1. What is TEN?

2. Overview of TEN Intervention program to support K-2
TEN – Targeted Early Numeracy
TEN grew out of the Best Start Assessment program
Overview of TEN
Short, sharp bursts of teaching
Clear targets for teachers and schools around number expectations
Students improvements are monitored against the Best Start early numeracy continuum

3. TEN Focus
The Target Early Numeracy Intervention program (TEN) Compliments the regular numeracy programs, Best Start and Count Me In Too.
It is recognised that a small percentage of students are at risk of numeracy failure, despite a high quality, whole class numeracy program.
The TEN program is not based on a withdrawal model.
Teachers are supported in developing a class program which incorporates short, focused and frequent opportunities designed to increase the rate and proficiency of numeracy learning for targeted students.

4. The Program Will: Help to monitor students’ rate of progress.
Support the teaching needed to move students beyond the broad targets.
Track students’ response to the intervention.

5. TEN Model An Early Learning Plan Smaller group sizes
Short, focused, frequent lessons (10 min blocks)
Strategically targeted activities
Explicit and systematic teaching
5 weekly assessments
The program is to be implemented within a daily lesson block without withdrawal or a specialist teacher.

6. Class Teachers will:
Identify a possible intervention group within their classroom
Administer the assessment to the possible intervention group
Analyse the response of the students
Place the students on the E.L.P
Monitor the progress of the targeted students every 5 weeks
Give the class data to the coordinator to send to the TEN Facilitator
Work with a mentor and the coordinator to negotiate professional learning and in class support

7. Which students make up the targeted intervention group?
Broad targets have been set to assist teachers in identifying students for participation in the program
All Kindergarten students will be at least perceptual counting stage in the range to 20 by the end of the year
All year 1 students will be at least figurative counting stage across the decade (9+4) by the end of the year
All year 2 students will be at least counting on and back stage in the range to 30 by the end of the year

11. Whole Class Focus / Concept TEN INTERVENTION GROUP
Key Ideas
Doubles
NS1.2
Uses a range of mental strategies and informal recording methods for addition and subtraction involving one- and two-digit
Develop a range of mental strategies and informal recording methods for addition and subtraction
numbers
Whole class warm up activities
Count forwards from any number
Count backwards from any number
What’s missing?
Making numbers –groups of ten. Talk about tens and units
Count by 10s,2s,5s and by tens on and off the decade
Rabbits Ears
Count on bucket – have a bucket, say to the children there are 12 teddies in the bucket lets count on , drop more in the bucket
Whole Class Introduction;
Discuss what the term “Doubles” means
Use fingers to show doubles to 10
As a whole class play DOUBLE DICE – students are given unifix cubes (20) Pick a student to roll the large ten sided dice in the middle of the classroom. If a student rolls a 6 students make two towers of 6 cubes and count the total. Teacher writes on the board 6+6 = 12 or say double 6 is 12
Closure:
Discuss how students worked out doubles for the games – Did they use their fingers?
Play - Who’s the champion? or “DOUBLE ARCHERY” on the interactive whiteboard
Group Rotations
Teddy Race – to 12 (extension to 20)
Brainy Fish - (extension with spinner)
Do I Risk It?
Double Bingo ( Extension - Doubles +1)
TEN INTERVENTION GROUP
2 Dice Roll ( instead of Do I Risk It?)