# Lesson 8

Make Numbers with 10 and Some More (Part 2)

## Warm-up: How Many Do You See: Numbers on a 10-frame (10 minutes)

### Narrative

The purpose of this How Many Do You See is to allow students to use subitizing or grouping strategies to describe the images they see. Students have an opportunity to look for and make use of structure (MP7) because the 10-frame helps students see numbers 11–19 as ten ones and some more ones.

### Launch

• Groups of 2
• “How many do you see? How do you see them?”
• Display the image.
• 1 minute: quiet think time

### Activity

• Display the image.
• 1 minute: partner discussion
• Record responses.
• Repeat for each image.

### Student Facing

How many do you see?
How do you see them?

### Activity Synthesis

• “What would 14 look like with a 10-frame? How do you know?” (There would be 10 in the 10-frame and 4 more.)

## Activity 1: Make Number Cards (15 minutes)

### Narrative

The purpose of this activity is for students to use 10 ones and some more ones to compose numbers 11–19. Students may need to put together a 10-frame and some more dots multiple times and count each time until they’ve composed the given number. Consider cutting out the cards that students create. Students can use these cards in future lessons, in centers, or at home.

MLR8 Discussion Supports. Invite each partner to say each number aloud. This gives both students an opportunity to produce language. Listen for and clarify any questions.

### Required Materials

Materials to Gather

Materials to Copy

• 10-frame and More Dots Cards
• Make Number Cards

### Required Preparation

• Create a set of 10-frame and More Dot Cards for each student.

### Launch

• Groups of 2
• Give each student a pair of scissors, a glue stick, a set of cards, and a Make Number Cards blackline master.
• “Make each number. You can cut out the 10-frames and the dots to help you make each number. When you’re finished, trace each number.”

### Activity

• 5 minutes: partner work time
• Monitor for students who glue the extra dots under a full 10-frame to compose each number.

### Student Response

If students choose two cards to compose the number without choosing a card with a 10-frame, consider asking:

• “What number are you going to make? Is that number more or less than 10?”
• “If we start with a 10-frame, what other card do we need to make the number ___?”

### Activity Synthesis

• Invite previously identified students to share how they made 15.
• “What are the 2 parts that you put together to make 15?” (10 and 5.)
• “10 and 5 is 15. We can also say $$10 + 5$$ is 15.”
• “Tell your partner the 2 parts you put together to make each number.”

## Activity 2: Make Each Number (10 minutes)

### Narrative

The purpose of this activity is for students to compose a number using a full 10-frame and some more ones. Students may recount after adding each dot to see if they’ve reached the target number. With repeated experiences, students may know that 17 is 10 and 7 without counting. The purpose of the activity synthesis is to highlight counting on and the structure of numbers 11–19 as 10 ones and some more ones. Give students access to two-color counters so that they can add or take away counters until they are confident that they have represented the given number.

When students represent and count numbers from 11 to 19 as 10 ones and some more ones they look for and express regularity in repeated reasoning (MP8).

Engagement: Develop Effort and Persistence. Chunk this task into two manageable parts. Ask students to do the first three problems and check in with students to provide feedback and encouragement after each set of problems.
Supports accessibility for: Organization

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• “Draw more dots to show each number.”

### Activity

• 3 minutes: independent work time
• 3 minutes: partner work time
• Monitor for students who count on from 10.

11

19

15

17

14

12

### Student Response

If students count the 10 dots in the 10-frame each time, consider asking:,
• “How many dots are in the 10-frame? How do you know?”
• If students answer 10 without counting, ask, “How many dots would there be if we drew 1 more?”

### Activity Synthesis

• Invite previously selected students who counted on to share.
• Display completed student work for the number 17.
• “How many dots are on the 10-frame?” (10)
• “How many dots did you draw to make 17?” (7)
• “10 dots and 7 dots is 17. $$10 + 7$$ is 17.”

## Activity 3: Introduce Bingo, Numbers 11–19 (15 minutes)

### Narrative

The purpose of this activity is for students to learn stage 4 of the Bingo center. Students match numbers 11–19 to different representations of the numbers.

### Required Materials

Materials to Gather

Materials to Copy

• Number Cards 11-19
• Bingo Stage 4 Gameboard

### Required Preparation

• Create a set of cards from the blackline master for each group of 4.

### Launch

• Groups of 4
• Give each group a set of number cards, 4 gameboards, and two-color counters.
• “We are going to learn a new way to play Bingo. There will be 4 people in each group. One person will choose a number card that has a number from 11–19. Then everyone will use a counter to cover any group on their gameboard that has that number of things. The first person to cover up 4 spaces in a row wins.”

### Activity

• 10 minutes: small-group work time

### Activity Synthesis

• Display one of the gameboards and the number 18.
• “What can we cover up on this gameboard? How do you know?”