10 Frames in Early Childhood

10 Frames are magical tools to build number sense in our young children instead of just rote counting. A strong sense of “10” will enable children to see relationships between numbers. Children need to first develop this strong understanding of the numbers 1-10 before they begin to work with larger numbers.

10 frames

They are two identical rectangles stacked on top of each other divided into five equal segments- thus a “10 frame.”

A 10 Frame is a tool to help children be able to visualize the quantity of numbers, compose and decompose numbers. A 10 Frame supports children’s knowledge of 10 by visually seeing patterns and numbers. For example, if the top row of 5 is filled and the bottom row has three, we want children to be able to automatically think of this quantity in relationship to 10 and state that the quantity is 8 because two are missing.

10 Frames can be incorporated into the curriculum throughout the day- not just to use only as a tool during math time.

EXAMPLES…

Allow children to play with 10 frames during free-choice play time…

10 Frames in Early Childhood
journeyintoearlychildhood.com

journeyintoearlychildhood.com

Allowing children to play with 10 Frames during free-choice play centers

Incorporating 10 Frames into a Behavioral Challenge…

10 Frames Reward system journeyintoearlychildhood

Taking Attendance using a Question of the Day and a 10 Frame…

10 frames question of the day journeyintoearlychildhood

Allowing students to produce the number posters for the classroom…

We are Teachers provides some great hands-on activities to play using a 10 Frame.

Vocabulary during Block Play

Expanding Children’s Vocabulary

during Block/Construction Play:

vocab in blocks featured imageState standards require children to explain, describe, define, ask, compare and contrast, respond, and so on.

To accomplish these skills, children need an expanded expressive vocabulary to both describe and tell the use of many familiar objects and to incorporate new, less familiar or technical words in everyday conversations.

Block/Construction Building, Designing and Play offers excellent opportunities for introducing, reinforcing and expanding upon vocabulary while children are engaged in fun, hands-on experiences. While the teacher is interacting with the students during block play expanded vocabulary can be introduced and reinforced through questioning, scaffolding, and “I wonder” or “I notice” statements.

Examples of Vocabulary to Introduce/Reinforce during Block Play:

Tension           Stable                      Wobble                      Solid               Stability

Hard                 Smooth                    Heavy                         Firm                Incremental

Massive           Equal                       Steady                        Fasten            Negotiate

Measure          Several                    Less                            Level              Cooperate

More                 Area                         Length                       Numerous

Taller                Wider                       Three-dimensionalblocks for vocab

Horizontal        Diagonal                 Symmetry                 

Edge                 Connect                  Balance

Structure          Disassemble           Gravity

Vertical             Architecture             Surface

Tremble            Asymmetrical          Perpendicular

Parallel            Attributes                 Construction

 

 

Intentionally Designed Construction Center: Items to Add to Block Center Based for Specific Objectives

Intentionally Designed Block/Construction Center:intentionally designed thumbnail

Block play can be used to challenge, scaffold, and

extend children’s learning through the intentional

placement of additional accessories.

An intentionally designed block center encourages students to construct meaning of their world, to encounter problems and discover multiple solutions, to interact and share with others, to extend their creativity and to reflect on their discoveries.                                                                                                                    -D. Honegger

Examples to intentionally design the block/construction center to incorporate academic standards: (this is just a sample…)

life
Intentionally Designed Block Play for Life Sciences journeyintoearlychildhood.com

Life science:

artificial plants, plastic animals, felt and/or material, and accessories to build habitats for the animals

geography
Intentionally Designed Block Play for Geography journeyintoearlychildhood.com

Geography in Block Play journeyintoearlychildhood.com

Geography Provocations in Construction Play journeyintoearlychildhood.com

 

 

 

Geography: maps, road signs or the materials to make road signs, shower curtain laid out with grids, small wooden buildings or even individual cleaned out milk cartons to become buildings, Familiar signs, such as “One Way,” “School Crossing,” “Bus Stop”, “STOP”, tongue depressors for making fences, door and dresser knobs, small vehicles

natural elements
Intentionally Designed Block Play with Natural Elements journeyintoearlychildhood.com

Earth and environment: natural materials such as acorns, shells, rocks, pinecones, wood cookies, stumps, and twigs. Stumps are great for encouraging vertical building.

Provocations and FARMS Bundle STEAM and Dramatic Play (contains additional pieces including Farmer’s Market documents besides the provocations linked above)

20180927_132440
Intentionally Designed Block Play Incorporating Visual Arts journeyintoearlychildhood.com

 

Visual Arts: clipboard with markers, colored pencils to add designs to the structures and/or to make a “blueprint” or map of the structure.geometry

 

 

 

 

 

Geometry: 3D shapes (which rolls the best on a ramp- a cube, a sphere, a cone, a cylinder, etc.), tin cans, flat pieces such as a ceiling fan blade, long sticks (discuss parallel, perpendicular, diagonal, horizontal and vertical lines), tile or linoleum samples, PCV pipes. canning jar lids

physical
Intentionally Designed Block Center Physical Science journeyintoearlychildhood.com

Physical science: ramps, balance scales, pulleys, mirrors and pipes, buckets, magnets

Engineering: long flat pieces such as ceiling fan blades or pieces of plywood for building bridges, wooden spools, tin cans, hard cardboard toilet paper tubes, small cubes, knobs, candlestick holders

Provocations and STEAM Challenges: BRIDGES

engineering
Intentionally Designed Block Play Wide Range of Cognitive Skills journeyintoearlychildhood.com

 

 

 

 

Wide Range of Cognitive and Developmental Skills: hard hats, food containers, dollhouse people, steering wheel and any other materials that will encourage dramatic play within blocks to move students building, design, and play to a more complex level

Four and five-year-old children are very capable and independent. If manila and colored construction paper, a few crayons, scissors, masking tape, and string are always available in or near the block corner, the children will begin to make their own signs and draw trees, people, and other things they need, thereby using their imagination in a constructive, purposeful way.

  • Note: The above lists are simply suggestions. Obviously, no teacher will ever put out all these accessories at once. However, the larger your supply of odds and ends, the better you will be able to help the children in the block corner when they begin to need accessories for specific purposes.

intentionally designed block play

Block/Construction Center: What Are Children Learning

 

Building and Designing with Blocks what we are Learning

(document of the above pictures)