Two Ten Frames

Est. Class Sessions: 2

Developing the Lesson

To help manage the tools in this lesson, students will use connecting cubes to make trains and as counters on the frames.

Show 0–10 with Trains and Ten Frames.
Distribute copies of the Two Ten Frames Master and
20 connecting cubes (ten of one color and ten of another color) to each student. Briefly review how to represent numbers from zero to ten on a ten frame and with trains of connecting cubes. Choose a number between 0 and 10. Ask half the class to make a train of connecting cubes to show that number. Ask the other half of the class to place their connecting cubes on the ten frame to show the number. Use a display of the Two Ten Frames Master to focus students and remind them to fill in the ten frames from left to right and top to bottom. Repeat this routine for a few numbers to review both representations having students take turns with each representation.

Show 11–20 on Ten Frames. Ask students to focus on your display of the Two Ten Frames Master and show 12 on the ten frames.

Ask:

Can you name this number? (12)
How do you know it is 12? (Possible responses: The top ten frame was full and I added two more. I started with 10 and counted 11, 12.)

Show 15 on the ten frames.

Ask:

Can you name this number? (15)
How do you know it is 15? (I counted
10, 11, 12, 13, 14, 15.)
How would you describe 15 on the ten frames? (Possible responses: It takes three rows. It is five more than 10. The last row is all empty.)
How can I show 16 on a ten frame? (Add one to the last row.)
How many more than ten is 16? How do you know? (6. I counted up from ten.)

Show 20 on the ten frames and ask students to name the number.

Ask:

How do you know it is 20? How would you describe 20? (Possible responses: I counted up from 10. It is two tens. All the boxes are full on two ten frames.)
How can I show 19? (Take away one from the last row.)

Ask students to work with a partner to represent other numbers from 0 to 20 with ten frames. Tell students to take turns choosing numbers to represent by placing connecting cubes on the ten frame. Use questions similar to the previous discussion, encouraging students to use the benchmarks of 5, 10, 15, and 20 to identify the number represented.

Represent 11–20 with Connecting Cubes. When students are comfortable representing numbers between 11 and 20 on the ten frame, ask them to build a train of ten cubes using two colors. Display a number between 11 and 20 on a display of the Two Ten Frames Master and ask students to use their connecting cubes to make the number larger than 10 that you have displayed.

Ask:

Can you name this number?
How did you build [number]?
How do you know it is [number]?
How many more than 10 is [number]?
How many more than 15 is [number]?
Compare this number to 20. How many more cubes are needed to show 20?

Emphasize the relationship of the number to 10, 15, and 20. Ask students to explain how they know they have the correct number of cubes in their trains. Encourage students to count the cubes in their trains by counting on from ten or 15 or by skip counting by five. Repeat this discussion for several other numbers.

Have students work on the Showing Numbers in Many Ways pages in the Student Activity Book.

Use the Showing Numbers in Many Ways pages with the Feedback Box in the Student Activity Book to assess students' abilities to represent and make connections between representations of quantities using ten frames, counters, and tallies and to identify and write numbers 10–20 [E1, E2].

Use the Number Book: Many Ways to Show a Number 11–20 Masters to provide targeted practice with writing numbers and connecting various representations of quantities [E1, E2].