Introduce the 10-frame
The purpose of this lesson is for students to understand the 10-frame as 2 combined 5-frames and to relate the 10-frame to fingers on two hands.
In previous lessons and units, students represented numbers 1–10 on 5-frames. The structure of the 5-frame encouraged students to see numbers 6–9 in relation to 5. In this lesson, students create a 10-frame and begin to see numbers 1–9 in relation to 10. This lesson also connects the 10-frame with fingers on 2 hands. With repeated experience, students may be able to recognize quantities on a 10-frame without counting, or by counting on from 5 (MP7, MP8).
The 10-frame will be an important tool in upcoming lessons as students compose and decompose 10 in multiple ways and find the number that makes 10 when added to a given number.
- Recognize a 10-frame as being composed of two 5-frames.
- Let’s make and use 10-frames.
Materials to Gather
Materials to Copy
- Numbers on Fingers and 10-frames
- 5-Frames to Cut Out
- Gather materials from:
- Shake and Spill, Stages 1–3
- Counting Collections, Stage 1
- Roll and Add, Stages 1 and 2
|Activity 1||15 min|
|Activity 2||10 min|
|Activity 3||20 min|
|Lesson Synthesis||5 min|
Teacher Reflection Questions
In the next several lessons, students will find different ways to compose and decompose 10. The structure to the 10-frame can help students organize and understand these compositions and decompositions. How does organizing the counters on the 10-frame from left to right, top to bottom support this work?