1. Description of Strategies
By Kathy Richardson
Assessment #7
Ten Frames
Overview &
Description of Strategies

2. Learning about Numbers as One Ten
and Some More
Understanding that numbers are made up of “ten and some ones” is a foundational skill students must learn to work with larger numbers.
To solve more challenging problems student must move beyond counting on strategies and be able to solve problems by using relationships and understanding the underlying structure of numbers to 20.

3. What are we trying to determine with this assessment?
To determine if the student can combine single digit numbers by reorganizing them into a 10 and leftovers.
To determine if the student can use their knowledge of the parts of numbers to 10 to subtract numbers up to 20.

4. Common Core Alignment
Kindergarten - Work with numbers to gain foundations for place value.
K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. 
Grade 1 - Understand Place Value
1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
10 can be thought of as a bundle of ten ones — called a “ten.”
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

5. What will my students be asked to do during the Ten Frames Assessment?
Using ten frames, students answer a series of addition and subtraction questions.
Assesses whether students know parts of numbers and can break numbers apart to complete the ten to solve the problem.
To complete assessment, students solve “what if” questions without the support of the ten frame.

6. Where can I learn more about the mathematics behind this assessment?
The Assessing Math Concept series by Kathy Richardson contains important information for educators. It is recommended that teachers read the following information from Ten Frames Assessment
Concept 7.
Learning to Count
Example of Student Interview
Grade Level Expectations
Assessing Children at Work
Linking Assessment to Instruction

7. Overview of Ten Frames Assessment
Part 1 – Addition
Part 2 – Subtraction
Each part divided into four areas:
Adding/Subtracting Ten and Ones
Knows Parts of Numbers
Making a Ten and Adding/Subtracting Ones
Recognizes Ten More
Note: Ten frames to use during assessment are available in download section.

8. If “N” assessment will end.
Part 1, Addition
Adding Ones to a Ten (10 +9 and 6 +10):
Trying to assess if student can easily add the ones to the ten without counting on or counting all. These strategies are self-explanatory.
If “N” assessment will end.

9. Part 1, Addition continued
Knows Parts of Numbers
Making a Ten and Adding Ones
8 + 7, 7 + 6, 8 + 5
Recognizes Ten More
18 + 5
Student is presented with multiple problems and is asked to break apart the number to make ten (knows parts of numbers) and then asked how many altogether (making a ten and adding ones). The final question adds ten to the question (recognizes ten more).
Use practice question to be sure student understand procedure.

10. Knows Parts of Numbers + 7 8 Initial Problem: 8 + 7 Other problems:
+ 7 8
Initial Problem:
Other problems:
7 + 6
without ten frames:
8 + 5
18 + 5

11. Making a Ten and Adding Ones+7 8
(8 +2) + 5
Other problems:
(7 + 3) +3
(8 +2) + 3
(8 + 5) + 10

12. Part 2 - Subtraction
To determine if the student can decompose a teen number into a ten and leftovers.
To determine if the student can subtract by breaking up a number in order to get to ten and then subtracting what is left from 10.
Practice Problem: 12-3

13. Other problems: 14-8, 13-6, and 23-6
Can they easily break the 7 into 5 +2
Knows parts of numbers
Can they take the 2 away from 10
Making a ten and subtracting ones

14. Assessment Results A – Ready to Apply P – Needs Practice
Summarized at end of assessment as:
A – Ready to Apply
P – Needs Practice
I – Needs Instruction
Complete descriptions included in assessment guide.

15. Interpreting & Using Assessment Results
Use AMC Anywhere reporting to view student results.
Select Reports
Select from a variety
of reports.

16. Use “Linking Assessment to Instruction” guides for instructional support from Developing Number Concepts
Select Downloads
Select Linking Assessment