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}
.fs_checkbox > span {
    color: #34495e;
    margin-left: 5px;
    /*padding: 0.5rem 0.25rem;
	*/
}
.fs_checkbox > input {
    height: 15px;
    width: 15px;
    -webkit-appearance: none;
    -o-appearance: none;
    -moz-appearance: none;
         appearance: none;
    border: 1px solid #34495e;
    border-radius: 4px;
    outline: none;
    -webkit-transition-duration: 0.3s;
            transition-duration: 0.3s;
    background-color: #41b883;
    cursor: pointer;
    margin-bottom: 3px;
}
.fs_checkbox > input:checked {
    border: 1px solid #41b883;
    background-color: #34495e;
}
.fs_checkbox > input:checked + span::before {
    display: block;
    text-align: center;
    color: #41b883;
    /*position: absolute;
	*/
    /*left: 0.7rem;
	*/
    /*top: 0.2rem;
	*/
}
.fs_checkbox > input:active {
    border: 2px solid #34495e;
}
.fs-new-close-container {
    top: calc(50% - 250px);
    right: calc(50% - 250px);
    position: absolute;
}
@media screen and (max-width: 820px) {
    .fs-new-close-container {
        top: 15%;
        right: calc(50% - 131px);
    }
}
.fs-new-close {
    margin-left: 30%;
    margin-bottom: 5%;
    cursor: pointer;
}
.fs-new-close:hover {
    opacity: 1;
}
.fs-new-close:before,
.fs-new-close:after {
    position: absolute;
    content: ' ';
    height: 33px;
    width: 2px;
    background-color: rgb(255, 255, 255);
}
.fs-new-close:before {
    -webkit-transform: rotate(45deg);
            transform: rotate(45deg);
}
.fs-new-close:after {
    -webkit-transform: rotate(-45deg);
            transform: rotate(-45deg);
}
.__fs-ancillary {
    --childHeight: 16px;
    width: 100%;
    width: var(--childWidth, 100%);
    display: -webkit-box;
    display: -ms-flexbox;
    display: flex;
    -webkit-box-align: center;
        -ms-flex-align: center;
            align-items: center;
    -webkit-box-pack: end;
        -ms-flex-pack: end;
            justify-content: flex-end;
    margin: 0 auto;
    height: 16px;
    height: var(--childHeight);
    visibility: hidden;
}
.fs-sticky-wrapper .__fs-ancillary {
    display: none !important;
}
.__fs-report-this-ad {
    line-height: 0px;
}
.__fs-branding {
    display: -webkit-box;
    display: -ms-flexbox;
    display: flex;
    -webkit-box-align: center;
        -ms-flex-align: center;
            align-items: center;
    -webkit-box-pack: center;
        -ms-flex-pack: center;
            justify-content: center;
    -webkit-box-flex: 1;
        -ms-flex-positive: 1;
            flex-grow: 1;
}
.__fs-branding > a {
    width: 100%;
    max-width: var(--childWidth);
    height: var(--childHeight);
    display: block;
}
.__fs-branding > a > img {
    height: calc(var(--childHeight) - 2px) !important;
    width: auto !important;
    width: initial !important;
}
.__fs-branding > a > img {
    max-height: none;
    max-height: initial;
    background-color: transparent;
    background-color: initial;
    background-image: none;
    background-image: initial;
    border: medium none currentcolor;
    border: initial;
    background-repeat: repeat;
    background-repeat: initial;
    background-position: 0 0;
    background-position: initial;
    margin: 5px 0;
    display: block;
    float: left;
    -webkit-box-shadow: none;
            box-shadow: none;
}
.fs-sticky-wrapper .__fs-branding {
    position: absolute;
    top: 0;
    border: none;
    border-radius: 50%;
    width: 30px;
    height: 30px;
}
.fs-sticky-wrapper .__fs-branding {
    position: absolute;
    top: 50%;
    right: 6px;
    border: none;
    border-radius: 50%;
}
.fs-mobile-tall {
    top: 30% !important;
}
.fs-sticky-wrapper .__fs-branding > a {
    width: 100%;
    height: 100%;
    display: -webkit-box;
    display: -ms-flexbox;
    display: flex;
    -webkit-box-align: center;
        -ms-flex-align: center;
            align-items: center;
    -webkit-box-pack: center;
        -ms-flex-pack: center;
            justify-content: center;
}
.fs-sticky-wrapper .__fs-branding > a > img {
    width: 100% !important;
    height: 100% !important;
}
.fs-sticky-wrapper .__fs-branding > a > img {
    opacity: 1;
}
@media screen and (max-width: 820px) {
    .fs-sticky-wrapper .__fs-branding > a > img {
        width: 70% !important;
        height: 70% !important;
    }
    .fs-sticky-wrapper .__fs-branding > a > img {
        opacity: 1;
    }
}
.fs-sticky-wrapper .__fs-branding {
    background-color: rgba(247, 247, 247, 0.75);
    background-size: 58%;
}
.fs-sticky-wrapper .__fs-branding > a > img {
    width: 90%;
    height: 90%;
}
.fs-sticky-wrapper {
    background-color: #f6f3f3;
    padding-right: 38px;
    display: inline-block;
    width: -moz-fit-content;
    width: -webkit-fit-content;
    width: fit-content;
    visibility: inherit;
    z-index: inherit;
}
.fs-interstitial-overlay {
    background: rgba(0, 0, 0, 0.6);
    width: 100%;
    height: 100%;
    z-index: 2147483647;
    top: 0;
    left: 0;
    position: fixed;
    display: -webkit-box;
    display: -ms-flexbox;
    display: flex;
    -webkit-box-align: center;
        -ms-flex-align: center;
            align-items: center;
    -webkit-box-pack: center;
        -ms-flex-pack: center;
            justify-content: center;
    -webkit-box-orient: vertical;
    -webkit-box-direction: normal;
        -ms-flex-direction: column;
            flex-direction: column;
    visibility: hidden;
}
.fs-interstitial-container {
    width: 1000px;
    height: 650px;
    background: rgb(255, 255, 255);
    display: -webkit-box;
    display: -ms-flexbox;
    display: flex;
    -webkit-box-orient: vertical;
    -webkit-box-direction: normal;
        -ms-flex-direction: column;
            flex-direction: column;
    -webkit-box-align: start;
        -ms-flex-align: start;
            align-items: flex-start;
}
.fs-interstitial-ad-space {
    width: 970px;
    height: 250px;
    -ms-flex-item-align: center;
        align-self: center;
    margin-bottom: 10px;
    margin-top: 10px;
    min-height: 250px;
    overflow: hidden;
}
.fs-interstitial-content {
    width: 100%;
    height: 250px;
    -ms-flex-item-align: center;
        align-self: center;
    display: -webkit-box;
    display: -ms-flexbox;
    display: flex;
    -webkit-box-orient: vertical;
    -webkit-box-direction: normal;
        -ms-flex-direction: column;
            flex-direction: column;
    -webkit-box-align: start;
        -ms-flex-align: start;
            align-items: flex-start;
}
.fs-interstitial-message-container {
    width: 100%;
    height: 100px;
    display: -webkit-box;
    display: -ms-flexbox;
    display: flex;
    -webkit-box-orient: vertical;
    -webkit-box-direction: normal;
        -ms-flex-direction: column;
            flex-direction: column;
    -webkit-box-align: start;
        -ms-flex-align: start;
            align-items: flex-start;
    -ms-flex-item-align: center;
        align-self: center;
    -webkit-box-pack: center;
        -ms-flex-pack: center;
            justify-content: center;
}
.fs-interstitial-message {
    color: #17181f;
    font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif;
    font-size: 40px;
    -ms-flex-item-align: center;
        align-self: center;
    padding: 10px;
}
.fs-interstitial-close-container {
    width: 1000px;
    height: 50px;
    position: relative;
}
.fs-interstitial-branding {
    background-image: url('https://a.pub.network/core/imgs/fslogo-green.svg');
    background-position: 100%;
    background-repeat: no-repeat;
    height: 30px;
    -webkit-transition: all 0.3s ease-in-out;
    transition: all 0.3s ease-in-out;
    width: 30px;
    min-width: 0;
    min-width: initial;
    margin-left: 56%;
}
.fs-interstitial-container .zegrow {
    display: -webkit-box !important;
    display: -ms-flexbox !important;
    display: flex !important;
    -webkit-box-align: center !important;
        -ms-flex-align: center !important;
            align-items: center !important;
    -webkit-box-pack: center !important;
        -ms-flex-pack: center !important;
            justify-content: center !important;
}
.fs-interstitial-container .zergentity {
    width: 237px !important;
    margin: 0px 8px 0px 5px !important;
}
.fs-interstitial-container .widget-loaded {
    -ms-flex-item-align: center !important;
        align-self: center !important;
    width: 100% !important;
    background: rgba(0, 0, 0, 0) !important;
}
.fs_interstitial_branding_link img {
    width: 200px;
    padding-bottom: 16px;
}
.fs_interstitial_branding_link {
    -ms-flex-item-align: center !important;
        align-self: center !important;
}
#freestar-video-parent,
#freestar-video-child {
    max-width: 100vw !important;
}
#freestar-video-parent,
#freestar-video-child {
    width: 100%;
    overflow: hidden;
}
.freestar_report_comments {
    font-family: Arial, Helvetica, sans-serif !important;
}
.freestar_report_comments {
    padding-top: 10px;
    margin-top: 10px;
}
#freestar_report_comment_box_wrapper {
    width: 100%;
    height: 90px;
}
.sticky-reportThisAd button {
    visibility: hidden;
    position: relative;
}
.sticky-reportThisAd button:after {
    content: '';
    background-image: url('https://a.pub.network/core/imgs/freestar_report_ad_icon.png');
    background-size: 18px;
    visibility: visible;
    position: absolute;
    moz-appearance: none;
    -webkit-appearance: none;
    -moz-appearance: none;
         appearance: none;
    background-color: #ffffff;
    background-position: 50%;
    background-repeat: no-repeat;
    border: none;
    border-radius: 50%;
    -webkit-box-shadow:
        0 0 0 1px #888888,
        0 0 0 6px rgba(247, 247, 247, 0.75);
            box-shadow:
        0 0 0 1px #888888,
        0 0 0 6px rgba(247, 247, 247, 0.75);
    -webkit-box-sizing: border-box;
            box-sizing: border-box;
    cursor: pointer;
    display: block;
    height: 20px;
    outline: none;
    padding: 0px;
    position: absolute;
    right: -25px;
    top: 0px;
    width: 20px;
    min-width: 0;
    min-width: initial;
}
.sticky-reportThisAd {
    content: '\127987';
    cursor: pointer;
    background: none;
    margin-left: auto;
    margin-right: auto;
    display: block;
    border: none;
    position: absolute;
    right: -3px;
    top: 50%;
    z-index: 2147483647;
}
.pushdown-reportThisAd button {
    visibility: hidden;
    position: relative;
}
.pushdown-reportThisAd button:after {
    content: '';
    background-image: url('https://a.pub.network/core/imgs/freestar_report_ad_icon.png');
    background-size: 18px;
    visibility: visible;
    position: absolute;
    moz-appearance: none;
    -webkit-appearance: none;
    -moz-appearance: none;
         appearance: none;
    background-color: #ffffff;
    background-position: 50%;
    background-repeat: no-repeat;
    border: none;
    border-radius: 50%;
    -webkit-box-shadow:
        0 0 0 1px #888888,
        0 0 0 6px rgba(247, 247, 247, 0.75);
            box-shadow:
        0 0 0 1px #888888,
        0 0 0 6px rgba(247, 247, 247, 0.75);
    -webkit-box-sizing: border-box;
            box-sizing: border-box;
    cursor: pointer;
    display: block;
    height: 20px;
    outline: none;
    padding: 0px;
    position: absolute;
    right: -37.5px;
    top: 35px;
    width: 20px;
    min-width: 0;
    min-width: initial;
}
.pushdown-reportThisAd {
    content: '\127987';
    cursor: pointer;
    background: none;
    margin-left: auto;
    margin-right: auto;
    display: block;
    border: none;
    position: absolute;
    right: 50px;
    top: 5px;
    z-index: 2147483647;
}
.center-ad {
    display: -webkit-box;
    display: -ms-flexbox;
    display: flex;
    -webkit-box-pack: center;
        -ms-flex-pack: center;
            justify-content: center;
    -webkit-box-align: center;
        -ms-flex-align: center;
            align-items: center;
    -webkit-box-orient: vertical;
    -webkit-box-direction: normal;
        -ms-flex-direction: column;
            flex-direction: column;
}
._wrapper .orp-player-wrapper {
    width: 100% !important;
    height: 100% !important;
}
</style><style type="text/css">.fs-flying-carpet {
    background: -webkit-gradient(linear, left top, left bottom, color-stop(10%, #00c389), to(black));
    background: linear-gradient(to bottom, #00c389 10%, black 100%);
    position: relative;
    -webkit-box-shadow: 0 4px 8px rgba(0, 0, 0, 0.1);
            box-shadow: 0 4px 8px rgba(0, 0, 0, 0.1);
    height: 175vh;
    margin: 0 -1.1rem 0.5rem;
}

.fs-flying-carpet-ad-container {
    margin: 0 auto;
    position: sticky;
    top: 0;
    -ms-flex-item-align: center;
        align-self: center;
    padding-top: 10vh;
    padding-bottom: 10vh;
    bottom: 10vh;
    display: -webkit-box;
    display: -ms-flexbox;
    display: flex;
    -webkit-box-pack: center;
        -ms-flex-pack: center;
            justify-content: center;
}

.fs-powered-by {
    font-size: 18px;
    color: #00c389;
    position: absolute;
    bottom: 0;
    background-color: black;
    width: 100%;
    height: 6vh;
    text-align: center;
    padding: 10px 0;
    -webkit-box-shadow: 0 -2px 4px rgba(0, 0, 0, 0.1);
            box-shadow: 0 -2px 4px rgba(0, 0, 0, 0.1);
    display: -webkit-box;
    display: -ms-flexbox;
    display: flex;
    -webkit-box-align: center;
        -ms-flex-align: center;
            align-items: center;
    -webkit-box-pack: center;
        -ms-flex-pack: center;
            justify-content: center;
}

.fs-flying-carpet-header {
    font-family: Arial, Helvetica, sans-serif !important;
}

.fs-flying-carpet-header {
    font-size: 11px;
    color: white;
    position: absolute;
    top: 0;
    background-color: #34495e;
    width: 100%;
    text-align: center;
    padding: 5px 0;
    -webkit-box-shadow: 0 -2px 4px rgba(0, 0, 0, 0.1);
            box-shadow: 0 -2px 4px rgba(0, 0, 0, 0.1);
}
</style></head><body><div data-nosnippet="" class="osano-cm-window" dir="ltr"><!----> <!--?lit$567412146$--><div hidden="" class="osano-visually-hidden"> <span id="osano-cm-aria.newWindow"><!--?lit$567412146$-->Opens in a new window</span> <span id="osano-cm-aria.external"><!--?lit$567412146$-->Opens an external website</span> <span id="osano-cm-aria.externalNewWindow"><!--?lit$567412146$-->Opens an external website in a new window</span> </div> <!--?lit$567412146$--> <div role="dialog" id="9d13fcc8-8bdf-4903-8b7d-a9773fbca0b0" aria-label="Cookie Consent Banner" aria-describedby="9d13fcc8-8bdf-4903-8b7d-a9773fbca0b0__label" class="osano-cm-window__dialog osano-cm-dialog osano-cm-dialog--position_bottom osano-cm-dialog--type_bar osano-cm-dialog--eu"> <!--?lit$567412146$--> <button class=" osano-cm-dialog__close osano-cm-close "> <!--?lit$567412146$--><svg width="20px" height="20px" viewBox="0 0 20 20" role="img" aria-labelledby="cab147da-65b9-4cfb-a8c3-9427acd06a02"> <title id="cab147da-65b9-4cfb-a8c3-9427acd06a02"><!---->Close this dialog<!----></title> <line role="presentation" x1="2" y1="2" x2="18" y2="18"></line> <line role="presentation" x1="2" y1="18" x2="18" y2="2"></line> </svg> </button>  <div class=" osano-cm-dialog__content osano-cm-content "><h2 class="osano-cm-dialog__title">Control your privacy preferences</h2> <!--?lit$567412146$--> <span id="9d13fcc8-8bdf-4903-8b7d-a9773fbca0b0__label" class=" osano-cm-content__message osano-cm-message "> We and our 10 partners store and access information on your device for personalized ads and content. Personal data may be processed, such as cookie identifiers, unique device identifiers, and browser information. Third parties may store and access information on your device and process this personal data. You may change or withdraw your preferences by clicking on the cookie icon or link; however, as a consequence, you may not see relevant ads or personalized content. You may change your settings at any time or accept the default settings. </span>  <!--?lit$567412146$--> <!--?lit$567412146$--><!--?lit$567412146$--><a rel="noopener" tabindex="0" href="https://www.slideshare.net/privacy" target="_blank" class=" osano-cm-storage-policy osano-cm-content__link osano-cm-link " aria-describedby="osano-cm-aria.newWindow"><!--?lit$567412146$-->Cookie Policy</a><!--?--> <!--?lit$567412146$--> <p class=" osano-cm-content__drawer-links osano-cm-drawer-links "> <!--?lit$567412146$--><a rel="noopener" tabindex="0" href="#803a284b-ffbf-4d5b-8444-e21a0c2c095d" class=" osano-cm-drawer-links__link osano-cm-link osano-cm-link--type_manage "><!--?lit$567412146$-->Storage Preferences</a> <!--?lit$567412146$--><a rel="noopener" tabindex="0" class=" osano-cm-drawer-links__link osano-cm-link osano-cm-link--type_vendor-list "><!--?lit$567412146$-->Third Parties</a> </p>  <!--?lit$567412146$--><ul class="osano-cm-dialog__list osano-cm-list" role="group"> <!--?lit$567412146$--><!----><li class=" osano-cm-list__list-item osano-cm-list-item "> <!--?lit$567412146$--><label class="osano-cm-list-item__toggle osano-cm-toggle osano-cm-toggle--checked" for="osano-cm-dialog-toggle--category_STORAGE"><input type="checkbox" role="switch" class="osano-cm-toggle__input osano-cm-input osano-cm-input--checked" id="osano-cm-dialog-toggle--category_STORAGE" data-category="STORAGE" tabindex="0" aria-checked="true"><span class=" osano-cm-toggle__switch osano-cm-switch "></span><span class=" osano-cm-toggle__label osano-cm-label "><!--?lit$567412146$-->Storage</span></label> </li><!----><!----><li class=" osano-cm-list__list-item osano-cm-list-item "> <!--?lit$567412146$--><label class="osano-cm-list-item__toggle osano-cm-toggle osano-cm-toggle--checked" for="osano-cm-dialog-toggle--category_MARKETING"><input type="checkbox" role="switch" class="osano-cm-toggle__input osano-cm-input osano-cm-input--checked" id="osano-cm-dialog-toggle--category_MARKETING" data-category="MARKETING" tabindex="0" aria-checked="true"><span class=" osano-cm-toggle__switch osano-cm-switch "></span><span class=" osano-cm-toggle__label osano-cm-label "><!--?lit$567412146$-->Targeted Advertising</span></label> </li><!----><!----><li class=" osano-cm-list__list-item osano-cm-list-item "> <!--?lit$567412146$--><label class="osano-cm-list-item__toggle osano-cm-toggle osano-cm-toggle--checked" for="osano-cm-dialog-toggle--category_PERSONALIZATION"><input type="checkbox" role="switch" class="osano-cm-toggle__input osano-cm-input osano-cm-input--checked" id="osano-cm-dialog-toggle--category_PERSONALIZATION" data-category="PERSONALIZATION" tabindex="0" aria-checked="true"><span class=" osano-cm-toggle__switch osano-cm-switch "></span><span class=" osano-cm-toggle__label osano-cm-label "><!--?lit$567412146$-->Personalization</span></label> </li><!----><!----><li class=" osano-cm-list__list-item osano-cm-list-item "> <!--?lit$567412146$--><label 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Metadata_withAuthorInDescriptionOnMobile__NphpB" data-cy="metadata"><h1 class="Heading_heading__3MAvZ Heading_h1__3k7S2 title Title_root__svkHQ">Dot Card and Ten Frames</h1><div class="stats Stats_root__p_BoZ"><div class="Stats_leftContent__588PR"><time datetime="2012-05-07 10:30:56 UTC">May 7, 2012</time><span class="Text_root__is73U Text_medium__rk8Tn text" style="-webkit-line-clamp:0">•</span></div><div class="Stats_rightContent__8d0AF"><span class="Text_root__is73U Text_weight-strong__yEO2S Text_secondary__EPWj0 Text_medium__rk8Tn Likes_root__WVQ1_ text" style="-webkit-line-clamp:0" tabindex="0">9 likes</span><span class="Text_root__is73U Text_medium__rk8Tn text" style="-webkit-line-clamp:0">•</span><span class="Text_root__is73U Text_weight-strong__yEO2S Text_secondary__EPWj0 Text_medium__rk8Tn Likes_root__WVQ1_ text" style="-webkit-line-clamp:0" tabindex="0">12,250<!-- --> <!-- -->views</span></div><div class="Tooltip_triggerWrapper___S2HG"><button type="button" 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It discusses subitizing as recognizing small quantities without counting and provides examples of dot card and ten frame activities. The activities are designed to help students learn number patterns, compositions, comparisons and build number sense for quantities up to 10 or 20. 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Dot Card and Ten
Frame Activities
       By Kara Kolson
        Suzanne Mole
        Manuel Silva
      Numeracy Project
   Winnipeg School Division
         2005-2006



       Winnipeg School Division   Numeracy Project
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                            Subitizing

Subitizing is the ability to recognize dot arrangements in different
patterns.

Since children begin to learn these patterns by repetitive counting
they are closely connected to their understanding of the particular
number concept. Quantities up to 10 can be known and named without
the routine of counting. This can help children in counting on (from a
known patterned set) or learning combinations of numbers (seeing a
pattern of two known smaller patterns).

Young children should begin by learning the patterns of dots up to 6.
Students should also associate the dot patterns to numbers,
numerals, finger patterns, bead strings, etc. You can then extend
this to patterns up to 10 when they are ready.

Subitizing is a fundamental skill in the development of number sense,
supporting the development of conservation, compensation, unitizing,
counting on, composing and decomposing of numbers.

For example:




We want children to learn that
• there are 5 dots in this pattern or arrangement;
• five is more than four;
• a set of 5 objects can be separated into a set of two objects and
  a set of three objects, etc.;
• five counters, no matter how arranged, still retains the same
   numerical quantity;
• the associated oral name for a set of five things is “five”




                      Winnipeg School Division               Numeracy Project
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There are two types of subitizing: perceptual and conceptual.

Perceptual Subitizing:

•   recognition of number pattern

Conceptual Subitizing:

•   recognition of number pattern as composite of parts and whole

•   spatial (dot arrangements), temporal (attaching number to
    sounds), kinesthetic (finger patterns), rhythmic (hand-clapping)

•   spatial arrangements of sets influences how difficult they are to
    subitize (rectangular easiest    linear   circular    scrambled
    most difficult)

•   different arrangements lead to different decompositions of that
    number

Oral Numbers: Generally, students are ready to use oral numbers if
they know that a set does not alter the number of objects in the set.

Numerals: Generally, the use of numerals with dot patterns should
occur after children have made solid connections between the oral
names for numbers and sets.

For more information, please refer to John A. Van De Walle, Elementary
and Middle School Mathematics: Teaching Developmentally.




                       Winnipeg School Division                Numeracy Project
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                           Dot Card Activities




Activities:

1. Counter Match (Materials: dot plates or dot cards, paper plates, counters)
      Students place one counter on top of each dot (dot plate or card). They
      compare the number of counters to the number of dots. Students dump
      counters onto an empty plate and compare the number of counters to the
      number of dots on the dot plate.

2. Double Counter Match (Materials: dot plates, paper plates, variety of counters)
      Place two empty plates, one on either side of a dot plate or card. Students
      make equivalent sets in each plate using a different type of counter. Students
      describe how all three plates compare.

3. Make the Pattern (Materials: dot cards, numeral cards, paper plates, counters)
     Hold up a dot card and have your students make the same pattern they see on
     their own plate using counters. Ask them how many dots they see and how they
     see them. To extend, place two empty plates down. Place a dot card in the
     center. Students build a set that is one less on one plate and one more on the
     other. Do the same activity by holding up numeral cards.

4. Dot Card Flash (Materials: dot cards, hole-punched cards, bingo chips, overhead)
      Flash a dot card then hide, or briefly display on an overhead a hole-punched
      card, an overhead dot card or bingo chips. Students state the number, hold up
      a dot card or numeral, or construct the arrangement.

5. Dot Card Match (Materials: dot cards)
      Students sort different arrangements of the same number. Discuss the
      number of dots in each group; which group has the most, least, etc.

6. Number/Numeral Match (Materials: dot cards)
     Teacher states a number or holds up a numeral card and students find the
     corresponding dot card.


                               Winnipeg School Division               Numeracy Project
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7. Which One is Out? (Materials: dot cards)
     Students determine which card does not belong in a set where all but one
     represent the same number.

8. Dot Card Trains (Materials: dot cards)
      Students arrange a random set of dot cards in order (from 1-6 and back down).
      Extend to trains from 1-10.

8. Concentration (Materials: 2 sets of dot cards or plates)
      Place dot cards face down in a 5x4 array. Students take turns turning over two
      cards trying to find a match.

10. Dot Card Challenge (Materials: 2 sets of dot cards in 2 colours)
     Each student gets 1 set of cards. Each student turns over the top card of
     their pile and identifies the amount. The student with the larger number takes
     both cards.

11. Addarama (Materials: 2 sets of dot cards in 2 colours)
     Each student gets 1 set of cards. Each student turns over their top card. Both
     students add the two dot cards together. The first student to say the total
     amount out loud gets both cards. To extend, have each student turn over two
     cards and find the total of their cards. The student with the greatest amount
     takes all the cards.

12. Finger Dot Match (Materials: dot cards, numeral cards, finger cards)
      Teacher holds up fingers (i.e. 2) and asks students how many fingers.
      Students imitate and state number. Students then find a dot card with that
      many dots. Teacher then holds up 2 fingers and one more. Students imitate
      and state number. Students find a plate with 3 dots. Continue with other
      finger patterns to 10.

13. Clothespin Match (Materials: dot plates or cards, clothespins)
      Students choose a dot plate and attach the corresponding number of
      clothespins on the edge of the card.




                             Winnipeg School Division              Numeracy Project
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14. Popsicle Stick Match (Materials: popsicle sticks, dot cards)
      Students match popsicle sticks with different dot arrangements on dot cards.

15. Dice/Card Match (Materials: dice, dot cards)
      Roll the die or dice and have students find a dot card with the same amount.

16. Combination Target Match (Materials: dot cards)
      Teacher holds up a dot card. Students find two plates that have as many dots
      as the target plate. Similarly, teacher holds up a numeral card or states a
      number or students choose a numeral card and find two plates that together
      have the total number of dots named by the numeral card. Challenge students
      to find more than one combination.

17. Dot Card/Ten Frame Match (Materials: dot cards, ten frames)
     Students match a dot card to a ten frame with the same amount.

18. Snap (Materials: 2 sets of dot cards in 2 colours)
     Students play in pairs. Each student gets 1 set of cards. Each student flips
     over their top card. If they are the same amount, they say “SNAP”. The
     student who says “SNAP” first gets both cards.

19. I Wish I had… (Materials: dot cards)
      Teacher holds up a dot card (i.e. 5) and says, “I wish I had 7”. The student
      states how many more dots are required and finds the dot card (missing
      addend) with that amount.

20. Make Ten (Materials: bingo-dabbed plates that have been marked with the
     regular 0 to 10 dot patterns with an extra 5 (12 plates in all))
     Place dot plates face up in an array. Students take turns removing 2 dot plates
     that add up to the target number “10”. Challenge students by placing dot
     plates face down.




                             Winnipeg School Division               Numeracy Project
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                Five-Frame/Ten-Frame Activities




Introduction

Five frames and ten frames are one of the most important models to help students
anchor to 5 and 10.

Five frames are a 1x5 array and ten frames are a 2x5 array in which counters or dots
can be placed to illustrate numbers.

The five frame helps students learn the combinations that make 5. The ten-frame
helps students learn the combinations that make 10. Ten-frames immediately model
all of the facts from 5+1 to 5+5 and the respective turnarounds. Even 5+6, 5+7 and
5+8 are quickly seen as two fives and some more when depicted with these powerful
models.

For students in kindergarten or early first grade who have not yet explored a ten
frame, a good idea is to anchor to five by beginning with a five frame.


Starting with Five-Frames:

Activities:

1. Building Sets (Materials: blank five frame mat, counters)
      Call out a number to the students, such as 4, and have them show that amount
      on their mat. They may place the counters in any manner. Ask if they can place
      the 4 counters down in a different way. Try other numbers from 0-5. Have
      your students make observations about their placement of counters.
      - It has a space in the middle.
      -It’s two and two.

      Numbers greater than 5 are shown with a full five-frame and additional
      counters on the mat but not on the frame.



                            Winnipeg School Division               Numeracy Project
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2. Roll and Build (Materials: five frame cards, dice)
      Students roll one die or two dice and build that amount on their five frame
      mat.

3. Memory (Materials: two sets of five frame cards)
     Place the five frame cards face down in an array. Students take turns turning
     over two cards. They identify the amount on each card. If they are the same
     they take both cards. Play goes to the next players.

4. Challenge (Materials: two sets of five frame cards in 2 colours)
      Each student gets 1 set of cards. Each student turns over the top card of
      their pile and identifies the amount. The student with the greater amount
      takes both cards.

5. Five Frame Flash (Materials: large five frame cards)
      Flash a five frame card to your students and ask them to identify how many
      dots they saw. To challenge students ask them to identify one more or one less
      than the amount of dots. To extend, have them tell you how many empty spaces
      there are or how many more are needed to make 5.

6. Five Frame Trains (Materials: at least two sets of five frame cards)
      Students sequence a random set of five frame cards in order from 1 to 5 and
      then back to 1, etc. Students practice counting forwards and backwards out
      loud. Extend by turning over one card in the train and have students identify
      which number was turned over.

7. Make 5 (Materials: two sets of five frame cards)
     Place the cards face up in an array. Students try to find two cards that
     together total 5. To challenge students turn the cards face down.

8. Dice Match (Materials: die, five frame cards)
      Roll the die and have students find the five frame card that has the same
      amount. If they roll a 6, they roll again.




                            Winnipeg School Division               Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-8-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-8-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-8-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-8-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide9" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-8" alt="9




Starting with Ten Frames:

Activities:

1. Building Sets (Materials: blank ten frame mats, double ten frame mats, counters)
      Call out a number from 1-10 and have students build that amount on their ten
      frame. Students fill the first row first. Call out a different number and have
      students build the new number. Observe to see which students can simply add
      or remove counters and those that must begin from 1. Continue with different
      amounts. Extend to a double ten frame building numbers to 20.

2. Roll and Build (Materials: ten frame cards, dice)
      Students roll two dice and build that amount on their ten frame mat.

3. Memory (Materials: two sets of ten frame cards)
     Place the ten frame cards face down in an array. Students take turns turning
     over two cards. They identify the amount on each card. If they are the same
     they take both cards.

4. Challenge (Materials: two sets of ten frame cards in 2 colours)
      Each student gets 1 set of cards. Each student turns over the top card of
      their pile and identifies the amount. The student with the greater amount
      takes both cards.

5. Ten Frame Flash (Materials: large ten frame cards)
     Flash a ten frame card to your students and ask them to identify how many
     dots they saw. To challenge students ask them to identify one more or one
     less than the amount of dots. To extend, have them tell you how many empty
     spaces there are or how many more are needed to make 10.

6. Ten Frame Trains (Materials: at least two sets of ten frame cards)
     Students sequence a random set of ten frame cards in order from 1 to 10 and
     then back to 1, etc. Students practice counting forwards and backwards out
     loud. Extend by turning over one card in the train and having students identify
     which number was turned over.




                            Winnipeg School Division              Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-9-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-9-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-9-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-9-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide10" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-9" alt="10




7. Make 10 (Materials: two sets of ten frame cards)
    Place the cards face up in an array. Students try to find two cards that
    together total 10. To challenge students turn the cards face down.

8. Dice Match (Materials: dice and ten frame cards)
     Roll the dice and have students find the ten frame card that has the same
     amount. If they roll 11 or 12, they roll again.

9. What’s the Difference? (Materials: at least three sets of ten frames, 50
    counters)
    5 cards are spread out face down and the rest are placed in a pile face
    down. The students take turns turning over the top card in the pile as well
    as one of the spread cards. They then determine the difference between
    the two cards and take that amount of counter. The card that was turned
    over from the spread pile is flipped over again. Play continues until all of
    the cards from the pile have been used. The player with the most counters
    wins. Observe to see what strategies students are using to find the
    difference and to get the most counters.

10. Ten Frame Difference Challenge (Materials: two sets of ten frame cards in
     2 colours, 50 counters)
     Students play the game like the traditional “War” game. Each student
     turns over the top card from their pile. Each identifies their amount. The
     student with the largest takes as many counters from the pile as the
     difference between the two cards. Play continues until all the counters are
      gone. The winner is the player with the most counters.

11. Fish (Materials: at least two sets of ten frames)
      Students play in groups of 2 to 4. Deal each player 4 cards. Spread the rest
      in the center like a fish pond. Students take turns asking another if they
       have a card with an amount that is the same as one of their cards. If they
      have the card they give it to the player. If they do not they draw a card
      from the pile. Play continues until one player gets rid of all their cards, or
      all the cards are matched.




                             Winnipeg School Division               Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-10-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-10-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-10-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-10-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide11" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-10" alt="11




12. 10 Fish (Materials: ten frame cards)
     Play the game like “Fish” only the object of the game is to ask the other
     students for a card that will add to yours to make a sum of ten.

13. Ten Plus/Nine Plus (Materials: 2 sets of ten frames in 2 colours)
     Place one 10 ten frame card face up in the center. Place the other cards in
     a pile face down. Students take turns turning over the top card and adding
     it to “10”. Play the game “Nine Plus” like ten plus only use the nine card as
     the card to add the other numbers to.

14. 0-20 Numeral/Ten Frame Match (Materials: two sets of ten frame cards,
     0-20 numeral cards)
     Spread the 0-20 numeral cards face up in order. Students take turns
     turning over two ten frame cards and finding the total. If the numeral card
     match is there, they take the card. The winner is the player with the most
     numeral cards.




                             Winnipeg School Division               Numeracy Project
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Winnipeg School Division   Numeracy Project
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Winnipeg School Division   Numeracy Project
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Winnipeg School Division   Numeracy Project
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Winnipeg School Division   Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-15-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-15-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-15-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-15-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide16" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-15" alt="16




Winnipeg School Division   Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-16-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-16-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-16-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-16-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide17" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-16" alt="17




Dot cards can be used to enhance number
sense.
Help students with their ability to subitize
(recognition of domino and dice patterns).
Simply copy onto card stock, laminate, cut
            out………..and enjoy!
Source: John Van De Walle

                    Winnipeg School Division   Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-17-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-17-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-17-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-17-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide18" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-17" alt="Large Quinary Five Frame Cards
                                                     18




       Winnipeg School Division   Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-18-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-18-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-18-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-18-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide19" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-18" alt="Large Quinary Five Frame Cards
                                                     19




       Winnipeg School Division   Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-19-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-19-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-19-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-19-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide20" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-19" alt="Large Five Frame Cards
                                                 20




   Winnipeg School Division   Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-20-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-20-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-20-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-20-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide21" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-20" alt="21




Winnipeg School Division   Numeracy Project
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Winnipeg School Division   Numeracy Project
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Winnipeg School Division   Numeracy Project
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Winnipeg School Division   Numeracy Project
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Five Frame Game Boards




                         Winnipeg School Division   Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-25-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-25-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-25-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-25-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide26" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-25" alt="26

Ten Frame Board




Winnipeg School Division   Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-26-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-26-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-26-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-26-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide27" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-26" alt="27




Winnipeg School Division   Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-27-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-27-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-27-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-27-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide28" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-27" alt="28




Winnipeg School Division   Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-28-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-28-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-28-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-28-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide29" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-28" alt="29




Winnipeg School Division   Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-29-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-29-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-29-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-29-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide30" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-29" alt="30




Winnipeg School Division   Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-30-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-30-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-30-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-30-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide31" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-30" alt="Five Frame Cards
                                              31




Winnipeg School Division   Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-31-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-31-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-31-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-31-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide32" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-31" alt="Small Ten Frame Cards
                                                32




  Winnipeg School Division   Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-32-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-32-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-32-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-32-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide33" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-32" alt="Small Ten Frame Cards
                                                  33




    Winnipeg School Division   Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-33-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-33-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-33-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-33-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide34" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-33" alt="34




 zero
 one
 two
three
 four
 five
Winnipeg School Division   Numeracy Project
 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcset="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-34-320.jpg 320w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-34-638.jpg 638w, https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/75/Dot-Card-and-Ten-Frames-34-2048.jpg 2048w" src="https://image.slidesharecdn.com/dotcardandtenframes-120507103058-phpapp01/85/Dot-Card-and-Ten-Frames-34-320.jpg" sizes="100vw"></div><!--$--><!--/$--><div class="VerticalSlideActions_root__azvaH"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_medium__H8pKi Button_icon__1C4qi slide-download-button VerticalSlideActions_downloadButton__ancDu" data-testid="button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div><div class="save-slide SaveSlide_root__k6Uis"><div class="Tooltip_triggerWrapper___S2HG"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-slide--button SaveSlide_button__w0PF7" data-testid="button" aria-label="Save slide" data-saved="false" data-cy="loggedout-save-slide-button"><span class="Icon_root__AjZyv" style="--size: 24px;"><span class="Icon_icon__4zzsG" style="mask-image: url(&quot;https://public.slidesharecdn.com/_next/static/media/save-slide.3e7564a3.svg&quot;); background-color: currentcolor;"></span><span class="sr-only"></span></span></button></div></div></div></div></div><div><div id="slide35" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:612 / 792" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><div class="VerticalSlideImage_overlay__UDxeS VerticalSlideImage_loaded__Q7FLb"></div><img id="slide-image-34" alt="35




  six
seven
 eight
 nine
  ten
eleven
 Winnipeg School Division   Numeracy Project
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   twelve
  thirteen
 fourteen
   fifteen
  sixteen
seventeen
   Winnipeg School Division   Numeracy Project
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eighteen
nineteen
 twenty



  Winnipeg School Division   Numeracy Project
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Dot Card and </a> Ten
Frame Activities
       By Kara Kolson
        Suzanne Mole
        Manuel Silva
      Numeracy Project
   Winnipeg School Division
         2005-2006



       Winnipeg School Division   Numeracy Project
 </li></div><div><li>2. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#2">2




   </a>                          Subitizing

Subitizing is the ability to recognize dot arrangements in different
patterns.

Since children begin to learn these patterns by repetitive counting
they are closely connected to their understanding of the particular
number concept. Quantities up to 10 can be known and named without
the routine of counting. This can help children in counting on (from a
known patterned set) or learning combinations of numbers (seeing a
pattern of two known smaller patterns).

Young children should begin by learning the patterns of dots up to 6.
Students should also associate the dot patterns to numbers,
numerals, finger patterns, bead strings, etc. You can then extend
this to patterns up to 10 when they are ready.

Subitizing is a fundamental skill in the development of number sense,
supporting the development of conservation, compensation, unitizing,
counting on, composing and decomposing of numbers.

For example:




We want children to learn that
• there are 5 dots in this pattern or arrangement;
• five is more than four;
• a set of 5 objects can be separated into a set of two objects and
  a set of three objects, etc.;
• five counters, no matter how arranged, still retains the same
   numerical quantity;
• the associated oral name for a set of five things is “five”




                      Winnipeg School Division               Numeracy Project
 </li></div><div><li>3. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#3">3




There are two </a> types of subitizing: perceptual and conceptual.

Perceptual Subitizing:

•   recognition of number pattern

Conceptual Subitizing:

•   recognition of number pattern as composite of parts and whole

•   spatial (dot arrangements), temporal (attaching number to
    sounds), kinesthetic (finger patterns), rhythmic (hand-clapping)

•   spatial arrangements of sets influences how difficult they are to
    subitize (rectangular easiest    linear   circular    scrambled
    most difficult)

•   different arrangements lead to different decompositions of that
    number

Oral Numbers: Generally, students are ready to use oral numbers if
they know that a set does not alter the number of objects in the set.

Numerals: Generally, the use of numerals with dot patterns should
occur after children have made solid connections between the oral
names for numbers and sets.

For more information, please refer to John A. Van De Walle, Elementary
and Middle School Mathematics: Teaching Developmentally.




                       Winnipeg School Division                Numeracy Project
 </li></div><div><li>4. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#4">4

   </a>                         Dot Card Activities




Activities:

1. Counter Match (Materials: dot plates or dot cards, paper plates, counters)
      Students place one counter on top of each dot (dot plate or card). They
      compare the number of counters to the number of dots. Students dump
      counters onto an empty plate and compare the number of counters to the
      number of dots on the dot plate.

2. Double Counter Match (Materials: dot plates, paper plates, variety of counters)
      Place two empty plates, one on either side of a dot plate or card. Students
      make equivalent sets in each plate using a different type of counter. Students
      describe how all three plates compare.

3. Make the Pattern (Materials: dot cards, numeral cards, paper plates, counters)
     Hold up a dot card and have your students make the same pattern they see on
     their own plate using counters. Ask them how many dots they see and how they
     see them. To extend, place two empty plates down. Place a dot card in the
     center. Students build a set that is one less on one plate and one more on the
     other. Do the same activity by holding up numeral cards.

4. Dot Card Flash (Materials: dot cards, hole-punched cards, bingo chips, overhead)
      Flash a dot card then hide, or briefly display on an overhead a hole-punched
      card, an overhead dot card or bingo chips. Students state the number, hold up
      a dot card or numeral, or construct the arrangement.

5. Dot Card Match (Materials: dot cards)
      Students sort different arrangements of the same number. Discuss the
      number of dots in each group; which group has the most, least, etc.

6. Number/Numeral Match (Materials: dot cards)
     Teacher states a number or holds up a numeral card and students find the
     corresponding dot card.


                               Winnipeg School Division               Numeracy Project
 </li></div><div><li>5. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#5">5




7. Which One </a> is Out? (Materials: dot cards)
     Students determine which card does not belong in a set where all but one
     represent the same number.

8. Dot Card Trains (Materials: dot cards)
      Students arrange a random set of dot cards in order (from 1-6 and back down).
      Extend to trains from 1-10.

8. Concentration (Materials: 2 sets of dot cards or plates)
      Place dot cards face down in a 5x4 array. Students take turns turning over two
      cards trying to find a match.

10. Dot Card Challenge (Materials: 2 sets of dot cards in 2 colours)
     Each student gets 1 set of cards. Each student turns over the top card of
     their pile and identifies the amount. The student with the larger number takes
     both cards.

11. Addarama (Materials: 2 sets of dot cards in 2 colours)
     Each student gets 1 set of cards. Each student turns over their top card. Both
     students add the two dot cards together. The first student to say the total
     amount out loud gets both cards. To extend, have each student turn over two
     cards and find the total of their cards. The student with the greatest amount
     takes all the cards.

12. Finger Dot Match (Materials: dot cards, numeral cards, finger cards)
      Teacher holds up fingers (i.e. 2) and asks students how many fingers.
      Students imitate and state number. Students then find a dot card with that
      many dots. Teacher then holds up 2 fingers and one more. Students imitate
      and state number. Students find a plate with 3 dots. Continue with other
      finger patterns to 10.

13. Clothespin Match (Materials: dot plates or cards, clothespins)
      Students choose a dot plate and attach the corresponding number of
      clothespins on the edge of the card.




                             Winnipeg School Division              Numeracy Project
 </li></div><div><li>6. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#6">6




14. Popsicle Stick </a> Match (Materials: popsicle sticks, dot cards)
      Students match popsicle sticks with different dot arrangements on dot cards.

15. Dice/Card Match (Materials: dice, dot cards)
      Roll the die or dice and have students find a dot card with the same amount.

16. Combination Target Match (Materials: dot cards)
      Teacher holds up a dot card. Students find two plates that have as many dots
      as the target plate. Similarly, teacher holds up a numeral card or states a
      number or students choose a numeral card and find two plates that together
      have the total number of dots named by the numeral card. Challenge students
      to find more than one combination.

17. Dot Card/Ten Frame Match (Materials: dot cards, ten frames)
     Students match a dot card to a ten frame with the same amount.

18. Snap (Materials: 2 sets of dot cards in 2 colours)
     Students play in pairs. Each student gets 1 set of cards. Each student flips
     over their top card. If they are the same amount, they say “SNAP”. The
     student who says “SNAP” first gets both cards.

19. I Wish I had… (Materials: dot cards)
      Teacher holds up a dot card (i.e. 5) and says, “I wish I had 7”. The student
      states how many more dots are required and finds the dot card (missing
      addend) with that amount.

20. Make Ten (Materials: bingo-dabbed plates that have been marked with the
     regular 0 to 10 dot patterns with an extra 5 (12 plates in all))
     Place dot plates face up in an array. Students take turns removing 2 dot plates
     that add up to the target number “10”. Challenge students by placing dot
     plates face down.




                             Winnipeg School Division               Numeracy Project
 </li></div><div><li>7. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#7">7




   </a>              Five-Frame/Ten-Frame Activities




Introduction

Five frames and ten frames are one of the most important models to help students
anchor to 5 and 10.

Five frames are a 1x5 array and ten frames are a 2x5 array in which counters or dots
can be placed to illustrate numbers.

The five frame helps students learn the combinations that make 5. The ten-frame
helps students learn the combinations that make 10. Ten-frames immediately model
all of the facts from 5+1 to 5+5 and the respective turnarounds. Even 5+6, 5+7 and
5+8 are quickly seen as two fives and some more when depicted with these powerful
models.

For students in kindergarten or early first grade who have not yet explored a ten
frame, a good idea is to anchor to five by beginning with a five frame.


Starting with Five-Frames:

Activities:

1. Building Sets (Materials: blank five frame mat, counters)
      Call out a number to the students, such as 4, and have them show that amount
      on their mat. They may place the counters in any manner. Ask if they can place
      the 4 counters down in a different way. Try other numbers from 0-5. Have
      your students make observations about their placement of counters.
      - It has a space in the middle.
      -It’s two and two.

      Numbers greater than 5 are shown with a full five-frame and additional
      counters on the mat but not on the frame.



                            Winnipeg School Division               Numeracy Project
 </li></div><div><li>8. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#8">8




2. Roll and </a> Build (Materials: five frame cards, dice)
      Students roll one die or two dice and build that amount on their five frame
      mat.

3. Memory (Materials: two sets of five frame cards)
     Place the five frame cards face down in an array. Students take turns turning
     over two cards. They identify the amount on each card. If they are the same
     they take both cards. Play goes to the next players.

4. Challenge (Materials: two sets of five frame cards in 2 colours)
      Each student gets 1 set of cards. Each student turns over the top card of
      their pile and identifies the amount. The student with the greater amount
      takes both cards.

5. Five Frame Flash (Materials: large five frame cards)
      Flash a five frame card to your students and ask them to identify how many
      dots they saw. To challenge students ask them to identify one more or one less
      than the amount of dots. To extend, have them tell you how many empty spaces
      there are or how many more are needed to make 5.

6. Five Frame Trains (Materials: at least two sets of five frame cards)
      Students sequence a random set of five frame cards in order from 1 to 5 and
      then back to 1, etc. Students practice counting forwards and backwards out
      loud. Extend by turning over one card in the train and have students identify
      which number was turned over.

7. Make 5 (Materials: two sets of five frame cards)
     Place the cards face up in an array. Students try to find two cards that
     together total 5. To challenge students turn the cards face down.

8. Dice Match (Materials: die, five frame cards)
      Roll the die and have students find the five frame card that has the same
      amount. If they roll a 6, they roll again.




                            Winnipeg School Division               Numeracy Project
 </li></div><div><li>9. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#9">9




Starting with Ten </a> Frames:

Activities:

1. Building Sets (Materials: blank ten frame mats, double ten frame mats, counters)
      Call out a number from 1-10 and have students build that amount on their ten
      frame. Students fill the first row first. Call out a different number and have
      students build the new number. Observe to see which students can simply add
      or remove counters and those that must begin from 1. Continue with different
      amounts. Extend to a double ten frame building numbers to 20.

2. Roll and Build (Materials: ten frame cards, dice)
      Students roll two dice and build that amount on their ten frame mat.

3. Memory (Materials: two sets of ten frame cards)
     Place the ten frame cards face down in an array. Students take turns turning
     over two cards. They identify the amount on each card. If they are the same
     they take both cards.

4. Challenge (Materials: two sets of ten frame cards in 2 colours)
      Each student gets 1 set of cards. Each student turns over the top card of
      their pile and identifies the amount. The student with the greater amount
      takes both cards.

5. Ten Frame Flash (Materials: large ten frame cards)
     Flash a ten frame card to your students and ask them to identify how many
     dots they saw. To challenge students ask them to identify one more or one
     less than the amount of dots. To extend, have them tell you how many empty
     spaces there are or how many more are needed to make 10.

6. Ten Frame Trains (Materials: at least two sets of ten frame cards)
     Students sequence a random set of ten frame cards in order from 1 to 10 and
     then back to 1, etc. Students practice counting forwards and backwards out
     loud. Extend by turning over one card in the train and having students identify
     which number was turned over.




                            Winnipeg School Division              Numeracy Project
 </li></div><div><li>10. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#10">10




7. Make 10 </a> (Materials: two sets of ten frame cards)
    Place the cards face up in an array. Students try to find two cards that
    together total 10. To challenge students turn the cards face down.

8. Dice Match (Materials: dice and ten frame cards)
     Roll the dice and have students find the ten frame card that has the same
     amount. If they roll 11 or 12, they roll again.

9. What’s the Difference? (Materials: at least three sets of ten frames, 50
    counters)
    5 cards are spread out face down and the rest are placed in a pile face
    down. The students take turns turning over the top card in the pile as well
    as one of the spread cards. They then determine the difference between
    the two cards and take that amount of counter. The card that was turned
    over from the spread pile is flipped over again. Play continues until all of
    the cards from the pile have been used. The player with the most counters
    wins. Observe to see what strategies students are using to find the
    difference and to get the most counters.

10. Ten Frame Difference Challenge (Materials: two sets of ten frame cards in
     2 colours, 50 counters)
     Students play the game like the traditional “War” game. Each student
     turns over the top card from their pile. Each identifies their amount. The
     student with the largest takes as many counters from the pile as the
     difference between the two cards. Play continues until all the counters are
      gone. The winner is the player with the most counters.

11. Fish (Materials: at least two sets of ten frames)
      Students play in groups of 2 to 4. Deal each player 4 cards. Spread the rest
      in the center like a fish pond. Students take turns asking another if they
       have a card with an amount that is the same as one of their cards. If they
      have the card they give it to the player. If they do not they draw a card
      from the pile. Play continues until one player gets rid of all their cards, or
      all the cards are matched.




                             Winnipeg School Division               Numeracy Project
 </li></div><div><li>11. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#11">11




12. 10 Fish </a> (Materials: ten frame cards)
     Play the game like “Fish” only the object of the game is to ask the other
     students for a card that will add to yours to make a sum of ten.

13. Ten Plus/Nine Plus (Materials: 2 sets of ten frames in 2 colours)
     Place one 10 ten frame card face up in the center. Place the other cards in
     a pile face down. Students take turns turning over the top card and adding
     it to “10”. Play the game “Nine Plus” like ten plus only use the nine card as
     the card to add the other numbers to.

14. 0-20 Numeral/Ten Frame Match (Materials: two sets of ten frame cards,
     0-20 numeral cards)
     Spread the 0-20 numeral cards face up in order. Students take turns
     turning over two ten frame cards and finding the total. If the numeral card
     match is there, they take the card. The winner is the player with the most
     numeral cards.




                             Winnipeg School Division               Numeracy Project
 </li></div><div><li>12. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#12">12




Winnipeg School Division </a>   Numeracy Project
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Winnipeg School Division </a>   Numeracy Project
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Winnipeg School Division </a>   Numeracy Project
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Winnipeg School Division </a>   Numeracy Project
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Winnipeg School Division </a>   Numeracy Project
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Dot cards can </a> be used to enhance number
sense.
Help students with their ability to subitize
(recognition of domino and dice patterns).
Simply copy onto card stock, laminate, cut
            out………..and enjoy!
Source: John Van De Walle

                    Winnipeg School Division   Numeracy Project
 </li></div><div><li>18. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#18">Large Quinary Five </a> Frame Cards
                                                     18




       Winnipeg School Division   Numeracy Project
 </li></div><div><li>19. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#19">Large Quinary Five </a> Frame Cards
                                                     19




       Winnipeg School Division   Numeracy Project
 </li></div><div><li>20. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#20">Large Five Frame </a> Cards
                                                 20




   Winnipeg School Division   Numeracy Project
 </li></div><div><li>21. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#21">21




Winnipeg School Division </a>   Numeracy Project
 </li></div><div><li>22. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#22">22




Winnipeg School Division </a>   Numeracy Project
 </li></div><div><li>23. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#23">23




Winnipeg School Division </a>   Numeracy Project
 </li></div><div><li>24. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#24">24




Winnipeg School Division </a>   Numeracy Project
 </li></div><div><li>25. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#25">25


Five Frame Game </a> Boards




                         Winnipeg School Division   Numeracy Project
 </li></div><div><li>26. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#26">26

Ten Frame Board




Winnipeg </a> School Division   Numeracy Project
 </li></div><div><li>27. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#27">27




Winnipeg School Division </a>   Numeracy Project
 </li></div><div><li>28. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#28">28




Winnipeg School Division </a>   Numeracy Project
 </li></div><div><li>29. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#29">29




Winnipeg School Division </a>   Numeracy Project
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Winnipeg School Division </a>   Numeracy Project
 </li></div><div><li>31. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#31">Five Frame Cards
 </a>                                              31




Winnipeg School Division   Numeracy Project
 </li></div><div><li>32. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#32">Small Ten Frame </a> Cards
                                                32




  Winnipeg School Division   Numeracy Project
 </li></div><div><li>33. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#33">Small Ten Frame </a> Cards
                                                  33




    Winnipeg School Division   Numeracy Project
 </li></div><div><li>34. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#34">34




 zero
 one
 </a> two
three
 four
 five
Winnipeg School Division   Numeracy Project
 </li></div><div><li>35. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#35">35




  six
seven
 </a> eight
 nine
  ten
eleven
 Winnipeg School Division   Numeracy Project
 </li></div><div><li>36. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#36">36




   </a> twelve
  thirteen
 fourteen
   fifteen
  sixteen
seventeen
   Winnipeg School Division   Numeracy Project
 </li></div><div><li>37. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/slideshow/dot-card-and-ten-frames/12832451#37">37




eighteen
nineteen
 twenty



  </a> Winnipeg School Division   Numeracy Project
 </li></div></ul></div></div><div id="fixed-download-container" class="FixedDownloadButton_root__14xtQ"><div class="DownloadButton_root__adY00"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_contained__gyjai Button_large__Yv_oe" data-testid="button" data-cy="download-button-fixed"><span><span class="Icon_root__AjZyv" style="--size:24px"><span class="Icon_icon__4zzsG" style="mask-image:url(https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg);background-color:currentColor"></span><span class="sr-only"></span></span>Download now</span></button></div></div><dialog class="Modal_root__TYkzh FullscreenModal_root__efM9m" id=":Rn36:"><div class="Modal_wrapper__4UTGq"><div class="modal-content Modal_content__R1F4d FullscreenModal_content__bQ6mt"></div></div></dialog><div class="ad textads banner-ads banner_ads ad-unit ad-zone ad-space adsbox ads prebid" style="position:absolute;height:1px"></div><footer class="Footer_footer__N3WmV"><div class="FooterTop_wrapper__RuYz5" data-testid="footer-top"><div class="FooterTop_links__9J65v"><a class="Link_root__vn3ab Link_light__mcUPh Link_size-medium__ZLo12 Link_weight-bold__me4nt" href="/about">About</a><a class="Link_root__vn3ab Link_light__mcUPh Link_size-medium__ZLo12 Link_weight-bold__me4nt" href="https://support.scribd.com/hc/en/categories/360004792932-SlideShare?userType=SlideShare">Support</a><a class="Link_root__vn3ab Link_light__mcUPh Link_size-medium__ZLo12 Link_weight-bold__me4nt" href="https://support.scribd.com/hc/en/articles/210129326-General-Terms-of-Use">Terms</a><a class="Link_root__vn3ab Link_light__mcUPh Link_size-medium__ZLo12 Link_weight-bold__me4nt" href="https://support.scribd.com/hc/en/articles/210129366-Privacy-policy">Privacy</a><a class="Link_root__vn3ab Link_light__mcUPh Link_size-medium__ZLo12 Link_weight-bold__me4nt" href="/copyright-policy">Copyright</a><button class="FooterTop_cookiePreferenceButton__xmSox" type="button">Cookie Preferences</button><a class="Link_root__vn3ab Link_light__mcUPh Link_size-medium__ZLo12 Link_weight-bold__me4nt" href="https://support.scribd.com/hc/en-us/articles/360038016931-Privacy-Rights-Request-Form">Do not sell or share my personal information</a><a class="Link_root__vn3ab Link_light__mcUPh Link_size-medium__ZLo12 Link_weight-bold__me4nt" href="https://www.everand.com">Everand</a></div></div><hr class="Footer_separator__Qa1tj"><div class="FooterBottom_wrapper__Gj9p_" data-testid="footer-bottom"><span class="FooterBottom_copyright__xltkG">© 2024 SlideShare from Scribd </span><div class="FooterBottom_icons__wEEhc"><a class="Link_root__vn3ab Link_light__mcUPh Link_size-large__W0PAv Link_weight-regular__yPpnB" aria-label="Slideshare on Twitter" href="https://twitter.com/slideshare"><span class="Icon_root__AjZyv" style="--size:18px"><span class="Icon_icon__4zzsG" style="mask-image:url(https://public.slidesharecdn.com/_next/static/media/twitter.89a06630.svg);background-color:currentColor"></span><span class="sr-only"></span></span></a><span class="FooterBottom_separator__181dN"></span><a class="Link_root__vn3ab Link_light__mcUPh Link_size-large__W0PAv Link_weight-regular__yPpnB" aria-label="Slideshare on RSS Feed" href="https://www.slideshare.net/rss/latest"><span class="Icon_root__AjZyv" style="--size:16px"><span class="Icon_icon__4zzsG" style="mask-image:url(https://public.slidesharecdn.com/_next/static/media/rss.5c914539.svg);background-color:currentColor"></span><span class="sr-only"></span></span></a></div></div></footer><div id="portals-container" style="z-index:1"><div id="banner-portal" class="PortalsContainer_bannerRoot__Q_sNw"></div></div></div></div><script src="https://cmp.osano.com/AzZdHGSGtpxCq1Cpt/079b27eb-bb3f-48dd-9bd9-3feb8aec3c38/osano.js"></script><iframe name="__gppLocator" style="display: none;"></iframe><iframe name="__tcfapiLocator" style="display: none;"></iframe><iframe name="__uspapiLocator" style="display: none;"></iframe><script>
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Students are instructed to post a reaction paper and reply to classmates' posts, and submit a header/footer example. The document looks ahead to Week 3, reminding students to plan, read an assigned book, find an article to share, and write a paper. It concludes by asking for any questions.","tags":[],"url":"https://www.slideshare.net/slideshow/week-02-30317453/30317453","userLogin":"jwalts","userName":"jwalts","viewCount":480},{"algorithmId":"","displayTitle":"Week 02","isSavedByCurrentUser":false,"pageCount":7,"score":0,"slideshowId":"30317391","sourceName":"MORE_FROM_USER","strippedTitle":"week-02-30317391","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/week02-140122145401-phpapp02-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"The document outlines the agenda for EDU 323 Week 2, including discussing videos and examples of using header/footer. It prompts discussion on how education can use programs like Milo effectively and how technology can help students improve communication and collaboration skills. Students are instructed to post a reaction paper and reply to classmates' posts, and submit a header/footer example. The document looks ahead to Week 3, reminding students to plan, read an assigned book, find an article to share, and write a paper. It concludes by asking for any questions.","tags":[],"url":"https://www.slideshare.net/slideshow/week-02-30317391/30317391","userLogin":"jwalts","userName":"jwalts","viewCount":547},{"algorithmId":"","displayTitle":"EDU323 Week 1","isSavedByCurrentUser":false,"pageCount":8,"score":0,"slideshowId":"30064421","sourceName":"MORE_FROM_USER","strippedTitle":"edu323-week-1","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/week01-140115173648-phpapp02-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"This document provides an agenda and overview for the first week of an education course. It outlines the following key tasks: 1) read the syllabus and calendar, view an introductory PowerPoint, and post a biographical paper; 2) respond to classmates' biographies and watch assigned videos by midnight Sunday; and 3) begin thinking about a content area focus such as reading, math, or social studies. It also previews that in the second week students will continue reacting to videos and planning for their content area, and will have an online meeting to learn formatting skills.","tags":[],"url":"https://www.slideshare.net/slideshow/edu323-week-1/30064421","userLogin":"jwalts","userName":"jwalts","viewCount":509},{"algorithmId":"","displayTitle":"EDU 323: Week 4","isSavedByCurrentUser":false,"pageCount":13,"score":0,"slideshowId":"16463742","sourceName":"MORE_FROM_USER","strippedTitle":"edu-323-week-4-16463742","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/edu323-week4-130211034352-phpapp01-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"This document outlines the agenda for Week 4 of the EDU323 class. It discusses graphic organizers, including how they can streamline information, clarify concepts, engage students with different learning styles, increase retention, and develop organizational skills. Examples of different types of graphic organizers are provided, such as fact webs and chains of events. This week's assignments include replying to discussion posts, submitting an original graphic organizer, and posting a weekly reflection. The document looks ahead to next week's focus on parent involvement and making a newsletter.","tags":[],"url":"https://www.slideshare.net/slideshow/edu-323-week-4-16463742/16463742","userLogin":"jwalts","userName":"jwalts","viewCount":434},{"algorithmId":"","displayTitle":"Research on Graphic Organizers","isSavedByCurrentUser":false,"pageCount":8,"score":0,"slideshowId":"16463583","sourceName":"MORE_FROM_USER","strippedTitle":"research-on-graphic-organizers","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/researchongraphicorg-130211032939-phpapp01-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"Graphic organizers are visual displays that depict relationships between facts, terms, and ideas to improve learning outcomes. There are many types of graphic organizers suited to different types of information. Research shows graphic organizers effectively improve comprehension and vocabulary, especially when used after reading with teacher instruction on how to use them. Their effectiveness depends on factors like grade level, implementation point, and instructional context.","tags":[],"url":"https://www.slideshare.net/slideshow/research-on-graphic-organizers/16463583","userLogin":"jwalts","userName":"jwalts","viewCount":928},{"algorithmId":"","displayTitle":"EDU 323: Week 3","isSavedByCurrentUser":false,"pageCount":18,"score":0,"slideshowId":"16463382","sourceName":"MORE_FROM_USER","strippedTitle":"edu-323-week-3","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/edu323wk3-130211031851-phpapp01-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"This document provides an agenda for an education course. It discusses Elliot Eisner's view that curriculum is unbalanced and how a balanced curriculum incorporating creative arts like art, music and poetry can help students learn in different ways. It describes an activity where students experience a rainforest through art, photos, sounds and food to enhance their understanding beyond just reading about it. Students are assigned a reaction paper and asked to respond to classmates' papers. The document outlines plans for the next week focusing on graphic organizers.","tags":[],"url":"https://www.slideshare.net/slideshow/edu-323-week-3/16463382","userLogin":"jwalts","userName":"jwalts","viewCount":478},{"algorithmId":"","displayTitle":"EDU 323: Week 2","isSavedByCurrentUser":false,"pageCount":7,"score":0,"slideshowId":"16463335","sourceName":"MORE_FROM_USER","strippedTitle":"edu323wk2","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/edu323wk2-130211031500-phpapp01-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"This document provides an agenda and discussion topics for an education technology course. It outlines assignments for the current week, which include replying to classmates and submitting header/footer examples. It also looks ahead to next week, noting an online meeting and assignments to read a book, find an article, and write a paper. The document aims to engage students in discussions about how technology can be used effectively in education to improve skills like communication and collaboration.","tags":[],"url":"https://www.slideshare.net/slideshow/edu323wk2/16463335","userLogin":"jwalts","userName":"jwalts","viewCount":371},{"algorithmId":"","displayTitle":"Considerations","isSavedByCurrentUser":false,"pageCount":1,"score":0,"slideshowId":"16427548","sourceName":"MORE_FROM_USER","strippedTitle":"considerations-16427548","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/considerations-130208125611-phpapp02-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"Funding agencies consider several factors when reviewing grant applications, including whether the proposed project: fits the goals of the board and system; has documented need and support from administration, community, and parents; is sustainable and replicable; can be completed on time; and does not compete with previously funded projects. Appropriate personnel and reporting requirements must also be in place.","tags":[],"url":"https://www.slideshare.net/slideshow/considerations-16427548/16427548","userLogin":"jwalts","userName":"jwalts","viewCount":415},{"algorithmId":"","displayTitle":"Grant Writing Basics","isSavedByCurrentUser":false,"pageCount":3,"score":0,"slideshowId":"16427090","sourceName":"MORE_FROM_USER","strippedTitle":"grant-writing-basics-16427090","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/grantwriting-130208123250-phpapp01-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"This document provides guidance for writing successful grant proposals in 3 parts: planning, research, and the proposal. It outlines key questions to consider in each area, including needs, goals, objectives, activities, timelines, budgets, and evaluations. The guidance emphasizes aligning all aspects of the proposal, having a clear need supported by data, strong planning, measurable objectives, and specifically describing how funds would be used to meet goals. Overall, it advises thoroughly addressing common proposal components to clearly demonstrate the merits of a project to reviewers.","tags":[],"url":"https://www.slideshare.net/slideshow/grant-writing-basics-16427090/16427090","userLogin":"jwalts","userName":"jwalts","viewCount":428},{"algorithmId":"","displayTitle":"Grant Writing Organizational Tool","isSavedByCurrentUser":false,"pageCount":1,"score":0,"slideshowId":"16426673","sourceName":"MORE_FROM_USER","strippedTitle":"grant-writing-organizational-tool","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/grantwritingorganizationaltool-130208120643-phpapp01-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"This document provides an organizational tool for grant writing. It includes fields to identify the title of the grant, its purpose, funding source, opening and closing dates, whether a letter of intent or matching funds are required, the amount of available funding, and any restrictions or additional details. The tool helps applicants keep key information in one place while applying for a grant.","tags":[],"url":"https://www.slideshare.net/slideshow/grant-writing-organizational-tool/16426673","userLogin":"jwalts","userName":"jwalts","viewCount":326},{"algorithmId":"","displayTitle":"EDU 323: Week 1 PPT","isSavedByCurrentUser":false,"pageCount":8,"score":0,"slideshowId":"16048590","sourceName":"MORE_FROM_USER","strippedTitle":"edu-323-week-1-ppt","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/edu323-130117200232-phpapp02-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"This document provides an agenda and overview for the first week of an education course. It includes assignments to complete such as viewing PowerPoints, writing a paper, replying to classmates, watching videos, and submitting a reflection. Students are asked to select a content area of focus and review the schedule for next week which will include creating headers and footers and learning about watermarks. Contact information is provided for any questions.","tags":[],"url":"https://www.slideshare.net/slideshow/edu-323-week-1-ppt/16048590","userLogin":"jwalts","userName":"jwalts","viewCount":330},{"algorithmId":"","displayTitle":"EDU309 Week 3","isSavedByCurrentUser":false,"pageCount":9,"score":0,"slideshowId":"13141626","sourceName":"MORE_FROM_USER","strippedTitle":"edu309-week-3","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/edu309wk3-120530195136-phpapp02-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"This document provides an agenda and discussion questions for an education course. It discusses spending $6,000 from the technology committee budget at a middle school to promote student achievement. Guidelines are provided for creating a one-page newsletter with graphics and minimal text. The weekly tasks are outlined, including posting reaction papers, responding to classmates, and creating a newsletter. Students are reminded to proofread, be on time, check the course blog for resources, and contact the instructor if help is needed.","tags":[],"url":"https://www.slideshare.net/slideshow/edu309-week-3/13141626","userLogin":"jwalts","userName":"jwalts","viewCount":320},{"algorithmId":"","displayTitle":"Edu320 week 3","isSavedByCurrentUser":false,"pageCount":11,"score":0,"slideshowId":"13126608","sourceName":"MORE_FROM_USER","strippedTitle":"edu320-week-3-13126608","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/edu320week3-120529201209-phpapp02-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"This document provides an agenda and discussion notes for an education course. It discusses creating a classroom environment where students feel free to experiment and critique each other's work. It also addresses how displaying art can influence its perception and using art to engage students' minds, bodies, and hearts. Upcoming assignments are outlined, including reaction papers and lesson presentations. The document ends with a dragonfly symbolism section and a trivia question about female dragonflies being called damselflies.","tags":[],"url":"https://www.slideshare.net/slideshow/edu320-week-3-13126608/13126608","userLogin":"jwalts","userName":"jwalts","viewCount":306},{"algorithmId":"","displayTitle":"Sample Presentation: Social Studies","isSavedByCurrentUser":false,"pageCount":10,"score":0,"slideshowId":"13125073","sourceName":"MORE_FROM_USER","strippedTitle":"sample-presentation-social-studies","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/sample-120529165844-phpapp02-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"This social studies lesson plan for kindergarten students focuses on teaching why Thanksgiving is celebrated. Students will discuss what they already know about the first Thanksgiving celebrated by the Pilgrims and Native Americans. They will learn about where the Pilgrims came from, the food eaten, activities at the feast, and who celebrated with the Pilgrims. The class will trace the Pilgrims' journey to America on a map and learn about the hardships they faced and how the Native Americans helped them. Students will discuss the role of the Wampanoag Indians and why celebrating Thanksgiving was important to the Pilgrims. They will read a book about the first Thanksgiving and answer questions about its meaning. To conclude, students will make turkey magnet crafts.","tags":[],"url":"https://www.slideshare.net/slideshow/sample-presentation-social-studies/13125073","userLogin":"jwalts","userName":"jwalts","viewCount":1053}],"featured":null,"latest":[]},"secretUrl":"lQ0354FXMu91Qr","shouldShowAds":true,"slides":{"host":"https://image.slidesharecdn.com","title":"Dot-Card-and-Ten-Frames","imageLocation":"dotcardandtenframes-120507103058-phpapp01","imageSizes":[{"quality":85,"width":320,"format":"jpg"},{"quality":85,"width":638,"format":"jpg"},{"quality":75,"width":2048,"format":"webp"}]},"strippedTitle":"dot-card-and-ten-frames","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/dotcardandtenframes-120507103058-phpapp01-thumbnail.jpg?width=640\u0026height=640\u0026fit=bounds","title":"Dot Card and Ten Frames","totalSlides":37,"transcript":["1\n\n\n\n\nDot Card and Ten\nFrame Activities\n       By Kara Kolson\n        Suzanne Mole\n        Manuel Silva\n      Numeracy Project\n   Winnipeg School Division\n         2005-2006\n\n\n\n       Winnipeg School Division   Numeracy Project\n ","2\n\n\n\n\n                            Subitizing\n\nSubitizing is the ability to recognize dot arrangements in different\npatterns.\n\nSince children begin to learn these patterns by repetitive counting\nthey are closely connected to their understanding of the particular\nnumber concept. Quantities up to 10 can be known and named without\nthe routine of counting. This can help children in counting on (from a\nknown patterned set) or learning combinations of numbers (seeing a\npattern of two known smaller patterns).\n\nYoung children should begin by learning the patterns of dots up to 6.\nStudents should also associate the dot patterns to numbers,\nnumerals, finger patterns, bead strings, etc. You can then extend\nthis to patterns up to 10 when they are ready.\n\nSubitizing is a fundamental skill in the development of number sense,\nsupporting the development of conservation, compensation, unitizing,\ncounting on, composing and decomposing of numbers.\n\nFor example:\n\n\n\n\nWe want children to learn that\n• there are 5 dots in this pattern or arrangement;\n• five is more than four;\n• a set of 5 objects can be separated into a set of two objects and\n  a set of three objects, etc.;\n• five counters, no matter how arranged, still retains the same\n   numerical quantity;\n• the associated oral name for a set of five things is “five”\n\n\n\n\n                      Winnipeg School Division               Numeracy Project\n ","3\n\n\n\n\nThere are two types of subitizing: perceptual and conceptual.\n\nPerceptual Subitizing:\n\n•   recognition of number pattern\n\nConceptual Subitizing:\n\n•   recognition of number pattern as composite of parts and whole\n\n•   spatial (dot arrangements), temporal (attaching number to\n    sounds), kinesthetic (finger patterns), rhythmic (hand-clapping)\n\n•   spatial arrangements of sets influences how difficult they are to\n    subitize (rectangular easiest    linear   circular    scrambled\n    most difficult)\n\n•   different arrangements lead to different decompositions of that\n    number\n\nOral Numbers: Generally, students are ready to use oral numbers if\nthey know that a set does not alter the number of objects in the set.\n\nNumerals: Generally, the use of numerals with dot patterns should\noccur after children have made solid connections between the oral\nnames for numbers and sets.\n\nFor more information, please refer to John A. Van De Walle, Elementary\nand Middle School Mathematics: Teaching Developmentally.\n\n\n\n\n                       Winnipeg School Division                Numeracy Project\n ","4\n\n                           Dot Card Activities\n\n\n\n\nActivities:\n\n1. Counter Match (Materials: dot plates or dot cards, paper plates, counters)\n      Students place one counter on top of each dot (dot plate or card). They\n      compare the number of counters to the number of dots. Students dump\n      counters onto an empty plate and compare the number of counters to the\n      number of dots on the dot plate.\n\n2. Double Counter Match (Materials: dot plates, paper plates, variety of counters)\n      Place two empty plates, one on either side of a dot plate or card. Students\n      make equivalent sets in each plate using a different type of counter. Students\n      describe how all three plates compare.\n\n3. Make the Pattern (Materials: dot cards, numeral cards, paper plates, counters)\n     Hold up a dot card and have your students make the same pattern they see on\n     their own plate using counters. Ask them how many dots they see and how they\n     see them. To extend, place two empty plates down. Place a dot card in the\n     center. Students build a set that is one less on one plate and one more on the\n     other. Do the same activity by holding up numeral cards.\n\n4. Dot Card Flash (Materials: dot cards, hole-punched cards, bingo chips, overhead)\n      Flash a dot card then hide, or briefly display on an overhead a hole-punched\n      card, an overhead dot card or bingo chips. Students state the number, hold up\n      a dot card or numeral, or construct the arrangement.\n\n5. Dot Card Match (Materials: dot cards)\n      Students sort different arrangements of the same number. Discuss the\n      number of dots in each group; which group has the most, least, etc.\n\n6. Number/Numeral Match (Materials: dot cards)\n     Teacher states a number or holds up a numeral card and students find the\n     corresponding dot card.\n\n\n                               Winnipeg School Division               Numeracy Project\n ","5\n\n\n\n\n7. Which One is Out? (Materials: dot cards)\n     Students determine which card does not belong in a set where all but one\n     represent the same number.\n\n8. Dot Card Trains (Materials: dot cards)\n      Students arrange a random set of dot cards in order (from 1-6 and back down).\n      Extend to trains from 1-10.\n\n8. Concentration (Materials: 2 sets of dot cards or plates)\n      Place dot cards face down in a 5x4 array. Students take turns turning over two\n      cards trying to find a match.\n\n10. Dot Card Challenge (Materials: 2 sets of dot cards in 2 colours)\n     Each student gets 1 set of cards. Each student turns over the top card of\n     their pile and identifies the amount. The student with the larger number takes\n     both cards.\n\n11. Addarama (Materials: 2 sets of dot cards in 2 colours)\n     Each student gets 1 set of cards. Each student turns over their top card. Both\n     students add the two dot cards together. The first student to say the total\n     amount out loud gets both cards. To extend, have each student turn over two\n     cards and find the total of their cards. The student with the greatest amount\n     takes all the cards.\n\n12. Finger Dot Match (Materials: dot cards, numeral cards, finger cards)\n      Teacher holds up fingers (i.e. 2) and asks students how many fingers.\n      Students imitate and state number. Students then find a dot card with that\n      many dots. Teacher then holds up 2 fingers and one more. Students imitate\n      and state number. Students find a plate with 3 dots. Continue with other\n      finger patterns to 10.\n\n13. Clothespin Match (Materials: dot plates or cards, clothespins)\n      Students choose a dot plate and attach the corresponding number of\n      clothespins on the edge of the card.\n\n\n\n\n                             Winnipeg School Division              Numeracy Project\n ","6\n\n\n\n\n14. Popsicle Stick Match (Materials: popsicle sticks, dot cards)\n      Students match popsicle sticks with different dot arrangements on dot cards.\n\n15. Dice/Card Match (Materials: dice, dot cards)\n      Roll the die or dice and have students find a dot card with the same amount.\n\n16. Combination Target Match (Materials: dot cards)\n      Teacher holds up a dot card. Students find two plates that have as many dots\n      as the target plate. Similarly, teacher holds up a numeral card or states a\n      number or students choose a numeral card and find two plates that together\n      have the total number of dots named by the numeral card. Challenge students\n      to find more than one combination.\n\n17. Dot Card/Ten Frame Match (Materials: dot cards, ten frames)\n     Students match a dot card to a ten frame with the same amount.\n\n18. Snap (Materials: 2 sets of dot cards in 2 colours)\n     Students play in pairs. Each student gets 1 set of cards. Each student flips\n     over their top card. If they are the same amount, they say “SNAP”. The\n     student who says “SNAP” first gets both cards.\n\n19. I Wish I had… (Materials: dot cards)\n      Teacher holds up a dot card (i.e. 5) and says, “I wish I had 7”. The student\n      states how many more dots are required and finds the dot card (missing\n      addend) with that amount.\n\n20. Make Ten (Materials: bingo-dabbed plates that have been marked with the\n     regular 0 to 10 dot patterns with an extra 5 (12 plates in all))\n     Place dot plates face up in an array. Students take turns removing 2 dot plates\n     that add up to the target number “10”. Challenge students by placing dot\n     plates face down.\n\n\n\n\n                             Winnipeg School Division               Numeracy Project\n ","7\n\n\n\n\n                Five-Frame/Ten-Frame Activities\n\n\n\n\nIntroduction\n\nFive frames and ten frames are one of the most important models to help students\nanchor to 5 and 10.\n\nFive frames are a 1x5 array and ten frames are a 2x5 array in which counters or dots\ncan be placed to illustrate numbers.\n\nThe five frame helps students learn the combinations that make 5. The ten-frame\nhelps students learn the combinations that make 10. Ten-frames immediately model\nall of the facts from 5+1 to 5+5 and the respective turnarounds. Even 5+6, 5+7 and\n5+8 are quickly seen as two fives and some more when depicted with these powerful\nmodels.\n\nFor students in kindergarten or early first grade who have not yet explored a ten\nframe, a good idea is to anchor to five by beginning with a five frame.\n\n\nStarting with Five-Frames:\n\nActivities:\n\n1. Building Sets (Materials: blank five frame mat, counters)\n      Call out a number to the students, such as 4, and have them show that amount\n      on their mat. They may place the counters in any manner. Ask if they can place\n      the 4 counters down in a different way. Try other numbers from 0-5. Have\n      your students make observations about their placement of counters.\n      - It has a space in the middle.\n      -It’s two and two.\n\n      Numbers greater than 5 are shown with a full five-frame and additional\n      counters on the mat but not on the frame.\n\n\n\n                            Winnipeg School Division               Numeracy Project\n ","8\n\n\n\n\n2. Roll and Build (Materials: five frame cards, dice)\n      Students roll one die or two dice and build that amount on their five frame\n      mat.\n\n3. Memory (Materials: two sets of five frame cards)\n     Place the five frame cards face down in an array. Students take turns turning\n     over two cards. They identify the amount on each card. If they are the same\n     they take both cards. Play goes to the next players.\n\n4. Challenge (Materials: two sets of five frame cards in 2 colours)\n      Each student gets 1 set of cards. Each student turns over the top card of\n      their pile and identifies the amount. The student with the greater amount\n      takes both cards.\n\n5. Five Frame Flash (Materials: large five frame cards)\n      Flash a five frame card to your students and ask them to identify how many\n      dots they saw. To challenge students ask them to identify one more or one less\n      than the amount of dots. To extend, have them tell you how many empty spaces\n      there are or how many more are needed to make 5.\n\n6. Five Frame Trains (Materials: at least two sets of five frame cards)\n      Students sequence a random set of five frame cards in order from 1 to 5 and\n      then back to 1, etc. Students practice counting forwards and backwards out\n      loud. Extend by turning over one card in the train and have students identify\n      which number was turned over.\n\n7. Make 5 (Materials: two sets of five frame cards)\n     Place the cards face up in an array. Students try to find two cards that\n     together total 5. To challenge students turn the cards face down.\n\n8. Dice Match (Materials: die, five frame cards)\n      Roll the die and have students find the five frame card that has the same\n      amount. If they roll a 6, they roll again.\n\n\n\n\n                            Winnipeg School Division               Numeracy Project\n ","9\n\n\n\n\nStarting with Ten Frames:\n\nActivities:\n\n1. Building Sets (Materials: blank ten frame mats, double ten frame mats, counters)\n      Call out a number from 1-10 and have students build that amount on their ten\n      frame. Students fill the first row first. Call out a different number and have\n      students build the new number. Observe to see which students can simply add\n      or remove counters and those that must begin from 1. Continue with different\n      amounts. Extend to a double ten frame building numbers to 20.\n\n2. Roll and Build (Materials: ten frame cards, dice)\n      Students roll two dice and build that amount on their ten frame mat.\n\n3. Memory (Materials: two sets of ten frame cards)\n     Place the ten frame cards face down in an array. Students take turns turning\n     over two cards. They identify the amount on each card. If they are the same\n     they take both cards.\n\n4. Challenge (Materials: two sets of ten frame cards in 2 colours)\n      Each student gets 1 set of cards. Each student turns over the top card of\n      their pile and identifies the amount. The student with the greater amount\n      takes both cards.\n\n5. Ten Frame Flash (Materials: large ten frame cards)\n     Flash a ten frame card to your students and ask them to identify how many\n     dots they saw. To challenge students ask them to identify one more or one\n     less than the amount of dots. To extend, have them tell you how many empty\n     spaces there are or how many more are needed to make 10.\n\n6. Ten Frame Trains (Materials: at least two sets of ten frame cards)\n     Students sequence a random set of ten frame cards in order from 1 to 10 and\n     then back to 1, etc. Students practice counting forwards and backwards out\n     loud. Extend by turning over one card in the train and having students identify\n     which number was turned over.\n\n\n\n\n                            Winnipeg School Division              Numeracy Project\n ","10\n\n\n\n\n7. Make 10 (Materials: two sets of ten frame cards)\n    Place the cards face up in an array. Students try to find two cards that\n    together total 10. To challenge students turn the cards face down.\n\n8. Dice Match (Materials: dice and ten frame cards)\n     Roll the dice and have students find the ten frame card that has the same\n     amount. If they roll 11 or 12, they roll again.\n\n9. What’s the Difference? (Materials: at least three sets of ten frames, 50\n    counters)\n    5 cards are spread out face down and the rest are placed in a pile face\n    down. The students take turns turning over the top card in the pile as well\n    as one of the spread cards. They then determine the difference between\n    the two cards and take that amount of counter. The card that was turned\n    over from the spread pile is flipped over again. Play continues until all of\n    the cards from the pile have been used. The player with the most counters\n    wins. Observe to see what strategies students are using to find the\n    difference and to get the most counters.\n\n10. Ten Frame Difference Challenge (Materials: two sets of ten frame cards in\n     2 colours, 50 counters)\n     Students play the game like the traditional “War” game. Each student\n     turns over the top card from their pile. Each identifies their amount. The\n     student with the largest takes as many counters from the pile as the\n     difference between the two cards. Play continues until all the counters are\n      gone. The winner is the player with the most counters.\n\n11. Fish (Materials: at least two sets of ten frames)\n      Students play in groups of 2 to 4. Deal each player 4 cards. Spread the rest\n      in the center like a fish pond. Students take turns asking another if they\n       have a card with an amount that is the same as one of their cards. If they\n      have the card they give it to the player. If they do not they draw a card\n      from the pile. Play continues until one player gets rid of all their cards, or\n      all the cards are matched.\n\n\n\n\n                             Winnipeg School Division               Numeracy Project\n ","11\n\n\n\n\n12. 10 Fish (Materials: ten frame cards)\n     Play the game like “Fish” only the object of the game is to ask the other\n     students for a card that will add to yours to make a sum of ten.\n\n13. Ten Plus/Nine Plus (Materials: 2 sets of ten frames in 2 colours)\n     Place one 10 ten frame card face up in the center. Place the other cards in\n     a pile face down. Students take turns turning over the top card and adding\n     it to “10”. Play the game “Nine Plus” like ten plus only use the nine card as\n     the card to add the other numbers to.\n\n14. 0-20 Numeral/Ten Frame Match (Materials: two sets of ten frame cards,\n     0-20 numeral cards)\n     Spread the 0-20 numeral cards face up in order. Students take turns\n     turning over two ten frame cards and finding the total. If the numeral card\n     match is there, they take the card. The winner is the player with the most\n     numeral cards.\n\n\n\n\n                             Winnipeg School Division               Numeracy Project\n ","12\n\n\n\n\nWinnipeg School Division   Numeracy Project\n ","13\n\n\n\n\nWinnipeg School Division   Numeracy Project\n ","14\n\n\n\n\nWinnipeg School Division   Numeracy Project\n ","15\n\n\n\n\nWinnipeg School Division   Numeracy Project\n ","16\n\n\n\n\nWinnipeg School Division   Numeracy Project\n ","17\n\n\n\n\nDot cards can be used to enhance number\nsense.\nHelp students with their ability to subitize\n(recognition of domino and dice patterns).\nSimply copy onto card stock, laminate, cut\n            out………..and enjoy!\nSource: John Van De Walle\n\n                    Winnipeg School Division   Numeracy Project\n ","Large Quinary Five Frame Cards\n                                                     18\n\n\n\n\n       Winnipeg School Division   Numeracy Project\n ","Large Quinary Five Frame Cards\n                                                     19\n\n\n\n\n       Winnipeg School Division   Numeracy Project\n ","Large Five Frame Cards\n                                                 20\n\n\n\n\n   Winnipeg School Division   Numeracy Project\n ","21\n\n\n\n\nWinnipeg School Division   Numeracy Project\n ","22\n\n\n\n\nWinnipeg School Division   Numeracy Project\n ","23\n\n\n\n\nWinnipeg School Division   Numeracy Project\n ","24\n\n\n\n\nWinnipeg School Division   Numeracy Project\n ","25\n\n\nFive Frame Game Boards\n\n\n\n\n                         Winnipeg School Division   Numeracy Project\n ","26\n\nTen Frame Board\n\n\n\n\nWinnipeg School Division   Numeracy Project\n ","27\n\n\n\n\nWinnipeg School Division   Numeracy Project\n ","28\n\n\n\n\nWinnipeg School Division   Numeracy Project\n ","29\n\n\n\n\nWinnipeg School Division   Numeracy Project\n ","30\n\n\n\n\nWinnipeg School Division   Numeracy Project\n ","Five Frame Cards\n                                              31\n\n\n\n\nWinnipeg School Division   Numeracy Project\n ","Small Ten Frame Cards\n                                                32\n\n\n\n\n  Winnipeg School Division   Numeracy Project\n ","Small Ten Frame Cards\n                                                  33\n\n\n\n\n    Winnipeg School Division   Numeracy Project\n ","34\n\n\n\n\n zero\n one\n two\nthree\n four\n five\nWinnipeg School Division   Numeracy Project\n ","35\n\n\n\n\n  six\nseven\n eight\n nine\n  ten\neleven\n Winnipeg School Division   Numeracy Project\n ","36\n\n\n\n\n   twelve\n  thirteen\n fourteen\n   fifteen\n  sixteen\nseventeen\n   Winnipeg School Division   Numeracy Project\n ","37\n\n\n\n\neighteen\nnineteen\n twenty\n\n\n\n  Winnipeg School Division   Numeracy Project\n 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