number on a white board or paper.
• Give a clue about a mystery teen number. For example:
• “I’m thinking of a teen number with a five in it.” or
• “I’m thinking of a teen number that comes between 10 and 12.”
• If students think they are holding the mystery number, have them stand up and show their cards.

Twister Teens:

• Have students write different teen numbers on several different cards or pieces of paper and spread them out on the floor.
• Spin either the 11-16 dot spinner or the 11-20 dot spinner.
• Tell students to put a body part on the card with that number (hand, foot, knee, head, butt, etc).
• If the number is spun again, they should take their body part off the card.
• Keep playing until all students fall or are touching all the numbers.

Make your own manipulatives:

The following 3 slides are instructions for students to make their own manipulatives and visual tool boards that they can ideally use alongside activities on Slides, Jamboard, or Seesaw. You may have students make them all in advance, or one by one as they are introduced.

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Students may draw the tools on paper or print

BLMs (if feasible).

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• Double Ten Frame BLM .S. .C.
• Number Bond BLM
• Cup

Find 20 small things you can move around

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Draw a double ten frame on paper.

Make and use a double ten frame where you are!

beans

beads

ripped up paper

Find 20 small things you can move around.

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Draw a number bond on paper.

Make and use a number bond where you are!

beans

beads

ripped up paper

Find 20 small things you can move around.

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Use any kind of cup.

Make and use counters and tools where you are!

Beans

Beads

Ripped up paper

Questions that help to emphasize different math norms:

Synchronous and Asynchronous Teaching Options:

Synchro-

nous (live)

Asynchronous (time-delayed)

Two Sample Teaching Plans:

Launch: Monday, Asynchronous

• Record narrative using slides on Screencastify
• Embed recording link into Seesaw assignment instructions

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Explore: Monday, Hybrid

• Students record responses on Seesaw Template
• Support some students to do so in live small group

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Summarize: Tuesday, Synchronous

• Discuss selected responses from Seesaw in whole group Zoom

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Launch: Monday, Synchronous

• Introduce activity in whole group Zoom

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Explore: Monday, Asynchronous

• Students record responses on Seesaw Template
• Students respond to classmates’ work (tips for responding)

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Summarize: Tuesday, Asynchronous

• Record narrative of selected student work on slides with Screencastify
• Students respond to reflection question on Seesaw (embed your recorded link in assignment)

Additional Resource:

Splitting Screens on Zoom

You may be at a point in distance learning when you would like to have students work in another window while on Zoom if they don’t already. This allows them to do things like use virtual manipulatives to support their learning or work collaboratively in a Jamboard during live instruction.

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You may use these short instructional videos (one for Chromebooks, one for Macs/PCs) to teach students how to split their screens between Zoom and another window. You can:

• play the videos to students,
• record your own version, or
• explain how to do it live with students (best if done in small groups)

Chromebook

Mac/PC

Unit K.8 and K.9 Math Talks: Dot Talks Teen Numbers

Continuing Daily / Weekly Routines:

Number of Days in School

(Spanish)

Counting Routine

Number of the Day Routine

Data Routine

Dragon Face Off Routine

Lessons 1 through 5 in this unit follow this routine for the numbers 11-20.

Entry Task

• Each number 11–20 has a word and a symbol that corresponds to a quantity.

The Entry Task answers the question:

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What do you already know?

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This Entry Task can be used as a brief assessment of what students already know about recognizing written numerals 10-20 and representing quantities.

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Do not use this as an opportunity to teach this content. It will be taught in the lessons.

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Use these slides with a small group of students, or as the introduction to Seesaw K.8 and K.9 Entry Task (Spanish). Use K.8 Observation Sheet to make observational notes.

Major Focus of K.8 and K.9:

• Recognize, write, and represent numbers 11-20
• Show teen numbers as 10 ones and some more ones

Count and Match

19

1

2

3

4

5

6

7

8

9

10

What do you know about these numbers?

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Count and Match

20

10

11

12

13

14

15

16

17

18

19

20

What do you know about these numbers?

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Count and Match

21

10

11

12

13

14

15

Put the numbers in order, then count out that many things for each number (or find the matching card).

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Count and Match

22

18

19

20

17

16

Put the numbers in order, then count out that many things for each number (or find the matching card).

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Find 20 small things you can move around.

Make and use counters where you are!

Beans

Beads

Ripped up paper

Lesson 1: K.8 LS1 Day 1

Launch: Introduce Number of the Day

How can you show the number 11?

How can you show the number 12?

• Numerals and number names represent specific quantities.
• All the teen numbers are greater than 10.

Explore: Say, write, and represent the numbers 11 and 12

• Use My Teen Number Book and/or Number of the Day 11-20 Jamboard (Spanish) or Seesaw Numbers 11 and 12 (Spanish)

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Summarize: What is the same and different between 11 and 12?

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Core Math to Emphasize

• Numerals and number names represent specific quantities.
• All the teen numbers are greater than 10.
• All teen numbers begin with the digit 1 followed by a digit from 0–9.

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The summaries include sample representations for each number, but best practice is to use your own students’ representations.

Teen numbers should be thought of as a bundle of ten ones and some extra ones (vs. “a ten”). In Grade 1, students convert the idea of a bundle of “ten ones” into “1 ten”.

Use K.8 Observation Sheet to make observational notes.

Lesson 1:

Number of the Day -

11 and 12

Numbers have names and written symbols, and can be counted.

All the teen numbers are greater than 10.

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Math Norms

26

Errors are gifts that promote discussion.

Answers are important, but they are not the math.

Talk about each other’s thinking.

Ask questions until ideas make sense.

Use multiple strategies and multiple representations.

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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What numbers come next?

We’ve been working a lot with these numbers:

0

zero

What do you know about this number?

Tell someone else your ideas.

“I know _______.”

Click for a video song about 11

11

What do you know about this number?

Tell someone else your ideas.

“I know _______.”

Click for a video song about 12

12

What are different ways we could show each of these numbers?

Use objects, pictures, numbers, or words in any language.

12

11

Options for monitoring and sharing work:

Students draw some representation of the numbers 11 and 12 on My Teen Number Book and/or Number of the Day 11-20 Jamboard (Spanish)

• Students can describe or show their drawing or objects, and teacher can draw it on the Jamboard or take a screenshot and upload it.
• If students split their screens, they may draw directly on the Jamboard. Provide instructions on not erasing other’s work and/or drawing on a particular page (you may add pages).

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Use Seesaw Numbers 11 and 12 (Spanish) for students to share representations.

• Select and upload representations onto the Jamboards or summary slide for the summary.

Let’s share our work!

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eleven

أحد عشر

once

Let’s share our work!

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twelve

اثني عشر

What is different about 11 and 12?

What is the same?

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doce

Options for Asynchronous or Continuing Activities

Continue to have students represent the numbers in multiple ways (using drawing, photo, language, video, etc) on Number of the Day 11-20 Jamboard (Spanish).

• Continue to add student responses from Seesaw Numbers 11 and 12 (Spanish) to the Jamboard.

Have students represent the number in a way that shows the class something about themselves or their family (eg. number of things in collections they have, number of letters in their name, age of a sibling or cousin, count out a number of objects spelling out the first letter of their name, etc). Teacher may demonstrate with something about themself.

Watch song about 11, song about 12 (Number Songs in English/Spanish).

Raz-Kids books: Eleven (Spanish), Twelve (Spanish), Number Twelve (Spanish)

Lesson 2: K.8 LS1 Day 2

Launch: Introduce Number of the Day

How can you show the number 13?

How can you show the number 14?

• Numerals and number names represent specific quantities.
• All the teen numbers are greater than 10.

Explore: Say, write, and represent the numbers 13 and 14

• Use My Teen Number Book and/or Number of the Day 11-20 Jamboard (Spanish) or Seesaw Numbers 13 and 14 (Spanish)

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Summarize: What is a new way you learned to show 13 or 14 from a friend?

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Core Math to Emphasize

• Numerals and number names represent specific quantities.
• All the teen numbers are greater than 10.
• All teen numbers begin with the digit 1 followed by a digit from 0–9.

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Use K.8 Observation Sheet to make observational notes.

You may end these lessons with one of the multi-modal activities for learning numbers or games for learning numbers.

Lesson 2:

Number of the Day -

13 and 14

Numbers have names and written symbols, and can be counted.

All the teen numbers are greater than 10.

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What numbers have we counted so far?

What numbers come next?

Now imagine ten fingers in your head

What do you know about this number?

Tell someone else your ideas.

“I know _______.”

Click for a video about 13

13

What do you know about this number?

Tell someone else your ideas.

“I know _______.”

Click for a video about 14

14

What are different ways we could show each of these numbers?

Use objects, pictures, numbers, or words in any language.

14

13

Options for monitoring and sharing work:

Students draw some representation of the numbers 13 and 14 on My Teen Number Book and/or Number of the Day 11-20 Jamboard (Spanish)

• Students can describe or show their drawing or objects, and teacher can draw it on the Jamboard or take a screenshot and upload it.
• If students split their screens, they may draw directly on the Jamboard. Provide instructions on not erasing other’s work and/or drawing on a particular page (you may add pages).

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Use Seesaw Numbers 13 and 14 (Spanish) for students to share representations.

• Select and upload representations onto the Jamboards or summary slide for the summary.

Let’s share our work!

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thirteen

ثلاثة عشر

trece

Let’s share our work!

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fourteen

أربعة عشرة

catorce

What is a new way you learned to show 13 or 14 from a friend?

Options for Asynchronous or Continuing Activities

Continue to have students represent the numbers in multiple ways (using drawing, photo, language, video, etc) on Number of the Day 11-20 Jamboard (Spanish).

• Continue to add student responses from Seesaw Numbers 13 and 14 (Spanish) to the Jamboard.

Have students represent the number in a way that shows the class something about themselves or their family (eg. number of things in collections they have, number of letters in their name, age of a sibling or cousin, count out a number of objects spelling out the first letter of their name, etc). Teacher may demonstrate with something about themself.

Watch song about 13, song about 14 (Number Songs in English/Spanish).

Lesson 3: K.8 LS1 Day 3

Launch: Introduce Number of the Day

How can you show the number 15?

How can you show the number 16?

• Numerals and number names represent specific quantities.
• All the teen numbers are greater than 10.

Explore: Say, write, and represent the numbers 15 and 16

• Use My Teen Number Book and/or Number of the Day 11-20 Jamboard (Spanish) or Seesaw Numbers 15 and 16 (Spanish)

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Summarize: How did you keep track of what you counted?

How can we use ten frames to show a teen number?

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Core Math to Emphasize

• Numerals and number names represent specific quantities.
• All the teen numbers are greater than 10.
• All teen numbers begin with the digit 1 followed by a digit from 0–9.

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Use K.8 Observation Sheet to make observational notes.

As students begin to use the double ten frame to show teen numbers, they may begin to see teen numbers as having a group of ten things and some more things (eg. they may fill the first 10 frame, then count on from ten). This will be explored further in Lessons 6 and 7, but if students bring it up you may begin to discuss it.

Lesson 3:

Number of the Day -

15 and 16

Numbers have names and written symbols, and can be counted.

All the teen numbers are greater than 10.

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What numbers have we counted so far?

What numbers come next?

Now imagine ten fingers in your head

What do you know about this number?

Tell someone else your ideas.

“I know _______.”

Click for a video song about 15

15

What do you know about this number?

Tell someone else your ideas.

“I know _______.”

Click for a video song about 16

16

What are different ways we could show each of these numbers?

Use objects, pictures, numbers, or words in any language.

16

15

Options for monitoring and sharing work:

Students draw some representation of the numbers 15 and 16 on My Teen Number Book and/or Number of the Day 11-20 Jamboard (Spanish)

• Students can describe or show their drawing or objects, and teacher can draw it on the Jamboard or take a screenshot and upload it.
• If students split their screens, they may draw directly on the Jamboard. Provide instructions on not erasing other’s work and/or drawing on a particular page (you may add pages).

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Use Seesaw Numbers 15 and 16 (Spanish) for students to share representations.

• Select and upload representations onto the Jamboards or summary slide for the summary.

Let’s share our work!

How did you keep track of what you counted?

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How can we use a ten frame to show a teen number?

What do you notice?

How can we use 2 ten frames to show a teen number?

What do you notice?

Find 20 small things you can move around

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Draw a double ten frame on paper.

Make and use a double ten frame where you are!

beans

beads

ripped up paper

Options for Asynchronous or Continuing Activities

Continue to have students represent the numbers in multiple ways (using drawing, photo, language, video, etc) on Number of the Day 11-20 Jamboard (Spanish).

• Continue to add student responses from Seesaw Numbers 15 and 16 (Spanish) to the Jamboard.

Have students represent the number in a way that shows the class something about themselves or their family (eg. number of things in collections they have, number of letters in their name, age of a sibling or cousin, count out a number of objects spelling out the first letter of their name, etc). Teacher may demonstrate with something about themself.

Watch song about 15, song about 16 (Number Songs in English/Spanish).

Lesson 4: K.8 LS2 Day 1

Launch: Introduce Number of the Day

How can you show the number 17?

How can you show the number 18?

• Numerals and number names represent specific quantities.
• All the teen numbers are greater than 10.

Explore: Say, write, and represent the numbers 17 and 18

• Use My Teen Number Book and/or Number of the Day 11-20 Jamboard (Spanish) or Seesaw Numbers 17 and 18 (Spanish)

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Summarize: Make 17 and 18 on a double ten frame. What do you notice?

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Core Math to Emphasize

• Numerals and number names represent specific quantities.
• All the teen numbers are greater than 10.
• All teen numbers begin with the digit 1 followed by a digit from 0–9.

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Use K.8 Observation Sheet to make observational notes.

Notice whether students begin to arrange their numbers in any particular way - do they make a line? A circle? Make piles of 2, 5, or 10?

Lesson 4:

Number of the Day -

17 and 18

Numbers have names and written symbols, and can be counted.

All the teen numbers are greater than 10.

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What numbers have we counted so far?

What numbers come next?

Now imagine ten fingers in your head

What do you know about this number?

Tell someone else your ideas.

“I know _______.”

Click for a video song about 17

17

What do you know about this number?

Tell someone else your ideas.

“I know _______.”

Click for a video song about 18

18

What are different ways we could show each of these numbers?

Use objects, pictures, numbers, or words in any language.

18

17

Options for monitoring and sharing work:

Students draw some representation of the numbers 17 and 18 on My Teen Number Book and/or Number of the Day 11-20 Jamboard (Spanish)

• Students can describe or show their drawing or objects, and teacher can draw it on the Jamboard or take a screenshot and upload it.
• If students split their screens, they may draw directly on the Jamboard. Provide instructions on not erasing other’s work and/or drawing on a particular page (you may add pages).

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Use Seesaw Numbers 17 and 18 (Spanish) for students to share representations.

• Select and upload representations onto the Jamboards or summary slide for the summary.

Let’s share our work!

Show 17 on a double ten frame.

What do you notice?

Show 18 on a double ten frame.

Find 20 small things you can move around

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Draw a double ten frame on paper.

Make and use a double ten frame where you are!

beans

beads

ripped up paper

Options for Asynchronous or Continuing Activities

Continue to have students represent the numbers in multiple ways (using drawing, photo, language, video, etc) on Number of the Day 11-20 Jamboard (Spanish).

• Continue to add student responses from Seesaw Numbers 17 and 18 (Spanish) to the Jamboard.

Have students represent the number in a way that shows the class something about themselves or their family (eg. number of things in collections they have, number of letters in their name, age of a sibling or cousin, count out a number of objects spelling out the first letter of their name, etc). Teacher may demonstrate with something about themself.

Watch song about 17, song about 18 (Number Songs in English/Spanish).

Lesson 5: K.8 LS2 Day 2

Launch: Introduce Number of the Day

How can you show the number 19?

How can you show the number 20?

• Numerals and number names represent specific quantities.
• All the teen numbers are greater than 10.

Explore: Say, write, and represent the numbers 19 and 20

• Use My Teen Number Book and/or Number of the Day 11-20 Jamboard (Spanish) or Seesaw Numbers 19 and 20 (Spanish)

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Summarize: Make 19 and 20 on a double ten frame. What do you notice?

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Core Math to Emphasize

• Numerals and number names represent specific quantities.
• All the teen numbers are greater than 10.
• All teen numbers begin with the digit 1 followed by a digit from 0–9.

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Use K.8 Observation Sheet to make observational notes.

Notice whether students begin to arrange their numbers in any particular way - do they make a line? A circle? Make piles of 2, 5, or 10?

Lesson 5:

Number of the Day -

19 and 20

Numbers have names and written symbols, and can be counted.

All the teen numbers are greater than 10.

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What numbers have we counted so far?

What numbers come next?

Now imagine ten fingers in your head

What do you know about this number?

Tell someone else your ideas.

“I know _______.”

Click for a video about 19

19

What do you know about this number?

Tell someone else your ideas.

“I know _______.”

Click for a video song about 20

20

What are different ways we could show each of these numbers?

Use objects, pictures, numbers, or words in any language.

20

19

Options for monitoring and sharing work:

Students draw some representation of the numbers 19 and 20 on My Teen Number Book and/or Number of the Day 11-20 Jamboard (Spanish)

• Students can describe or show their drawing or objects, and teacher can draw it on the Jamboard or take a screenshot and upload it.
• If students split their screens, they may draw directly on the Jamboard. Provide instructions on not erasing other’s work and/or drawing on a particular page (you may add pages).

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Use Seesaw Numbers 19 and 20 (Spanish) for students to share representations.

• Select and upload representations onto the Jamboards or summary slide for the summary.

Let’s share our work!

Show 19 on a double ten frame.

What do you notice?

Show 20 on a double ten frame.

Find 20 small things you can move around

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Draw a double ten frame on paper.

Make and use a double ten frame where you are!

beans

beads

ripped up paper

Options for Asynchronous or Continuing Activities

Continue to have students represent the numbers in multiple ways (using drawing, photo, language, video, etc) on Number of the Day 11-20 Jamboard (Spanish).

• Continue to add student responses from Seesaw Numbers 19 and 20 (Spanish) to the Jamboard.

Have students represent the number in a way that shows the class something about themselves or their family (eg. number of things in collections they have, number of letters in their name, age of a sibling or cousin, count out a number of objects spelling out the first letter of their name, etc). Teacher may demonstrate with something about themself.

Watch song about 19, song about 20 (Number Songs in English/Spanish).

Play ABCya Connect the Dots (1-20) or ABCya Number Bingo (11-20).

Lesson 6: K.9 LS1 Day 2

Launch: Observe teen numbers broken up into 10 things and some more things.

• The numbers from 11 to 19 can be thought of as ten ones and some more ones.

Explore: Spin the spinner, show the teen number as ten things in a cup and some more things on the side.

• Use cup and counters, slides, or Seesaw Ten and Some More (Spanish)

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Summarize: How many does each picture show? How do you know?

How can we show a teen number as 10 and some more?

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Core Math to Emphasize

• The numbers from 11 to 19 can be thought of and represented as ten ones and some more ones.
• The numbers from 11 to 19 are written with a one followed by the digits 0–9.

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Use K.9 Observation Sheet to make observational notes.

In kindergarten, a group of 10 should be consistently referred to as “10 ones” or “10 things”. Although some students may be ready to recognize a group of ten as a different unit called “a 10”, most will not. In Grade 1, students will formalize their understanding of a unit called a ten. This work in kindergarten helps to build students’ conceptual understanding of what makes a ten, and identifies 10 as a special number.

Lesson 6:

Decomposing into Ten and

Some More

We can break the numbers 11 to 19 into 10 ones and some more ones.

What is the same about these ways to show a number?

“They all _____________”

Numbers in the Teens Have a Group of Ten

Let’s use this cup to help us count 14 things.

We can break up 14 into 10 things and 4 more things.

and

is

10

4

14

Spin the Spinner.

Make the number as ten things in a cup, and some more things on the side.

Use this cup and marbles or use a real cup and counters.

and

is

Find 20 small things you can move around.

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Use any kind of cup.

Make and use counters and tools where you are!

Beans

Beads

Ripped up paper

Options for monitoring and sharing work:

Students spin the spinner and make teen numbers as ten and some more using the slides (make copies of the slide to make multiple teen numbers).

• Students can count out loud as you move the marbles into the cup, and tell you when to stop and put the rest on the side.
• Students can use a real cup and anything to count so they can physically make 10 and some more.

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Use Seesaw Ten and Some More (Spanish) for students to make ten and some more (either with virtual marbles or a real cup and counters).

• Select and upload representations onto the Jamboards or summary slide for the summary.

How many does each picture show? How do you know?

How can we show a teen number as 10 and some more?

Double Ten Frame

Picture

Number Bond

Equation

Options for Asynchronous or Continuing Activities

Continue to have students spin the spinner and make teen numbers as 10 and some more using the slide or Seesaw Ten and Some More (Spanish).

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Students can represent teen numbers as ten and some more in other ways such as this paper chain activity or any other art project.

Watch Numbers in the Teens Have a Group of Ten (Number Songs in English/Spanish).

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Lesson 7: K.9 Apprentice and LS3 Day 1

Launch: Use place value cards to put together 10 things and some more things.

How can we show 10 and some more as a story? How can we show that story as a drawing, on a ten frame, on a number bond, and as an equation?

• 10 ones and some more ones can be composed to make a teen number.

Explore: Show a ten and some more story as a drawing, on a ten frame, on a number bond, and as an equation.

• Use Jamboard Ten and Some More Story (Spanish) or Seesaw Ten and Some More Story (Spanish)

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Summarize: What is each story about? What does each part show? How can making a group of 10 things and some more things help us figure out how many there are?

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Core Math to Emphasize

• 10 ones and some more ones can be composed to make a teen number.

Use K.9 Observation Sheet to make observational notes.

This lesson has a lot of components. You may see what students do with the new representations, and if a particular representation proves more challenging, you may return to it later.

Notice whether some students suggest counting on from 10 rather than starting from 1 every time. Some may also suggest that if you have a group of 10 and you have another group (of for example 5), you can put those numbers together to make the teen number (eg. 15).

Lesson 7:

Composing

Ten and

Some More

We can put together 10 ones and some more ones to make a number between 11 and 19.

What do you notice?

“I notice _____________”

We can use place value cards to show putting together 10 things and some more things to make a teen number.

The first “1” means “10”

How could we show 10 and some more as a story?

There are __________ _people_.

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__________ are __kids___ and

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__________ are __adults___.

How could we show our story on our tools?

As an equation?

There are __________ _people_.

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__________ are __kids___ and

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__________ are __adults___.

What else could we make a ten and some more story about?

Show your story as a drawing, on the tools, and as an equation.

Ten and Some More Story Jamboard (Spanish)

There are __________ _______.

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__________ are ________ and

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__________ are ________.

Find 20 small things you can move around

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Draw a double ten frame on paper.

Make and use a double ten frame where you are!

beans

beads

ripped up paper

Options for monitoring and sharing work:

Students make stories about ten and some more and show the story in different ways using Ten and Some More Stories Jamboard (Spanish).

• Brainstorm different things that could be counted as ten and some more, and put together as a teen number. Some examples may include people (kids and adults), toys (cars and dolls), animals (lions and elephants), or markers (red and blue).
• Students can take turns thinking of story topics and describing how to show the story in the various ways.

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Use Seesaw Ten and Some More Story (Spanish) for students to make stories about ten and some more and show the story in different ways.

• Select and upload representations onto slide for the summary.

What is this story about? What does each part show?

What is this story about? What does each part show?

What is this story about? What does each part show?

How can making a group of 10 things and some more things help us we figure out how many there are?

Options for Asynchronous or Continuing Activities

Continue to have students make and share their stories about 10 and some more using Ten and Some More Stories Jamboard (Spanish) or Seesaw Ten and Some More Story (Spanish)

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Students can record themselves discussing how they can count 10 things and some more things in a way besides starting at 1.

Use the next two supplementary animated slides to practice counting on from 10.

Watch Numbers in the Teens Have a Group of Ten (Number Songs in English/Spanish) or Teen Number Counting.

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Counting to 20 - Count out loud! Use your fingers!

Now imagine ten fingers in your head

Counting from 10 to 20

Count out loud! Use your fingers!

Imagine ten fingers in your head, or think of your toes

Optional Lesson:

K.8 LS3 Day 2

Launch: Which has more? How do you know? (revisit comparing numbers 1-10).

Are there more pennies or screws? How can you show it?

• One quantity may be greater than, less than, or equal to another quantity. Numbers can be compared and ordered.

Explore: Spin the spinner twice, get or draw that many things. Which group has more? How do you know?

• Use slides or Seesaw Which Has More? (Spanish)

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Summarize: Which one has more? How do you know? Use math terms to compare each pair (greater than, less than, equal to).

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Core Math to Emphasize

• One quantity may be greater than, less than, or equal to another quantity.
• Numbers can be compared and ordered.

Use K.8 Observation Sheet and K.9 Observation Sheet to make observational notes.

The Kindergarten standard only requires students to compare numbers in the range of 1-10. However, comparing numbers in the range of 11-19 gives students an opportunity to continue connecting quantities to numerals, and reinforces the idea of teen numbers being composed of ten ones and some more ones.

Lesson 8:

Comparing Quantities

We can find out if a number is greater than, less than, or equal to another number.

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How many birds do you see?

Birds on a Wire 11–20

What did you notice?

is greater than

is equal to

is less than

3

7

Which has more? How do you know?

8

4

6

6

3

7

Are there more pennies or screws?

How can you show it?

“I can show which has more by _________.”

Number Spinner

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Spin the spinner, then get or draw that many things.

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Spin the spinner again, then get or draw that many things.

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Which group has more? How do you know?

Options for monitoring and sharing work:

Teacher can spin the spinner so all students make that amount, either using objects found at home or by drawing.

• Do a few rounds of the number spinner.
• Ask students how they know that one group is more.
• Make sure to have at least one spin where the same amount/number is spun (you may engineer it).

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Use Seesaw Which Is More? (Spanish) for students to take a picture or draw groups of objects and circle which is more.

• Select and upload representations to discuss in the summary.

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Let’s share our work!

Which one has more? How do you know?

Use math terms to compare pairs:

16

14

13

16

15

13

11

11

Use math terms to compare pairs:

16

14

13

16

15

13

11

11

Use math terms to compare pairs:

16

14

13

16

15

13

11

11

Options for Asynchronous or Continuing Activities

Continue to have students spin the spinner twice to compare numbers on Seesaw Which Is More? (Spanish).

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Have students find things where they are that they can compare to see which one is or has more. Challenge them to use the greater than / less than / equal to language to compare, but accept all answers.

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Students can play Number Clash to compare numbers 0-10 or 11-20 using Small Number Cards BLM (0–10 or 11-20).

Play Number Snake to reinforce ordering numbers 1-10 (see next slide) or use the Small Number Cards BLM to play with numbers 1-20. Students can use Seesaw Number Snake Reflection (Spanish) after playing the game.

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MATERIALS

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Deck of Cards

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NUMBER SNAKE MATH GAME

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Math Talk

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“I know that (number) comes (before, after, in-between, because…”

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Allow students access to the counters and tools they created during this unit.

Use the following slides to launch the task (Part A). Students should have a clear understanding of the problem and ideas of the strategies they might use to solve it by the end of the launch. Launch may be done whole class or in small groups.

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• Assign Seesaw Milestone Task Part A (Spanish) for students to complete the task asynchronously, OR
• Use these Google Slides and Milestone Part A: Count, Match, and Write Jamboard (Spanish) to work with small groups and have students direct you as to how to respond, OR
• Any other strategy you have successfully used to interact with students.

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Use K.8 Observation Sheet or K.8 Milestone Rubric to make observational notes.

Milestone Task: Part A

The Milestone answers the question:

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Did you learn what was expected of you from this unit?

• A numeral corresponds to one and only one quantity in a specific numerical order.

Allow students access to the counters and tools they created during this unit.

Use the following slides to launch the task (Part B). Students should have a clear understanding of the problem and ideas of the strategies they might use to solve it by the end of the launch. Launch may be done whole class or in small groups.

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• Assign Seesaw Milestone Task Part B (Spanish) for students to complete the task asynchronously, OR
• Use these Google Slides and Milestone Part B: Sam’s Balloons (Spanish) to work with small groups and have students direct you as to how to respond, OR
• Any other strategy you have successfully used to interact with students.

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Use K.9 Observation Sheet or K.9 Milestone Rubric to make observational notes.

Milestone Task: Part B

The Milestone answers the question:

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Did you learn what was expected of you from this unit?

• The teen numbers can be seen as 10 ones and some more ones.

Counting to 20 - Count out loud! Use your fingers!

Now imagine ten fingers in your head

Counting from 10 to 20

Count out loud! Use your fingers!

Imagine ten fingers in your head, or think of your toes

Snap from 10 to 15

Stomp from 10 to 18

Part A: Count, Match, and Write

Do these cards show the same amount?

How can you find out?

123

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Part A: Count, Match, and Write

Count, Match, and Write Jamboard (Spanish)

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Part B: Sam’s Balloons

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Remember when we created teen number stories?

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Part B: Sam’s Balloons

126

Sam has 14 balloons. 10 of the balloons are red.

Now listen to this story:

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Part B: Sam’s Balloons

Sam’s Balloons (Spanish)

Show Sam’s balloons as a drawing, on the tools and as an equation.