Building Fluency Using Combinations of 10

• # Building Fluency Using Combinations of 10

Description

Games and activities using cubes, counters and ten frames, carefully sequenced to develop fluency with Combinations of Ten.

### Hook

[Prior to the lesson the teacher will need to make a bag of 8 pieces of macaroni.] The teacher begins to share the story, "I went to the store to buy some macaroni for our math lesson. Here is one bag that I have made. What do you notice? What do you wonder? The teacher states: "I need 10 pieces of macaroni in a bag. Do you think I have enough? How can we be sure? "

### Lessons

Using macaroni, students model combinations through 10 and record a written expression.

Use cubes to model combinations of ten; explore the different addend pairs, and play a card game to apply their understanding.

Students use ten-frames to model combinations of ten. They explore the different addend pairs, and play a game to apply their understanding.

Students explore multiple ways to make ten with tens frames and drawings, with a final project of a class book.

### ARC Assessement

Students may take as long as they need to answer these problems.

Accommodation: Give the students only half of the problems. Teacher may also allow them to use tools to solve the problems.

### Technology Resources

Ten-Frame Game:  Activities 1-3:  How Many? Build, Fill

• ## Ratings

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• ### ARC Global Essential Question(s)

What are the possible ways to add two numbers and get 10 as the answer?

### Keywords

basic facts, fluency, combinations through 10, decompose

### Vocabulary

• sums
• equations
• number sentences
• pairs
• combinations
• decompose
• array
• expression
• commutative property
• arrangements
• represent

### Standards

CCSS, Content Standards to Domain Level

• 1.OA.C.2 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
• K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
• K.OA.A.5 Fluently add and subtract within 5
• K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

CCSS, Standards for Mathematical Practices

• SMP 2 Reason abstractly and quantitatively.
• SMP 4 Model with mathematics.
• SMP 7 Look for and make use of structure.
• SMP 8 Look for and express regularity in repeated reasoning.

### Contributors

Original Sources:

1. Lesson 1: Adapted fromNavigating through Algebra PreK-2 NCTM - “Two Shapes” pg.41
2. Lesson 2: Illuminations Lesson: Making Tens: Finding Addends That Sum to Ten

New Editors: Jennifer Bay-Williams, Cindy Cliche, Marrie Lasater, Graham Fletcher, Sandra Cappelli