By Kathy Richardson Assessment #7 Ten Frames Overview & Description of Strategies.

ByKathy Richardson

Assessment #7Ten Frames

Overview & Description of

Strategies

Learning about Numbers as One Ten and Some More

• Understanding that numbers are made up of “ten and some ones” is a foundational skill students must learn to work with larger numbers.

• To solve more challenging problems student must move beyond counting on strategies and be able to solve problems by using relationships and understanding the underlying structure of numbers to 20.

What are we trying to determine with this assessment?

To determine if the student can combine single digit numbers by reorganizing them into a 10 and leftovers.

To determine if the student can use their knowledge of the parts of numbers to 10 to subtract numbers up to 20.

Common Core Alignment

Kindergarten - Work with numbers 11-19 to gain foundations for place value.

K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Grade 1 - Understand Place Value

1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

• 10 can be thought of as a bundle of ten ones — called a “ten.”• The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,

seven, eight, or nine ones.• The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six,

seven, eight, or nine tens (and 0 ones).

What will my students be asked to do during the Ten Frames Assessment?

Using ten frames, students answer a series of addition and subtraction questions.

Assesses whether students know parts of numbers and can break numbers apart to complete the ten to solve the problem.

To complete assessment, students solve “what if” questions without the support of the ten frame.

Where can I learn more about the mathematics behind this assessment?

The Assessing Math Concept series by Kathy Richardson contains important information for educators. It is recommended that teachers read the following information from Ten Frames Assessment

Concept 7.

•Learning to Count •Example of Student Interview•Grade Level Expectations•Assessing Children at Work •Linking Assessment to Instruction

Overview of Ten Frames Assessment

• Part 1 – Addition

• Part 2 – Subtraction

Each part divided into four areas:– Adding/Subtracting Ten and Ones– Knows Parts of Numbers– Making a Ten and Adding/Subtracting Ones– Recognizes Ten More

Note: Ten frames to use during assessment are available in download section.

Part 1, Addition

Adding Ones to a Ten (10 +9 and 6 +10):

Trying to assess if student can easily add the ones to the ten without counting on or counting all. These strategies are self-explanatory.

If “N” assessment will end.

Student is presented with multiple problems and is asked to break apart the number to make ten (knows parts of numbers) and then asked how many altogether (making a ten and adding ones). The final question adds ten to the question (recognizes ten more).

•Use practice question 9 + 3 to be sure student understand procedure.

Part 1, Addition continued

Knows Parts of Numbers

Making a Ten and Adding Ones8 + 7, 7 + 6, 8 + 5

Recognizes Ten More18 + 5

Knows Parts of Numbers

Initial Problem: 8 + 7

Other problems: 7 + 6

without ten frames:8 + 5 18 + 5

8

+ 7

Making a Ten and Adding Ones

(8 +2) + 5

Other problems: (7 + 3) +3 (8 +2) + 3(8 + 5) + 10

+7

8

Part 2 - Subtraction

• To determine if the student can decompose a teen number into a ten and leftovers.

• To determine if the student can subtract by breaking up a number in order to get to ten and then subtracting what is left from 10.

• Practice Problem: 12-3

Problem: 15-7

Can they easily break the 7 into 5 +2

Knows parts of numbersCan they take the 2 away from 10

Making a ten and subtracting ones

Other problems: 14-8, 13-6, and 23-6

Assessment Results

Summarized at end of assessment as:

A – Ready to Apply

P – Needs Practice

I – Needs Instruction

Complete descriptions included in assessment guide.

• Use AMC Anywhere reporting to view student results.

Interpreting & Using Assessment Results

Select Reports

Select from a variety of reports.

Use “Linking Assessment to Instruction” guides for instructional support from Developing Number Concepts

Select Downloads

Select Linking Assessment