• Teacher holds up another card, alongside the full tens frame, and asks
  How many have I got now?
• Repeat several times ensuring that the numbers 11 – 20 have been covered.
• Teacher repeats above but this time shows the students the full tens frame has been turned over so the dots are not visible.
• Teacher models 11 on the tens frame.
  Let’s look at the number 11.  How would we write that?
  Records: 10 + 1 = 11 then works through 10 + 2 = 12, 10 + 3 = 13 etc similarly to show the pattern.
• Teacher asks students to solve problems such as 10 + 4, 10 + 9 with a focus on quick recall.

Extension Activities

Teacher models one of the teen numbers on a tens frame.  Students record the written form “15” while one student uses the expanded numeral cards to record the number.  Once the recording is finished teacher asks:
What does the 1 mean?  [1 group of ten]
What does the 5 mean?  [ 5 ones]

Teacher adds further blank tens frames to the model, for example 21: two tens and a 1.

Note: the context of a train with one full carriage and one partly full carriage can be used in this teaching sequence