K.OA.A.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.

UNPACKED

This standard asks students to determine what number can be added to a given number to make 10. Objects such as counters, blocks, fingers, and other manipulatives can be used and then drawn on paper to represent this problem.Students who have mastered this skill can "make ten" as a strategy for adding; for example, to add 8 + 6, they can decompose the 6 into 2 + 4 (note that this also uses skills from K.OA.3), knowing that 8 + 2 makes ten. Then they can observe that 8 + 2 + 4 = 10 + 4 = 14. This is an important strategy in the next grades.

Students build upon the understanding that a number (less than or equal to 10) can be decomposed into parts (K.OA.3) to find a missing part of 10. Through numerous concrete experiences, kindergarteners model the various sub-parts of ten and find the missing part of 10.

Example:
When working with 2-color beans, if a student has 6 beans, the student determines that 4 more beans are needed to make a total of 10.

In addition, kindergarteners use various materials to solve tasks that involve decomposing and composing 10.

Fact families are especially beneficial in helping students to understand the relationship between addition and subtraction. Being able to subtract from 10 might give students an advantage when determining what number can be added to a given number to make 10.

Students should have ample opportunities to use manipulatives in constructing concrete models ofmissing-addend problems.

The use of manipulatives and technologies is helpful for those students needing additional visual cues and hands-on experiences. Using a set of ten objects and decomposing it to make two smaller sets will help childrenvisualize what they are learning.

Drawings can be used to further develop understanding the processes involved in finding the difference in a subtraction problem.

Starting with a random number less than 10, use the word "addition" to represent an example that includes the number 10 and a variable in the form of "?", e.g., 2 plus what number equals 10?

Questions to consider:

When given the first addend, can students correctly solve simple addition facts in which the sum is 10 ?

Are students able to take a drawing of a given mathematical situation that makes ten and write it in a number sentence form?

Are students able to represent their method of problem-solving with manipulatives or drawings using 10 objects?

Tens frames are a tool to use to develop this standard. To have students put a certain amount of markers on the frame and ask, “How many more do you need to have 10?”

Eight plus how many more equals 10?

Presenting word problems where students use manipulatives to solve makes the learning more relevant to them. Students also will be making sense of the problem, which is using math practices.

Example:

I was at the park and I saw 10 ducks. Seven of them were swimming in the pond and some more were lying in the grass. How many ducks were lying in the grass?

In Kindergarten, students need ample experiences breaking apart numbers and using the vocabulary “and” & “same amount as” before symbols (+, =) and equations (5= 3 + 2) are introduced. If equations are used, a mathematical representation (picture, objects) needs to be present as well.

Level 1
Entering / Level 2
Emerging / Level 3
Developing / Level 4 Expanding / Level 5
Bridging
Speaking / Generate and describe
combinations that make 10 when added to the given number orally with the teacher using counters. / Generate and describe
combinations that make 10 when added to the given number explaining the procedure with a partner and counters. / Generate and describe
combinations that make 10 when added to the given number orally using a ten frame in a small group. / Generate and describe
combinations that make 10 when added to the given number explaining to a partner. / Generate and describe combinations that make 10 when added to the given number using puppets to describe to classmates the procedure. (ie “sock puppets” app on ipad) / Level 6 Reaching

ELD Standard #3: English Language Learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.