### Lesson Unit

### Lesson Plans

### Lesson Seeds

##### Unit Overview

This unit builds on composition and decomposition of numbers that began in Prekindergarten with numbers up to ten and extends the work with numbers 11–19 in order to gain foundations for place value. It is important for students to become comfortable with whole numbers 11–19 and to understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine more. In Kindergarten, teachers help students lay the foundation for understanding the base-ten system by drawing special attention to 10 as a landmark number through hands-on activities and exploration. Prior to working with these teen numbers, Kindergarten students should have had many experiences decomposing 10 into pairs such as 1 and 9, 2 and 8, 3 and 7, and find the number that makes 10 when added to a given number such as 3. It is important that students’ place value work is intertwined with their work on counting and cardinality. It is also important to note that understanding our whole number base ten system is the foundation for later understanding of our decimal system.

**Essential Questions:**

- How do I determine the most efficient way to represent a number (pictorial, symbolic, with objects) for a given situation?
- In what ways can numbers be composed and decomposed?
- In what ways can items be grouped together to make them easier to count?
- How does the position of a digit in a number affect its value?
- How are place value patterns repeated in numbers?
- How does using the base ten system make it easier for me to count?
- How does the place value system work?

A question is essential when it stimulates multi-layered inquiry, provokes deep thought and lively discussion, requires students to consider alternatives and justify their reasoning, encourges re-thinking of big ideas, makes meaningful connections with prior learning, and provides students with opportunities to apply problem-solving skills to authentic situations.

##### Unit Lesson

Additional information such as Teachers Notes, Enduring Understandings,Content Emphasis by Cluster, Focus Standards, Possible Student Outcomes, Essential Skills and Knowledge Statements and Clarifications, and Interdisciplinary Connections can be found in this Lesson Unit.

##### Available Model Lesson Plans

The lesson plan(s) have been written with specific standards in mind. Each model lesson plan is only a MODEL - one way the lesson could be developed. We have NOT included any references to the timing associated with delivering this model. Each teacher will need to make decisions related ot the timing of the lesson plan based on the learning needs of students in the class. The model lesson plans are designed to generate evidence of student understanding.

This chart indicates one or more lesson plans which have been developed for this unit. Lesson plans are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.

CCSC Alignment: K.NBT.A.1

Students use the activities to build the concept of teen numbers as ten and some more ones.

##### Available Model Lesson Seeds

The lesson seed(s) have been written with specific standards in mind. These suggested activity/activities are not intended to be prescriptive, exhaustive, or sequential; they simply demonstrate how specific content can be used to help students learn the skills described in the standards. Seeds are designed to give teachers ideas for developing their own activities in order to generate evidence of student understanding.

This chart indicates one or more lesson seeds which have been developed for this unit. Lesson seeds are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.

CCSC Alignnment: K.NBT.A.1

Students use a Rekenrek to build one ten and some ones. Then they record the number sentence that represents that number. They also work with word problems to build understanding of place value.