The purpose of this activity is for students to use 10 ones and some more ones to compose numbers 11–19. As students determine how many dots they have when they put 2 cards together, some students may begin to count on from 10.

• Invite 2–3 groups of students to share how many dots are on each student’s card and how many dots there are altogether.
• “____ tiene 10 puntos en un tablero de 10. ______ tiene 3 puntos. 10 y 3 es 13” // “_____ has 10 dots on a 10-frame. _____ has 3 dots. 10 and 3 is 13.”

The purpose of this activity is for students to compose numbers 11–19 by adding to a full 10-frame. Starting with a full 10-frame highlights the structure of 10 ones and some more ones in numbers 11–19 and encourages students to count on from 10, which is highlighted in the Activity Synthesis (MP8).

Number Cards 0‒10 are provided as a blackline master. Students will continue to use these cards throughout the year. Consider copying the cards on cardstock or laminating them and keeping them organized in sets to be used repeatedly. In this lesson, only numbers 1‒9 should be provided to students.

• Invite previously identified students to share how they counted on to determine the total.
• “Cuándo contaron, empezaron en 11. ¿Por qué no empezaron en 1?” // “When you counted, you started at 11. Why didn’t you start at 1?” (I know that there are 10 in the 10-frame, so I don’t need to count those. I can start at 11 and count the extra dots.)

The purpose of this activity is for students to choose from activities that offer practice with addition and subtraction, writing numbers, and counting objects.

Students choose any previously introduced stage from these centers:

• Number Race
• Grab and Count 
• Find the Pair
• Tower Build

• “¿Cuáles herramientas matemáticas usaron hoy mientras trabajaban en los centros? ¿De qué forma les ayudaron las herramientas?” // “Which math tools did you use during centers today? How did the tool(s) help you?”