## Number of the Day, 10.pdf - Section 3: Number of the Day: 10

# Number of the Day

Lesson 5 of 13

## Objective: SWBAT generate equivalent expressions for a number. SWBAT use numbers and standard notation.

### Thomas Young

I gather the students onto the carpet and had have them face the easel. In advance, I have written the numbers 1-20 on the easel. I then explain the following:

**"I am going to choose a secret number. I will give you two clues about the number and the your job will be to ask questions to figure out what my secret number is. The first clue is that the number is greater than 6. I then write >6 on the easel. Your next clue is that the number is less than 16. I then write <16 not he easel."**

I then take questions front he students and continue to write their responses on the easel. You can see the resource, titled Introducing The Number of the Day, to see what the documentation looked like. Once the students have discovered that my Secret Number was 10, I tell that the number 10 is our Number of the Day.

** "I want you to think about the number 10. What can you tell me about ten?"** I record their ideas on the a poster. See the resource titled Making 10 to see the students brainstorm on the number 10.

*I prompted them about making ten with more than 2 numbers. I asked if there was anyway to make 10 with more than 2 numbers. The students then came up with the ideas on the chart.**I also prompted the idea of subtraction by asking; How could I make 10 if I had 11 cubes? This led to a student saying 11-1=10. Hence that is recorded on the poster.*

The Core Standards expect students to "model their thinking with mathematics." The idea is that mathematically proficient students can apply the mathematics they know to solve problems that come up in the real world. For first graders, writing an equation to describe a situation helps students see that they can model with mathematics (**CCSS.Math.Practice.MP4**). Additionally, with this activity, the students have an opportunity to demonstrate an understanding of the equal sign because they can notate 8+2=10 or 10=8+2 (CCSS.Math.Content.1.OA.D.7).

*expand content*

#### Number of the Day: 10

*20 min*

I hand each student a copy of the sheet titled Number of the Day: 10. I tell them that there job is to use numbers and equations to make the number ten. I want them to find as many ways as they can.

In this situation, students are using repeated reasoning in creating combinations of 10. The consistent use of using different combinations of 10 meets the CCSS expectation (CCSS.MATH.PRACTICE.MP8).

#### Resources

*expand content*

#### Lesson Wrap Up

*10 min*

I call the students back to the easel and ask them to bring their Number of the Day sheets with them. I ask for students to offer different ways that they made 10. After a few examples are given, I then start to record the examples on the chart paper. I this case I organized the examples by three different categories.

Also, in the bottom right corner, I modeled how you could turn one fact into another addition equation by breaking down one of the addends. The CCSS expect that students "apply properties of operations as strategies to add and subtract. *Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (CCSS.Math.Content.1.OA.B.3)." *

*This discussion allows for the continued development of this standard."*

*expand content*

#### Continued Practice

*5 min*

Advanced preparation: You will need a 20 sided die for each student.

I give each student a piece of paper and a 20 sided die. I model how to roll and write the number that is rolled onto the paper. I have included a video of a student playing this game. I have also included a sample of a students work. You can see from his paper that he is still reversing his 5s. I was also looking for any student who was reversing their teen numbers. Since the dice only went to 20, if I saw any number like 31, 51, 71, etc., I will know that they are reversing their teen numbers.

*expand content*

##### Similar Lessons

###### Recording Related Facts

*Favorites(9)*

*Resources(16)*

Environment: Urban

###### Crayon Box Combinations

*Favorites(6)*

*Resources(15)*

Environment: Urban

###### Commutative Property: First Grade Style

*Favorites(19)*

*Resources(16)*

Environment: Urban

- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing

- LESSON 1: Assessment: Finding Combinations for 11
- LESSON 2: Story Problems Involving Subtraction
- LESSON 3: Ideas on Subtraction
- LESSON 4: Story Problems: Putting Concepts Into Action
- LESSON 5: Number of the Day
- LESSON 6: Assessment: Addition Story Problem
- LESSON 7: Measuring A Foot
- LESSON 8: Big Numbers For Big Brains
- LESSON 9: More Number Fun
- LESSON 10: 100 Here We Come
- LESSON 11: What Goes Here?
- LESSON 12: Assessing Counting: Number Tapes
- LESSON 13: Assessment of Unit Concepts