1. The teacher poses a problem. 
   Josh has 9 oranges and 6 apples.  How many does he have altogether?
2. Teacher records 9 + 6 on the board.
3. Teacher shows a fixed frame of 9 and asks the students to say where the six more should go without touching the tens frame.
4. Teacher invites a student who answers that the answer is 15 to come and demonstrate how they got the answer.
5. Teacher records the answer on the board.
6. If the students “count-on” teacher encourages them to think about adding one and then five by asking the follow up questions: 
   Can we work it out without counting-on? Or   Is there a faster way?
7. Repeat with 9 + 7, 9 + 6 with the students demonstrating using either the teacher’s model or individual equipment.  Teacher encourages students to explain their thinking.
8. Teacher focuses student attention on the importance of making a ten 
   Why do you make a ten?

Note: future lessons could be extended to include 8 + ? and then 18 + ? with the pace depending on the students.