Hurry Up! Exploring Place Value with a Ten Frame

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Student will be able to count numbers 11-20 by decomposing the number to a ten and ones.

Big Idea

Students have been working extensively with ten frames, now they can use this knowledge to understand place value.


10 minutes

For the opening, you will need a copy of the classroom book, Sam Takes Inventory.  This is the same story that was used in the lesson, Sam Takes Inventory.  We will be rereading it today. 

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 I say to them, you remember our story from yesterday about Sam.  We helped Sam take inventory by counting the balls in his store.  Well, I got a phone call from Sam.  He said that he needs to take inventory again, but this time, it needs to be done quickly.  We have to be FAST when we are counting.  I thought we did it pretty quickly yesterday.   I am wondering if there is a way we can do it even faster.  

I begin reading the story.

Page 1:  Hello!  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!!again.

Page 2:  Can you count the soccer balls?  Hmmm...Sam said that he wanted them to be counted fast.  I am looking at this top ten frame.  It is full, so how many soccer balls are there?  Ten!! Right.  So, could I just count on from ten to figure out how many soccer balls there are?  Do I really need to count each one.  No!   I know this is ten, so I can start with the number 11 and keep going from there.  Does someone think they can come up and show the class how to count on from 10 to figure out how many soccer balls there are?  I call a student up to count the balls for the class.  I assist them if they start touching each individual soccer ball in the first ten frame and remind them to say ten for the full frame.  I swoop my hand over the ten frame and say, "ten".  When the student is done, I have the entire class count the soccer balls with me.

Page 3:  Now try counting the footballs.  Another student comes up and counts the footballs as above, saying ten for the full ten frame and counting on.  The student then 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!!

The students laugh a little more at the joke at the end of the story (maybe they are humoring me!)  We move over to the SmartBoard for direct instruction.

Direct Instruction

15 minutes

For this portion of the lesson, I use my SmartBoard.  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-Understanding Place Value 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.

Content Objective
I can count how many by starting with ten when using a ten frame.

Language Objective
I can tell a friend how many by starting with ten when counting when using a ten frame. 

We then continue with the rest of the slides.

Slide 2:  We know how to count the number of red circles in the ten frame.  We start at the top left and move across the rows. 

Slide 3: 
Did you know there is an easier way to count?  When a ten frame is full, I can just say 10 for the entire frame. 
(I make a sweeping motion over the ten frame with my hand as I say the number 10). I do not need to count each item.  Then I can count on from there...10...11,12,13.  I point to the counters as I count.

Slide 4:  Let's try that a few more times.  Let's count this one together. I again sweep my hand over the filled ten frame as we are counting. 

Slide 5:  How about this one?  I invite a student to come up and demonstrate counting for the class and then record the answer.  We check the answer by counting together.

Slide 6:  Now it's time to count the basketballs.  Another student is called to demonstrate for the class.

Slide 7Let's try counting the soccer balls.  Continue as above.

Slide 8:  Now let's try counting the footballs.  Continue as above.

Slide 9:  It is now Turn and Talk time.  It is time for students to practice their academic language with a friend.  The students show me who their Turn and Talk partner is by holding hand in the air with their partners.  I say to them, Explain to your friend how you can quickly count the beach balls.  I give them time to talk and when I notice they have finished talking, I ask for a student to share their response before the class.  I repeat their response, I can just say 10 because this ten frame is full and continue with 11-12-13.

We move back to our seats for guided practice.

Guided Practice

10 minutes

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-sided (red/yellow) 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 going to do the same thing we did yesterday, filling our ten frames with counters.   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.  What will be different from yesterday to today is the way we count.  When a ten frame is full, we will say "ten" instead of counting each individual counter. 

I roll the die and I ask the students what number it is.  For example, the dice shows 6.  Please place 6 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, and we repeat this activity, building on the prior number.

I say to the class, Are we in the second ten frame?  Yes, we are.  So now it's time to count.  Remember, we say ten for the full ten frame and then go on from there.    There is a box to write your answer in.   I have the students count as I circulate around the room, making sure they are counting the full ten frame as ten.  I check their answer.  I then have them erase their answer and clear their board so we can start again. 

We do several examples as a class.  I continually check to make sure the students are saying "ten" for the full ten frame each time.  When I am confident the students have the concept, we clean up to move on to independent practice.

Independent Practice and Informal Assessment

10 minutes

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 students 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.  When it is time to count, we will remember to say "ten" when there is a full ten frame and then count on from there. 

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.  They seem to understand better than yesterday where to put the dots after the second roll. 

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.  I remind them to count in our speedy way, by saying "ten" for the full 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 rolling the dice and putting dots in the ten frame and counting the number of dots.

The lesson is self closing.  The students bring their work over to me and demonstrate how to count  by saying "ten" for the full ten frame.