Unit 4, Foundation of Numbers up to 20
1st Grade
5E Lesson Plan Math
Grade Level: 1st
Lesson Title: Unit 4/Foundation of Numbers up to 20
Subject Area: Math
Lesson Length: 10 Days
THE TEACHING PROCESS
Lesson Overview: This unit bundles student expectations that address the understanding of
whole numbers up to 20, comparing numbers using place value, and ordering these numbers
using an open number line. According to the Texas Education Agency, mathematical process
standards including application, tools and techniques, communication, representations,
relationships, and justifications should be integrated (when applicable) with content knowledge
and skills so that students are prepared to use mathematics in everyday life, society, and the
workplace.
Unit Objectives:
During this unit, students are formally introduced to the base-10 place value system by thinking
in terms of “tens” and “ones” instead of one-to-one correspondence for the understanding of
whole numbers up to 20. Students compose and decompose numbers through 20 as a sum of so
many tens and so many ones using concrete objects, pictorial models, and numerical
representations. Students use place value relationships to generate numbers that are more or
less than a given number using tools. Students use place value to compare whole numbers up to
20 and represent the comparison using comparison language and, for the first time, comparison
symbols. Students are also introduced to using place value and open number lines to order
whole numbers.
Standards addressed:
TEKS:
1.1A Apply mathematics to problems arising in everyday life, society, and the workplace.
1.1C Select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems.
1.1D Communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate.
1.1E Create and use representations to organize, record, and communicate mathematical ideas.
1.1F Analyze mathematical relationships to connect and communicate mathematical ideas.
1.1G Display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
1.2B Use concrete and pictorial models to compose and decompose numbers up to 120in more
than one way as so many hundreds,so many tens, and so many ones.
1.2C Use objects, pictures, and expanded and standard forms to represent numbers up to120.
1.2D Generate a number that is greater than or less than a given whole number up to 120.
1.2E Use place value to compare whole numbers up to 120 using comparative language.
1.2F Order whole numbers up to 120 using place value and open number lines.
1.2G Represent the comparison of two numbers to100 using the symbols >, <, or =.
[1]
Unit 4, Foundation of Numbers up to 20
1st Grade
ELPS: ELPS.c.1C , ELPS.c.1E , ELPS.c.2E , ELPS.c.2I, ELPS.c.3B , ELPS.c.3D , ELPS.c.3H
Misconceptions:
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Some students may think the digit 1 in the number 16 represents the value 1 instead of
the value 10 or one group of 10.
Some students may think the decomposition of 15 is 1 + 5 instead of 10 + 5, not realizing
the importance of the place value in the expanded representation.
Some students may think a number can only be decomposed one way, when the number
can actually be decomposed multiple ways (e.g., sixteen could be represented as 1 group
of ten and 6 ones, 16 ones, 3 groups of five and 1 ones, etc.).
Some students may think the total value of a number changes when the number is
represented using different decompositions, not realizing that the sum of the addends in
each decomposition remains the same.
Some students may think, when comparing numbers, a number value is only dependent
on the largest digit, regardless of the place value location within the number (e.g., when
comparing 9 and 13, the student may think that 9 is larger because the digit 9 is larger
than any of the digits in the number 13).
Some students may think numbers are always ordered from smallest to largest rather than
understanding that quantifying descriptors determine the order of numbers as they are
read from left to right (e.g., largest to smallest, smallest to largest, etc.).
Some students may think all number lines or open number lines must begin with zero
rather than being able to visualize a number line or open number line that displays an
isolated portion of a number line or open number line.
Vocabulary:
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Compare numbers – to consider the value of two numbers to determine which number is
greater or less or if the numbers are equal in value
Compose numbers – to combine parts or smaller values to form a number
Counting (natural) numbers – the set of positive numbers that begins at one and
increases by increments of one each time {1, 2, 3, ..., n}
Decompose numbers – to break a number into parts or smaller values
Digit – any numeral from 0 – 9
Expanded form (expanded notation) – the representation of a number using place value
to show the value of each digit (e.g., 19 as 10 + 9)
Numeral – a symbol used to name a number
Open number line – an empty number line where tick marks are added to represent
landmarks of numbers, often indicated with arcs above the number line (referred to as
jumps) demonstrating approximate proportional distances
Order numbers – to arrange a set of numbers based on their numerical value
Place value – the value of a digit as determined by its location in a number such as ones,
tens, etc.
[2]
Unit 4, Foundation of Numbers up to 20 1st Grade
 Standard form (standard notation) – the representation of a number using digits (e.g.,
18)
 Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
Related Vocabulary:
 Base-10 place value
system

Equal to (=)

Less than (<)

Comparative language

Greater than (>)

Magnitude (relative size)
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Comparison symbols

Increase

Ones place

Decrease

Landmark (or anchor)
numbers

Tens place
List of Materials:
 Counters- Approximately 20 per student
 Glue or tape
 Number cards
 Recording sheets
 Large Number Cards 1-20 for Human Number Line (created by teacher)
 Unifix cubes
 Teacher Mystery bag of Numbers
 Activity Sheet: Numbers to 20
 Beans
 Student Place value mat (any 2 – color mat)
 Teacher place value mat for document camera/overhead
 Teacher bell (If you don’t have a bell there are several free apps available.)
 Pennies
 Dimes
 Adding machine tape
 100 Unifix cubes per each pare of students
 Posted number line
INSTRUCTIONAL SEQUENCE
Phase One – Engage Learner
Day 1 Activity:
Materials needed for Day 1:
Numbers Recording Sheet (RS 1-4)
Number Cards 1-20
Unifix Cubes
Prompt the students to create sets of counters that represent different values (8, 12).
Prompt the students to arrange the counters in the designated space on each “Numbers
[3]
Unit 4, Foundation of Numbers up to 20 1st Grade
Recording Sheet” that matches the sets they created. Now, prompt the students to match the
numbers cards to the recording sheets that represent an equivalent value. Have students glue or
tape the number cards into place.
Prompt students to create the other two numbers on the recording sheets and repeat questions.
Prompt the students to order their recording sheets from least to greatest (Smallest to biggest)
What’s the teacher doing?
What are the students doing?
Walking the room to see how students are doing
with the activity to determine their prior knowledge
Arranging the counters on the recording
sheet
Facilitation Questions:
Matching the number cards to the recording
sheet that represent the equivalent value
and gluing or taping the number cards into
place
How could you use your set of Unifix cubes to
help you determine which card has an equal
value? (answers may vary)
How are your recording sheets ordered? (5, 8,
12, 17)
How do you know which one was the least?
(answers many vary, order on a 120 chart or
number line are possible answers)
Creating the other two numbers on the
recording sheets and answering facilitation
questions
Ordering their recording sheets from least to
greatest
Answering facilitation questions
Greatest? (answers many vary, order on a 120
chart or number line are possible answers)
Can you order the recording sheets another
way? (greatest to least)
Phase Two – Explore the Concept
[4]
Unit 4, Foundation of Numbers up to 20
Day 1 Activity:
1st Grade
Materials Needed for Day 1
Give each student a number card (#’s 1-20) and a handful of Unifix cubes. Have each student
create with the cubes the amount on their card. Then have students create a human number line
starting with 1 and ending with 20. They should do this without talking. After students are
confident with their spots in the number line, check for correctness, counting and comparing their
linking chains and numbers. Numbers that are incorrect, ask students to step out then go back
and place them correctly.
 Facilitating Questions: Ask students, how did you know how many counters
represented your number? (I counted, etc) How did you know what order to get in
line? I looked at the number line, I counted)
Now pick up cards and redistribute to students. Have them complete the process of creating a
human number line. Repeat two to three more times until students are confident with putting
numbers 1-20 in order.
What’s the teacher doing?
What are the student’s doing?
Walking around to check for understanding
Facilitate the construction of the “Human Number
Line” and make sure the students know they are
not to talk
Check the number line for correct order by
counting and comparing cubes and numbers
If numbers are incorrect, ask students to step out
then go back and help place them correctly.
Ask facilitating questions:
 How did you know how many counters
represented your number? How did you
know what order to get in line?
Pick up cards and redistribute them to students.
Complete the “Human Number Line” creation
process again, two or three time until students are
confident with putting number 1-20 in order.
Phase Three – Explain the Concept
[5]
Create a concrete model, with Unifix cubes,
of the amount shown on their card
Create a “Human Number Line” starting
with 1 and ending with 20
Check number line for correctness by
counting and comparing cubes and
numbers
If any are incorrect order they should step
out then go back and place themselves
correctly
Unit 4, Foundation of Numbers up to 20
1st Grade
Day 2 Activity: (Continued from Day 1)
Materials needed for Day 2:
Numbers Recording Sheets (RS 1-4)
Number cards 1-20
Unifix Cubes
1. Have all students sit down at their desks and randomly distribute number cards 1-20.
Randomly, call two students up. Have them identify their number and create a model of
their number with the Unifix cubes. Then have the two students discuss their numbers
and compare (using comparative language including equal to, greater than, less than) to
decide which number is greater. Tell the one with the greater number to stay standing
and the lesser number to sit down. Repeat this process two to three times.
2. Now pair off students and have them complete same process with their partners using
comparative language.
3. Students should change partners 3 to 4 times repeating process of comparing numbers
and identifying the greater number.
What’s the teacher doing?
What are the students doing?
Distribute number cards 1-20 to students
Identifying and creating models of numbers
with Unfix cubes
Calling on 2 students to identify and create a
model of the number with Unifix cubes.
Facilitate a discussion of the numbers and
compare numbers using comparative language
Facilitate a comparison of numbers two to three
more times
Pair students and have them complete same
process with their partners using comparative
language.
Phase Four: Elaborate on the Concept
[6]
Discussing the numbers and comparing
numbers using comparative language as a
whole group then with their partner
Unit 4, Foundation of Numbers up to 20
1st Grade
Day 2 Activity:
1. All students should return to their desks with their numbers.
2. Pick up numbers and redistribute giving each student a new number.
3. Randomly call forward 3 students with their numbers. Have them order themselves
from least to greatest. Then ask them, “Is there another way we can order your
numbers?” Possible answer: from biggest to smallest.
4. Repeat this two to three times, then group students in groups of three and have them
complete process. Stop; check each groups order as a class.
5. Then have two groups join and complete process with six numbers. Stop; check each
new groups order as a class.
6. Have students return to their desks and pick up and redistribute the large number
cards. Have them model their new number with the Unifix cubes.
What’s the teacher doing?
What are the students doing?
Pick up numbers and redistribute to different
students
Ordering numbers from least to greatest
Answering facilitating questions
Randomly call forward 3 students with numbers
and have them order themselves from least to
greatest.

Ask facilitating question: Is there
another way we can order your
numbers? (from biggest to smallest)
Check each groups order of numbers as a
class
Join with another group and complete the
same process with six numbers
Check each groups order as a class
Repeat the above process 2-3 times
Group students in groups of three and have them
complete the same process
Stop; check each groups order as a class
Have two groups join and complete the process
with six numbers
Stop; check each groups order as a class
Phase One – Engage the Learner
[7]
Unit 4, Foundation of Numbers up to 20
1st Grade
Day 3 Activity:
Materials Needed:
Book: Everybody Counts by Stuart Murphy or any counting book.
Any 2 Color Mat for counting game (Large construction paper with another color pasted
on half)
Beans
Small Cups (2 for each student)
Bell to Ring (I use an app on my smart phone)
Read Everybody Counts by Stuart Murphy or any counting book.
What’s the teacher doing?
What are the students doing?
Reading to students
Listening and interacting with the book as it
is read
Phase Two – Explore the Concept
Day 3 Activity:

We are going to play a counting game. You are going to show me you know how to
count just like the characters in the book. We are going to use beans, cups, and a
special mat that has 2 colors for our counting game.
Distribute cups, beans, and mats to each student.
Say:
 I am going to ring my bell and I want you to put a bean on the right side (yellow
side) every ding I ring on my bell. Every time we get to the number 10, we are
going to put those beans into a cup on the left side and call the cup a “ten.”
Ring the bell one time and give students time to model the number.
After teacher monitors to make sure everyone has a bean on the right side, teacher rings bell
again. After students place corresponding bean on right side, teacher says:
 Let’s count the objects on your mat. (Point to each bean as you count) 1, 2.
Ring the bell again (#3) and repeat counting with students. Teacher rings the bell again for #4
and models it on the document camera/overhead projector to 10.
Say:
[8]
Unit 4, Foundation of Numbers up to 20 1st Grade
 Remember, when we get to 10, we say “ten” and put the beans into the cup on the
other side. Let’s do that right now.
Monitor to make sure students have all their beans in the cup on the left side. Then show them
how to touch the cup as you say the word “ten.”
Say:
 Touch the cup and say “one ten.”
Ring the bell again and monitor to make sure that students have put the bean on the right side.
Model how to touch the cup side, then the single bean side as you count.
 One ten, one one
 One ten, two ones
 One ten, three ones
Repeat process (ringing the bell) until you get to get to another “ten” and make sure that students
place new set into another cup on the left side.
Say:
 Two tens
What’s the teacher doing?
What are the students doing?
Explain activity, distribute cups, beans, and mats
to each student
Placing beans on map as the bell rings and
counting as a whole group
Give instructions and ring bell
Monitor to make sure each student had a bean on
the right side of the mat, ring bell again
When 10 beans are counted on the right
side of the mat they will place those beans
in a cup, place the cup on the left side of the
mate and count, “One Ten”
Count beans while pointing to each as you count
with whole group (1,2)
Continue counting until the have “Two
Tens” on the left side of the mat
Ring bell again (#3) and repeat counting with
students.
Teacher rings the bell again for #4 and models it
on the document camera or overhead to 10.
Remind students when they reach number 10 to
say “ten” and put the beans into the cup on the
other side of the mat. Model putting the 10 beans
in the cup. Touch the cup and say “ten”.
Ring the bell again and monitor to make sure that
students have put the bean on the right side.
Model how to touch the cup side, then the single
bean side as you count.
[9]
Unit 4, Foundation of Numbers up to 20
1st Grade
Repeat process (ringing the bell) until you get to
get to another “ten” and make sure that students
place new set into another cup on the left side,
saying “two tens”
Phase Three: Explain the Concept
Day 4 Activity:
Recording Sheet (2 per student)
 Transparency: Bean and Cup
 Recording Sheet (2 prepared with examples)
 Representation Sheet (RS 11, 1 per student)
Tell students that they will now use a Bean and Cup Recording Sheet to record their answers.
We will use Place Value to determine the value of the number using the number of tens and ones
in the number. Model with overhead Bean Mat and guide students through the process.
Display the transparency: Bean and Cup. Guide students through the process.
Orally describe the steps as you model the number 12 using beans and
cups. Use the following guiding questions as you record your model on the
recording sheet transparency.
Model and use the following questions as guidelines.
How many beans are in each cup? (10 beans)
How many cups of tens are in the model? (1 cup)
How many loose beans are in the model? (2 beans)
How can we count the number of beans? (count by ones, use place value and count tens and
ones)
How do we record the total number of beans? (record the number of tens and ones)
How do we record this number in standard form? (use numbers)
How can we record this number in expanded form? If expanded form has not been
introduced take time to do so. (Use numbers/numerals and + sign)
For the next problem, complete the Bean Mat with the students as before
using guided practice. Allow students time to build the model first, then record it on the handout:
Bean and Cup Recording Sheet.
[10]
Unit 4, Foundation of Numbers up to 20
1st Grade
What’s the teacher doing?
What are the students doing?
Display “Bean Mat” with document camera or projector
Modeling numbers with beans using sets of tens and
ones.
Guide student through the process and orally describe the
steps as you model the number 12 using beans and cups.
Ask guiding questions as you record your model on the
recording sheet.
Repeat the guided practice with another number allowing
student time to build the model first then record it on the
“Bean and Cup Recording Sheet”
Recording the model of their number on the “Bean
and Cup Recording Sheet".
Record model number in standard and expanded
form.
Phase Four – Elaborate on the Concept
Day 5 Activity:
Recording Sheet (2 per student)
 Transparency: Bean and Cup (RS 11)
 Recording Sheet (RS 11, 2 prepared with examples, 1 per student)
 Pennies
 Dimes
 Bell
Students will extend this skill by using pennies and dimes. Pass out materials used the previous
day, but instead of using beans use pennies and dimes. Say:

Yesterday we counted groups of tens and called them “tens.” Today we are going
to count groups of tens, using pennies and dimes.

Yesterday our cups stood for the number ten, but today our cups stand for a dime
and our loose beans will now be called pennies.

I am going to ring my bell and I want you to put a penny on the right side (yellow
side) every ding I ring on my bell. Every time we get to the number 10, we are going
to put those pennies into a cup on the left side and call the cup a “dime.”
[11]
Unit 4, Foundation of Numbers up to 20
1st Grade
Ring the bell one time and give students time to model the number.
After teacher monitors to make sure everyone has a penny on the right side, teacher rings bell
again. After students place corresponding penny on right side, teacher says:

Let’s count the objects on your mat. (Point to each penny as you count)1, 2.
Ring the bell again (#3) and repeat counting with students. Teacher rings the bell again for #4
and models it on the document camera/overhead projector.
Say:

Remember, when we get to 10, we say “dime” and put the beans into the cup on the
other side. Let’s do that right now.
Monitor to make sure students have all their beans in the cup on the left side. Then show them
how to touch the cup as you say the word “dime.”
Say:

Touch the cup and say “one dime.”
Ring the bell again and monitor to make sure that students have put the penny on the right side.
Model how to touch the cup side, then the single bean side as you count.
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One dime, one penny
One dime, two penny
One dime, three penny
Repeat process (ringing the bell) until you get to another “dime” and make sure that students
place new set into another cup on the left side.
Say:

Two dimes
Teacher works on document camera/overhead and monitors class as they count.
What’s the teacher doing?
What are the students doing?
Explaining activity
Listening for the bell to ring and adding
beans to the mat
Ringing the bell to signal the addition of another
bean
Monitor to make sure everyone adds bens as
necessary
Review counting procedure for activity
[12]
Transferring beans, in groups of tens to the
cup and calling them “dimes”
Counting “pennies” and “dimes” on their
mats
Unit 4, Foundation of Numbers up to 20 1st Grade
Continue to observe as students work with their
pennies and dimes mats
Phase One: Engage the Learner
Day Six Activity:
Materials Needed:
Number Line
Adding Machine Tape
Unifix Cubes
1. Have students look at the number line and ask:
“What do you notice about the number line?” (Possible answer include: It has numbers,
the numbers are in order, the spaces between the numbers are all the same)
2. After discussing the number line explain that they are going to make a number line to 20 with
a partner. They will use adding machine tape and cubes. Students will have 20 cubes to
measure the 20 spaces. It may be helpful to have sticks of 10 or 5. Students would have 10
cubes of one color and then 10 sticks of a different color (or 5 of one color, five of a different
color and then repeat the sequence), This pattern continues to 20. Ask:
“What do you need to think about before you begin the number line?”
 We need to cooperate. We need to take turns. We need to work together. (You
might ask what that will look like.)
 Student may talk about measuring carefully. Have students demonstrate how to
measure with cubes. Student will not mark every number on the number line. They
will make each set of 5. So the number line will be labeled 5, 10, 15, and 20.
3. As students continue to describe marking the number line, have some students demonstrate
on the adding machine tape, how to use the cubes (connected cubes) to mark the number line
with guide numbers (5, 10, 15, 20). Highlight marking the number line at the end of each 5 th
cube.
4. As students work on number lines the teacher monitors working pairs. Use the following
questions to guide instruction.
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What will happen if we overlap our cubes? (They will look funny, they won’t
have enough room)
What will happen if we leave gaps between our five sticks? (It will not look like a
number line, It will not measure correctly or there will be too much room)
Why do you think I had you organize your cubes in sticks of five using different
colors? (so it will be easier to measure)
How are you and your partner sharing the work? (each gets a turn)
[13]
Unit 4, Foundation of Numbers up to 20 1st Grade
 How do you know where to write the numbers? (after each color)
 How is your number line like the one we looked at earlier? (it is a line, there are
spaces for numbers, answers may vary)
 How is your number line different from the one we looked at earlier? (some of
the numbers are missing, it is shorter, answers may vary)
 How many groups of ten do you have to make? (2) How many groups of five?
(4)
 Why do we want to leave spaces between 5 and 10 marks on our number line?
10 and 15? Etc. (to make room for the numbers that are missing)
What’s the teacher doing?
What are the students doing?
Ask guiding questions about number lines
Discussing the features of a number line
Explain activity and distribute adding machine tape Discussing what the pairs will need to do
and cubes.
before they begin their number lines
Guide discussion of what the pairs will need to do
before they begin their number lines
Use adding machine tape and cubes to
construct number line and add labels for
guiding numbers
Have some students demonstrate on the adding
machine tape, how to use the cubes (connecting
cubes) to mark the number line with guide
numbers
Phase Two: Explore the Concept
Day 6 Activity Continued
3. As students continue to describe marking the number line, have some students demonstrate
on the adding machine tape, how to use the cubes (connected cubes) to mark the number line
with guide numbers (5, 10, 15, 20). Emphasize marking the number line at the end of each 5 th
cube.
What’s the teacher doing?
What are the students doing?
Continue discussion of number line construction
from previous day
Using adding machine tape and cubes to
construct number line
Have some students demonstrate on the adding
machine tape, how to use the cubes (connecting
cubes) to mark the number line with guide
Answering guiding questions
[14]
Unit 4, Foundation of Numbers up to 20
numbers
1st Grade
Monitor working pairs
Ask questions to guide instruction
Phase Three: Explain the Concept
Day 7 Activity:
Materials Needed:
Number lines previously created
Number Cards (RS8)
1. Review what happened yesterday when partners made number line to 20. Have students
tell/demonstrate how they made the number line.
2. Compare number lines created by students.
 We all used cubes to measure. Why do you think the 5 is in a different spot on this
number line? (answers may vary)
 Where would you find seven on this number line? (after the 5, before the 10)
 Why do you think we created this number line? (to help us learn about numbers)
 How would this number line help you learn about comparing numbers? (answers
may vary)
3. Divide class into small groups. Give each group 3 numbers to place on one of the number
lines previously created.
4. Tell the class we will use the number lines we constructed to compare the 3 numbers they
were given.
 How will you determine where your numbers should be placed on the number line?
(look at the guide numbers)
 How will you use the guiding numbers marked on your number line to help? (answers
may vary)
 Which number is placed first/left on the number line? (the smaller or least number)
 Why? (answers may vary)
 Which number is placed last/right of the number line? (the bigger or greater number)
 Why? (answers may vary)
 Use the words greater than, and less than to describe your numbers.
5. Have groups exchange numbers and place the new set of numbers on the number line,
use comparative language to discuss numbers and make comparisons.
[15]
1st Grade
Unit 4, Foundation of Numbers up to 20
What’s the teacher doing?
What are the students doing?
Discuss activity from previous day
Discussing activity from previous day
Facilitate a comparison of number lines
constructed by students
Comparing number lines previously
constructed
Divide class into small groups and give them 3
numbers to place on the number line
Placing numbers on number lines and using
comparative language to discuss placement
of numbers
Facilitate a discussion of why students placed the
numbers at those points on the number line.
Exchanging numbers with other groups to
practice comparison of numbers
Discuss numbers with students using the terms
“less than”, “greater than”.
Help student groups exchange numbers to
compare another set of numbers.
Phase Four: Elaborate on the Concept
Day 8 Activity:
Materials Needed:
Number Lines (created previously)
1. Discuss with students about making a number line to 100.
 How could we use the number lines already created to make a number line to 100?
(put together 5 number lines)
 How long would our number line be if we put all our number line together? (20 X
the number of student pairs)
2. Students can line up number line in the hallway or other large space to see the length of
their combined number lines.
 How would this change the numbers we can now compare?
*See Game, “Number Line Squeeze” for additional practice on number lines.
What’s the teacher doing?
What are the students doing?
Facilitate a discussion about making a number line
to 100
Discuss making a number line to 100
Help students line up number lines in hallway or
other large space to see the length of their
[16]
Line up number lines in hall to see the
length of their combined number lines
Unit 4, Foundation of Numbers up to 20
combined number lines and discuss
1st Grade
Phase Five: Explore the Concept
Day 9 Activity:
Mystery Bad of Numbers (RS8)
Numbers to 20 (RS9)
My Number Sheet (RS10)
1. Tell the students today they will practice what they’ve learned about numbers, including
place value, comparing numbers, and drawing pictorial models of numbers. Possible
questions:
 How can we represent numbers with pictorial models? (tens, and ones)
 What language/words do we use to compare numbers? (less than, greater than)
 How do we represent the place value of a number? (use tens and ones)
2. Pass around the “Mystery Bag of Numbers” and have each student choose a number.
3. Pass out the number recording sheet titled “Numbers to 20” and have student write their
number in the My Number space.
4. Pass out the apple sheet. Instruct students cut out the appropriate number of apples that
match their number and glue them on the apple tree.
5. Distribute the Less/Greater sheet to students. Using the same number from above,
students will identify 3 numbers that are less than their number and 3 numbers that are
greater than their number. Write them in the space provided and draw a pictorial model of
each number.
6. Teacher will circulate to monitor progress of students and check for any misconceptions.
What’s the teacher doing?
What are the students doing?
Distributing necessary papers.
Drawing numbers from “Mystery Bag of
Numbers”
Giving verbal instructions
Recording number on “Numbers to 20”
sheet
Ask guiding questions
Circulate and give assistance as needed
Gluing apples to tree to represent number
drawn
[17]
Unit 4, Foundation of Numbers up to 20
1st Grade
Identify numbers greater than and less than
the number drawn, draw a pictorial model of
each number
Phase Five: Evaluate Students’ Understanding of the Concept
Day 10 Activity:
Performance Assessment
Materials Needed:
Concrete Models to represent Red, Blue and Green Marbles
Paper to record pictorial models
Resources for student to use to create concrete models
Provide a variety of concrete tools based on place value. Orally present the following real-world
situations and tasks:
Jack collects red, blue, and green marbles.
1) Jack has 14 red marbles.
 Create a concrete model to represent Jack’s red marbles. Represent the
model using expanded form.
 Draw a pictorial model to show a different way to represent Jack’s red
marbles. Represent the model using expanded form.
 Orally describe each model as so many tens and so many ones. Explain
how the models can look different but represent the same number.
2) Jack counted his blue marbles and represented the quantity as 10 + 8.
 Create a concrete model to represent Jack’s blue marbles. Represent the
model using standard form.
 Draw a pictorial model to show a different way to represent Jack’s blue
marbles. Represent the model using expanded form and standard form.
 Orally describe each model as so many tens and so many ones. Explain
how the models can look different but represent the same number.
3) Compare the number of red marbles to the number of blue marbles in Jack’s collection.
 Use comparison symbols to represent the number of red and blue marbles
two different ways.
4) Jack counted his green marbles and found he had more green marbles than red marbles, but
less green marbles than blue marbles.
 Determine a number that could be the number of Jack’s green marbles.
Record the number in standard and expanded forms.
[18]
Unit 4, Foundation of Numbers up to 20 1st Grade

5) Order the number of red marbles, blue marbles, and green marbles that could be in Jack’s
collection.
 Create an open number line to represent the red, blue, and green marbles.
 Justify how the order of the marbles was determined.
Standard(s): 1.1A , 1.1C , 1.1D , 1.1E , 1.1F , 1.1G , 1.2B , 1.2C , 1.2D , 1.2E , 1.2F , 1.2G
ELPS.c.1C , ELPS.c.1E , ELPS.c.2E , ELPS.c.2I, ELPS.c.3B , ELPS.c.3D , ELPS.c.3H
What’s the teacher doing?
What are the students doing?
Provide a variety of concrete tools based on place
value
Create, draw and orally describe real-world
situations 1 & 2
Orally present real-world situations and tasks
Compare numbers
Determine a number that could represent
the number of green marbles
Create an open number line to represent
the red, blue and green marbles
Justify order of the number of red, blue,
and green marbles
[19]
Unit 4, Foundation of Numbers up to 20 1st Grade
Number Line Squeeze
Skill: Practice identifying numbers from 0-20 from clues.
Object: To identify a mystery number in as few clues as possible.
Materials: Number Line
Two Popsicle sticks to cover the numbers
Players: 2-4 players
Directions:





Player one chooses a number as the mystery number, for example, 5, and
says “I am thinking of a number between 1 and 9. What’s my number?”
The other student(s) act as bracket holders and covers the numbers 1 and 9.
The same student (or other student if there are more than 2 players) guesses
a number; 7. Player one says “No, my number is less than 7, or 7 is greater
than my number. The right bracket is then moved to cover the 7.
Another player guesses 4. The leader says that the mystery number is greater
then 4. The left bracket is then moved to 4.
Players continue to guess. Eventually, the mystery number will be “squeezed”
between the two brackets. The player who guesses the mystery number
becomes the next leader.
“First Grade Math Games” Retrieved September 7, 2014 from
http://www.oswego308.org/assets/5/elementary_tl/GamesFirstGrade.pdf
[20]
Unit 4, Foundation of Numbers up to 20
Resource Sheet 1
1st Grade
Name: ________________________________________________________________
Numbers Recording Sheet
My Set of 8 Counters
[21]
Unit 4, Foundation of Numbers up to 20 1st Grade
Resource Sheet 2
Name: ________________________________________________________________
Numbers Recording Sheet
My Set of 12 Counters
[22]
Unit 4, Foundation of Numbers up to 20
Resource Sheet 3
1st Grade
Name: ________________________________________________________________
Numbers Recording Sheet
My Set of 5 Counters
[23]
Unit 4, Foundation of Numbers up to 20
Resource Sheet 4
1st Grade
Name: ________________________________________________________________
Numbers Recording Sheet
My Set of 17 Counters
[24]
Unit 4, Foundation of Numbers up to 20
1st Grade
Number Cards
Resource Sheet 5

eight

five

[25]
Unit 4, Foundation of Numbers up to 20
1st Grade
Number Cards
Resource Sheet 6




twelve

[26]
Unit 4, Foundation of Numbers up to 20
1st Grade
Number Cards
Resource Sheet 7
seventeen



[27]
Unit 4, Foundation of Numbers up to 20
1st Grade
Mystery Bag of Numbers
Resource Sheet 8
Run on cardstock, and then cut apart to put in baggie for students to
draw 1 number from for Numbers to 20 activity.
7
12
15
13
11
9
16
13
8
18
6
15
11
12
13
9
10
12
14
14
7
8
6
9
10
[28]
Unit 4, Foundation of Numbers up to 20 1st Grade
Resource Sheet 9
Name: __________________________________________________________________
Numbers to 20
Directions: Draw a number from the teacher’s mystery bag. Write
that number in the My Number space. Then, cut out the appropriate
number of apples that match your number and glue them on the apple
tree.
My Number is _______.
[29]
Unit 4, Foundation of Numbers up to 20 1st Grade
Resource Sheet10
Name: _________________________________________________________________
Directions: Using the same number, identify 3 numbers that are less
than your number and 3 numbers that are greater than you number.
Write them in the space provided. Draw a pictorial model of each
number.
My Number
LESS
GREATER
[30]
Unit 4, Foundation of Numbers up to 20
1st Grade
Resource Sheet 11
cups
loose beans
________ cups
________ beans
[31]