Math Expressions

Unit 3 Lesson 8: Show Tens and Ones

Objectives:
o To show students how to make teen numbers using 5-groups.
o To show students how to make a fast ten.
o To demonstrate how to make teen numbers in different ways
Common Core State Standards:
o K.CC 5: Count to answer how many? questions about as many as 20 things
arranged in a line, a rectangular array, or a circle, or as many as 10 things in a
scattered configuration; given a number from 120, count out that many objects.
o K.OA 1: Represent addition and subtraction with objects, fingers, mental images,
drawings, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
o K. NBT 1: 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.
Materials: Smart Board with iTools, square-inch tiles, 5-square tiles, number tiles 1-10, +
and = tiles
Procedure:
o Review the previous lesson by having the students discuss teen numbers and how
to make them
o Students will make the number 14 using the square-inch tiles. Teacher will
observe how the students make 10. Give the students an opportunity to share how
they made 14.
o Think aloud about how we dont have a 10-counter strip with 10 counters on it.
How could I make 10 quickly? How can I make a fast ten?
I could put two 5-square tiles together to make 10.
o Students should count their two 5-square tiles. Ask them if its alright to use the
10 squares on the two 5-square tiles instead of 10 loose squares? Why?
o Using the Smart Board to show examples and manipulatives, discuss different
ways to make the numbers 11-19. The students should be able to say the numbers
in different ways. For example, 14 should be portrayed as 10 ones and 4 ones, ten
plus four, and fourteen.
o Students can show how they made their number using the counters on the iTools
Smart Board program. Students will model the examples by doing the Finger
Freeze or showing it with their manipulatives.
o If there is enough time, I will go around to check teen numbers that students make
on their own.
o To end the activity, students should discuss why we could use a 10-counter strip
instead of two 5-square tiles. Send home the homework worksheet.
Differentiated Instruction:
o Teen Count:
Students will play this game with a partner.
Partner 1 will toss the number cube.
Partner 2 will show that many tiles.
Partner 1 will show 10 plus these tiles.
Partner 2 will write how many in all.
Switch tasks and repeat.