# Lesson 10

Conozcamos el tablero de 10

### Lesson Purpose

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.

### Lesson Narrative

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.

• Representation
• MLR8

### Learning Goals

Teacher Facing

• Recognize a 10-frame as being composed of two 5-frames.

### Student Facing

• Hagamos tableros de 10 y usémoslos.

### Required Materials

Materials to Gather

Materials to Copy

• Numbers on Fingers and 10-frames
• 5-Frames to Cut Out

### Required Preparation

Activity 3:

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

### Lesson Timeline

 Warm-up 10 min Activity 1 15 min Activity 2 10 min Activity 3 20 min Lesson Synthesis 5 min Cool-down 0 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?