Tens frames to twenty
Y5 (04/1997) 

a) 
i) ii) iii) 
7 
very easy 
b) 
i)

Working involving showing 9 marked on the tens frames, e.g., 7
Both representation and answer correct

easy

c) 
i)

Working involving showing 13 marked on the tens frames, e.g., 7
Both representation and answer correct

easy

NOTE:
The convention of using tens frames is to fill the first tens frame before starting to "fill" the next. A derivation of this is that students also fill up a complete five within the tens frame before moving on to the second five.
This assessment item involves students representing numbers on a diagram of a tens frame to illustrate their understanding of how they are used, and using the tens frames to solve subtraction (or complementary addition/reversibility) problems. Tens frames are a practical tool that can support students to develop understanding of addition, subtraction, place value, and grouping. They can also be used as diagrams (as with this resource) for students to illustrate situations with numbers. Representing additive strategies using diagrams is a part of Algebra (Equations and expressions) at level two.
Prior knowledge
 Students should have used tens frames to show numbers, and addition and subtraction equations;
 Early additive stage (for addition facts to 20, knowledge) and advanced additive stage (for addition and subtraction facts to 20, knowledge).
a) i) ii) iii) 
13 9 5 
Students interpret the number from the unshaded part of the tens frame rather than the shaded part. 
b) i) c) i) 
Students shade the Tens frames but do not "fill up" one frame before starting on the next. Most of these students wrote the correct answer suggesting that it is a representation error.  
b) i) c) i) 
Students shade the amount to be paid rather than the amount paid. Most of these students wrote the correct answer suggesting that it is a representation error.  
b) ii) c) ii) 
20 20 
Students write the total ($20) instead of the difference to $20. 
b) ii) c) ii) 
9 13 
Students repeat the amount given rather than the difference to $20. 
Students who repeated the amount paid in their answer or wrote the total amount as their answer could be asked to identify what the question was asking and explain how they worked out their answer. They could also identify whether they see the question as a subtraction or addition problem, and then how they could show the problem using Tens frames.
For students who shaded some other number, get them to use Ten frames and become familiar with using them to represent and solve addition and subtraction problems. Initially they may need to address the problem by using an appropriate counting strategy (e.g., counting on or counting back) before using simple additive strategies.
 Adding and subtracting
 Change from $10
 Lemons, library and sports
 Down at the beach
 Spending pocket money
 How much change?
 Number patterns
 Fractions
 Money computations
 Adding and subtracting fractions III
 Addition and subtraction facts
 Cover up
 Looking at zero II
 Number sentences III
 Seeds and sweets
 Find the missing numbers
 How to work out the answer
 Number line addition and subtraction
 Cover up II
 Number pairs
 Looking at zero
 Party balloons
 Adding and subtracting more numbers
 Going on a picnic
 Spending at the shop
 Buying some things