The adult demonstrates the completion of a ten-frame, and children imitate this process. Teaching teams and parents may use this activity to encourage children’s comprehension of numerical concepts from one to ten.
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The adult demonstrates the completion of a ten-frame, and children imitate this process. Teaching teams and parents may use this activity to encourage children’s comprehension of numerical concepts from one to ten.
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Patterns (Webcast #5) Number Patterns Lesson
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Setting:
Whole Group and
Small Group -– end of the year
Where did this idea come from? The ten-frame is a graphic representation often used in K and 1st grade. I decided to use it for pre-kindergarten and just concentrate on the top row (five or a one-handed number) and the top and bottom rows (ten or a two-handed number).
What had the children learned BEFORE this lesson? Children had experienced many number concepts for the numbers 3-9. They also knew that 10 was a special two-handed number.
What did you plan to do AFTER this lesson? Many more of these ten-frame activities needed to be experienced before children were ready to more on.
What's happening during the lesson?
Objective: Children will make a set of 10 by completing a ten-frame with objects.
Introduction: I showed the ten-frame model quickly and asked children to show and tell the number (either 5 or 10) of discs shown.
Procedures:
Children met in small groups and worked with a teacher to introduce the game.
The game is played with one empty ten-frame grid, twelve counters (six of one color and six of another color), and a number cube with two sides labeled with a "1", two sides labeled with a "2", and two sides labeled with a "3".
Children take turns, roll the die, and place that number of counters on the grid, the top row first.
The winner of the game is the person who completes the grid exactly.
The counters are removed from the grid and put together with like colors next to each other. Those are then counted to introduce the parts of ten to children.
Children playing the game
What will I do after the lesson?
What surprised you about the children during this lesson? I was surprised by the children’s responses during the games. I assumed they would just begin to see a visual model of 5 and 10. Their responses indicated that they were already beginning to do some joining and separating of sets and their concepts involving parts of 10 were developing.
How would you describe the teaching that occurred using the words on the Continuum of Teaching Behaviors? Both of the Center Teachers were SCAFFOLDING the children’s behaviors during the game.
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Children playing the game