Math Unit 11
Larger Numbers
Tiffany Yehl
Kutztown University
Mrs. Debra Mann
Kindergarten-Lincoln Elementary
Pottstown School District
Table of Contents
Unit Rational
Concept Map
Unit Timeline
Lesson Plans
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Explore Numbers to 31
Count and Write 11-15
Count and Write Numbers 16-19
Count and Write Larger Numbers
Use a Calendar
o Authentic Assessment
Compare Larger Numbers
Use Larger Numbers for Measurement
Problem Solving: Use Objects
Review
Summative Assessment
Unit Rationale
The larger numbers unit that is being taught is chapter 11 in the Scott
Foresman-Addison Wesley Math Curriculum. This is the curriculum that is being used in
the Pottstown School District for Kindergarten. Within this unit, students will be
learning numbers beyond ten. This is a skill that is the basis for all higher-level math.
Students will not only be learning how to count to higher numbers but they will be
engaged in activities that will allow them to practice writing these higher numbers as
well. By the end of the unit, students will be able to identify and write numbers beyond
ten. It is important for students to master writing numerals and identifying numerals for
all aspects of their lives in the future as they progress in learning other math concepts
such as addition, subtraction, multiplication, and division. These skills are necessary in
order to complete many tasks such as using a calendar, counting money, and measuring
items. In addition to the focus on numbers, this unit also helps students practice higher
numbers through measuring length and capacity. This gives the students some real
world applications for learning higher numbers.
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Using 10 frame
“Teen” explanation
Counting Items
Writing numbers
Count and Write 11 to 15
Numbers to 31
Count and Write
Larger Numbers
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Double ten frames
Counting items
Writing numbers
Use a Calendar
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Larger Numbers
Rhyme to remember days
Morning questions
Writing dates
Count and Write
16 to 19
Compare Larger
Numbers
Problem Solving:
Use Objects
Use Larger Numbers
for Measurement
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Estimate and measure
length and capacity
Use cubes to measure
Appropriate estimates
Explore Numbers to 31
Larger
Numbers:
Unit
Timeline
Tiffany Yehl
Thursday, Feb. 16, 2012
(45 minutes)
Count and Write 11 to 15
Friday, Feb. 17, 2012
(45 minutes)
Count and Write Numbers
16 to 19
Tuesday, Feb. 21, 2012
(45 minutes)
Count and Write Larger
Numbers
Wednesday, Feb. 22, 2012
(45 minutes)
Use a Calendar
Thursday, Feb. 23, 2012
(45 minutes)
Compare Larger Numbers
Friday, Feb. 24, 2012
(45 minutes)
Use Larger Numbers for
Measurement
Monday, Feb. 25, 2012
(45 minutes)
Problem Solving: Use
Objects
Tuesday, Feb. 28, 2012
(45 minutes)
Review
Wednesday, Feb. 29, 2012
(45 minutes)
Assessment
Thursday, Mar. 1, 2012
(45 minutes)
SHORT LESSON PLAN
SUBJECT: Math – Explore numbers to 31
TEACHER: Mrs. Mann
TIME: 45 Minutes
DATE: 2/16/12
Standards: 2.1.3
OBJECTIVES
 SWBAT compare
counting by ones to
counting by two’s,
five’s, ten’s through
discussion
 SWBAT count objects
up to 31 and practice
using ten-frames to
count.
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MOTIVATION
(Introduction-Hook)
 Read the Icky Bug
book
 Ask students to count
along with the
teacher to practice
counting by ones.
 Explain, after-reading
that there are easier
ways to count and
that today they will
be exploring that
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BODY
(Procedures, Activities)
Students will be put in pairs and each
will take a handful of counters.
Challenge the students to see if they
can find a way to count other tan by
ones. Count in groups.
After a few minutes ask students that
they tried.
Explain that by counting in groups of
2, 5, or 10 they can count quicker.
Show an example using the document
camera and SMART notebook page
with coins.
Give each student a double 10 frame
and try some examples of counting 10
and filling the frame as a class.
Tell students other ways to say
number – ex: 13 is one 10 and 3 left
over.
Try some number practice with pairs
one person places counters and other
student counts them
Do practice page with counters (258)
Students may share with partners
CLOSURE
 Count along the
number line with
students by ones.
 Then try counting by
grouping to reinforce
concept.
MATERIALS
 Icky Bug Counting
Book by: Jerry Pallotta
 Counters for each
student
 Projector
 Laptop
 SMART pages
 Double ten frames
 Practice pg. 258
 Number line
 Pencils
 crayons
ACCOMMODATIONS: visuals used to help students when counting objects. Partner work to assist
students that prefer working with others.
EVALUATION OF STUDENTS: Teacher will observe students counting objects, using the ten frame
correctly, and grouping objects when counting.
SHORT LESSON PLAN
SUBJECT: Math – Count and Write 11 to 15
TEACHER: Mrs. Mann
TIME: 45 Minutes
DATE: 2/17/12
Standards: 2.1.2, 2.1.3
OBJECTIVES
 SWBAT practice and
recognize the
numbers 11 to 15.
 SWBAT identify the
numbers 11 to 15
and count them.
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MOTIVATION
(Introduction-Hook)
 Teacher will show big
numbers on the
screen of eleven
things. Ask what
number it is.
 Introduce and read
book 12 ways to get
to 11
 Children will count
the items on each
page with the
teacher.
 Teacher will explain
students will be
learning
BODY
CLOSURE
(Procedures, Activities)
Students will be given 11 objects and  Make “human” ten
asked to put them in a ten frame.
frames to practice the
numbers
Teacher will lead discussion on how
many left and why.
 Use squares on the
carpet and assign
Give students the saying to remember
students to fill the ten
“teen” numbers, “teenagers” needs to
frames.
be with the little numbers
 Ask students what
Have students practice writing
number is being
number on white boards
represented wand
Repeat for all numbers
write it in the air
Complete practice page 260
st
nd
1 2 problems with class and 2 2
problems individually
MATERIALS
 Projector
 Laptop
 SMART notebook
 Book: 12 ways to get
to 11 by Eve Merriam
 11 objects
(counter/cube) per
student
 ten frames
 white boards
 markers
 practice page 260
ACCOMMODATIONS: Students will be given manipulatives to help them count with a visual aid
Saying to help students remember numbers for those with auditory preferences and those who struggle
with remembering their numbers.
EVALUATION OF STUDENTS: Teacher will observe students as they practice writing and counting and
use a checklist.
SHORT LESSON PLAN
SUBJECT: Math – Counting 16-19
TEACHER: Mrs. Mann
TIME: 45 Minutes
DATE: 2/21/12
Standards: 2.1.1, 2.1.2, 2.2.2, 1.6.1, 10.5.2
OBJECTIVES
 SWBAT use double
ten frames to count
objects.
 SWBAT identify
numbers 16-19 and
write the numbers.
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BODY
CLOSURE
(Procedures, Activities)
Introduce numbers 16 to 19 using
 Students will be given
SMART board pages
a number and have to
show it with the items
Count children on carpet (16,
and their table.
17,18,19)
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They will also write it
Discuss how each time one was added
with the items.
At tables put out three containers of
objects and double ten frames
Have students count different items
to make 16, 17, 18, 19 and draw them
on practice page 261
Do first one (16) as a class then rest
with a shoulder partner
Practice writing the numbers on the
practice page 262
MOTIVATION
(Introduction-Hook)
MATERIALS
 Read Grandpa
Gazillions Number
Yard
 Review numbers 1115 with writing
numbers in the air
 Book: Grandpa
Gazzillions Number
Yard by Laurie Keller
 SMART Notebook
pages
 Laptop
 Projector
 Counters (4
containers)
 Cubes (4 containers)
 Buttons (4 containers)
 Practice pages 261262
ACCOMMODATIONS: Students with various learning styles will have auditory, visual, and kinesthetic
ways to learn numbers.
EVALUATION OF STUDENTS: Teacher will make observations while students are counting.
SHORT LESSON PLAN
SUBJECT: Math – Count/Write Larger Numbers
TEACHER: Mrs. Mann
TIME: 45 minutes
DATE: 2/22/12
Standards: 2.1.1, 2.1.2, 2.2.2, 10.5.2
OBJECTIVES
 SWBAT identify
numbers through
100.
 SWBAT use double
ten frames to show
numbers and write
the numbers.
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MOTIVATION
(Introduction-Hook)
 Review teen numbers
using coins on the
document camera
 count on from ten to
identify numbers and
orders
 discuss and review
skip counting
BODY
(Procedures, Activities)
Use SMART Notebook to show
numbers 20-30
Students match the numbers to the
pictures of the ten-frames
Teacher will ask students to write
number in the air after it is matched
Do for all numbers 20-30
Students work with shoulder partners
to count items up to 100 using ten
frames and grouping
Students use white boards to record
numbers they make
Practice pgs. 265-266 work with
tables
CLOSURE
 Play number bingo to
reinforce number
identification
MATERIALS
 laptop
 document camera
 projector
 coins
 ten-frames filled with
numbers
 ten-frames (each
student)
 beans, macaroni
 white boards
 practice pages 265266
 bingo cards and chips
ACCOMMODATIONS: Use of visuals and student involvement and group work to help various learning
styles
EVALUATION OF STUDENTS: observations made by teacher throughout lesson based on objectives.
SHORT LESSON PLAN
SUBJECT: Math - Calendar
TEACHER: Mrs. Mann
TIME: 45 Minutes
DATE: 2/23/12
Standards: 2.1.1, 8.1.1, 2.3.1
OBJECTIVES
 SWBAT determine
the dates on a
calendar and order
the numbers.
 SWBAT create a
calendar as a class
and discuss the
months and days.
MOTIVATION
(Introduction-Hook)
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BODY
CLOSURE
(Procedures, Activities)
Have a blank calendar in front of the
 Show calendar with
room.
dates missing and
have students write
Ask students to fill in days of the week
the answer on
Each student will place a number on
whiteboards
the calendar for the date
Teacher will ask questions about the
dates and days of the week
Students will fill in their own
calendars with a shoulder partner
using pg. 268 of practice page
MATERIALS
 Read book When This
Box Is Full By: Patricia
Lillie
 Discuss the days of
the week and how
many days are in
each month
 Share poem about
number of days
 Laptop
 SMART Notebook
 Projector
 Practice page 268
 Large Calendar
 Book: When This Box
Is Full By: Patricia Lillie
 Dates on sticky notes
 Poem for days of each
month
ACCOMMODATIONS: Students shown visuals, given verbal explanations, and time to move to help
assist class learning for multiple learning styles.
EVALUATION OF STUDENTS: Teacher will make observations based on students’ objectives.
AUTHENTIC ASSESSMENT
UNIT SUMMARY SHEET
Name___ Tiffany Yehl___
Target
Acceptable
Unacceptable
Total
Number of
Students
% of Students
A brief description of the authentic assessment.
This authentic assessment was given after a lesson on the calendar and the days in a month.
The students learned a poem about how many days are in each month and the assessment
tested their knowledge of how many days are in the current month. The students completed a
blank calendar individually for the current month. They were given what day of the week the
first day started on but this was not the main premise for testing. The main reason for this
authentic assessment was for the students to show their understanding of the number of days
in a month and to write the numbers in order. This would show the students’ understanding of
numbers higher than ten, which they had been working on for the past few days, in an
authentic situation. The students were given as much time as needed to complete the
assessment and they were guided during the lesson to be able to complete this assessment.
How will you remediate for students who demonstrated an unacceptable level of achievement?
If a student had reached an unacceptable level, I would call on them more frequently in the
mornings to help with the calendar portion of the morning routine. This would give them more
practice with using a calendar and counting the days. I would also try and pull the students
during small group times to practice counting their numbers. During morning work, I would
give students time to practice writing their numbers and counting.
SHORT LESSON PLAN
SUBJECT: Math- Compare Larger Numbers
TEACHER: Mrs. Mann
TIME: 45 Minutes
DATE: 2/24/12
Standards: 2.1.1, 2.3.1
OBJECTIVES
 SWBAT explain which
is more and which is
fewer through
comparing groups of
objects
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BODY
CLOSURE
(Procedures, Activities)
give each student a handful of objects  complete practice
page 269 and 270 to
put objects on ten frame and count
review and check
compare with a shoulder partner to
understanding
see who has more and who has less
then compare with whole table to see
who has more and less
show students they can look at the
number of tens and then the ones to
determine more or less
group counters to see who has more
or less as well
play a game – show pictures of filed in
ten frames, have students stand if the
first one has more or sit if it has fewer
MOTIVATION
(Introduction-Hook)
MATERIALS
 students make two
lines (girls and boys)
 stand across from
each other
 talk about which line
has more and which
line has fewer
 objects (counters,
buttons, pasta, cubes)
 laptop
 SMART Notebook
 Projector
 Double ten frames
 Practice pages 269 and
270
ACCOMMODATIONS: Movement, visuals, manipulatives integrated to support varied learning styles
EVALUATION OF STUDENTS: Teacher will make observation based on student objectives.
SHORT LESSON PLAN
SUBJECT: Math- Use larger numbers for
measurement
TEACHER: Mrs. Mann
DATE: 2/27/12
TIME: 45 minutes
Standards: 2.2.4 Numerical Estimation, 2.3.1 Concepts of Measurement, 2.3.2 Units and Tools of
Measurement
OBJECTIVES
 SWBAT construct chains of
objects to measure items
and count how many, in
groups.
 SWBAT use items to fill a
container and determine
how many scoops were
needed to fill it.
 SWBAT predict how many
objects will measure length
or capacity of an item or
container.
MOTIVATION
(Introduction-Hook)
 Ask students what length
and capacity are.
 Read Measuring Penny and
have students focus on the
different things that Lisa
used to measure Penny.
 Recall activities students did
to measure.
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BODY
(Procedures, Activities)
Teacher will explain the math center
activities for the math time. (See
attached explanation of centers).
Teacher will give students their
groups and give each student a
recording sheet for their answers.
Each group will have about 5-7
minutes to do each center.
Teacher will ring the bell and
students will then rotate to the next
center.
Process will continue until all
students have gone to each center
or until there is about 10 minutes
left in the class.
Teacher will bring students’
attention back together and have all
students return to their seats.
Have students share some of their
measurements for the items and
compare them to their estimates.
CLOSURE
 Pick a student to lie down on
the carpet and have the
students pick an item to use to
measure them.
 Have the students estimate
first and then count together
as they measure how many.
MATERIALS
 Measuring Penny by Loreen
Leedy
 Predetermined groupings
 20-30 cubes at 2 stations
 20-30 beans at 1 station
 20-30 buttons at 1 station
 20-30 paper clips at 1 station
 20-30 macaroni pieces at 1
station
 23 Recording sheets
 23 Pencils
ACCOMMODATIONS:
 Students will be using visuals and manipulatives to learn to reach various learning styles.
 Students will be given time to move for those who need kinesthetic stimulation.
EVALUATION OF STUDENTS:
 Teacher will make observations based on student objectives.
 Student recording sheets will be collected and checked for completeness.
Math Centers
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Table 1: Estimate length, measure the height of a chair leg using cubes
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Table 2: Estimate capacity, count how many scoops of beans will fill a cup
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Table 3: Estimate length, measure the length of one side of the table using cubes
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Table 4: Estimate capacity, count how many coins fill a cup
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Carpet: Estimate length, measure the length of a book using paper clips
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Middle table: Estimate capacity, count how many scoops of macaroni fill a bowl
Materials for centers
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Cubes (2 bins)
Chair
2 scoops
Table
Coins
Cup
Paper clips
Book
Macaroni
Bowl
Groups for Center
Group 1: Kayla
Pieter
Alicea
Smier
Group 2: Ashley
Cameron
Vivian
Group 3: Hannah
Kenny
Makayla
Group 4: Ariana
Fharrell
Chloe
Group 5: Nathan
Bethannie
Jordan
Group 6: Angel
Jailani
Jonathan
Devon
Name______________________
1. Estimate:
Math Centers
2. Estimate:
______________ cubes
Measure:
______________ scoops of beans
Measure:
______________ cubes
4. Estimate:
Measure:
______________ cubes
Measure:
______________ scoops of beans
5. Estimate:
______________ coins
3. Estimate:
______________ cubes
6. Estimate:
______________ paper clips
______________ scoops of
macaroni
Measure:
Measure:
______________ coins
______________ paper clips
______________ scoops of
macaroni
SHORT LESSON PLAN
SUBJECT: Math- Problem solving: Use objects
TEACHER: Mrs. Mann
TIME: 45 minutes
DATE: 2/28/12
Standards: 2.1.1 Count and Compare Numbers, 2.3.1 Concepts of Measurement, 2.3.2 Units and Tools of
Measurement, 2.3.4 Conversions, 2.3.6 Measurement and Estimation, 2.5.1 Problem Solving
OBJECTIVES
 SWBAT compare the length of
an object by measuring it with
two different items.
 SWBAT arrange paper clips
and straws in lines to measure
objects to solve a problem.
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MOTIVATION
(Introduction-Hook)
 Teacher will read book Inch By
Inch and discuss with the class
how the inchworm measured
objects.
 Explain to class that today
they will be detectives and use
measurement to solve
problems.
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BODY
(Procedures, Activities)
Present problem to students: Miss
Yehl is planting a garden that is 10
straw pieces long. Mrs. Mann is
planting a garden that is 15 paper
clips long. Can both gardens be
the same length?
Have students work with their
shoulder partner, one uses the
straw pieces and the other uses
the paper clips to show the size of
the garden.
Ask students questions about the
length of the paper clips versus
the length of the straws. Which
one is longer? Which would we
need more of to measure the
tables?
Have students discuss their
observations at their tables and
then have a class discussion to
compare measuring.
Pass out practice page 273 and
have students work with their
shoulder partners to select two
objects to measure, using both
paper clips and straws.
Have students share some of the
things they measured and
compare using straws versus using
paper clips.
CLOSURE
 Students will use practice page
274 to review the concept of
comparing measurements using
objects.
 Teacher will have students
share their answers to check
their understanding and ask
questions about what the
students learned about
comparing measurements.
MATERIALS
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Book: Inch by Inch by Leo Lionni
Practice pages 273 & 274
Straw pieces-12 handfuls
Paper clips- 12 handfuls
Objects for students to
measure (use classroom
objects)
 5 crayons per student
 23 pencils
ACCOMMODATIONS:
 Students will be given visuals, manipulatives, and auditory directions in order to meet various
learning needs during the lesson.
EVALUATION OF STUDENTS
 Teacher will make observations throughout lesson based on student objectives.
SHORT LESSON PLAN
SUBJECT: Math-Review
TEACHER: Mrs. Mann
TIME: 45 mins
DATE: 2/29/12
Standards: 2.1.1, 2.3.1, 2.3.2, 2.3.4, 10.5.1
OBJECTIVES
 SWBAT compare
objects using
nonstandard
measurements.
 SWBAT determine
which items are the
longest and which
items are the shortest.
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MOTIVATION
(Introduction-Hook)
 Ask students what they
remember about
measurement.
 Reference the
measuring that
students have done
with cubes and paper
clips.
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BODY
(Procedures, Activities)
Have students think, pair, share about
things they can use to measure.
List some items on the board.
Tell students that today they will be using
ladybugs to measure.
Explain directions to students.
Have them put their name on their paper.
Pass out sheet with objects and then the
lady bugs.
Once everyone has all the papers explain
how they will do the measuring.
Students will be cutting the ladybugs out
and gluing them in the boxes under the
objects until they are the same length as
the object.
Students will then count how many
ladybugs measure each object and write
the number beside the object.
Students will compare the items and
discuss with their table the length of the
objects.
When finished students will work on a
counting sheet with ladybugs until
everyone is finished.
CLOSURE
 Students will complete
the review test to
reinforce the topics that
will be on the test.
MATERIALS
 Chalkboard
 Chalk
 23 Measuring sheets
with ladybugs
 Ladybug counting sheet
 Review page
ACCOMMODATIONS: Students will have opportunities to share with partners to assist learning
experience.
Visuals and verbal directions will be used for students with various learning styles.
EVALUATION OF STUDENTS: Teacher will make observations based on the student objectives.
SUMMATIVE ASSESSMENT
UNIT SUMMARY SHEET
Name ____Tiffany Yehl__
Target
Acceptable
Unacceptable
Total
Number of
Students
% of Students
A brief description of the summative assessment.
This assessment was written by the textbook company. It focused on counting objects and writing the
numbers for amounts of objects. There was also a calendar that students filled in the dates for, similar
to the authentic assessment.
How will you remediate for students who demonstrated an unacceptable level of achievement?
I would have students continue practicing with a calendar in the mornings if they struggled with that
part of the assessment. I would have them tell me what date would come next and what today’s date is
to practice their number sense. If students struggled with writing their numbers, I would have them
continue practicing the rhymes that we learned to help them write the numbers. I would also have
them practice tracing the numbers in the air or on paper before they would write them. To assist
students who struggle with counting higher numbers I would work with them during small group time to
practice counting using different counting games and number BINGO.