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LEARNING PROGRESSION
PREREQUISITE SKILL
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EXTENSION SKILL
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DURATION
- Introduction (5 minutes)
- Instruction (15 minutes)
- Guided Practice (15 minutes)
- Independent Practice (15 minutes)
- Exit Card Formative Assessment (5 minutes)
- Closure (5 minutes)
MATERIALS
- Ten frame mats (1 per student)
- Small manipulatives (e.g., counters, buttons, or small objects; at least 10 per student)
- Whiteboard or chart paper
- Markers
- Worksheets (1 per student)
- Pencils
VOCABULARY
- Ten frame
- Count
- Number
TEACHING RESOURCES
CENTERS & TASK CARDS
No Centers or Task Cards Available
IEP GOAL WORKBOOKS
No Goals Available
WORKSHEET PACKS
No Worksheet Packs Available
5 AND 1 INTERVENTIONS
No Interventions Available
GAMES
No Games Available
ACTIVITIES
No Activities Available
LESSON INSTRUCTION
INTRODUCTION
- Greet students and explain the learning objective for the day.
- Introduce the ten frame and explain its purpose as a tool for counting and visualizing numbers.
INSTRUCTION
- Model counting from 1 to 5 using a ten frame on the whiteboard or chart paper.
- Explain and demonstrate how to place the manipulatives on the ten frame to represent each number.
- Ask students to count aloud as you place the manipulatives on the ten frame.
GUIDED PRACTICE
- Distribute ten frame mats and manipulatives to each student.
- Guide students to place the correct number of manipulatives on their ten frames to represent numbers 1 to 5, one at a time.
- Monitor students as they work, providing support and assistance as needed.
INDEPENDENT PRACTICE
- Distribute worksheets to students, with ten frames and number recognition tasks.
- Instruct students to complete the worksheet individually, using their manipulatives to help them count and visualize the numbers.
- Encourage students to ask for assistance if needed.
HOMEWORK
- Provide a take-home worksheet with ten frames and counting tasks for numbers 1 to 5 for additional practice.
EXIT TICKET
- Distribute exit cards with a simple ten frame task (e.g., representing a number between 1 and 5 on a ten frame).
- Ask students to complete the task independently and hand in their exit cards before leaving.
ASSESSMENT
- Use completed worksheets and exit cards to assess student understanding and progress.
- Provide feedback to students and adjust future lessons as necessary.
CLOSURE
- Review the objectives of the lesson and ask students to share what they learned.
- Encourage students to practice counting and using ten frames at home.
EXTENSION
- Introduce counting to 10 using the ten frame in a future lesson.
- Provide opportunities for students to create their own ten frame problems to share with classmates.
INTERVENTION
- Use visual aids, such as number lines or charts, to help students struggling with counting and number recognition.
- Encourage peer support and collaboration, pairing students who may need extra assistance with those who have a stronger grasp of the concept.
- Modify the lesson and materials to accommodate any learning or physical disabilities, ensuring all students can participate in the activities.
VIDEOS
No Video Available
TEACHING TIPS
- Use a variety of manipulatives to keep students engaged, such as different colors or shapes.
- Encourage students to verbalize their thought process as they place manipulatives on the ten frame.
- Incorporate movement by having students physically represent numbers using their bodies along with the ten frame.
STUDENT MISCONCEPTIONS
- Students may confuse the order of numbers when counting, such as saying "2, 1, 3, 4, 5."
- Students may believe that the number of manipulatives on the ten frame corresponds directly to the number's name, rather than its quantity.
- Students may struggle to recognize that the ten frame represents a fixed quantity, and therefore the context for numbers 1-5 within 10.
STANDARD
Common Core Standard:
K.CC.B.5 - Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
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