1-10 cards
- In this activity, you'll get a chance to practice introducing the ten frame to students. We'll start with the 1-10 cards and pretend it is the very first day your students have seen them.
- Continue.
1-10 cards
- At the beginning it is very important to help students see the structure of the ten frame as two columns of five boxes.
- Continue.
1-10 cards
- How do you respond?
- Praise the student: "Good work. You are correct. Now how many black squares do you see on this card?"
- Encourage the student: "Interesting thinking. Now how many more to make 10?"
- Probe and encourage other students: "How did you count? Everyone listen. I will call on someone else to share how they solved it differently."
1-10 cards
- Wow, you really have a good thing going! "I counted" doesn't really tell us whether the student counted all of the squares, counted on from the one, or counted on from the four. And by letting students know you would call on another student to explain a different way, you set the stage for them listening to each other's thinking.
- Continue.
1-10 cards
- A neutral response encourages other students to think, but did you learn all you could from the student's response?
- Did the other students learn anything?
- Would knowing whether the student is counting all, counting on from one or counting on from four help both you and the rest of the class?
- What if you asked your students to share their thinking?
- Continue.
1-10 cards
- Praise sounds like such a good thing, but it often stops other students from sharing. Using neutral responses lets students know you want to hear from them too. We are also not sure how this student counted. Did the student count all, count on from 1, count on from 4 or not really count at all? We won't know if we don't ask.
- Look again at the options to find one that will give you more teaching power.
1-10 cards
- After a couple of other students share how they figured it out, hold up the same card.
Which question will help students build an understanding of the structure of the ten frame?
- How many black squares would there be if you added one more?
- If there are 5 boxes in the first column and 5 in the second column, how many are there altogether?
1-10 cards
- Absolutely. By asking students to see the ten frame as two columns of five, everyone is clear about the structure. This prepares students to look at each number's relationship to 5 and 10.
While we spent a long time on this first card we've established:
- how to respond
- that each student must respond each time
- that the ten frame is built of two columns of 5
- how numbers are represented.
Time to boogie!
- Continue.
1-10 cards
- While this question doesn't further understanding of the ten frame, extra questions never hurt.
Which question will help students refocus attention on the structure of the ten frame?
- How did you know that one plus one is two?
- We said earlier that there were five boxes in this first column. How many are in the second column? (Students respond 5)
So how many boxes are there altogether?"
1-10 cards
- Absolutely. By asking students to see the ten frame as two columns of five, everyone is clear that there are ten spaces arranged in two columns of five. This also prepares students to begin looking at each number's relationship to 5 and 10.
- Continue.
1-10 cards
- This is not a bad question, it just doesn't focus on the structure of the ten frame. In order for students to begin to see each number's relationship to five and ten, they must see the organization of the frame as two columns of five that make ten.
- Look at the questions again.
1-10 cards
- What would you ask next?
- How many more to make 10?
- What is 4 + 1?
- How many more to make 7?
1-10 cards
- Yes. Now that students know the structure of the ten frame, focus their attention on each number's relationship to 5 and 10.
What would you ask next?
- How many would there be if we added ten more?
- How did you know it was 9?
1-10 cards
- While this is a good extension question, the first days you introduce the ten frame, narrow the focus to
- recognizing the numbers
- seeing how many more to make 5 (or how many more than 5)
- seeing how many more to make 10
So assuming you now ask, "How many more to make ten?" what would you ask after students show their answers?
- How many would there be if we added 10 more?
- How did you know it was 9?
1-10 cards
- Good job. For the first day or two use the numbers 1-10. Keep your questions narrowly focused on
- How many dots do you see?
- How many more to make 5? or How many more than 5 is it?
- How many more to make 10?
After the first day or two, flash the card quickly rather than keeping it showing. This will keep students from counting.
Also - periodically stop to ask, "How do you know that?" This will help those students who don't quite see it yet.
- Continue to 10-20 cards.
1-10 cards
- Great question for later in the year or even later in the month if your students are ready for a challenge. But for right now we want students to be thinking and sharing how they are figuring out a number's relationship to 5 and 10.
- Try again.
1-10 cards
- Which question will help students focus on understanding that relationship to 5 and 10?
- How many more would there be if we added 10 more?
- How did you know it was 6?
10-20 cards
- You'll know your students are ready for the 10-20 cards when:
- When flashed quickly, most write the numbers and find the relationships to 5 and 10. Some take a few seconds to think before writing.
- All write the numbers when flashed quickly but only a few find the number's relationship to 5 and 10 unless it is held continuously.
- Only about a third can write the numbers and find the relationships to 5 and 10 when the card is flashed quickly.
10-20 cards
- Yes. You don't have to wait until all students are completely proficient to move on to the next phase since you will continue to use the 1-10 cards.
- Continue.
10-20 cards
- Yes, a third of the class is ready, but most are not. Some hints:
- For advanced students, ask some extending questions like: "What if we added 4 more dots?"
- Include lots of questions to build those relationships to 5 and 10.
- Ask questions like: "How can you know that?" when you see many students don't answer quickly.
- Require students to listen to and then paraphrase other student responses to the why questions.
Look again. Which statement shows that enough of the class is ready to move on?
- Continue.
10-20 cards
- While it is great the class is proficient with recognizing numbers, knowing relationships to 5 and 10 is critical to become flexible with numbers. This class needs more practice with that before moving on to 10-20.
Look again. Which situation shows both proficiency with recognizing numbers and seeing the relationship of the number to 5 and 10?
- Continue.
10-20 cards
- Which card would you show next?
- 1
- 11
- 16
10-20 cards
- Great choice!
From the responses, students seemed to not only recognize 12, but easily see how many more to make 20. Since students may have counted on quickly, moving to 16 assesses whether students recognize 16 as 10 and 6 or are counting on.
What formative assessment questions can you ask to deepen students' understanding of place value?
- How many more than 15 is this? How many more to make 20?
- Look at how you wrote 16. How do those digits relate to the squares we see on the card? What does the 1 mean? What does the 6 mean?
- How many more would you have if you took away 4? How many if you took away 7?
10-20 cards
- While there is nothing wrong with going back to the 1-10 cards, on this first day showing the 10-20 cards, focus on the numbers 11-20. Since all students easily saw both 12 and knew that it would take 8 more to make 20, these students are ready to move on quickly.
Which card would you show next?
- 16
- 11
10-20 cards
- Since students so easily answered the questions surrounding 12, choosing a number that is not quite so close to 12 might forward the student thinking more quickly. If you do choose 11, which question sequence would help students get the most out of this card?
- How many more to make 15? How many more to make 20?
- Look at how you wrote 11. How do those digits relate to the squares we see on the card? What does each of the 1s mean?
- How many would you have if you took away 4? How many if you took away 7?
10-20 cards
- These are good questions to ask, but make sure you follow up with "How did you know that?" as you introduce these first few numbers on the first day. To deepen understanding of place value also include a question like: Look at how you wrote 11. How do those digits relate to the squares we see on the card? What does each of the 1s mean?
- Continue.
10-20 cards
- These are great questions to ask once the students have mastered the numbers 1-20 and are ready for some challenges. On this first day, focus on recognizing that the numbers 11-20 have one ten and some ones. Ask students to explain relationship between the way we write the numbers and the meaning of each digit.
Look again. Which questions will better support this understanding?
- Continue.
10-20 cards
- It is important that students see the numbers between 11 and 19 as a group of ten and some ones. Calling this out and asking students to share aloud that the 1 means one ten will help deepen place value understanding. Be sure to call on several students to either explain or paraphrase another student to solidify this understanding.
- Continue.
10-20 cards
- These are good questions to ask, but make sure you follow up with "How did you know that?" as you introduce these first few numbers on the first day. To deepen understanding of place value also include questions like: Look at how you wrote 16. How do those digits relate to the squares we see on the card? What does the 1 mean? What does the 6 mean?
- Continue.
10-20 cards
- These are great questions to ask once the students have mastered the numbers 1-20 and are ready for some challenges. On this first day, focus on recognizing that the numbers 11-20 have one ten and some ones. Ask students to explain relationship between the way we write the numbers and the meaning of each digit.
Look again. Which questions will better support this understanding?
- Continue.
1-10 cards
- Which student’s response would you want to explore and extend? You might ask a probing question or ask students to discuss the response with a partner.
- Student 1.
- Student 2.
10-20 cards
- We hope at this point that the student is subitizing the two and does not need to count them. Calling attention to this may cause some students to think they should be counting. Which question will support the student and help the rest of the class move forward?
- You can count them, but do you need to? Paint this card in your mind. Close your eyes. How many squares? How many empty boxes? Can you see 2 without counting?
- Boys and girls, remember we aren't counting. We should all just see the two. Who can see two without counting?
10-20 cards
- Yes, this student sees a connection between 8+2 and 18+2. This helps build flexibility and the ability to compose and decompose numbers. Probe with: "Interesting. Tell me more about how this is just like 8+2."
Involve the class by saying: "Listen again to what was said. Can you put the ideas in your own words? What do you think? How is this card like 8+2? Share with your partner and then I'll hear from four of you."
- Continue.
10-20 cards
- Yes, this answer supports not only the student who is still counting, but helps support visualizing with the rest of the class. Which question will help students make further connections?
- I heard someone say that this was just like 8 and 2. Look at these two cards. How are they the same? How are they different?
- This is just like 8 and 2. See how both of these cards have 8 squares and 2 empty boxes? The only difference is that this one has a ten as well. So if you know that 8 and 2 more make 10, you'll know that 18 and two more make 20.
10-20 cards
- A little caution here. This might keep students from wanting to share in the future. Keep responses neutral and ask questions that will help move students forward while still valuing where they are right now.
- Look again. Which question will support the student and still help the rest of the class progress?
10-20 cards
- Great job! You have putting the thinking and reasoning squarely on the students. Another opportunity for all students to learn and for you to do formative assessment.
- Continue.
10-20 cards
- So who is doing all of the work and thinking here? Don't work harder than your students!
- Look again. Which response will require the students to make the connections and do the thinking?
10-20 cards
- Congratulations! While basic questions of:
- How many more to make (5, 10, 15, or 20)?
- How many more than (5, 10, 15) is this?
are simple to ask, deepening students' understanding and asking questions based on the feedback you are receiving is an art.
Use this first month to not only develop your students' understanding, but your ability to question and facilitate. Remember, if the question doesn't work, ask another one!
1-10 cards
- Great question for later in the year or even later in the month if your students are ready for a challenge. But for right now we want students to be thinking and sharing how they are figuring out a number's relationship to 5 and 10.
- Try again.
1-10 cards
- While this is a good extension question, the first days you introduce the ten frame, narrow the focus to
-recognizing the numbers
-seeing how many more to make 5 (or how many more than 5)
-seeing how many more to make 10.
So assuming you now ask, "How many more to make ten?" what would you ask after students show their answers?
- How many would there be if we added 10 more?
- How did you know it was 9?
1-10 cards
- Great question for later in the year or even later in the month if your students are ready for a challenge. But for right now we want students to be thinking and sharing how they are figuring out a number's relationship to 5 and 10.
- Try again.
1-10 cards
- It is important that students see the numbers between 11 and 19 as a group of ten and some ones. Calling this out and asking students to share aloud that the 1 means one ten will help deepen place value understanding. Be sure to call on several students to either explain or paraphrase another student to solidify this understanding.
- Continue.