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How do you assess what you observed during learning?

During the activity, be observant of where children are placing their manipulatives within the ten frame. How do they place their pieces? How are they sorted? Have they fully grasped counting from 1 to 10? How long did the activity take?

How do you plan to move forward in the future?

Expand the activity, add another dimension. Bring manipulatives that are colored differently and have the children sort not only numerically, but with color in mind as well.

Is there a direction needed in planning?

Yes, there should always be an end goal or what you want to achieve with the activity. Without direction, it could become confusing for not only the children, but the educator as well.

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Using basic red and yellow counters would simplify the assignment . The use of different sizes or different variations of manipulatives would be more challenging. For example using blue and red bears but also varying in size.

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What are some questions that the teacher might pose in reflection to the specific activity and observations they saw with the students? How could the teacher  move forward?

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What are some questions that the teacher might pose in reflection to the specific activity and observations they saw with the students? How could the teacher  move forward?

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Did the child place one counter in each ten frame spot?

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Did the child understand what it means to compose?

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If a student is needing more guidance in composing to 10, give them the number sentence to compose (Example: show me 2+3)

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From the reading, "Objectives are the specific learning behaviors children might logically display in relation to the goal" (Kostelnik et al., 2019, p.85)

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From the reading, "Objectives are the specific learning behaviors children might logically display in relation to the goal" (Kostelnik et al., 2019, p.85)

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Being able to successfully group ten objects.

Counting out the ten manipulatives to use

Being able to stack, gather, show groups of ten

Vocalizing counts of ten

Being able to recognize if you need to add to the ten frame

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You can do number grouping. Students can group objects in groups of 2 (2,4,6,8,10) and groups of 5 (5,10). This can be a challenge to see if there are anymore number groups that have 10 in them.

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Remember from the reading, "the goal answers the question, "what is the overall purpose of this plan?" (Kostelnik et al., 2019, p.85)

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Remember from the reading, "the goal answers the question, "what is the overall purpose of this plan?" (Kostelnik et al., 2019, p.85)

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Have the student compose to 10 with 3 addends instead of just 2.

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Using a ten frame laminating page to represent 10 items in each frame.

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Manipulatives (vary in sizes)
Ten Frames