Goals/Objectives SWBAT derive the complements of 10 with a physical model

SWBAT prove that 10 is made up of combinations of smaller

numbers
SWBAT notice patterns within the complements of ten and
recognize when all combinations have been found
SWBAT to apply part-whole reasoning to other numbers

Standards CCSS.Math.Practice.MP3:
Construct viable arguments and critique the reasoning of
others
CCSS.Math.Practice.MP7:
Look for and make use of structure

KOAA.3
Decompose numbers less than or equal to 10 into pairs in
more than one way, e.g., by using objects or drawings, and
record each decomposition by a drawing or equation.
KOAA.4
For any number from 1 to 9, find the number that makes
10 when added to the given number, e.g., by using objects
or drawings, and record the answer with a drawing or
equation
CC.2.2.K.A.1
Extend the concepts of putting together and taking apart to
add and subtract within 10.

Materials/Preparations Cups
10 red and yellow sided counters per student
Math Mats
Recording Sheet Graphic Organizer
Pencils
Red and Yellow Colored Pencils
Magnetic Ten Frame and Magnetic Dots
Whiteboard Markers

Classroom Students will be seated around a table in a small conference room.

Arrangement and Due to space, it will be important for me to emphasize that the
Management Issues students need to gently dump their cups on their math mats so that
they dont get mixed in with other peoples chips. Students will be
allowed to talk because most of them will need to count out loud to
keep track of what they are counting. If the noise level gets to loud,
I will get their attention with our class call and response, Hands on
 top, everybody stop. to remind students to keep their voices at a
lower level.

Plan Before:

Lesson reorganized to Show students an empty ten frame and have them identify it
fit the 3 phase model What do we know about ten frames?
outlined by Van de Put 8 blue dots in the ten frame
Walle How many dots are in the frame? How do you know?
Then ask students How many more dots would I need to fill up the
ten frame? How did you figure out 2?
Possible student responses, I counted the two empty boxes,
I counted 9, 10 (holding up 2 fingers), 8+2=10...
Fill in the two blank spaces of the ten frame with green dots
One way we can think about 10 is 8 and 2. Today we are going to
figure out what are some other ways that we can think about 10.

We are going to play a game called Toss the Chips.

Explain Game
- Each student will get a plastic cup and 10 chips
- Students will shake up the chips in their cup and dump their
chips onto their math mats
- Students will count the number of chips that came up red
side and the number of chips that come up yellow side
- On their graphic organizers students will draw the chips into
the ten frames, fill in # of red and # of yellow, and
write an addition sentence
- If you toss your chips and a combination of red and yellow
comes up that you have already recorded, collect you chips
and toss again without recording

Before students play, I will model the game emphasizing how to

shake and pour the cup to avoid chips flying everywhere. I will
instruct students to fill in their ten frames starting at the top left
corner and fill in all the way across before going down to the next
row, students have filled in ten frames before so this will be more
of a reminder. Students will draw red circles first and then yellow.
These guidelines will help students stay organized and make it
easier to see the 2 numbers that make up 10.

During:

Students play game while I circulate with my assessment

checklist.
 After students have filled in their graphic organizers, they will turn
to a partner and compare their findings paying close attention if
their partner found any combinations that they did not.

After:

Bring students back together for a whole group discussion about the
combinations that they found
I will record student findings on the whiteboard. As I record, I will
make sure to put combinations in ascending order:
0+10=10
1+9=10
2+8=10.

By writing the equations in this order, I hope to make some patterns

clear to the students.

Students will take turns offering a combination they found until no

one can offer a different combination
What do you notice about the equations on the board
- Possible student responses, They all equal 10, One number
gets bigger each time or one number gets smaller, 9+1 is the
same as 1+9
Do you think we found all the combinations that make 10, how do
you know?
- Student responses will depend on if we actually did record
all the complements of 10 or not. I anticipate students
noticing if the numbers on the left side of the equations
count all the way 0-10 or not to support their reasoning

What do you think would happen if we did this activity with a

different number like 5?
- Possible student responses, We would have less answers
because 5 is smaller, 1+4=5

Mathematicians, today you discovered something important about

numbers. All numbers are made up of combinations of smaller
numbers.

Assessment of Goals Student graphic organizers

Observing students during the task
Student discussion and reasoning

Anticipating Student Some are embedded in the lesson.

Responses During the discussion, I want to first phrase questions very broadly.
However, if students are having trouble coming up with responses I
 will ask questions that are more targeted. For example, if students
are not noticing any patterns in the answers that they found I could
ask, What do you notice about all the numbers on this side
(pointing to 0, 1, 2) of the equation? or I may ask, Are any of
the answers on the board the same?

Accommodations If a student is struggling to keep track of what they are counting, I

will go over with them the counting strategies we have discussed in
class (Touch each item, move items away, count out loud, and
recount). I would then show they how after they dump out their
chips, they could first move all the chips into two piles based on
color and then start counting. I could also put a student with a
partner if I felt they were having a really hard time with the task,
but I do not anticipate this happening.

If a student finishes a lot faster than others, I will have them

continue to dump their chips looking for combinations that they did
not record (the graphic organizer will only have 8 ten frames for
students to fill in so no one will record every complement.) I could
also give that student a few more chips and a piece of paper and
have them try to find combinations that make a teen number.

Inquiry Focus
The time in the lesson when students are offering the complements
that they found will allow each student to speak at least once.
During the discussion, I also plan on engaging students who are
more reluctant to speak by using productive talk moves (repeating,
reasoning, and adding on) which will allow students who may not
necessarily want to be the first person to speak an opportunity to
contribute.