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Relationships Among Numbers 1-10

Focus Developing number sense for the numbers
1 through 10.

hen children have developed basic notions of counting, they need to further develop their number sense. Exploring the numbers 1 through 10 more deeply helps build a foundation for more sophisticated counting techniques. Such strategies in turn set the stage for initial investigations in addition and subtraction.

Ten-Frames and Number Recognition

Eventually, children should recognize the number of items in a small group of objects without counting. The arrangement of the objects is often important here. The distinctive patterns of dots on dice and dominoes, for example, help us to immediately identify the amount. A ten-frame (see Activity Sheet 1) helps children to recognize the numbers 1 through 10 and to become familiar with relationships among these numbers. Children show numbers in the frame by filling up the top row first (left to right) and then the bottom row (left to right). Have the children place the blocks on the frame one at a time, saying the number name. You might read aloud some of the childrens favorite counting books, having them place or remove a block on the frame as the number in the book increases or decreases. Through repeated use, children develop sight recognition of amounts up to 10 in this format. Gather children around a ten-frame, make ten-frame f lash cards, To show numbers on the ten-frame, we always fill the top row first, then or make an overhead transparency of the the bottom row, from left to right. frame. Quickly show the children some blocks in the frame and see if they can tell the number. Then have a volunteer count to check.

Number Relationships
When the children can immediately recognize 5 and 10 on the ten-frame, they can count on or back from these numbers to find the amount. Show 5
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blocks on the frame and have the children identify the number. Then place 2 more blocks on the frame and ask,

How many are there now? How do you know?

Encourage the children to share their thinking and to talk about which techniques are easier and why. Then repeat, beginning with 10 blocks on the frame and removing 1 or 2 blocks. To encourage f lexible thinking and the development of other counting strategies, show 8 blocks on the frame and ask a volunteer to count the blocks. Ask,

What do you see?

Encourage a variety of responses such as: I see 8. I see 5 and 3 more. I see 3 groups of 2, and 2 more (that is, three columns of 2, and 2 more on top). I see 2 less than 10. Over time, repeat for other numbers and change the question to
The number 8 in a ten-frame always looks the same, but children will have different ways of seeing it.

How could you count these?

Next have the children use blocks to show a number on the ten-frame. Ask,

How many more blocks do you need to have 10 blocks on your frame? How many blocks should you take away to have only 5 blocks on your frame?
Less advanced students can start with a number less than 5 and compare to 5. Such questions provide readiness for later work with addition and subtraction.

Practicing Key Ideas

On the Ten-Frame
Children work in pairs, each with a ten-frame and 10 single blocks. One child takes some of the blocks, counts them, and tells the number.The other child points to where the blocks will end on the frame.Together, the children place the blocks to check.

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Assessing Learning
1. Show the child 6 blocks on the ten-frame and ask,

How many blocks are there?

Does the child count each block or recognize the number? answer correctly? 2. Show 8 on the ten-frame and ask,

How could you count these blocks?

Does the child answer correctly? show more than one way? 3. Show 5 blocks on the frame and have the child tell how many. Next ask,

Can you show me 7 blocks on the frame?

Does the child show the correct number? add blocks to the frame or remove the blocks and start over?

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