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Understanding the Importance of Ten in Early Math Education

This resource focuses on teaching the concept of ten as a foundational element in mathematics for students. It explores strategies using multiples of ten and the number six through addition and multiplication. The objectives include understanding the significance of ten, assessing students’ grasp of the concept, and supporting teachers in conveying the idea effectively. Activities such as “Making Ten” and “Unitizing a Ten” are discussed, along with insights into place value and the Common Core Standards that guide early math education from kindergarten through second grade.

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Understanding the Importance of Ten in Early Math Education

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Presentation Transcript

  1. On Your Own Make 3,786 Use only multiples of ten and the number 6 You may use Multiplication and Addition

  2. Talk with a Partner Make 3,786 use only multiples of ten and the number 6 You may use Multiplication and Addition How did your strategies incorporate place value understandings?

  3. Today’s objectives • Why is TEN important? • How does it relate to later work with place value? • What do students need to know before they can access the idea “a ten is ten ones?” • How do you know when a student “really gets” ten? • How can I help teachers understand the development of “ten” in students?

  4. Making Ten • How many? • How many more to make ten? What does a student need to know before they can engage in this type of activity?

  5. Hide and Seek As you watch the videos, think about • What indicates understanding… • In what the student says • In what the student does

  6. Making Ten- Building a Ten Frame • How does the following student determine how many more are needed to fill the ten-frame?

  7. Making Ten • What is the difference between counting ten and internalizing ten? • Counting- students count objects or “holes” in a ten frame • Internalizing- students know from memory missing parts

  8. Making Ten • How would it look if the student had internalized ten?

  9. Making Ten • Counting versus Internalizing? • Where do we expect students to be by the end of K? 1st? 2nd ?

  10. What does the Common Core say? • K.OA.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. • What does that look like? Activity here? • Find the missing part of FIVE

  11. “Unitizing a ten” Put these in order in terms of number development • Students look at the number 19 and tell you that it is 1 ten and 9 ones or 19 ones • Students look at the number 19 and know that it can be made up of 1 ten and 9 ones • Students tell you that 19 = 10 + 9 • Students tell you that 19 is a full ten frame with 9 leftovers • Students split 19 counters up- 10 on a ten frame and 9 off the 10 frame • Students count 19 objects • Students tell you that 19 is a full ten frame with some leftovers • Students put 10 on a ten frame and 9 off the ten frame • Students look at 19 and tell you that it is more than 10

  12. Need slide with answer

  13. What does the Common Core say? • K.NBT.1 • Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. • What does that look like?

  14. What does this look like?

  15. Facilitating an Understanding of TEN in your building • Facilitator Move… • Your teachers say, “we’ve already started teaching the students about ten” • What can you help your kindergarten teachers understand NOW?

  16. Facilitating an Understanding of TEN in your building With your K-2 Teachers… • Take a look at the Common Core Standards • What do you notice? • How does the expectation for understanding ten build? • How does this impact 3rd – 5th grade? TEN • K.NBT 1 • 1 NBT 2a • 1.NTB 2b • 1.NTB 2c • 2.NBT 1a-b • 2.NBT 7 • 3 NBT1 • 4NBT2-3

  17. Pcs. From “new” kdg. sessions

  18. Hey… • If “ten” comes later in the year, why are we talking about this now? • What risk is there in starting early?

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