Materials: Blank ten-frames, counters, a large hard-cover books to form a barrier between pairs of children. It also suggests the idea that half of ten is five. This prompts the awareness that 'five and five make ten'. Again there are five counters; perhaps seen as three in top row and three in the bottom, or as four and one, or two and two and one. Young children can usually 'read' two-digit numbers long before they understand the effect the placement of each digit has on its numerical value. Once this type of thinking is established, the ten-frame is no longer needed. Indeed, there is no reason why children should not explore larger numbers while working in depth on 'tenness'. The winner is the first player to fill all twenty spaces. This arrangement strongly illustrates the idea that 'five and five make ten'.
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