I tried to teach this lesson and the kids had a very hard time with it.

They were to complete problems like this:

BEFORE NUMBER AFTER
____and _____ ; 10 and 4 ; _____and _____

Well the before, number and after are supposed to be spread out in this message but formatting keeps removing my spaces. Hopefully you can make sense of it.
They are supposed to put 10 and 3, and then 10 and 5 for the answers. They seem to have a good grasp of "10 and some" as well as what number I am showing when using double ten frames with teen numbers.

I'm not sure if it's me/my teaching or if this is just a bad lesson/not age appropriate.

I think that's a really hard concept! The kids need to know not only the number, but the concept of before and after, how to break down a teen number as well as how to create a teen number from the breakdown. My high kids might get it, but even my on level kids would struggle. What's the standard being taught?

"count the say 10 way, make piles of ten" We have a program that mimics/follows the Engage NY modules. When I taught second grade I knew when something wasn't appropriate or going to help the students and knew not to spend a ton of time on it (if any).

I just wondered if anyone else has taught this. If I have to hold everyone's hand teaching this concept I think it's not appropriate, but this is my first year in kindergarten. I am really really pleased with their grasp of tens and ones so far. I want them growing and prepared for first grade. Thanks!

It's funny you ask, because this is EXACTLY what I'm teaching in math this week. I spend several days pre-teaching the vocab.

I have the kids line up and I model the language:

Sally is BEFORE Joe.
Jim is AFTER Bob.

And then I have them apply the language:
Jane, who is BEFORE you?
Clara, who is AFTER you?

Then, I have them use the language:
I call on a kid and they say who is BEFORE them and who is AFTER them. They must use the complete sentence. I just say:
Brenda? And Brenda then says, Sally is BEFORE me and John is AFTER me.

They have to master the vocab first. Then I ask kids to stand on a certain number on a huge numberline on the floor and ask those questions about numbers. Then we play Monster Squeeze (you can google it--it's EveryDay Math 3.6)

Then and only then do we tackle the worksheet with numbers.

We have one that looks like this

Before
____ 6 (they fill in the 5)
____ 9 (they fill in the 8)

After
7 ____ (they fill in the 8)
3 ____ (they fill in the 4)

That helps so much! Can't wait to try it out. I think the ____ and ____ is just way above them at this point. I can see it being tricky for older students.
Thank you!

What bugs me is only the worksheet is included in our current math series. Monster Squeeze is from our previous curriculum. Do the publisher NOT realize who we are teaching? The steps that we have to take BEFORE they can do the worksheet or play the game? Sorry, just a side rant.

What bugs me is only the worksheet is included in our current math series. Monster Squeeze is from our previous curriculum. Do the publisher NOT realize who we are teaching? The steps that we have to take BEFORE they can do the worksheet or play the game? Sorry, just a side rant.

Oh my gosh - this drives me insane!! The assumed knowledge on some of the activities and worksheets, regardless of curriculum, publisher, or curricular area is ridiculous. Kinder curriculum needs to assume nothing!