Ep 32: 10+ Ten Frame Activities

1
00:00:00,000 --> 00:00:03,360
Last episode we talked all about 10 frames and their usefulness,

2
00:00:03,360 --> 00:00:08,480
and here I'm back today to share even more things that you can use 10 frames for in your classroom.

3
00:00:15,760 --> 00:00:21,280
Hello and welcome to Making Number Sense Make Sense, a podcast for elementary teachers,

4
00:00:21,280 --> 00:00:26,640
specifically early elementary teachers, looking to really make an impact in the number sense of their

5
00:00:26,640 --> 00:00:33,280
students. If you want to learn more about what 10 frames are and how to use them, I will have my

6
00:00:33,280 --> 00:00:38,000
all about 10 frames episode linked in the show notes, but today it's all about the activities,

7
00:00:38,000 --> 00:00:42,560
it's all about how you can actually use these amazing tools in your classroom. So I've kind of

8
00:00:42,560 --> 00:00:49,040
split it up into warm-ups, center activities, or just print and go activities. Now for me personally,

9
00:00:49,600 --> 00:00:55,120
I really like things that I can use again and again, so I will take the time to actually,

10
00:00:55,120 --> 00:00:59,520
you know, laminate these things or create these things, but sometimes it just doesn't work that

11
00:00:59,520 --> 00:01:04,240
way. You just got to do what you got to do. So I also have some print and go activities near the

12
00:01:04,240 --> 00:01:09,920
end. So my first one I talked about last time is quick images, and quick images is a number sense

13
00:01:09,920 --> 00:01:14,880
routine that you can use to build a concept of 10, and the way that it works is you have your

14
00:01:14,880 --> 00:01:19,520
10 frames filled out with a certain number of counters, you show it to your students really

15
00:01:19,520 --> 00:01:25,360
quick, and then hide it, and your students have to figure out how many was on the 10 frames. It can

16
00:01:25,360 --> 00:01:30,720
really elicit some interesting strategies about figuring out how far or close numbers are from 10,

17
00:01:30,720 --> 00:01:36,880
maybe they might see five and a few more, which is also building on an anchor to five to 10. So quick

18
00:01:36,880 --> 00:01:42,320
images, it's old faithful, I love it, use it all the time. Another number sense routine you can use

19
00:01:42,880 --> 00:01:48,320
is say it, build it. So that is exactly how it sounds like. You say a number and then your students

20
00:01:48,320 --> 00:01:52,720
need to build it on their 10 frame. You can get through a lot of numbers really quickly,

21
00:01:52,720 --> 00:01:57,200
talk about the strategies that they're using, if they have to take all of their counters off

22
00:01:57,200 --> 00:02:03,360
for the new number, or if they can just add or take away from the numbers they already had on

23
00:02:03,360 --> 00:02:08,800
their 10 frame. Makes this activity really variable for a lots of different students in the level that

24
00:02:08,800 --> 00:02:14,480
they're at, and gives them the opportunity to really share about their reasoning and how they're

25
00:02:14,480 --> 00:02:18,800
thinking of things, which can help the other students when they hear their thinking. I can't

26
00:02:18,800 --> 00:02:24,000
tell you how many times I have explained something to the kids, tried everything I can, and then a

27
00:02:24,000 --> 00:02:29,440
student says basically what I just said, and then the student who I was trying to explain it to goes,

28
00:02:29,440 --> 00:02:34,720
oh that makes so much more sense. So it is so valuable to have kids share their thinking and

29
00:02:34,720 --> 00:02:38,960
their reasoning, and then they can build off each other. For say it and build it, you can just say a

30
00:02:38,960 --> 00:02:44,480
number, you can pick numbers out of a hat, you could also use a number randomizer to spice it up a

31
00:02:44,480 --> 00:02:48,880
little bit. So first one is called spin count and cover. So it's exactly what it sounds like. Your

32
00:02:48,880 --> 00:02:53,600
students have a 10 frame spinner, like a spinner with all the 10 frames on it, and then they have

33
00:02:53,600 --> 00:02:57,760
to spin, and then when they figure out how many were on that 10 frame they need to cover it on

34
00:02:57,760 --> 00:03:04,480
their mat until their entire mat is full. Similar to that we have spin and build. So they would spin

35
00:03:04,480 --> 00:03:09,680
a number or a 10 frame depending on how difficult you want it. So if you're if they're just spinning

36
00:03:09,680 --> 00:03:14,960
a 10 frame and creating the same the same 10 frame, then they're creating a matching set.

37
00:03:14,960 --> 00:03:21,520
But if you want to have them start to match numerals to values, then they would spin a number 10 frame

38
00:03:22,480 --> 00:03:29,200
and then build it on their mat. And there's five frame, 10 frame, or 20 frame versions of that game,

39
00:03:29,200 --> 00:03:34,080
so it can really meet the needs of a lot of your students no matter where they are. The next game

40
00:03:34,080 --> 00:03:39,280
is called pick, build, and cover. So your students would again pick a 10 frame or a numeral card,

41
00:03:39,840 --> 00:03:45,600
build it on the 10 frame, and then cover it until all of their numbers are covered. Now you'll see

42
00:03:45,600 --> 00:03:51,040
in a lot of these games the concept is the same. They're getting a lot of practice, but you just

43
00:03:51,040 --> 00:03:56,080
tweak one thing about it and then all of a sudden it's a brand new game. And like I said before,

44
00:03:56,080 --> 00:04:01,440
adding a different manipulative just makes the game brand new. So maybe one day you're using cubes,

45
00:04:01,440 --> 00:04:06,000
the next day you're using bare counters, the next day you're using double-sided counters,

46
00:04:06,000 --> 00:04:11,760
so students can keep practicing without getting bored because it feels fresh. Next game is called

47
00:04:11,760 --> 00:04:17,040
roll a rainbow graph. So if you are also doing graphing in your stations, you can do roll a

48
00:04:17,040 --> 00:04:22,320
rainbow graph. So the way that this works is they have their numerals on the bottom, so it might be

49
00:04:22,880 --> 00:04:27,200
five frames, 10 frames, or 20 frames, and each one has been assigned a color. And your students

50
00:04:27,200 --> 00:04:33,280
would be able to tell because the number on the bottom is in the color that they're supposed to

51
00:04:34,240 --> 00:04:40,560
color. So they would roll their dice and color in one square and keep going until one of their

52
00:04:40,560 --> 00:04:45,120
colors reaches the top. And by the end it's rainbow colored. So the first one's red,

53
00:04:45,120 --> 00:04:50,160
an orange, yellow, green, blue, and purple. So by the end they have rainbow colors on their paper.

54
00:04:50,160 --> 00:04:54,800
They love that one because I have yet to meet a five-year-old who does not love a rainbow.

55
00:04:54,800 --> 00:05:02,240
The next game is a twist on the classic go fish, but instead of using normal go fish cards,

56
00:05:02,240 --> 00:05:06,720
they have 10 frames on them instead so they can kind of see their numbers that way. And I have found

57
00:05:07,280 --> 00:05:12,960
for a lot of my students who are especially who are still developing one-to-one correspondence,

58
00:05:12,960 --> 00:05:18,240
they wanted to play, but it took them a long time to actually count them out. So doing a game like

59
00:05:18,240 --> 00:05:23,920
go fish feels like a lot of fun because we're playing a game, but seeing their numbers organized

60
00:05:23,920 --> 00:05:29,760
on a 10 frame can help them start to internalize the numerals faster and they'll have lots of

61
00:05:29,760 --> 00:05:35,360
different opportunities to work on their one-to-one correspondence with scattered groups. So 10 frame

62
00:05:35,360 --> 00:05:41,680
is just an organizational tool that they can use. Next activity is play-doh maps. So they could pick

63
00:05:41,680 --> 00:05:47,840
a mat, figure out what the number is, and create the numeral with their play-doh. So maybe they're

64
00:05:47,840 --> 00:05:53,520
doing number 12, they make a 12 with the play-doh, and then they would also fill in a 10 frame that

65
00:05:53,520 --> 00:05:58,880
goes with it. So they'd make 12 little play-doh circles with it. Play-doh is a great way to work

66
00:05:58,880 --> 00:06:04,000
on their fine motor skills and is a great way to work on students fine motor skills but have that

67
00:06:04,000 --> 00:06:09,040
math element in with it since they're trying to make numbers. And similar to that, a more tactile

68
00:06:09,040 --> 00:06:14,960
way to make numbers or practice numbers is with wiki stick numeral cards. So that has the numeral

69
00:06:14,960 --> 00:06:20,400
on it with the matching 10 frames so kids can start to associate numerals with a value and they

70
00:06:20,400 --> 00:06:25,360
can use their wiki sticks to build the numbers. Next one is roll and write or spin and write. So

71
00:06:25,360 --> 00:06:29,440
they work the same way. The only difference is with one you're spinning a spinner, the other you're

72
00:06:29,440 --> 00:06:35,920
rolling a dice. So they would roll or spin and then write down the number that they rolled or spun.

73
00:06:35,920 --> 00:06:41,440
You can make that as challenging as you need to with a 5, 10, or 20 frame and that's a great

74
00:06:41,440 --> 00:06:46,160
print and go activity. You just print the recording sheet and you're good to go. The next is 10 frame

75
00:06:46,160 --> 00:06:52,800
mystery word match. So your students would have to match a number to a 10 frame drawing a line

76
00:06:52,800 --> 00:06:58,240
and the cool thing about this is they draw a line through a letter so by the time they finish,

77
00:06:58,240 --> 00:07:02,080
they're going to write down all of the letters that they found and see if they can unscramble

78
00:07:02,080 --> 00:07:09,840
it and find the mystery word that was hidden in all of their activity. So that can be a motivator

79
00:07:09,840 --> 00:07:14,240
for kids to actually finish their word because they want to find out what the mystery number is.

80
00:07:14,240 --> 00:07:20,240
Next we have a bonus activity that is not just 10 frames but lots of teen number representations

81
00:07:20,240 --> 00:07:25,200
and this is teen color by code. And so color by code is pretty self-explanatory. They figure out

82
00:07:25,200 --> 00:07:30,960
what number it is and color it in but in this teen number color by code, they have 10 frames as well

83
00:07:30,960 --> 00:07:37,840
as base 10 blocks, numerals, and rec and recs or number recs. So they're seeing lots of different

84
00:07:37,840 --> 00:07:42,960
representations of teen numbers and really start to internalize those and bring them together.

85
00:07:42,960 --> 00:07:48,000
So I hope this gave you some ideas of 10 frame activities that you can do in your classroom.

86
00:07:48,000 --> 00:08:14,080
I will have a link with images in the show notes. I will talk to you next time.