Student Teacher: Stephanie Dye

Grade Level: Kindergarten

Subject: Math
Time: 1:15 - 2:00
I.

LESSON TOPIC: Creating a teen number

CURRICULUM BENCHMARKS:

CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers,

mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.CCSS.ELA-Literacy.RL.K.3 With prompting and support,
identify characters, settings, and major events in a story.
CCSS.Math.Content.K.NBT.A.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 (such as 18 = 10 + 8);
understand that these numbers are composed of ten ones and one, two, three, four, five,
six, seven, eight, or nine ones.

OBJECTIVES:
a. Students will be able to create an addition problem with an answer being a
teen number.
b. Students will be able to represent their addition problem with counters.

LESSON CONTENT:
a. Introduction: To introduce this lesson, we will review the teen numbers by
going over our teen number cards. There is one large card with a 10 on it, and
10 dots under the 1. There are cards 1 9 with their numerical value of dots
under the number. When we review the numbers, I will show the 10 card on one
side, and the 1 card on the other side. I will ask how many dots we will have
when we add the 10 and the 1 together. We will count the dots to make sure we
are correct, and then I will place the 1 over the 0 to show the number 11. This
will be repeated with all of the numbers.
b. Procedure:
i.
After the review, we will review how these are the teen numbers,
and today we will be creating addition problems to show how to
make our own teen number
ii.
Model how I picked my teen number, how I will think of how to
create my teen number with a ten group and some extras, and how
to organize my paper to make everything fit
iii.
I will model how to write the math equation that goes along with
my teen number picture
iv.
Talk about student expectations

II.

III.

v.
Pass out materials
c. Summary: As a summary, I will have volunteers share their teen number with
the class, how they made their display, and their addition problem. I will also talk
about how their hard work will be hung in the hallway.
ASSESSMENT: As an assessment for this lesson, I will be walking around making
sure that their addition problems match their counters being glued onto their papers.
Before students are allowed to glue, it must be shown to a teacher. This will help me
see all of the students, and take note of where misconceptions are present.
MATERIALS NEEDED (Other than paper, pencil): Construction paper, glue,
counters.