The purpose of this activity is for students to use 10 ones and some more ones to compose numbers 11–19. Students may need to put together a 10-frame and some more dots multiple times and count each time until they’ve composed the given number.

Consider having students cut out the cards they create, as time permits. Students can use these cards in future lessons, in centers, or at home.

• “¿Qué número vas a formar? ¿Ese número es más de o menos de 10?” // “What number are you going to make? Is that number more or less than 10?” 
• “Si empezamos con un tablero de 10, ¿qué otra tarjeta necesitamos para formar el número _____?” // “If we start with a 10-frame, what other card do we need to make the number ___?”

• Invite previously identified students to share how they made 15.
• “¿Cuáles son las 2 partes que juntaron para formar 15?” // “What are the 2 parts that you put together to make 15?” (10 and 5.)
• “10 y 5 es 15. También podemos decir que  es 15” // “10 and 5 is 15. We can also say  is 15.”
• “Cuéntenle a su pareja las 2 partes que juntaron para formar cada número” // “Tell your partner the 2 parts you put together to make each number.”

The purpose of this activity is for students to compose a number using a full 10-frame and some more ones. Students may recount after adding each dot to see if they’ve reached the target number. With repeated experiences, students may know that 17 is 10 and 7 without counting. The purpose of the Activity Synthesis is to highlight counting on and the structure of numbers 11–19 as 10 ones and some more ones. Give students access to two-color counters so that they can add or take away counters until they are confident that they have represented the given number.

When students represent and count numbers from 11 to 19 as 10 ones and some more ones, they look for and express regularity in repeated reasoning (MP8).

If students count the 10 dots in the 10-frame each time, consider asking:

• “¿Cuántos puntos hay en el tablero de 10? ¿Como lo sabes?” // “How many dots are in the 10-frame? How do you know?” 
• “¿Cuántos puntos hay si dibujamos 1 más?” // “How many dots would there be if we drew 1 more?”

• Invite previously selected students who counted on to share.
• Display completed student work for the number 17.
• “¿Cuántos puntos hay en el tablero de 10?” // “How many dots are on the 10-frame?” (10)
• “¿Cuántos puntos dibujaron para formar 17?” // “How many dots did you draw to make 17?” (7)
• “10 puntos y 7 puntos es 17.  es 17” // “10 dots and 7 dots is 17.  is 17.”

• Display one of the gameboards and the number 18.
• “¿Qué podemos cubrir en este tablero de juego? ¿Cómo lo saben?” // “What can we cover up on this gameboard? How do you know?”