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Are You Ready for Chapter 6? Lesson 1: Numbers 11 and 12 Lesson 2: Numbers 13, 14, and 15 Lesson 3: Numbers 16 and 17 Lesson 4: Problem-Solving Strategy: Use a Graph Lesson 5: Numbers 18, 19, and 20 Lesson 6: Compare Numbers to 20 Lesson 7: Order Numbers to 20 Chapter 6 Review Introduce the Chapter Real World: Patterns Share with students that there will be times that they need to count more than 10. • Start counting the number of students in the classroom. Have the students count with you. • When you get to 10, stop and ask if that is everyone. • How many more students are in the class? Sample answer: eight • Tell students that this is one example of why they need to know numbers that come after 10. Key Vocabulary Introduce the key vocabulary in the chapter using the routine below. Define: The number 20 is made of two tens. Example: I have 20 cubes or two groups of ten. Ask: What other things could you have 20 of? Select a hyperlink to go to the corresponding slides. Chapter Menu

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**Introduction—Are You Ready 1**

Count the carrots. Write the number. Introduction—Are You Ready 1

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**Introduction—Are You Ready 2**

Count the ears of corn in each group. Write the number. Introduction—Are You Ready 2

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**Introduction—Are You Ready 3**

Write the missing number. Introduction—Are You Ready 3

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**Introduction—Are You Ready 4**

Write the missing number. Introduction—Are You Ready 4

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Introduction—End

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**eleven twelve Lesson 1—Get Ready 1 California Standards**

KNS1.2 Count, recognize, represent, name, and order a number of objects (up to 30). Supporting standard: KNS1.0 Introduce Activity Choice 2 • Hands-On Materials: 12 envelopes, basket, number cards 11 and 12 • Put 10 envelopes in a basket, having students count from one to 10 as each envelope is counted. • What number comes after 10? How do you know? 11; 11 is one more than 10. • Put an envelope in the basket. • Ask what 11 looks like. Show the 11 card. Have students write 11 in the air, then jump as they count to 11. • Repeat with 12. Have students write 12 in the air and then nod as they count to 12. Lesson 1—Get Ready 1

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**Count the bunnies. Count the horses. 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 6**

11 11 12 Count the bunnies. Count the horses. Lesson 1—Teach

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1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 6 7 8 9 10 11 11 12 12 is one more than 11. Lesson 1—Teach

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**Count the cookies. Write the number.**

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Lesson 1—End

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**thirteen fourteen fifteen Lesson 2—Get Ready 1 California Standards**

KNS1.2 Count, recognize, represent, name, and order a number of objects (up to 30). Supporting standard: KNS1.0 Introduce Activity Choice 2 • Hands-On Materials: counters, cups • Drop 12 counters into a cup one by one, having students count aloud. • How many counters will be in the cup if one more is added? 13 counters • Add another counter. • Take the counters out of the cup one by one, having students count aloud, clapping their hands as they count to 13. • Repeat with 14 counters, having students tap their feet as they count to 14. • Repeat with 15 counters, having students touch their toes as they count to 15. Lesson 2—Get Ready 1

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**Count the cups. Count the plates. 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 6 7 8**

11 12 13 14 11 12 13 Count the cups. Count the plates. Lesson 2—Teach

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1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 6 7 8 9 10 11 12 13 14 11 12 13 14 is one more than 13. Lesson 2—Teach

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1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 6 7 8 9 10 6 7 8 9 10 11 12 13 14 11 12 13 11 12 13 14 15 Count the bowls. Lesson 2—Teach

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1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 6 7 8 9 10 6 7 8 9 10 11 12 13 14 11 12 13 11 12 13 14 15 15 is one more than 14. Lesson 2—Teach

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**Count the pies. Write the number.**

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Lesson 2—End

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**sixteen seventeen Lesson 3—Get Ready 1 California Standards**

KNS1.2 Count, recognize, represent, name, and order a number of objects (up to 30). Supporting standard: KNS1.0 Introduce Activity Choice 2 • Hands-On Materials: drum; number word cards for 15, 16, 17; two ten-frames • Have three students each find five objects in the classroom and put their objects one at a time into two ten-frames counting aloud to 15 as each object is placed in a ten-frame. • Beat the drum 15 times, having students count each beat. Other students should pretend to beat the drum by slapping their thighs at the same time. • What number comes next? How do you know? 16; 16 is one more than 15. • Have a student beat the drum 16 times. Ask what 16 looks like. Show card 16. Have students write 16 in the air. • Have a student find one more object and place it in the ten-frame that is not full. • What number is one more than 16? 17 • Have a student beat the drum 17 times as the class counts. • Ask a student to find one more object and place it in the ten-frame that is not full. Have students count the 17 objects in the ten-frame. Lesson 3—Get Ready 1

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**Count the basketballs. Count the soccer balls. 17 is one more than 16.**

2 3 4 5 1 2 3 4 5 6 7 8 9 10 6 7 8 9 10 11 12 13 14 15 11 12 13 14 15 16 16 17 Count the basketballs. Count the soccer balls. 17 is one more than 16. Lesson 3—Teach

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**Count the footballs. Write the number.**

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Lesson 3—End

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**What animals do you see? rabbits, bats, lizards, kangaroo rats**

California Standards KMR2.0 Students solve problems in reasonable ways and justify their reasoning. KNS1.3 Know that the larger numbers describe sets with more objects in them than the smaller numbers have. Supporting standards: KNS1.0 and KNS1.2 Introduce Activity Choice 2 • Hands-On Materials: connecting cubes • Give each student a connecting cube. Group students by cube color. • Have each group make a train. • Draw a graph on the chalkboard with a column for each color. Label the columns by color. • Draw connected boxes down the length of each column. • Have volunteers from each group shade in boxes to show how many cubes their train has. Make sure students shade boxes in the correct column. • Have students count aloud the number of boxes shaded in each column, and tell which color has more, less, or equal. • Repeat by passing out other combinations of cube colors to show more, less, and equal again. What animals do you see? rabbits, bats, lizards, kangaroo rats Lesson 4—Teach

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13 15 11 14 How many of each animal do you see? Lesson 4—Teach

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**Circle the group of animals that has more than the others.**

Lesson 4—Teach

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**Put an X on the group of animals that has less than the others.**

Lesson 4—Teach

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**Color each row to show how many of each animal there are.**

Lesson 4—Check

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**Circle the groups that have the same number of objects.**

Lesson 4—Check

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Lesson 4—End

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**eighteen nineteen twenty Lesson 5—Get Ready 1 California Standards**

KNS1.2 Count, recognize, represent, name, and order a number of objects (up to 30). Supporting standard: KNS1.0 Introduce Activity Choice 2 • Hands-On Materials: picture of an 18-wheel truck, number card 18, 19, 20 • Show a picture of an 18-wheel truck and ask how it got its name. Count 18 wheels. • Ask what 18 looks like. Show card 18. Have students practice writing 18 in the air. • Tell students to move their hands in a circular motion, like a wheel. Model making a circle with hands as if rolling, having students join, counting one to 18. • Repeat with 19 and 20. Lesson 5—Get Ready 1

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**Count the apples. Count the oranges. 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 6**

11 12 13 14 15 11 12 13 14 15 16 17 18 16 17 18 19 Count the apples. Count the oranges. Lesson 5—Teach

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1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 6 7 8 9 10 11 12 13 14 15 11 12 13 14 15 16 17 18 16 17 18 19 19 is one more than 18. Lesson 5—Teach

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**Count the peaches. 20 is one more than 19. 1 2 3 4 5 1 2 3 4 5 1 2 3 4**

6 7 8 9 10 6 7 8 9 10 6 7 8 9 10 11 12 13 14 15 11 12 13 14 15 11 12 13 14 15 16 17 18 16 17 18 19 16 17 18 19 20 Count the peaches. 20 is one more than 19. Lesson 5—Teach

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**Count the binoculars. Write the number.**

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Lesson 5—End

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**Count the crackers on the first plate. **

California Standards KNS1.3 Know that the larger numbers describe sets with more objects in them than the smaller number have. Supporting standards: KNS1.0 and KNS1.2 Introduce Activity Choice 2 • Hands-On Materials: connecting cubes • Have students sit in a circle. Give each student five connecting cubes. Tell them they will have a train-building race, and that the winner of the round will build the train with the most cubes. • Give one cube to the student on your left and one cube to the student on your right so that two trains are being built. Each of those students adds a cube to the train and passes it to the next student. All students should add a cube to only one train. • How can we compare the number of cubes on the trains to decide which is more? Compare lengths and count to compare numbers. Use a summary statement, such as “12 is more than 11” or “13 is less than 14.” Count the crackers on the first plate. Count the crackers on the second plate. Lesson 6—Teach

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**Place an X on the number that describes the set with more objects.**

16 is more than 14. Place an X on the number that describes the set with more objects. Lesson 6—Teach

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more less 14 is less than 16. Lesson 6—Teach

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**Count the crackers on the third plate. **

more less Count the crackers on the third plate. Count the crackers on the fourth plate. Lesson 6—Teach

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**Place a box around the numbers that are equal.**

more less They are equal. Place a box around the numbers that are equal. Lesson 6—Teach

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**Count the objects. Write the numbers**

Count the objects. Write the numbers. Draw an X through the number that shows more. 15 12 Lesson 6—Check

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Lesson 6—End

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California Standards KNS1.2 Count, recognize, represent, name, and order a number of objects (up to 30). Introduce Activity Choice 2 • Hands-On Materials: number cards 0–20 • Distribute number cards zero to 20 in order, one per student. Have students line up in order and count out their numbers. • Tell them that they formed a number line, or a line with numbers on it in order. Explain that number lines help us count and know the order of numbers. • Do all number lines end with 20? No, the number at the end can be less than 20 or more than 20. 14 13 11 15 12 17 20 19 18 10 16 9 3 2 1 4 8 5 7 6 Count from zero to 20. Lesson 7—Teach

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**What number comes just after three?**

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**What number comes just before 12?**

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**14 Write the missing number. 14 8 9 10 11 12 13 15 16 17 18 19 20**

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Lesson 7—End

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Draw lines to match. 11 16 20 Chapter Review 1

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**Count the apples. Write the number.**

14 Chapter Review 2

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**Count the acorns. Write the number.**

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**Count the objects in each group. Write the numbers**

Count the objects in each group. Write the numbers. Circle the group that has more. 13 15 Chapter Review 4

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Chapter Review—End

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