Representing Numbers on a Ten Frame

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Objective

SWBAT represent numbers on a ten frame.

Big Idea

Students begin working on base ten models in Kindergarten. This lesson is to build on that foundation and provide my students opportunities to decompose numbers and identify number models.

Rev Them Up

5 minutes

I will have my students play a game of "Around the World."

Directions: This is a competitive game to see who can say the correct answer first.  You begin by selecting two students.  These students stand up and you will ask your question.  Whoever says the answer first, wins.  The winner is then matched with a new person and the same process proceeds.  You will continue to match the winner with a new person until everyone in the room has a turn and the final winner is produced.

For this game I will have my students answering questions towards "which number is greatest."

Examples:

Okay, here we go, which number is greatest?

24 or 3

8 or 11

17 or 6

Continue with numbers like this until everyone has a turn.

Watch Students Playing Around the World and see how much the kids enjoy the challenge of the game.

 

Whole Group Interaction

10 minutes

Print the Ten Frame Work Mat and make a copy for every student and laminate if possible. You will need ten counters per student.  Also, view the picture of the Life Size Ten Frame and create one using butcher paper of any color. Then make ten large red circles to use as counters on the ten frame.

I will lay the life-size ten frame out on the floor and supply students with their own ten frame work mat and ten counters each.  I will position my students in a semi-circle around my large work mat, so they can interact with me as I model different numbers.

Students lets build 6 on our ten frame. (I will place six red dots on my ten frame and ask them to do the same on their own.)

Let's count how many are on the top row...5

How many are on the bottom?...1

So 5 and 1 make 6.

Do this again and build every number from 1 to 10.

My goal is for them to identify, "I build my numbers by placing dots on the top row first and from left to right, then I drop to the bottom far left and continue to place my counters." This process is supplying a structure for using a ten frame to count with that will assist with future problems in addition and subtraction. I want them to identify the pattern that when the first row of the tens frame is full, we automatically know that we can count on from 5 to add on the remaining numbers quickly. This is one way tens frames really support student number sense. This is helping them develop skills in composing and decomposing numbers. (1.OA.C.6, MP7). We are not only counting how many represent each number, but breaking those counters into part/part/whole. This will also assist them in building their knowledge base for addition and subtraction. 

 

Independent Practice

5 minutes

Print the Pumpkin Ten Frame Worksheet and make a copy for every student. One paperclip per student.

Students will practice identifying a number on a ten frame using the practice worksheet in the resource section.  Students will complete this activity on their own at their desk. Show students how to insert their pencil tip through the middle of the paper clip and then flick it to spin it. You can show your class how to use the paperclip by showing them the video of a student working his spinner. Whatever number they land on, they have to find the corresponding ten frame and color it. Then continue to spin to find more matches. Go to the resource section and watch the video and view the pictures of engaged students spinning and finding their matches. You can view these students following procedures and these students working hard.

 

Closure

5 minutes

To finalize our lesson for today I will ask my students to turn to their neighbor and conduct a very short drill. They will be asking their neighbor to show a certain number by using their fingers.

For example: I will turn to my neighbor and say, "Show me 7." My neighbor will hold up 7 fingers. Now it's my neighbors turn to ask me to show a number.

This will help build stronger number sense and one to one number match to end our lesson.