# Lesson 7

Make Numbers with 10 and Some More (Part 1)

## Warm-up: Choral Count: Two Groups (10 minutes)

### Narrative

### Launch

- Divide the class into two groups.

### Activity

- Tell the first group to count as a group from 1 until you tell them to stop. Tell the second group to count on where the first group leaves off.
- Stop the first group at 10. The second group counts on from 11 to 20.
- Switch groups, so each group has a chance to start from 1 and from 11.

### Student Response

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### Activity Synthesis

- “What number always comes after 10 when we count?” (11)

## Activity 1: Put Together Numbers 11–19 (10 minutes)

### Narrative

The purpose of this activity is for students to use 10 ones and some more ones to compose numbers 11–19. As students determine how many dots they have when they put 2 cards together, some students may begin to count on from 10.

*MLR8 Discussion Supports.*Before beginning group work time, invite a small number of students to act out the activity. Listen for and clarify any questions.

*Advances: Speaking, Representing*

### Required Materials

Materials to Copy

- 10-frame and More Dots Cards

### Required Preparation

- Each student needs 1 card from the blackline master.

### Launch

- Give each student 1 card. Half of the students should have a card with a full 10-frame. Half of the students should have a card with 1–9 dots.
- “Walk around and find a partner. If you have a 10-frame on your card, find a partner who does not have a 10-frame on their card. If you do not have a 10-frame on your card, find a partner who does have a 10-frame.”

### Activity

- “Tell your partner how many dots you have on your card. Then work together to figure out how many dots you both have altogether.”
- 2 minutes: partner work time
- As students work, ask:
- “Does any group have 10 dots and 2 dots? How many dots do you have altogether?”
- “Does any group have 15 dots altogether?”

- “Switch cards. Find a new partner. If you have a 10-frame on your card, find a partner who does not have a 10-frame on their card. If you do not have a 10-frame on your card, find a partner who does have a 10-frame.”
- Repeat 2–3 times.

### Student Response

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### Activity Synthesis

- Invite 2–3 groups of students to share how many dots are on each student’s card and how many dots there are altogether.
- “_____ has 10 dots on a 10-frame. _____ has 3 dots. 10 and 3 is 13.”

## Activity 2: Add More Counters (10 minutes)

### Narrative

The purpose of this activity is for students to compose numbers 11–19 by adding to a full 10-frame. Starting with a full 10-frame highlights the structure of 10 ones and some more in numbers 11–19 and encourages students to count on from 10, which is highlighted in the activity synthesis (MP8).

*Action and Expression: Develop Expression and Communication.*Synthesis: Identify connections between the strategy of counting starting at 1 and counting on from 10. For example: “Since I know that this 10-frame is full I can start counting at 11. I do not need to count all the dots in the 10-frame again.”

*Supports accessibility for: Conceptual Processing*

### Required Materials

Materials to Gather

Materials to Copy

- Number Cards 1–9
- Reference Sheet Numbers 11–20 with 10-frames

### Required Preparation

- Create a set of cards from the blackline master for each group of 2.

### Launch

- Groups of 2
- Give each group a set of cards and access to two-color counters.
- “Flip over one card.”
- 30 seconds: partner work time
- “Add that many counters or dots to your 10-frame.”
- 30 seconds: partner work time
- “Write a number to show how many counters or dots there are now.”
- 30 seconds: partner work time

### Activity

- “Work with your partner to finish the rest of the problems.”
- 5 minutes: partner work time
- Monitor for students who counted on from 10 to determine how many counters or dots there are.

### Student Facing

number

_______________

_______________

_______________

_______________

_______________

### Student Response

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### Activity Synthesis

- Invite previously identified students to share how they counted on to determine the total.
- “When you counted, you started at 11. Why didn’t you start at 1?” (I know that there are 10 in the 10-frame, so I don’t need to count those. I can start at 11 and count the extra dots.)

## Activity 3: Centers: Choice Time (25 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that offer practice with addition and subtraction, writing numbers, and counting objects.

Students choose from any stage of previously introduced centers.

- Number Race
- Grab and Count
- Find the Pair
- Tower Build

### Required Materials

Materials to Gather

### Required Preparation

- Gather materials from:
- Number Race, Stages 1 and 2
- Grab and Count, Stage 1
- Find the Pair, Stage 1
- Tower Build, Stages 1 and 2

### Launch

- “Today we are going to choose from centers we have already learned.”
- Display the center choices in the student book.
- “Think about what you would like to do first.”
- 30 seconds: quiet think time

### Activity

- Invite students to work at the center of their choice.
- 10 minutes: center work time
- “Choose what you would like to do next.”
- 10 minutes: center work time

### Student Facing

Choose a center.

Number Race

Grab and Count

Find the Pair

Tower Build

### Activity Synthesis

- “Which math tools did you use during centers today? How did the tool(s) help you?”

## Lesson Synthesis

### Lesson Synthesis

Display the cards from the first activity that have 6 dots, 10 dots on a 10-frame, and 2 dots.

“Today we put groups together to make numbers from 11 to 19. Which two groups of dots can we put together to make 12? How do you know?” (We can put together the full 10-frame and 2 more dots.)

“12 dots is 10 dots plus 2 dots. Another way we could write that is 12 is \(10 + 2\).”

## Cool-down: Unit 6, Section B Checkpoint (0 minutes)

### Cool-Down

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