The purpose of this unit of sequenced lessons is to develop knowledge and understanding of combinations to ten.
These lessons build upon the student’s recognition and knowledge of groupings within ten, to scaffold ready combinations and separations in numbers that make ten.
A goal within primary mathematics is for students to use partitioning strategies when operating on numbers. By building images and knowledge of these combinations at an early age, the ability to naturally partition larger numbers will be strengthened. Students should have many opportunities to combine and separate numbers to ten and come to clearly see and understand how these ‘basic facts’ are fundamental building blocks of our number system.
As they work with numbers greater than ten, students will develop knowledge of ‘tidy numbers’ and about ‘rounding to ten’. Students should be encouraged to know and have an intuitive feeling for "ten". Ultimately, they should be able to readily apply this knowledge in solving problems that involve partitioning and combining larger numbers and sets.
Our place value system has ten digits only. It is the place of a digit in a number that determines its value. Ten is the basis of this system. By having the opportunity to briefly explore other number systems (Roman and Mayan), and by considering notation to create their own system, students will better understand the numerals and number representations that we may take for granted within the base ten system we use.
The activities suggested in this series of lessons can form the basis of independent practice tasks.
The learning opportunities in this unit can be differentiated by providing or removing support to students and by varying the task requirements. Ways to support students include:
The contexts for this unit can be adapted to suit the experiences of your students. For example, numbers to ten in other languages can be used in this unit in response to the languages and cultures of your students. For example: numbers from Pasifika cultures could be included in a similar way to how te reo Māori is used in session 4.
Te reo Māori vocabulary terms such as mati (digit) and meka matua (basic facts) could be introduced in this unit and used throughout other mathematical learning.
SLO: Explore the numerals to ten.
Activity 1
Activity 2
SLOs:
Introduce the following activities over the next two sessions.
Activity 1
Activity 2
Students play Clever Fingers in pairs. (Purpose: to practice seeing, saying and writing combinations to ten)
They need ten counters, pencil and paper to record winning equations. For each “hand” played they move a counter into a ‘used’ pile.
Students, with their hands behind their backs, make a number on their fingers.
They take turns to call ‘Go.’ On ‘Go’ they show their fingers. If the combination of raised fingers makes ten, they say, “Clever fingers” and one student records the equation. 3 + 7 = 10 When all the counters are used (they have had ten turns). They count their equations. Student pairs compare results.
Activity 3
Students play Snap for Ten in pairs.
(Purpose: to practice seeing, saying combinations to ten)
They need playing cards with Kings and Jacks removed, and use the Queen as a zero.
Turn over a card to begin the game.
Students take turns to turn over a card from the pack, placing the turned card on top of the card before. If the turned card can combine in some way with the previous card to make ten the student says, ‘Snap’, states the equation and collects the pile of cards.
For example: if 9 is turned, followed by a 1, 9 + 1 = 10 is stated and the pile of cards is collected.
Activity 4
Students play Memory Tens in pairs..
(Purpose: to practice seeing and saying combinations to ten)
They need playing cards with Kings and Jacks removed, and use the Queen as a zero.
Cards are turned down and spread out in front of the students.
Students take turns to draw pairs. If the numbers on the two cards combined make ten, the pair is kept by the player.
For example: A player draws 6 and 4 and states 6 + 4 = 10 and keeps the pair.
The game continues till all cards are used up.
The winner is the person with the most pairs.
Activity 5
Students play Fast Families
(Purpose: to practice writing and demonstrating family of fact combinations to ten)
They need pencil and paper.
Students place ten counters of one colour on a blank tens frame.
They take turns to roll a ten-sided dice. The dice roller removes the number of counters indicated by the dice roll and says, “Go.”
The players quickly write the four family of fact members associated with 10, 6 and 4: beginning with the equation just modeled.
10 – 6 = 4, 6 + 4 = 10, 10 – 4 = 6, 4 + 6 = 10.
The first to write these calls stop.
That player chooses another player to demonstrate and say the other three family members in logical order by adding 6 onto the 4, saying 4 + 6 = 10, then removing 4 counters saying 10 – 4 = 6 and finally adding 4 back onto the 6 and saying 6 + 4 = 10.
If this player is correct, he rolls the dice and the game begins again.
The winner is the student who accurately records the most families of facts.
SLO: Recall and apply groupings to ten using te reo Māori.
SLO: Recognise the usefulness of knowing combinations to ten.
SLOs:
Dear parents and whānau,
In class we have been making, saying and practising addition and subtraction facts with numbers up to ten.
Your child can access practice tasks on the e-ako maths website: https://e-ako.meaningfulmaths.nt.edu.au/mmws/nz/ if this suits your family arrangements.
Your child would also enjoy sharing with you activities they have learned in class and would appreciate your making time to play a maths games with them. Here are two we have played in class. You might like to make up one of your own too.
Memory Tens.
In pairs, using playing cards with Kings and Jacks removed, and using the Queen as a zero:
Cards are turned down and spread out in front of the players.
Players take turns to draw pairs. If the numbers on the two cards combined make ten, the pair is kept by the player.
For example: A player draws 6 and 4 and states 6 + 4 = 10 and keeps the pair.
The game continues till all cards are used up.
The winner is the person with the most pairs.
Snap for Ten.
In pairs, using playing cards with Kings and Jacks removed, and using the Queen as a zero:
Turn over a card to begin the game.
Players take turns to turn over a card from the pack, placing the turned card on top of the card before. If the turned card can combine in some way with the previous card to make ten the student says, ‘Snap’, states the equation and collects the pile of cards.
For example: if 9 is turned, followed by a 1, 9 + 1 = 10 is stated and the pile of cards is collected.
The winner is the person with the most cards.
Printed from https://meaningfulmaths.nt.edu.au/mmws/nz/resource/making-ten at 8:31pm on the 26th February 2024