# Lesson 10

Introduce the 10-frame

## Warm-up: Notice and Wonder: Fingers and 5-frames (10 minutes)

### Narrative

The purpose of this warm-up is to elicit the idea that fingers and 5-frames both show 10 in 2 groups of 5, which will be useful when students use 5-frames to create a 10-frame and represent quantities on 10-frames in later activities.

### Launch

• Groups of 2
• Display the image.
• “What do you notice? What do you wonder?”
• 1 minute: quiet think time

### Activity

• 1 minute: partner discussion
• Share and record responses.

### Student Facing

What do you notice?
What do you wonder?

### Activity Synthesis

• “How are the fingers and the counters on 5-frames the same?” (Each hand has 5 fingers. Each 5-frame has 5 counters. There are 10 fingers and 10 counters.)

## Activity 1: Introduce 10-frames (15 minutes)

### Narrative

The purpose of this activity is for students to represent quantities between 5 and 10 using 5-frames. Students cut out and put together 5-frames to create a representation of a given number. The images in the student responses look like 10-frames but students may put the 5-frames together in creative ways or take parts of more than two 5-frames. Students may choose to use one 5-frame and draw additional circles to form the number. In the activity synthesis, students see and discuss a 10-frame for the first time. If needed, the 5-frames can be cut out for students before the activity.

### Required Materials

Materials to Gather

Materials to Copy

• 5-Frames to Cut Out

### Launch

• Groups of 2
• Give each student a copy of the 5-frames to cut out, glue, and scissors.
• “Make each number. You can cut out the 5-frames to help you make each number.”

### Activity

• 8 minutes: partner work time
• Monitor for students who glue two 5-frames, one right above the other.

### Student Facing

Cut out and glue the 5-frames to make each number.

### Activity Synthesis

• Invite previously identified students to share their 5-frames for 9.
• “Today we are going to start using a new tool called a 10-frame. It holds 10 counters and helps us organize and show numbers. A 10-frame is two 5-frames put together.”
• Display a 10-frame or an image, such as:

## Activity 2: Numbers on Fingers and 10-frames (10 minutes)

### Narrative

The purpose of this activity is for students to gain familiarity with the 10-frame by showing different numbers on it. While students may arrange the counters on the 10-frame in many different ways, the structure of the fingers, with 5 on one hand and some more on another hand, encourages students to think about the 10-frame as 2 groups of 5.

The purpose of the activity synthesis is to highlight the convention of filling out the 10-frame from top to bottom and left to right. This allows students to see numbers 6–10 in relation to 5 and also makes it easy to determine how many squares are empty. While students may organize their counters differently, representations students see will be organized this way to emphasize the structure of the tool. In addition, moving from left to right and from top to bottom aligns with and reinforces the way children learn to read.

MLR8 Discussion Supports. Invite students to begin partner interactions by repeating the question, “How many fingers are held up?” for each picture. This gives both students an opportunity to produce language.
Representation: Develop Language and Symbols. Synthesis: Make connections between the 5-frame representation that can be seen in the 10-frame that is being used. For example “Do you see a 5-frame in the 10-frame we are using here?” Reiterate the fact that when we use the 10-frame we will fill the top row first and then move from left to right. If time allows, show a non-example of what a 10-frame could look like.
Supports accessibility for: Visual-Spatial Processing, Conceptual Understanding

### Required Materials

Materials to Gather

Materials to Copy

• Numbers on Fingers and 10-frames

### Launch

• Groups of 2
• Give each student a copy of the blackline master and two-color counters.
• “Figure out how many fingers are held up in each picture. Then use your counters to show that number on the 10-frame.”

### Activity

• 6 minutes: partner work time

### Activity Synthesis

• Display 10-frames filled as shown:
• “What is the same about these 10-frames? What is different?” (They both show 6 counters. They both have one full row and one counter in the other row. The top one has a full top row and the bottom one has a full bottom row.)
• “In the images that we’ll use in class, we will fill the top row first, from left to right, and then go to the bottom row and fill it from left to right.”
• Display 10-frame filled as shown:
• “This is how we’ll show 7.”

## Activity 3: Centers: Choice Time (20 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that offer practice with counting, adding, composing, and decomposing numbers.

Students choose from any stage of previously introduced centers.

• Shake and Spill
• Counting Collections

Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day.

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Shake and Spill, Stages 1–3
• Counting Collections, Stage 1
• Roll and Add, Stages 1 and 2

### Launch

• “Today we are going to choose from centers we have already learned.”
• Display the center choices in the student book.
• “Think about what you would like to do first.”
• 30 seconds: quiet think time

### Activity

• Invite students to work at the center of their choice.
• 8 minutes: center work time
• “Choose what you would like to do next.”
• 8 minutes: center work time

### Student Facing

Choose a center.

Shake and Spill

Counting Collections

### Activity Synthesis

• “When you were working with your partner today, how did you decide who goes first?”

## Lesson Synthesis

### Lesson Synthesis

“Today we used a new tool called a 10-frame to organize and show numbers.”

Display a 10-frame with 6 red counters.

“Tell your partner what you know about this 10-frame.” (There are 10 squares on the 10-frame. There are 5 squares on the top and 5 squares on the bottom. There are 6 counters. 4 of the squares are empty.)

“Use your fingers to show how many counters are on the 10-frame.”