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Interactive Ten frames- app for students

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A video tutorial is also available to demonstrate how to use this applet.

Modes

How Many: Identify how many items or empty squares there are.

Build: Drag a certain number of items to the frame.

Fill: Determine how many items are needed to fill the remaining squares.

Add: Drag items to complete addition problems.

Choosing Play All from the Games menu will randomize which of the four games is played.

Options

The items to be used can be chosen in the upper left corner: circles, bugs, stars, or apples.

How to Use

The Next button advances to the next problem.

The Done button should be clicked when a student believes that she has correctly completed a frame.

The number buttons at the bottom of the screen can be used to enter an answer, or the computer keyboard can be used.

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The four games that can be played with this applet help to develop counting and addition skills.

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(plastic curtain and duck tape

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I have been teaching kindergarten for 26 years. I teach in a Florida K-2 school and have 18 students. As a child growing up, I lived across the street from an elementary school. I spent the beginning and end of my summer vacations volunteering in the kindergarten classrooms, and it became obvious what I wanted to do when I grew up!

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Kindergarten - addition to 5

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I have been teaching kindergarten for 26 years. I teach in a Florida K-2 school and have 18 students. As a child growing up, I lived across the street from an elementary school. I spent the beginning and end of my summer vacations volunteering in the kindergarten classrooms, and it became obvious what I wanted to do when I grew up!

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Using Ten Frames | Math | Pinterest | Ten frames, Students and Math

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This Pin was discovered by Toni Thomas. Discover (and save!) your own Pins on Pinterest.

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Grade 1-2

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So today was one of those long hot days where kids would rather be anywhere but in school. I knew I needed something fun and engaging to do with my K and 1 kids at the end of the day. These are all kids who I have pulled for some small group work because they need more practice with their combinations of 10. I have played variations of this game over the years but here is what we did today

Materials needed
- paper or whiteboards and pencil or markers for record sheet
- 10 small objects that have two distinctive sides. I have used pennies often in the past because they are cheap and readily available. You will see my fancy 2 sided counters that I got this year in the pictures.
- A small cup (this is not necessary but it got so hot in here this afternoon that the chips were sticking in their hands so we shook them in the cup and spilled them out rather than shaking them in our hands.

Make sure each player (or pair) has a cup and 10 objects. Have them shake and dump the objects

Have students record how many of each kind they got and write and equation that shows how much altogether. (you see we used red and yellow in the pictures. If you were using pennies, you could do heads or tails.)

The kids played for about 7 minutes and then I brought them back together in a discussion circle and had them bring their record sheets with them. We started sharing things that groups noticed. Our biggest discussion centered around this idea

So the first thing kids notice when we write the equations on the board in this way is that one number goes up while the other number goes down. This is a great first step but DO NOT STOP HERE. I have seen so many classrooms where kids notice this and the discussion is over. If you do that, you are missing the big idea of compensation in addition. You are taking one from one number and giving it to the other number. I have kids pair up and use their counters to explore this idea further.

The kids have the counters out so have them model what is going on and prove why it works. Try to get to the big idea that if you take one from one number and give it to the other, the total amount doesn't change. If kids get this big idea in the primary grades, it will come in handy when they are doing something like 99 + 69. They could take one from the 69 and give it to the 99 and make 100 + 68. That looks like a much friendlier problem. This is also very helpful with money. You will see kids in grade 3 need to add $8.99 to $7.55. If they understand compensation, they might think of it as $9.00 + $7.54 which is a much easier problem for kids to do mentally.

Want to go farther? Click here to see how I extended this game to pairs of 20

How do you teach the idea of compensation?

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A Quick but Effective game and lesson for combinations of 10

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So today was one of those long hot days where kids would rather be anywhere but in school. I knew I needed something fun and engaging to do with my K and 1 kids at the end of the day.

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card game: go fish

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It is so important for students to be fluent with combinations of 5, 10, 20 and 100. I have written about some of the quick and easy games and routines I do with students to help with these skills several times.

Here is a game where you just need 2 color counters or pennies. NO PREP!
Here is how to extend the last game for combinations of 20
Here is a bunch of quick and easy ways I work on combinations of 100
Here is how to make 100 bead strings that will really help your students with combinations of 100
Here is a list of 8 different ways I build numeracy with 20 frames

Today I want to share with you how I use the classic card game of go fish to work on combinations of numbers. This can be done for combinations of 5, 10 or 100 as well depending on the cards you used. This day I was working with second graders and was working on combinations of 20.

I have ten frame cards that I got out of this book

(which is my favorite book for all things ten frame!). The book also has double ten frames (aka 20 frames) but does not have them in card size. Since I am completely incompetent at using the copier to shrink things, I just made my own.

I made 2 copies of each page for each deck. I made the decks on different colored cardstock

so that I could keep them from getting mixed up.

I showed this game to a small group of kids and had them share it with their classmates. Each kid got 5 cards to start. They look for any matches. A match is any 2 cards (it has to be 2 cards!) that make 20. After everyone has checked their own deck for matches, they choose someone and ask them for a card. They ask like this. "Do you have a 12 to go with my 8 to make 20?" and the other person responds "yes I do (or no I don't) have a 12 to go with your 8 to make 20." I know this is incredibly specific, but I think it is important that kids are verbalizing these combinations. They usually need a few reminders when they start to play but quickly pick up on it and it becomes part of the game.

These particular students had already played this game with 10 frames last year and earlier this year so they had no trouble getting started.

Stay tuned later this week or next for another game that uses these 20 frame cards! You might also want to check out 8 ways to use 20 frames!

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It is so important for students to be fluent with combinations of 5, 10, 20 and 100. I have written about some of the quick and easy games and routines I do with students to help with these skills several times. Here is a game where you just need 2 color counters or pennies.

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Beaded number line and tiles

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We have been hard at work in second grade this year on combinations of numbers that make 100. Having students who understand how to combine numbers to reach 100 expands their repertoire of strategies for solving addition and subtraction problems. It makes them much more fluid in their reasoning around operations and place value. Having this concepts supports a huge chunk of the common core standards for grade 2. Here are the main standards this supports

Use place value understanding and properties of operations to add and subtract.

CCSS.Math.Content.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

CCSS.Math.Content.2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

CCSS.Math.Content.2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

CCSS.Math.Content.2.NBT.B.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

CCSS.Math.Content.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.¹

Here is a peek at some of the activities, routines and manipulatives we use to support this important idea.
Base 10 Pieces

We use our base 10 pieces and a deck of cards from 1-100 to make a simple practice game for students who are learning about combinations of 100.

Kids flip over a card and find what goes with that number to make 100. Once they place the number of pieces they flipped over the 100 mat, what is left is what they need to get to 100. Kids start noticing patterns right away and some move quickly away from needing to use the manipulative while others spend a lot of time at the concrete stage with the manipulatives.

I will sometimes do this as a warm-up, a math center or even as a whole class activity. Sometimes we use record sheets and other times we just share our answers orally.

100 Bead String

Another manipulative to work on combinations of 100 that we use often is our 100 bead strings. We purchased some plastic lanyard material and beads from the craft store and made a set of bead strings. We alternated colors every 10 beads so that the groups of 10 would be highly visible. We use some of the same routines/games with the 100 bead string that we do with the base 10 pieces

And we extend it to subtracting from 100

Are your students fluent with combinations of 100? What experiences do you provide for kids to practice this important skill?

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We have been hard at work in second grade this year on combinations of numbers that make 100. Having students who understand how to combine numbers to reach 100 expands their repertoire of strategies for solving addition and subtraction problems. It makes them much more fluid in their reasoning around operations and place value.

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Activities

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I have had many requests lately to talk more about 100 bead strings so here we go:

Here are a few shots of me using my 100 bead strings.

For someone who has only been blogging for a few months... you can see that these get used over and over again. The pictures above were taken in grades 2-5 so there is a wide range of times where these are used. I also use them in K and 1 for counting and grouping activities and thinking about adding and subtracting multi-digit numbers.

Materials Needed (To make 20 Bead Strings)
All prices given are for what I paid on Amazon

White Pony Beads

(1000 beads per package) $6.13
Colored Cords

(42 yards) $5.10. You will only use about half of this and have the rest left over for another project or to share with another teacher!

Grand total $16.37 which is about 82 cents per bead string. The shipping was free when I spent $25 which meant I ended up ordering a few other things while I was on Amazon.

How to make
- Cut colored cord into sections about 1 yard long. Fold over a few inches and tie off one end. I like to leave a loop on the end so that I can hang them up when I am not using them.

- Once the ends are tied off, I like to have pairs of students make these. Working together, they alternate 10 reds with 10 white beads until they get to 100. Once there, I have them re-count to check and/or I have them put their bead string up against one I already have made to see if their sections match up with mine.

- Once we have checked the bead string, it is time to tie off the other end. Older students can sometimes do this themselves but I often end up tying off all of them myself in younger grades.

Now your bead strings are ready to use! The possibilities are endless:)

How do you or would you use a 100 bead string in your classroom?

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I have had many requests lately to talk more about 100 bead strings so here we go: Here are a few shots of me using my 100 bead strings. For someone who has only been blogging for a few months... you can see that these get used over and over again.

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Smartboard

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Dr Nicki Newton

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ITP Beadstring

I am remaking the ITPs so that they will work on all modern browsers and tablets. They will remain freely available to all without the need for a subscription.

This ITP simulates a 100-bead string. You can move all the beads to the right of the string and move individual or groups of beads to the left side of the string by clicking on selected beads. The controls also allow you to move 1 or 10 beads to the left or right of the string to show addition and subtraction. This ITP can be used to model different counting and calculation strategies.
For more addition and subtraction resources click here.

Scan to open this game on a mobile device. Right-click to copy and paste it onto a homework sheet.

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Number Line helps students visualize number sequences and demonstrate strategies for counting, comparing, adding, subtracting, multiplying, and dividing.

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Number Frames by The Math Learning Center

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Number Frames help students structure numbers to five, ten, twenty, and one hundred. Students use the frames to count, represent, compare, and compute with numbers in a particular range.