In this lesson, students apply what they have learned about decomposing numbers to investigate the pairs of whole numbers 0 to 10 that sum to 10. The focus of the lesson is on students developing a deeper understanding of the number 10 and its size relative to the whole numbers 0 through 10. The lesson begins with a story and focuses on students counting numbers to 10 visually. Students then complete ten-frames to find all pairs of whole numbers 0 to 10 that sum to 10. Then students record their work in charts to further show the relationship between the sets, also relating the addition sentences that match.
Read Ten Little Monkeys Jumping on the Bed by A. Twinn as students listen and look at the pictures.
“What is happening in the story?” (The monkeys are jumping on the bed, and they keep falling off one by one until none are left.)
“Good. Today we are going to learn more about the number 10.” Hold up the ten-frame that represents 10 (M-K-3-2_Ten-Frames.docx). Ask students, “If each of these red and blue circles is a monkey, how many monkeys are jumping on the bed?” (10)
Help students reenact the story, showing the corresponding ten-frame each time a monkey falls off the bed. While you are holding the 10 ten-frame, students can say “Ten little monkeys jumping on the bed. One fell off and hit his head. Nine little monkeys jumping on the bed.” Now hold up the 9 ten-frame, and help students say “Nine little monkeys jumping on the bed. One fell off and hit his head. Eight little monkeys jumping on the bed.” Show the 8 ten-frame, and continue the chant until there are 0 monkeys jumping on the bed.
After reenacting the story, distribute a set of number cards to each student (M-K-3-2_Number Cards.docx). Randomly show different ten-frame cards and ask students to hold up the number shown on the ten-frame. This activity helps students visualize a number as a part of ten. The ten-frame also allows students to see how many more objects would be needed to fill the ten-frame, leading to recognition of pairs of numbers that sum to 10. Finish this activity when students are quite successful in visually identifying a number from the ten-frame cards.
In the next activity, students will work in collaborative pairs. Each pair of students will need ten blue counters, ten red counters, and one blank ten-frame (M-K-3-2_Partner Ten-Frame.docx).
“You have become very good at seeing the numbers 0 to 10 in the ten-frames. Now we will work in pairs to fill in ten-frames together. Every pair of students will get ten red counters, ten blue counters, and one ten-frame. I want you to work together to find as many ways to make ten as you can.” Ask for or choose a student to help you demonstrate. “Student ____ and I will show you what to do with your partners today.”
“First, I will put some red counters on the ten-frame.” Place 6 red counters on the ten-frame. “How many red counters did I put on the ten-frame?” (6) “Now student ____ will put enough blue counters on the ten-frame to make 10.” Ask the student to fill the ten-frame with blue counters. Ask the class, “How many blue counters did _____ put on the ten-frame to make 10?” (4) Count the blue counters to verify that there are 4. Now write a number sentence, 6 + 4 = 10. Show one more example. This time ask the student to put a number of red counters in the ten-frame. Ask students, “How many red counters did _____ put in the ten-frame? How many blue counters do you think I need to put in the ten-frame to make 10?” Fill the ten-frame with blue counters. Count the blue counters with the class, and ask the class to help write a number sentence to represent this example.
Distribute all materials to the pairs of students and ask them to make tens, as modeled. When the students have made a ten, they should say the corresponding number sentence aloud before they clear the ten-frame and begin again.
Once students have had an opportunity to make a few tens, distribute the Making Tens recording sheets and a red and a blue crayon or marker to each pair of students (M-K-3-2_Making Tens.docx). Ask students to continue using their red and blue counters to make tens. Now ask them to record their work on the Making Tens sheet by coloring in the appropriate number of each color counter to make ten. Challenge students to find all of the possible sums that total 10.
When students have completed their Making Tens sheets, create a list of the number sentences with sums of 10 on the board. Organize the list by starting with 0 + 10, 1 + 9, and continuing to 10 + 0. Ask students, “Have we found all of the number sentences that sum to 10? How do you know?”
Next, distribute number cards to students, making sure each student will be able to find his/her matching addend to sum to 10 (M-K-3-2_Number Cards.docx). Ask students to walk around and find the person holding the number card they need to make 10. Once they find their partners, ask them to link arms and sit down at the carpet. Assist students as needed to find their partners. After all students have found their partners, ask pairs to take turns standing, sharing their number sentences, and writing them on the board. Ask the rest of the students in the class to repeat the number sentences aloud. Students will then trade cards and repeat the activity.
Extension:
Use the activities and strategies listed below to tailor the lesson to meet the needs of your students.
- Routine: Introduce the game Make a Ten. Choose one student to pick a number between 1 and 10. Allow students time to think of the missing addend to 10. When students have found the missing addend, they jump up and say, “I can make a ten!” The student who picked the original number chooses another student to share his/her addend to make ten. Play this game throughout the year to reinforce pairs of numbers that sum to 10.
- Remediation: If students struggle with finding the number pairs that sum to 10, have them build towers of ten interlocking cubes. Have students then break the towers apart and count how many cubes are in each part. Help students record their findings using number sentences.
- Small Group: Give each pair of students a set of 20 interlocking cubes. Have students take turns rolling a number cube and building a tower with the height indicated by the roll of the number cube. On their next turns, students continue to build the tower. The first person to build a tower that is 10 units tall wins.
- Expansion: If students are ready, challenge them to find all pairs of numbers that sum to 11, 12, 13, and so on. Students should record their work using number sentences. Also ask students to explain how they know they have found all of the pairs.
Partners of Ten Memory: Place number cards face down. Students take turns flipping over two cards, with the goal of making a match of ten. Once students make a match, they keep the cards and take another turn. The winner of the game is the student with the most matches at the end.
Act out Ten Little Monkeys Jumping on the Bed, but include all students with the chant (“24 monkeys jumping on the bed, one fell off and bumped his head. 23 monkeys jumping on the bed” etc.). Continue this reenactment until all students are seated and there are no more monkeys jumping on the bed. This activity engages kinesthetic learners and previews/reviews counting backwards.
