Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will count objects to name quantities from 11-20. Additionally, students can write these numerals if the teacher deems it appropriate (depending on students' prior experiences with these numbers).
Prior Knowledge: What prior knowledge should students have for this lesson?
This activity requires that students have an understanding of numbers 1-10 (identifying, counting, representing, etc.). To access and review this prior knowledge, show the students a group of counters of a quantity 0-10 and ask them to tell how many are shown. Ask for volunteers to tell how they know the amount. Additionally, you can have students use counters or drawings to model a given number, again 0-10. Though not required, it will also be helpful if students have some experience with rote counting to 20 (knowing number names and count sequence).
Guiding Questions: What are the guiding questions for this lesson?
- If we know that an amount of counters is ten and some more, how does that help us figure out how many there are in all?
- You say you have ___. How many would you have if I took away the group of ten? How do you know this?
- Do we always have to count all of the counters on your mat to find the total? Why or why not?
Teaching Phase: How will the teacher present the concept or skill to students?
- For this learning task, students will explore numbers 11-20 by counting 10 and then some more. Give each student pair a simple two-part mat (See attached file entitled Tens and Ones Mat, page 1) and a pile of counters (at least 20). Direct them to count out 10 counters and put them on the left side of their mat. Then ask them to count out four more and place them on the right side of their mat. Do this along with the students, displaying your counters with an overhead projector or a document camera.
- Direct the students to help you count to find the total number of counters (counting by ones). Then say, "Ten and four is fourteen." Have the class say it with you. Now turn the mat around and say, "Four and ten is fourteen." Again, have the class say it with you.
- Continue in this fashion to introduce or practice numbers 11-20 in random order, each time changing the ones number but leaving the group of ten on the mat. If using this to introduce numbers and number names for 11-20, this will require some direct instruction at first. If students have had prior experience with numbers 11-20 you can also model how to write numerals to represent these quantities and have students record the numerals on paper.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Once students have experience with numbers 11-20, they can work in pairs to roll dice, fill the mat, and count to find the total. Give each student pair a work mat (see attached file Tens and Ones Mat, page 1 simple mat or page 2 mat with ten frame), 20 counters, and 2 ten-sided dice (or 3 six-sided dice). Student A rolls one die and counts out that many counters. Student B rolls the other die and counts out that many counters. They count to find their total. Next they place their counters on the mat, first filling the left side with 10 and then placing the rest on the right side. In chorus they say, "Ten and ______ is ________," according to the amount shown. Again if students have had some prior experience with numbers 11-20 you can have them record the totals on paper. As students work, circulate to observe how students count and how they place counters on the mat. Ask probing questions such as:
- How are you counting?
- Is there another way to count? Show me and count aloud.
- What is your total amount? How do you know?
- How many would you have if I gave you 1 more? (or if I took away 1?)
- Add two more to the right side of the mat. How many do you have now? How do you know that is the correct amount?
- You say you have 18. How many would you have if I took away the group of ten?
- Do we always have to count all of the counters on your mat to find the total? Why or why not?
- How does knowing that this group is ten help us know how many we have in all?
- As student gain more experience with numbers 11-20, ask them to fill the mat before counting the numbers. Then see if they can tell you the total without counting all of the counters or by counting on from ten. (ex: ten and 2 more is 12, or ten, eleven, twelve)
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
- Tell students that they are going to help you create posters for a special event at your community center to raise money to help families in need. Explain that the community center will have games that children can play but each game requires one ticket. Tickets cost $1. However, if children bring canned and packaged food, they get free tickets. If a child brings a parent, they get 10 free tickets and they can get one additional free ticket for each food item they bring. Tell students that they will help you create posters to show how many free tickets children get depending on the amount of food items they bring.
- Give each pair of students several crayons and a poster of How Many Free Tickets Can You Get? (see attached file of same name). Note that there are two different posters, one with even numbers and one with odd numbers. You can decide to give all student pairs the same poster or give half of the pairs the odd numbers poster and give the other half the even numbers poster. Review the poster with the students, making sure they understand what information is represented. Ask them to figure out how many free tickets a child would get if they bring a parent and bring the number of food items represented in each row. Then ask them to write the corresponding total number of free tickets the child would get in the last column of each row. Guide the students through completing the first row to make sure they understand what to do.
- As students work in pairs, circulate and ask probing questions such as those listed in the Assessment sections or those listed in the Guided Practice section.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
- When all have finished, have students display their posters. Review answers. If students have different answers on their posters, ask for volunteers to explain and justify their answers. Facilitate corrective feedback and allow students to revise posters as needed.
- To summarize the lesson, ask students to discuss the following question with a partner, "If we know that an amount of counters is ten and some more, how does that help us figure out how many there are altogether?" Then ask for several volunteers to share their answers.
You can assess students' understanding in two ways. You can use the finished product of the posters to assess students' mastery of learning. Another alternative is to ask students to represent the last amount shown on their poster in a math journal with pictures and by writing the total amount under their picture as "Ten and ______ is ________." They can write the total using words, numerals or both. Provide a word bank to help with writing the words.
To access and review prior knowledge, show the students a group of 8 counters (or other number from 0-10) and ask them to tell how many are shown. Ask for volunteers to tell how they know the amount. Additionally, you can have students use counters or drawings to model a given number from 0-10. Though not required, it will also be helpful if students have experience with rote counting to 20 (knowing number names and count sequence). To assess their knowledge of the counting sequence, ask students to count out loud from 0-20. If any students struggle with any of these 3 tasks, they could need intervention before beginning the lesson or might need extra support during the lesson.
Feedback to Students
As students are working in partner pairs, observe how students model the various quantities, how they count, and how they describe the totals as ten and some more. For example, when counting the total some students might have to begin counting at one and others might be able to count on from ten. For students who always begin counting at one, ask questions such as, "How many are in this group? (pointing to the group of ten) How could you use that information to help you finish counting the rest to find the total? or Can you count on from ten?"
You might also ask questions such as:
- Describe what your model is showing.
- Does the number you wrote match your representation? How do you know?
- Do you notice a pattern in the numbers you are writing? Tell me about the patterns you see.
ACCOMMODATIONS & RECOMMENDATIONS
- Partner strong students with those who have more difficulty mastering new skills.
- If students are struggling with the counting sequence, have partners count aloud together from 0-20 before counting the counters. Then have then count out loud together as they determine the total.
- If students are struggling with counting larger quantities, give them more practice with smaller amounts (11-15).
- If students have a difficult time completing assignments within the lesson time frame, reduce the amount of items the students have to complete.
- If you have students record their totals using numerals 11-20 and some students struggle with this, allow them to tell you or their partner the quantity and record it for them. Then they can trace the numeral to get practice writing the amount. Note that some students might reverse numerals. This should not count against the student as handwriting is not the focus of the lesson.
Give students cards that have a different number written on each (11-20). Ask them to tell or show how many counters they would place on their work mats in terms of ten and some more. For example, given the number 17, they would tell or show that ten plus seven more would be placed on the mat.
Suggested Technology: Document Camera, Microsoft Office
Special Materials Needed:
- Tens and Ones Mat (attached file) - 1 for each pair of students
- 20 counters - 1 group for each pair of students
- 2 ten-sided dice -1 pair per student pair
- Paper & pencil or dry erase boards & markers for each student if you have them record numerals
- How Many Free Tickets Can You Get? (attached file) - 1 for each pair of students
- Crayons - a few for each pair of students
This lesson can be used to introduce numbers 11-20 or used for additional practice with these numbers. The attached Tens and Ones Mat file contains two work mats - a simple mat showing a column each for ten and some more or a work mat that uses a ten frame for the ten. Either mat can be used.
"Even though kindergarten, first-, and second-grade children daily experience numbers up to 20 and beyond it should not be assumed that they will automatically extend the set of relationships they have developed on smaller numbers to the numbers beyond 10. And yet these numbers play a big part in many simple counting activities, in basic facts, and in much of what we do with mental computation. Relationships with these numbers are just as important as relationships involving the numbers through 10." (John Van de Walle and Lou Ann Lovin, Teaching Student-Centered Mathematics Grades K-3, page 54)
In Kindergarten, it's not necessary for students to think about numbers 11-20 as one group of ten and an amount of ones, but it is important for them to understand that these numbers are ten and some more and to be able to count on from ten. This lays the foundation for future base ten understandings that will be developed in first grade.
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Elizabeth Gehron
District/Organization of Contributor(s): Seminole
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.