Introduce students to the activity by reading Curious George Flies a Kite. The entire book can be read or until the part when Curious George finds the bunny house and opens the cage, losing a bunny.
Provide students with a sheet of paper that has 1 or 2 ten-frames. Explain to students that these are rabbit houses, with one rabbit living in each square of the ten-frame. The tree cut-outs are where the bunnies hide when they are outside their house.
Tell students to rewrite the number of bunnies George loses on the sheet, choosing a number from 1-10 or 1-20. Represent the number of missing bunnies by hiding the appropriate number of plastic rabbits behind the tree.
Have students demonstrate the number of rabbits still in the house on the ten-frame(s) and print this number on the sheet.
Take photos of the students’ arrangements.
Instruct students to count the total number of squares in the ten frame(s) and the number of squares without rabbits.
Have students recall the number of rabbits still in the house and count up from that number while pointing to the empty squares in the house so that students can recognize that the number of rabbits in the house plus the number of empty squares equals 10 or 20.
Facilitate a discussion around the following questions:
How do you know how many rabbits there are in the house/in the tree, if there were 10/20 rabbits in the house before?
How many do we need to find to fill the house again?
Take the rabbits off the ten-frame and put them in a different arrangement in front of the student. This will assess the student’s conservation of number.
Arrange the photos of the children’s work in numerical order as a class. Display them on the classroom wall if possible.
Is the student able to read and print whole numbers to ten?
Is the student able to solve addition and subtraction problems of whole numbers to 10/20 using concrete materials, as well as mental strategies (counting down or up, counting all or recalling)?
Is the student relating numbers to the anchors of 5, 10, 15, and 20?
Is the student able to demonstrate the concept of one-to-one correspondence?
Is the student considering the other students’ strategies?