SWBAT find relationships among combinations of numbers of 10. Students will also model the action of addition problems with cubes, counters or drawings.

Flipping a coin is no longer just for the Super Bowl. The coin action is embedded in students learning of combinations for seven.

5 minutes

Have a student choose a number from the number card deck (1-30) and mark it on the number line. Then as a class start with the selected number and rote count back to the number one. This is the Start At, Stop At activity that was explained in lesson: http://www.cc.betterlesson.com/lesson/491895/start-at-stop-at

15 minutes

I gather the students in a circle on the carpet and introduce them to the penny coin. I briefly discuss its value (value not needed for this activity) and the two sides of the coin. I mention the names heads and tails.

I then show the kids seven pennies and tell them that I have seven pennies that I am going to drop. I want to see how many are heads and how many are tails. After I drop them, I ask the kids how many of each? I then model how to fill out the recording sheet (located in section resource) the correct way. The students will be counting and then recording how many heads and tails they flipped (CCSS.Math.Content.1.NBT.A.1). I repeat this procedure a few more times to make sure that the students understand how to play. There is a video (Playing Coin Flip), in this sections resource, that demonstrates a student playing the game.

The goal of this game is that students start to develop the complements of seven and the relationship that the addends have with each other (**CCSS.Math.Practice.MP2)**.

30 minutes

Coin Flip: This activity was just introduced in the previous section. There is a video of kids playing the game in the resource section.

Three Columns: This activity was introduced in the lesson linked here: http://www.cc.betterlesson.com/lesson/513550/three-columns There is a video on the resource section of students playing this game.

15 minutes

I now transition to Story Problems. I want to keep reviewing previous work and continue to build upon the idea that their is a routine to solving story problems. This continued practice will allow for deeper understanding and mastery but he children. I start this part of the lesson by reviewing the Story Problem routine. I refer to the anchor chart that is hung up in the classroom. An anchor chart is a visual reference that we made as a class to document the steps in solving a problem. There is a picture of this chart in the resources (entitled story problem process).

5 minutes

Have students use lined paper to work on correct 0-9 numeral formation. At this point every numeral has been introduced.