drawings, and record the answer with a drawing or equation. Knowledge Targets “I Can” Statements Standard Interpretations The number pairs that total ten are Know that two numbers can be added together to I can find the number to make ten. foundational for to work students’ ability make ten. fluently within base-ten numbers and operations. Different models, such as cubes, two-color counters, etc., assist students in visualizing these number pairs for ten. Example 1: Reasoning Target Students place three objects on a ten frame and then determine how many more are Using materials or representations, find the needed to a “make ten.” number that makes 10 when added to the given Students may use electronic versions of ten number for any number from 1 to 0, and record frames to develop this skill. the answer using materials, representations, or equations. Example 2: The student snaps ten cubes together to make Performance Target a “train.” Student breaks the into two “train” parts. S/he counts how many are in each part and record the associated equation (10 = ___ + ___). Student breaks the into two “train parts. S/he counts how many are in one part and determines how many are in the other part without directly counting that part. Then s/he records the associated equation (if the counted part has 4 cubes, the equation would be 10 = 4 + ___). Student covers up part of the train, without counting the covered part.
drawings, and record the answer with a drawing or equation. Knowledge Targets “I Can” Statements Standard Interpretations Know that two numbers can be added together to make ten. I can find the number to make ten. The number pairs that total ten are foundational for students’ ability to work fluently within base-ten numbers and operations. Different models, such as cubes, two-color counters, etc., assist students in visualizing these number pairs for ten. Example 1: Students place three objects on a ten frame and then determine how many more are needed to “make a ten.” Students may use electronic versions of ten frames to develop this skill. Example 2: The student snaps ten cubes together to make a “train.” Student breaks the “train” into two parts. S/he counts how many are in each part and record the associated equation (10 = ___ + ___). Student breaks the “train into two parts. S/he counts how many are in one part and determines how many are in the other part without directly counting that part. Then s/he records the associated equation (if the counted part has 4 cubes, the equation would be 10 = 4 + ___). Student covers up part of the train, without counting the covered part. Reasoning Target Using materials or representations, find the number that makes 10 when added to the given number for any number from 1 to 0, and record the answer using materials, representations, or equations. Performance Target