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Ten Bars and Unit Beads for Teen Numbers

Incorporating Montessori Elements

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Lesson plan developed by Aurora Tollestrup, BS Ed

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Activity:  

Ten Bars and Unit Beads for Teen Numbers

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Age Group:

• Kindergarten
• School-age

*Note: This lesson is designed to be used many times and can be a helpful tool for the children to use when working with composing and decomposing numbers.

Ten Bars and Unit Beads for Teen Numbers

Ten Bars and Unit Beads for Teen Numbers

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Objectives:  

Children will:

• be able to identify tens and ones place values.
• be able to compose numbers 11-19.
• be able to decompose numbers 11-19.

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Washington State K-12 Common Core Standard

K.NBT.1

• Work with Numbers 11-19 to gain foundation for place value.
  
• Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition  by a drawing or equation (e.g., 18=10+8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

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Materials: 

Ten Bars

• purchased Ten Bars
• homemade Ten Bars: 
  • pipe cleaners
  • same-colored beads

• unit beads (loose beads)
• number cards
• shallow tray or basket
• small bowl
• one sheet of felt

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Procedure: 

To create the Ten Beads:

• String ten beads on a short length of pipe cleaner and bend the ends so the beads will not fall off.
  
• Do this repeatedly until you have as many ten bars as needed.
  
• These will each represent 10, similar to base ten number bars.

For the lesson:

• Give a brief demonstration of the materials and lesson plan.
  
• Children will use the Ten Bars and Unit Beads to compose and decompose teen numbers based upon the cards they draw.
  
• Children should understand the purpose of the lesson which is to practice composing and decomposing teens and to learn place value.
  
• Place the materials in a shallow tray on a low shelf for the children to use when doing independent work.
  
• Children should prompt teachers when they are ready for assessment.

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Assessment: 

• Assess the children’s ability to demonstrate place value, composing, and decomposing teen numbers.
• Record the children’s work and correct and give guidance when necessary.

Extension:

• When the children are able to easily compose and decompose teen numbers, switch out the teen number cards for those in the 20s, 30s, etc.

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The Montessori Teacher

The role of the teacher in a Montessori classroom is less of a teacher and more of a guiding hand, facilitating learning. The teacher plans and creates the program and all of its components, as well as thoughtfully interacting with the children to ensure that learning is progressing at the desired pace. The teacher is not the central component to the classroom, as is the case in most traditional classrooms. Instead, he or she is observing and working with small groups of students throughout the day.

When observing a Montessori classroom, you may see the teacher helping a struggling student, teaching a new concept, or simply making themselves available for students should they need the help.

Another interesting thing about the Montessori environment is that often children become mentors for other children in the program. Sometimes older children will teach and direct younger children with a new concept or idea. This gives children the opportunity to become teachers, both strengthening their skills and supporting their self-esteem.

Due to the range in ages in a traditional Montessori classroom, higher level students often are given teacher-like tasks and jobs in order to support their self-esteem and independence. Often they have a higher level of responsibility and are respected by their teacher in a way that sometimes differs from traditional classrooms.

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Some suggestions for a Montessori teacher role:

• Give students specific tasks to complete daily with little to no assistance (when possible). These tasks should be appropriate and worthwhile.
• Allow higher level students to become teachers by leading small groups, giving presentations, or mentoring other students.
• Give students the opportunity to teach their peers. Whether they are participating in a simple show and tell time, or are teaching a friend about a new concept that they have mastered.
• Make yourself available to students who need help.
• Give ample time for collaborative processes.

 

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