Complements of 10
Objectives To guide exploration of the complements of 10; to
introduce ten frames; and to introduce the Math Boxes routine.
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Practice
EM Facts
Workshop
Game™
Teaching the Lesson
Key Concepts and Skills
• Count objects by 1s. [Number and Numeration Goal 2]
• Give equivalent names for 10; represent
numbers with counters on a ten frame. [Number and Numeration Goal 6]
• Compare pairs of whole numbers. [Number and Numeration Goal 7]
• Find pairs of numbers with sums of 10. Family
Letters
Assessment
Management
Common
Core State
Standards
Ongoing Learning & Practice
Practicing Writing the Numbers
7 and 8
Math Masters, p. 304
Children practice writing the numbers
7 and 8.
Home Link 2 3
Math Masters, p. 25
Children practice and maintain skills
through Home Link activities.
[Operations and Computation Goal 1]
• Make predictions and check outcomes. Curriculum
Focal Points
Interactive
Teacher’s
Lesson Guide
Differentiation Options
READINESS
Counting Pennies
Math Masters, p. 26
per child: 10 pennies
Children divide 10 pennies into two groups.
ENRICHMENT
Making Sums of 10
Math Masters, p. 27
per partnership: 10 pennies
Children record combinations that make 10.
[Data and Chance Goal 3]
Key Activities
Children do Two-Fisted Penny Addition.
They fill ten frames with various numbers of
counters and play Ten-Frame Top-It.
Children discuss the need for practice and
complete their first Math Boxes page.
Ongoing Assessment:
Informing Instruction See page 105.
Ongoing Assessment:
Recognizing Student Achievement
Use Exit Slip (Math Masters, p. 305). [Operations and Computation Goal 1]
Key Vocabulary
ten frame Math Boxes
Materials
Math Journal 1, p. 10 and inside back cover
Home Link 22
Math Masters, p. 24 (optional); pp. 305, 336,
336A, 336B transparency of Math Masters,
p. 336 10 pennies slate counters
Advance Preparation
For Part 1, make enough copies of Math Masters, pages 336, 336A, and 336B on construction paper or other heavy paper so that each
child has one copy of each page. Before the lesson begins, have children cut out the cards from pages 336A and 336B.
For the optional Enrichment activity in Part 3, you will need to make two copies of Math Masters, page 27 for each partnership.
Teacher’s Reference Manual, Grades 1–3 pp. 11, 12
104
Unit 2
Everyday Uses of Numbers
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Getting Started
Mental Math and Reflexes
Home Link 2 2
Follow-Up
Children use the number grid on the inside back cover of their journals to
solve the following problems:
Start at 15. Count back 8 hops. Where do you land? 7
Start at 29. Count back 5 hops. Where do you land? 24
Start at 41. Count back 9 spaces. Where do you land? 32
Children share how high they counted up
by 1s and where they started counting
back by 10s. Invite them to explain how
they used the number grid to help with
their counts.
1 Teaching the Lesson
Introducing Two-Fisted
Penny Addition
WHOLE-CLASS
ACTIVITY
PROBLEM
PR
PRO
P
RO
R
OBL
BLE
B
LE
L
LEM
EM
SO
S
SOLVING
OL
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LV
VING
VIN
IIN
NG
Ask children to name things that come in pairs. Sample answers:
Socks, shoes, hands, eyes Discuss how a pair is made up of two
parts. Tell children that they will be finding pairs of numbers that
make 10 while doing Two-Fisted Penny Addition. Have each child
take out 10 pennies. Then ask children to grab a handful of
pennies with one hand and to pick up the rest with the other
hand. Have volunteers identify the number of pennies in each
hand as you record it on the board. Ask children to provide
information using this format: “I have 3 pennies in one hand and
7 pennies in the other hand.” Using such language reinforces the
idea that each number is a count of objects.
NOTE This lesson contains a significant
amount of content; you may wish to complete
it over two days.
NOTE Some teachers use this opportunity
Left Hand
3
Right Hand
to review right and left by having children say,
“I have
pennies in my right hand and
pennies in my left hand.”
7
NOTE This lesson provides early preparation for children’s learning of addition
facts. Sums of 10 are among the facts first-grade children are expected to learn.
Fluency with addition facts through 10 + 10 is a Grade 1 Goal.
Ongoing Assessment: Informing Instruction
Watch for children whose pairs do not add up to 10. Help children understand
that if they start with 10 pennies, then the numbers of pennies in both hands
should always add up to 10.
Lesson 23
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Adjusting
the Activity
ELL
Draw two large hands on the board and
record the numbers of pennies inside the
outlines of the hands, using both numbers
and circles. Give each child a copy of Math
Masters, page 24. Children can put the
pennies on the two hands and count them.
AUDITORY
KINESTHETIC
TACTILE
VISUAL
Have children continue this activity in partnerships, recording on
their slates the number of pennies in each hand. You may need to
help children record the numbers.
Ongoing Assessment:
Recognizing Student Achievement
Exit Slip
Use an Exit Slip (Math Masters, page 305) to assess children’s
understanding of sums of 10. On an Exit Slip, have children trace their
hands and then draw circles to represent pennies in each hand for a
total of 10 pennies. Children are making adequate progress if the sum of the
numbers of pennies drawn equals 10. Some children may show more than one
combination of 10 pennies.
[Operations and Computation Goal 1]
Adjusting the Activity
Have children predict the number of
pennies in the second hand before counting
them. Discuss strategies for predictions.
Children can write down their predictions and
then count the pennies to check them. Ask
how many pennies there are in all. 10
AUDITORY
KINESTHETIC
TACTILE
VISUAL
Introducing Ten Frames
WHOLE-CLASS
ACTIVITY
(Math Masters, p. 336)
Give each child a copy of Math Masters, page 336 and some
counters. Use an overhead transparency of Math Masters,
page 336 to demonstrate how to fill a ten frame using counters.
Start at the top left and fill the top row first. Then fill the second
row, beginning at the left and finishing at the bottom right.
Remind children that each space can contain only one counter for
a total of ten counters. Explain that this is called a ten frame.
After children understand how to fill a ten frame, call out different
numbers less than or equal to ten. Have children add or remove
counters to make their ten frames match the number called. While
this can be a fast-paced activity, stop every so often to discuss
any patterns that children see in the layout of the counters. For
example, when you have called “5,” stop and ask children what
they can tell about the number 5 from looking at the ten frame.
Sample answer: Half of the ten frame is filled, so there are two 5s
in ten. Continue this activity, calling out numbers, having children
fill their ten frames, and discussing number representations on the
ten frame until children seem comfortable with the ten frame.
Introducing Ten-Frame Top-It
PARTNER
ACTIVITY
(Math Masters, pp. 336A and 336B)
This game is for two players. Prior to the game, each child should
have cut 12 ten-frame cards from Math Masters, pages 336A and
336B. Have players combine their sets of cards, mix them together,
and put them in a pile with the ten frames facing down.
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Student Page
Directions
1. Each player takes a card from the top of the pile, turns it
over, and says the number represented by the ten frame
on the card.
2. The player who has the larger number takes both cards.
3. If the two cards show the same number, each player takes
another card from the top of the pile. The player with the
larger number takes all of the cards facing up.
4. The game is over when all of the cards have been taken.
The player with more cards wins.
Variation: Players call the number represented by the blank
spaces on the ten-frame cards. The player with the smaller
number takes both cards.
Introducing the Math
WHOLE-CLASS
DISCUSSION
Math Journal 1, p. 10
Boxes Routine
Ask whether anyone is learning to play a musical instrument,
dance, ride a bike, or play a sport. Ask:
●
What would happen if you never practiced?
●
What do you think is meant by the expression “practice
makes perfect”?
Explain to children that the Math Boxes contain problems that
will help them practice important mathematics skills and become
good at mathematics.
The Math Boxes routine is introduced in Part 1. Beginning in
Lesson 2-4, it will appear in Part 2 of each lesson.
Home Link Master
Name
Math Boxes 2 3
Date
HOME LINK
Two-Fisted Penny Addition
22 3
r
INDEPENDENT
ACTIVITY
Family
Note
(Math Journal 1, p. 10)
Mixed Practice Math Boxes in this lesson are paired with
Math Boxes in Lesson 2-5. The skills in Problem 4 preview
Unit 3 content.
Please return this Home Link to school tomorrow.
Do Two-Fisted Penny Addition with someone at home:
Go over the problems so that children understand what they are to
do. Then have children complete the journal page independently or
with a partner. When they have solved the problems, briefly go
over the answers.
By doing Two-Fisted Penny Addition, you are helping your child learn the basic addition
facts. These basic facts will be useful when your child solves more difficult addition and
subtraction problems mentally.
On a piece of paper, draw 2 large circles.
Place pennies on the table. Grab some pennies with
one hand. Pick up the rest with the other hand.
Place 1 pile of pennies in each circle and count them.
Use the tables below to write how many pennies are
in each circle. Sample answers:
1. Start with 10 pennies.
2. Start with 15 pennies.
Number of
Pennies in
One Hand
Number of
Pennies in the
Other Hand
Number of
Pennies in
One Hand
Number of
Pennies in the
Other Hand
5
4
2
5
6
8
8
9
12
7
6
3
Practice
3. Count up by 5s.
5, 10, 15,
20
25
30
Math Masters, p. 25
Lesson 23
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Teaching Master
2 Ongoing Learning & Practice
Practicing Writing the
INDEPENDENT
ACTIVITY
Numbers 7 and 8
(Math Masters, p. 304)
Use Math Masters, page 304 to provide more practice writing the
numbers 7 and 8.
Home Link 2 3
INDEPENDENT
ACTIVITY
(Math Masters, p. 25)
Home Connection Children show someone at home how
to do Two-Fisted Penny Addition.
Math Masters, p. 26
3 Differentiation Options
READINESS
Counting Pennies
SMALL-GROUP
ACTIVITY
5–15 Min
(Math Masters, p. 26)
Teaching Master
To provide experience with counting, have children practice lining
up pennies on a number line. Children begin with 10 pennies.
They grab some of the pennies and guess how many they grabbed.
They line up these pennies on Math Masters, page 26 (one penny
in each circle, starting with 1) and count how many they grabbed.
Have children describe how many pennies they grabbed and how
many are left.
ENRICHMENT
Making Sums of 10
PARTNER
ACTIVITY
15–30 Min
(Math Masters, p. 27)
To further explore complements of ten, have children record all
possible combinations while doing Two-Fisted Penny Addition.
There are 11 different combinations, so each pair will need two
copies of Math Masters, page 27.
Planning Ahead
For the optional Readiness activity in Lesson 2-4, you will need
to prepare mystery bags. See Advance Preparation in Lesson 2-4
for details.
Math Masters, p. 27
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Name
Date
Ten Frame
Copyright © Wright Group/McGraw-Hill
336
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Name
Date
Copyright © Wright Group/McGraw-Hill
Ten-Frame Cards 0–5
336A
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Name
Date
Ten-Frame Cards 6 –10 and Blank
Copyright © Wright Group/McGraw-Hill
336B
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