Page 60 - Demo

Lesson 28: Grobby%u2019s ten frameA ten frame is a very effective mathematics manipulative. It consists of a two-by-five frame into which you can place any number of suitable maths materials, with the usual item being counters or circular disks, but bricks are also ideal. Ten frames are ideal for demonstrating numbers that are equal to or less than ten. They help children to visually build a strong sense of number e.g. they can perceive that 6 is simply 1 more than 5.TasksChildren work in pairs. Child A turns around while Child B stands bricks on the frame. Child A then says: How many bricks can you see? and Child B turns around and instantly says how many without counting. Each child takes 10 turns in each role.%u00a0Learning outcomesWe are learning to visualise numbers up to ten using ten frames.Why are ten frames important?Through working on ten frames, children learn to subitise. Working with and observing arrangements of objects within the ten frame also builds addition number sense e.g. 5+4 is just one less than two 5s, i.e. 9. This understanding is a precursor to grasping addition. With ten frames, children aren%u2019t just learning numbers by rote, they are noticing patterns and relationships within and between numbers.Ten frames are an important support material for mathematics as %u201810%u2019 is the very building block that underpins our Base 10 Number System. If mathematics is about seeing and making connections, then working on a ten frame is a great starting point from which to build knowledge e.g. if you have 7 on the frame, then children can see that 7+3 more = 10, or 10%u20133=7 etc. In the same way as they see that 7+3=10, that visual understanding supports them to see and extrapolate that 70+30=100. A ten frame is the perfect apparatus on which to build mental images of the numbers to 10, so that they can instantly be recognised without counting e.g. 3+2=5, 10-4=6 or 10-6=4, all of the doubles to 10 such as two 2s, two 3s etc.ProcedureTo begin, show and introduce the children to a blank ten frame. Add two bricks and then count together. Continue adding bricks until you reach ten, perhaps highlighting the position of 5 as you go, and that 6 is 1 more etc. Repeat over and over, showing your students various ten frames with any number of bricks in them from 0-10 and have them identify and verbalise the number each time. Have your students add more bricks to the frame and to identify the increased number.With plenty of practice, as a whole class, and then within groups and pairs, children will grow their ability to subitise - to say the total number without resorting to counting. There are many ways that you can arrange bricks within the ten frame e.g. in regular order, often referred to as 5-wise or pair-wise, but then move to random dispersal i.e. instead of 2 bricks above 2 bricks, disperse the 4 bricks randomly within the frame. You can ask questions such as: How many bricks are in the ten frame? (4) How many bricks are outside? (2). Now imagine the bricks jumping in. How many bricks are there altogether? How did you solve this? At this point let the students move the bricks to display 6 on the ten frame. Repeat this with other number combinations. Encourage the students to know the numbers by seeing them.MaterialsSets of six bricks, ten frames.58