Compose and decompose numbers from 11 to 19 into ten ones and some further ones by:
Using objects or drawings
Recording each composition or decomposition by a drawing OR expression
Understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Step 1: Lesson Standards & Learning Goals
This standard calls for students to compose (build) and decompose (break apart) numbers from 11-19 into tens and some further ones using objects and drawings. Students should create their own representations using materials such as counters or snap cubes with the support of a ten frame or a double ten frame (two ten frames on the same piece of paper). Students should not use worksheets with printed pictures or representations already created.
In kindergarten it is acceptable for students’ work with this standard to focus on students drawing pictures of teen numbers with the structure of a ten frame or by using oral expressions such as “10 and 5 more” or “10 joined with 5” to show their understanding that a teen number is a group of 10 with some more ones. Students can be introduced to equations but should not be expected to use number bonds or equations to demonstrate the mastery of this Standard.
In kindergarten students should only be working with groupable manipulatives such as counters or snap cubes that can be combined or broken apart to show both 10 individual ones and a group of ten. (Base 10 blocks should not be used in Kindergarten). Students’ work with this standard should focus exclusively on using counters and cubes on a ten frame to adequately build a foundation for their work in Grade 1 (NC.1.NBT.2).
*Students can be introduced to equations but should not be expected to use number bonds or equations to demonstrate the mastery of this Standard.
How many ways can we represent a number between 11 and 20?
How do we represent numbers from 11 - 20 using written numerals?
Why is it important to understand the concept of zero and its role in counting?
How can we apply our understanding of numbers from 11 - 20 in everyday situations?
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Compose numbers from 11-19 into tens and ones using objects.
Compose numbers from 11-19 into tens and ones by using drawing or expression.
Decompose numbers from 11-19 into tens and ones using objects.
Decompose numbers from 11-19 into tens and ones by using drawing or expression.
Represent numbers using visual tools such as ten frames, number lines, and other manipulatives.
Each number or numeral represents a specific quantity.
There are various counting strategies to accurately count objects, such as one-to-one correspondence and skip counting.
The concept of zero represents the absence of quantity for a specific place value.
While not explicitly mentioned in NC.K.NBT.1, students may begin to develop an awareness of place value through their exploration of numbers from 0 to 20.
Step 2: Assessment
NCDPI Math Assessment Released Forms
Grade K Math Assessment Practice Prompts
Grade K Released Summative Assessments
Step 3: Lesson Instructions
Quick Talk with Exploration or Experience
Give students a quantity of manipulatives between 11 and 20. Ask them to show how many ways they can make that number.
Video Clip
Read Aloud
Tools for NC Teachers
Math Expressions - (Barnes and Hearne)
Motivation Math
Think Up! Math
Eureka Math/Engage NY Resources
Embarc Online (Eureka Math)
GK M5 Topic A: Count 10 Ones and Some Ones
GK M5 Topic B: Compose Numbers 11–20 from 10 Ones and Some Ones; Represent and Write Teen Numbers
GK M5 Topic C: Decompose Numbers 11–20, and Count to Answer "How many?" Questions in Varied Configurations
GK M5 Topic E: Represent and Apply Compositions and Decompositions of Teen Numbers
Zearn Math - Online Support Practice for Eureka Math (Requires free account)
North Carolina Collaborative for Mathematics Learning - Kindergarten Instructional Framework
NCDPI Resources
Kindergarten Math Assessment Practice Prompts
