Math

Unit 7: Numbers 11-20

SOL K.4 The student will
a) count forward to 100 and backward from 10.

Essential Knowledge: The student will use problem solving, mathematical communication,
mathematical reasoning, connections, and representations to

• count forward to 100

• Group 100 or fewer objects together into sets of fives or tens and then count them by
fives or by tens.
• Investigate and recognize the pattern of counting by tens to 100, using a variety of tools.

Essential Understandings: All students should

• Use the correct oral counting sequence in both forward and backward counting
situations.
• Understand that skip counting can be used to count a collection of objects.
• Understand benchmarks of five and ten.

Objectives:

• Students will be able to count the numbers 11-20 one-to-one.

• Students will be able to recognize and represent numbers 11-20 using unifix cubes as
base ten blocks.
• Students will be able to write the numbers 11-20.
• Students will be able to articulate “counting on” strategies.

Day 1, 1/28 12:15-1:10

Whole Group Investigation

1) Start with the class in a circle around the carpet.

2) Have 14 single unifix cubes in the middle
a. Say “We need to figure out how many we have!”
3) Have one student count the cubes, someone else check, different students hand me
cubes to stick together, etc.
4) Once we reach a stick of 10 talk about how this reminds me of a bundle, full ten frame,
etc. then how we have 4 left over.
 a. Talk about how we can show 10 through a stick of cubes, a bundle, etc. Show
students how we write the number, how there is “1” stick of 10, and “4” left
over—this is how we get the numbers 14.
b. 10-15min
5) Have students return to their tables and assign them groups of 2-3 to work in.
a. Each group should have a small bin of unifix cubes, a white board, and marker.
b. Instruct the first student to take out a number of cubes (between 11-20), the
second student to create the stick and group the remaining cubes together, and
the third student to write the number on the white board.
c. Teachers should be walking around to help and informally assess students.
d. Repeat 5-6 times
e. 10-15min
6) Collect cubes, white boards, markers, from students. Distribute the cut and paste exit
ticket, have students complete.
a. 5-10min
b. Grade and keep in mind when moving to math centers the next day!
7) Have students return to the carpet and watch/dance to Youtube Video “Numbers in the
Teens” by Jack Hartman.
a. 5 min
8) Calendar time routine
a. 10 min

Day 2 and 3: 1/29-30, Centers

End our “math movement” with “Numbers in the Teens” by Jack Hartmann

Call students to the carpet and explain the centers for the next 2 days.
1) Mrs. Cooper: Start the “Teen Numbers Book” with students and get as far as she can
with them. This book goes number by number and has students practice writing them,
drawing them, finding them, and exposes them to the base 10 blocks.
2) Teacher table (me): Using the Mittens Work Mat, lead students in investigating the
numbers 11-20.
a. Students will pick a number on a slip of paper from a cup and use it to complete
the laminated work mat.
b. They will represent the number on a 10-frame using pompoms, in a 10s and 1s
format with the base 10 blocks, and write it.
c. Work with students individually and bring up questions to the rest of the group if
it can spark a good discussion.
d. Guide students to really investigate these numbers.
e. Make sure to talk about the counting on concept, “I know that 1 stick means 10,
so I can just start there and keep going! 10…11…12…13!”


 3) Independent tables: Students should choose between 2 file folder “games” to work on
independently.
a. One will be ice cream themed, where the number is on each cone and they have
to match with scoops that include pictures with base 10 blocks and 10-frames.
b. The other will have students spin a spinner and practice writing that number.
4) Carpet: Students will partner up and play addition connect four

Calendar time

Day 4: 1/31
Whole group
1) Number talk: Introduce students to the concept of a number talk. Tell them about how
it helps us think about numbers and helps us be better at math!
a. Explain that I will show them some 10-frames that are partially filled in, and I
want them to think about what their reactions are. Tell them that everyone will
get a chance to share, but you have to be quiet and listen to what other people
are saying, too.
b. Show students a 10-frame with 5 dots to start, give them some time to think
about it and then start having students share out.
c. Write each student’s thinking on the board when possible.
d. Repeat with 10-frames with numbers from 11-20.
e. 15min
2) Have students return to their tables and work with them to finish the “Teen Numbers
Book” they started at Mrs. Cooper’s station in the days before.
3) Early finishers can play the file folder games again, or connect four.

Calendar time

Day 5: 2/1 Whole Group

Calendar time

Dream Box in computer lab
*Dream Box is a number flexibility/fluency program the school system has, and our
students are supposed to spend at least 30 minutes per week playing on it.