Daily Lesson Plan

Bluefield State College

Mentor Initials: ______________

Name: Garrett H. Vestal

Subject: Math
Grade: Kindergarten

Date: Wednesday, March 1, 2016

(Action Research)

Topic: Teen Numbers with Base Ten

Length of Lesson: 40 minutes

Introduction (Essential Question): Can we represent the place value of teen numbers?
Standard: Numbers & Operations in Base Ten
Cluster: Work with numbers 11-19 to gain foundations for place value.
Objective: M.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. (CCSS
Math.K.NBT.1)
Specific Objective: Students will compose and decompose number from 11-19 into ten ones and
some left over. The students will work with the teacher and their classmates with dry erase
boards, rekenreks, and ten frames in to learn at an 80% accuracy.
Method(s): Group work, listening comprehension, whole group, smartboard work and use, reinforcement of
facts, math words, and math names.
Materials: Dry erase boards, markers, and erasers for ten students, red/yellow counters, smartboard programs,
rekenreks, and ten frames.
Direct Instruction:
Teacher will Review the 2D and the 3D shapes using the shapes and a dry erase board.
Teacher will Lead students as they use the ten frame on the smartboard and count and build number
sentences using it to build fluency with using a ten frame and visualizing the number it represents.
Teacher will Teach students the concept of place value with the teen numbers. Teacher will have
students use their dry erase boards to represent place value using red/yellow counters, and other means of
counting to represent one ten and # left over. Teacher will also use the rekenreks and ten frame papers for the
students to use on their own.
Guided Practice:
Teacher and students will go through the place value chart, number calendar, and the school days
caterpillar with the student pointer tube and the finger pointer.
Teacher and students will count using the ten frame page on the smartboard to build fluency and
visualization of the numbers it represents.
Teacher and students will use the dry erase boards, rekenreks, and ten frames to count, show teen
numbers, and build fluency doing so.
Differentiation:
Approaching: Students will benefit from participating in the review of the 2D and 3D shapes using a dry
erase board in order to build fluency with an 80% accuracy.
On: Students will benefit from participating in the smartboard ten frame counting and representation of
teen numbers and the number sentences along with the class with an 80% accuracy.

Above: Students will benefit from participating in the dry erase board place value lesson of writing teen
numbers using the counters and other forms of counting and teen number using the rekenreks and ten frames
with an 80% accuracy.
Lesson Closure:
The students will recite back to the teacher as they are taught that the number on the left side of their
dry erase board represents ten ones and the number on the right side represents # left over.
Independent Practice:
Students will be given the chance to write the teen numbers on their own and show them to the class,
they will also write the math sentence as they put the number 10 together with the other # to represent the
teen numbers from 11-19.
Assessment:
Assessment is how well the students understand the place value of one bunch of ten and # left over make
teen numbers 11-19. If the students understand and can write them well enough we will move on to writing the
number sentence of ten plus # = teen # from 11-19.
How I would teach this lesson differently next time. (Reflection)
1. This lesson went well, the students and I went through smartboard activities and dry erase board practice of
the teen numbers. The students, I believe, started grasping the concept of the tricky teens by the end of the
math lesson.
2. This lesson went really well, the students were kept on task, for the most part, and they were actively
involved with this lesson. I would not change it.
3. The students have really come a good way, from learning their shapes and the characteristics of them, to
starting to learn the concept of the tricky teens. This has and is continuing to be a great journey for me as I
watch these students learn under my teachings.