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 number 1 and rote count to the selected number. This is the Start At, Stop At activity that was explained in lesson: http://www.cc.betterlesson.com/lesson/491895/start-at-stop-at
I start the lesson by singing the Raffi song Apples and Bananas. I want to trigger a connection to the Seven Apples and Bananas activity that we did two days ago (http://www.cc.betterlesson.com/lesson/513531/seven-apples-and-bananas). There is a link, in this sections resources, of the class signing part of the song.
After the song, I ask the students if they remember the other day when we did the Seven Apples and Bananas activity. I remind them that my special spoon only held seven pieces of fruit. I tell them that we are going to do the same activity but this time my special spoon will hold 10 pieces of fruit.
Remind them how they found combination for 7 in all last time and that their job today is to find at least two ways for 10 in all. While doing this activity, the students are making sense of the quantities of ten and the relationships of the combinations that make ten (CCSS.Math.Content.1.OA.C.6 & CCSS.Math.Practice.MP2).
Hand out a copy of the 10 Apples and Bananas sheet to each child. This sheet can be found in the resource section. Students should find a spot in the classroom where each child can solve this on their own. There is also a video of a student solving the problem. In this case he is using a pattern to create a combination of 10. This is one example of a student using the cubes to work on a solution. The students are modeling their thinking with numbers and equations (on their recording sheet). The use of equations is an example of CCSS.Math.Content.1.OA.D.7. This is an example of them modeling with mathematics (CCSS.Math.Practice.MP4).
If students finish early, he/she can play the activity Coin Flip. It is explained in this lesson: http://www.cc.betterlesson.com/lesson/516339/penny-flip
I start by having all of the student gather on the carpet, in a spot where they can see the chart I prepared entitled Ways To Record 10 Apples and Bananas (see section resource Ways to Record image). I let them know that I noticed the different ways that students were recording their thinking. I then explain that I am going to call on different students (I have identified while kids were working on the problem) to come up and share how they recorded their thinking. I make sure that each approach is represented. There is a two part example, in the section resource, of a student doing this. The first part is him starting to draw the cubes and the second part is how he counted and came up with his equation. The students are engaging in CCSS.Math.Practice.MP6 sharing their thinking and explaining their approach to others.