Embedded Files
That's 10!
Lesson has been adapted from Mathology - To access all of these resources in both English and French, login to your Mathology accountThat's 10!
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Content
Content
Big Idea:
Big Idea:
Numbers are related in many ways.
Students will learn to decompose quantities to 10 into parts and remembers the whole (e.g., 10 is 3 and 7; showing $10 using different coins and bills).
Expectations:
Expectations:
B1. Number Sense: demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life
• Whole Numbers: B1.2 compose and decompose whole numbers up to and including 50, using a variety of tools and strategies, in various contexts
B2. Operations: use knowledge of numbers and operations to solve mathematical problems encountered in everyday life
• Properties and Relationships: B2.1 use the properties of addition and subtraction, and the relationship between addition and subtraction, to solve problems and check calculations
• Math Facts: B2.2 recall and demonstrate addition facts for numbers up to 10, and related subtraction facts
• Mental Math: B2.3 use mental math strategies, including estimation, to add and subtract whole numbers that add up to no more than 20, and explain the strategies used
• Addition and Subtraction: B2.4 use objects, diagrams, and equations to represent, describe, and solve situations involving addition and subtraction of whole numbers that add up to no more than 50
Learning Goals
Learning Goals
Students will...
Students will...
Decompose quantities to 10 into parts and remembers the whole (e.g., 10 is 3 and 7; showing $10 using different coins and bills).
Success Criteria
Success Criteria
I can…
I can…
describe different ways to model add-to 10 and subtract-from 10
compose and decompose 10
use a ten-frame to solve problems
use the strategies of subitizing, counting on/counting back, and one-to-one matching
Materials
Materials
Access to “Mathology” website- every educator from K-3 has access. Contact Erica Doucet if you require your login credentials.
Vocabulary
Vocabulary
Subitizing
Making 10
Pedagogy
Pedagogy
Number Talk Resources
Number Talk Resources
Fosnot “Minilessons for Early Addition and Subtraction” / “Mini Lessons for Extending Addition and Subtraction”
Minds On
Minds On
Whether you are working with a large group, a small group, or an individual child, the first step is to simply enjoy the book. To access the story, login to your Mathology account. Contact Erica Doucet, Kerry Crocker or Haley Brooks if you need access to your login credentials.
To introduce That’s 10!, read the title and discuss the cover. You might ask:
What fruits do you see on this cover? Which of these berries do you like best?
How many of you like raspberries? How many like blueberries?
Look at the box the man is filling. How many baskets of raspberries and blueberries are there?
Each big box holds 10 baskets. How many more baskets will fit in the box?
Read the story aloud, encouraging children to chime in when they can. For example, listeners may join: That’s 10 baskets for you…, or Hmmm how many –berry baskets for…, or Would you like 10 baskets today?
After reading, students can:
represent the story using blue and red counters on the Math Mat (see the inside back cover)
offer reasons why Scott kept a list of how many of each kind of berry he sold
role-play each customer’s transaction
Action!
Action!
Play the Game “How many more make 10” Using 10 frames (digitally or on concretely) and two different coloured counters.
Ten Frames
Instructions:
Play with a partner.
The first player drags some counters of one colour onto the ten-frame (these represent the blueberries)
Your partner decides how many more counters of a different colour you need to make 10. (these represent the raspberries)
Fill the ten-frame to check. As they play, the students will record their findings on the “Let’s make 10” recording sheet.
Next, have students complete the “How Many Berries” task independently.
Consolidation Ideas
Consolidation Ideas
Have students share their observations from the game. Ask: “what was the largest number of counters you needed to add?” “What was the smallest number of counters?” As a class create some number sentences to accompany their findings.
Have students share the word problem they created on their own for the “How Many Berries” task.
Independent Task / Assessment Opportunities
Independent Task / Assessment Opportunities
“That’s 10” assessment Master.
SEL Student Self-Assessment FRENCH / ENGLISH SEL Teacher Rubric
Technology
Technology
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