The opening does not focus on the math concept. Instead, it helps the students focus on the farm theme. It also gives my EL students actual photographs of farm animals. So far, I have have used cartoon versions of the animals, so I think it is important to allow them the opportunity to see what the animal actually looks like.
I gather the students around my chair and we read the story together. We interact throughout the reading of the book, counting the animals, talking about what sounds the animals make and what we get from the animals (wool, milk, eggs, etc.).
After we are done reading the book, we move to our SMARTBoard spots for direct instruction.
For this portion of the lesson, I use the Ten Frame Farm Animals Notebook file. 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 PDF you can use to 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.
I can use a ten frame to show parts of ten.
I can tell how to arrange things in a ten frame.
Slide 2: This is a ten frame. We already have used it to make counting easier. We can also use it to show how two groups can join together to make the number ten.
Slide 3: Gee! That ten frame looks just like the pen I put my animals in. Can you help me organize them in their pens?
Slide 4: Can you put the roosters and hens in the pens? Remember, we always start in the top left corner. We will put all the roosters in first, then all the hens. I invite a student to come up and move the roosters into the ten frame. Another student is called up to move the hens. We then check their work as a class.
Slides 5-7: Continue as above.
Slide 8: It's is now Turn and Talk Time. This is an opportunity I provide for students to practice their academic vocabulary. It is essential that English Language Learners get the opportunity to use the academic vocabulary that they are exposed to at each lesson. I have assigned every student a Turn and Talk Partner. I ask them to hold hands with their partner and raise their hands in the air so I know that everyone has a partner. I then ask the students, My friend put these animals in the ten-frame pens. How did she do? Right away, the students say, "Bad." I tell them they need to explain why it's not correct and they begin talking. After they are done discussing, I call on a student to share with the class what they came up with. The student shares that the animals were put in the ten-frames incorrectly. "The animals are all mixed up and they shouldn't be." I restate the answer by saying, When we put objects in a ten frame, we start with one kind of object and put all of those in before we switch to another.
The students move back to their seats for guided practice.
For this lesson, you will need the Farm Animal Masks. These masks have been used in previous lessons as well. You will need combinations that make ten (6 cows and 4 horses, 3 rabbits and 7 ducks, etc.). I print the masks on a color printer and laminate them for durability. I then tape tongue depressors to the back of the masks.
You will also need to create a ten frame on the floor with masking tape that is large enough for the students to stand or sit it. (Don't leave the tape on the floor for an extended period of time if you have carpeting in your classroom or you will have a very unhappy custodian!)
I gather the students in a semi circle around the ten frame. I do not put students at the top of the ten frame because I do not want the students looking at it upside down. I pass out the masks and I tell the students, Farmer Fred called and he asked if we could get some animals in their pens. Are you willing to help Farmer Fred out? The students enthusiastically reply, "Yes". Well, Farmer Fred gave me some directions. He reminded me that we must always start putting animals in the top left corner of our ten frame. Let's give it a try and see if we can do it.
I want the cows to come forward. "Okay cows, let's get you to get in the pens. So let's line up. You will be the front of the line. The rest of you get behind. Now, start filling in paces. Do you remember where we start? Now find your pen?"
The student moves into the first pen. We continue with each student moving into the correct pens. I have the students sit so every can see where how they were placed in the pen After the cows are in the pens, I call up the horses. I have them line up and then position themselves the pens. I remind them they need to start where the cows left up. When the horses are done, we talk about if it was done correctly or if we need to adjust anything.
We repeat the process with another group of animals. Two sets of animals covers my classroom as I have 21 students and one was absent. If the students need additional practice, you could distribute another set of masks, or have the students enter the "pen" again in reverse order (horses, then cows). When the students are done, I collect the masks and we prepare for independent practice.
For the independent practice portion of the lesson, you will need Intro to Ten Frames Activity Sheet included as a PDF with this lesson.
I have the students put their name at the top of the paper. I tell the students, you will be putting animals into their pens. The pens are a ten frame. You will cut the animals out and place them in the ten frame. When you are done placing the animals in the ten frame, raise your hand and I will check your work before your glue the animals down. Remember to start in the top left corner and don't mix the animals up. I would like you to put the cows in the pen first.
I circulate around the room as the students are working. See video. I notice a couple students are placing the animals in the ten frame from the bottom. I correct their mistake. I check the students' work before they glue down their animals. After they glue the animals down, I check it again and they put it in their mailbox.