Lesson
5
Common Core State Standards
1.OA.C.6 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).
Make 10 to Add
Children are learning to interpret addition and subtraction situations
and find sums and differences within 20 using objects, properties of
operations, and counting. In their work toward fluency, they should be
encouraged to use a variety of strategies, including making 10.
Vocabulary
Present the problem and drawing:
Jack has 7 tokens. Lucy has 6 tokens. How many tokens do Jack and
Lucy have in all?
Have children tell you how the drawing shows
the situation.
■■ Ask: How
many circles in all? [7 + 6 = 13]
■■ Ask: Can
we describe 13 as a 10 and 3
ones? Where can you find the 3 ones in the
drawing? Where is the 10?
Elicit that combining the unfilled circles makes the easier problem
10 + 3 = 13. This is called making 10 to add.
■■ In adding and subtracting, making 10 means to break apart numbers
and regroup them to make an easier problem involving 10.
Strategies such as
doubles plus 1 and
make-a-ten help
children find sums
to 20.
DRAFT
Adding and Subtracting Within 20
Set
the Stage
Engage ■■ Say: Tell
WHOLE CLASS
me some ways to make 10.
Have children help you write an organized list of the possibilities: 1 + 9,
2 + 8, and so on. You might ask children to explain their answers
through pictures, numbers, or words. You can also have children use a
Ten-Frame (BLM 3) and two colors of Frog Counters to model the ways
to make 10.
■■ Ask: Is
it easy to find 10 plus something? What is 10 plus 1?
10 plus 2? 10 plus 3?
Acknowledge with children that they know these sums well.
Warm-Up
Foundation Skill Practice
Use this short thinking exercise to jump-start
the instructional session.
Name
Use this VersaTiles activity to help children activate
their prior knowledge.
®
Make It 10!
Answer Key
Count the stars.
Find the stars needed to make 10.
1
5
How many empty places are there in each muffin tin?
How many muffins in each?
Write an equation for each.
b.
a.
2
c.
3
ANSWER: a. Sample: 4 places, 6 muffins, 10 – 6 = 4
4
b. Sample: 8 places, 2 muffins, 8 + 2 = 10
c. Sample: 3 places, 7 muffins, 10 – 3 = 7
COMMENTS & EXTENSIONS: Here children go from pictorial
representations to written equations. Now turn the tables with the
oral question below.
Think about
putting the
stars into a
10 frame.
5
Draw muffin tin pictures showing 8 – 5 = 3. 6 + 4 = 10.
5 + 5 = 10.
© ETA hand2mind®
6
Adding and Subtracting Within 20
■
Lesson 5
Hands-On Standards®, Number & Operations
Online resource available at hand2mind.com/hosnumbergr1
20
VersaTiles student book, pages 20–21
®
DRAFT
23
Introduce the Concept
Explore WHOLE CLASS
Distribute Frog Counters and Double Ten-Frames (BLM 4).
Present the problem: 7 frogs are in the bog. Then 4 more
frogs joined them. How many frogs are in the bog now?
■■ Ask: How
can you model this problem using
Frog Counters and Ten-Frames?
Have children build their models and discuss them with
the class or with partners. Children should build 7 on one
ten-frame and 4 on the other. They may want to use only
two colors of frogs.
■■ Ask: What
Materials
is the sum? [11] How did you find the
sum?
Children may answer with a known strategy, such as
counting all the frogs or starting at 7 and counting on.
Encourage students to explain their thinking.
• Frog Counters
• Ten-Frame (BLM 3)
• Double Ten-Frames (BLM 4)
Now have students move counters from the second tenframe into the first ten-frame, enough to fill up the first
frame.
■■ Ask: How many counters did you move to the first ten-
frame? [3]
■■ Say: You made a ten in the first ten-frame. How many
Explore & Explain
are left in the other ten-frame? [1]
5
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■■ Ask: How does this show
10 + 1? What happened to the
4? [The 4 was broken apart, into 3
and 1.]
Note that by breaking apart the 4
in this way and making 10 from 7
and 3, the problem is simplified
to 10 + 1 = 11.]
esso
Name
Make 10 to Add
Answer Key
Try This
■
■
■
Use Frog Counters and Double Ten-Frames to show
the addends.
Draw the model.
Move the counters to make a ten, draw the result
and write the sum.
Unit Name
■
Lesson 5
(7 + 3) + 1 = ?
10 + 1 = 11
SMALL GROUPS
Prepare ahead Children will need Frog Counters and
Double Ten-Frames (BLM 4).
7 + 3 + 2 = 12
The activity helps children see how their fluency
composing 10 can help them add within 20. Children
build models using Ten-Frames, sketch models, and write
number sentences to demonstrate the strategy.
2
2
12
8 + _____
+ _____
= _____
Hands-On Standards®, Number & Operations
Online resource available at hand2mind.com/hosnumbergr1
24
7 + (3 + 1) = ?
can making a ten help you to add? [When
I make a 10, the other number is easier to add.]
© ETA hand2mind®
1 8+4
7+4=?
■■ Ask: How
Explore & Explain 7+5
DRAFT
Adding and Subtracting Within 20
Reinforce the Concept
Explain & Elaborate WHOLE CLASS
■■ Ask: Could you use addition to solve a subtraction
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problem? How? [count up to the total starting from the
number being subtracted] Could making 10 help? How?
[makes a 10 plus some ones problem]
Use this page to give children additional
concrete-to-abstract practice.
L
did you use the counters to add? How did
you use the ten-frames to help make the numbers
easier to add? How does making 10 help you?
Re-Engage
■■ Ask: How
Make 10 to Add
Name
Answer Key
Use Frog Counters and Double Ten-Frames
to show the addends.
Then move the counters to “make a ten.”
Evaluate Complete the number sentence.
WHOLE CLASS
Present the problem: 8 frogs are in the pond. Then 6 frogs
joined them. How many frogs are now in the pond?
Have children solve by making 10 and show their work
using models, drawings, and equations. [8 + 6 = 8 + 2 + 4 =
10 + 4 = 14]
1
2+9
8
1
11
2 + _____
+ _____
= _____
8+7
2
5
15
8 + _____
+ _____
= _____
2
Independent Practice
Use this VersaTiles activity to give children more
practice with the skills they learned in the lesson.
Make 10 to Add
© ETA hand2mind®
®
Make a 10 to find the sum.
1
4
+
8
2
9
+
Unit Name
8
■
Lesson 5
Hands-On Standards®, Number & Operations
Online resource available at hand2mind.com/hosnumbergr1
3
6
+
9
4
2
+
7
5
9
+
9
6
2
+
8
7
6
+
7
8
10
9
2
+
9
10
4
+
2
11
9
+
5
12
9
+
7
+
Daily Routine
9
Make a poster to display outside of your
classroom door, so when you greet each
student at the door this poster can be viewed
as they enter:
1 23
4 56
22
6
13
19
16
14
18
9
12
17
10
15
11
7 89
As children enter the classroom, point to one of
the numbers and ask, for example, “7 plus what
number makes a sum of 10?”
Objective: Make 10 as a strategy to add.
This is a formative assessment to see which
children need more work on this skill.
VersaTiles student book, page 22
®
DRAFT
25
Name Make 10 to Add
Try This
■■
■■
■■
Use Frog Counters and Double Ten-Frames to show
the addends.
Draw the model.
Move the counters to make a ten, draw the result
and write the sum.
7+5
1 8 + 4
7 + 3 + 2 = 12
8 + _____ + _____ = _____
© ETA hand2mind®
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Unit Name ■ Lesson 5
DRAFT
Hands-On Standards®, Number & Operations
Make 10 to Add
2 4 + 9
Name 4 + _____ + _____ = _____
3 8 + 8
_____ + _____ + _____ = _____
Show how to make 10 to solve.
4 5 + 6
_____ + _____ + _____ = _____
5 9 + 6
_____ + _____ + _____ = _____
Unit Name ■ Lesson 5
DRAFT
Hands-On Standards®, Number & Operations
© ETA hand2mind®
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Make 10 to Add
Make a 10 to find the sum.
22
1 4 + 8
2 9 + 8
3 6 + 9
4 2 + 7
5 9 + 9
6 2 + 8
7 6 + 7
8 10 + 9
9 2 + 9
•• 4 + 2
•• 9 + 5
•• 9 + 7
6
13
19
16
14
18
9
12
17
10
15
11
Objective: Make 10 as a strategy to add.
DRAFT
Make 10 to Add
Name Use Frog Counters and Double Ten-Frames
to show the addends.
Then move the counters to “make a ten.”
Complete the number sentence.
1
2+9
2 + _____ + _____ = _____
2
8+7
Unit Name ■ Lesson 5
© ETA hand2mind®
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8 + _____ + _____ = _____
DRAFT
Hands-On Standards®, Number & Operations
Make 10 to Add
Name Model and draw the addition. Then move
the counters to “make a ten.”
Draw the result and write the sum.
3
4 5 + 8
5 + _____ + _____ = _____
Show how to make 10 to solve.
5 5 + 6
_____ + _____ + _____ = _____
6 6 + 9
_____ + _____ + _____ = _____
© ETA hand2mind®
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Unit Name ■ Lesson 5
DRAFT
Hands-On Standards®, Number & Operations