Day 1- Tricky Teens and Teen Tangle (EDM 2.

10)
Date: Monday, October 20th
Learning Target(s)/Objective(s): What will students learn today that they did not know
yesterday?
Students will be able to identify numbers in the category of teen numbers.
Materials Needed: 3 copies of teen tangle teen numbers and 1 spinner.
Brief description/overview of lesson:
Introduce the idea of teen numbers by counting on from 10 to 20. Explain teen tangle (like
Twister, but with numbers) to the students and remind them that they have to use their
bodies safely during this game. Make sure to start out with, Your job is to see how many
buttons you can press. The numbers we press will combine to build a code, you need to
create as many codes as you can to get the prize! (The prize will be hearing a number
song at the end of the activity.)
Begin with one number at a time and then add so that they have two body parts on two
numbers, and then three or possibly four body parts on different numbers. After about 10
minutes clean up the numbers and have students return to their seats. Review discussion
guidelines and begin a discussion about what makes a teen number a teen number, and
then ask students if they think that 10, 11, and 12 are teen numbers. Record answers for
why they are teen numbers and why they are not teen numbers so that the ideas can be
revisited throughout the unit.
Daily Reflection:
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. Students
shared with a partner before sharing with the small group and all students could rationalize
why they thought each number was or was not a teen number.

Day 2-Number Card Games (EDM 3.9)

Date: Tuesday October 21st
Learning Target(s)/Objective(s): Students will learn that they can count to teen numbers
in their heads.
Materials Needed: Number card sets 1-20 for each child (4 or 5)
Brief description/overview of lesson:
We will be using number cards 1-20 to explore multiple different tasks in groups of 4 or 5
children.
All of my numbers are out of order! We need these numbers to be in order so we can count
all of the children in our class. What if we were having a pizza party, and we didnt know
how to count to 20? We wouldnt be able to each get a piece of pizza!

I will start by having the students lay out all of their number cards in order, and I will ask
them to identify random teen numbers that I call out by placing their fingers on them. I will
then give them a number and ask them to show me the number that comes before, and
then after that number. (Example: Show me the number that comes before the number 16.
Now show me the number that comes after the number 16). I will do this multiple times with
most of the teen numbers and ask questions such as, How did you know that 17 came
next?
I will then instruct the students that we will be working together to count in our heads. I will
start by saying one and then clap a consistent beat until I reach a teen number. Their job
will be to count my clapping in their heads. When I stop clapping, they will tell me what teen
number I have ended with. This will help the auditory learners understand the value of teen
numbers.
I will be assessing the students as I observe who is correctly identifying the teen numbers
within the small groups.
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- Constructing Teen Buildings

Date: Thursday October 23rd
Learning Target(s)/Objective(s): 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 containing teen numbers
Brief description/overview of lesson:
I will introduce the activity by reminding students of our focus on teen numbers by saying
Weve started discussing teen numbers, or the numbers between 9 and 20. Today well be
building some fun creations using teen numbers! I really really need your help. We are
building our very own chocolate factories for Mrs. Erickson, she really loves chocolate and
Im sure some of you do too! Can you help me build towers to make the chocolate? The
buildings will be all different sizes but we need to determine which is the biggest. This way,
Mrs. Erickson can have enough chocolate to share with us!
Students will have a tub of unifix cubes on their table and every child will draw a card with a
number within 11-19. The students will then count out that amount of unifix cubes and put
them together to make a building. They will compare and contrast which building is bigger
and relate that to which number is larger.

Some questions I will ask include Could you tell me which number is bigger if we didnt
have the buildings? How did you know? What do you think we could do to figure that
out?
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.
Assessments will be done through observation and anecdotes.
This meets the needs of all students because it includes a visual aspect along with the
academic knowledge and students will be able to work with their hands and create rather
than just listen and repeat.
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.

Day 4- Blooming with Teens

Date: Monday October 27th
Learning Target(s)/Objective(s): Students will learn to put the teen numbers in numerical
order and practice identifying these numbers and putting them into order.
Materials Needed: Blooming with Teens handout copied for each student (20), scissors,
construction paper cut for each student (20), glue, number strips
Brief description/overview of lesson:
Students will work in small groups of 4-5 and individually put the number strips in
numerical order using teen numbers to create a picture. I will start by reminding students of
our focus on teen numbers, and together we will count 0-20 out loud. I will then have
students go to centers and one of the centers will be the blooming with teens handout. For
each group that comes to the table, I will say Today I really need your help to put this
picture together! Im really wondering what the picture could be, so lets cut out the strips
and put them in order to see what it is! Students will cut the strips with scissors and lay
them in order on a colored piece of paper in numerical order from top to bottom. If placed in
the correct order, there will be a flower picture.
Some questions I will ask students are How did you know that 14 comes after 13?
Do you see any patterns in the numbers 0-9 and 10-19?
This is meeting the need of diverse learners because it is working with material and
is a hands on activity, it does have an artistic quality because they are cutting and gluing

and getting to create something. Since it is an activity to be done in small groups, students
will get more one on one support and students who need extra help and practice will be
able to get it from the adult stationed at this table. Assessment will be an informal evaluation
of how students did completing the assignment and take anecdotes to remember how all of
the students did.
Daily Reflection:
I did this lesson whole group to better fit our schedule, which meant a little less one-on-one
time, but the students exhibited great problem solving skills during this activity. Some
students glued their first numbers too far down the paper and ran out of room, and almost
all of them were able to problem solve by moving the strips up, putting one strip to the side,
or moving strips closer together. All students were able to put the numbers in order with
differing amounts of assistance from peers, number strips, and the teacher. Students are
showing a solid understanding of the pattern the numbers follow when ordering them, so
adding in the component of a group of ten should not be overwhelming for any of them.

Day 5- Hand Game and Calendar Writing

Date: Tuesday October 28th
Learning Target(s)/Objective(s): They can work together to represent teen numbers with
fingers. They will also learn that there are teen numbers in our dates of the month.
Materials Needed: A laminated page from an old calendar and dry erase markers (enough
for each child)
Brief description/overview of lesson:
I will ask students to show me ten on their fingers. Then, I will ask them what number is one
more than ten. I will ask, Show me 12 on your fingers Hopefully, this will make them think,
huh and spark some discussion. We will converse about why we cannot show numbers
more than 10 on our fingers. I will ask them to come up with a solution for this together.
You and your brother really want more than 10 cookies, however your mother told you you
need to show the amount of cookies you want with your fingers. How can the two of you
work together to show her you want more than 10 cookies?
I will allow students to work together to discuss a possible solution. If they do not come up
with the idea to combine hands with another child, I will direct their conversation towards
that solution. Once we have made this idea clear, they will partner up with the person next
to them and show me various teen numbers using their fingers (Example: One child may
hold up 10 fingers, while the child next to them holds up 5. Together they can show 15
fingers.)
We will address common misconceptions by asking students to switch the order of where
their hands are placed. Does five fingers, 3 fingers, then five fingers again still make 13?
Lets count to see.
After we have done this activity for about 10 minutes, I will pass out the laminated calendar
pages. Each student will use dry erase markers to re-write larger versions of the numbers 130 (or 1-31) in the boxes on the calendar. They will essentially be re-writing the dates in the
appropriate boxes in order.

I will be meeting the needs of tactile learners by having them use their fingers as visuals to
represent ten plus another number to make a teen. They will also be making connections
about number order and value as they write the calendar dates. I will assess students by
checking off if they are able to represent the appropriate teen number with their hands.
Daily Reflection:
Students were able to complete the task fairly quickly. After we composed each number,
one pair was selected to share how they created that number. Most pairs created a group of
ten and some extra ones, but a few created other combinations. When they did other
combinations we found the group of ten and the extra ones in their way to show how they
were all equal. Most students were able to identify a group of ten in each teen number,
which will be reinforced with rainbow teens tomorrow. All students were able to successfully
write all of their numbers on the calendar.

Day 6- Rainbow Teens

Date: Wednesday October 29th
Learning Target(s)/Objective(s): Students will build base ten numbers using base ten
blocks.
Materials Needed: Unifix cubes, pencils, rainbow teen sheets for each child (as pictured
below)

Brief description/overview of lesson:

We are leprechauns! These are our rainbows that hold our gold. Each rainbow has a big
number, and that is how many coins the rainbow holds. We can only fit 10 pieces of gold
into the first cloud of each rainbow. But we have more than 10 gold coins, help me figure
out how many coins we can fit on the second cloud of each rainbow.
In small groups of 4 or 5, children will identify the value of teens relative to the number ten. I
will start by asking them to stack 10 unifix cubes. They will then be asked to write the
number ten on the left side of each rainbow teen picture (pictured above). There will be a
rainbow for each number between 10 and 20. We will start by doing the number 11 together.
I will ask, How many more do we need to get from 10 to 11? If they do not understand that
11 is one more than 10, I will ask them to refer to the unifix cubes and count up to 11 with
them. Once each child has an understanding of 11 being 1 more than 10, they will write a 1
on the right side of the number 11 rainbow (10 and 1 combined makes 11.) We will continue
to work through this process for the rest of the teen numbers.
I will be reaching the needs of visual learners by using the unifix cubes and the base 10
rainbows. As I assess, I will be looking for the correct use of unifix cubes as children prove
to understand the value of each teen number. I will make note if they count on from the
base 10.

Daily Reflection:
We counted our unifix cubes and divided them into our group of ten and the extra ones
before putting the number in the rainbows. This helped students with the larger teen
numbers and the distinction as part of the ten and not part of the ten. A few students still
struggled with the division into tens and ones, and one student wrote ten on one side of the
rainbow and then the teen number on the other side. I think she was adding the ten to the
extra ones instead of recording how many extra ones there were. Some students were able
to connect this activity to when we built chocolate factories that could only be ten cubes tall
as well. Overall, more students exhibited an understanding of a group of ten with some
extra ones than with the first activities, indicating more growth. We will continue to work
with this concept so that all students understand it better and can divide teen numbers in
this way independently.

*Day 7- Tens Frame Busses

Date: Thursday October 30th
Learning Target(s)/Objective(s): Students will be able to group physical materials into one
group of ten and singles to make a teen number.
Materials Needed: Double tens frame bus sheets (4-5), small discs
Brief description/overview of lesson:
Each student will be given a bus sheet with two tens frames on it. I will ask students Does
anything on this page look familiar? Hopefully theyll suggest the tens frames from past
activity. Why would we need two? We need to fit students on our busses so they can go on
a field trip to the pumpkin farm! We need to fill the bus up as full as we can so that we do
not take too many busses, but each bus can only fit 10 students. Students will be given a
number and they will then make that number on their bus. We will discuss the fact that all
the numbers have one whole bus filled, or 1 group of ten. I will ask questions like how did
all the numbers look the same on the bus? What does this tell us about teen numbers?
Students will be assessed individually by observation and anecdotes about their behavior
and how they completed the task.
This will meet the needs of diverse learners because they will get to see the number written
down and also a visual representation of the number along with the grouping. This will click
with a larger range of students than just seeing the number might.
Daily Reflection:
With our recent trip to the pumpkin farm, students were very excited to complete this
activity. They filled each bus with the tokens successfully for each number, some students
with more assistance than others. As we continued to explore different teen numbers,
students began pointing out that each teen number filled up one bus completely. A few
students also suggested that numbers like 11 or 12 should be split more evenly because
one or two students on a bus might be lonely. When they split them up we found the group
of ten across the top rows of the busses instead, reinforcing that even if it is split differently
there is still a group of ten. With the use of ten frames, which we have used before, more
students were able to visualize the group of ten and extra ones than with the previous ways
we structured the activities.

Day 8- Apple Teens Game

Date: Monday November 3rd

Learning Target(s)/Objective(s): What will students learn today that they did not know
yesterday?
Students will be able to match teen numbers with their 10s and 1s counterpart.
Materials Needed: Multiple Sets of Apple Teens Game including game boards and
numbers to sort.
Brief description/overview of lesson:
Tell students that they get to play a special game today. They get to work together to sort
the apple numbers onto the game board. Each column on the game board has 10 + a
number. When you pick up a card you look at the number and think what number you would
have to add to 10 to make that number. Once you figure out what number goes with ten
then you find the column it goes in and place the number there. If you arent sure you can
ask your tablemates for help. Once you place your number in the correct column then it is
the next persons turn to pick a number.
Once the students have completed the activity ask student how they figured out where the
numbers went, what strategies they used, and how they worked together to sort all of the
numbers.
During the lesson, the teacher will walk around and assess students as they sort the
numbers and ask them how they are figuring out where the number should go.
Daily Reflection:
Students worked in pairs to complete this task so that they had someone to help them if
they could not figure out where a number went. I paired students so that those who had
exhibited a greater understanding of the group of ten and some extra ones were paired with
those who were still learning the concept. This way they could help each other to sort the
numbers. Students used the idea of showing and explaining to one another and not just
doing it for them as we had discussed previously with partner work. Some partners finished
the work sooner than others, but they were all able to complete the task. After our
experience with the busses yesterday, I did not observe many students having to explain to
their partners where a number went except for those who were helping to locate the
column. The majority of the students could have done this activity independently, although
partners helped them to complete it quicker and they got to observe someone else figuring
out where the numbers went, which could have been different than how they were sorting
them.

Day 9- Monster Squeeze (EDM 3.6)

Date: Wednesday, November 5
Learning Target(s)/Objective(s): What will students learn today that they did not know
yesterday?
Students will be able to compare numbers 10-20.
Materials Needed: number line 10-20, monsters on craft sticks
Brief description/overview of lesson:
Help! This monster is eating all of my numbers! I love my numbers so much so this makes
me really sad. Will you help me guess which number he is stealing before he eats it?
Tell students that you are going to pick a mystery number on the number line. They will use
the monsters to help figure out what the number is. Pick students to guess a number and
tell them if their number is too big or too small. Move the coordinating monster to the
number they guessed to narrow the possible numbers. Point out to students that if a

number is not between the monsters then it is not a possible answer. Continue until the
number has been guessed and then begin again. As an extension you could have students
guess things such as Is it bigger than ____ instead of just a number.
Assessment will include asking individual students If 13 is too small then which monster do
I move? and If __ is too big and __ is too small then what is a number it could be?
Daily Reflection:
We used the electronic version of this game on the smart board as well as the concrete
version. Several students were able to tell why we had to move the monster a certain way
when the mystery number was smaller or larger, which shows a higher understanding of
how numbers and number lines relate. Students asked if they could play the electronic
version while free choice was going on, which we allowed them to do. This activity was so
engaging that also asked to play it again. By introducing the idea of a monster eating the
number line, suddenly the idea of a mystery number game is something that they want to
play over and over again. Every student had the opportunity to guess a number and
students began predicting what they thought the number was based on other students
guesses. Students were able to point out numbers that were bigger or smaller than a given
number, which will help them with ordering the numbers and counting in other activities.

Day 10-Bundling Groups of Ten

Date: Thursday November 6th
Learning Target(s)/Objective(s): Students will bundle groups of ten and add individual
ones to make teen
numbers.
Materials Needed: Enough manipulatives for each child to make one group of ten and add
at least 9 ones (straws, popsicle sticks, unit blocks etc.)
rubber bands
Brief description/overview of lesson:
We will get students attention and start by explaining that teen numbers can be made from
a base ten by adding single ones. We may ask, What are some of the teen numbers? or
How many ones do we need from 10 to get to 17? We will summarize together what teen
numbers mean and we will look for answers such as teen numbers are numbers that come
after the base 10 and begin with the number 1. Teen numbers are between 10 and 20. We
will then begin our activity.
Students will be shown a number card and will then create a physical representation of the
number using either popsicle sticks or straws. Students should count out ten and secure
them together with a rubber band. They will then count up from 10 with single units to create
the rest of the teen number. I will ask students questions such as what do all of these
numbers have in common when we make them with popsicle sticks? How do they look the
same? How do they look different?
We will assess this through observation and anecdotal notes on individual students and
groups.
We will be meeting the needs of visual and tactile learners as they bundle the straws into
groups of 10. This will give them more support than a simple worksheet or just counting and
ordering the teen numbers.
Daily Reflection:

I decided to use base ten cubes and ones for students to create with because I dont think
that students in my class can handle rubber bands. Some are still working on coordination
and fine motor skills, and others would likely shoot them at each other. Students were
shown a number and they began by counting out that number of ones blocks. They then
could exchange ten of their ones for a tens block. Finally, they counted the number of tens
and ones in the number. Beyond not having rubber bands, this was a positive change for
my class because they are familiar with the tens and ones cubes as we use them during
calendar and having the representation of ten already concrete helped students remember
that they needed to trade in ten ones. I think some students may have struggles with the
fact that ten straws had to be bundled because there was no particular reason they had to
begin there was no representation of the place value involved in this activity. Students were
successful in being able to create the given numbers and describe what the number could
be broken down to in terms of tens and ones.