Dawn Gunn JOHN F. LONG, PHOENIX, AZ
Kindergarten Math : Unit #4 - Learning Numbers 11-19 : Lesson #2

# Dog Gone Good 11 & 12 (Part 1)

Objective: SWBAT create, say and record quantities and numbers of 11 and 12 by filling in 10-frame dogs with two-color counters and crayons.
Standards: K.NBT.A.1 MP1 MP2 MP3 MP4 MP5 MP6 MP7 MP8
Subject(s): Math
60 minutes
1 Daily Calendar and Counting Review - 15 minutes

Each day we begin our math block with an interactive online calendar followed by counting songs and videos.

Calendar Time:

We do calendar on Starfall.com every afternoon.  This website has free reading and math resources for primary teachers. It also has a  “more” option that requires paying a yearly fee. The calendar use is free. The full description of morning Calendar Time is described here.

Counting with online sources: Today we did counting practice to reinforce the counting skills. We watched two to three number recognition 0-10 videos (one to two minutes each) because some of my students students were still struggling with identifying numbers correctly in random order. We watched "Shawn the Train" and counted objects with him to refresh our memories on how to count objects to ten and to reinforce one to one counting. Since we have started the second quarter of the school year, we added to today's counting practice: counting to 20 forward and back, counting by tens to 100 and counting to 100 by ones to get a jump on our end of the year goals.

2 Direct Instruction - 10 minutes

To begin this lesson, I share this video with my kids. It supports number recognition and quantities in ten-frames. Many of my kids have noticed that each one is one greater than the one before which is an added benefit as it unintentionally hits on the CC standard of K.CC.4b.

After viewing the video, we play Spot!  I flash filled ten-frames very quickly and have the kids ID the quantities. This builds fluency in 0-9 quantity recognition. Kids who are struggling learn from repeated exposure and hearing the other kids name the quantities they see and they are motivated by the excitement and energy this activity generates.

After a couple of minutes of play, I show the full ten-frame and ask what number it shows. They recognize it as 10 right away. I ask, "What happens if I add one more dot on another ten-frame?" and I place a 1 (in a ten-frame, see photo below) under the full ten-frame. "So now how many do you think I have?" Several of my Medium-high/High achieving students yell out, "Eleven!"

I ask, "How do you know it's eleven?"

Student: I know it's eleven because that one (pointing to the full ten-frame) is ten and one more is 11. She holds up fingers and says, "See, watch this 8,9, 10, and then ELEVEN (saying slowly).

Me: That's great! I like how you counted to demonstrate what you mean. I take off the one frame and I replace it with 2. "Now how many do you see?"

Student 2: It's 12.

Me: Can you explain to us why you think it's 12?

Student 2: Because there is 10 and then 11 and 12. It's 12 when you add 2 more to 10.

Me: I like how said, "You add 2 more to 10." It's great that you are using what we already know to explain your thinking.

Today we are going to build, say and record 11 and 12 using ten-frame dogs!

3 Guided Practice - 10 minutes

I use a large Spot card with two ten-frames. An empty line is next to top ten-frame which is already filled in. (see pdf in resources)

There is also a line next to bottom ten-frame for 1 or 2 dots to be added to make 11 or 12. The desired number is written in the top left corner.

On the bottom of the page, there is a place to record the number sentence.

I demonstrate how to do the activity using the large dog page and again using the actual size they will play with (see step by step directions below).

I do this for two reasons:

1) Kindergarteners are concrete. Even a difference in paper size can throw them off. I use the large one so the kids can clearly see the activity on the ActivBoard for the first time. I then use the smaller one that is a copy of the ones they'll be using so the expectations and directions are clear.

2) It is an opportunity for repeated observation of how the activity is done. I choose a medium-high or high achieving student to be my partner and I act out the game using the same size sheets they will be using. We play it together exactly as I expect the kids to play once they have the materials.

Once I am done demonstrating with my partner, I send everyone back to the tables to sit with their partners (see attached directions on how to pair up kids). My helpers pass out the supplies to each team of kids and we do the first three to four rounds step by step together until they appear to be ready to take on the activity on their own.

I guide them through two full rounds step by step before I let them go on independently. I do this because if you give them autonomy before they are ready, it causes frustration which then causes behavior issues.

The steps:

1) Partner A draws a card first. The kids have A or B on their name tags. I switch the letters around sometimes so that the high/medium-high are not always the A's and the medium-low/low are not always the B's)

2) He/she looks at the number in the corner and says, "I need to make 12."

3) He/she either recognizes the full ten-frame as 10, or counts the dots to 10 and records the number on the line next to the full ten-frame while saying, "I have 10."

4) He/she fills in the number of dots missing to make the given number and records the number of dots on the line next to the ten-frame he/she filled in and says, "I have 2." (12 was the example)

5) He/she fills in the number sentence frame at the bottom of the sheet and reads the equation and answer to his/her partner, "10 + 2 = 12"

6) Partner B agrees or politely asks Partner A to correct his/her work.

7) Partner B draws the next card.

4 Independent Practice - 15 minutes

The kids work in pairs. I select their partner based on ability level. I match high achievers with med-low achievers and med-high achievers with low. I never pair up kids more than two achievement levels apart because that is a recipe for disaster. The high kids do not have the patience for the lowest kids (there is an occasional exception) and the both can become behavior problems when they become frustrated.

They play the game the same way as it is explained above. It is very important not to skip the last part as it is what confirms the learning that has taken place:

"At the bottom of page there is a place to record the appropriate number sentence. Once they have written out the number sentence, they say to their partner, 10 + 1 = 11 (if there number was 11)."

This way the kids see it, make it, say it. They catch on quickly to the pattern of teen numbers using 10 frames and within a day or two we can add numbers 13-19 to challenge them.

5 Closure - 5 minutes

My plan for this lesson is to provide ample independent practice time followed by a closure and exit ticket. Unfortunately, we have a late start on the lesson and run out of time. But no worries; I'll roll the lesson over to the next day when it was easier for the kids to get through all the components because they are familiar with the content.

Click to get to Dog Gone Good 1 & 12, Part 2, where the remainder of this lesson is found.

It's okay to run out of time!
Pacing

Big things happen while teaching, so don't sweat the small stuff!! If you plan a great lesson and it turns out that you run out of time, don't worry about it! That kind of thing happens often in the beginning years of teaching. Pacing is a practiced skill and sometimes time just gets away.

When this happens, do two things:

1) Reflect on the time spent and ask yourself some reflective questions:

Did I stay on topic? Were the kids engaged in the way the lesson intended?

If you answer yes to both of these, then chances are you either had a late start on the lesson (as in this case), or your kids encountered an unforeseen challenge that you had to work through. Either of those scenarios is OKAY. They happen and all you need to do is regroup the lesson for the next day, teach it over again with more independent time (they have experienced it once already) and take it to completion.

2) Adjust and plan to spend one more day on the topic IF you feel it is necessary (in this case it was as I had a few still struggling with the concept of a ten plus extra ones)