## Ten Frame Rolling - Section 4: Independent Practice and Informal Assessment

# Sam's Sporting Goods-Placing Numbers 11-20 on a Ten Frame

Lesson 1 of 17

## Objective: Student will be able to correctly use a ten frame to represent a number.

## Big Idea: Understanding how to use a ten frame is an important step in understanding place value. The students have had practice using a ten frame with smaller numbers, now they get a chance to use it with bigger numbers.

#### Opening

*5 min*

For this part of the lesson, you will need the book, Sam's Sporting Goods that is included with the lesson. I print the book on a color printer, laminate and bind with a comb. You could also staple or use book rings to bind the book. Follow the instructions on the back page of the book for putting Velcro on the balls and book pages as needed for this lesson.

I gather the students by my big chair and I show them book. I tell them, *I have a story to read to you. The title of the story is Sam's Sporting Goods. Hmmm, sporting goods...does anyone know what sporting goods are? The students use the visual clue on the cover of the book and respond,"Balls!" Wow! I like how you used the picture on the cover of the book to help you figure out what sporting goods is. You are right. Sporting goods can be things like balls. It can also be swim goggles, baseball gloves and bats, football pads...anything you use to participate in a sport. *

*So let's read our story...Sam's Sporting Goods.*

Page 1: " *Hello! My name is Sam and I sell sporting goods.*"

Page 2: *" We had an earthquake and a lot of the balls fell off the shelves. Can you help me clean up my shop?"* We discuss what an earthquake is so the children understand why the balls fell off the shelves.

Page 3: *"Can you put the soccer balls away?" * I invite a student to come up and move the soccer balls from the bottom of the page to the "shelves" which just "happen" to look like ten frames. I ask the students, what do the shelves look like? Several of them say, "Ten frames!" Yeah!! They remember our work with ten frames. I remind the student to start putting the soccer balls on the page where there was the first opening on the ten frame and continue, going left to right, top to bottom.

Page 4: "*How about the footballs?" * I again invite a student to come up and put the footballs on the ten frame. I ask the class if the student put them in correctly.

Page 5: *"Now let’s take care of the basketballs." * Another student is called on to come up and put the basketballs in the ten frame.

Page 6: *"Thanks for all of your help!* *Cleaning with you has been a real ball!!" * I read the text from the bubble: *"Ha Ha! I get it...real ball!" * Usually a few students get the humor in the story. I invite them to explain to the class why it is funny. I then tell the students to move over to their assigned seats at the SmartBoard.

#### Resources

*expand content*

#### Direct Instruction

*10 min*

For this portion of the lesson, I use my Smartboard. If you have a Smartboard, the file can easily be downloaded and opened. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. There is also a copy of the slides so you can recreate this part of the lesson.

It might seem like this is too basic for the students. How difficult can it be to fill an ten-frame? More difficult than what one might think. And, the ten frame has a procedure for where and how to begin filling it, that is critical when students use it for larger numbers. That's why this lesson really starts with the basics of working with a ten frame.

I gather my students in front of the SmartBoard. Using cards with students name, that are randomly selected, I choose who will come up to the SmartBoard.

I open the first slide (SmartBoard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.

*Content ObjectiveI can use a ten-frame.Language Objective*

*When give a number 0-10, I can tell a friend what comes next.*

We continue on with the slides:

**Slide 1:**** ***This is a ten frame. I can use it to represent numbers. *We talk about why it is called a ten-frame...ten openings, looks like a picture frame.

**Slide 2:**** **When I fill the spaces on a ten frame, I always start on the top left. I point to the first space and then I explain to the children that I continue across the top row and then start the bottom row on the left side.

* Slide 3: Let's try filling the ten frame. *I invite a student up to move the counters into the ten frame. I ask the class to watch and see if the student is doing it correctly.

**Slide 4:*** Uh oh!! What happens when I don't have enough space?? * I ask the children to think about this. Response I gathered included...just leave them there...get rid of them...someone said, "You can start a new ten frame." I love it when they lead the instruction with their comments!

**Slide 5:*** I can add another ten frame so every circle has a space. I need to remember to start in the top left space. *I invite a student to come up and finish filling the ten frame.

* Slide 6: Let's put the basketballs in the ten frame. I* invite a student to come up and put the basketballs in the ten frame.

**Slide 7:** * Now let's do the soccer balls.* Another student is asked to come up.

**Slide 8:** It is now Turn and Talk Time. I have the students hold hands with their assigned turn and talk partner and hold hands in the air. I say to the students, *My friend put these footballs in the ten frame. Did he do it correctly? *I give the students time to converse. When it appears the conversation has finished, I ask a volunteer to share what they came up with. Most of the groups quickly identified that the footballs in the bottom ten frame should be on the left, not the right. I say to the students, *That's correct. We always start on the left side when we use a ten frame. To help them own the academic language, I have them repeat the statement, "We always start on the left side when we use a ten frame." I invite a student to come up and fix the footballs so they are placed in the ten frame correctly.*

I then ask the students to return to their seats for guided practice.

*expand content*

#### Guided Practice

*10 min*

For this portion of the lesson, you will need the Double Ten Frame mat included with this lesson. I laminate the sheet so it can be used multiple times.

I give each student a container with at least 19 two-sided counters. (I put my counters in plastic baby food containers so they are easy to distribute and collect.) You will also need one ten-sided die or the SmartBoard 10-sided die file included with this lesson.

I instruct the students to put the ten frame mat so the ten frames are at the top and the box is at the bottom. I have them open their container of counters and put their hands in their laps.

I explain to the students, *We are now going to practice placing counters in a ten frame. We are going to start at the top and work down, left to right, just like we did on the SmartBoard. To help us know how many counters to put on our frame, I will roll a die on the Smartboard. You will put that number of counters in your ten frame, starting at the top. If a number we rolls goes into the second ten frame, we stop there and do not roll again for that set of ten frames.*

I roll the die and I ask the students what number it is. That's correct - 7. Please place 7 red counters on your mat. I circulate around the room to make sure the students start at the top left and are correctly placing the counters on their mats. I roll the die again. Another student tells the class it is a 6. I have the students count out 6 yellow counters and place them on the 10 frame.

I say to the class, *Are we in the second ten frame? Yes, we are. So now we are going to clear our board and start again. * It is tempting to have the students count the counters, but I really want them to focus only on the placement of the counters. Subsequent lessons will have the students count the counters on the ten frame.

We did several examples as a class. I continually check to make sure the students place the counters on the ten frame correctly. When I am confident the students have the concept, we clean up to move on to independent practice.

#### Resources

*expand content*

For independent practice, you will need the Ten Frame Rolling activity sheet included with this lesson. You will also need 1 10-sided die for each student and pencils with erasers. You will also need stamp pads. We share one stamp pad between every two students. If you do not have stamp pads, the students can color the square with a crayon instead.

I pass out the activity sheets to the students and have them put their names on the top. I give them a 10-sided die and a stamp pad. I explain to the students, we are going to do the same thing we just did with the counters with our stamp pads and activity sheets. We will do a couple together and then you will do some on your own.

Just like the guided practice, I roll the die and have a student tell the class the number. I tell the students, you are now going to put that number of dots in the ten frame using your pencil. Dip it in the stamp pad and then the ten-frame. Make sure that your dot is in the center of the ten frame.

I circulate around the room and supervise the students putting the dots in the ten frame. Usually they do well with the first roll. It is the second roll that tricks them.

I say, Now...put your pencil down and listen carefully. Do not pick up your pencils until I tell you to. I roll the die and ask a student the number. She announces it to the class. I say...before your pick up your pencil, I want you to remember that the dots need to go right next to the other dots you put in your ten frame. You put them right where you left off with the first dots.

I have the students point with their finger where they are going to put the dots before they make a mistake. After I know they have the correct spot, I have them use their ink pads to put the dots in the ten frame.

If the number does not extend into the second ten frame, we continue to roll. If it does, we stop and go on to the next ten frame.

We do two together as a class. I then have the students finish the rest of the ten frames on their own, rolling the dice and putting dots in the ten frame.

The lesson is self closing. I check the students' work individually before they put it in their mailboxes.

#### Resources

*expand content*

##### Similar Lessons

###### Dog Gone Good 11 & 12 (Part 1)

*Favorites(3)*

*Resources(18)*

Environment: Urban

Environment: Suburban

Environment: Urban

- UNIT 1: Exploring Numbers 0-10
- UNIT 2: Working With Numbers 0-10
- UNIT 3: Exploring Numbers 11-20
- UNIT 4: Working with Numbers 11-20
- UNIT 5: Sorting, Graphing, and Patterning
- UNIT 6: Fun with Numbers 0-20 and Beyond
- UNIT 7: Geometry
- UNIT 8: Introduction to Addition and Subtraction

- LESSON 1: Sam's Sporting Goods-Placing Numbers 11-20 on a Ten Frame
- LESSON 2: Sam Takes Inventory-Counting Numbers 11-20 in a Ten Frame
- LESSON 3: Becky and Bart Build with Blocks-An Introduction to Base Ten Blocks
- LESSON 4: Becky and Bart Count Their Blocks-Base Ten Blocks and Numbers 11-20
- LESSON 5: Hurry Up! Exploring Place Value with a Ten Frame
- LESSON 6: The Super Counters-Working with Place Value with Base Ten Blocks
- LESSON 7: Place Value Safari--Reading Numbers Represented by Ten Frames and Base Ten Blocks
- LESSON 8: Place Value Round Up--Representing Numbers 11-20 with Base Ten Blocks and Ten Frames
- LESSON 9: Daniel's Dance Studio-Ordering Numbers 11-20
- LESSON 10: Baker Bill-What Comes Next? (11-20)
- LESSON 11: One Hungry Customer
- LESSON 12: Sweet Treats-More Practice Counting from Any Number (11-20)
- LESSON 13: The Block Battle-Comparing 11-20 with More
- LESSON 14: It Doesn't Matter-Comparing 11-20 with Less and Equal
- LESSON 15: Greedy Gordy Visits the Bakery AGAIN!-Comparing Numerals 11-20
- LESSON 16: Working with Numbers 11-20 Review
- LESSON 17: Working with Numbers 11-20 Assessment