Lesson 19
Find the Number that Makes 10 (optional)
Warmup: How Many Do You See: Make 10 (10 minutes)
Narrative
Launch
 Groups of 2
 “How many do you see? How do you see them?”
 Flash the image.
 30 seconds: quiet think time
Activity
 Display the image.
 “Discuss your thinking with your partner.”
 1 minute: partner discussion
 Record responses.
 Repeat for each image.
Student Facing
How many do you see?
How do you see them?
Student Response
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Activity Synthesis
 “How does the 10frame help you see different ways to make 10?” (I know that there are 5 squares in each row and 10 squares altogether. I can look at the empty squares to figure out how many more are needed to make 10.)
Activity 1: Color the Number to Make 10 (15 minutes)
Narrative
The purpose of this activity is for students to practice finding the number that makes 10 when added to a given number. They can represent this number on their bead tool, fingers, or 10frame and determine the number that needs to be added to make 10 (MP5).
Advances: Speaking, Conversing
Supports accessibility for: Organization, Attention
Required Materials
Required Preparation
 Students can use their bead tool from a previous lesson.
Launch
 Groups of 2
 Give students access to colored pencils, connecting cubes or twocolor counters, bead tools, and 10frames.
 “You are going to play a game with your partner. One partner will color in one of the squares on the board. The other partner will have to figure out which number you need to make 10 with that number and color it in with the same color. Keep playing until you color in all of the matches. Switch partners and colors each time.”
Activity
 12 minutes: partner work time
 “Choose your favorite way to make 10 and fill in the equation.”
 1 minute: independent work time
Student Facing
 Partner A: Color in 1 number.
 Partner B: Color in the number that makes 10 with the same color.
 Switch colors and roles and repeat.
Choose your favorite way to make 10.
Fill in the equation.
\(10 = \underline{\hspace{1.1 cm}} + \underline{\hspace{1.1 cm}} \)
Student Response
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Activity Synthesis
 Invite students to share how they figured out the number needed to make 10.
 Display \(10 = 8 + \underline{\hspace{1 cm}}\).
 “Elena was filling in her equation. She only filled in the number her partner colored. She wrote \(10 = 8 + \underline{\hspace{1 cm}}\). What number did Elena color in? How do you know?” (She colored in 2. 8 and 2 make 10.)
Activity 2: Add to Make 10 (10 minutes)
Narrative
Required Materials
Materials to Gather
Required Preparation
 Students can use their bead tool from a previous lesson.
Launch
 Groups of 2
 Give students access to connecting cubes or twocolor counters, bead tools, and 10frames.
 “Fill in each equation so that they show a way to make 10.”
Activity
 4 minutes: independent work time
 4 minutes: partner work time
Student Facing
Fill in the equation to show ways to make 10.

\(10 = 9 + \underline{\hspace{1 cm}}\)

\(10 = 3 + \underline{\hspace{1 cm}}\)

\(10 = 5 + \underline{\hspace{1 cm}}\)

\(10 = 4 + \underline{\hspace{1 cm}}\)

\(10 = 8 + \underline{\hspace{1 cm}}\)

\(10 = 7 + \underline{\hspace{1 cm}}\)
Student Response
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Activity Synthesis
 “How did you choose which tool to use to help you figure out which number you needed to make 10? Were there any problems that you didn’t need to use a tool to figure out?”
Activity 3: Centers: Choice Time (20 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.
 8 minutes: center work time
 “Choose what you would like to do next.”
 8 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
 “What can you do to help you be successful when working in centers? What can your partner(s) do to help you be successful? What can your teacher do?”
Lesson Synthesis
Lesson Synthesis
“Today we figured out what number we needed to make 10 and showed the ways to make 10 with equations.”
“Tell your partner one way to make 10. Tell them at least 2 ways that you can show it.” (5 and 5. I can show 5 fingers and 5 fingers. 7 and 3. I can show 7 red counters and 3 yellow counters on a 10frame.)
Cooldown: Unit 8, Section D Checkpoint (0 minutes)
CoolDown
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