Goal 3 – Within 10
Concrete Routines
1)
All the Ways – have students show all the ways to make
10 on their abacuses or on the large class abacus. At first they may do this without an
organized system, but provide assistance in noticing patterns and encourage
students to develop a systematic approach (e.g., 0+10, 1+9, 2+8, 3+7, …). Have students write and/or say all the ways
to make 10 in the following ways:
a)
Using
equations such as 10=0+10, 10=1+9, …
b)
In part-whole
grids
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2)
Abacus Choral – have student(s) model “Within 10”
addition problems first, and then addition and subtraction problems
interchangeably. When working on Goal 3
addition, you’ll need to include problems from Goals 1 and 2, since all of the
Goal 3 addition problems make 10. For
subtraction, at least at first, you’ll probably want to focus in on the Goal 3
facts. When students are relatively
fluent with Goal 3 subtraction, be sure to incorporate Goal 1 and Goal 2
subtraction.
3)
Ten Frame Choral – have students model “Within 10” problems
using individual ten frames (see FactsWise Part-Whole Resources) and two
colored counters.
4)
Snap Cube Student Leaders – have one or more students use snap cubes
(unifix, multilink, …) to model “within 10” addition and subtraction problems
and lead students in choral responses such as “10=6 + what?” and “10-6 makes”.
Representational Routines
5)
Two Hands Cards Choral – show students the “Within 10” two-hand
cards (see FactsWise Part-Whole Resources) and use choral response, such as
“10=7 + what?” and “10-7 makes”.
6)
Ten Frame Choral – show students “Within 10” ten-frame
cards and use choral response, such as “10=7 + what?” and “10-7 makes”. Ten-frame cards - http://www.wsd1.org/pc_math/Dot%20Card%20and%20Ten%20Frame%20Package2005.pdf.
7)
Ten Frame Powerpoint – work with students to develop a choral
response routine for the “Within 10” powerpoints for addition and subtraction.
8)
Part-Whole Grid Choral – show students part-whole grids for
“Within 10” (see FactsWise Part-Whole Resources) and have students state both
the addition and subtraction relationships while you write them on the
board.
Abstract Routines
9)
Snap Facts – Say a fact such as “5+3 makes” and then
use a hand signal for wait. Give
students 2 or 3 seconds to process, and then snap your fingers, at which time
students will choral respond with the answer.
Watch carefully for facts where some students are delaying their
answers, and repeat those several times before you end the activity. Remember to spend more time on subtraction
facts than you do on addition facts!
