T4T Label the Ten Frame

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Label the Ten Frame

 

 

Students will compose a teen number into ten ones and some extra ones.  They will work to identify   and record how many ones are on the ten frame, off the ten frame, and the total.

 

                                                                      

Common Core Standards:

Build foundation for place value.

NC.K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones by:

  • Using objects or drawings.
  • Recording each composition or decomposition by a drawing or expression.
  • Understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

 

Additional/Supporting Standards:

Know number names and the counting sequence.

K.CC.2 Count forward beginning from a given number within the known sequence, instead of having to begin at 1.

Count to tell the number of objects.

K.CC.4 Understand the relationship between numbers and quantities.

  • When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one-to-one correspondence).
  • Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality).
  • State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing).

K.CC.5 Count to answer “How many?” in the following situations:

  • Given a number from 1–20, count out that many objects.
  • Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater.
  • Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many.
  • Given 10 objects in a scattered arrangement, identify how many.

 

Standards for Mathematical Practice:

1.   Make sense of problems and persevere in solving them.

  1. Model with mathematics.
  2. Use appropriate tools strategically.
  3. Attend to precision.
  4. Look for and make use of structure.

 

Student Outcomes:

    • I can compose a teen number into ten ones and some extra ones.
    • I can identify and record how many ones are on the ten frame, off the ten frame, and the total.
    • I can explain how to create a teen number by using ten ones and some extra ones.
    • I can understand how the ten ones and extra ones can be combined to make a total.

Materials

    • Painter’s Tape
    • Ten frame (per student)
    • 19 counters (per student)
    • Teen number cards 11-19 (per student and teacher set)

Advance Preparation: Materials Preparation:

    • Prior to lesson, teacher will use painter’s tape to create a ten frame on the floor large enough for a student to stand or sit in each box.
    • Each student will need a ten frame, 19 counters (or other manipulative) and a set of teen number cards put in a bag prior to the lesson beginning.
    • Teacher will need a set created for the board or masters below put on a Smartboard.

Thinking Preparation:

    • Plan for misconceptions listed below.
    • In between building each number, clear board so students see ten ones going into ten frame each time to reinforce idea that only ten ones will fit in ten frame and to facilitate counting on from ten.
    • During whole group modeling encourage use of:

“I have ten counters on the ten frame and         counters off the ten frame.”  This will enable students to move from manipulatives to representational drawings of teen numbers.

 

Prior Lessons:

    • Prior to this lesson, students will be fluent with one to one correspondence to identify how many objects are in a group (up to ten).
    • Prior to this lesson, students will have previously been exposed to creating teen numbers 11- 15 using ten frames

 

Directions:

  1. Gather students at the carpet.
  2. Review how to create a teen number with students standing in the carpet ten frame.
  3. Review filling the ten frame (left to right, top to bottom, one item per square).
  4. After review, students can describe the total made by saying: “We had ten ones on the ten frame and                 ones off the ten frame.”
  5. Build connection between oral and written number.
    • As class verbally counts, teacher gives students corresponding number card and student will hold up the number card.
    • Possible questions: Why does each person only get one number? What do you notice as we count? What do you notice about the ten frame when we build teen numbers?
  6. Choose a new teen number to create.
  7. Student leader will use plates to fill the ten frame and place extras on side (as practiced above in step 3).
  8. Student leader will recount amount and place down corresponding number card.
  9. Teacher will draw a representation of the number (on white board, SMART board), the class rote counts while the teacher writes the corresponding numeral for each counter (see image).
  10. Students will be given number cards, counters, ten frames, and recording sheet (see attached) to practice creating, recording and labeling numbers using ten frame.

a.     While observing, identify students who can share when the class is brought back together. Decide the order for students to share with the group based on use of strategies (for example: Students who began with a misconception and then problem solved to correct. Students who count by ones. Students who counted on from ten.)

  1. Students are brought back together.
  2. Students identified by teacher observations during their work time will share strategies with the class.

a.     End lesson by reviewing students should be able to identify: How did we fill the ten frame? What did we do as we filled the ten frame? How do we know how many are in the ten frame? How do we know how many we have all together?

Questions to Pose:

Before:

    • How can we use the ten frame to create teen numbers?

 

    • Describe number          
 

(ex:  16 can be shown by 16 ones; 10 ones and 6 extra ones, etc.)

 

 

During:

    • How did you count?
    • How could you label as you count?
    • Why does it help you to label?

After:

    • How did you build the number?
    • What did you notice as you counted and labeled?
    • How did you figure out how many you have?

Possible Misconceptions/Suggestions:

Possible Misconceptions

Suggestions

More than one manipulative can go in each square.

Remind students the ten frame is a tool to help us see how many. It is building on one to one and when we count using one finger we only touch one at a time.

Saying the filled ten frame is one instead of ten (ones).

Rebuild ten frame, and count each one as it is placed in the ten frame.

 

Special Notes:

Based upon anecdotal notes, small groups can be created to be repeat this task as need for mastery

 

Solutions:

Students should identify teen numbers 11-19 as ten ones and some extra ones.