Carly Sharbaugh

Kindergarten
SOLs:
K.1 The student, given two sets, each containing 10 or fewer concrete
objects, will identify and describe one set as having more, fewer, or the same
number of members as the other set, using the concept of one-to-one
correspondence.
K.2 The student, given a set containing 15 or fewer concrete objects, will
a) tell how many are in the set by counting the number of objects orally;
Objective:
The students will be able to compose and decompose the number 10 using
two-sided counters and ten-frames.
Assessment of objective:
After the students finish playing the game, Making Ten Go Fish, they will
complete the worksheet titled, What Makes 10? where they are to fill in
their matches from the game to the spaces on the sheet. The sheet will have
pairs of spaces with and written between them for the student to fill in two
numbers that made 10. For example, if the students had a match of 8 and 2,
they would write the number 8 on one space and the number 2 on the other
space. This will let me know if the students are able to accurately make
ten.
Procedures:
First block:
1. Pass out 10 two-sided red/yellow counters to each student and the
paper ten-frames.
2. Present the students with the following problem: Mrs. Peters grew 10
flowers in her garden. Some were red and some were yellow. How
many of each did Mrs. Peters have?
3. Tell students, I have given you two sided counters red/yellow counters
to represent the flowers and a ten frame that represents the garden. I
want you to find all the different possible combinations of flowers in
the garden. Encourage the students to use the counters on their ten
frames to show how many of each Mrs. Peters had.
4. While students are working independently, walk around the classroom
and ask the students questions about what they are doing. These
questions will be based on what they have on the ten frame but a
question that could be used for every student is:
a. I see that you have ____ yellow/red counters on your ten frame.
How many of the other color do you need to fill your ten frame?
5. Once the students have had some time to work on their own, ask the
question, Who can tell me one possible solution to how many of each
color flower Mrs. Peters had?
a. Possible student responses: 1 yellow and 9 reds, 5 reds and 5
yellows, 8 reds and 2 yellows

Carly Sharbaugh
6. While students are sharing their findings, record the results on the
board by simply just making a table and putting red flowers on a side
and yellow flowers on the other.
7. Encourage students to continue to explore the different combinations.
8. If students are stuck, ask them the question, If we have __ yellow
flowers and ___ red flowers, how else can we make a flower
combination of 10 using those same numbers?
a. Student may respond by saying, You just switch the numbers so
there will be __ yellow flowers and ___ red flowers instead of the
opposite.
b. Ask the student, If that still makes 10 and we are using the
same numbers, why is it different?
c. Possible student responses: It just is, Its the same numbers,
It is different amounts of each flower.
d. Confirm this student response by offering a scenario that relates
back to the original problem. Mrs. Peters could have 1 yellow
flower and 9 red flowers in her garden that make 10 altogether
and I could have 1 red flower and 9 yellow flowers that still make
10 altogether. Therefore, it may look different, but in the end, we
will still have the same amount of flowers. (This is introducing
the concept of the commutative property without explicit
instruction).
9. Continue to add combinations to the board as students find them.
10.
Be sure to list all the possible number combinations that
students share to correctly compose 10.
11.
Clean up all of the counters and ten frames.
12.
Tell students, We are going to play the same game we did a
while back where we changed cards with everyone and then when I
said freeze and match we found the group that we belonged in
based on the card that we had. This time, we are going to play it by
finding the person that has the card you need to make 10. The name
of this game is Mix, Freeze, Match.
a. Mix, Freeze, Match
i. Cards with ten frames representing numbers 0-10 are
distributed to students.
ii. Students get up and continue to switch cards with other
students until the teacher says freeze.
iii. At this time, the students are to find the card that makes
10 with the card they are holding.
1. There may be some confusion about finding matches
for 0 and 10. If students ask how they are
supposed to make these matches, ask them, If I
needed to make 10 cookies and I had 0, how many
cookies do I need to have 10? The same goes for
students who have the number 10. Ask, If I had 10

Carly Sharbaugh
cookies and I only needed 10 cookies, how many
more cookies do I need to make 10?
iv. Once everyone has their match, the students go around
and share with the rest of the class how he/she and their
partner made 10.
Second block:
Making Ten Go Fish
1. Each player is dealt 5 cards. The remaining cards are stacked, face
down, as the Go Fish pile.
2. Each player looks for pairs from his cards with the sum of 10. They
place pairs in front of them on the table and draw new cards to replace
them.
3. Players take turns asking each other for a card that will make 10 with a
card in their own hands. For example, if I hold a 5, 3, 2, 4, 9, I might
ask for a 5 so I can make 10 and place the pair of 5s on the table.
4. If a player gets the card he asked for, he puts the pair down on the
table and picks a new card from the deck, but if he does not get the
card, the player must Go Fish and pick a new card from the deck. If
the new card from the deck makes 10 with a card in the players hand,
he or she puts the pair of cards down and takes another card.
5. If a player runs out of cards, he picks two new cards. A players turn is
over when no more pairs can be made that make 10.
6. The game is over when there are no more cards, or no more pairs can
be made.
7. When the students are finished playing the game, the teacher should
pass out the What Makes 10 worksheet and the students are to
independently complete it. They should transfer their matches from
the game to the spaces on the sheet. For example, if the students had
a match of 8 and 2, they would write the number 8 on one space and
the number 2 on the other space.
Challenge and Remedial problem
Challenge problem: If the students seem to be doing really well with the ten
frames during the Making Ten Go Fish game, give them regular number
cards to use.
Remedial problem: For the assessment: If the students are not able to
transfer what they see on the ten-frame to actual numbers, I will make a
separate recording sheet where there will be blank ten frames and they can
fill them in based on their matches from the game.
Childrens Book that could be used:
Norman, K., & Woodruff, L. (Illustrator). (2010). Ten on the sled. New York, NY:
Sterling Childrens Books.
Have a discussion each time an animal falls off the sled- how many are on
the sled and how many are off the sled, if there are ten altogether?

Carly Sharbaugh
SmartBoard lesson that could be used:
Bray, S. Making ten: Introduction to the concept of 10. Retrieved from
http://exchange.smarttech.com/
Article referenced in reflection:
Betts, P. (2015). Counting on using a number game. Teaching Children
Mathematics, 21(7), 430436.
http://doi.org/10.5951/teacchilmath.21.7.0430
NCTM standards:
Problem Solving: I used this standard by having the students solve the
problem about how many of each color flower Mrs. Peters could have in her
garden if she had ten altogether. They were grappling with and solving a
genuine problem.
Reasoning and Proof: During each of the games, but especially during Mix,
Freeze, Match and Go Fish, the students had to tell me how they were able to
figure out the match they needed.
Representation: The students used the red and yellow counters as well as the
ten-frames to solve the garden problem.
Communication: The students verbally told me the combinations they were
making with the red and yellow counters, they communicated during the Mix,
Freeze, Match game to find their partner and then shared what their matches
were, and they also had to record their matches from Go Fish on the
assessment sheet.
Connections: Since the garden problem could actually happen in real life, the
students are able to connect that to a real-world situation. Also, the students
had already played Mix, Freeze, Match with me before but just in a different
way. They have also been exposed to the game, Go Fish, before this lesson.