Unit Plan 34 (PreK Math): Teen Numbers—Show & Tell

Focus: Represent 11–14 with ten-frames, linking cubes, and drawings; explain “ten and some more.”

Grade Level: PreK

Subject Area: Mathematics (Number & Operations in Base Ten—Early Concepts)

Total Unit Duration: 5 sessions (one week), 20–30 minutes per session

I. Introduction

Children explore teen numbers by first making a ten (full ten-frame or a bundle of 10) and then adding some ones. They practice showing and telling their thinking—matching models to numerals 11–14 and explaining why a teen is ten and ___ ones.

Essential Questions

• What makes a teen number special?
• How does a ten-frame help me see ten and some ones?
• How can I show and tell the same number in more than one way?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Build a ten with frames or bundles and add ones to model 11–14.
2. Match numerals 11–14 to models (ten-frame, cubes, drawings) and check by counting.
3. Explain teen numbers using the language “ten and ___ ones.”
4. Represent the same teen in two ways and state that both show the same amount.

Standards Alignment — Custom CCSS-style Pre-Kindergarten

• PK.NBT.1 — “Ten” as a bundle (experiences). Description: Informally bundles 10 ones (straws/sticks) and calls it “a ten.” Example: Rubber-bands 10 craft sticks into one group. Aligns to: K.NBT.1 (concrete readiness).
• PK.NBT.2 — Teen numbers as “ten and some ones” (exposure). Description: Uses a full ten-frame plus extra ones to model 11–14. Example: Ten-frame of 10 + 3 more = “thirteen.” Aligns to: K.NBT.1 (exploratory subset).
• Mathematical Practices: MP.1–MP.6 threaded.

Success Criteria — Student Language

• I can build a ten and add ones to make a teen number.
• I can say a teen as “ten and ___ ones.”
• I can match the numeral to my model and check by counting.
• I can show a teen in two ways and tell how they are the same amount.