Session 1 Script

Warm-Up (5 minutes)

Teacher: “Let’s start with a quick counting warm-up. I’m going to show you some cards.” (Hold up Warm-Up Counting Flashcards numbered 1–5.)

Teacher: “Can you tell me what number you see on this card?”
Student: “___.”

Teacher: “Great! Now show me that many counters on your fingers.”
Student holds up fingers.

Teacher (praising correct response): “Fantastic— you showed me exactly [repeat number] counters! If it was tricky, I’d say, ‘That was close—let’s try counting together: one, two, three…’”

Teacher: “Let’s do all five cards.”

(If student hesitates, prompt: “Would you like me to count with you?”)
 
 

Introduction to Ten Frames (7 minutes)

Teacher: “Now we’re going to learn about a tool called a ten frame. It helps us ‘see’ numbers.”

Teacher: “Let’s look at our first slide.” (Display first slide of Session 1 Slide Deck)

Slide 1 — Title Slide
Teacher: “Welcome to Frame It to Ten! Today we’ll learn how to use ten frames to build number sense.”
 
 
Teacher: “Next slide, please.” (Advance to Slide 2)

Slide 2 — Learning Objective
Teacher: “Our objective is: by the end of today, you will be able to show any number from 1 to 10 on a ten frame and tell me how many are missing to make ten.”
 
 
Teacher: “Here’s what a ten frame is.” (Advance to Slide 3)

Slide 3 — What Is a Ten Frame?
Teacher: “A ten frame is a grid with two rows of five boxes, so ten boxes total. We’ll fill it with counters to show numbers.”

(Ask: “How many boxes do you see? Count them with me: one, two…ten!”)
 
 
Teacher: “Why do we use ten frames?” (Advance to Slide 4)

Slide 4 — Why Use Ten Frames?
Teacher: “They help us visualize numbers, make addition and subtraction easier, and strengthen our number sense.”

(Ask: “Can you think of a time you needed to add or take away counters? How would seeing them help?”)
 
 
Teacher: “Watch me place some counters.” (Advance to Slide 5 and model with your ten-frame mat and counters.)

Slide 5 — Teacher Demonstration
Teacher (placing counters one by one, left to right, top row first): “One… two… three… four… five… then down: six… seven… eight… nine… ten.”

Teacher: “I always start in the top-left, go across, then move to the bottom row. Now you try!”

Teacher: “Go ahead and place five counters on your ten frame.”

(Watch and offer support: “Remember to start in the first box. Great— you’ve got five!”)
 
 

Guided Practice (8 minutes)

Teacher: “Let’s practice with numbers 1–10. I’ll show a number, and you place that many counters.”

Teacher: (Hold up a number card or flash up the number on Slide 6) “Place 4 counters.”
Student places counters.

Teacher: “Excellent placement! Now tell me: how many more counters do we need to make ten?”
Student counts empty boxes and answers.

Teacher (confirming): “Yes—six more makes ten. Fantastic!”

Teacher: “We’ll do this for each number from 1 to 10.”

(If the student places counters incorrectly, gently guide: “Let’s count the boxes together. How many filled? How many empty? Let’s fix one box at a time.”)
 
 

Main Activity: Fill-the-Frame Game (7 minutes)

Teacher: “It’s game time! Here’s your Fill-the-Frame Game Mat and number cards.”

Teacher: “Draw one card, place that many counters on your mat, then fill in your Ten Frame Intro Worksheet. You’ll write: the number filled and the number missing.”

Teacher: “Let’s try one together. If I draw a 7…”

Teacher: (Draws 7, models placing 7 counters) “I fill seven boxes. How many are missing?”
Student: “Three.”

Teacher: “So I write ‘7 filled, 3 missing.’ Now you try with your first card.”

(Circulate, praise accurate work: “Great recording!” or prompt corrections: “Let’s count again to be sure.”)

Teacher: “Let’s complete at least five frames.”
 
 

Cool-Down Reflection (3 minutes)

Teacher: “Time to wrap up with a reflection.” (Hand out the Cool-Down Reflection Sheet)

Teacher: “Draw a ten frame with your favorite number from today, and write that number below.”

Teacher: “Then tell me: What was easiest? What was tricky?”

Student shares drawing and thoughts.

Teacher (celebrating success): “You did an amazing job! You now know how to fill a ten frame and find how many are missing. Can’t wait for Session 2 when we’ll use these skills to add and subtract!”

Session 1 Worksheet: Ten Frame Practice

Instructions: During the Fill-the-Frame Game, after you draw a card, use this worksheet to record your work. For each ten frame below:

1. Draw counters (dots or X’s) in the boxes to show the number you drew.
2. Write how many counters you filled.
3. Write how many are missing to make ten.

Problem 1

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Number filled: ______


Number missing: ______

Problem 2

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Number filled: ______


Number missing: ______

Problem 3

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Number filled: ______


Number missing: ______

Problem 4

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Number filled: ______


Number missing: ______

Problem 5

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Number filled: ______


Number missing: ______

Session 1 Warm-Up: Counting 1–5

Objective: Build confidence in recognizing and counting numbers 1–5 using visual flashcards and hands-on counters.

Materials:

• Flashcards numbered 1–5 (Warm-Up Counting Flashcards)
• Counters (plastic chips, blocks, or fingers)

Steps:

1. Seat the student facing you, holding the flashcards in a stack face-down.
2. Show the top card (face-up) and ask: “What number do you see?”
   • Pause and let the student respond.
   • If correct, say: “Great job! That’s the number [student’s answer].”
   • If incorrect, guide gently: “Let’s count the dots/boxes/fingers together: one, two… What did we get?”
3. Next, ask the student to show that many counters on the table or fingers:
   • “Can you place [number] counters here?”
   • Observe placement and count aloud together: “One, two, three…”
4. Praise successes: “You placed [number] counters perfectly!”
   • If the count or placement is off, model again: “Let’s count and place together: 1, 2… OK—now you try.”
5. Collect the card, shuffle to the back, then repeat steps 2–4 for each card until the student has practiced all numbers 1 through 5 at least once.
6. Reflection Prompt (optional, 1–2 minutes):
   • Ask: “Which number was easiest? Which felt tricky?”
     
     
     

This warm-up sets the stage for introducing the ten frame by reinforcing small-number recognition and one-to-one correspondence.

Session 1 Fill-the-Frame Game Mat

Instructions: Draw a number card from your deck and place it in the box below. Then use your counters to fill the ten frame to match the number you drew.

Number Card: [ ]

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Use your counters to fill the boxes. When you’re done, record your work on the Session 1 Worksheet!

Session 1 Cool-Down Reflection

Instructions: Congratulations on today’s work! Use this sheet to reflect on your learning.

1. Draw your favorite number in a ten frame:

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2. Write your favorite number below:
Favorite number: ______

3. What was easy today?

4. What was challenging?

5. Something I want to practice next time:

Session 2 Script

Warm-Up (5 minutes)

Teacher: “Let’s begin with a quick addition and subtraction warm-up! I have our Session 2 Warm-Up: Addition/Subtraction Flashcards here.”

Teacher: (Shows first card, e.g., “2 + 1 = ”) “What equation do you see, and what’s the answer?”
Student: “Two plus one equals three.”

Teacher: “Exactly—2 + 1 = 3. Now show me on your ten frame. Place two counters first.”
Teacher: “One, two… then add one more.”
Student places counters.
Teacher: “Count all the counters with me: one, two, three. Great!”

Teacher: “Let’s try a subtraction card.” (Shows “5 – 2 = ”) “What’s the equation and answer?”
Student: “Five minus two equals three.”

Teacher: “Right—5 – 2 = 3. Model that on your ten frame: place five counters, then remove two.”
Teacher: “One, two… three, four, five, then take away two—count what’s left.”
Student counts.
Teacher: “Three remain—perfect!”

(Repeat with 2–3 more cards to total about 5 problems. Offer praise: “Awesome model!” or gentle support: “Let’s count together:…”.)

Introduction to Operations with Ten Frames (7 minutes)

Teacher: “Now we’ll look at some slides to see these ideas step by step.”

Teacher: “Here’s our Session 2 Slide Deck. Slide 1.”

Slide 1 – Title Slide
Teacher: “Welcome back to Frame It to Ten, Session 2! Today we’ll use ten frames to add and subtract within ten.”

Teacher: “Next, Slide 2.”

Slide 2 – Learning Objective
Teacher: “By the end of today, you will use ten frames to model addition and subtraction problems within ten and tell me the sums and differences.”

Teacher: “Now, Slide 3.”

Slide 3 – Addition with Ten Frames
Teacher: “Watch me do 3 + 2. I place three red counters.”
Teacher: (Places three red counters on ten frame.) “One, two, three.”
Teacher: “Now I add two blue counters.”
Teacher: (Adds two blue counters.) “One, two more makes five total. 3 + 2 = 5.”

Teacher: “Your turn! Place three red counters on your ten frame, then two blue counters, and count them all.”
Student models and counts.
Teacher: “How many do you have?”
Student: “Five.”
Teacher: “Great job—3 + 2 = 5!”

Teacher: “Slide 4 now.”

Slide 4 – Subtraction with Ten Frames
Teacher: “I’ll model 7 – 2. First, I fill seven red counters.”
Teacher: (Places seven red counters.) “One…seven.”
Teacher: “Now I remove two counters.”
Teacher: (Removes two.) “Count what’s left.”
Student counts.
Teacher: “Five remain, so 7 – 2 = 5.”

Teacher: “Now you try: fill seven, then remove two, and tell me your answer.”
Student models and reports.
Teacher: “Exactly—5!”

(Offer praise or reteach as needed.)

Guided Practice (8 minutes)

Teacher: “Let’s practice three more mixed problems. I’ll show you each equation, you model and tell me the answer.”

1. (Holds up or displays “4 + 3”.)
   Teacher: “Model 4 + 3.”
   Student places four counters, then three and counts.
   Teacher: “How many now?”
   Student: “Seven.”
   Teacher: “4 + 3 = 7—perfect!”
2. (Shows “9 – 5”.)
   Teacher: “Model 9 – 5 on your ten frame.”
   Student fills nine, removes five.
   Teacher: “How many did you remove? How many left?”
   Student: “Removed five, left four.”
   Teacher: “9 – 5 = 4—well done!”
3. (Shows “2 + 6”.)
   Teacher: “Model 2 + 6.”
   Student models and counts.
   Teacher: “What’s the sum?”
   Student: “Eight.”
   Teacher: “Yes—2 + 6 = 8!”

(Provide corrective prompts like “Let’s count the empty boxes” or “Count each counter as you place it.”)

Main Activity: Ten Frame Race Game (7 minutes)

Teacher: “It’s time for the Ten Frame Race! Here’s your Ten Frame Race Game Mat and our operation cards.”

Teacher: “When I say go, draw your first card, solve it on your mat with counters, then record the equation and answer on your Session 2 Worksheet: Ten Frame Ops Practice. Ready?”

Teacher: “Go!”

(Student works. Circulate to observe speed and accuracy.)
Teacher: “Great work on 6 – 1 = 5! Next card!”

Teacher: “Keep going until you’ve completed five problems. I’ll cheer you on!”

(Offer praise: “Fantastic speed!” or guidance: “Check your removed counters—how many did you take away?”)

Cool-Down Reflection (3 minutes)

Teacher: “Let’s finish with a reflection. Here’s your Session 2 Cool-Down Reflection Sheet.”

Teacher: “First, draw a ten frame showing your favorite problem from today.”

Teacher: “Next, write the equation and answer below your drawing.”

Teacher: “Then share: What strategy helped you solve that problem?”
Student responds.

Teacher: “Finally, tell me: What do you want to practice next time?”
Student responds.

Teacher: “You did an amazing job today with addition and subtraction on ten frames. I’m proud of your hard work and can’t wait to practice more!”

Session 2 Warm-Up: Addition & Subtraction Within 7

Objective: Build fluency in simple addition and subtraction within 7 using flashcards and ten-frame modeling.

Materials:

• Flashcards with equations (e.g., 1 + 1, 2 + 3, 6 – 2) (Session 2 Warm-Up: Addition/Subtraction Flashcards)
• Ten-frame mat and counters in two colors

Steps:

1. Shuffle the flashcards and place them face-down.
2. Show the top card and ask: “What equation do you see? What’s the answer?”
   • Pause for the student’s response. If needed, prompt: “Read the numbers and the + or – sign.”
3. After the student states the answer, have them model it on the ten-frame:
   • For addition: Place counters to show the first addend (one color), then add counters for the second addend (second color).
   • For subtraction: Place counters to show the minuend, then remove counters to show the subtrahend.
4. Count the total or remaining counters together: “One, two… [answer]!”
5. Praise successes: “Perfect—2 + 3 = 5, and you showed it on the ten frame!”
   • If the answer or model is incorrect, guide gently: “Let’s count the first group together, then add/remove the next group. How many do we get?”
6. Repeat steps 2–5 for 5–7 cards, mixing addition and subtraction problems.
7. Reflection (optional, 1–2 minutes):
   • Ask: “Which problem was the easiest? Which felt tricky?”
     
     
     
     

Session 2 Worksheet: Ten Frame Operations Practice

Instructions: For each problem below:

1. Write or draw the operation you draw from the deck.
2. Use the ten frame to model the operation by drawing counters (dots or X’s).
3. Write the full equation and the answer.

Problem 1

Operation Card: ________


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Equation and Answer: ________ = ________

Problem 2

Operation Card: ________


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Equation and Answer: ________ = ________

Problem 3

Operation Card: ________


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Equation and Answer: ________ = ________

Problem 4

Operation Card: ________


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Equation and Answer: ________ = ________

Problem 5

Operation Card: ________


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Equation and Answer: ________ = ________

Session 2 Race Game Mat

Instructions: Draw an operation card from your deck and place it in the box below. Then use your counters to model and solve the problem on the ten frame.

Operation Card: [ ]

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Use counters to add or remove as shown on your card. When you’ve found your answer, record the problem and solution on the Session 2 Worksheet: Ten Frame Operations Practice.

Session 2 Cool-Down Reflection

Instructions: Fantastic work today! Use this sheet to think back on what you learned and set goals for next time.

1. Draw your favorite problem on a ten frame:

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2. Write the equation and answer below your drawing:
Equation and answer: ________ = ________

3. What strategy helped you solve it?

4. What was challenging about today’s activity?

5. What do you want to practice next time?