Teacher: Ms.

Bracy
Grade: Second Grade
Content Area: Mathematics

1. Content and Standards:

The Making-10 Strategy

NJSLS 2.OA.B.2 – Fluently add and subtract within 20 using mental strategies. Make ten
to add.

2.NBT.B.9 – Explain why addition and subtraction strategies work, using place value
and the properties of operations.

SMP2 – Reason abstractly and quantitatively.

GMP2.2 – Make sense of the representations you and others use.
GMP2.3 – Make connections between representations.

SMP3 – Construct viable arguments and critique the reasoning of others.

GMP3.2 – Make sense of others’ mathematical thinking.

2. Prerequisites:

Students should know the number pairs that equal 10. They should also know all
decompositions of numbers below 10 (e.g. 5= 4+1, 5= 2+3). This skill builds a foundation
for strategy development, the understanding of place values, and properties of operations
(K.OA.3-4). Students should also understand that ten 1’s plus more 1’s are considered
“teens” (K.NBT.1).

3. Essential Question:

How can we use place value understanding and apply properties of operations as strategies
to add and subtract within 20?

4. Materials and Equipment:

 Quick Look Cards 87, 88, 91, 95 and 98– Quick Look Cards are used as a warm-up
for mental math and fluency.
 Smartboard projector - show all combinations of 10 and project the workbook
pages that are completed together as a whole class.
 Double Ten Frame manipulatives and counters – These will be provided so
students can show and record each step of their thinking.
 Math journal pages 22-25 – These pages will be used for students to explore and
practice the making-10 strategy.
 Make a 10 Worksheet – Assess student understanding.
  Home Link 2-4 – students will complete this page for homework. They will write
combinations of 10 and practice using the making 10-strategy.

5. Instructional Objective:

Following a whole class exploration of the making-10 strategy, students will independently
and accurately complete three questions to demonstrate how combinations of 10 can help
solve addition problems.

6. Instructional Procedures:

Warm Up – 5 Minutes

Mental math and fluency practice on the rug. The Quick Look Cards will be flashed
to students. They will share strategies for finding the total dots on each card.
Teacher will highlight strategies that involve mentally moving dots to complete a
ten frame. A sample answer for Quick Look Card 87 is “I saw 5 and 3 more in the
first frame, and that makes 8. I moved over 2 from the second frame to make 10.”
Focus - 30 Minutes

Students will remain on the rug. On their whiteboard, they will write as many
combinations of 10 as they can. They will share their combinations with a partner
and discuss: How do you know you found them all? Teacher will observe to make sure
everyone has a partner.

Teacher will list the children’s combinations of 10 on the Smartboard so that they
are ordered by their first addends – going from the smallest first addend to the
largest. Students will share their ideas about how to determine if all of the
combinations of 10 have been named. The ordered list of facts will allow children to
observe whether all possible numbers (0-10) for the first addend have been
included.

As the teacher asks the children to name the first number in each combination of 10,
they will model the term addend by using questions that include restatements of the
word number as addended. Ask:
o What is the first number, or the first addend, in this combination of 10?
 Sample answers: 0, 1, …, 10
o What do you notice about the first numbers, or the first addends, in the list
of combinations of 10?
 Sample answer: They go up in order from 0 to 10.
Students will be reminded that Quick Look activities help us think about addition
strategies. Show Quick Look cards 95 and 98 in sequence. On their whiteboards, students
will write words or number sentences to record how they figured out the total number of
dots on each card. Students will be asked to share their thinking with a new partner next
to them on the rug and then share with the whole class. Teacher will observe to make sure
everyone has a partner.

Children may see these images in multiple ways, but the teacher will focus on children’s
strategies that involve making 10 – decomposing one addend to form a combination of 10
with the other addend and then adding on what is left. The conversation will be expanded
by asking questions such as, “Did everyone understand ____’s strategy for the first
card?” “Can someone explain ____’s strategy for us?” Student thinking for the making-
10 strategy will be recorded.
Sample answers: ___ moved 2 dots from one frame over to the frame with 8 dots
to make 10 dots; she had 1 dot left to make 11.

Help students understand the meaning of making 10 by reading number models

such as 8+2=10 as “eight and two make ten”. This will be used as an alternative to
“eight plus two equals ten.”

Students will head back to their desks to practice this type of thinking on Quick Look
Cards 99 and 116 independently. A sample strategy is “I moved 2 dots from one
frame over to the frame with 8 dots to make 10 dots. I had one more row of 5 dots
 left on the other ten frame, so 10 and 5 make 15.” This will help transition students
to use number sentences to show their thinking.

Students will be asked: “What was the helper fact we used here?” Answer is “The
combination of 10, 8+2”

Ask, “How could we show our making-10 strategy with number sentences?” Answer
is “8+2=10 and 10+5=15, so 8+7=15"

Practice - 10 Minutes

Students will practice the making-10 strategy on journal page 24. A blank double ten
frame and counters will be given to students so they can show and record each step of
their thinking.

7. Assessment:

Collect and review Math Journal page 24 as a formative assessment to check if students
have met the instructional objective. Most students are expected to succeed at using
double ten frames and the making-10 strategy to solve problems 1-2 on journal page 24.
Some students may struggle communicating their thinking in words or numbers for the
third problem.

Students will complete an exit ticket: “What do you need to know to use the making-10
strategy”
Answers can include: “Combinations of 10; how to break a number into two parts”

8. Differentiated Instruction:

If students are not comfortable with combinations of 10, they can play Two-Fisted Penny
Addition to gain experience with combinations of 10. Each child makes a pile of 10
pennies and then grabs some in one hand and the rest in the other hand. Students will
count the number of pennies in each hand and record the counts on a sheet of paper. As
students repeat these steps, they will predict the number of pennies in the second hand
before counting them. They will write their predictions and then count the pennies to
check.

If students struggle to visualize the making-10 strategy, we can re-create one or more of
the Quick Look Cards using a double ten frame and counters. As a child describes the
making-10 strategy, the teacher will model moving the relevant counters over to make
10. As students become more comfortable with the strategy, we will transition to having
them move dots mentally.

To enrich learning, students will complete Math Masters page 31by identifying facts on
the Addition Facts Table they can solve using either doubles facts or combinations of 10.
They will shade doubles facts green, and combinations of 10s will be shaded blue.