Lesson 10
Introduce the 10frame
Warmup: Notice and Wonder: Fingers and 5frames (10 minutes)
Narrative
Launch
 Groups of 2
 Display the image.
 “What do you notice? What do you wonder?”
 1 minute: quiet think time
Activity
 “Discuss your thinking with your partner.”
 1 minute: partner discussion
 Share and record responses.
Student Facing
What do you notice?
What do you wonder?
Student Response
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Activity Synthesis
 “How are the fingers and the counters on 5frames the same?” (Each hand has 5 fingers. Each 5frame has 5 counters. There are 10 fingers and 10 counters.)
Activity 1: Introduce 10frames (15 minutes)
Narrative
Launch
 Groups of 2
 Give each student a copy of the 5frames to cut out, glue, and scissors.
 “Make each number. You can cut out the 5frames to help you make each number.”
Activity
 8 minutes: partner work time
 Monitor for students who glue two 5frames, one right above the other.
Student Facing
Cut out and glue the 5frames to make each number.
Student Response
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Activity Synthesis
 Invite previously identified students to share their 5frames for 9.
 “Today we are going to start using a new tool called a 10frame. It holds 10 counters and helps us organize and show numbers. A 10frame is two 5frames put together.”

Display a 10frame or an image, such as:
Activity 2: Numbers on Fingers and 10frames (10 minutes)
Narrative
The purpose of this activity is for students to gain familiarity with the 10frame by showing different numbers on it. While students may arrange the counters on the 10frame in many different ways, the structure of the fingers, with 5 on one hand and some more on another hand, encourages students to think about the 10frame as 2 groups of 5.
The purpose of the activity synthesis is to highlight the convention of filling out the 10frame from top to bottom and left to right. This allows students to see numbers 6–10 in relation to 5 and also makes it easy to determine how many squares are empty. While students may organize their counters differently, representations students see will be organized this way to emphasize the structure of the tool. In addition, moving from left to right and from top to bottom aligns with and reinforces the way children learn to read.
Advances: Conversing
Supports accessibility for: VisualSpatial Processing, Conceptual Understanding
Required Materials
Launch
 Groups of 2
 Give each student a copy of the blackline master and twocolor counters.
 “Figure out how many fingers are held up in each picture. Then use your counters to show that number on the 10frame.”
Activity
 6 minutes: partner work time
Student Response
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Activity Synthesis
 Display 10frames filled as shown:
 “What is the same about these 10frames? What is different?” (They both show 6 counters. They both have one full row and one counter in the other row. The top one has a full top row and the bottom one has a full bottom row.)
 “In the images that we’ll use in class, we will fill the top row first, from left to right, and then go to the bottom row and fill it from left to right.”
 Display 10frame filled as shown:
 “This is how we’ll show 7.”
Activity 3: Centers: Choice Time (20 minutes)
Narrative
The purpose of this activity is for students to choose from activities that offer practice with counting, adding, composing, and decomposing numbers.
Students choose from any stage of previously introduced centers.
 Shake and Spill
 Counting Collections
 Roll and Add
Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day.
Required Materials
Materials to Gather
Required Preparation
 Gather materials from:
 Shake and Spill, Stages 1–3
 Counting Collections, Stage 1
 Roll and Add, Stages 1 and 2
Launch
 “Today we are going to choose from centers we have already learned.”
 Display the center choices in the student book.
 “Think about what you would like to do first.”
 30 seconds: quiet think time
Activity
 Invite students to work at the center of their choice.
 8 minutes: center work time
 “Choose what you would like to do next.”
 8 minutes: center work time
Student Facing
Choose a center.
Shake and Spill
Counting Collections
Roll and Add
Activity Synthesis
 “When you were working with your partner today, how did you decide who goes first?”
Lesson Synthesis
Lesson Synthesis
“Today we used a new tool called a 10frame to organize and show numbers.”
Display a 10frame with 6 red counters.
“Tell your partner what you know about this 10frame.” (There are 10 squares on the 10frame. There are 5 squares on the top and 5 squares on the bottom. There are 6 counters. 4 of the squares are empty.)
“Use your fingers to show how many counters are on the 10frame.”
Cooldown: Unit 5, Section C Checkpoint (0 minutes)
CoolDown
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