Lesson 2

Ten Frames

Est. Class Sessions: 2

Developing the Lesson

Part 2: Working with Ten Frames 0–10

X

Students may choose to use ten frames as tools for problem solving throughout the year. Make paper or laminated copies of the Two Ten Frames Master available.

Show Six to Ten. Demonstrate placing ten counters in a ten frame using a display of the Two Ten Frames Master. See Sample Dialog 2 for a sample classroom discussion which has been adapted from classroom videos. Ask students to count as you fill the ten frame to five. Then place one additional counter on the ten frame as students count on with you as done previously.

X

In this Sample Dialog, a teacher discusses how to organize a ten frame to help her students visualize numbers.

Teacher: Shannon, give John a number to put on the ten frame.

Shannon: Six. [John places the counters on the ten frame correctly.]

Teacher: Do you agree with John? What did he do that made you agree [or disagree]?

Shannon: He started at the top and then he filled in the bottom.

Teacher: Look at the ten frame. Can you describe how number six looks on the ten frame?

Luis: I notice that there is five at the top and one at the bottom.

Ana: I made six. [Ana shows six fingers.]

Teacher: Ana showed six, too, with her fingers. She held up five fingers and one more. And that is what our ten frame is showing. Five and one more is …

Class: Six.

Teacher: Ana, give Ming a number to show on the ten frame.

Ana: Seven.

Teacher: Ming, can you show us seven? Let's take a look at what seven looks like on the ten frame. [Ming fills in the top row from left to right with six counters. Students giggle when he makes the error.] Let him keep working. Keep watching. [He then places five in the bottom row.] Ming, can you say the number Ana gave you? [Ming looks confused.] Look at the ten frame. Is that seven up there? [Ming shakes his head.] Can you fix it? [Ming removes all the counters, then places five in the top row and begins to place counters in the bottom row.] Ming, stop there for a second. What number do you have now?

Ming: Five.

Teacher: Ana said seven. [Ming adds two counters to the bottom row.] Are you finished? How can you check if you have seven?

Ming: There are five at the top and two at the bottom. [Ming stays at the overhead.]

Teacher: Is there another way to check it?

Romesh: You can say five, six, seven.

Teacher: Counting on is another way to check. Ming, let's show how to count on using the ten frame. Five at the top. [Ming points to the top row.] Then keep counting. [Ming points to the two counters at the bottom one at a time as the class says, "six, seven."]


When six spaces are filled ask:

X
  • How many counters are on the ten frame? (6)
  • How many more than five is that? (1)
  • How many blank spaces are there? (4)
  • How many more counters are needed to make ten? (4)

Use discussion prompts similar to the following as you continue in the same fashion for each number seven through ten.

X
  • How many should I take away to make [a number 6–10]?
  • How many should I take away to make five?
  • How many would be left if I took [number] away?
  • There are ten counters on the ten frame. What do I have to do to make it eight? (Take two away.)
  • When I take two away, you will see 8 on the ten frame. How did the ten frame change? (Possible responses: There is no 9 and 10. There are not 2 in the bottom row filling up the frame, but the top row is full.)
  • How many boxes are full on the top? (5)
  • How many boxes are full on the bottom? (3)
  • How many is that all together? (8)
  • Eight is how many more than five? How can you use a ten frame to figure that out? (3; There are 5 on top and 3 more counters on the bottom.)
  • Eight is how many less than ten? How can you use the ten frame to figure that out? (2; There are 2 blank boxes.)
X

Reemphasize left-to-right and top-to-bottom placement of counters to establish consistent visual imagery based on five and ten. Accept students' representations for numbers using trains of cubes regardless of color. However, encouraging students to use one color of cubes to represent the number of cubes in the top row and another color for the number in the bottom row connects the visual imagery of the ten frame to concrete objects.

Use Cubes and Ten Frames. After students are comfortable with numbers up to ten, ask a volunteer to show a number on the ten frame. Ask the class to build a train with the same number of cubes as counters on the ten frame. Encourage students to use two colors: one color for the number in the top row and a different color for the number in the bottom row. See Figure 2. Discuss connections to five and ten for each number.

Ask students to complete the Cubes and Ten Frames pages in the Student Activity Book. Remind students to fill in the ten frames from left to right, filling the top row completely first. Students may choose to fill the ten frames with Xs or dots.

X

Use the Cubes and Ten Frames pages to assess students' abilities to make connections between representations of quantities using ten frames, counters, and tallies and to identify and write numbers up to 10 [E1, E2].

Adventure book:
Student Activity Book: 41 42
Answers
X
SG_Mini
+
X
SG_Mini
+
Master:
Representing eight on a ten frame and with a train of connecting cubes
X
+