It Makes Ten!
Lesson 2 of 7
Objective: SWBAT identify combinations that make 10 by breaking ten-towers apart and stating the combinations.
Each day we begin our math block with an interactive online calendar followed by counting songs and videos.
We do calendar on Starfall every afternoon. This website has free reading and math resources for primary teachers. It also has a “more” option that requires paying a yearly fee. The calendar use is free. A detailed description of Daily Calendar math is included in the resources.
Counting with online sources: Today we did counting practice to reinforce the counting skills. We watched two to three number recognition 0-10 videos (one to two minutes each) because some of my students students were still struggling with identifying numbers correctly in random order. We watched"Shawn the Train" and counted objects with him to refresh our memories on how to count objects to ten and to reinforce one to one counting. Since we have started the second quarter of the school year, we added to today's counting practice: counting to 20 forward and back, counting by tens to 100 and counting to 100by ones to get a jump on our end of the year goals.
I start this lesson by reading a story. The story I love to read is Warthogs in the Kitchen, a Sloppy Counting Book by Pamela Duncan Edwards. I choose this book because it is fun and engaging.
As I read each page of the story, I think aloud the counting that I encounter.
Me (a few pages into the story): There are 4 warthogs now (I touch and count each one). If another one joins them there will be 5 because I know 4 and 1 make 5. I remember that from when we did Snap apart 5.
I continue to read and think aloud the rest of the book. When I get to the last page of counting, it is 0 because the warthogs eat all the muffins they made. This part reminds the kids that 0 is a real number and that it is important to remember to use it. Most of the "missed" combinations have been the ones involving 0.
After reading the story, I ignite prior learning by reminding the kids of what we did when we played Snap apart 5 (the link is highlighted above). Then I tell them what we are going to do today.
Me: Today we are going to snap apart ten-towers and name the combinations that make 10! Watch how I do it and then we can say the combinations together. Are you ready?
Me (slowly building the ten-tower as I count each block): 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Okay, now I have my ten-tower and I am going to close my eyes and snap it apart just like we did with our five-towers. (I snap it)
Here's my two parts (I hold them up). I have 3 and (I count the blocks) 7. Because I know that I started with ten in my tower, I know that 3 and 7 is 10.
Now I will put my tower back together so I can snap it again (I put it back together).
Okay, I close my eyes. I snap in half anywhere. I hold up my two parts and I name the combination. I have (I count the part) 6 and 4. Because I started with 10, I know that 6 and 4 is 10.
I think you guys are ready to try it with me.
I have my helper of the day pass out bags of counting snapping blocks. Each bag is pre-counted with ten cubes of a single color. I instruct the helper to give the students sitting close to each other different different color blocks. I do this for two reasons. One, it makes it easier for the kids to keep track of their manipulatives and two, it allows me to see who is responsible with their materials and who mishandles them. Once the bags are all handed out, I begin the guided practice.
Me: Leave your bag on the floor and don't touch it until everyone has their blocks (If I see them getting fidgety while they're waiting, I have them raise their hands and we count on our fingers).
Alright, everyone has a bag of blocks. Now count out 10 blocks and build a ten-tower. Once your tower is built, compare it with your floor partner's tower to make sure they are the same size. When you're done, hold it up in the air.
Once I see all the towers in the air, I begin the guided practice.
Now close your eyes, snap your tower apart, anywhere you want, and hold up the two parts. I do the activity with them. I have 3 and 7 again. 3 and 7 make 10.
Cytlaly, what parts do you have? (I call on a high achieving student first to get the modeling going)
Cytlaly: I have 4 and 6.
Me: So how would you say the combination?
Cytlaly: 4 and 6 make 10.
Me: Good job! You said the combination perfectly. I ask two more students their combinations. It's expected that their will be several with the same combination and that's okay. Since this is our first experience with snapping apart 10 and learning the combinations that make 10, repetition is needed.
Okay, put your ten-tower back together. We are going to do it again. Let's see if you get a different combination.
Hold up your tower, close your eyes, snap it apart and hold up the parts. Count them and turn to your floor partner and tell them your combination. When you are finished telling your partner, turn and face me. I wait about 30 seconds to a minute for them to complete this part. I call on a student to share (I pull a name stick from the name stick can).
Roman, tell us what you have.
Roman: I have 2 and 8.
Me: How do you say that combination?
Roman: 2 and 8 is 10.
I require the kids to say the combinations like this because saying, "2 and 8" doesn't bring it to the goal of knowing that the combinations make 10. Saying, "2 and 8 is 10" helps them remember the combinations of 10.
We practice like this for the remainder of the time. There is no independent practice for this activity because it is the kids first exposure to combinations of 10. They need repeated exposure to the combinations for a period of time before they are ready to venture in to activities on their own.
To close this lesson, I have the kids recall from memory any combinations of 10 that they can and I list them on poster paper.
Me: So now is your chance to show off and tell me what combinations you remember. I'll get you started.
I spark their memory by saying, "1 and ____ make 10. Who can tell me what goes with 1 to make 10?"
Kids: A large number of kids yell, "9!"
Me: I record 1 and 9 on the chart. What other combinations can you remember?
I pull names from a name-stick can to avoid bias. We continue until we have made a list of all the combinations. I list the combinations in order (see poster picture below).
One of my students notice that we have forgotten the combinations with 0 (of course!) so we add them at the end (top and bottom).
I hang the poster where kids can refer to it during future experiences.