This unit consists of four lessons designed to help students explore numbers 11 - 19. The goal is to get students to start seeing numbers 11-19 as ten ones plus some more ones. It is also to introduce 10 as an anchor. Addressing these numbers in this way will set the foundation for students to make the connection to ten ones as a unit called ten in first grade. This unit was developed by Karen Lassiter using a Lesson Plan template chosen by the AFT Common Core cadre for lesson sharing. The template is included in this unit as well. Aligned to Common Core State Standard: K.NBT.1
Numbers 11-19 Unit
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.
Students familiar with using the ten frames will have subitized the numbers 1-10 and so adding the double ten frames is a good step toward the concept of a full ten frame as ten ones or a “ten” and then some more ones. It is the beginning connection. The flip book is here again because it makes a nice connection to base ten blocks. The flip book visually sets the stickers up in a row similar to the placement of the units in a ten rod and can be used to connect a rod also represents ten ones. A rod is easy to use and sets the stage for the underlying concept of ten ones as a unit. The flip book is repeated here because it makes a good connection. If you are looking for another connection, the flip book could be altered to use base ten stamps in which the rod stamp is stamped where the 10 stickers were and the unit cube stamp is used for the “some more” spaces. It is all about putting the pieces together to build a deep understanding of the base ten number system. Some students may not need this but some may find it to be the missing link for them.
Hi Karen, I love this group of lessons! I wanted to clarify one thing. In Lesson 4 (Base Ten blocks) you pose a task with a tens rod and additional ones cubes. In that same section, there are directions for making a flip book as done in the previous lesson and it refers to double tens frames (as in the previous lesson also). Is this correct?
This is wonderful! I love that you even told me about the misconceptions that may show up. I also like the Share My Lesson Template. I found that when I saved the lesson I could change the font to whatever I wanted. I went through and hit BOLD on those things I wanted to be sure and use. Thanks so much.
These are very helpful resources. I wish that the font used in the lesson template had been a common, easy-to-read font such as Times New Roman or Comic Sans. The template is for teachers. Students will never see it, so a cute font was unnecessary and difficult to read unless you enlarge the page well beyond 100%.