SWBAT find relationships among combinations of numbers that equal 10. SWBAT solve problems with multiple solutions.

It's a ten party and the couples 1&9, 2&8, 3&7, 4&6, and 5&5 have all been invited. Today the students will work with the combinations of 10 through a variety of previously introduced activities.

5 minutes

Gather the students in front of the Smart Board and show them the 6 dot and 8 dot cards that are in this sections resources. Following the Quick Flash routine established in a prior lesson (http://www.cc.betterlesson.com/lesson/501226/quick-flash).

40 minutes

Today the students will have the opportunity to work with activities that focus on combinations of ten. The activities are ones that have all been introduced in previous lessons (from this unit). As students are working with the activities, you should circulate and observe how the students ability to composing, counting, comparing, and finding combinations of 10 has progressed.

Center Time Activities:

1. Three Columns: http://www.cc.betterlesson.com/lesson/513550/three-columns The CCSS standards for this activity are: **CCSS.Math.Practice.MP2 & CCSS.Math.Content.1.OA.C.6**

2. Penny Flip (with 10 coins): http://www.cc.betterlesson.com/lesson/516339/penny-flip The CCSS standards for this activity are: **CCSS.Math.Practice.MP2 & CCSS.Math.Content.1.NBT.A.1**

3. How Many In My Hand? (10 cubes): http://www.cc.betterlesson.com/lesson/517585/how-many-in-my-hand The CCSS standards for this activity are: **CCSS.Math.Practice.MP4 & CCSS.Math.Content.1.OA.C.6**

****By clicking on each activities link, you will see how CCSS and Practices are incorporated into each activity.**

20 minutes

I gather the students onto the carpet to talk to them about combinations of 10. I will lead the class in a discussion about the combinations of 10. I will ask the students to look at any of their recording sheets, that they used during center time. It doesn't matter which activity it was because they were all focusing on compliments of 10. I then ask for students to share ways they found to make ten. I will record each combination on a piece of chart paper. As each combination is given, I will ask a student to model it with red and blue cubes. I am doing this to help students develop their visual image of ten. As the list starts to grow, remind them that you are looking for ways that have not already been recorded. When no other suggestions are given, ask the students if they think they can find a way that is not recorded on the class list. See this sections resources for a video clip of me introducing the activity, and what it would look like.

5 minutes

If time allows. Play a few more rounds of How Many In My Hand (as a class). However, when recording on the sheet, write it as a missing addend equation. For example: If I had 4 in my hand (not hidden) and wanted to figure out the hidden amount, I would write 4+___=10. I would then ask the group to figure out the missing addend and then have someone fill in the equation. I have included an example of a student filling out the recording sheet in this way. Please see the lesson resources (missing addend).