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Unit 2, Lesson 4

Make ten when one addend is 9.

EngageNY 60 min(s)Support for English Language Learners

In this lesson, students use ten-frames and number bonds to add 9 and another single-digit number by decomposing the second addend to make ten with the 9. For example, they solve the problem "Maria has 9 green cubes. Tony has 3 red cubes. How many cubes do Maria and Tony have?" by showing 9 dots and 1 dot together in a ten-frame, along with two extra dots, and by showing the decomposition of 3 into 1 + 2 as a number bond.

Related Lessons
Aligned Standards
Remediation Guidance
Teaching Strategies
Differentiation Strategies

Other lessons from Unit 2 in Grade 1 by EngageNY

Previous Lesson

Unit 2, Lesson 3

Make ten when one addend is 9.

60 min(s)

Next Lesson

Unit 2, Lesson 5

Compare efficiency of counting on and making ten when one addend is 9.

60 min(s)

Other lessons similar to this one

Unit 1, Lesson 1

Ten Frames 0-10

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North Carolina Department of Public Instruction

Unit 1, Lesson 2

Ten Frames 11-19

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2 Content Standards are aligned with this lesson

1.OA.B.3
1.OA.C.6

Major StandardsSupporting StandardsAdditional Standards

Standard 1.OA.B.3

Apply properties of operations as strategies to add and subtract. 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.)

Part of Major Cluster 1.OA.B

1 Math Practice Standard is aligned with this lesson

Standard MP.4

Model with mathematics.

Prerequisites for 1.OA.B.3

Kindergarten

K.OA.A.2

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Upcoming Standards for 1.OA.B.3

1st Grade

1.OA.C.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).

2nd Grade

2.NBT.B.9

Explain why addition and subtraction strategies work, using place value and the properties of operations.1

4th Grade

4.NF.B.3.A

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

4.NF.B.3.B

Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

4.NF.B.3.C

Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

6th Grade

6.EE.A.3

Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

6.EE.A.4

Identify when two expressions are equivalent (i.e. when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.

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