Day 1-Introduction to Tricky Teens and Teen Tangle

Date: Monday, October 20

Learning Target/Objectives: Students will be able to identify numbers in the
category of teen numbers.
Materials Needed: 3 copies of Teen Tangle numbers and spinner

LAUNCH
(5 minutes)

Begin by counting with students from one to ten. Then ask them, What comes next?
Point out numbers 10-20 on the number line and finish counting 11-20. Ask students
where else they see the teen numbers (clock, classroom, calendar, etc.). Tell students we
are going to begin working on our Tricky Teen numbers. We will talk later about why
they are tricky.

EXPLORE
(15 minutes)

First, we are going to play a game with our teen numbers. This game is called teen
tangle. If you have ever played the game Twister before put your hand on your head.
This game is kind of like Twister, but instead of colors to put your hands or feet on, we
have numbers. I will place these numbers all around the rug and then spin the spinner.
When I call a number you have to try to touch that number with a part of your body. It
could be a finger or a foot, or any other body part, but we have to be safe and careful that
we do not knock anyone over or step on any fingers because we need to be safe. First we
will trade and only have one body part on one number, then if we are being safe then we
will try keeping one number and adding another. Place 2-3 sets of teen number cards on
the floor spread out. Spin the spinner and read the number out for the students.
Students who know their teen numbers can assist those who do not know them as well to
locate them. Leave the spinner on the document camera or in a visible spot so students
can see the number for reference if they cannot identify all of them yet. Spin again and
have students move to that number next. If students are being safe, have them keep their
body part on the first number and call out another number for them to try to reach with
another body part to touch that number as well. I will assess by taking note of those who
need assistance in finding the correct number and what number they cannot find as this
may be a number they do not know yet. Continue as long as interest and behavior
continues, or until time runs out.
By leaving the number in a visual location, I am allowing students who do not know what
the teen numbers look like yet an opportunity to see it and find the match. This activity is
also a whole body activity for those who are more physical learners. They also have
auditory and visual input of the numbers to help connect the verbal number with the
written one.

DISCUSS
(5-10 minutes)

Now, we are going to talk about our teen numbers a little bit. It is important that when we
talk about the teen numbers we make sure we are listening to everyone elses ideas and
not blurting out. If you have a similar idea or agree with someone remember to show the
connection with your hand. If you have something to add, or a different idea, raise your
hand. I want you to put your thinking caps on. Think in your head if you think the
numbers 10, 11, and 12 are teen numbers or not. Im going to write down some of our

thoughts so we can look at them again another time.

Daily Reflection:
How did what you learned today inform your planning for tomorrow?
We split the class into groups in order to play teen tangle so that less students were
playing at once. The students were able to look to the projected number on the smart
board to figure out which number they needed if they were not sure of their numbers yet.
They were able to enter each code successfully. I also had a few students work on teams
for those who have trouble with balance and/or with number ID. We will continue to work
on number ID for those who struggled todaypossibly by pairing students who do know
them with students who are still learning for working partners.
Many of the students did not really know what made a teen number fall into that category
yet, so they struggled with the discussion today. We will revisit this after the unit.
We had this discussion in small groups at the conclusion of this unit and all students were
able to say yes or no and provide a mathematical rationale for their reasoning.

Day 2: Number Card Games

Date: Tuesday October 21st
Learning Target/Objectives: Students will earn that they can count to teen numbers in
their heads.
Materials Needed: Number card sets 1-20 for each child
LAUNCH
To begin my lesson I will ask my group of students to count from 1 to 20. I will start with
1, and the child next to me will say 2, the child next to them will say 3 and so on and so
forth. I will then pose the question, What are the numbers between 10 and 20 called?
Why are they special? When we come to an understanding that those numbers are
teens, and those teens can be viewed with a base of ten, we will move on. Today we
will be working on becoming more familiar with these teen numbers. We have practiced
identifying these numbers and have formed general understandings about their relation
to the base 10.
I will grab the number card decks and hand them to each student. Each student will
order the number cards 1-20 in front of them. Once everyone is ready and in the correct
order, we will move on.
Launch events: (3-5 minutes)
EXPLORE
I will start by saying, Now that you have your numbers in order, I am going to call out a
teen number and it will be your job to point to it within the numbers in front of you. Once
you find the number, look around and explore the other teen numbers around it. Pay
close attention to the teen numbers before and after the number I call.
Identifying numbers and discussing order: (8 minutes)
I will randomly call the teen numbers one by one and redirect students to find the
numbers in their own deck. I may give hints such as, Find 17. 17 is the number that has
a one and a seven. 10 and seven ones. Once we have identified all of the teens, we will
go through them again and I will be asking students to tell me what teen numbers come

before or after that number. (Example: Point to the 17. What number comes before 17?
What number comes after 17? How did you know? What does this mean?)
Once conversation comes to a close, I will ask students to count from 1-20 with me.
After we have done this I will tell students that we will practice counting teen numbers in
our heads. I might ask, What does it mean to count in your head? We will go over the
concept of counting silently. Then I will say, We are going to count in our heads. We will
all start by saying one, then everyone should be silent and I will begin to clap. Each clap
will represent the next number we are counting. Try to count along and keep track of my
claps in your head. When I finish clapping, tell me what teen number I have ended with.
I will do this a number of times until the children have the concept of counting the claps
in their head.
Explore Task:(8 minutes)
DISCUSS
By counting the claps in our heads, this lesson will help auditory learners connect value
to teen numbers. When we discuss I will ask open ended questions such as, How did
you know what number I was counting to? or How did you know what number came
next? Discussions in kindergarten often are centered around posing questions and
seeing what the students come up with. I am looking forward to watching them make
connections wf the teen numbers as they counted my claps silently.
We will also discuss value in teen numbers. I will refer back to the ordered number
cards 1-20 and I will ask them again how they know which numbers are bigger or
smaller. I will scaffold the students with questions such as, What does the 7 in 17
mean? How does it help you understand the value of 17?
If we have extra time, I will end the lesson with giving one or two of my students the
opportunity to be the clappers. They will pick a number, clap that many times, and see if
the other students can guess what teen number value they have chosen.
I will be assessing students as they recognize numbers and work to identify teen
numbers and their values throughout the entire lesson. I will pay close attention to how
they organize their number cards 1-20 in the beginning, and I will also look for evidence
that they are counting in their heads as I clap later on.
Discussion and closure events (5-7 minutes)
Daily Reflection:
I had most students work with a partner (one who knows teen numbers well and one
who is still learning) to order the numbers together. I modelled how to help a partner
and not just do it myself because I know it. Once the numbers were in order they took
turns pointing to the number I indicated and having their partner help if needed before
sharing out the answer. Before sharing the number of claps I did I had one partner
whisper the answer to another partner their answer so I knew they had an answer,
before having the group answer together. The partners worked very well together and
used great teamwork and cooperation. I will continue to use these partners for activities
that may be too hard for some students, and reassign partners as needed.

Day 3-Building with Teen Numbers

Date: Wednesday October 22nd

Learning Target/Objectives: Students will compare the size of teen numbers in relation
to each other and see a physical representation of which is larger and which is smaller.
Materials Needed: Unifix Cubes, Cards with the numbers 11-19 on them
LAUNCH
To begin my lesson I will ask students to count to 20 with me, practicing counting the
teen numbers. I will say Weve been practicing writing and using teen numbers, do you
remember anything special about teen numbers? What can you tell me about them?
This will open up some small discussion about teen numbers and give me an
opportunity to pre assess what students know and remember. Next Ill say Today were
going to use cubes to create buildings. My favorite special snack is chocolate. Were
going to build some chocolate factories. Help me use the blocks to make as many tall
chocolate factories as we can.
Launch events: (3-5 minutes)
EXPLORE
To start the exploration I will give students clear directions for the activity. I will say
When you get back to your table, you will find a stack of cards on your table. Draw one,
turn it over and read what number you got. Everyone at the table will have a different
number. Next count out that number of cubes and put them together to create a building.
Once your building is created, compare yours to a neighbor at your table and see which
one is bigger. Look at the buildings and the numbers you drew and see what
conclusions you might have.
When all students have built their towers, I will say oh no! The city just made a new rule
that buildings can only be 10 blocks tall! Make sure your towers fit into the city rule!
Students will take the extra blocks off to make the towers only 10 blocks tall. Tell students
Now count how many blocks you had to take off the top of your tower. What do you
notice about the amount you took off your tower to get to 10 and the amount that you
started with? Students should make connection between teen number and the single
number on top of 10.
Then tell students Use all of the blocks at your table to make as many towers as you
can! Encourage students to collaborate and put together their single blocks to make
more towers.
I will then dismiss children one table at a time to their table groups where they will
manipulate the materials and count out the teen numbers individually. I will walk around
the room to monitor how students are doing and help students who may need help. If
students finish early I will encourage them to switch cards with someone and make a
new building to compare with their neighbors at their table, or to take their building to a
new neighbor to compare with. Once most students have had time to create and discuss
with a neighbor, I will ask them to put the blocks back in the container and dismiss them
back to the carpet one table at a time.
This is a tactile and visual activity to help students who learn in those ways. I will take
anecdotal notes for students who need extra assistance with the task as well as those
who can easily explain the concept for reference later.
Explore Task:( 8-10 minutes)
DISCUSS
To start the discussion, I will ask students what they noticed during the activity. I will

rephrase their answers and ask other students to share what they think about the other
students conversation. Hopefully students will be respectful and respond to each others
comments in a useful way. I will bring up the fact that teen numbers include familiar
numbers that we see in 1-9 and that they get bigger in the same way. Ill ask students
how they might know which number is bigger without creating a building or two to look
at. Im hoping students see patterns in 0-9 and 10-19. I will wrap up the discussion by re
wording several things that the students have said and making a generalized statement
about the comments and the patterns between the sets of numbers.
Discussion and closure events (5-7 minutes)
Daily Reflection:
The students really enjoyed building their tall chocolate factories. Students were able to
count the correct number of unifix cubes to build the towers and most were able to reduce
the tower to only ten tall. Only a few students thought to combine the extra ones together
and they did not combine them to equal ten independently. As a table students were able
to count the total number of groups of ten at their table (some with the ones combined
and some with just the tens from their original teen numbers). This concept will have to be
reviewed and reinforced further in future lessons as only a few students exhibited a
consistent understanding of teen numbers having a group of ten and some extra ones.
The rest of the unit will continue to reinforce this concept.