Adding and Subtracting Within 10
Adding and Subtracting Within 10
Objectives
Students will extend the concepts of putting together and taking apart to add and subtract within the range of numbers from 0 to 10. Students will:
- represent addition and subtraction with objects, expressions, or equations.
- decompose numbers less than or equal to 10 and record the decompositions using drawings or equations.
- find the number that makes 10 for any number from 0 to 10.
- solve addition and subtraction word problems and add and subtract within 10.
Essential Questions
How are relationships represented mathematically?
How can mathematics support effective communication?
How can recognizing repetition or regularity assist in solving problems more efficiently?
How is mathematics used to quantify, compare, represent, and model numbers?
- How is mathematics used to quantify, compare, represent, and model numbers?
- How are relationships represented mathematically?
- How can recognizing repetition or regularity assist in solving problems more efficiently?
Related Unit and Lesson Plans
Related Materials & Resources
The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.
- The Doorbell Rang by Pat Hutchins. HarperCollins, 1989. (A book of sharing a dozen cookies with an ever increasing number of children.)
- The Grouchy Ladybug by Eric Carle. HarperCollins, 1996. (A well-known book that depicts critters of increasing size and finally teaches a ladybug to share.)
- Ten Little Monkeys: Jumping on the Bed by A. Twinn. Child’s Play International Limited, 2007. (A book that counts down from 10 to 0 as the monkeys fall off the bed.)
- Games on Decomposing Numbers:
- Addition Game: http://www.softschools.com/math/addition/learning_addition_for_kids/
- Subtraction Game: http://www.softschools.com/math/subtraction/crossout_method_subtraction/
Formative Assessment
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View
Short-Answer Items
1–3. Write the missing numbers.
Count Down
Count Up
4
0
3
______
______
2
1
______
0
4
4. Draw what comes next in the pattern.
5. Fill in the blank.
__________ + 8 = 10
6. Finish connecting the numbers that add to 10.
7. Write a number sentence to model the picture.
________ + ________= _________
8. Fill in the blank.
6 + __________ = 10
9. Write a number sentence to model the picture.
______ __ ______ = _______
10. Write a number sentence to model the picture.
______ __ ______ = _______
11. Sam had 5 apples. He ate 3 apples. How many apples does Sam have now? Write a number sentence to answer the question.
______ __ ______ = _______
12. Draw a picture in the box to model the number sentence.
1 + 4 = 5
Short-Answer Key
1–3. Write the missing numbers.
Count Down
Count Up
4
0
3
1
2
2
1
3
0
4
4. Draw what comes next in the pattern.
5. Fill in the blank.
2 + 8 = 10
6. Finish connecting the numbers that add to 10.
7. Write a number sentence to model the picture.
3 + 7 = 10
8. Fill in the blank.
6 + 4 = 10
9. Write a number sentence to model the picture.
6 − 4 = 2
10. Write a number sentence to model the picture.
4 + 2 = 6
11. Sam had 5 apples. He ate 3 apples. How many apples does Sam have now? Write a number sentence to answer the question.
5 − 3 = 2
12. Draw a picture in the box to model the number sentence.
1 + 4 = 5
Performance Assessment:
Show all the ways to make six. Use a pattern. Use numbers and pictures.
Performance Assessment Key:
Show all the ways to make six. Use a pattern. Use numbers and pictures.
Combinations in this particular order, top to bottom, should include 6 and 0, 5 and 1, 4 and 2, 3 and 3, 2 and 4, 1 and 5, and 0 and 6, with drawings to support these numbers. Students should be able to describe the descending order of numbers in the first column and ascending order in the second column. They should also show an understanding that the two columns are related. That is, when an object is removed from a set and placed in the other set in the same row, one number decreases as the other increases.
Performance Assessment Scoring Rubric:
Points
Description
4
- Mathematics is correct with complete work shown.
- Written and oral explanations are thorough, detailed, and clear.
- Student displays excellent understanding of the questions, mathematical concepts, and processes.
- Student performs beyond the problem requirements. Student possibly incorporates multiple methods/solutions.
- Pictorial representation is appropriate, of excellent quality, and creative.
3
- Mathematics is correct with work shown.
- Written and oral explanations are thorough and clear.
- Student displays good understanding of the questions, mathematical concepts, and processes.
- Student meets all problem requirements.
- Pictorial representation is appropriate, of good quality, and neat.
2
- Mathematics is correct with minimal or no work shown.
- Written and oral explanations are present but lacking some detail.
- Student displays partial understanding of the questions, mathematical concepts, and processes.
- Student meets most of the problem requirements.
- Pictorial representation is complete but may have errors.
1
- Mathematics is incorrect with some work shown.
- Written and oral explanations are incomplete and lack detail.
- Student displays little understanding of the questions, mathematical concepts, and processes.
- Student does not meet a majority of the requirements of the problem.
- Pictorial representation is incomplete, inappropriate for the situation, or missing.
0
- Mathematics is incorrect with no work shown.
- Written and oral explanations are illogical or not present.
- Student displays no understanding of the questions, mathematical concepts, and processes.
- Student does not meet the requirements of the problem.
- Pictorial representation is missing.
Final 3/7/14
