For this lesson, we reread Dot the Dalmation. This story was used in a previous lesson in this unit. If you have not printed the book before, print it and laminate the pages if possible. I bind mine with a comb binder. You will need an erasable marker to make the book interactive.
I gather the students around my chair and I show them the book. Remember the story we read yesterday, we are going to read it again. It is a great story to help us practice making 10.
I begin reading the story, calling students up to count the dots and select the correct dog. We check the students; work by counting the dots. I also repeat the number sentence and then have the students say it with me, 5 and 5 is 10.
When we are done reading the story, we move over to the SMARTBoard for our direct instruction.
For this portion of the lesson, I use the Where Are the Dots SmartBoard file. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. There is also a PDF you can use to recreate this part of the lesson.
I gather my students in front of the SMARTBoard. I have cards with each student's name on. These cards are used for selecting who will come up to the SMARTBoard.
I open the first slide (SMARTBoard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.
I can join two numbers to make 10.
When given a number, I can tell a friend what number I need to make 10.
Page 2: Do you remember me? I'm Dot the Dalmatian, and I have been helping you join groups.
Page 3: I have a little problem though. My friends and I no longer have dots. Instead, we have numbers on our fur. Can you still help us make ten?
Page 4: Move the correct dog into the square to make 10. Write the number sentence. You can use the red counters if you need help solving the problem. I call a student up to the SMARTBoard to solve the problem. I show them how to move the counters to solve the problem. Another student is called up to write the number sentence. We check the work as a class and we also say the number sentence aloud to help build the English proficiency of my students.
Page 5-7: Continue as above.
Page 8: We now do Turn and Talk. Turn and Talk is a designated time in our classroom where students get to practice and expand their English skills. Every student in my class is assigned a Turn and Talk Partner. They will practice their academic vocabulary with this student. The students hold hands with their partners and raise them up in the air so I can tell that everyone is with another student. I pose the question to the students, My friend said she couldn't solve this problem. Is she right? Why or why not?
I give the students time to talk. Some groups come up with the answer quite quickly. I call a student to share with the class. The student tells the class that you would need a dog with with the number 0 to make ten. There are no dogs that have a zero, so it can't be solved. I ask the student to write out what the number sentence would be to make 10 when one number of the bond is 10. The student write out the sentences and then I have the class read it aloud.
We now move back to our seats for guided practice.
For this lesson, you will need Making Ten Numbers included as a PDF with this lesson. You will need one card for each student. I print out two sets of the cards, laminate them and cut them apart.
I gather the students in a circle and tell them, You are going to be making "ten". Each of you will be getting a card with a number on it. Your job is to move around the room and find the person who has the card that goes with yours to make then. When you find your partner, return to the circle.
I distribute the cards and the students start to move about the room. Some students immediately figure out what number they need to find and other students are using their fingers to find their partners.
When the students have all found their partners, I focus their attention again. We go around the circle and each group of students says the number sentence. When they are done, I have the students exchange their number with someone they were not partnered with and the students search for a new partner and we continue as before.
When we are done, I collect the cards and we move into independent practice.
For this part of the lesson, you will need Numeral Number Bonds included as a PDF with this lesson. I distribute the activity sheet to my students and have them write their name at the top of the page.
I tell the students, You are going to practice making ten with numbers. We are going to do some number bonds. When we do a number bond, we find two numbers that bond together to make another number. Today we will be making the number ten. You need to cut out the numbers at the bottom of the page. You will then look at the numbers that is part of the number bond. You will need to find which number completes the bond and put it in the empty spaces. Continue to match up the number bonds until you have completed all the bonds. Raise your hand and I will check your work, then you can glue them down.
The students begin working and I circulate around the room to check their work. See video. When the students are done, I have them saying a few of the number bonds as a sentence for me before putting their papers in their mailboxes.