LESSON PLAN 9: Making 10 - Stage 2
IN BRIEF
The story Making 10 - Stage 2 offers the following
insights:
When rolling a number cube to get the first number in
__ + __ = 10, and then calculating the second number,
a pattern emerges.
1 + 9 = 10
2 + 8 = 10
3 + 7 = 10
4 + 6 = 10
5 + 5 = 10
6 + 4 = 10
When the pairs of numbers that make 10 are plotted on a grid, with the first number plotted
horizontally and the second plotted vertically, the points line up. Why do random numbers from a
number cube make a straight line pattern?
Do all __ + __ = __ sentences make straight line patterns?
MATERIALS
 The story Making 10 - Stage 2 (see www.mathsurprise.com)
 Activity Sheets 1-4 (attached)
Lesson Plan #9
www.mathsurprise.com
page 1
LESSON DEVELOPMENT, Grades 3-8
Learning goals
Patterning and Algebra
o Solve missing number sentences
o Explore growing and shrinking patterns
o Explore patterns in scatter plots
Communication
o Use words, numbers, symbols, diagrams, and storytelling to communicate learning
Reading of Making 10 - Stage 2
Introduction
In a whole class setting, write the missing number sentence __ + __ = 10 on chart paper or on the
board. Have a student roll a number cube to get the first number, and then calculate the second number.
For example, if the number rolled is 3, the missing number sentence becomes 3 + 7 = 10. Repeat for
one more __ + __ = 10 sentence.
Have students work in pairs, with a number cube, to find all possible number sentences when the
number rolled is used for the first missing number in __ + __ = 10. Students will realize that there are 6
possible sentences, since the number cube has 6 faces or numbers. Ask students to rewrite their number
sentences in an organized way (as shown below, for example). Have students identify patterns, such as:
as the first number increases, the second number decreases, and the sum of the two numbers is always
10.
1 + 9 = 10
2 + 8 = 10
3 + 7 = 10
4 + 6 = 10
5 + 5 = 10
6 + 4 = 10
Reading
Read the story Making 10 - Stage 2 and pause at the end of page 8. Have students use Activity Sheet 1
to record and plot the pairs of missing numbers from __ + __ = 10 on a grid, with the first number
plotted horizontally and the second plotted vertically, as shown below. Model two points to scaffold
student work.
Lesson Plan #9
www.mathsurprise.com
page 2
At the end of page 9, ask students to repeat the activity for __ + __ = 8 and __ + __ = 4 (see Activity
Sheet 1). Have students share how graphs are similar/different for __ + __ = 8, __ + __ = 4 and
__ + __ = 10.
Finish reading the story and ask students to share what they learned.
Student activity
Exploring
Ask students to share what the graph pattern might be for other number sentences, like __ + __ = 6 or
__ + __ = 9. Also ask them to tell you what pairs of numbers make each sum.
Have students record and graph these number sentences.
Share and discuss student work.
Extending
Have students work in pairs to change __ + __ = 4 so that its graph points in a new direction. Some
students might suggest that since all the missing number sums you used so far were even (10, 8 and 4),
then using an odd number might change the direction. Ask them to try this (and they will discover that
these are parallel also). Some students might suggest using subtraction rather than addition. In this case
make the difference a small number, like __ - __ = 1 (see graph below), to fit more pairs on the grid.
Ask students to plot the graph on the Activity Sheet 1 grid.
Making less than 10. Use Activity Sheet 2. Consider __ + __ < 4. Ask students to consider all the pairs
of numbers that make 4 (like 0 + 4, 1 + 3, 2 + 2, 3 + 1, and 4 + 0). Ask them to list all the pairs of
numbers whose sum is less than 4. Scaffold student discussion to explore an organized list, such as the
one below. Then ask them to plot the pairs of numbers on the grid of Activity Sheet 2.
Lesson Plan #9
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page 3
0+0<4
0+1<4
0+2<4
0+3<4
1+0<4
1+1<4
1+2<4
2+0<4
2+1<4
3+0<4
Repeat for __ + __ < 5 and __ + __ < 10, using Activity Sheets 3 and 4.
Communicating
Students summarize their learning following teacher prompts such as: “What did you learn? What
surprised you? How did you feel?” Students use chart paper and colourful markers, and they
communicate their ideas using words, symbols, diagrams and pictures. They share their learning with
their peers, in a whole-class setting.
Sharing at home option. Students take their learning summaries home and share with parents.
Parent feedback option. Ask parents to send the following feedback:
o What did your child share with you?
o What did you learn from this activity?
Lesson Plan #9
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page 4
ACTIVITY SHEET 1. Making 10 ‐ Stage 2
…….. + ……… = 10
Lesson Plan #9
…….. + ……… = 8
www.mathsurprise.com
…….. + ……… = 4
page 5
ACTIVITY SHEET 2. Making less than 10 (part a)
Use an organized list to record all the pairs of numbers for ……… + ……… < 4.
Then plot them on the grid.
Lesson Plan #9
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page 6
ACTIVITY SHEET 3. Making less than 10 (part b)
Use an organized list to record all the pairs of numbers for ……… + ……… < 5.
Then plot them on the grid.
Lesson Plan #9
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page 7
ACTIVITY SHEET 4. Making less than 10 (part c)
Use an organized list to record all the pairs of numbers for ……… + ……… < 10.
Then plot them on the grid.
Lesson Plan #9
www.mathsurprise.com
page 8