Lesson 17

Make and Break Apart 10 (optional)

Warm-up: Estimation Exploration: 5 and 5 makes 10 (10 minutes)

Narrative

The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information. Students initially see an image of 10 scattered dots. In the second image, students see the same arrangement of dots with 5 colored red and 5 colored yellow. Students may be able to make an estimate based on the second image because they can see the smaller groups (4 and 1 red, 2 and 3 yellow) and know that 5 and 5 makes 10.

Launch

• Groups of 2
• Display the image.
• “What is an estimate that’s too high? Too low? About right?”
• 1 minute: quiet think time

Activity

• 1 minute: partner discussion
• Record responses.
• “Let’s look at the same dots in a different way.”
• Display the image.
• “Do you want to revise, or change, your estimates?”
• 1 minute: quiet think time
• 1 minute: partner discussion
• Record responses.
• “There are 10 dots.”

Student Facing

1. How many dots are there?

Record an estimate that is:

too low about right too high

2. How many dots are there?

Record an estimate that is:

too low about right too high

Activity Synthesis

• “How did the second picture help you make an estimate?” (I could see 5 red and 5 yellow. I know that 5 and 5 is 10.)

Activity 1: 10 Beads (10 minutes)

Narrative

The purpose of this activity is for students to create a tool that can be used to show different ways to compose and decompose 10. Students use two different colored beads to encourage them to see that 10 can be broken into 2 groups of 5, similar to the 10-frame and fingers. Once students have placed the beads on the pipe cleaner, tie or secure each end so that the beads stay on the pipe cleaner.

Representation: Access for Perception. Use gestures or visibly separate the beads to help students with color blindness to be able to distinguish between the two colors of the beads they will be putting on their tool.
Supports accessibility for: Visual-Spatial Processing

Required Materials

Materials to Gather

Required Preparation

• Each student needs a pipe cleaner and 10 beads, 5 beads of one color and 5 beads of another color.

Launch

• Give each student a pipe cleaner and 10 beads, 5 beads of one color and 5 beads of another color.
• “We are going to make a tool that will help us work with the number 10.”

Activity

• “First, count out 5 red beads and put them on your pipe cleaner.”
• 2 minutes: independent work time
• “Now count out 5 yellow beads and put them on the pipe cleaner.”
• 2 minutes: independent work time
• “Push the beads together in the middle of the pipe cleaner. How many beads do you have?” (10)
• “What groups do you see in your 10 beads?” (5 red and 5 yellow)

Activity Synthesis

• Display a pipe cleaner with 7 beads pushed to one side and 3 beads pushed to the other side.
• “What groups do you see?” (7 and 3 or 3 and 7)
• “How did you know this group had 7 beads?” (I saw 5 red beads and 2 more yellow beads. I know 5 and 2 is 7.)

Activity 2: Make and Break Apart 10 (10 minutes)

Narrative

The purpose of this activity is for students to compose and decompose 10 using objects, images, and equations. Students work with equations with the total before and after the equal sign.

MLR8 Discussion Supports. Synthesis: For each question, invite students to turn to a partner and share their response. This gives all students an opportunity to produce language.

Required Preparation

• Each student needs the bead tool that they created in the previous activity.

Launch

• Groups of 2
• “We can use the bead tool we made to show different ways to make and break apart 10. Show your partner one way that you can break apart 10 into 2 groups.”
• “Take turns playing with your partner. Use your beads to show each equation. When your partner shows you their beads, tell them the equation to make 10 and draw a picture to show what the beads look like.”

Activity

• 4 minutes: partner work time
• 3 minutes: independent work time

Student Facing

• $$7 + 3 = 10$$
• $$10 = 4 + 6$$
• $$9 + 1 = 10$$
• $$10 = 2 + 8$$

• $$\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}} = 10$$

• $$10 = \underline{\hspace{1 cm}} + \underline{\hspace{1 cm}}$$

• $$\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}} = 10$$

• $$\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}} = 10$$

Activity Synthesis

• Display $$2 + 8 = 10$$.
• Invite a student to demonstrate $$2 + 8 = 10$$ with their beads.
• “What 2 parts do you see? What total do you see?” (2 and 8, 10)
• “How will the beads look different if we show $$10 = 2 + 8$$?" (The beads will look the same. There are still 10. 2 and 8 are still the parts.)

Activity 3: Centers: Choice Time (25 minutes)

Narrative

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts. Students choose from 5 centers introduced in previous units. Students can choose to work at any stage of the centers.

• Shake and Spill
• Number Race
• Grab and Count
• What's Behind My Back?
• Pattern Blocks

Students will continue to choose from these centers in upcoming lessons. Keep the materials from each center organized to use each day.

Required Materials

Materials to Gather

Required Preparation

• Gather materials from:
• Shake and Spill
• Number Race
• Grab and Count
• What's Behind My Back?
• Pattern Blocks

Launch

• Groups of 2
• “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.

Shake and Spill

Number Race

Grab and Count

What's Behind My Back?

Pattern Blocks

Activity Synthesis

• “If you were going to teach another student how to play _____ center, what would you tell them or show them?”

Lesson Synthesis

Lesson Synthesis

• “Today we used beads to show different ways to make and break apart 10. What math can you do with your beads?” (I can show $$2 + 2$$. I can show numbers. I can count.)
• “What if you wanted to show 12? How could you use your beads?” (I could show my beads and 2 fingers. I could work with a friend and use 2 sets of beads.)