Beyond Fingers: Place Value & the Numbers 1119
Common Core State Standards
Math 
Math 
K 
Kindergarten 
NBT 
Number & Operations in Base Ten 
A 
Work with numbers 1119 to gain foundations for place value 
1 
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) 
Download Common Core State Standards (PDF 1.2 MB) 
Common Core State Standards
Math 
Math 
Practice 
Mathematical Practice Standards 
MP2 
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 
Download Common Core State Standards (PDF 1.2 MB) 
Common Core State Standards
Math 
Math 
Practice 
Mathematical Practice Standards 
MP3 
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 
Download Common Core State Standards (PDF 1.2 MB) 

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 Lesson Objective
 Understand the numbers 1119 as 10 ones and some further ones
 Length
 8 min
 Questions to Consider
 What does mathematical reasoning look like in kindergarten?
 How are students encouraged to share and learn from each other?
 What supports does Ms. Lassiter use to further her students' thinking?
 Common Core Standards
 Math.K.NBT.A.1, Math.Practice.MP2, Math.Practice.MP3
Teacher & School Info

Karen Lassiter
 School Details
 Manatee Cove Elementary School Orange City, FL
 Population
 766 students
 District Spending
 $8,422
Supporting Materials

Beyond Fingers: Place Value & the Numbers 1119 Transcript

Lesson Plan: Beyond Fingers.PDF