TEN
in 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
Groups can be working on
activities whilst the teacher
focuses on the TEN group
Effective way to
use resources
Students participate in short,
focused explicit activities –
think about the attention span
of 5 year olds!!
Why use groups in
the classroom?
Fluid groups –
mixed ability,
ability based
Students are
developing social
skills – turn
taking
Students are exposed to a
variety of activities that
help develop their
understanding and skills
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 need to have a clear
understanding of the classroom
rules when participating in
group work
Use a grouping
chart so students
can see what
group they are in –
Fluid Groups
Make sure you
have enough
resources – BE
PREPARED
Spend time teaching the
students how to play the
game or complete the activity
– whole class game
Making Groups
Work!
Teach the students how to
pack up
Teach students how
to set the games up
– where to get the
resources from
Pair students up – more abled
with a student that needs
support
Have a bell, sound or
signal that means STOP
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 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
What’s 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 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 - 0
NES1.2
Perceptual - 1
NES1.2
Figurative - 2
NES1.2
Counting-on-and-Back- 3
NS1.2
Facile - 4
NS1.2, NS2.2
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.
Sample Units of Work,
pp. 16-19
DENS Stage 1, pp. 17-72
Sample Units of Work ,
pp. 16-19, pp. 42-46
DENS Stage 1, pp. 113-121
Sample Units of Work,
pp. 16-19, pp. 42-46
DENS Stage 1, pp. 161-187
Sample Units of Work,
pp. 42-46
DENS Stage 1, pp. 232-267
Sample Units of Work,
pp. 42-46, 87-90
DENS Stage 2, pp. 20-39
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
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 carton
Penguin count
Penguin pins
Flipcharts
Blocks on a bowl
Ten frames
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 count
Penguin pins
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 count
Penguin pins
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 count
Addition wheel
Student
names
Where to
next?
Teaching
resources
and
activities
Web link Virtual dice
Teaching resources and activities
Where to next?
Student names
Where are
they now?
Aspect 2 Counting as a problem solving process Term 3 WEEK 9
Emergent - 0
Perceptual - 1
Figurative - 2
Counting-on-and-Back- 3
Facile - 4
NES1.2
NES1.2
NES1.2
NS1.2
NS1.2, NS2.2
TEN GROUP
Otto, Joshua O
Guwar, Daria, Caitlin, Trisha
Jasmine Joshua Braith Leo
Rolando
Siddhika
Uses known facts and
other non-count-by-one
strategies (e.g. doubles,
partitioning) to solve
problems.
Ayana, Andre, Shaun
Kyanne, Malachi, Harley, Alisha,
Jamie, Julian
Counts visible items and
builds and subtracts
numbers by using materials
to represent each number to
find the total count.
Counts concealed items and Counts on or back to solve
visualises the items that
problems.
cannot be seen.
A number takes the place of a
Counts from one.
completed count.
Uses known facts and
other non-count-by-one
strategies (e.g.
compensation) to solve
problems.

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
2 dice toss using two
numeral dice, record
answer on whiteboards
2 dice toss – 2 larger 
numeral dice,
recording as a
number sentence
2 dice toss using 1
numeral & one dice
inside dice.
Encourage looking
for mental strategies

Dominoes – parking
lot
Dominoes – follow the
leader & addition writing  Dominoes – parking lot
number before or after
 Pairs to Ten – How many  Dominoes – parking
lot
 Ten frames –
more?
concentration & pairs to
 Ten Frames – display
Interactive Whiteboard
ten
in symbolic form
Activities
write the number
Interactive Whiteboard
•
Dominoes
sentence
Activities
•
Save the Whale
Interactive Whiteboard
•
Funky mummy
Activities
•
Catch 10
 Fairies

Funky Mummy to 20
Pairs to 20
Interactive Whiteboard
Activities

Hundred chart

+5 fuel stop
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.
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.
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.