Day 11 — Ten, then one moreFoundation Maths · T1 W3–4 · Day 11 lesson

25 minutes · AC9MFN01 (10–11 representation and order), AC9MFN03 (count and compare 10/11); partial practice · educator review pending

Success today: The child builds ten, adds one to make eleven, matches numeral 11, and shows that eleven follows ten. Accurate counting is enough; recognising the ten-and-one structure is emerging evidence.

Prepare per pair: two ten-frames, 11 large counters, cards 9, 10 and 11, and a short number path. See print-aids.md. Put the unused counters aside so the child cannot infer the answer from a pre-counted pile.

1. Reconnect, 3 min. Fill one frame. Ask, “How many places are filled?” Count to confirm ten. Remove one and ask for nine, then replace it. Ask what changed.
2. Model, 6 min. Put one counter into the second frame. Say, “This first frame still has ten. I added one more. I will count all to check: eleven. This whole numeral is eleven: 11.” Place 10 then 11 on the path. Ask, “Which comes next?” Do not teach 11 as two separate ones.
3. Play: library return, 9 min. A pretend trolley has ten book cards. A partner brings one more. The child builds the count and selects 11; partners swap roles. Offer a bus with ten paper passengers and one joining, or ten garden tool markers plus one as scene changes. No real personal travel or ownership is assumed.
4. Independent try, 4 min. Give a mixed pile of 11 objects and cards 9/10/11. “Make eleven. Which card names your set? Where does it go after ten?” Allow either a frame or a loose arrangement; do not tell the total while they work.
5. Check and close, 3 min. Show ten counters on one mat and eleven on another. “Which has more? How do you know?” Key: eleven, by one; 9, 10, 11 is the order.

If the child calls 11 “one one”: Say “The two marks together name eleven,” pair the card with ten-and-one objects, then let the child select it from 10/11. If counting skips or repeats an object, move each counted piece to a receiving mat and recount. If ten is not secure, rehearse 8–10 and retry the same question later.

Access and record: Use a raised frame, high-contrast numeral, spoken quantity and card description, or a partner who places each object only when directed. Speech, sign, AAC, gaze and object placement can all show the answer. Record whether the child built 11, linked 11, ordered 10/11 and explained the comparison independently or with a cue.