Students create a pictured island and count specific items described in the text, including "seventeen small bushes" and other collections (trees, fireflies, one rock). Students count out loud and place or glue the correct number of objects on their island diagram. An optional extension has students use number cards to match the number of each object to the written numeral.

Students are asked to make rows of 10 leaves and to count the leaves by touching each one, which has them create and use a group of ten. An optional extension has students count the leaves by tens and choose a set of 10 leaves, reinforcing grouping into tens. Students also recount leaves after a change in number and arrange leaves in different patterns (rows, circles, scattered), giving repeated practice counting quantities that can exceed ten.

The lesson asks students to review numbers from 1–20 and includes Activity 2, which has students count two groups of leaves, match each group to a number card, and decide which group has more. Activity 2 explicitly suggests using numbers from 11–20 as a challenge and offers an optional extension asking how many more leaves the smaller group would need to make it equal to the bigger group.

Students count out 10 pennies and then count out nine more groups of 10 pennies, so they physically create and touch groups of ten. Students practice counting by tens aloud ("10, 20, 30...") up to 100 while touching each group. These activities show students working with collections grouped as tens.

The lesson asks students to count out 10 "fireflies" and practice counting by tens to 100. It gives students a number card and has them count out the corresponding number of fireflies. The lesson then asks students what the number of fireflies would be if they added one more, and suggests extending to numbers 11-20 if ready.

In Activity 1 students put pennies in a bowl as fireflies, add groups (e.g., start with 1, add 2 to make 3; add 3 to make 6; add 4 to make 10) and count the running total, continuing the process up to 20. The activity has students combine groups of ones physically and count resulting totals. The optional extension invites some children to represent these addition stories with equations (example given: 1 + 2 = 3).

The lesson's Skills section explicitly lists: "Compose and decompose numbers from 11 to 19 into ten, ones, and some further ones... (e.g., 18 = 10 + 8)." This states the target skill directly. Activity 1 has students count 10 blueberries, divide them between two pails in many ways, and record equations (e.g., 9 + 1 = 10), which practices composing/decomposing ten and recording equations.

Activity 2 has students count 10 blueberries into one pail and then add 1, 2, etc. into a second pail while the teacher says that 11 means 10 plus 1 more and continues through 19. The teacher then shows a number card from 11–19 and asks the child to read the number and count out that many blueberries using the two pails.

The Getting Started review asks the child to name number pairs that add up to 10 and to show the number 13 and explain what it means (10 plus 3 more). This prompts the child to decompose 13 into ten and three, using verbal explanation as the mode of response.

Activity 1 asks students to take number cards 11–19, place 10 blueberries in one pail and the remaining blueberries in a second pail, and write the matching equation (e.g., 10 + 5 = 15). Students practice this procedure in random order for numbers 11–19 and are optionally asked to practice writing the corresponding equations. The activity therefore has students use objects to compose/decompose each number into ten and some further ones and to record the composition with an equation.

Activity 2 directs students to read a number card between 11 and 19 and count out that many raindrop die-cuts. The activity explicitly tells students to make a group of 10 and then count the remainder of the raindrops to make numbers larger than 10. Students use physical objects (raindrops) to form a ten and additional ones.

The Getting Started prompt asks the child to look at the number 18 and explain how it is formed, eliciting the response "one group of 10 and 8 more," which directly addresses decomposition of 18 into ten ones and additional ones. The lesson also uses number cards (5 and 4) to ask which is greater, showing some attention to number sense.

The Getting Started prompt explicitly asks the child to look at the number 14 and tell how 14 is made, phrased as "a group of 10 and 4 more." This requires the student to decompose a teen number into ten ones plus additional ones. The lesson also uses manipulatives elsewhere (die-cuts and raindrops), though they are not linked to the 14 task.

In Activity 1 students are given mini marshmallows and a hundred chart and asked to cover numbers 1–10 with marshmallows and then add the remaining marshmallows for a target number (e.g., cover 11–15 for 15). Students are asked to find the tenth marshmallow, count the remaining ones, and write the equation 10+5=15. The activity repeats with other numbers from 11–19 and asks students to write equations like 10+____=12 and complete full equations for each number.

In the Getting Started review, students are asked to explain the number 14 in their own words. The prompt specifically encourages students to explain 14 in terms of ten and four, directly prompting a decomposition of a teen number into ten ones plus additional ones.

Students are asked to count out 16 frogs and lay them in rows of 10, then identify the first row of 10 and count how many more than 10 make 16 (6). Students are prompted to write an addition problem showing the decomposition (10 + 6 = 16). The activity repeats with other numbers between 11 and 19 and has students count dots on number cards and then count out that many frogs, using objects to compose and decompose these numbers.

Activity 1 asks students to take a 100-step walk, stop every 10 steps to highlight that number, and supply each number as they step. This activity has students count by ones up to 100 and explicitly attend to the grouping of ten by pausing at each ten. No other activity in the text addresses number composition or recording.

In Activity 2 the student is shown the number card 14, places two rows of five blue stickers (representing ten ones), then adds four yellow stickers to make 14 and writes the equation 14 = 10 + 4. The activity repeats with numbers 16 and 19, asking the student to add the additional ones after forming ten. The student uses physical objects (stickers) and records each composition with an equation.

In the Getting Started section the child is asked to "explain the number 19 to you (10 plus 9 more)." This prompt explicitly asks the student to decompose the number 19 into ten ones and nine additional ones.

Students are asked to count out numbers from 11–20 using craft sticks and to put the sticks in groups of ten and then identify how many extras remain. The activity has students repeat this with different piles, giving repeated practice composing numbers as a ten and additional ones using concrete objects.

Students lay eggs into 4 rows of 10 eggs each and count the eggs by pointing and saying each number; they are also asked to count the eggs by tens. Students divide the eggs into two unequal groups, count each group, and, if unsure which is greater, lay both groups out in groups of 10 to compare them.

The Skills list explicitly includes composing and decomposing numbers 11–19 into ten ones and some further ones. Activity 1 has students lay animal cards in rows of 10 and count 20, ask how many groups of 10 there are, and remove 7 animals to leave 13; students are then asked to count and write the equation 10 + 3 = 13. Activity 1 also asks students to show all ways to divide a group of 10 animals (e.g., 9+1, 8+2, etc.), reinforcing partitioning around ten.

The Skills section explicitly asks students to "Count to 100 by ones and by tens" and to "Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20." The lesson includes hands-on art activities (handprint turkey, attaching feathers) that involve creating and displaying multiple objects which could be counted and labeled.

Students cut out three turkeys with numbers on their breasts (the page shows 14 and 12) and watch a turkey counting video. Students read the number on each turkey and count out that number of feathers as individual objects. Students glue the counted feathers onto the back of the turkey, creating a physical representation of the number in ones.