25 minutes · AC9MFN01 and AC9MFN04 (partial) · educator review pending
Success: Child uses or directs construction of a reusable ten-frame with two rows of five boxes, tests it with ten counters, and records ten in two formats. Building the frame is a design activity; the mathematics evidence is in using it accurately.
Prepare: the child's earlier tool from integrated Week 11, if one exists; pre-cut card or reusable paper, thick pen/tape, reference frame, ten counters, T06/T12 and a frame with one deliberately missing box. Adults handle any sharp cutting; a ready-made mat is an equal route. This lesson checks and extends an earlier design rather than asking every child to make a second board.
- Retrieve, 3 min. Show yesterday's 8/2 or 3/7 split. Ask, “How could a frame prove the whole is ten?”
- Model, 5 min. Point to two rows of five on the reference. Say, “A good counting tool has ten spaces. I can check the spaces before I use them.” Count boxes, then counters, separately. Show the nine-box faulty frame and ask what needs fixing.
- Design and test, 10 min. If the child's existing tool has two rows of five boxes, audit and reuse it. If its layout differs, compare it with the prepared two-row frame; the child may adapt their own tool or use the prepared frame. If no earlier tool exists, pairs draw or direct ten boxes on reusable card. Test T06 (8/2) or T12 (3/7): put each part in a separate region of the two-row frame and confirm it fills ten boxes. One partner audits the box count, the other audits counter count. Teacher observes three focus learners and repairs a faulty frame with them.
- Fresh check, 4 min. Give a new ten loose counters. Child fills their frame and gives another representation: numeral
10, ten marks or a two-part split. The format is their choice. - Close, 3 min. Store tools for Week 12. Key: two rows × five boxes = ten boxes; T06 8/2 and T12 3/7 make ten; a nine-box mat must gain one box before it is a ten-frame.
If the child puts several counters in one box: Rehearse one-to-one placement with five boxes, then complete both rows. Access and record: Pre-drawn, raised or digital frame is valid; the child may direct every placement. Note the actual representation used and whether ten was inferred from the structure or counted.