Compose and decompose numbers from 11 to 19 into ten ones and some further, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Measurement Topic
This standard is reported on the report card in these quarters as follows:
Kindergarten Students Learning Kindergarten Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic: Demonstrates understanding of counting principles.
Report Card Measurement Topic: Demonstrates understanding of number concepts and relationships
About the Math
Skills and concepts below are learning goals for this standard.
I can count to 20.
I can determine the number to add to a given number 1-9 to make 10 using objects or drawings (e.g., ten frame, base ten blocks).
I can compose (put together) numbers 11-19 using a ten and some ones, and show my work with a drawing or equation.
I can decompose (break apart) numbers 11-19 into a ten and some ones, and show my work with a drawing or an equation.
Kindergarteners need to understand the idea of a ten so they can develop the strategy of adding onto 10 to add within 20 in Grade 1. Students need to construct their own base ten ideas about quantities and their symbols by connecting to counting by ones. They should use a variety of manipulatives to model and connect equivalent representations for the numbers 11 to 19. For instance, to represent 13, students can count by ones and show 13 beans. They can anchor to five and show one group of 5 beans and 8 beans or anchor to ten and show one group of 10 beans and 3 beans. Students need to eventually see a ten as different from 10 ones.
After the students are familiar with counting up to 19 objects by ones, have them explore different ways to group the objects that will make counting easier. Have them estimate before they count and group. Discuss their groupings and lead students to conclude that grouping by ten is desirable. The idea that 10 ones make 1 ten makes students wonder how something that means a lot of things can be one thing. They do not see that there are 10 single objects represented on the item for ten in pregrouped materials, such as the rod in base ten blocks. Students then attach words to materials and groups without knowing what they represent. Eventually they need to see the rod as a ten that they did not group themselves. Students need to first use groupable materials to represent numbers 11 to 19 because a group of ten, such as a bundle of 10 straws or a cup of 10 beans, makes more sense than a ten in pregrouped materials.
Kindergarteners should use proportional base ten models, where a group of ten is physically 10 times larger than the model for a one. Non-proportional models such as an abacus and money should not be used at this grade level. Students should impose their base ten concepts on a model made from groupable and pregroupable materials (see Resources/Tools). Students can transition from groupable to pregroupable materials by leaving a group of ten intact to be reused as a pregrouped item. When using pregrouped materials, students should reflect on the ten-to-one relationships in the materials, such as the “tenness” of the rod in base ten blocks. After many experiences with pregrouped materials, students can use dots and a stick (one tally mark) to record singles and a ten.
Encourage students to use base ten language to describe quantities between 11 and 19. At the beginning, students do not need to use ones for the singles. Some of the base ten language that is acceptable for describing quantities such as 18 includes one ten and eight, a bundle and eight, a rod and 8 singles and ten and eight more. Write the horizontal equation 18 = 10 + 8 and connect it to base-ten language. Encourage, but do not require, students to write equations to represent quantities.
Common Misconceptions
Students have difficulty with ten as a singular word that means 10 things. For many students, the understanding that a group of 10 things can be replaced by a single object and they both represent 10 is confusing. Help students develop the sense of 10 by first using groupable materials then replacing the group with an object or representing 10. Watch for and address the issue of attaching words to materials and groups without knowing what they represent. If this misconception is not addressed early on it can cause additional issues when working with numbers 11-19 and beyond.
Progression of Standard within Kindergarten
This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.
Progression Throughout Year
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Count to 20.
Use numbers 1-9 to make 10 using objects or drawings (e.g., ten frame, base ten blocks).
Compose (put together) numbers 11-19 using a ten and some ones, and show my work with a drawing or equation.
Decompose (break apart) numbers 11-19 into a ten and some ones, and show my work with a drawing or an equation.
These tasks can be used with small group or whole group instruction.
Prepare printed ten frames. Have some that are full (contain ten) and some that are not. Pass out full ten frames to half of the group and pass out ten frames with less than ten to the other half of the group. Have students with full ten frames find a partner without a full ten frame. Have students say how much they have on their own ten frame and then work together to figure out their total. Prompt students to explain how they know what the total is. Have students switch cards and repeat the activity a few times.
Give students a full ten frames to start. Have them roll a ten-sided die or flip over a digit card and add that many counters to their ten frames. Have students write the total.
Have students start with a full ten frame. Say or write a number from 11 - 19. Have students either draw or select counters to build the number. Ask how they know they made the target number. Are any students counting from ten? How do they know they can start there and count on to the target number?
Create a number spotlight poster for each of the numbers from 11-19. Ask students what they know about the number and record different ideas. Examples: Thirteen is one more than twelve. Thirteen is a full ten frame and three more. Thirteen is all of my fingers and three of my friend’s fingers. Thirteen is one before fourteen. You can hang up the posters and add additional ideas as students think of them.
How many ways can you make a the number 13 using two different colored snap cubes?
I have 15 counters. Some are red and some are yellow. What are all the different ways the counter could be combined?
How is 17 and 14 alike? How are they different?
Have students make number towers for 11-20 using connecting cubes. Have them use one color to make the ten and a second color to make 11-20. Have them place the sticks in order from left to right. Ask them what they notice about the towers. Have students write the teen number that matches the towers.
SLIDE-BASED TASKS
These links are HCPSS created instructional tasks. These tasks are provided in Google slides.These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first(often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.
These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.
Print Resources
Book Thumbnail
Title
Reference
Teaching Student-Centered Mathematics by: John A. Van de Walle and Lou Ann H. Lovin
Activity 2.26: Ten and Some More, p. 55
Hands-On Standards published by: Learning Resources
Lesson 13 - Joining Problems, p. 40
Lesson 14 - Using the Plus Sign, p. 42
Lesson 16 - Separating Problems, p. 46
Lesson 17 - Using the Minus Sign, p. 48
Lesson 22 - Addition: Sums to 10, p. 58
Lesson 23 - Subtraction: Differences from 10, p. 60
Developing Number Concepts Book 2 by: Kathy Richardson
Activity 3-28: Related Combinations, p. 151
Activity 3-30: Working with Ten-Shapes, p. 157
Activity 3-33: Number-Shape Pairs, p. 167
Tasks Connected to Literature Connections
Suggested titles to support the standard can be found below. Check your school library or Howard County Library System for availability, or purchase using Materials of Instruction (MOI) funds. When available, select links to view activities aligned to each title.
Compose and decompose numbers from 11 to 19 into ten ones and some further, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Measurement Topic
The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.
Kindergarten Students Learning Kindergarten Standards by Measurement Topic