# Day 11 — Ten, then one more

**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](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.