Lesson 1 - Solve Addition and Subtraction Problems to 10

Achievement Objectives
Knowledge
Level 1, Number and Algebra
Know groupings with five,
within ten, and with ten.
Strategies
Level 1, Number and Algebra
Use a range of counting,
grouping, and equal-sharing strategies
with whole numbers and fractions.

Aim
The initial warm up activity will encourage
students to learn the addition facts of ten.
The following strategy based activities will
focus on getting students to use imaging to
solve addition and subtraction word problems
to and from 10; first by using shielding, and
then imaging only.

Key Competencies
Thinking: Mathematically and logically to
solve problems
Using language, symbols, and texts: to
make meaning of, and produce, word
problems.

Numeracy Project Stage

Strategy
Stage 3: Counts from One by Imaging
Stage 4: Advanced Counting (Counts On)

Cultural Competencies
Wnanga: Supports co-construction and
cooperative learner-focussed activities
Specific Learning Outcomes
Identify the addition facts for
10
Solve addition problems to 10
by counting all the objects in their
head.
Solve subtraction problems
from 10 by counting all the objects in
their head.
Equipment

Knowledge
Basic Facts:
Stage 2: Instantly recalls facts to five
Stage 3: Instantly recalls facts to ten
Learning Intentions
I am learning to know the basic addition facts
for 10.
I am learning to solve addition and
subtraction problems to/from 10 in my head
Construct number equations from number
stories

Go Fish 10 Cards (6 x 1-9 numeral cards)

Modelling Book and Pens
Word Questions (Appendix A)

Warm Up Activity - Go Fish 10

We are going to look at all the different ways we can add numbers to make 10 by playing a
card game
- Deal out cards to students, this will be a time for them to get used to using the
cards.
I would like you all to find two cards that when added together make 10
- Students then share their equation, how did you work that out? (Diagnostic
check of strategies)
- Ask students to find more pairs of cards that sum to 10 and to place them in
front of them facing up together.
So, X, can you show me 1 of your cards that you dont have a pair for to make 10?
What number card would you need to make 10? Ask one of your classmates if they have

that card
- Explain the rule to students that if they have a card asked of them they must
give it up. They can then keep asking for cards until they are told that they dont have
the card wanted.
The aim of the game is to get the most pairs that sum to 10!
**Ask students some of the ways they made up 10 during the game and use modeling book to
represent these in number sentence/make number story/picture/materials**
- If I had this card, which would I need to make 10?
- What were your favourite parts of the game? What were the hardest?
- What should we call this game?!
END OF ACTIVITY
Strategy Teaching
For this activity you need to all keep your hands behind your back
Problem: Jessee has 5 brownies in her lunchbox and Alonzo gives her 3 more. How
many brownies does she have now?
Lets come up with the number sentence for this one together before we work it out
- 5 + 3 = , write in modelling book
- Students think about answers
- Ask students for strategies, How did you work that out, encouraging all ideas
(counting on, counting all - fingers), Mia/Kortez likely to have imaging strategy
- If some students struggling allow them to use hands in front but encourage to
replace them behind back for each new word problem.
Problem: Kortez has 7 marbles and he hides some. Mia is watching and can only see 2
marbles now. How many marbles did Kortez hide?
- Write 7 - ? = 2 in the modelling book.
- What is the missing number?
- Can we check this using addition?
- Ask students for strategies. Do we notice anything different about Xs and Xs
strategies - drawing attention to those who didnt use fingers, perhaps counting on?
With this next activity I want you to think about the solution without using your hands if you
can
- Dependent on students progression/strategies
Problem: In the morning Alonzo drew 6 pictures, at morning tea he drew some more.
Now he has 9 pictures! How many drawings did Alonzo make at morning tea?
What number sentence would we use for this problem?
- Work out on modelling book together 6 + ? = 9
- Ask for strategies, compare
Problem: Mia meets 6 fairies in the forest one day. She sends 4 fairies away to go and
play with Jessee. How many fairies are still with Mia?
What number sentence should we use for this problem?
- Write out on modelling book 6 - 4 = ?
- Ask for strategies, compare

Lets try to create our own number story now for this number sentence: 6 - ? = 5
- Now can we solve it together Hands behind backs or not at all depending on
levels
Repeat with following equations:
3+7=?
1+?=6
5+?=7
10 - 3 = ?
9-?=4
8-?=5
**If wide differences in levels appear, get advanced students to work on these, creating their
own word problems and then solving each others**
Counting On.
8 + ? = 13
5+6=?
6 + ? = 12
89 + 4 =
93 + 5 =
14 - ? = 9
12 - 5 = ?
11 - 9 = ?
56 + 3 +
78 + 4 =
Reflection
What did you enjoy the most about todays lesson?
What was the hardest part?
Did you notice anything you liked about the way others worked things out today?
What did you learn today?

Where to Next for the learners?

Evaluation

Feedback

Resources:
Go Fish 10: http://nzmaths.co.nz/resource/go-fish-10
Both Hands: http://nzmaths.co.nz/resource/both-hands