Math · Number Sense

Count Me In! Numbers to 20

Building counting and number sense with hands-on math tools
SubjectMath
GradeKindergarten
Duration25 min
DateMon, Oct 6
TeacherMr. Okafor
1Learning Objectives
2Standards
K.CC.B.5 Count to answer “how many?” up to 20 objects in a line, array, or scattered arrangement.
K.CC.A.3 Write numerals 0–20 and represent a number of objects with a written numeral.
K.NBT.A.1 Compose and decompose numbers 11–19 into ten ones and some further ones.
3Materials
Double ten-frame mat & 20 counting bears per pair
Big floor number line, 0–20
Numeral cards 0–20 (one deck per table)
“How Many?” picture cards for the hook
Exit-ticket half-sheets & dot stickers
Counting song chart for transitions
4Lesson Arc · 25 Minutes
Hook We Do You Do Check Wrap
0:00–0:04
4 min
👀Warm-Up / Hook · How Many?
TeacherFlash a "How Many?" card with 14 dots for three seconds, hide it, and ask: "Was that more than ten? How could we be sure?" Reveal and count the dots together by pointing.
StudentsEstimate with a thumbs-up (more than 10) or thumbs-down, then count chorally as the teacher points to each dot.
0:04–0:11
7 min
🧾Direct Instruction · We Do
TeacherModel placing 13 bears on the double ten-frame, filling the top frame first. Think aloud: "I filled one whole ten, then I have three more — that's thirteen: a ten and three ones." Repeat with 17.
StudentsBuild the same number on their own mat, fill the top frame before the bottom, and whisper "a ten and ___ ones" to a partner.
0:11–0:19
8 min
🤝Guided & Independent Practice · You Do
TeacherHand each pair a numeral card. Circulate and prompt the strugglers: "Show me the ten first — now how many ones?" Snap a quick photo of two correct mats to celebrate.
StudentsTake turns drawing a numeral card (0–20), build that number on the ten-frame, and check each other by counting aloud one-to-one.
0:19–0:22
3 min
📝Quick Check · Exit Ticket
TeacherDistribute the half-sheet: a numeral "16" and an empty ten-frame. Read it aloud and remind students to fill the top ten first.
StudentsStick the correct number of dot stickers on the ten-frame to match the numeral, then bring it to the basket.
0:22–0:25
3 min
🎉Closure · Count & Cheer
TeacherLead a victory count to 20 on the floor number line, one hop per number. Ask: "What was the trickiest number to build today?"
StudentsHop and count to 20, then name one number that felt tricky and one that felt easy.
5Exit Ticket
1Here is the numeral 16. Put exactly 16 dot stickers on the ten-frame. Fill the top ten first.
2Circle the picture of the number that is one MORE than 16. (Choices show 15, 17, and 20.)
What mastery looks like: The child fills exactly 16 frames — a full ten on top and six ones below — and circles 17, showing they can read a numeral, build it, and find one more.
6Differentiation & Extensions

+Supports

  • Counting beyond 10: cap the work at numbers to 10 with a single ten-frame, and add the second frame only when the child is steady.
  • Multilingual learners: post number words 1–20 with their numerals and tap each as the class counts; allow counting aloud in the home language.
  • Fine-motor / focus: swap loose bears for a pre-gridded magnetic ten-frame so placement is automatic and counting stays the focus.

★Extensions

  • Ask ready students to build a number and then show “one more” and “one less” on a second mat.
  • Challenge: build 20 two different ways (two full tens; or a ten and ten ones) and explain why they are equal.
  • Introduce a teen-number “What's hiding?” game — cover part of a built number and guess how many are hidden.