Lesson 2: Whole Numbers 0-20

Author:CharlyHolik
Datecreated:10/19/20164:09PMCDTDatemodified:10/19/201610:06PMCDT

VITALINFORMATION
Date

Subject(s) Lesson Plan 2, Mathematics

Topic/Unit of Study & Time Reading, writing, and representing whole numbers 0-20
Allotment

Grade/Level Kindergarten

Standards (TEKS)
TX- Texas Essential Knowledge and Skills (TEKS) (2012)
Chapter: Chapter 111. Mathematics
Subchapter: Elementary
Grade/Course: Kindergarten
Standard:
(2) Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers,
the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to:
Student Expectation:
(B) read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures;

Objective Purpose: The student will be able to read, write, and represent whole numbers.

Learning Goal: Students will accurately read, write, and represent whole numbers.

LOTS: The student will recognize the relationship between written/spoken numbers and concrete quantities.

HOTS: The student will compose whole numbers using written numbers and concrete quantities (manipulatives).

Summary Students will use two ten frames and teddy bear counters to represent whole numbers. Using written and spoken numbers,
students will represent, write, and read quantities up to at least 20.

IMPLEMENTATION
Background Knowledge
Materials Bag of at least 20 teddy bear counters for each student (and teacher)

2 ten frames for each student (and teacher)

number cards 0-20

half sheet of paper and pencil for each student

Extension: crayons and ten frame handout for each student

Introduction I will first ask the students: "Is there any way you can show me the number 8 without writing it down or just repeating it to
me?" After they show me with their fingers (or some other object), I will affirm that we can use objects like our fingers to
represent numbers. Then, I will show the class a written number and say/ask: "Can someone read this number to me." "Is
there any way you can show me how many objects this number means?" After they represent the written number, I will
affirm that we can tell how many objects are in a group by reading a written number. I will tell the students there are many
different ways we can play with numbers and today we are going to practice playing with numbers.

Procedure 1. I will model the activity first in front of the class. I will grab some teddy bear counters and fill them into my two ten frames.
I will ask the class: "How many teddy bears do I have?" "How did you get 14?" "Did anyone do something else to get their
answer?" If the students have different approaches we will discuss how we can get the correct answer different ways. ex:
There are 14 teddy bear counters on my ten frames. (teacher model)

2. I will pass out a bag of teddy bear counters and two ten frames to each student and allow students three minutes to play
with them before they turn into "learning tools."

3. I will regain students' attention and ask them to work a problem with me. We will do this the same as #1 except now
students will follow along with their own teddy bear counters and ten frames. I will have students intentionally pick out the
same number for their set to avoid confusion. Again, if the students have different approaches we will discuss how we can

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 use different strategies to get the correct answers. ex: There are 10 teddy bears that fill our first ten frame. In this problem
I might ask: "Why do we completely fill in the first ten frame instead of putting some in each frame?" (guided practice)

ACTIVITY ONE:

4. I will ask students to use their teddy bears to represent the written number I show them. ex: I show a flash card with the
number 19 on it. (independent practice) I will ask the students: "How many teddy bears did you use?" "How did you know
where to put the teddy bears?" "Did anyone do it differently?" We will discuss any differing approaches. We will repeat this
activity with at least 3 other quantities.

5. Repeat step 4 but this time with written numbers. ex: I show a flash card with the number seven. We will repeat this
activity with at least 3 other quantities.

ACTIVITY TWO:

6. I will model the second activity for the students before they do it independently. I will say, "For our next activity I am going
to say a number and you are going to represent that number with your bears and then you are going to write that number.
Watch me first!" "Let's say my number is four." I will place the bears on my ten frame. Then I will say, "Now, I am going to
count my bears to make sure I have four. 1-2-3-4 And then I am going to write that number here on my half sheet of paper." I
will write the number 4 on my paper. I will ask the students if they have any questions. Then I will ask the students to repeat
the instructions to me by saying: "Can someone tell me what you are going to do when I tell you a number?"

7. The students will now participate in the activity. ex: "Please, represent the number 9 with teddy bears." Once the students
show me 9 teddy bears. I will say: "Please, use your half sheet of paper and pencil to write the number of teddy bears you
have on your ten frame." ex: written 9 (independent practice.) We will repeat this activity with at least 3 other quantities.

Closure I will ask the students: "What did you learn today?" "What are some of the different ways we can represent numbers?" We
will have a brief discussion about why this is important for students to know.

ASSESSMENTAndEXTENSIONACTIVITY
Assessment/Rubrics Using two ten frames and teddy bear counters, the students were able to successfully read, write, and represent whole
numbers up to 20. The students were about to recognize and describe the relationship between written/spoken numbers and
concrete quantities.

See stapled checklist.

Attachments:

1. whole number 0 to 20 checklist.docx

Extension Activity Students will independently grab a set of teddy bear counters. Using that set, students will color the corresponding amount
of squares on their ten frame and write the written number for the quantity.

See stapled handout.

Attachments:

1. ten frame handout.docx

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