Unit Plan 20 (PreK Math): Teen Numbers—Ten and Some More
Model teen numbers (11–14) as ten and some ones using ten-frames and bundles; say and show “ten and ___ more” to build early place-value readiness.
Focus: Model teen numbers (11–14) as one full ten and some ones using ten-frames, bundles, and everyday objects; say and show “ten and ___ more.”
Grade Level: PreK
Subject Area: Mathematics (Number & Operations in Base Ten—readiness)
Total Unit Duration: 5 sessions (one week), 20–30 minutes per session
I. Introduction
Children extend last week’s idea of a ten by building teen numbers as ten and some ones. They fill a ten-frame to show a full ten, then place the extra ones nearby and describe their models in simple math talk.
Essential Questions
- How do I know I have a full ten and then some more?
- What does “ten and ___ more” look like on a ten-frame?
- Which tools help me keep track when I count to teen numbers?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Build 11–14 as one full ten plus extra ones with counters/sticks.
- Use a ten-frame (and a small space/mini-frame for extras) to check full ten and then add more.
- Describe models with simple language: “ten and one more is eleven,” “ten and three more is thirteen.”
- Match or point to numeral labels (11–14) that go with their models (exposure).
- Compare two teen sets: tell which has more/fewer extra ones.
Standards Alignment — Custom CCSS-style Pre-Kindergarten
- PK.NBT.2 — Teen numbers as “ten and some ones” (exposure). Uses a full ten-frame plus extra ones to model 11–14. Aligns to: K.NBT.1 (exploratory subset).
- Mathematical Practices: MP.1–MP.6 threaded (persevere in counting; reason about quantities; model with objects; use tools; speak precisely; notice structure—ten and some ones).
Success Criteria — Student Language
- I can make a full ten and then add some ones to show a teen number.
- I can say “ten and ___ more” while I point to my model.
- I can use a ten-frame to check ten and then place the extras.