Teen Number Art

Overview

In this engaging 30-minute lesson, students will deepen their understanding of teen numbers (11–19) by creating artwork using natural materials collected outdoors. This hands-on activity combines numeracy with creativity, enabling students to visualise teen numbers, practise number formation, and consolidate place value concepts while connecting with their environment.

Grade Level

Kindergarten (Age 5-6) – aligned with CA Kindergarten Mathematics Framework

Unit Connection

Unit: Exploring Teen Numbers Outdoors
Lesson 3 of 5: Creating Teen Number Art

Standards Alignment

California Common Core State Standards (CCCSS) for Mathematics – Kindergarten

K.CC.1: Count to 100 by ones and tens.
K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20.
K.NBT.1: Compose and decompose numbers from 11 to 19 into ten ones and additional ones.
K.G.1: Describe objects in the environment using names of shapes and describe their relative positions.

CA Kindergarten Mathematics Framework Principles

Integrate learning with the natural world to make concepts relevant.
Use multiple representations (concrete, pictorial, symbolic) to build number sense.
Foster language development through mathematical talk and vocabulary.

Learning Objectives

By the end of the lesson, students will:

Use natural objects to represent a teen number concretely (grouping into ten and ones).
Accurately write the numeral of their chosen teen number (11–19).
Verbally describe the composition of the teen number using mathematical vocabulary (ten, ones).
Develop fine motor skills through hands-on art creation.

Materials Needed

Clipboards or firm writing surfaces for each student
Paper (one sheet per student) for number writing and sketching
Pencils or crayons/markers
Small natural items collected outdoors (leaves, sticks, pebbles, flowers, seeds) – pre-collected or gathered at lesson start
Small trays or containers to organise natural items (optional)
Number cards 11–19 for reference

Preparation

Arrange for a brief outdoor nature walk to collect natural objects before this lesson or have teacher prepare sets of natural items for each group.
Create a large anchor chart entitled: “Teen Numbers as Ten and More” showing one example teen number built with natural objects (e.g., 14 = 10 sticks in a group + 4 leaves arranged separately). Include the numeral formation for student reference.
Arrange classroom seating to allow for small group collaboration while maintaining individual work areas.

Lesson Procedure

1. Introduction (5 minutes)

Gather students on the floor or at their desks and show the anchor chart.
Review the teen numbers 11 to 19, focusing on how each teen number is made up of “a group of ten and some more ones.” Use specific examples with the visual of natural objects.
Model counting a group of 10 natural items aloud, then counting leftover ones to represent a teen number (e.g., 17 = 10 + 7).
Display the numeral 17 and demonstrate how to write it on the board or paper, verbalising the strokes as you write.

2. Guided Experience (10 minutes)

Distribute the paper and writing tools to students.
Provide each student with a collection of natural objects or access to pre-organised trays.
Assign or let students choose a specific teen number between 11 and 19.
Students create their teen number by grouping ten objects separately and arranging leftover ones on the paper or desk to visually represent the number.
Teacher circulates, prompts students with questions like:
- “How many objects do you have in your group of ten?”
- “How many single objects do you have left?”
- “Can you show me your number by pointing to the groups?”

3. Independent Task (10 minutes)

After building their teen numbers, students write the numeral on their paper next to their natural object artwork.
Encourage students to practise proper numeral formation – teacher or aides may demonstrate again individually.
Invite students to discuss or quietly verbalise which teen number they made and how many ones they added to ten.

4. Sharing and Reflection (5 minutes)

Invite 4–5 students to share their artwork and explain their teen number to the class.
Highlight the different ways the numbers can be represented.
Reinforce the vocabulary: “ten,” “ones,” “teen number,” and “numeral.”
Conclude by praising their creativity and mathematics understanding.

Differentiation Strategies

For Students Needing Support: Provide smaller teen numbers (11–14) and more concrete guidance in grouping objects. Use verbal prompts and visual modelling frequently.
For Advanced Students: Challenge them to represent two different teen numbers with natural materials and compare them or attempt to write the corresponding number word.
English Language Learners: Use visual aids and gestures; pair with a buddy to support vocabulary and sentence frames (e.g., “My number is ___ because I have ten and ___ ones.”).

Assessment

Observe students’ ability to correctly group ten and the ones in their artwork.
Check numeral writing for correct formation and numeral-to-object correspondence.
Listen to student explanations during sharing for use of mathematical language.
Use an informal checklist to note students needing extra practice or enrichment.

Extension Ideas

Create a classroom “Teen Number Art Gallery” by displaying students’ natural number art along with their written numerals.
Integrate a storybook or poem about numbers in nature in the following lesson to connect literacy and Maths.
Use digital cameras or tablets (if available) to photograph the natural teen number creations and create a slideshow or printed booklet.

Teacher Reflection Questions

Did students successfully understand the concept of “ten and some more”?
Which strategies helped students connect natural materials with numerical concepts?
How effectively did the mixture of art and maths support engagement?
What modifications might improve accessibility or deepen understanding?

This lesson combines tactile learning with creative expression and maths language development both critical in early childhood education in California, supporting the Common Core’s emphasis on conceptual understanding and application.

Teaching Instructions