TENin the

Classroom

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

Why use groups in the classroom?

Groups can be working on activities whilst the teacher focuses on the TEN group

Students participate in short, focused explicit activities –

think about the attention span of 5 year olds!! Students can

consolidate their understanding and build confidence by

assisting other students

Teacher can focus on a specific group or assess

a small group of students

Language rich lessons – through discussion,

working mathematically

Students are exposed to a variety of activities that

help develop their understanding and skills

Students are developing social

skills – turn taking

Fluid groups – mixed ability, ability based

Effective way to use resources

Making Groups Work!

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

Teach students how to set the games up – where to get the

resources from

Pair students up – more abled with a student that needs

supportHave a bell, sound or

signal that means STOP

Teach the students how to pack up

Make sure you have enough

resources – BE PREPARED

Use a grouping chart so students

can see what group they are in –

Fluid Groups

What would a lesson look like?INTRODUCTION

•Warm up – Count forwards, backwards, skip counting, activities with the hundred chart – What’s missing, What comes next? Count on bucket, etc •Class game – Buzz off, Circle champion, Throw the ball, Who’s 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.

Whole Class Focus / Concept Key IdeasDoubles

NS1.2Uses 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 numberCount backwards from any numberWhat’s missing? Making numbers –groups of ten. Talk about tens and unitsCount by 10s,2s,5s and by tens on and off the decadeRabbits EarsCount 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 6+6 = 12 or say double 6 is 12

Closure:• Discuss how students worked out doubles for the games – Did they use their fingers?• Play - Who’s 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?)

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?

Aspect 2 Counting as a problem solving process

Where are they

now?

Emergent - 0NES1.2

Perceptual - 1NES1.2

Figurative - 2NES1.2

Counting-on-and-Back- 3NS1.2

Facile - 4NS1.2, 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. 16-19DENS Stage 1, pp. 17-72

Posting blocks, DENS Stage 1, pp. 32-33Take a numeral, DENS Stage 1, pp. 32-33 BLM p. 57Mothers and babies, DENS Stage 1, p. 34 BLM pp. 62-63Beehive, DENS Stage 1, p. 34 BLM pp. 64-65Learning objectPenguin count

Sample Units of Work ,pp. 16-19, pp. 42-46DENS Stage 1, pp. 113-121

Rabbits ears, DENS Stage 1, pp.104-107Ten frames, DENS Stage 1, pp.112-113 BLM p. 55Blocks on a bowl, DENS Stage 1, pp.158-159Learning objectsEgg cartonPenguin countPenguin pinsFlipcharts Blocks on a bowlTen frames

Sample Units of Work,pp. 16-19, pp. 42-46DENS Stage 1, pp. 161-187

Add two dice, DENS Stage 1, pp.162-165Posting counters, DENS Stage 1, pp.170-171Friends of ten, DENS Stage 1, pp.174-175Race to the pool, DENS Stage 1, pp. 250-251Learning objectsPenguin countPenguin pins

Sample Units of Work,pp. 42-46DENS Stage 1, pp. 232-267

Race to the pool, DENS Stage 1, pp. 250-251Doubles bingo, DENS Stage 1, pp. 262-263Orange tree, DENS Stage 1, pp. 266-267 BLM pp. 286-287Learning objectsPenguin countPenguin pins

Sample Units of Work,pp. 42-46, 87-90DENS Stage 2, pp. 20-39

Spin, double and flip, DENS Stage 2, pp. 24-25Addition star, DENS Stage 2, pp. 26-27 BLM p. 137Singles or doubles, DENS Stage 2, pp. 32-33Hands up, DENS Stage 2, pp. 66-67Learning objectsPenguin countAddition wheel

Web link Virtual dice

Building Classroom RoutinesFactors 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.

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.

Short

Focussed

Frequent

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?

Short Sharp Frequent

DENS - Three minute lesson breakers

There are plenty of teachable moments in a day that don’t have to be written into your timetable.