Lesson Plan: Making 10 to Add 9

Date: 11/3/20

Subject: Making 10 to Add 9

Unit Lesson #: Unit 5 Lesson 6

Objectives for Lesson:

1. Children will master addition facts where one addend is 9.

2. Children will see that facts involving 9 can be changed to an equivalent fact using 10.

Standards:

1.OA.6, 1.OA.3, and 1.OA.8

Skills Materials Assessment

-Make sense of math
problems and how to use
strategies to solve them (9’s
trick)
-Using Patterns for addition
-Writing number sentences
-Using models
-Double Ten Frame mat
-Counters
-dry erase markers
-dry erase circles (on tables)
What will all students learn?
-Addition facts where one addend is
9.
What will most students learn?
-Addition facts involving 9 can be
changed to an equivalent fact with 10.
“The 9’s trick”

What will some students learn?

-How to slap and count on adding 9.
Developmental Procedure for Lesson:

1. First, I will review that they have learned to use ten-frames to add. I will tell the children that
today they will learn how to make 10 to add 9.

2. Second, I will ask them to look at my ten-frame (one will have 9 and one will have 5). I will ask
how many we would move from our 5 ten frames to fill our ten frames with only 9. (1)

3. Next, I will tell them that our old number sentence was 9+5 but our new number sentence can
be 10+4 because we moved one to fill our ten frames.

4. Questions: How can you use the counters to show 9+5 on your ten-frames? How many more
counters do we need to fill our first ten-frame and make ten? If you move one counter from
the second frame up to the first ten-frame how many counters are left below? What addition
number sentence does this show? Did the answer change?

5. I will teach them the 9’s trick. I will show them 9+7 written vertically and show them that we
take one from our 7 and it becomes 6 and then they can add the word ‘teen’ so it will become
sixteen.

6. The children will use the dry erase markers and boards to create the number sentence that
accurately shows the examples that I give them. (If I say 3 plus 9 then they write 3+9=12)

Notes/Modifications:

-Each group gets 12/13 minutes in each rotation

-With the low/middle math group I will do more examples and modify the examples to be simpler. I
will do more examples and most likely talk through them more than the high group.

-The high group will be pushed with higher numbers to add to nine and I will not have to explain the
example as in depth as the other groups.

Copyright 2000, 1995 Allyn and Bacon. Reproduction of this material is restricted to use with A Handbook of Techniques and
Strategies for Coaching Teacher candidates, 2/e and Strategies for Successful Student Teaching: A Comprehensive Guide.