## Using a Ten Frame to Count Larger Numbers Notebook File - Section 2: Direct Instruction

*Using a Ten Frame to Count Larger Numbers Notebook File*

# Sam Takes Inventory-Counting Numbers 11-20 in a Ten Frame

Lesson 2 of 17

## Objective: Student will be able to count numbers 11-20, represented by a Ten Frame.

## Big Idea: Ten Frames are a useful tool for students to understand place value and decomposition of teen numbers.

*45 minutes*

#### Opening

*10 min*

For the opening, you will need a copy of the classroom book, Sam Takes Inventory. I print the book with a colored printer and laminate the pages for durability. I bind it with a comb binding machine, but it can also be bound with book rings or staple. You will need a Vis-A-Vis or dry erase marker for the students to record their answers in the book. Make sure to clean the pages immediately after use so the markers do not stain them.

I gather the students around my big chair to read the story. I hold up the book and the students immediately recognize Sam. *I have another Sam story to read to you. This one is called, Sam Takes Inventory. Do you know what it means if someone takes inventory. The students are perplexed by this word. If someone takes inventory, it means they are counting what they have. If Sam is taking inventory, what do you think he will be counting. I bet you are right. He will be counting how many balls are in his store. Let's read our story.*

I begin reading the story.

**Page 1:** H*ello! Do you remember me? I’m Sam. You helped me clean up my store. Now I need to inventory all the equipment. Can you help? * The students enthusiastically reply YES!!

**Page 2:** *Can you count the soccer balls? * I invite a student to come up and count the soccer balls. The student touche and counts each ball. I do not show the student how to count a group of ten yet. I am trying to build a conceptual understanding of a teen number being composed as a 10 and some other ones, but I want the students to come to this understanding on their own. It is very important that they realize a full ten frame has "ten" in it. The student records the number and then the entire class counts the soccer balls to check the answer.

**Page 3:** *Now try counting the footballs. * Another student comes up and counts the footballs and records the answer. We again check the answer by counting together.

**Page 4**: *Now it's time to count the basketballs. *We repeat the same process.

**Page 5:** *Wow!! You did a great job of counting! Now I know exactly what I have in my store. I get a kick out of working with you!* Speech bubble: *HA HA! I get it…I get a KICK!!*

(Unfortunately, only one of my students gets my poor attempt at humor.)

#### Resources

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#### Direct Instruction

*15 min*

For this portion of the lesson, I use Using a ten frame to count larger numbers SmartBoard file. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express, and there are also Using a Ten Frame to Count Larger Numbers Slides so you can recreate this part of the lesson.

I gather my students in front of the SmartBoard. I have cards with each student's name on. These cards are used for selecting 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 Objective

I can count how many using a ten frame.

Language Objective

I can tell a friend how many when using a ten frame.

We then continue with the rest of the slides.

**Slide 2:** *I have some red counters. After I organized the counters in the ten frame, I can count to see how many. Where do I start? * That's right. We always start in the top left corner of the ten frame. I then call someone up to count the counters and record the number. We count them together as a group to check the answer.

**Slide 3:** * Let's count the basketballs.* Another student comes up and counts the basketballs and record the answer. We again check.

**Slide 4:** *Now let's do the soccer balls.* We do the same as above.

**Slide 5:** It is now Turn and Talk time. This is an opportunity for students to use their academic language with this concept. I have the students hold the hands of their assigned Turn and Talk partners high in the air. I ask them,* How many footballs are in the ten frame? * I give the students time to talk. I then ask a student to share their answer with the class. The student says, 15. I ask them to say it as a sentence. They respond, "There are 15 footballs"..I add...*in the ten frame*. I then have the class say the entire sentence, "There are 15 footballs in the ten frame."

The students move back to their seats for guided practice.

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#### Guided Practice

*10 min*

For this portion of the lesson, you will need the Double Ten Frame mat. I laminate the sheet so it can be used multiple times. Each student needs a dry erase marker and an eraser, sock, or tissue to erase their answers.

I give each student a container with at least 19 two color 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.

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 before. To help us know how many counters to put on our frame, I will roll a die and someone will tell the class what I roll. 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. We will then count how many and record our answer.*

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 write the number that we have in our ten frames with our dry erase marker. There is a box to write it in. * I have the students count as I circulate around the room, making sure they are starting at the top right of each ten frame. I check their answer. I then have them erase their answer and clear their board so we can start again.

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

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For independent practice, you will need the Ten Frame, Roll and Count and Record activity sheet. You will also need 1 10-sided die for each student and pencils with erasers and 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 squares 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 you 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 I have the students count how many dots there are in the ten frame. We then go on to the next set of ten frames.

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

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

#### Resources

*expand content*

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- 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