### Lesson plan

# Give Me 10!

#### Learning Objectives

Students will be able to add within 20 by using multiple strategies involving the commutative and associative properties.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.

#### Introduction

*(10 minutes)*

- Begin by writing the following sentence on the board:
*I can compose a beautiful melody.* - Underline the word
**Compose,**And ask the students to turn to a partner and think of a definition for this word. - After discussing their answers as a whole group, tell the students that the word compose means to create something by combining things or parts.
- Explain to your students that they will create or compose a tossed salad by combining different ingredients and parts together.

#### Explicit Instruction/Teacher modeling

*(15 minutes)*

- Inform the students that instead of a recipe, you will create a maths sentence that can describe how you composed the salad.
- Write the following maths sentence on the board:
*Lettuce + Tomatoes + Carrots = Tossed Salad* - Challenge the students by playing with the construction of the sentence by moving the words around, stopping each time to ask if the maths sentence is still true. For example:
*Carrots + Lettuce + Tomatoes = Tossed Salad; Tomatoes + Carrots + Lettuce = Tossed Salad*. Both of these statements are still true! - Turn up the challenge one last time by writing the following maths sentence on the board:
*Carrots + Lettuce + Tomatoes = Tomatoes + Lettuce + Carrots*. This statement is also true!

#### Guided practise

*(20 minutes)*

- Draw a ten-frame by combining ten equal squares together, and then write the word
**Decompose**Above it. - Tell the students that you just composed a ten-frame by combining ten individual, smaller parts together, but that you will now be working to decompose the ten-frame.
- Explain that the definition of decompose is to separate something into smaller parts.
- Grab a die, and tell the students that you will be using the dice to help you write a maths sentence that can help you decompose, or separate, the ten-frame into 3 smaller parts.
- Write the following maths sentence beneath the ten-frame:
**____**++ _**__**= 10**____** - Roll the dice, and colour in a representation of the number within the ten frame and maths sentence. For example, if the dice rolls 4, write 4 in the maths sentence, and colour in four squares in the ten frame with a red marker.
- Now, the number sentence is 4 +
+ _**__**= 10**__** - Repeat the exercise one more time. For example, if the dice rolls 5, colour in 5 additional squares with a green marker. The sentence is now 4 + 5 + _
= 10**__** - Stop and ask the students to predict which number the dice must roll to make 10. You can fill in the missing number at this point to complete the sentence.
- Explain to your students that the whole number 10 can be decomposed by separating it into the three smaller parts. Ask them to name those parts.
- Challenge the students one more time by writing the following maths sentence on the board: 4 + 5 + 1 = 1 + 5 + 4
- Ask the students if the sentence is true. Explain to them how the sentence is, in fact, true because 9 + 1 = 10, and 1 + 9 = 10.
- Teach the students that this strategy is known in maths as the
**Associative property**, which says that numbers can be added regardless of how they are grouped. - Draw a new ten-frame, and roll the dice again. Repeat the exercise with only two turns this time. For example, if the dice rolls 3, colour in three squares in the ten frame. The number sentence will be 4 +
= 10**__** - Ask the students to predict which number needs to be rolled by the dice. When they do so, write in the answer, and then demonstrate how the
**Commutative property**Works by writing the following on the board: 4+6=6+4. The numbers are flipped but still equal the same value.

#### Independent working time

*(20 minutes)*

- Inform the students that they will now work on composing and decomposing a ten-frame with a partner.
- Have the students pair up, and provide each of them with a Give Me 10 worksheet and a pair of dice.
- Have the students take turns rolling the dice and coloring in the ten-frame.
- Allow them to refer back to the board for samples of the commutative and associative maths sentences.

#### Differentiation

**Enrichment:**Challenge above-level students with Number Pairs Bubble Buster: Set 1To practise fast-paced addition fluency within 10.**Support:**Below level students can practise number-to-object correlation by using a deck of UNO cards and manipulatives to compose numbers.

#### Assessment

*(10 minutes)*

- Pass out the Give Me 10 quiz to each individual student after the lesson or at the end of the week when students have gained more practise with the commutative and associative properties.

#### Review and closing

*(5 minutes)*

- Have your students reflect on their learning by having them practise addition fluency exercises.
- Tell your students that at the count of three, each one of them has to hold up a number on their hands and find a person in the room that has a number on their hands that they can make 10 with.