CREATING TEEN NUMBERS
Overview
At a Glance
In this two-player activity one student chooses a number and removes that many
cubes from a set of 20. The other player determines how many remain by
separating the pile into ten cubes plus some more and representing that number
on layered numeral cards, showing that teen numbers are 10 + some ones.
Grade Level
Kindergarten
Task Format


Partner activity (2 students); modeled whole class
This task is split into two parts, which increase in level of difficulty. Each part
can be treated as its own subtask and played over a series of 3–5 days.
Materials Needed
Part 1
For each pair of students
Part 1:
 20 cubes
 1 set of layered cards—1 set of digit cards (1 to 9) and a “10” card (templates
provided)
Part 2:
 1 set of layered cards (same as used in Part 1)
 base-10 blocks (1 ten and 10 ones)
 connecting cubes (optional in place of base-10 blocks)
 2 Student Recording Sheets A or B (1 per student)
 2 pencils (1 per student)
Extension or Elaboration:
 Student Extension Sheet C – Blank Template (1 per student); layered cards
20–90 (template provided); additional base-10 blocks (9 tens and 10 ones)
For the teacher
 Observation Checklist (template provided)
Prerequisite
Concepts/Skills





Counting with one-to-one correspondence
Cardinality
Subitizing numbers 1–5
Recognizing and naming written numerals 0–10
Some experience with recognizing and naming teen numbers 11–20
Content Standards Addressed in This Task
K.NBT.A.1
Gain understanding of place value.
a. Understand that the numbers 11–19 are composed of ten ones and
one, two, three, four, five, six, seven, eight, or nine ones.
b. Compose and decompose numbers 11 to 19 using place value
(e.g., by using objects or drawings).
c. Record each composition or decomposition using a drawing or
equation (e.g., 18 is one ten and eight ones, 18 = 1 ten + 8 ones, 18
= 10 + 8).
K.CC.B.5
Count to answer "How many?" questions.
a. Count objects up to 20, arranged in a line, a rectangular array, or a
circle.
b. Count objects up to 10 in a scattered configuration.
c. When given a number from 1-20, count out that many objects.
Extension and Elaborations
1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of
tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones—called a “ten.”
b. The numbers 11 to 19 are composed of a ten and one, two, three, four, five,
six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four,
five, six, seven, eight, or nine tens (and 0 ones).
Standards for Mathematical Practice Embedded in This Task
MP2
Reason abstractly and quantitatively.
MP7
Look for and make use of structure.
GET READY: Familiarize Yourself with the Mathematics
This task assesses students’ understanding of composing and decomposing teen numbers 11 through 19
into tens and one, two, three, four, five, six, seven, eight, or nine ones, and their ability to express their
findings mathematically. There are two levels to this task:
Part 1: Students organize a collection of objects into one group of ten and one, two, three, four, five, six,
seven, eight, or nine ones and describe their collection by layering two cards, one 10 card and one onesdigit card.
Part 2: Students choose a teen number, construct that number using base-10 blocks, and write an
equation to match. Part 2 provides less scaffolding and is more challenging for students.
Each part is its own subtask. Therefore, you may choose to begin all students on Part 1 and, depending
upon your observations, move some students to Part 2, or you may return to implement Part 2 at a later
date with your whole class, entirely at your discretion.
To fully understand how teen numbers are built from one ten and some additional ones, students must
know how quantities, count-words, and written numerals interrelate (NCTM, 2010).
Two digit numerals strictly follow a tens/ones structure: 37, 47, 57, and so on. They show the number of
tens in the left-hand digit and the number of remaining ones in the right-hand digit. Our language is less
consistent. We hear sixty-four, seventy-four, eighty-four naming the respective six, seven, and eight tens
(even if we don’t know that “ty” means ten), and we can imagine we hear that in twenty-four and thirtyfour as well (though “twen” is not “two” and “thir” is not “three”). The spoken words help students
write the numerals. Sixty-four is written as six, four: 64. But in English, the teens are irregular. Eleven
and twelve don’t sound at all like ten-one and ten-two, and even after we begin hearing the ones in
sixteen, seventeen, eighteen, we hear those ones first, before the teen (which also means ten but
doesn’t quite sound like ten). This is not how we write the numbers. For example, we say “eight” first in
“eighteen,” yet write 8 second (1 ten and 8 ones). Therefore, to understand teen numbers and how to
write them, English-speaking students cannot depend on language and require “help with visual
cardinalities that show the ten inside teen numbers” by arranging quantities into one group of ten and
some ones (NCTM, 2010, p. 19). To make sense of this they must already understand that rearranging
doesn’t change the total.
Seventeen objects grouped as 1 ten and 7 ones, written 17, representing 10 + 7
This requires additional experience for kindergarten students.
It is also useful for students to see the two groups of five within a ten, especially for 16–20 (NCTM,
2010). Young students gain experience in decomposing 10 into two groups of 5. For example, 17 can be
thought of as 17 = 10 + 5 + 2 or even 17 = 5 + 5 + 5 + 2. You can see the hands in the figure below, which
show these 5-groups.
5
5
5
2
Although this is not explicitly written into standard K.NBT.A.1, students who are ready make the
connection and gain extensive experience with seeing various decompositions.
Many students face difficulty in developing a meaningful understanding of the concepts related to place
value. Consider how young students start out counting quantities. They learn to count one and only one
item and continue to count one more and one more (and so on) to determine the final quantity.
However, now students must shift to think of a group of ten as both one ten-unit (1 ten) and as a
collection of 10 ones (Richardson, 2012; NCTM, 2010). And students must be able to shift fluidly
between these ways of thinking. When students see one ten-unit and understand that it means 10 ones,
using the numeral 1 in the tens place position to represent 10 gains meaning.
During Part 2 of the task, students represent their decompositions first by writing a statement in terms
of ones and tens, and then by writing an equation. Students vary in their choices and readiness. They
also vary in their understanding of the symbols + and =. The Student Recording Sheet prompts students
to write the statement and then the equations using two forms:
___ tens and ___ ones
This helps build a correct and flexible understanding of the meaning of the equals sign: not “here comes
the answer” but “these two amounts are equal.” But, when they are read left to right, these different
forms also suggest different meanings. For example, for the number 18, the first form shows 10 and 8
coming together to become 18 whereas the second form shows 18 coming apart to show 10 and 8
(NCTM, 2009). Students are likely more familiar with the first form, but it is important for students to
encounter and solve both. This is valuable information to note for a specific student, and also allows the
second student in the pair to justify the reasonableness of the first student’s idea.
While the task starts with Part 1, use your own understanding of your students’ knowledge and skills to
decide when to move to Part 2. Students who are ready for Part 2 demonstrate an understanding of
creating 1 ten (from 10 ones) and are developing their understanding of ten as a unit. You may choose
to start some students on Part 1 while others work on Part 2. For students who are proficient in
composing and decomposing teen numbers, you may want to extend the task. More specific
information can be found in the Extensions and Elaborations section on page 7.
Standards for Mathematical Practice
Students build their mathematical habits of mind around two Standards for Mathematical Practice
during this task: MP2: Reason abstractly and quantitatively and MP7: Look for and make use of
structure. Students reason abstractly and quantitatively (MP2) when they move from concrete objects
or pictures to symbolic notation. In this task, students represent teen numbers using cubes by organizing
each number into 1 ten and some additional ones. Students begin by matching this model to the
appropriate numeral (layered card) and progress to writing a numerical equation. For example, students
organize 16 into 1 ten + 6 ones and then write the equation 16 = 10 + 6. In doing so, they gain
experience in reasoning abstractly and quantitatively.
Students look for and make use of structure (MP7) when they observe and apply the tens/ones
structure of our place-value system. Students learn that a teen number can be composed and
decomposed into one group of ten and some extra ones. This idea is extended into grade 1 when
students apply this concept to larger two-digit numbers (20–99) and see that the tens place (on the left)
tells the number of tens and the ones place (on the right) tells the number of ones in a given number.
For More Information
National Council of Teachers of Mathematics (NCTM). (2009). Focus in grade 1: Teaching with curriculum
focal points. Reston, VA: Author.
National Council of Teachers of Mathematics (NCTM). (2010). Focus in kindergarten: Teaching with
curriculum focal points. Reston, VA: Author.
Richardson, K. (2012). How children learn number concepts: A guide to the critical learning phases.
Bellingham, WA: Math Perspectives Teacher Development Center.
GET SET: Prepare to Introduce the Task
1. Gather the materials listed on page 1.
2. For the layered cards, cut out 1 set of digit cards (1 to 9) and the “10” card for each pair of students
(templates provided). The 20–90 cards may be cut out and set aside in the event that the pair of
students requires an additional extension. A complete set of layered cards for each pair of students
for Parts 1 and 2 includes 1 set of digit cards (1 to 9) and a “10” card.
3. Pair students ahead of time as partners. You may choose to switch students’ partners for Part 1 and
Part 2 of the task.
4. Model the game to the whole class to start. To begin, invite two students to sit together. They will
need a writing surface, such as a table or clipboard. Once the game has been modeled, the whole
class can play simultaneously in pairs. Observe pairs as you feel it is most useful; the GO section
“Observations of Students” column may help.
Introducing the Task
Introduce Part 1 (Organizing a Collection into Ten and Some Ones) to students. Explain that their goal is
to organize a collection of cubes into 1 ten and some ones and match that with a layered card. To
maintain curiosity and attention, this task is set up like a game. Below is one idea for explaining the
game. Throughout this document, when specific language is suggested, it is shown in italics.
1. To both players: I’ve placed 20 cubes here, between you. (Optionally, let them count to check.)
2. To Player 1: Choose a number from 1 to 9 in your mind and tell us your number.
3. Still to Player 1: Now, count that number of cubes from your pile and take them to your side of the
table.
4. To Player 2: Your job is to organize the remaining cubes into a set of ten and some leftover ones, and
then figure out how many there are. Tell us how many.
Wait for Player 2 to organize the cubes and say how many there are.
5. Still to Player 2: Explain to your partner how you organized the cubes. And to Player 1: Explain to
your partner whether you agree or disagree and why.
6. To Player 1: Now use your cards (point to the layered cards) to show how that number is written.
7. Ask both players to talk with each other to decide whether the layered card number is correct. Then
help both players understand and explain that the number that they made is equal to “ten and ____
ones.” For example, if they made 13, they should say “thirteen is 10 and 3 ones.”
8. Gather the 20 blocks together again, checking to make sure there are still 20, and have players
switch roles and play again until each has had four turns making teen numbers.
Based on students’ performance, you may want to continue to play the Part 1 game for a few rounds (or
days or weeks) or switch to Part 2 (Matching a Decomposition of a Teen Number with an Equation). Your
decision on how to proceed will be based entirely in how your students respond. For example, if
students correctly and consistently organize a collection into 1 ten and some ones and match the
modeled number with layered cards on Day 1, start Day 2 by introducing them to Part 2. Alternatively, if
you observe students needing more practice in organizing a collection into 1 ten and some ones, you
may choose to continue to play Part 1 using cubes. When you switch to Part 2, explain the changes:
9. Let’s change how we play. Last time you took a bunch of cubes and organized it into 1 ten and some
ones. Now you will create a number from 11 to 19, build that number using base-10 blocks, and
write an equation to match.
10. To Player 1: Choose a ten card and a digit card from the pile. What numbers did you choose? What
teen number can you create from those numbers? Explain how you know.
11. To Player 2: Use the base-10 blocks to model the number ____ (player 1’s number). How many tens
will you need? How many ones?
12. To both players: Write an equation in these two ways (point to the two forms) to match the number
that you just made.
Preparing to Gather Observation Data and Determine Next Steps in Instruction
As students engage in the task, the notes in the next section will help you identify students’ current
strengths and possible next steps for instruction. As you observe, use whichever form of the
Observation Checklist that best helps you record your observations of students and other relevant
evidence as you see it: Individual, Partner, or Class. These varied forms, available at the end of this
document and in a separate MS Excel file, are intended to give you a choice about how to collect notes
on your students and determine possible next steps for instruction.
Addressing Student Misconceptions/Errors
 According to Richardson (2012), the major underlying concept that influences how students learn
about tens and ones is the understanding that “ten can be counted as one unit,” and there are three
ways students’ misconceptions appear:
 Students do not organize into tens.
 Students count the ones within a ten to verify the quantity. In doing so, students may make
counting errors and also do not just “know” that the quantity is ten.
 Students represent 10 with one object. In this case, students may count 1 one as being the same
as 1 ten (p. 85).
 And some students view a teen number (e.g., 15) as “one and five” and, therefore, count 6 ones to
represent 15.
Extensions and Elaborations
Student Extension Sheet C: Blank Template. One variation to extend Part 2 is to include ten-cards 20 to
90, which builds toward standard 1.NBT.2 (a, b, and c). Students now play with two piles of cards: one
pile containing 10 – 90 and another with cards 1 - 9. In this version, students build a two-digit number 11
to 99 with layered cards, represent the number with base-10 blocks, and write an equation to match the
number. When recording, students may use Student Extension Sheet C – Blank Template to write their
equations. Although this extension goes beyond the kindergarten level, it will allow for insight into
whether or not your students are able to apply and generalize their understanding of the place-value
concepts to numbers ≤ 99.
© Parcc Inc. 2016
GO: Carry Out the Task
Part 1: Organizing a Collection into Ten and Some Ones
Task Steps
Keep in Mind
1. To both players: I’ve placed 20 cubes here,
between you. (Optionally, let them count
to check.)
Have students play this game in short bursts
of time to maintain a high level of
engagement and focus. Therefore, you may
choose to have players compose four
numbers (if time allows), but it is
recommended that students play no longer
than 10–15 minutes per day.
2. Player 1 begins with a pile of 20 cubes.

SAY to PLAYER 1:
Choose a number from 1 to 9 in your mind.
You may choose to allow Player 1 to hold
this number in his or her mind without
sharing it aloud, or may request the player
to share it. This will depend on whether
you believe it will benefit the student to
share the number aloud, so you are certain
of the number of cubes that will be
removed in Step 3. This will also allow
Player 2 to check Player 1’s work. If you
choose to have Player 1 share,

Do students correctly count the number of
cubes to be removed?
If so, do students count…
 with one-to-one correspondence
starting at 1?
 with one-to-one correspondence
starting at another number?
SAY to PLAYER 1:
What number did you choose?
3. Still to Player 1: Now, count that number of
cubes from your pile and take them to your
8
Observations of Students
Student makes errors in counting with
one-to-one correspondence when
counting the number of cubes to remove.
B. Student accurately counts and removes
the selected number of cubes one by one,
demonstrating one-to-one
correspondence.
C. Student accurately counts and removes
the selected number of cubes by counting
by 2s or 5s—or another attempt at
organized counting.
A.
Task Steps
Keep in Mind
Observations of Students
side of the table. Have Player 1 pass the
remaining pile to Player 2.
4. To Player 2: Your job is to organize the
remaining cubes into a set of ten and some
leftover ones, and then figure out how
many there are. Tell us how many.
Wait for Player 2 to organize the cubes and
say how many there are.
5. Ask players to discuss.
SAY to PLAYER 2:
Explain how you organized the cubes.
How do students organize the collection of
cubes?
 Do students have a point of entry—or
immediately appeal for support (from peer
or teacher)?
 Do students know to organize the cubes
into 1 ten and some ones? At some point it
might be helpful to prompt students to put
the group of 10 on the left so it mimics the
written number (with the 1 on the left – in
the tens place).
 Do students arrange the cubes in some
other configuration (e.g., 16 organized as 8
+ 8, but not as 10 + 6)?
D.
How do students explain their thinking?
G.
PLAYER 2
•
Do students provide a complete
explanation?
Do students require the support of a
sentence starter?
SAY to PLAYER 1:
•
Explain to your partner whether you agree
or disagree and why.
PLAYER 1
•
Note: It may benefit some students to have
access to sentence starters like these:

“I organized my cubes by…”

“I agree because…”

“I disagree because”
•
Are students able to agree or disagree
correctly and provide a thorough
justification?
Do students require the support of a
sentence starter?
9
Student requires support in organizing the
collection into 1 ten and one, two, three,
four, five, six, seven, eight, or nine ones.
E. Student conceptually understands
organizing into 1 ten and one, two, three,
four, five, six, seven, eight, or nine ones,
but miscounts the number of cubes in the
ten-stick.
F. Student organizes the collection into 1 ten
and one, two, three, four, five, six, seven,
eight, or nine ones.
Student benefits from the support of a
sentence starter.
H. Student’s explanation is developing and is
evident by either an incomplete or
partially flawed explanation.
I. Student’s explanation is thorough and
complete.
Task Steps
Keep in Mind
6. To Player 1: Now use your cards (point to
the layered cards) to show how that
number is written. For example, if 19 is the
total, the corresponding cards would be:
9
10
1 0
10 + 9 = 19
10
9


9
1 09

Do students correctly build the teen
number with layered cards?
If not, what are their misconceptions?
 Not matching the ones digit to the
number of ones?
 An error in counting?
Are students able to read the number
created?
Observations of Students
J.
K.
L.
19 = 10 + 9
Ask player 1 to read the number created.
M.
N.
7. Ask both players to talk with each other
to decide whether the layered card
number is correct. Then help both players
understand and explain that the number
that they made is equal to “ten and ____
ones.” For example, if they made 13, they
should say “thirteen is 10 and 3 ones.”
Note: It may benefit students to have access
to the sentence starters:

“I used the layered cards by…”

“I agree because…”

“I disagree because”
How do students explain their thinking?
• Do students provide a complete
explanation?
• Do students require the support of a
sentence starter?
• Are students (Player 2) able to correctly
agree or disagree and provide a thorough
justification?
Repeat the same process with Player 1 and
Player 2 switching roles. Continue play until
players have had the chance to compose four
“teen” numbers or for no more than 10–15
minutes, whichever comes sooner.
10
Student misrepresents the ones digit with
the number of additional ones in the
collection.
Student correctly represents the ones digit
with the number of additional ones in the
collection.
Student understands how to overlay the
ones digit over the 10 to create a teen
number.
Student correctly reads the number
created.
Student incorrectly reads the number
created.
Note: These are observation points G through
I because it is a second chance to observe
them.
G. Student benefits from the support of a
sentence starter.
H. Student’s explanation is developing and is
evident by either an incomplete or
partially flawed explanation.
I. Student’s explanation is thorough and
complete.
Part 2: Matching a Decomposition of a Teen Number with an Equation
Task Steps
Keep in Mind
1. To prepare, place the ones cards facedown. Ask Player 1 to choose a card from
this set and combine it with the “10” card.
(If necessary, show how to overlay the
ones card over the zero of the ten card to
construct a two-digit number). Then ask
the student to read the selected number
aloud.
9
10
1 0
10
9
10 + 9 = 19


Do students understand how to overlay
the ones digit card to create a teen
number?
Is the student able to read the number
aloud? If not, how does he read the
number (e.g., reading 11 as ten-one or 15
as five-teen)?
Observations of Students
A.
B.
C.
D.
9
1 09
E.
Student correctly creates the number with
layered cards.
Student requires support (teacher or peer)
in creating the teen number, knowing that
the ones card overlays the 0 (in 10) and
belongs in the ones place.
Student requires support in reading the
number.
Student attempts to read the number
aloud, but makes a common error.
Student reads the number aloud correctly
and confidently.
19 = 10 + 9
SAY to PLAYER 1: What number did you
create? Explain how you know.
2. Next, ask Player 2 to construct the selected
number with base-10 blocks.

SAY to PLAYER 2:
Use these base-10 blocks to show the
number (say the number).
 How many tens will you need?
 How many ones?
As you work, explain your thinking.

How do students approach counting the
ten?
F.
 Do students see a ten-stick as ten
without having to count?
or
G.
 Do students require counting the
cubes?
H.
 If so, how do students count?
How do students count the additional
ones?
I.
 Do students count one by one? If so,
J.
11
Student counts a ten-stick by counting by
1s.
Student instantly knows how many tens
and ones are needed—without having to
count.
Student counts the additional ones with
one-to-one correspondence.
Student counts on from 10, already
knowing that there are 10 ones within 1
ten.
Student counts the additional ones by
another method of organized counting
Task Steps
Keep in Mind
does he count with one-to-one
correspondence starting at 1?

3. Once a model has been constructed, ask
both players to write two equations to
represent the number composed on
Student Recording Sheet A or B, depending
on student readiness.

 Do students count by 2s or 5s, or make
another attempt at organized
counting?
Do students accurately model the selected
teen number? If not, what are the
students’ errors?
 Counting error?
 Other misconception?
Recording Sheets A and B ask students to
write one statement and two equations:
___ tens and ___ ones
SAY to BOTH PLAYERS:
Write an equation to match the number
you have both created with base-10 blocks
and cards.
Can you write another equation using a
different form?
Note: For additional support, students
could be provided with additional equation
frames on which they can place the
number cards to build their equations.
Having students write the relationship first
as a statement using tens and ones
provides helpful scaffolding and built-in
conceptual understanding as they work to
write both forms of the equation.
Having two forms helps build a correct and
flexible understanding of the meaning of
the equals sign: not “here comes the
answer” but “these two amounts are
equal.” But, when these forms are read
left to right, they also suggest different
meanings. For example, for the number
18, the first form shows 10 and 8 coming
together to become 18 whereas the
12
Observations of Students
(e.g., 2s or 5s)
K. Student requires support (teacher or peer)
in modeling the teen number.
L. Student correctly and consistently models
the teen number.
Student requires support (teacher or peer)
to write the statement or equations.
N. Student correctly writes either the
statement, one equation, or the other, but
not all three. Note the form(s) where
students need additional support.
O. Student correctly writes the statement and
equations in both forms.
M.
Task Steps
Keep in Mind

second form shows 18 coming apart to
show 10 and 8. Students are likely more
familiar with the first form, but it is
important for them to see and solve both.
How do students write both forms of the
equation?
 Do students consistently include one
form but not the other? If so, which
form is written?
 Are students developing their
understanding of the meaning of the
equal sign, especially in the latter form?
Note: Number reversals are not considered
incorrect responses. However, if the tens and
ones digits are reversed, that is considered a
student misconception and should be noted.
4. Repeat the same process with Player 1 and
Player 2 switching roles. Continue play for
10–15 minutes or until players have had
the opportunity to compose 4 teen
numbers.
13
Observations of Students
OBSERVATION CHECKLIST
ASSESSING STUDENT UNDERSTANDING: ORGANIZING A COLLECTION INTO TEN AND ONES – PART 1
Use this page to record individual student observations. Use the letters to notate each event as you see it unfold. This record is intended to help you plan next
steps in your instruction for your students.
Student Name
Observation of Student
Possible Individual Student Observations
COUNTING
EXPLAINING REASONING AND BASE 10
A.
G. Student benefits from the support of a
sentence starter.
B.
C.
Student makes errors in counting
with one-to-one correspondence
when counting the number of cubes
to remove.
Student accurately counts and
removes the selected number of
cubes one by one, demonstrating
one-to-one correspondence.
Student accurately counts and
removes the selected number of
cubes by counting by 2s or 5s—or
another attempt at organized
counting.
BASE 10
D.
Student requires support in organizing
the collection into 1 ten and one, two,
three, four, five, six, seven, eight, or nine
ones.
E.
Student conceptually understands
organizing into 1 ten and one, two, three,
four, five, six, seven, eight, or nine ones,
but miscounts the number of cubes in
the ten-stick.
F.
Student organizes the collection into 1
ten and one, two, three, four, five, six,
seven, eight, or nine ones.
14
H. Student’s explanation is developing and is
evident by either an incomplete or
partially flawed explanation.
I.
Student’s explanation is thorough and
complete.
J.
Student misrepresents the ones digit with
the number of additional ones in the
collection.
K. Student correctly represents the ones
digit with the number of additional ones
in the collection.
L. Student understands how to overlay the
ones digit over the 10 to create a teen
number.
M. Student correctly reads the number
created.
N. Student incorrectly reads the number
created.
OBSERVATION CHECKLIST
ASSESSING STUDENT UNDERSTANDING: MATCHING A TEEN NUMBER WITH AN EQUATION – PART 2
Use this page to record individual student observations. Use the letters to notate each event as you see it unfold. This record is intended to help you plan next
steps in your instruction for your students.
Student Name
Observation of Student
Possible Individual Student Observations
FLUENCY
REPRESENTATION
A. Student correctly creates the number with
layered cards.
M. Student requires support (teacher or
peer) to write the equation.
B. Student requires support (teacher or peer)
in creating the teen number, knowing that
the ones card overlays over the 0 (in 10)
and belongs in the ones place.
N. Student correctly writes the equation in
one form, but not the other. Note the
form where students need additional
support.
C. Student requires support in reading the
number.
O. Student correctly writes the equation
using both forms.
D. Student attempts to read the number
aloud, but makes a common error.
Other Observations:
E. Student reads the number aloud correctly
and confidently.
BASE 10
F.
Student counts a ten-stick by counting by
1s.
G. Student instantly knows how many tens
and ones are needed—without having to
count.
H. Student counts the additional ones with
one-to-one correspondence.
I.
Student counts on from 10, already
knowing that there are 10 ones within 1
ten.
J.
Student counts the additional ones by
another method of organized counting
(e.g., 2s or 5s)
K.
Student requires support (teacher or
peer) in modeling the teen number.
L.
Student correctly and consistently
models the teen number.
15
Name
Teen Numbers: Student Recording Sheet A
Round #
Write one statement and two equations to show how you made your teen number.
_ tens and
1
10 +
ones
=
______ = _10_ + _____
_ tens and
2
ones
______ + ______ = ______
______ = ______ + _____
Name
Round #
Write one statement and two equations to show how you made your teen number.
_ tens and
ones
______ + ______ = ______
______ = ______ + _____
_ tens and
ones
______ + ______ = ______
______ = ______ + _____
Name
Teen Numbers: Student Recording Sheet B
Round #
Write two equations to show how you made your teen number.
+
=
=
+
+
=
=
+
+
=
=
+
=
+
=
+
Name
Teen Numbers: Student Extension Sheet C – Blank Template
Round #
Write two equations to show how you made your number.
+
=
=
+
+
=
=
+
+
=
=
+
=
+
=
+
Teen Numbers - Layered Cards
1
2
3
4
5
10
6
60
20
7
70
30
8
80
40
9
90
1 1 0 6 6 0
2 2 0 7 7 0
3 3 0 8 8 0
4 4 0 9 9 0
50
5 5 0
Note: 20 - 90 only for Extension activities. Keep blanks to replace lost cards.