Objective:

Students will compose and decompose numbers from 11 to 19 into ten ones and some further ones using real objects from their classroom or outdoor environment. This hands-on activity helps students relate abstract math concepts to real-world items, developing foundational computational thinking skills.

Materials Needed:

• Real objects from the classroom (e.g., pencils, crayons, books) or outdoor items (e.g., leaves, sticks, pebbles)

• Chart paper or whiteboard for recording equations

Markers for writing

Steps:

• Introduction:

  • Start by asking the class, "How can we break down a number like 13 using things around us?" 

  • Use classroom objects like pencils or crayons to show that 13 is made up of 10 objects in one group and 3 more in another. 

  • Write the equation 13 = 10 + 3 on the board, explaining that numbers from 11 to 19 can be broken into ten ones and some extra ones.

  • Explain that all numbers between 11 and 19 can be broken into ten ones and some further ones, just as computers break down large problems into manageable parts.

• Group Activity:

  • Take students around the classroom or outside to collect objects such as pencils, markers, leaves, or stones. 

  • Assign each group a number between 11 and 19. 

  • Students will gather 10 items to form one group and the remaining items to complete their assigned number. 

  • For example, if their number is 16, they will gather 10 sticks or crayons for the first group and 6 more for the second group.

• Drawing and Writing Equations:

  • After composing their number using real-life objects, students will return to the classroom and draw a picture of their groupings on chart paper or the whiteboard. 

  • Then, they will write the corresponding equation (e.g., 16 = 10 + 6).

• Testing and Refining:

  • Have students recount their objects to ensure that their groupings and equations match. 

  • Encourage them to adjust their groupings or drawings as needed, explaining that this process is similar to testing and refining code in computer science.

• Presentation and Discussion:

  • Each group presents their findings to the class, showing how they composed their number using real objects and explaining the equation they wrote. 

  • Lead a discussion on how seeing numbers in the objects around them makes the math concept more tangible, just as computers use data to solve problems in everyday life.

Equity and Access:

Ensure that all students have access to appropriate objects by providing options both inside and outside the classroom. Encourage peer collaboration and allow for different types of objects to keep students engaged and active in their learning.

Real-World Application:

Connect this activity to real-life situations where students might need to count or organize items, such as setting up school supplies or arranging toys. Emphasize how breaking down numbers helps them manage these everyday tasks, much like how understanding data structures helps computers solve problems.

CS Practices:

• Developing and Using Abstractions: Students use physical objects to represent abstract mathematical concepts by decomposing numbers into tens and ones, similar to how computers abstract data into simpler forms for processing.

Standards:

• CA CCSS Mathematics K.NBT.1,

• CA CS K-2.AP.13

Objective:

Students will practice composing and decomposing numbers from 11 to 19 using Toy Theater’s interactive number manipulatives, or other virtual math manipulatives apps. They will create visual models to understand how these numbers are composed of tens and additional ones, building computational thinking skills by testing and refining their digital representations.

Materials Needed:

• Tablets or computers with virtual manipulatives app installed

• Digital manipulatives (e.g., cubes or base ten blocks)

Steps:

• Introduction:

  • Ask, "How can we break down the number 19?"

  • Demonstrate using virtual manipulatives, showing that 19 is composed of 10 cubes (a group of ten) and 9 more cubes. Drag the digital blocks on the screen to model this, writing the equation 19 = 10 + 9. 

  • Explain that computers also break down information into manageable parts, just as they are doing with the blocks.

• Group Activity:

  • Divide students into groups and assign each group a number from 11 to 19. 

  • Using an app with virtual manipulatives, students will manipulate digital blocks to compose their number. 

  • For example, they will arrange 10 blocks for the group of ten and then the remaining ones to complete their number.

• Testing and Refining:

  • After composing their number, ask students to check their digital models by recounting the blocks and making sure they match the equation. 

  • Emphasize how programmers test their code to make sure everything works as expected, just like students are testing their math models. 

  • Allow time for students to revise their groupings or equations if necessary.

• Presentation and Discussion:

  • Each pair will present their digital number model to the class, explaining how they used the digital blocks to break down the number into tens and ones. 

  • Lead a class discussion on how using digital tools helps visualize and understand math concepts, similar to how computers use models to organize and process data.

Equity and Access:

Pair students who are more comfortable with digital tools with those who may need additional support, ensuring all students can participate meaningfully in the activity.

Real-World Application:

Connect the activity to real-world scenarios, such as organizing school supplies or stacking books, where grouping items in tens makes counting more efficient. Emphasize how computational thinking—organizing data into manageable units—is used in everyday tasks, just like it’s used in technology.

CS Practices:

• Developing and Using Abstractions: Students use digital objects to represent abstract mathematical concepts by decomposing numbers into tens and ones, much like how computers use data structures to organize information.

• Testing and Refining Computational Artifacts: Students test and refine their digital models to ensure accuracy, similar to how programmers debug code to solve problems.

Standards:

• CA CCSS Mathematics K.NBT.1

• CA CS K-2.AP.13