All about Ten

Est. Class Sessions: 2

Developing the Lesson

Part 1: Add Sums to Ten with Ten Frames

Connect Ten Frames and Box Diagrams. Using a display of the Large Ten Frame and Box Diagram Master, introduce adding sums to ten by placing 6 cubes of one color on the display. Place the cubes on the top row from left to right.

Ask:

How many boxes did we fill? (6)
How many more than five is that? (1)
How many boxes are empty? Is there a strategy that could help us find out? (Possible response: I could use a counting up strategy. I start at 6 and count up until I get to 10: 7, 8, 9, 10 or 4 cubes needed. I see the bottom row has one box filled in, and I know the bottom row is equal to five, so one less than five would be four.)
What number sentence can we write to show what we did? (Possible responses: 6 + = 10; 10 + = 6; + 6 = 10)

Write 6 + = 10 and + 6 = 10 on the board.

Do both of these number sentences represent this situation? (Responses will vary. Possible responses: I think they both represent the situation because something + 6 is the same as 6 + something and they both are equal to 10; I think only the first number sentence represents this problem. We had 6 and had to figure out what to add to have 10.)

The ten frame focuses on the relationship of 10 as an anchor for numbers. The rule for showing numbers on a ten frame: Always fill the top row first, starting on the left, the same way you read. When the top row is full, start the bottom row, also from the left. For a while, students will count every block on their ten frame. Others will learn to adjust numbers by adding on or taking off only what is required or realize that a full row is equal to five and will not need to count. How students use the ten frame provides insight into their number concept development. (Van de Walle and Lovin, 2006, p. 46)

Complete the box diagram to the right of the ten frame to show the partitions of 10. See Figure 1. Place other cube combinations and have students complete the corresponding box diagram and number sentence.

To continue to practice finding the partitions of ten ask students to complete the questions on the All about Ten pages in the Student Activity Book. Use the Large Ten Frame and Box Diagram Master to discuss the example before students work independently on Questions 1–7.

Display the example and ask:

What parts of ten are shown in the example?
(7 and 3)
What numbers should you write in the box diagram? (7 and 3)
What if I wrote 3 and 7? (Possible responses: The answer is the same but the order of the numbers does not match the problem.)
What number sentence shows what we see in the box diagram and in the ten frame?
(7 + 3 = 10 or 3 + 7 = 10 or 10 = 7 + 3 or 10 = 3 + 7.)

Encourage students to think of all the number sentences. Students may suggest turn-around facts such as 3 + 7 = 10 and 7 + 3 = 10 or their sentences may begin with the whole, as in 10 - 7 = 3, or 10 - 3 = 7. Discuss how each number sentence represents what is on the ten frame. Provide time for students to work in pairs to complete the pages and write addition sentences for each of the problems.

Students may need extra help with the last ten frame that shows the use of zero (the one that is completely filled). 10 + 0 = 10. Discuss the problem with the whole class. Ask if someone can figure out what the number sentence is and write it on the display. If no one is able to solve it, model it using cubes on the ten frame display. Remind students about zero.

Ask:

Can anyone think of a number sentence?
Have we filled in all of the ten frame? (yes) How many are filled in? (10)
How many have we added? (0)
How would we write it as a number sentence? (10 + 0 = 10)

After students have completed the page, have them share their results and brainstorm a list of all combinations of 10 that can be made using number sentences. Place the list on chart paper or on the board for reference later in the lesson.

Play Ten Frame Flash: Ten Facts. Display the 0–10 Small Ten Frame Cards. See Materials Preparation. Mix the order of the cards. Select a flash card to display for about five seconds. Remove the card.

Challenge students to determine how many more are needed to make ten.

How many are missing? How do you know?

Show the card again so they can see whether they were correct. Ask volunteers for a number sentence. Repeat for other numbers. As students become more proficient, display each card for less time. This activity serves as a warmup for the Make Ten game.

Assign the How Many More to Ten Homework Master.

Adventure Book: