Students learn to recognize, identify, and count objects in this unit. At the end of this lesson, students are going to:
- Identify the digits 11–20.
- Count to 20 using one-to-one correspondence.
- Recite numbers in order. 

- How does effective communication benefit from mathematics? 
- How do patterns and relationships connect in math? 
- How can identifying regularity or repetition help with problem-solving efficiency? 
- How do we represent, compare, quantify, and model numbers using mathematics? 
- What does it mean to analyze or estimate a numerical quantity? 
- What qualifies a tool or strategy as suitable for a particular task? 
- When is it appropriate to compute instead of estimate?

- Digit: A symbol used to make a number. 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 are the ten digits we use to write numbers. 
- Ones: The place first from the right in a number. In the number 15, the digit 5 is in the ones place. 
- Place Value: The value of the position of a digit in a number. In the number 13, the 1 is in the tens place and its value is 10. 
- Tens: The place second from the right in a number. In the number 15, the digit 1 is in the tens place.

- number cards (M-K-2-1_Number Cards 11-20)
- mini-whiteboards
- whiteboard markers
- dry-erase erasers
- tin cup
- 20 coins
- Three-in-a-Row game (M-K-2-1_Three-in-a-Row Game)
- Drop It game (M-K-2-1_Drop It Game)
- Treasure Hunt game (M-K-2-1_Treasure Hunt Game)

- During the coin-drop, buzz, and number-flash activities (M-K-2-1_Number Cards 11–20), watch the students and gauge their comprehension.
- During the Three-in-a-Row game (M-K-2-1_Three-in-a-Row Game), watch students and evaluate their mastery of writing and number identification.
- Watch the students play Drop It (M-K-2-1_Drop It Game) and assess their comprehension.
- During the Treasure Hunt game (M-K-2-1_Treasure Hunt Game), watch the students and evaluate their understanding of the number sequence.
- Assess students as they complete Extension activities.

Explicit instruction, modeling, scaffolding, and active engagement
W: Explain to the class that they will be counting, recognizing, and identifying numbers during this lesson. These are necessary for mathematicians to be able to add and subtract. We'll use worksheets and games to increase comprehension. 
H: The lesson's games and activities will pique students' interest and sustain their zeal. 
E: Through a variety of exercises and games, students will learn to count, recognize, and identify numbers. The introduction of games and activities will follow a phased release of responsibility that includes modeled, shared, guided, independent, and partner activities. 
R: Throughout the class, there will be questions that will prompt students to consider, review, edit, and reevaluate their understanding of mathematics. 
E: Assess students' mathematical comprehension of counting, recognizing, and identifying numbers by using the Formative Assessment ideas.
T: The lesson's Extension section includes activities for Small-Group, Routine, and Expansion. 
O: The learning process will progress from modeled to shared to guided, and finally to individual practice. 

Start the class by displaying the number cards 11 through 20 (M-K-2-1_Number Cards 11-20) in random order and asking the students to recite the numbers aloud as they go up. You could also choose to play the game Buzz to add more interest to this exercise. To start a game, hold up the number cards 11 through 20 in any order. You can also mix in a few cards that have the word "buzz" or an image of a bee. Students chorally pronounce each number as it is flashed on the card. On the other hand, students stand, spread their "wings," and yell "Buzz, buzz, buzz" if a "Buzz" card appears. After that, students settle in and prepare for the following card: Buzz aids in maintaining students' attention on the flashing cards.

Next, drop individual coins into a can until a loud noise is produced. It is important that students rely solely on the sound and not be able to witness you dropping the coins. On their whiteboards, they ought to draw one dot for each coin that drops. After you have dropped all of the coins, have the students count the dots and record the total amount on their whiteboards. To make checking easier, have students hold up their whiteboards. Repeat with the following: numbers:

14

19

12

17

And carry on as long as time allows.

Open the M-K-2-1_Three-in-a-Row Game file and start playing the game.

Extension:

Routine: Play either Treasure Hunt (M-K-2-1_Treasure Hunt Game) or Drop It (M-K-2-1_Drop It Game) with a partner.

Small Group: Arrange the numeral cards on a table for students who require more practice with identification and/or recognition of numerals. Point to the number you say, and ask the students to do the same. Ask the student to name the number after you point to it. Placing the numeral cards on the table is an additional technique to assist students with number recognition. Next, state a number, and students must swiftly swat the corresponding numeral card with a flyswatter.

Repeat the tin can/coin activity with a small group or individual students if you feel that they need more practice with one-to-one correspondence.

Students who need extra practice with number identification can play Three in a Row.

Expansion: For additional and/or customized practice, utilize the materials and/or exercises found in the links under Related Resources.