Number+1+Investigation+3

__Day One:__ Session 3.1
teach Make 10

**__ASSESSMENT on Place Value__**
to be added in as a center sometime this week

Give each student individually a collection of something to count (digis, cubes). There should be between 21 and 39 objects in the collection. Ask the group how they could count efficiently. Go through ways to count and agree that they will all put their objects in groups of ten.

Have each student put their objects in groups of ten and then count for you by tens.

Go around and say, "If I had 52 marbles, how many groups of ten would I have? How many ones / extras?" Ask each student at least one of these problems -- two is better. If they do well use greater numbers.

If you finish, play Make Ten.

Mini-lesson:
Learning Targets:
 * I automatically know combinations that equal 10.

Teach Make 10. worksheet version 1: (has the first number of the equation already) [|maketen3.doc] worksheet version 2: (list equations) [|maketen1.doc] worksheet version 3: (includes space to write the turn around fact) [|maketen2.doc] worksheet version 4: (subtraction facts also, draw the two parts) [|tenssubtraction.doc] worksheet version 5: (subtraction facts also) [|tenssubtractionv2.doc]

PHEW!

Phrase the question: "What goes with 7 to make 10?" and write the equation: 7 + ? = 10 Model thinking about the missing part in this way.

Work time:
Students play the game with their partner. Struggling students may use ten frames and counters, or towers of 10 cubes that they break, or a number line from 1-10. Push advanced students to know the facts as quickly as possible.

Sharing:
Quick Images with combinations of 10 on ten frames (page 113)

__Day Two:__ Session 3.2
Teach Tens Go Fish

Mini-lesson:
Learning Targets:
 * I automatically know combinations that equal 10.

Teach Tens Go Fish (Session 3.2)

Work time:
Students play either game with their partner. (Tens Go Fish or Make 10) Struggling students may use ten frames and counters, or towers of 10 cubes that they break, or a number line from 1-10. Push advanced students to know the facts as quickly as possible.

Sharing / Ten Minute Math
Coins / Counting money practice in small groups

__**Day Three**__ **Session 3.3**
Combinations of 10 continued

Mini-Lesson:
Learning Targets:
 * I automatically know combinations that equal 10.

Work Time:
Students work on the following games:
 * Make 10
 * Tens Go Fish

Sharing:
Strategies conversation, page 121

Mini-Lesson:
Learning Targets:
 * I automatically know combinations that equal 10.

Begin with Guess my Number on the Number Line

Work Time:
Students work on the following games:
 * Make 10
 * Tens Go Fish
 * Plus 1 / 2 Bingo
 * Trading Game

Sharing:
Quick images with 10 frames (p. 113) Quick Images on PowerPoint:[|TenFrames.ppt]

Mini-Lesson:
Learning Targets:
 * I can automatically add 1 or 2 to a number.
 * I automatically know combinations that equal 10.

Introduce basic facts cards and automaticity of facts. p. 130-131, Session 3.5.

Work Time:
Quizzing a partner and making piles of facts you know and facts you don't.

Sharing:
Demonstrate good partner work -- have 2 students share how they quizzed each other and how they encouraged each other.