Exploring Teen Numbers

Overview

This 60-minute lesson is designed for Reception children (age 4-5) to develop their understanding of teen numbers (11-19) by using part-whole models, a key foundational maths skill that supports early number sense and addition. The lesson aligns with the Early Years Foundation Stage (EYFS) Mathematical Development goals, specifically focusing on Number: numerical patterns and strategies for recognising and recording numbers.

Curriculum Links

• EYFS Statutory Framework (2021):
  • Mathematics: Numbers – children count reliably with numbers from one to 20, place them in order, and say which number is one more or one less than a given number.
  • Numerical Patterns – they explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
• Development Matters (2021) – Early Learning Goals for Number: Children count confidently, develop a deep understanding of numbers to 10, and begin to explore relationships between numbers (teen numbers being included here as an extension).

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Learning Objectives

By the end of the lesson, children will:

• Recognise teen numbers (11-19) as composed of ten and some ones.
• Use part-whole models to record these numbers clearly and understand their structure.
• Verbally explain the partitioning of teen numbers using physical resources.
• Begin to grasp the concept of place value informally through a hands-on approach.

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Resources

• Large laminated part-whole templates (one per pair of children)
• Sets of physical counters/dice/dots (counting materials like cubes, bead strings)
• Number cards for 11 to 19
• Whiteboards and pens for each child
• Visual chart/poster of teen numbers showing tens and ones
• Storybook or rhyme involving numbers 11-19 (optional for engagement)

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Lesson Structure

1. Starter Activity (10 minutes)

Counting Together & Number Talk

• Gather children on the carpet and count aloud from 1 to 20 together. Emphasise the teen numbers phonically (listen carefully to the words).
• Use a number song or rhyme that features teen numbers to capture interest (optional).
• Show teen number cards one at a time. Ask: "What number is this? How many tens, how many ones?"
• Introduce the idea that teen numbers are made of ‘ten and some more’.

2. Introduction to Part-Whole Models (10 minutes)

• Demonstrate the part-whole template on a large visual aid or interactive whiteboard.
• Show how to split a number like 14 into ‘10 and 4’.
• Use counters to physically place 10 counters in one part and 4 in the other.
• Write the number 14 at the top, write ‘10’ in one part and ‘4’ in the other.
• Reinforce with the phrase: “Four added to ten makes fourteen.”

3. Main Activity: Paired Exploration (20 minutes)

• Children work in pairs with a part-whole model laminated mat and counters.
• Give each pair a teen number card (11-19). Rotate after 3-4 minutes so pairs explore at least 3 different teen numbers.
• Children count out the total for that number, then split into 10 and the remainder, placing counters accordingly.
• They record their number on their individual whiteboards, then draw or write the parts on the part-whole template.
• Guide children to verbalise what they have done: “Ten and ___ make ___.”
• Circulate and support, prompting with questions such as “How many counters are in the whole? How many are in this part?”

4. Group Sharing & Discussion (10 minutes)

• Gather children back on the carpet.
• Invite several pairs to share one example from their work.
• Discuss similarities and differences between the teen numbers and their parts.
• Highlight that the ‘ten’ part always stays the same for teen numbers; the ‘one’ part changes.

5. Independent Consolidation (5 minutes)

• Children individually draw a part-whole model of their favourite teen number in their maths books or on paper.
• Encouraged to write or dictate the number name and the parts it breaks into (teacher to scribe if necessary).

6. Plenary & Reflection (5 minutes)

• Recap the key learning: What are teen numbers made of? Why is it helpful to use a part-whole model?
• Ask children to explain in their own words or through gestures.
• Praise all efforts and emphasise how we use these skills every day when counting or measuring.

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Assessment and Differentiation

• Formative Assessment:

  • Observe pairs during the main activity, noting understanding of partitioning teen numbers.
  • Listen to children’s explanations during group sharing.
  • Review children’s individual drawings for accurate representation of part-whole.

• Differentiation:

  • For children who find counting challenging, use smaller teen numbers (11-13) with more concrete counters.
  • Extend learners who grasp concepts quickly by exploring alternative partitions of the teen number (e.g., 14 as 7 + 7) to build flexibility.
  • Support with visual aids and adult guidance during paired work as needed.

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Teacher’s Notes & Tips

• Emphasise concrete, tactile experiences before symbolic recording to build a strong conceptual base.
• Use consistent language (e.g., “parts,” “whole,” “ten and ones”) so children become familiar with these terms.
• Foster a positive, exploratory atmosphere. Celebrate all attempts to partition numbers correctly.
• Integrate language-rich dialogue and encourage children to verbalise their thinking to solidify understanding.
• Consider recording a short video of one pair explaining their part-whole model to share with parents or the school community (with consent).

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This lesson leverages physical, visual, and verbal learning modes to develop a rich understanding of teen numbers, foundational for later work with place value in UK maths curricula.