Mathematics K–6 · Kindergarten

Ten-frames: counting and comparing collections to 20

Number and algebra

Practical, model not builtLow risk

This site has no interactive model of its own. Where a step or a material names a Concept Studio model, simulation or tool, it has not been built; an external simulation a step names (for example PhET) is not part of this site.

The idea

A collection keeps the same number however it is spread out, and two ten-frames show a teen number as one full ten and some more, so two collections can be compared by looking at the filled squares.

Safety card

Low riskAn adult supervises

Hazards

small objects can be a choking hazard for young children

Controls

use only objects too big to fit wholly inside a small-parts test cylinder (31 mm across and 57 mm long), the ACCC test for choking hazards
count objects back into the bag at the end of the lesson

Note

No chemicals or heat are used, so the NSW Department of Education Chemical Safety in Schools package is not needed; ordinary classroom supervision under the school's usual risk management.

What you need

4 ten-frame cards per pair (2 rows of 5 squares, each square about 4 cm)
40 counters in two colours, 20 of each
3 paper bags per pair, each holding 11 to 20 objects that fit on a ten-frame square but are too big to fit wholly inside a small-parts test cylinder (31 mm across), for example flat plastic lids about 35 mm across
numeral cards 0 to 20
a 0 to 20 number track on a strip of card

How to do it

Tip out one bag and estimate how many objects there are. Place the numeral card that matches the estimate.
Count the objects by touching and moving each one onto a ten-frame, filling the top row from left to right and then the bottom row. When the first frame is full, start the second frame.
Say the number as ten and some more (ten and seven is seventeen), find the matching numeral card and compare it with the estimate.
Spread the same objects in a long line, then put them back on the frames. Say whether the number changed.
A partner fills frames with the objects from a second bag. Put the two sets of frames side by side, say which collection has more, and find how many more by looking at the squares that are filled in one and empty in the other.
Put both numerals in place on the number track. Repeat with the third bag.

What you should see

A bag of 17 objects fills one frame and 7 squares of the second (a full top row of 5 and 2 below), leaving 3 empty squares, so the learner reads 17 and says 3 more make 20. After the objects are spread in a line and returned, the frames show 17 again. Beside a collection of 14 (one full frame and 4 more), the 17 frames show 3 extra filled squares, which is the difference. On the number track 14 sits before 17, matching the frames.

What changes

This activity lists no variables to change, measure and keep the same.

Common misconceptions

Each of these ideas is wrong, and the activity is a chance to test it.

Spreading a collection out makes more objects.
Seventeen is written with the 7 first because the seven is said first.

Curriculum references

The NSW syllabus outcomes and Australian Curriculum v9 codes this activity supports. They are references, not a verified or complete curriculum alignment.

Mathematics K-10 Syllabus (2022), NSW Education Standards AuthorityMAE-RWN-01 MAE-RWN-02 MAO-WM-01
Australian Curriculum v9AC9MFN01AC9MFN03

Sources

The pages the author read to write this activity.

All Concept Studio activities