Thinking About Numbers from Eleven to Twenty
Thinking About Numbers from Eleven to Twenty
Objectives
In this unit, students will focus on the numbers 11–20. Students will:
- know number names for 11–20.
- write and recite number sequences within 11–20.
- count using one-to-one correspondence within 20.
- compare numbers and quantities within 20.
- compose and decompose numbers within 20.
Essential Questions
How can mathematics support effective communication?
How can patterns be used to describe relationships in mathematical situations?
How can recognizing repetition or regularity assist in solving problems more efficiently?
How is mathematics used to quantify, compare, represent, and model numbers?
What does it mean to estimate or analyze numerical quantities?
What makes a tool and/or strategy appropriate for a given task?
When is it is appropriate to estimate versus calculate?
- How is mathematics used to quantify, compare, represent, and model numbers?
Related Unit and Lesson Plans
Related Materials & Resources
The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.
- Number Track
http://www.crickweb.co.uk/ks2numeracy-properties-and-ordering.html#ntrack
- Two Less Than
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/maths/two_less/index.htm
- Two-Digit Number Labeling
http://www.crickweb.co.uk/ks1numeracy.html#100square
- Balloon Count Math: Count to 20
http://www.sheppardsoftware.com/mathgames/earlymath/BalloonCount20.htm
- Connect the Dots: 1–20
http://www.abcya.com/connect_the_dots_20.htm
- Number Bingo
http://www.abcya.com/number_bingo.htm
- Number-Cube Count
http://www.mathsisfun.com/games/speed-math.html
- Base-Ten Bingo
http://www.abcya.com/base_ten_bingo.htm
- Base-Ten Fun
http://www.abcya.com/base_ten_fun.htm
- Counting, Sorting, and Comparing
http://www.abcya.com/counting_sorting_comparing.htm
- Comparing Number Values
http://www.abcya.com/comparing_number_values_jr.htm
Formative Assessment
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View
Short-Answer Items:
Complete each number sequence.
- 11, 12, __________, __________, __________
- 16, 17, __________, __________, __________
- 14, 15, __________, _________, __________
Put the numbers in order from LEAST to GREATEST.
- 17, 12, 19 __________, __________, __________
- 11, 16, 14 __________, __________, __________
Put the numbers in order from GREATEST to LEAST.
- 16, 19, 20 __________, __________, __________
- 13, 18, 11 __________, __________, __________
Use base-ten blocks to show each number.
- 18
- 14
- 20
Write < or >.
- 14 _____ 19
- 18 _____ 11
Short-Answer Key:
Complete each number sequence.
- 11, 12, 13, 14, 15
- 16, 17, 18, 19, 20
- 14, 15, 16, 17, 18
Put the numbers in order from LEAST to GREATEST.
- 17, 12, 19 12, 17, 19
- 11, 16, 14 11, 14, 16
Put the numbers in order from GREATEST to LEAST.
- 16, 19, 20 20, 19, 16
- 13, 18, 11 18, 13, 11
Use base-ten blocks to show each number.
- 18
- 14
- 20
Write < or >.
- 14 < 19
- 18 > 11
Performance Assessment:
- Have students cut out the following numbers and glue them in order on a piece of construction paper (11 inches x 14 inches).
16
20
12
18
13
11
14
17
15
19
- Once students have completed #1, meet with individual students and have them:
- Read the sequence aloud.
- Show two numbers using base-ten blocks.
- Write two numbers that you dictate side by side on a whiteboard.
- Insert < or > between the two numbers.
- Read the number sentence from left to right.
Performance Assessment Scoring Rubric:
Points
Description
4
- Mathematical responses are all correct.
- Visual representations are correctly and clearly displayed.
- Student demonstrates thorough understanding of number concepts.
- Student performs beyond problem requirements.
3
- Mathematical responses are correct, possibly with one minor error.
- Visual representations are correct but not completely clear or only partially explained.
- Student demonstrates good understanding of the number concepts.
- Student meets all problem requirements.
2
- Mathematical responses have one major or two minor errors.
- Visual representations are provided but have some errors in logic or lack of detail.
- Student demonstrates fair understanding of the number concepts with slight errors.
- Student meets most problem requirements.
1
- Mathematical responses have major errors or three or more minor errors.
- Visual representations are shown but are illogical, lacking clarity or very little is shown.
- Student demonstrates limited understanding of the number concepts.
- Student does not meet most problem requirements.
0
- Mathematical responses are all incorrect or missing.
- Visual representations are completely incorrect or missing.
- Student demonstrates no understanding of the number concepts.
- Student does not meet problem requirements.
Final 5/12/14
