3.

8 - Making a Ten to Add (GoMath Curriculum)

Intended for First-Grade Students

FIRST GRADE STANDARDS

CC.2.2.1.A.1 - Represent and solve problems involving addition within 20
CC.2.2.1.A.2 - Understand and apply properties of operations and their relationship between addition
and subtraction
CC.2.1.1.B.3 - Use place-value concepts and properties of operations to add and subtract within 100

MATH PRACTICES
MP 1 - Make sense of problems and persevere in solving them
MP 4 - Model with mathematics
MP 5 - Use appropriate tools strategically

ESSENTIAL QUESTION
● How do you use the make-a-ten strategy to add?

LESSON OBJECTIVES
● The students will use the make-a-ten as a strategy to find sums within 20.
● The students will be able to define and identify the following vocabulary terms: addend, parts,
equation, and sum.
● The students will understand that they can turn a larger addend into a ten by taking away from
the smaller addend when presented with an equation.
● The students will rewrite equations to include a ten and add to find the same sum.
● The students will check their work by using the counting-on strategy to add numbers within 20.

MATERIALS
● Smartboard and pen
● Pencil
● Red crayon
● Yellow Crayon
● Make-a-ten-worksheet
● 3.8 practice worksheet
● Addition flashcards

PROCEDURE
Introduction
● Recall the lesson from the previous day. Have the students turn and talk to one another about
what math strategy they used to find sums within 20. Review as a whole class.

Active Learning Strategies

● Review the vocabulary that the students should know. The students will talk to their carpet
partner about the meaning and an example of each term.
 ○ Addends, parts, equation, and sum
● Review as a whole class. Ask for volunteers.

Sequence of Learning
● I DO - Draw a tens frame and an addition problem on the board. Use a math talk to complete
the following steps: (repeat twice)
○ Identify the bigger/larger addend
○ Fill in the tens frame with red dots to match the bigger addend
○ Identify the smaller addend
○ Draw the number of counters under the tens frame to match the smaller addend
○ Notice how many spaces in the tens frame are not filled in
○ Fill in the tens frame with the correct number that it is missing and take away that same
amount from the smaller addend
○ Rewrite the new equation to include the number ten and the new smaller addend
○ Add both numbers to find the new sum
○ Check that the original equation matches the new equation by using the counting-on
strategy
○ Example Problems: 9 + 7 and 8 + 6

● WE DO - Draw a tens frame and an addition problem on the board. Have the students recall
the steps from the previous examples. Use a math talk for the students to explain what the
teacher should do to solve the problem using the make-a-ten strategy.
○ Example Problems: 7 + 8 and 6 + 5

● YOU DO - Hand out the make-a-ten worksheet and walk the students through how to complete
the problem with the format. The rest of the paper should be completed independently. Hand
out the 3.8 practice paper once the first worksheet is finished. Students must complete that
independently. It will be turned in for evaluation.

Summarizing Strategy
● When students are finished with the 3.8 practice worksheet, they can turn it in at the desk.
● Use the addition flashcards to play the versus game. Review game expectations before
conducting the game. The students will form two lines (teams) and the first student in each will
go against each other in a race to say the answer to the addition problem before the other. The
loser travels with their opponent to the other team’s line and is now part of their team. Continue
the game as time allows.

Evaluation
● Review the 3.8 practice worksheet that was handed in. Look for the correct answers for all
equations, the new tens frame, and the new equation. If it is evident that a student requires
remediation, work with them the following day for review.

SPECIAL CONSIDERATIONS
Remediation
● Work one-on-one with students who need extra help or a more in-depth explanation. Use the
remediation worksheet in the Go Math workbook for the following day for students who need it.
 Early Finishers
● These students will retrieve their book boxes and read silently in their seats until another
direction is given.

Enrichment
● The gifted group will meet for their project at the back table with Mrs. Hauf.

ACCOMMODATIONS
Time
● Allow extra time and one-on-one help for the ELL students.

Setting
● Mitchell must sit in an area on the floor that is away from distractions.

Presentation
● If necessary, use manipulatives (tangible tens frame and counters) for those who need a more
concrete understanding.

Response
● Allow written and verbal responses when needed.

BIBLIOGRAPHY
● “Standards.” SAS, www.pdesas.org/standard/.