📝Blast Off to 20: Mastering Numbers 11-20

Lesson plan

Objectives

• Students will be able to orally count from 1 to 20 in the correct sequence.
• Students will be able to identify and name written numerals 11 through 20.
• Students will be able to count out a set of physical objects up to 20 using one-to-one correspondence.
• Students will understand that numbers 11-19 are composed of ten ones and some further ones.

Materials

• Large classroom number line (1-20)
• Individual sets of 20 plastic counting bears or cubes per student
• Ten-frame mats (2 per student)
• Set of numeral cards 1-20
• Interactive whiteboard or chart paper
• Dry erase markers and small whiteboards

Warm-up

Begin with the 'Body Count' activity where students stand in a circle. We will count from 1 to 20 together, but for numbers 1-10, we will whisper and touch our toes, and for numbers 11-20, we will shout and reach for the sky. Repeat this three times, increasing the speed each time to build fluency. This gets the blood flowing and emphasizes the transition into the larger teen numbers.

Direct instruction

1. Display the number line 1-20 and point to each number as the class recites them together.
2. Introduce the 'Teen' trick: explain that numbers 11-19 all start with a '1' because they have one full group of ten inside them.
3. Demonstrate 'The Hidden Ten' by placing 10 magnets on a ten-frame and adding 3 more to show 13. Say, '13 is ten and three more.'
4. Model how to write the number 12, emphasizing the order of digits (1 then 2) to avoid reversals.
5. Show a set of 15 scattered cubes on the document camera and demonstrate 'Check-Counting': moving each cube to a new pile as you count it so you don't count any twice.
6. Practice identifying 'Flash Cards' of numerals 11-20, having students do a specific movement (like a clap) for the number shown.

Guided practice

Give each student two ten-frame mats and a bag of 20 counters. The teacher will call out a number, such as '17'. The students will first fill one entire ten-frame to represent the '1' in 17, then place 7 counters on the second mat. We will then count them all together: '10... 11, 12, 13, 14, 15, 16, 17!' We will repeat this for the numbers 11, 14, 19, and 20 to ensure students see the pattern of 'ten and some more'.

Independent practice

Students will move to their desks to complete the 'Counting Constellations' worksheet where they must count groups of stars and write the corresponding numeral. While they work, the teacher will circulate to observe one-to-one correspondence, specifically looking for students who may skip numbers or lose track of their count in larger sets.

Closure

Gather the students on the rug. Play 'Who Am I?': The teacher says, 'I come after 14 but before 16, who am I?' (15). For the Exit Ticket, each student must pick a numeral card from a face-down pile and correctly identify the number and do that many jumps before lining up.

Assessment

Mastery will be measured through direct observation during the guided ten-frame activity and the accuracy of the independent worksheet. A checklist will be used during the exit ticket to track numeral recognition and 1-to-1 correspondence for numbers 11-20.

Differentiation

For struggling learners: Provide 'touch-point' numbers where they can feel the quantity, and use a 1-20 number strip taped to their desk for reference. For advanced learners: Introduce the concept of 'one more' and 'one less' than any given number between 10-20, or have them represent the numbers using tally marks.

Numbers 11 to 20 Counting Challenge

Count the objects in each box. Write the correct number on the line provided. Remember to touch each object as you count!

1. Count 11 apples: (Image of 11 apples)
2. Count 15 stars: (Image of 15 stars)
3. Count 13 circles: (Image of 13 circles)
4. Count 18 squares: (Image of 18 squares)
5. Count 12 buttons: (Image of 12 buttons)
6. Count 20 smiley faces: (Image of 20 smiley faces)
7. Count 14 triangles: (Image of 14 triangles)
8. Count 17 diamonds: (Image of 17 diamonds)
9. Count 16 hearts: (Image of 16 hearts)
10. Count 19 flowers: (Image of 19 flowers)

Can You Count to 20?

1. What number comes right after 12?
   • 11
   • 13
   • 14
   • 15
   Answer: 13
2. Which number is shown by one full ten-frame and 5 more dots?
   • 10
   • 15
   • 5
   • 20
   Answer: 15
3. Identify the number: 17
   • Seven
   • Seventy
   • Seventeen
   • Sixteen
   Answer: Seventeen
4. What number comes before 20?
   • 18
   • 19
   • 21
   • 10
   Answer: 19
5. How do you write the number fourteen?
   • 41
   • 14
   • 104
   • 4
   Answer: 14
6. If you have 10 crackers and get 1 more, how many do you have?
   • 11
   • 12
   • 9
   • 20
   Answer: 11
7. Which set is the largest?
   • 12 cookies
   • 15 cookies
   • 19 cookies
   • 11 cookies
   Answer: 19 cookies
8. What number is missing: 15, 16, __, 18?
   • 14
   • 19
   • 17
   • 20
   Answer: 17

Kitchen Counting Adventure

This week, we are practicing counting from 11 to 20. Please help your child find these larger quantities in your home environment. Using real objects helps children understand that numbers represent actual amounts.

• Find 12 spoons and line them up on the table. Have your child count them by touching each one.
• Go to the pantry and count 15 pieces of dry cereal or crackers.
• Look for the number '1' followed by another number on food boxes or mail and ask your child to name it.
• Practice writing the numbers 11 through 20 with a crayon or marker.
• Jump 20 times together in the living room, counting every jump out loud.
• Ask your child: 'If we have 10 grapes and I give you 3 more, how many do you have?' (Encourage them to say 13).

Vocabulary

Count · verb

To say numbers in order.

"I can count to twenty all by myself!"

Number · noun

A word or symbol that tells how many.

"My favorite number is eighteen."

Quantity · noun

How much or how many of something there is.

"We have a large quantity of blocks in the bin."

Ten-Frame · noun

A tool with ten boxes used to organize numbers.

"We put ten stickers in the ten-frame."

Sequence · noun

The order in which numbers follow each other.

"The sequence of numbers is 1, 2, 3..."

Thirteen · noun

The number that comes after twelve.

"There are thirteen donuts in the box."

Twenty · noun

Two groups of ten.

"I have twenty toes and fingers altogether."

Digit · noun

The symbols 0-9 used to make numbers.

"The number 15 has two digits."

More · adjective

A larger amount.

"He has more blocks than I do."

Set · noun

A group of things that belong together.

"I have a set of seventeen blue crayons."

Activities

• Number Scavenger Hunt · 10 minutes

  The teacher hides numeral cards 11-20 around the classroom. Students are paired up and given a 'checklist' with the numbers 11-20. When they find a card, they must identify the number, check it off their list, and leave the card for the next group. This encourages numeral recognition in a high-energy environment.

• Play-Doh Number Build · 10 minutes

  Each student receives a lump of Play-Doh and a laminated mat. They must roll the dough into long 'snakes' to form the shapes of numerals 11 through 20. After building the number, they must roll small Play-Doh balls to represent the quantity next to the numeral.

• The Human Number Line · 10 minutes

  Each student is handed a large card with a number (1-20) on it. Without talking, they must organize themselves into a straight line in the correct numerical order from smallest to largest across the front of the classroom. Once in place, the class 'reads' the line from left to right.

• Teen Number Bingo · 10 minutes

  Students receive a 3x3 bingo grid containing random numbers between 11 and 20. The teacher draws a card from a hat and shows a quantity (e.g., 14 dots). Students must count the dots and then cover the corresponding numeral on their board if they have it. The first to get three in a row wins.