Date: October 6, 2016

Grade: 1st
Instructor: Summer Wineteer (Miss Summer) in Mrs. Torres classroom
Name of the Lesson: Make Ten When One Addend is 9.
Prior Knowledge: Students have been working on recognizing partners of 10. They
know how to find partners of 10 in an addition sentence that has three addends, to
be able to solve the problems in a way where the number 10 is always an addend.
Goals/Objectives: By the end of this lesson students should be able to make ten
when one addend is 9 by using red and yellow dots to develop mental
calculations.
Standards:
1.OA.1 Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing,
with unknowns in all positions, e.g., by using objects, drawings, and equations with
a symbol for the unknown number to represent the problem.21
1.OA.3 Apply properties of operations as strategies to add and subtract.3
Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative
property of addition.) To add 2 + 6 + 4, the second two numbers can be added to
make a ten, so
2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6
= 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4
= 13 3 1 = 10 1 = 9); using the relationship between addition and subtraction
(e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6
+ 1 = 12 + 1 = 13).
Materials: 20 dots (one side red, one side yellow) personal white boards with Ten
Frame, math workbook.
Adaptations & Accommodations: Students have personal white boards with a blank
side and a Ten Frame side. The Ten Frame side makes seeing ten easier by using
pictorial support for students who need assistance. All students will be using the
Ten Frame side for this activity.

Procedure:
Steps of the
lesson: learning
activities and key
questions

Student
Supervisor
activities and
Observations
expected
reactions/respon
ses

1. Introduction/Activating
Prior Knowledge (5
minutes)
Do Add Partners to Ten
First to review adding
three numbers and the
concept of making tens.
Ask students, What
number can we add to 9 to
make 10?

1. Students will respond,

1

2. Ask students, What is

10+5?

2. Students will respond,

15

3. Ask students, 9+1

(pause) +5 is?

3. Students will respond,

15

4. Ask students, What

about 9+1+6. What would
that answer be?

4. Students should figure

out that adding three
numbers with a 9, and
respond, 16

5. Guided Practice: (30

minutes)

Students examine their

materials and prepare for
the activity.

Concept Development
ProblemSay to the students, We
will be using red and yellow
dots and our Ten Frames to
add using the number 9.
There are dots in the baggy
at your desk. Please listen
to the math problem that I
am going to read to you,
and follow along.
6. Read the problem to the
students, Maria has 9
snowballs, and Tony has 3.
How many do they have
altogether?

Students will respond,

9+3

Ask:
Without giving me the
answer, hat is the number
sentence that we can use
to solve this problem?
7. Write 9+3. Say to the
students, Use red dots to
show how many snowballs
Maria has in the top Ten
Frame grid.

Students lay out 9 dots in

the Ten Frame squares.

8. Say to the students,

Using the yellow dots,
show how many snowballs
Tony has. Put them in the
bottom Ten Frame.

Students lay 3 yellow

dots into the squares of
the other Ten Frame.

9. Ask the students, How

would you solve this
problem?

Students will respond,

Count on!
Teacher and student
together: Niiiine, 10, 11,
12

10. Complete the equation

on the board: 9+3=12

Students discuss with

partners.

Point out that 9 +1= 10

again, and emphasize that
we are making tens.

Students move one dot

from the bottom Ten
Frame into the top Ten
Frame to make 10.

Ask the students, Is there

a way to make ten with the
amounts we have in front
of us? Turn and talk to the
person next to you about
how you could show this
with your dots. Think about
how we use Ten Frames.
Walk around room to check
for understanding.
11. Ask the students, How
did you make 10 using your
dots?

Student will respond, I

made ten by moving 1
yellow dot to fill the Ten
Frame. I had 9 dots, but
now I have 10.

12. Make sure that the

whole class moves one dot
(without flipping it over)
from the bottom Ten Frame
to the top Ten Frame to
make ten.

Students move 1 dot.

13. Say to the students,

Now we have 10 here.
(Gesture to the 10 in the
top Ten Frame) What do we
have left here? (Point to
the other frame)

Students will respond,

2

14. Say to the students,

Before, our number
sentence was 9+3=12, and
there were 9 dots on top,
and 3 on the bottom. Look
at your new Ten Frames.
What is our new number
sentence?
15. Write 10+2=12 on the
board.

Students will respond,

10+2=12

Students will respond,

No.

Ask the students, Did we

change the amount of dots
that we have?
16. Say to the students,
So, 9 + 3 is the same as
what other number
sentence?

Students will respond,

10+2

17. Write 9+3 = 10+2 on

the board.

Students will reply, 12

for both questions.

Clarify with the students by

asking, What is 10+2
What is 9+3
18. Finish the problem by
asking the students, How
many snowballs do Maria
and Tony have?

Students will reply, 12!

19. Tell the students to use

their dots to show 9+4, and
then ask them how they
can make a ten from that
equation once their dots
are in the right places.
Ask the students:
What does 9+4 equal?

Students add one dot,

and put 9 in the top Ten
Frame, and have 4 in the
bottom Ten Frame.
Students will respond:
13

What does 10+3 equal?

How did we get from 9+4
to 10+3?

13
We moved one of the
dots from the bottom to
the top.

20. Closure: (2 minutes)

Ask the students, After you
made ten, what did you
notice about the Ten Frame
that you took away a dot
from?

The students will

respond, The other Ten
Frame is left with 1 less!

21. Independent Practice

Students draw circles on
After Lesson: (15 minutes) the worksheet to
represent the figures in
Have the students
the problem. Circling 10
complete page 9 (numbers to show them the
1&2), and page 10
remaining number.
(numbers 3&4) in their
math workbooks.
Point out that if there is a 9
in the problem, they should
take 1 away from the other
number and make ten to
help with the worksheet.
22. Check pages 9 and 10.
When they have the pages
completed, hand them the
one problem exit ticket,
which is a similar problem
to the examples given in
class.
Exit ticket: (3 minutes)

Students will wait at their

seats with hands raised
to have the teacher
check their worksheet
and receive their exit
ticket.

Evaluation: I will check their exit slips to make sure that they understand the
concept of making ten when one addend is 9, and I will plan for future lessons by
thinking of new ways to use manipulatives in the classroom.