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This article focuses on the acquisition of knowledge of the number “10” by students aged 7 to 11, suffering from functional cognitive disorder, in special needs schools for inclusive and special education; this in light of the scientific literature about the construction of the number and its importance as the basis of the decimal system.Based on the proposal formulated by the special education teacher “I want 10,” students are led to use objects to solve the requested task. On the one hand, it is interesting to observe how the learning conditions make the students’ engagement conducive to the activity. On the other hand, the students’ proposals, in individual verbal protocols, analyzed through the lens of seven of the dimensions of number teaching, allow us to undertake a detailed analysis of their individual problem-solving activity, which is rich and often creative.