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1. New Jersey Center for Teaching and Learning Progressive Mathematics Initiative This material is made freely available at www.njctl.org and is intended for the non-commercial use of students and teachers. These materials may not be used for any commercial purpose without the written permission of the owners. NJCTL maintains its website for the convenience of teachers who wish to make their work available to other teachers, participate in a virtual professional learning community, and/or provide access to course materials to parents, students and others. Click to go to website: www.njctl.org

2. Kindergarten Numbers in Base Ten 2012-06-28 www.njctl.org

3. Setting the PowerPoint View • Use Normal View for the Interactive Elements • To use the interactive elements in this presentation, do not select the Slide Show view. Instead, select Normal view and follow these steps to set the view as large as possible: • On the View menu, select Normal. • Close the Slides tab on the left. • In the upper right corner next to the Help button, click the ^ to minimize the ribbon at the top of the screen.  • On the View menu, confirm that Ruler is deselected. • On the View tab, click Fit to Window. • Use Slide Show View to Administer Assessment Items • To administer the numbered assessment items in this presentation, use the Slide Show view. (See Slide 15 for an example.)

4. Table of Contents Numbers 11-14 Click on a topic to go to that section Numbers 15 & 16 Numbers 17 & 18 Number 19 Activities Reading and Writing 2 Digit Numbers

5. Numbers and Operations in Base Ten In this unit we will work with numbers 11-19 to gain understanding of place value.We will compose and decompose numbers from 11-19 into ten ones and further ones. Books One Potato, by Diana Pomeroy. Harcourt Brace, 1996. Count! , by Denise Fleming. Henry Holt, 1997. Hundredth day Worries, by Margery Cuyler. Simon & Schuster, 2000. Ten Black Dots, by Donald Crews. Scholastic, 1982. The m&m's Counting Book, by Barbara McGrath. Charlesbridge, 1994. Anno's Counting Book, by Mitsumasa Anno. Harper Collins, 1975.

6. "Teen" Time 1 2 3 4 5 6 7 8 9 10 What number comes after 10? Click to Reveal 11 12 13 14 15 16 17 18 19 Where might we see these numbers?

7. 10 11 12 13 14 15 16 17 18 19 What is the same about these numbers? Click to Reveal How are they different from these numbers? 1 2 3 4 5 6 7 8 9

8. Numbers 11-14 Click to Return to Table of Contents

9. 11 eleven ten ones

10. 12 twelve ten ones

11. Build and Identify 11 and 12. Use these objects to create 11 and 12.

12. 13 thirteen ten ones

13. 14 fourteen ten ones

14. Build and Identify 13 and 14 Use these objects to create 13 and 14.

15. 1 Does this show 13? Yes No

16. 2 How many ones are in 14? A 1 4 B 5 C

17. 3 Which shows 11? B C A D

18. Numbers 15-16 Click to Return to Table of Contents

19. 15 fifteen ten ones

20. 16 sixteen ten ones

21. Build and Identify 15 and 16 Use these objects to create 15 and 16.

22. 4 Does this represent 16? Yes No

23. 5 Is 15 one ten and five ones? Yes No

24. Numbers 17-18 Click to Return to Table of Contents

25. 17 seventeen ten ones

26. 18 eighteen ten ones

27. Build and Identify 17 and 18. Use these objects to create 17 and 18.

28. 6 How many ones are in 17? A 7 1 B 8 C

29. 7 How many ones are in 18? A 1 9 B 8 C

30. Number 19 Click to Return to Table of Contents

31. 19 nineteen ten ones

32. Build and Identify 19 Use these objects to create 19.

33. 8 What number does this represent? A 19 11 B 10 C

34. Activities Click to Return to Table of Contents

35. Ten Number Ones

36. Ten Number Ones

37. Ten Number Ones

38. Spin a "teen" ! Place number cards on the floor. Spin spinner! (Click for interactive spinner on web - click on change spinner and set it for numbers 11-19) One child places part of his/her body on number, continue until they can't touch any more numbers. Another child gets a turn. You can set up at math center with manual spinner and number cards.

39. Let's Learn about Teens Activities 1. Shuffle teen number cards and give each child a card. Children stand in circle or square. The teacher will give directions , such as: If you have #11 kick 11 times or if you have #19 clap 19 times. 2. Have the children arrange the cards in number sequence 11-19. 3. The Teacher holds one card .. Question- What number comes before and / or after this number?

40. 9 Which number is larger (more)? 11 A 13 B

41. 10 Which number is less (smaller)? 19 A 16 B

42. 11 Which number is equal to 16? 11 A 6 B 16 C 19 D

43. 12 Which number is equal to 13? 17 A 13 B 11 C 3 D

44. 13 Which number is less (smaller)? 13 A 16 B

45. 14 Which number is larger (more)? 12 A 15 B

46. 15 Which number is larger (more)? 12 A 11 B

47. 11-19 Number Order 11 12 13 14 15 16 17 18 19

48. Number Sequence 11 13 15 19 18 16 17 14 12

49. Number Jump Game

50. 16 Are these numbers in sequence? Yes No 11 12 13 14