Sara Brisby

Math Concept: Place Value

CCSS.Math.Content.K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one
way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation
or
CCSS.Math.Content.1.OA.11.Represent addition and subtraction with objects, fingers, mental images,
drawings
1
, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.


Big Ideas: Using manipulatives to compose and decompose the number ten.

LESSON GOAL 1: To activate student knowledge of counting to ten.

Open Question: I have different objects on my desk. What are all of the ways I can use them to
make the number ten.(students have different items in front of them: bears, erasers, paper clips)

Expected student response:
- 5 + 5= 10
- 1 + 9 = 10
- 9 + 1 = 10
- 6 + 4 = 10
- 4 + 6 = 10
Management:
+ Students are working in partners, and write their answers as they find ways to
make ten.
+ Teacher encourages students to use the different items, to see if they can use all
three items.

Academic Language Check:
Guide students to use words like, equals, plus, and add.
If you add 4 and 6, you get 10.
5 plus 5 equals ten.
Chart language on the board.

Debrief: Have students go up to the Elmo and share their examples of building to ten. Remind
students to use their new academic language.
Sentence frames to use complete sentences.
One way to make ten is .
Another way to make ten is to .

Summarize what we have learned:
I can use buttons, balls, and bears to make the number ten.





Formative Assessment: Write the following sentence frames on the board. Have students read it
aloud chorally a few times. Have them share with partners any other ways to make ten.

There are many ways to make the number ten. One way is to add 4 + 6. Another way is to add 5
+ 5.



LESSON GOAL 2: Students will draw conclusions about the number ten by seeing the
relationship of counting items to make ten, and using a ten frame.

Tiered Lesson: Students will be divided into two groups depending on the outcomes of lesson 1.

Group 1: Students will work in partners using new items to add to ten using a ten frame.
They will be able to see the connection between counting to ten, and ten frame so they can start
to visualize it. Students will write down the ways to make ten.

Group 2: Students will work with the teacher to clarify ways to add to ten using different
items. Create a chart together.

Academic Language Check: Review charts for academic language. Are you using your scholar
words? Did they write them in complete sentences?

Debrief: Guide students in seeing the connection between ways to make ten, and the ten frame.
See if they found new ways to make ten.

Summarize: Write the sentence frame on the board. Have students read it with their partners,
then aloud chorally.

I can use a ten frame to see the different ways to make ten.

Formative Assessment:
As you leave for lunch, whisper in my ear, two ways to make ten. Some chosen students will
write different ways to make ten.