Capstone lesson 3 learning objective: I can use a double ten-frame to show the number of bicycle wheels we would have if ten students had bikes.

Task: “I am going to show you a ten-frame on the board. It will have some dots on it. Your job is to take a mental picture of the ten-frame and then recreate it on your own ten frame.”

A formative assessment for this objective would simply be: students have a ten-frame paper at their desks, they look at the ten-frame on the board (flashed for 5 seconds), and they draw circles in the boxes to match the ten-frame they saw. I would collect their ten-frames to collect data on who completed the task accurately.

My students have worked a lot with ten-frames from the very first day of school. They are familiar with this math tool and have practiced counting how many in a ten-frame and replicating ten-frames in prior lessons (in the previous unit). Based on the most recent check-point assessment, all but 3 students can count ten objects. Two of those students speak Spanish at home and very minimal English at school. I know that these 3 students will need extra support during this task, such as explicit and repeated modeling, and English to Spanish translations.

The cognitive demands of this task are moderately high. The main thing I need students to grasp is that they can count dots on a ten-frame, and then place the same number of blocks on their own ten-frame. The dots on the screen represent their cubes. They therefore have to apply their concept of number and 1-1 correspondence to complete the task.

I love using this math learning trajectories document to track what skills students have and what their next steps would be to further their growth.