Kindergarten Mathematics | Chapter 6: Teen Numbers, Place Value and Patterns
Parent and teacher guide with separate answers. Model one item from the student lesson and allow independent work. Record individual results privately, never on a public page.
Day 1: Build Teen Numbers
Instructional approach
A teen number from 11 through 19 is made with one group of ten and extra ones. Put ten counters into a ten-frame and place four more beside it. You have fourteen counters. Write 14 = 10 + 4. The numeral 1 in 14 means one ten, not one object. The numeral 4 means four ones.
Worked demonstration
Build 16: fill one ten-frame and add six counters. Count 10, 11, 12, 13, 14, 15, 16. Write 16 = 10 + 6.
Answers and scoring
- 1. Write 13 as 10 + __. Answer: 3
- 2. How many ones are in 18? Answer: 8
- 3. Which numeral means one ten and five ones? Answer: 15
- 4. Count: 10, 11, 12, __, 14. Answer: 13
- 5. Draw one group of ten and three loose ones. Answer: A ten group plus three ones
- 6. Explain why 17 is not seven counters. Answer: 17 has one ten and seven ones
Award one point per core question. Accept a reasonable equivalent oral response or labeled picture, and reteach missed concepts before reassessing.
Day 2: Count Forward and Backward Within 20
Instructional approach
To count forward, say the next number in order. To count backward, say the number just before. Use a number line from 0 to 20. Starting at 14 and moving forward three spaces lands on 17. Starting at 19 and moving backward four spaces lands on 15. Touch each number as you say it.
Worked demonstration
Count back from 16 by three steps: 15, 14, 13. Stop at 13. A step is a move to the next mark, not a count of the starting mark.
Answers and scoring
- 1. Which number comes after 16? Answer: 17
- 2. Which comes before 20? Answer: 19
- 3. Complete 12, 13, __, 15. Answer: 14
- 4. Complete 18, 17, __, 15. Answer: 16
- 5. Start at 11 and count forward four steps. Where do you land? Answer: 15
- 6. Explain how a number line helps when counting back. Answer: It shows each number and one-space moves
Award one point per core question. Accept a reasonable equivalent oral response or labeled picture, and reteach missed concepts before reassessing.
Day 3: Compare Teen Numbers
Instructional approach
To compare two numbers, build or draw each quantity. Both 13 and 17 have one ten, so compare the extra ones: three and seven. Seventeen is greater than thirteen. Use the words greater, less and equal in full sentences. Never judge only by which numeral looks bigger on paper.
Worked demonstration
Compare 15 and 12. Both contain ten. Five ones are more than two ones, so 15 is greater than 12.
Answers and scoring
- 1. Which is greater, 14 or 19? Answer: 19
- 2. Which is less, 12 or 16? Answer: 12
- 3. Is 18 equal to 18? Answer: yes
- 4. Complete: 11 is __ than 13. Answer: less
- 5. Circle the larger number: 17 or 15. Answer: 17
- 6. Explain why 19 is greater than 14 using tens and ones. Answer: Both have one ten; nine ones are greater than four
Award one point per core question. Accept a reasonable equivalent oral response or labeled picture, and reteach missed concepts before reassessing.
Day 4: Repeat and Grow Patterns
Instructional approach
A repeating pattern follows a group that begins again, such as circle, square, circle, square. A growing number sequence follows a rule that changes the amount, such as 2, 4, 6, 8. Explain the rule before filling in a missing item. Patterns can use colors, movements, shapes or numbers.
Worked demonstration
Pattern: clap, stomp, clap, stomp. Its repeated unit is clap then stomp, so the next action is clap.
Answers and scoring
- 1. Continue: red, blue, red, blue, __. Answer: red
- 2. Continue: triangle, circle, triangle, __. Answer: circle
- 3. Complete: 2, 4, 6, __. Answer: 8
- 4. Complete: 5, 6, 7, __. Answer: 8
- 5. State the rule for star, star, moon, star, star, moon. Answer: two stars, one moon
- 6. Invent one repeating pattern with two objects. Answer: Any consistent, explained two-object repeat
Award one point per core question. Accept a reasonable equivalent oral response or labeled picture, and reteach missed concepts before reassessing.
Day 5: Chapter Review: Represent and Explain
Instructional approach
Use a ten-frame, counters or number line to show what you know. Start with a group of ten, count extra ones, and compare numbers by the quantities they represent. Read each question carefully. A correct explanation is more useful than a guess.
Worked demonstration
For 10 + 9, fill one ten-frame and add nine counters, then write 19. Check by counting all counters once.
Answers and scoring
- 1. Write 16 as 10 + __. Answer: 6
- 2. Which number comes before 15? Answer: 14
- 3. Which is greater, 13 or 18? Answer: 18
- 4. Complete: 19, 18, __, 16. Answer: 17
- 5. Continue: clap, tap, clap, __. Answer: tap
- 6. Draw a group of ten and five ones. What number is it? Answer: 15
Award one point per core question. Accept a reasonable equivalent oral response or labeled picture, and reteach missed concepts before reassessing.
Chapter review and progression
Five days, 30 core questions. Review missed skills privately and decide whether a learner is ready to move to the next chapter.