<p>During this class, students look into the whole number pairs that add up to 10. At the end of this lesson, students are going to:<br>- Find the number that, when added to the given number, equals 10, for any number between 0 and 10, and record the answer with a drawing or equation.</p>

<p>- How does effective communication benefit from mathematics?<br>- How are relationships mathematically represented?<br>- How can identifying regularity or repetition help with problem-solving efficiency?<br>- How do we represent, compare, quantify, and model numbers using mathematics?</p>

<p>- Addition: Putting numbers together.&nbsp;<br>- Equal: The same in value.&nbsp;<br>- Patterns: Designs, shapes, or objects that repeat.&nbsp;<br>- Sum: The result when numbers are added.&nbsp;<br>- Total: The sum, or amount, in all.</p>

<p>- ten red counters and ten blue counters, for each pair of students<br>- ten-frames (M-K-3-2_Ten-Frames)<br>- one blue and one red color crayon or marker, for each pair of students<br>- number cards (M-K-3-2_Number Cards)<br>- Making Tens sheets (M-K-3-2_Making Tens)<br>- Exit Slip Lesson 2 (M-K-3-2_Exit Slip Lesson 2 and KEY)<br>- Partner Ten-Frame (M-K-3-2_Partner Ten-Frame)<br>- A. Twinn. (2007). <i>Ten Little Monkeys: Jumping on the Bed.</i> Child’s Play International Limited.</p>

<p>- To assess students' understanding of making tens, use Exit Slip Lesson 2 (M-K-3-2_Exit Slip Lesson 2 and KEY).<br>- Observations during&nbsp;the lesson can be used to make ongoing formative assessments, which should center on student participation and their ability to accurately record their work.</p>

<p>Explicit instruction, modeling, scaffolding, and active engagement&nbsp;<br>W: Go through the book Ten Little Monkeys. Determine all pairs of numbers that add up to 10 by jumping on the bed and modeling the numbers 0 through 10 on ten-frames.&nbsp;<br>H: Use ten frames to retell the tale. Next, give students in pairs the task of utilizing ten-frames, red and blue counters, and all possible ways to make ten.&nbsp;<br>E: Make sure that the sums are the same regardless of how the addends are arranged by creating a list of number sentences on the board with all the pairs of numbers 0 to 10 that add up to 10. Proceed methodically, beginning with 0 and 10, moving on to 1 and 9, and finally ending with 10 and 0.&nbsp;<br>R: Take note of the pattern that the number sentences create: the sum stays the same while the addends increase and decrease respectively.&nbsp;<br>E: Ask students to finish their Making Tens worksheets by writing the number sentences that add up to ten on them. Use the Number Cards exercise to have students find numbers that add up to 10.&nbsp;<br>T: Pay special attention to number pairs that add up to 10, as this will aid students in learning subtraction facts.&nbsp;<br>O: This lesson's main objective is to teach students about number pairs that add up to 10.&nbsp;</p>

<p>Using their knowledge of number decomposition, students examine the pairs of whole numbers 0 to 10 that add up to 10. About the whole numbers 0 through 10, the lesson's main goal is for students to gain a deeper understanding of the number 10. The lesson starts with a story and then focuses on students visually counting numbers up to ten. After that, students finish ten frames to determine all pairs of whole numbers, 0 to 10, that add up to 10. Students then document their work in charts to further illustrate the connections between the sets and the matching addition sentences.<br><br>Students listen and look at the pictures while you read A. Twinn's Ten Little Monkeys Jumping on the Bed.<br><br><strong>"What is the story about?" </strong><i>(The monkeys jump on the bed and fall off one by one until there are none left.)</i><br><br><strong>"Alright. We will learn more about the number 10 today."</strong> Hold up the ten-frame that represents 10 (M-K-3-2_Ten-Frames). Ask them the following question:<strong> “If each of these red and blue circles is a monkey, how many monkeys are jumping on the bed?”</strong>(10)<br><br>Assist students in reenacting the story, displaying the corresponding ten-frame whenever a monkey falls off the bed. When you hold the ten-frame, you can say to the students,<strong> "Ten little monkeys are jumping on the bed. One fell and hit his head. Nine young monkeys are jumping on the bed." </strong>Help the students say, <strong>"Nine little monkeys jumping on the bed,"</strong> as you now hold up the 9 ten-frame. Keep that process going and say,<strong> "One fell and hit his head. Upon the bed, eight young monkeys are jumping." </strong>Present the 8 ten-frame and keep repeating the chant until no more monkeys are jumping onto the bed.<br><br>Give each student a deck of number cards (M-K-3-2_Number Cards) after you've acted out the story. Ask students to hold up the number that appears on the ten-frame card by displaying various ten-frame cards at random. With the aid of this exercise, students can better visualize a number as a part of ten. The ten-frame also helps students recognize pairs of numbers that add up to ten by letting them see how many more objects would be required to fill the frame. Once students can visually identify a number from the ten-frame cards with some degree of success, finish the activity.<br><br>Students will collaborate in pairs to complete the next task. A blank ten-frame (M-K-3-2_Partner Ten-Frame) and ten blue and ten red counters are required for each pair of students.<br><br><strong>"Your ability to see the numbers 0 through 10 in the ten-frames has improved greatly. We'll now fill in the ten frames together in pairs. Each pair of students will receive one ten-frame, ten red counters, and ten blue counters. Together, please come up with as many different ways as you can to make ten." </strong>Select or request a student to assist you with the demonstration. <strong>"Student ____ and I will show you what to do with your partners today."</strong><br><br><strong>"I'm going to add some red counters to the ten-frame first."</strong> Set the ten-frame with six red counters. <strong>"On the ten-frame, how many red counters did I put?" </strong>(6) <strong>"Student ____ will now add enough blue counters to the ten-frame to equal ten."</strong> Have the student place blue counters around the ten-frame. <strong>"How many blue counters did _____ put on the ten-frame to make 10?" </strong>poses the question to the class. (4) To confirm that there are four, count the blue counters. Write a number sentence now: 6 + 4 = 10. Give another example. This time, instruct the student to fill the ten-frame with a certain number of red counters. Ask students, <strong>"How many red counters did _____ put in the ten-frame? How many blue counters do you think I'll need to put in the ten-frame to get to ten?" </strong>Add blue counters to the entire ten-frame. As you count the blue counters with the class, ask them to assist you in creating a number sentence that embodies this example.<br><br>Give each student a&nbsp;pair of&nbsp;all the materials, and instruct them to create tens as you demonstrate. Once a ten has been made, the students should clear the ten-frame and start over by saying the corresponding number sentence aloud.<br><br>Provide each pair of students with a red and a blue crayon or marker, along with the Making Tens recording sheet (M-K-3-2_Making Tens), after they have had a chance to make a few tens. Encourage students to keep creating tens with their red and blue counters. Now have them record their work by coloring in the corresponding number of each color counter on the Making Tens sheet to make ten. Give students the task of figuring out every possible sum that adds up to 10.<br><br>Make a list of the number sentences with sums of ten on the board once the students have finished their Making Tens worksheets. Lists should be arranged as follows: 0 + 10, 1 + 9, and so on up to 10 + 0.<strong> "Have we found all of the number sentences that sum up to 10?&nbsp; How do you know?"</strong>&nbsp;ask students.&nbsp;<br><br>After that, give out number cards to the students, making sure they can all locate the matching addend to bring the total to ten (M-K-3-2_Number Cards). Ask students to go around the room and find the person who has the number card they need to make ten. As soon as they locate their mates, ask them to join arms and take a seat on the carpet. Assist students in finding partners as needed. Once every student has found a partner, have pairs take turns getting up, sharing, and writing their number sentences on the board. Share the number sentences aloud with the class's remaining students. After exchanging cards, the students will repeat the process.<br><br><strong>Extension:</strong><br>To adapt the lesson to the needs of your students, use the strategies and activities listed below.<br><br><strong>Routine: </strong>Start the game "Make a ten": Select a student to choose a number from 1 to 10. Allow students time to consider the missing addend to 10. Students shout, "I can make a ten!" as soon as they discover the missing addend. To make ten, the student who selected the initial number selects another student to share his or her addendum with. Play this game all year to help students remember pairs of numbers that add up to ten.<br><br><strong>Remediation:</strong> If students are having difficulty finding number pairs that add up to 10, have them construct towers of ten interlocking cubes. Next, have the students disassemble the towers and count the number of cubes in each component. Assist students in using number sentences to document their findings.<br><br><strong>Small Group:</strong> Provide each pair of students with&nbsp;a set of 20 interlocking cubes. Ask students to roll the number cube one at a time to construct towers whose height the cube indicates. The students carry on building the tower during their subsequent turns. The winner is the first person to construct a tower that stands 10 units tall.<br><br><strong>Expansion:</strong> Present students with the task of locating every pair of numbers that adds up to 11, 12, 13, and so forth, if they are prepared. Students should use number sentences to record their work. In addition, ask students how they know they've found all of the pairs.<br><br>Put the number cards face down in pairs of Ten Memory. Students take turns flipping over two cards, attempting to make a ten-card match. Students retain the cards and move on after they've made a match. The student who finishes with the most matches wins the game.<br><br>Introduce the chant "24 monkeys jumping on the bed; one fell off and bumped his head" to all of the students as you act out Ten Little Monkeys Jumping on the Bed. Jumping on the bed is 23 monkeys, etc. After every student has taken a seat and the monkeys have stopped jumping on the bed, continue this reenactment. This exercise introduces and revisits counting backward while involving kinesthetic learners.</p>