Halloween & Fall Fun-Introduction to 5 & 10-Frame

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  Halloween & Fall Fun 

The Introduction to the 5 & 10-Frames

Turn over a number and find the frame

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I'd love to share a fun Halloween and 10-frame idea with you.

Pumpkin 10-Frame

I have experimented with different activities to introduce my kindergarteners to how and why to use a 5-frame. Some students had difficulty connecting the concrete idea with more abstract unit frames, and thus, engagement wasn't as high as I wanted.

This posting outlines my latest and most successful (so far) way of introducing the 5-10 frames concept. The 10-frame is a useful strategy and will assist the understanding of decomposing numbers and addition activities.

I found these fun pumpkin ice cube trays at the Dollar Tree-of course, for $1.00 each. It seemed like they would be much more engaging for a beginning introduction lesson than the usual cut-apart egg cartons I had been using.

Use to introduce a 5-frame

Firstly, I start with the idea of the 5-frame, so I cover up the bottom 5 in the '10 frame'. Tape a piece of paper over the bottom part so only the 5-frames are visible. Get your students familiar with the order of the frame spaces. Start at the top left and move to the right-exactly as reading a page in a book.

At this point, only give each student the numbered sticks 1-5. Turn each number stick face down, so they see the sticker and not the number. Select one number stick and turn it over. Whatever the number, count that may spaces

Use 5 or 10 numbers for your frame

in the 1-5 frame. Counting by 1's, place a pompon in each area until you have that many spaces filled. Suppose you turn over a 4, count to 4, and set a pompom in each frame. Clear the spaces and select another number stick.

Compare With Pumpkin 5-frame

Continue until all the sticks have been turned over. To help make a connection and better understand the more abstract 5-frame, display the 5-frame to your students.

Start a discussion comparing the ice cube tray frame and the 5-frame. What do your students notice? There have been occasions that I have asked students to use their journals to briefly write what they observed.

Once you believe your students understand the concept and purpose of the 5-frame, take the tape off the tray, so students see all the 10 spaces. Demonstrate how to use the bottom row-same as the top row-start left to right (again like reading a page to 10 with the 10-frame.

You may want to display this 10-frame on the board. Have students discuss with a buddy how the 10-frame is like the 5-frame. How are they different? Write their responses on the board as an extra visual.

Once you believe your students understand the concept and purpose of the 5-frame, take the tape off the tray so students see all the 10 spaces Demonstrate how to use the bottom row-same as the top row-start left to right (again like reading a page to 10 with the 10-frame.

Turn over a number stick

Compare to Pumpkin 10-frame

Using the pumpkin 10-frame, give the students 10 pompons and all 10 numbered sticks. Play the 10-frame number game as you did the 5-frame, by turning over a number, one at a time. Counting by 1's, place a pompom in each space for that number.

Stickers on the back of each stick

               

Suppose you turn over an 8. Fill in the top row and immediately go to the bottom row-again left to right.   Clear the spaces and select another number stick until all the numbers have been turned over. It will be easy for students to quickly clean up the activity if they check the back stickers to ensure they are all the same design. Place the sticks with the same stickers in baggies or other containers for other uses. In the next blog, I will discuss how I use the same materials to add and subtract.

Stay tuned!

 

More Measurement Fun With Paper Clips

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More Measurement Fun

With Paper Clips

Paper clips come in many sizes and colors

 Do you wish your students could experience more hands-on activities with easy prep? In this posting, I hope to generate ideas about using paper clips

as a manipulative, since they are easily accessible in your classroom.

--> You may have regular jumbo and regular size paper clips and/or those sizes in color. It is interesting to see students make assumptions and predictions about the measurement unit if they are different in color or size.

Small clips

Jumbo clips

 Same object but two different sizes of paper clips. What do you notice?

A few things to consider when measuring paper clips or any other unit of measurement:

1. Review and establish how to measure an object, such being sure to line up the paper clip or any unit of measure so they touch end to end, with no gaps or overlaps between objects.

2. Give time at this point, for questions and clarification of how to properly use any measuring tool, and specifically paper clips.

3. If you believe it would be beneficial, do a practice measurement as a group before having them work on the activity.

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 4. Do you wish to use the activity as the whole group, small group, partner or independent work, math center or another idea that works for you?

How tall? colored clips

Color clips--How tall?

       Measuring the height of objects with colored clips.

Both jumbo and small clips

Ask the students to estimate about how many (large or small) paper clips the pattern block might be. Can they prove their estimate is close? Does that estimate change when you use large clips versus the small clips? I love to hear the students discuss their estimation and prediction thinking prior to the actual measurement. Assess by asking-do they use what they learned when they estimate the next time?

Gathering Materials

Gather the materials you want to use and put in containers. If you are having small groups, make sure you have containers for each of those groups. If you are later using as a math center, you will not need as many containers. I usually have a separate container for each size/kind of paper clip and a container for the materials to measure, which I put on each table if doing a whole class group lesson.

Record Observations

Have the children record their finding on the recording sheet. If they have journals, they could glue them into their journals. They love to find their own objects and do the activity with those objects. If no more space on this record sheet, they could use the blank sheet.

These are the recording sheets available to use. 

Think of other ways you can incorporate measurement into other math skills such as addition, subtraction, estimation, prediction, etc. You can use the same materials and add the extension activity to include addition and/or subtraction by asking them ‘How many total paper clips long or tall are 2 of your measured objects -Write an equation to show your thinking.’ A subtraction extension might be ‘ Which of those objects if taller (or longer? How much taller or longer? Write an extension to prove it.’

*Another idea I have done if make the activity a comparison estimation. Let’s say after you have measured a glue stick, the goal is to find something else in the room they estimate to be about the same number of paper clips long or tall.