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.
Measurement Topic
This standard is reported on the report card in these quarters as follows:
Kindergarten Students Learning Kindergarten Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic: Demonstrates understanding of addition.
About the Math
Skills and concepts below are learning goals for this standard.
Determine the number to add a given number 1-9 to make 10.
Represent combinations of 10 with a drawing or equation.
This concept is the beginning of anchoring numbers to five and ten. The five frame is an effective tool to help students see numbers to five. Using a five frame, explain that one counter is put in each square. Ask the students to place four counters on the five frame. Ask them what they notice about four - it is one away from five. Once the five frame is understood, introduce the ten frame (see "online resources"). The standard way to show numbers on a ten frame is to fill up the top row, starting on the left, the same way you read. When the top row is full, counters can be placed in the bottom row, starting at the left. Ask students about the relationships of the number shown to five and ten. "Show me 7 on the ten frame. How many more to make ten? How many more than five?" Move to representing the relationships to recording them through expressions and equations.
Progression of Standard within Kindergarten
This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.
Progression Throughout Year
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Determine the number to add a given number 1-9 to make 10.
Represent combinations of 10 with a drawing or equation.
These tasks can be used with small group or whole group instruction.
Roll a ten-sided die, build the number with counters or connecting cubes and then build the amount needed to make ten with another color. Record the answer with a picture or equation.
Flip over a digit card from zero to ten and ask how much more is needed to make ten. Give students access to counters and/or ten frames. Give students their own digit card and ask them to show how many more they would need to make ten. Extend the activity by having students find a partner whose digit card will make ten with theirs. Can they draw a picture or write an equation to represent their how their two cards make ten?
I have four and I know that six more would make ten. If I have six how many more would I need to make ten? If I have nine how many more would I need to make ten? If I have one how many more would I need to make ten?
Oscar chose two different dominoes from a pile of dominoes. If he added the dots on each domino, the sum of each domino was 10. What could the two addition sentences be for the two different dominoes he picked?
Amy and Cara were playing making ten with ten frame cards. Amy picked the four ten frame card and Cara picked the 8 ten frame card. What cards do Amy and Cara need in order to make 10?
Julie had 10 seeds to plant in her garden. Some were cucumbers and some were tomatoes. How many could be cucumbers and how many could be tomatoes?
SLIDE-BASED TASKS
These links are HCPSS created instructional tasks. These tasks are provided in Google slides.These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first(often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.
These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.
All kindergarten teams have been provided with the resources listed below.
Print Resources
Book Thumbnail
Title
Reference
Teaching Student-Centered Mathematics by: John A. Van de Walle and Lou Ann H. Lovin
Activity 2.20 - I Wish I Had, p. 51
Activity 4.11 - Say the Ten Fact, p. 106
Hands-On Standards published by: Learning Resources
Lesson 12, Part-Part-Whole , p. 38
Math Intervention K-2 by: Jennifer Taylor-Cox
Big Top Twelve, p. 96-97
Broken Towers, p. 117
Race to the Top, p. 139-141
Race to the Bottom, p. 144-145
Tasks connected to Literature
Suggested titles to support the standard can be found below. Check your school library or Howard County Library System for availability, or purchase using Materials of Instruction (MOI) funds. When available, select links to view activities aligned to each title.
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.
Measurement Topic
The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.
Kindergarten Students Learning Kindergarten Standards by Measurement Topic