TEN

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• TEN
• in the
• Classroom

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How can I incorporate TEN into my class numeracy
program?

• Short, Focused and frequent lessons ( 10 minute
  blocks)
• Finding teachable moments throughout the day
• Daily lesson breaks
• Warm up activities
• Use the ELP as your class program for addition
  and subtraction
• CMI2 - Whole class introduction
• - game / modify
• - Ability groups
• - Mixed ability groups

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Students participate in short, focused explicit
activities think about the attention span of 5
year olds!!
Groups can be working on activities whilst the
teacher focuses on the TEN group
Students can consolidate their understanding and
build confidence by assisting other students
Why use groups in the classroom?
Effective way to use resources
Teacher can focus on a specific group or assess a
small group of students
Students are exposed to a variety of activities
that help develop their understanding and skills
Fluid groups mixed ability, ability based
Language rich lessons through discussion,
working mathematically
Students are developing social skills turn
taking
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Students need to have a clear understanding of
the classroom rules when participating in group
work
Spend time teaching the students how to play the
game or complete the activity whole class game
Making Groups Work!
Teach students how to set the games up where to
get the resources from
Use a grouping chart so students can see what
group they are in Fluid Groups
Teach the students how to pack up
Pair students up more abled with a student that
needs support
Make sure you have enough resources BE PREPARED
Have a bell, sound or signal that means STOP
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What would a lesson look like?

• INTRODUCTION
• Warm up Count forwards, backwards, skip
  counting, activities with the hundred chart
  Whats missing, What comes next? Count on bucket,
  etc
• Class game Buzz off, Circle champion, Throw the
  ball, Whos the Champion
• Whole Class Activity An explicit and systematic
  approach to the Focus for the lesson What is
  the concept for the day?
• BODY
• Model how to play each game or complete
  activities EXPLICITLY for new activities
• Students complete group rotations Work with one
  group or monitor all activities
• CONCLUSION
• Have students pack up activities Discuss the
  activities, What strategies did the students use?
  Finish with whole class game to reinforce concept.

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Whole Class Focus / Concept Key Ideas Doubles
NS1.2 Uses a range of mental strategies and informal recording methods for addition and subtraction involving one- and two-digit Develop a range of mental strategies and informal recording methods for addition and subtraction numbers Whole class warm up activities Count forwards from any number Count backwards from any number Whats missing? Making numbers groups of ten. Talk about tens and units Count by 10s,2s,5s and by tens on and off the decade Rabbits Ears Count on bucket have a bucket, say to the children there are 12 teddies in the bucket lets count on , drop more in the bucket
Whole Class Introduction Discuss what the term Doubles means Use fingers to show doubles to 10 As a whole class play DOUBLE DICE students are given unifix cubes (20) Pick a student to roll the large ten sided dice in the middle of the classroom. If a student rolls a 6 students make two towers of 6 cubes and count the total. Teacher writes on the board 66 12 or say double 6 is 12 Closure Discuss how students worked out doubles for the games Did they use their fingers? Play - Whos the champion? or DOUBLE ARCHERY on the interactive whiteboard Whole Class Introduction Discuss what the term Doubles means Use fingers to show doubles to 10 As a whole class play DOUBLE DICE students are given unifix cubes (20) Pick a student to roll the large ten sided dice in the middle of the classroom. If a student rolls a 6 students make two towers of 6 cubes and count the total. Teacher writes on the board 66 12 or say double 6 is 12 Closure Discuss how students worked out doubles for the games Did they use their fingers? Play - Whos the champion? or DOUBLE ARCHERY on the interactive whiteboard
Group Rotations Teddy Race to 12 (extension to 20) Brainy Fish - (extension with spinner) Do I Risk It? Double Bingo ( Extension - Doubles 1) TEN INTERVENTION GROUP 2 Dice Roll ( instead of Do I Risk It?)
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Creating Early Learning Plans

• When completing an early learning plan for
  addition and subtraction. Think about
• Where the students need to go?
• What types of activities are needed to support
  them?
• What types of resources would you need to have in
  your classroom?

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Aspect 2 Counting as a problem solving process Aspect 2 Counting as a problem solving process Aspect 2 Counting as a problem solving process Aspect 2 Counting as a problem solving process Aspect 2 Counting as a problem solving process Aspect 2 Counting as a problem solving process
Where are they now? Emergent - 0 NES1.2 Perceptual - 1 NES1.2 Figurative - 2 NES1.2 Counting-on-and-Back- 3 NS1.2 Facile - 4 NS1.2, NS2.2
Student names
Where to next? Counts visible items and builds and subtracts numbers by using materials to represent each number to find the total count. Counts concealed items and visualises the items that cannot be seen. Counts from one. Counts on or back to solve problems. A number takes the place of a completed count. Uses known facts and other non-count-by-one strategies (e.g. compensation) to solve problems. Uses known facts and other non-count-by-one strategies (e.g. doubles, partitioning) to solve problems.
Teaching resources and activities Sample Units of Work,pp. 16-19 DENS Stage 1, pp. 17-72 Posting blocks, DENS Stage 1, pp. 32-33 Take a numeral, DENS Stage 1, pp. 32-33 BLM p. 57 Mothers and babies, DENS Stage 1, p. 34 BLM pp. 62-63 Beehive, DENS Stage 1, p. 34 BLM pp. 64-65 Learning object Penguin count Sample Units of Work ,pp. 16-19, pp. 42-46 DENS Stage 1, pp. 113-121 Rabbits ears, DENS Stage 1, pp.104-107 Ten frames, DENS Stage 1, pp.112-113 BLM p. 55 Blocks on a bowl, DENS Stage 1, pp.158-159 Learning objects Egg cartonPenguin countPenguin pins Flipcharts Blocks on a bowlTen frames Sample Units of Work,pp. 16-19, pp. 42-46 DENS Stage 1, pp. 161-187 Add two dice, DENS Stage 1, pp.162-165 Posting counters, DENS Stage 1, pp.170-171 Friends of ten, DENS Stage 1, pp.174-175 Race to the pool, DENS Stage 1, pp. 250-251 Learning objects Penguin countPenguin pins Sample Units of Work, pp. 42-46 DENS Stage 1, pp. 232-267 Race to the pool, DENS Stage 1, pp. 250-251 Doubles bingo, DENS Stage 1, pp. 262-263 Orange tree, DENS Stage 1, pp. 266-267 BLM pp. 286-287 Learning objects Penguin countPenguin pins Sample Units of Work, pp. 42-46, 87-90 DENS Stage 2, pp. 20-39 Spin, double and flip, DENS Stage 2, pp. 24-25 Addition star, DENS Stage 2, pp. 26-27 BLM p. 137 Singles or doubles, DENS Stage 2, pp. 32-33 Hands up, DENS Stage 2, pp. 66-67 Learning objects Penguin countAddition wheel Web link Virtual dice
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Aspect 2 Counting as a problem solving process Term 3 WEEK 9 Aspect 2 Counting as a problem solving process Term 3 WEEK 9 Aspect 2 Counting as a problem solving process Term 3 WEEK 9 Aspect 2 Counting as a problem solving process Term 3 WEEK 9 Aspect 2 Counting as a problem solving process Term 3 WEEK 9 Aspect 2 Counting as a problem solving process Term 3 WEEK 9
Where are they now? Emergent - 0 NES1.2 Perceptual - 1 NES1.2 Figurative - 2 NES1.2 Counting-on-and-Back- 3 NS1.2 Facile - 4 NS1.2, NS2.2
Student names TEN GROUP Ayana, Andre, Shaun Kyanne, Malachi, Harley, Alisha, Jamie, Julian Otto, Joshua O Guwar, Daria, Caitlin, Trisha Jasmine Joshua Braith Leo Rolando Siddhika
Where to next? Counts visible items and builds and subtracts numbers by using materials to represent each number to find the total count. Counts concealed items and visualises the items that cannot be seen. Counts from one. Counts on or back to solve problems. A number takes the place of a completed count. Uses known facts and other non-count-by-one strategies (e.g. compensation) to solve problems. Uses known facts and other non-count-by-one strategies (e.g. doubles, partitioning) to solve problems.
Teaching resources and activities Dice toss and place teddies on board Dominoes matching Tens frames match counters to ten frames Interactive Whiteboard Activities Funny Fingers Washing Line 2 dice toss using 1 dot 1 numeral dice Dominoes follow the leader addition writing number before or after Ten frames concentration pairs to ten Interactive Whiteboard Activities Funky mummy Catch 10 2 dice toss using two numeral dice, record answer on whiteboards Dominoes parking lot Pairs to Ten How many more? Interactive Whiteboard Activities Dominoes Save the Whale 2 dice toss 2 larger numeral dice, recording as a number sentence Dominoes parking lot Ten Frames display in symbolic form write the number sentence Interactive Whiteboard Activities Fairies Funky Mummy to 20 2 dice toss using 1 numeral one dice inside dice. Encourage looking for mental strategies Dominoes parking lot Pairs to 20 Interactive Whiteboard Activities Hundred chart 5 fuel stop
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Building Classroom Routines

• Factors for consideration
• High repetition of activities.
• Activities should occur throughout the day NOT
  only in the mathematics lesson.
• Even though TEN concentrates on EAS, activities,
  other aspects such as FNWS and BNWS are also
  important.

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Short
Focussed
Frequent

• TEN focuses on short, focussed and frequent
  sessions within the classroom, using activities
  designed to move these students to the next stage
  in the framework.

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How can the activities be a part of the teaching
day?
Think about your class routine. What are some of
the activities that occur within your
classroom? How can these activities be
incorporated into your normal teaching program
during the day?
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Short Sharp Frequent
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DENS - Three minute lesson breakers
There are plenty of teachable moments in a day
that dont have to be written into your timetable.