Overview

This 5-day lesson series focuses on deepening Kindergarten students' understanding of adding and subtracting with 10, using hands-on manipulatives to visualize groups of ten in both addition and subtraction contexts. The lessons align with Common Core State Standards (CCSS) and Georgia Standards of Excellence (GSE). Each day includes learning goals, success criteria, high-yield instructional strategies, checks for understanding, differentiated supports, and engaging exit tickets.

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Standards Alignment

Common Core State Standards (CCSS Math K.NBT.B.5):

• Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Georgia Standards of Excellence (GSE) for Kindergarten - K.NBT.5:

• Fluently add and subtract within 10 using mental strategies.
• Understand addition and subtraction of numbers to 10, especially decomposing and composing numbers to make 10.

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Day 1: Exploring Groups of Ten

Learning Goals

• Understand “10” as a benchmark number in addition and subtraction.
• Use manipulatives to build and break apart groups of 10.

Success Criteria

• Students can create a group of ten using manipulatives.
• Students can recognize when numbers combine to make 10.

Materials

• Counters or colored blocks (at least 20 per student)
• Ten frames
• Whiteboard and markers

Instructional Strategies

• Concrete-Representational-Abstract (CRA) Approach: Begin with manipulatives (concrete), then draw ten frames (representational), then solve numeric story problems (abstract).
• Think-Pair-Share: Students discuss findings with partners before sharing with the class.

Activities

1. Introduction (5 minutes): Teacher models how to build a group of ten using counters on a ten frame. Explain the importance of 10 as a 'friendly number' in math.
2. Hands-on Activity (15 minutes): Students work with counters to build groups of ten, break apart, and rearrange them. For example, build 7, then add more counters to make 10.
3. Partner Discussion (5 minutes): Students explain how they made 10 using their counters.
4. Guided Story Problems (5 minutes): Teacher reads simple addition problems that add up to 10 and models visualization using the ten frame.

Checks for Understanding (CFU)

• Can the student build a group of 10 accurately?
• Does the student demonstrate the ability to add counters to reach 10?

Exit Ticket

• Show your counters and build 10 in two different ways (e.g., 6 + 4, 8 + 2).

Differentiation

• Support: Provide pre-structured ten frames with 7 or 8 blocked spots.
• Challenge: Ask students to find all possible pairs that add to 10 and describe them orally.

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Day 2: Subtracting to Ten

Learning Goals

• Understand subtraction as “taking away” from 10.
• Use manipulatives to subtract from 10 and explain the process.

Success Criteria

• Students can subtract quantities from 10 using counters.
• Students explain subtraction as breaking apart 10.

Materials

• Counters or blocks
• Ten frames
• Story problem cards

Instructional Strategies

• Modeling and Verbalization: Teacher models subtraction using counters, verbalizing each step.
• Interactive Storytelling: Use simple subtraction story problems relevant to students’ experiences.

Activities

1. Warm-up (5 minutes): Quick review of building 10 with counters.
2. Demonstration (7 minutes): Teacher models “If I have 10 counters and I take away 3, how many are left?” Students count remaining counters.
3. Hands-on Practice (10 minutes): Students act out subtraction problems using manipulatives.
4. Story Problem Time (5 minutes): Students listen to subtraction stories and use counters to solve.
5. Partner Share (3 minutes): Students explain subtraction steps to partners.

CFU

• Can students represent subtraction from 10 with counters accurately?
• Do students articulate the concept of “taking away”?

Exit Ticket

• Using your counters, show 10 - 4 = __ and explain what you did.

Differentiation

• Support: Use smaller numbers (e.g., subtracting from 6 or 7 first).
• Challenge: Introduce subtraction by counting back on a number line from 10.

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Day 3: Addition Stories with 10

Learning Goals

• Use addition to make 10 in different contexts.
• Translate story problems into addition equations involving 10.

Success Criteria

• Students correctly solve story problems that sum to 10 using manipulatives.
• Students can write or dictate simple addition equations.

Materials

• Counters
• Story picture cards
• Student whiteboards

Instructional Strategies

• Story Mapping: Visually mapping story elements to math operations.
• Guided Drawing: Students draw their problem-solving steps.

Activities

1. Story Introduction (5 minutes): Teacher reads a story with addition involving 10 (e.g., "Lily has 6 apples, and her friend gives her 4 more. How many apples does Lily have now?").
2. Manipulative Use (10 minutes): Students use counters to act out the story and build groups of 10.
3. Equation Writing (7 minutes): Students write or dictate the number sentence 6 + 4 = 10.
4. Drawing Time (5 minutes): Students draw circles or dots to represent counters.
5. Partner Share (3 minutes): Share drawings and equations.

CFU

• Can students correctly match story details to manipulative quantities?
• Are addition equations formed properly?

Exit Ticket

• Draw a picture for the story problem: You have 7 blocks, and get 3 more. How many blocks now?

Differentiation

• Support: Use simpler stories with smaller numbers adding to 10.
• Challenge: Create their own addition story to make 10.

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Day 4: Subtraction Stories with 10

Learning Goals

• Use subtraction to break apart 10 in story contexts.
• Write or dictate subtraction number sentences.

Success Criteria

• Students solve subtraction story problems involving 10 using manipulatives.
• Students explain subtraction in their own words.

Materials

• Counters
• Story cards
• Student whiteboards

Instructional Strategies

• Talk Alouds: Teacher verbalizes reasoning during story problem solving.
• Peer Teaching: Students help each other describe subtraction steps.

Activities

1. Story Recap (5 minutes): Teacher reads subtraction stories that include 10 (e.g., “You had 10 cookies and ate 4").
2. Manipulatives (10 minutes): Students act it out by removing counters from a group of 10.
3. Writing Subtraction Sentences (7 minutes): Students dictate or write 10 - 4 = 6.
4. Partner Explanation (5 minutes): Students explain subtraction in their own words.

CFU

• Are students accurately taking away counters to model subtraction?
• Do students correctly form subtraction sentences?

Exit Ticket

• Use your counters and solve: 10 - 5 = __. Write or say your number sentence.

Differentiation

• Support: Provide visual subtraction number lines.
• Challenge: Use subtraction stories involving two-step problems with 10.

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Day 5: Independent Story Problems and Review

Learning Goals

• Independently solve addition and subtraction story problems involving 10.
• Demonstrate fluency in making 10 using manipulatives.

Success Criteria

• Students solve at least three story problems independently using manipulatives or drawings.
• Students explain their answers orally or in writing.

Materials

• Story problem cards (mixed addition and subtraction)
• Counters
• Student whiteboards
• Exit ticket worksheets

Instructional Strategies

• Independent Practice: Students apply skills practiced earlier.
• Peer Review: Students check each other’s work and compare strategies.

Activities

1. Warm-up (5 minutes): Quick group review of making 10 with counters.
2. Independent Work (15 minutes): Students solve 3 mixed story problems independently using counters or drawings.
3. Peer Discussion (5 minutes): Share and discuss different solution strategies.
4. Exit Ticket (5 minutes): Complete a worksheet with 3 problems and explain one orally.

CFU

• Can students independently solve addition and subtraction problems involving 10?
• Are explanations clear and aligned with reasoning?

Exit Ticket

• Solve and explain: If you have 10 balloons and 7 fly away, how many balloons are left? Write your answer.

Differentiation

• Support: Provide guided checklist for solving story problems step-by-step.
• Challenge: Encourage students to create their own story problems involving 10 to share with the class.

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Summary of High-Yield Strategies

• Use of manipulatives (counters, blocks, ten frames) for concrete learning.
• Application of the CRA Model to build conceptual understanding.
• Storytelling to contextualize math within relatable scenarios.
• Frequent partner talk to develop mathematical language and reasoning.
• Use of visual models and drawings to bridge concrete and abstract thinking.

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This plan fosters a rich, tactile, and story-centered learning environment for Kindergarten students to master addition and subtraction involving 10, deeply aligned with Common Core and Georgia Standards, designed to keep young learners engaged while ensuring skill mastery through clear, age-appropriate objectives and fun, purposeful activities.