<p>Students will have a deeper comprehension of the relationships and connections between numbers. They will make connections between 5 and 10. Students are going to:&nbsp;<br>- accurately count and determine "how many" items there are in a set.&nbsp;<br>- count forward and backward to at least 20 both with and without objects.&nbsp;<br>- acknowledge that an object's position in a sequence or the number of objects in a set can both be represented by a number.&nbsp;<br>- combine objects and pictures to create and break down numbers up to ten.&nbsp;<br>- gain knowledge of the relationships between ordinal and cardinal numbers as well as the relative positions and magnitudes of whole numbers.&nbsp;<br>- connect numerals and number words to the quantities they stand for by employing a variety of physical models and depictions.<br>- read, write, and represent whole numbers up to at least thirty-one (inclusive). (Numerals, images, actual objects, picture graphs, spoken words, and manipulatives like connecting cubes can all be used as representations.)<br>- compare the amounts to five and ten.</p>

<p>- How can we determine which number is greater or smaller?<br>- What happens if I combine or divide a set of numbers (objects)?<br>- How does mathematics aid in effective communication?&nbsp;<br>- How do patterns and relationships connect in math?&nbsp;<br>- How can numbers be represented, compared, quantified, and modeled using mathematics?&nbsp;<br>- What does it mean to evaluate or estimate a numerical quantity?&nbsp;<br>- What qualifies a tool and/or strategy for a specific task?&nbsp;<br>- When is it better to estimate rather than calculate?</p>

<p>- Greater Than: A number/quantity is larger than another.&nbsp;<br>- Less Than: A number/quantity is smaller than another.</p>

<p>- one small paper bag per pair of students with ten bug-shaped counters or other counters in each<br>- ten-frame or five-frame for each pair of students (M-K-1-3_Ten-Frame or M-K-1-3_Five-Frame)<br>- small dry-erase board, marker, and eraser (or paper and marker) for each pair<br>- additional counters for student use<br>- numeral cards 0 to 10 in a jar/baggie (M-K-1-3_Numeral Outline Cards)<br>- copies of Checklist 1, one per student (M-K-1-3_Checklist 1)<br>- ten-sided number cube<br>- mini-ten-frame card set for each student (M-K-1-3_Mini-Ten-Frame Cards)<br>- hundreds charts for students (M-K-1-3_Hundreds Chart)<br>- copies of Ten-Frame Assessment 1 (M-K-1-3_Ten-Frame Assessment 1)</p>

<p>- To gauge student comprehension, watch students during workstations, class discussions, and instructional activities.<br>- To assess students' skill levels, use Checklist 1 (M-K-1-3_Checklist 1).<br>- To further evaluate student mastery, use Assessment 1 (M-K-1-3_Ten-Frame Assessment 1)</p>

<p>Explicit instruction, modeling, scaffolding, and active engagement&nbsp;<br>W: Explain the idea of a set of ten to the class and introduce them to a ten-frame. Summarize the things that students observed about the frame, such as its two rows, five places in each row, and how simple it would be to detect if one item was missing.&nbsp;<br>H: Using a jar or baggie filled with counters that resemble bugs will pique students' interest in the lesson, but even plain counters will leave them wondering how the ten frames fit everything together.&nbsp;<br>E: Use ten-frame activities and pair work to get students involved in the learning process. Have them work on the bag of bugs and count.&nbsp;<br>R: Visit students in groups to assist with clarifying or refocusing any miscommunications. If students don't seem to be understanding the goal of the activity, go over the concepts of counting and using a ten-frame with them.&nbsp;<br>E: Regroup students in a large group, and use the Tell Me Fast activity to determine whether students can read numbers from the ten-frame by sight by attaching the numbers to five and ten, or if more teaching is required.&nbsp;<br>T: You can use the suggestions in the Extension section to modify the lesson so that it fits your students' needs.&nbsp;<br>O: The goal of the lesson is for students to learn how simple it is to count the number of items in a group when that group is anchored to a number, such as five or ten. Future math learning will benefit from knowing how to use a ten-frame. Learners will primarily take away from this lesson how to count and organize objects using a ten-frame, five-frame, or counters. Afterward, they will use the Tell Me Fast game, in which a number is displayed as ten frames filled with dots. Depending on readiness, these tasks are progressive and repeatable. They give students exposure to numbers up to 10 while helping them anchor the numbers 1 to 10 using 5 and 10.</p>

<p>Prepare six to ten bugs in a jar, baggie, or bag. You can also use Backyard BugsTM and other counters, such as cubes, tiles, links, etc. If students are still working only with numbers 0 to 5, use five frames and fewer bugs.<br><br>Say,<strong> "To help us organize and count bugs, we will be using ten frames and counters.&nbsp;You can better understand how numbers relate if you learn to count and arrange things."</strong><br><br><strong>"My friend is a bug enthusiast. She gathers a variety of insects. I'd like to share some toy bugs that my friend gave me with all of you. This is the baggie or jar I have with the bugs she gave me."</strong>&nbsp;(Show the baggie or jar to the students.)&nbsp;<strong>"How many insects do you think are in my baggie or jar?"</strong>&nbsp;Examine the vocabulary word "estimate." <strong>"Remember your phone number. Let's see what everyone thinks."</strong>&nbsp;Students' answers should be written on the board. Invite a couple of students who are near the number to share their explanations of their ideas.<br><br><strong>"Let's examine the insects in my jar, baggie, or bag."</strong>&nbsp;Place the bugs in a stack and inquire if students would like to revise their responses or offer an alternative. Keep the bugs in a pile rather than spreading them out.<br><br><strong>"I must count my bugs to find out how many I have. Is there anyone with any ideas?"&nbsp;</strong>Ask the students for any ideas they have. Students' suggestions could include counting the bugs at random or by counting them while pointing at them and uttering a number.<br><br>Suggests that this might cause some bugs to be counted more than once or that some bugs will be missed. At this point, students can also recommend moving the bugs out of the pile, creating a new pile while counting the bugs, or forming a line before gently touching and methodically counting the bugs.<br><br>Draw attention to effective counting techniques. Ask children why they chose to count the bugs in this manner:<br><br><strong>"Could you elaborate on why you lined up the bugs before counting them?"</strong><br><br><strong>"What made you move the bugs while you were counting them into a new pile?"</strong><br><br><strong>"Many of you had some excellent counting techniques. I'm going to demonstrate a tool to assist you in monitoring the objects you count. It's known as a ten-frame."</strong><br><br>Give the ten-frame to the students. <strong>"Does anyone know the meaning behind the term "ten-frame"?</strong>&nbsp;(There are ten boxes.) <strong>"Come on, let's all count the boxes together. One, two, three,... ten."&nbsp;</strong>Start at the upper left box and point to each box. Until you reach five, keep counting as you go across the row. After that, count from six to ten in the second row again.<br><br>Make sure the students understand that each box can only contain one counter. Use a bug from the jar or baggie to demonstrate to them. Begin by filling the top 5 rows, then work your way down. (Students will be encouraged to use at least five combinations as a result.)<br><br><strong>"I'm going to fill each box with one bug. Next, we'll calculate the total number of bugs in the jar or bag."</strong><br><br>Put every bug on the ten-frame.<strong>&nbsp;"Let's count the bugs."</strong>&nbsp;Touch each bug while the class counts them.<br><br><strong>"It was discovered that the jar/baggie contained ___ bugs." Wow! So many bugs there."</strong> Discussing numbers that are greater or smaller than the number of bugs in your jar or baggie may help you go back to the initial estimates that the students made.<br><br><strong>"I'll walk you through writing the number ___."</strong>&nbsp;Give students instructions on how to write the number that was counted.<br><br><strong>"Now, let's all practice it.&nbsp;Put your finger in the air, and let's practice writing the number ___ together."</strong><br><br><strong>"Next, you will practice writing numbers and counting with a ten-frame with a partner."</strong><br><br><strong>"I'm going to hand out bags containing multiple bug counters to each partner set. The first partner has to reach into the bag and take out a few bugs. On the ten-frame, put each bug in its box. After counting the bugs, Partner 2 must record the total on the dry-erase board. Replumb all of the bugs in the bag and clean the board once you both agree that the number has been written accurately. Next, carry out the task again. Take turns extracting the bugs from the bag and recording the number of bugs on the board."</strong><br><br>Before giving the bags to every student, have students role-play (taking turns with the bag and writing the number).<br><br><strong>"I'll be visiting every group to view the work that you have produced. Silently raise your hand if you have any questions."</strong><br><br>Visit each pair of students as they are working with their partner and the bags, asking them to explain their thought process and correcting any errors you notice. Students' responses to your questions will allow you to gauge where they are in their learning process. While you move around the classroom, note the assessments you give each student on Checklist 1 (M-K-1-3_Checklist 1). You'll be able to clear up misunderstandings. Students with varying skill levels and readiness levels can be asked sample questions like these:<br><br><strong>“Could you please count the number of bugs on your ten-frame for me?”</strong><br><strong>“Put the number ___ on your board.”</strong><br><strong>“Is the total number of bugs you have more than or less than five?”</strong><br><strong>“On your board, there are ___ bugs. How many bugs would you have on your board if I gave you just one more?”</strong><br><strong>“On your board, there are ___ bugs. How many bugs would you have on your board if you gave me just one?”</strong><br><strong>"On your board, you have ____. “How many more than five is ____?”</strong><br><strong>“To make ten, how many more bugs do you need?”</strong><br><strong>“Count to five (or ten) forward or backward.”</strong><br><strong>"Which number is greater? Seven or six? How are you aware of this?"</strong><br><br>Reassemble your class after students have finished working with the bug counters and ten frames.<br><br><strong>"We're going to engage in a game called Tell Me Quick. I'll demonstrate a ten-frame to you. Try to figure out how many dots the ten-frame has. Until I ask you to share the number, remember it. All right, here's the ten-frame."&nbsp;</strong>Give the students three seconds to view a ten-frame. Next, cover the ten frames so that the dots are hidden from the students' view.&nbsp;<strong>"Consider how many dots you noticed on the ten-frame. Now enunciate your response to a neighboring person in a whisper (or write it on the whiteboard). Please whisper your response to me on a count of three. Once, two, three." </strong>Pay attention to the answers from the students. Decide which students will share their guess for the number on the ten-frame at random. Should there be seven dots, for instance, you could inquire:<strong> "_____, you mentioned there were seven dots on the ten-frame. Could you elaborate on your response?"</strong>&nbsp;Take note of other tactics and emphasize clever reasoning. While students describe their ideas, go over the ten-frame with the class once more. If you have time, repeat the process using more ten-frame cards with different amounts of dots.<br><br>To anchor numbers to five and ten, students will require a great deal of practice with ten-frames. Workstations, mini-lessons, small groups, and/or routines can all be used to achieve this.<br><br><strong>Extension:</strong><br><br><strong>Routine 1: </strong>Have students count the objects and sets they see or use during activities and book reading. Instruct students to point to items and objects while expressing numbers in ordinal form. For instance,<strong> "Can you point to the second (2nd) bug?"&nbsp;</strong>Additionally, when appropriate, ask students to communicate with you using ordinal numbers. Emphasize the use of specific vocabulary words required to communicate number-sense concepts. Monitor student progress and responses, and allow students to revise their work as ideas become clearer.<br><br><strong>Routine 2:</strong> Use ten-frame cards as flashcards to help students understand<br><br><strong>Small Group 1:</strong> <strong>Numeral Writing Activity:</strong> Hand out a double ten-frame (M-K-1-3_Ten-Frame) and a set of numerical outline cards (M-K-1-3_Numeral Outline Cards) to each student. Prepare a jar, bag, or container with ten counters of any type. Assign a student to open the container, remove a randomized quantity of counters, and arrange them on the table (or use a ten-frame if preferred). When the teacher or a similar student points to each counter, have the class count the set aloud. Ask students to use their Numeral Card sheet to locate the correct number, then trace it multiple times with a finger, pencil, or crayon. Provide students with an example of writing the number in the first box of an enlarged ten-frame. Fill in the square with the numeral a second time. Students should write the number twice on their ten-frame, and teachers should help those who need assistance correctly form the number. Continue doing this until you have at least one practice writing for every numeral.<br><br><strong>Note: </strong>You should take charge and pull out handfuls equal to the numerals that haven't been chosen yet after each student in the small group has had a chance to select a few counters. This will help to guarantee that every numeral is practiced.<br><br><strong>Small Group 2: Building Sets Activity:</strong> Depending on the level of student readiness, prepare a jar or baggie filled with numeral outline cards. For example, use numbers ranging from 1 to 5 or 5 to 10 (M-K-1-3_Numeral Outline Cards). Choose between using five or ten frames, based on the number of cards in the baggie or jar (M-K-1-3_Five-Frame or M-K-1-3_Ten-Frame). It is also advisable to set up a sizable cluster of counters for the students to utilize.<br><br>As one student takes a card out of the baggie or jar, have them tell the other students what the number is. On their five- or ten-frame, each student in the group places that many counters. Observe how the students arrange the counters on the mat. Are they arranging them from left to right? Do they leave any gaps? If so, use this as an opportunity to explain to the students that there are multiple ways to display the number. For instance: One student may occupy the first box on the bottom row and the top row if the number six is drawn. Another student may complete three boxes in the top row and three boxes in the bottom row. During this time, discuss with the students how to represent numbers in another way.&nbsp;<br><br>You could give each child an envelope with number cards in place of a jar or baggie. In this case, children would draw their cards and construct the numbers on their five- or ten-frames. Asking questions that prompt students to consider one more or one less than the given number and how many more or less than five or ten their counters are should start as soon as they seem ready. Students who can quickly identify numbers 0 to 10 can be tested on numbers 0 to 20.<br><br><strong>Ten-Frame Memory Match:</strong> Make corresponding number cards and cards with ten frames. Place all cards face-down. To find a match, students turn over two cards in turn. After students correctly match a picture card with ten frames to a number card, they keep the match and continue. In the end, the person with the most matches will&nbsp;win.<br><br><strong>Large Group: Baggie/Jar Counting Activity:</strong> Estimate and count items on a five-frame, ten-frame, or double-ten-frame using a counting jar or baggie filled with manipulatives. The counting jar or bag could contain any type of counter: links, mini-erasers, cubes, and so on. Based on the student's readiness, the number of items should be determined. Apply the concepts of bug counters in the lesson to the objects in the counting jar or baggie. Using double ten-frames, students who can recognize numbers 0 to 10 can be challenged with numbers 0 to 20.<br><br><strong>Expansion 1:</strong> For students who can count to 20, extend the Counting Jar/baggie activity by using 100 counters and a Hundreds Chart (M-K-1-3_Hundreds Chart). Similar to the bug-counting exercise, students sketch a few counters and arrange them on a chart's squares. Ask students to tally and write the number of counters on a piece of paper or a whiteboard. After students have recorded their numbers, they should return all counters to the jar or bag. Give students a time limit (10 to 15 minutes) or a specific number of repetitions (three to five) to complete the steps.<br><br><strong>Note: </strong>Students can also choose to modify this exercise by leaving the counters from previous turns on the hundreds chart, and then adding new counters each turn until they reach 100. They would be counting upwards from the number they had noted during the previous turn.<br><br><strong>Expansion 2</strong>: Tell Me Fast Activity: Give your students three to five seconds to view a ten-frame card, then ask them to count how many dots they saw. Give students the task of telling you or a partner how many numbers are either one more or one less than the total number of dots on the ten-frame. Ask students to extend by telling you or a partner how many spaces are empty or how many more are needed to make ten. Invite students to discuss their ideas. Showcase effective techniques for the class as a whole. Typically, 5 minutes would be spent playing this game.<br><br><strong>Workstation 1: Activity: Ten-Frame/Bag:&nbsp;</strong>You could set up a workstation using the ten-frame/bag exercise from the main class. Based on your student's proficiency level, you can use a double ten-frame, ten-frame, or five-frame to differentiate it. By substituting a different manipulative for each bag, you could also customize it to the interests of your students.<br><br><strong>Workstation 2: Ten-Frame Match-Up and Ten-Sided Number Cubes Activity:</strong> You can play this game with one or more students. Setting up the game requires sets of mini-ten frames (M-K-1-3_Mini-Ten-Frame Cards) and a ten-sided number cube (numbered 1 to 10).<br><br>Each player spreads out a deck of ten ten-frame cards face-up on the floor or table. When Player 1 rolls the number cube, he or she looks for the ten-frame card with the same number on it. The card is piled face down. For instance, a student rolls a seven on the number cube with ten sides. Next, he or she has to turn over the card that has seven dots on the mini-ten frame.<br><br>The next player enters the game. The winner is the first player to reveal all of their cards. An opponent loses a turn if the player rolls a number after turning over the card.<br><br>In a solo game, a student matches the numbers rolled on the ten-sided number cube in an attempt to turn over all of the cards as soon as possible.</p>