Number Bonds Mastery

Lesson 2: Exploring Number Combinations

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Grade Level

1st Grade

Duration

45 minutes

Class Size

25 students (working in pairs)

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Standards Alignment

• CCSS.MATH.CONTENT.1.OA.C.6
  Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
• CCSS.MATH.CONTENT.1.OA.B.3
  Apply properties of operations as strategies to add and subtract.
• CCSS.MATH.CONTENT.1.OA.A.1
  Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing.
• CCSS.MATH.CONTENT.1.NBT.B.2
  Understand that the two digits of a two-digit number represent amounts of tens and ones.

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Learning Objectives (I can…)

• I can create different combinations of numbers that add up to 10.
• I can use linking cubes to represent number bonds visually.
• I can work with a partner to discover and record number combinations on a part-part-whole mat.
• I can explain my thinking about how number parts make a whole.

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Success Criteria

• Students correctly use linking cubes to build number pairs totaling 10.
• Students accurately record number combinations on the part-part-whole mat.
• Students demonstrate ability to explain their work verbally or through simple drawings/writing.
• Students collaborate effectively with their partners during the activity.

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Materials Needed

• Linking cubes (10 per student pair, in two different colors if possible)
• Part-part-whole mats (laminated or printed on paper)
• Dry erase markers or pencils
• Chart paper or whiteboard
• Number bond visual anchor chart
• Dyslexia-friendly number word cards (using clear font like OpenDyslexic and high-contrast colors)

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Lesson Breakdown

1. Warm-Up & Review (5 minutes)

Activity:

• Review last lesson's number bonds to 10 with quick oral questions: “If I have 7, how many more to 10?”
• Show linking cubes demo on chart or whiteboard using two-color cubes to highlight meaning of parts and whole.
  Teacher Tip: Use clear, concise language and visual aids to support dyslexic learners.

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2. Introduction to Today’s Task (5 minutes)

I can statement projected on the board:
“I can explore different number combinations that make 10.”

• Explain that students will work with a partner to find all the ways to make 10 using linking cubes and record on part-part-whole mats.
• Model one example: Put 3 red and 7 blue cubes on mat, then write “3 + 7 = 10” in parts of the mat.

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3. Guided Pair Exploration (20 minutes)

Activity steps:

• Students get 10 linking cubes (ideally 5 red, 5 blue for visual contrast) per pair and a part-part-whole mat.
• They build different combinations of cubes that add to 10 (e.g., 1+9, 2+8, etc.), physically separating colors for parts.
• For each combination, partners record the parts and whole numbers on the mat using dry erase markers or pencils.
• Encourage students to verbalize their thinking to partner: “I have 4 red cubes, so how many blue do we need?”
• Teacher circulates to prompt thinking: “Are there more ways to make 10? How do you know?”

Differentiation:

• Provide number cards or visuals for students who need extra support in counting.
• Allow students to use fingers or tally marks if linking cubes are challenging.
• For dyslexic readers, use clearly spaced grids on mats and dyslexia-friendly font labels for numbers.

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4. Group Sharing & Discussion (10 minutes)

• Invite several pairs to share their different number combinations discovered.
• Use a large visual part-part-whole chart to compile findings as a class.
• Highlight patterns and strategies, e.g. “Notice when one part goes up by 1, the other goes down by 1.”
• Ask reflective questions: “Which part-part-whole combinations did you find hard or easy?”
• Reinforce vocabulary: part, whole, combination, add.

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5. Extension Activity (for early finishers or advanced learners)

• Challenge: Find all number bonds that make 20 using two-color linking cubes (if available) or draw their own part-part-whole mats with numbers to 20.
• Encourage writing simple number sentences such as “7 + 13 = 20.”

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6. Closing & Assessment (5 minutes)

• Students individually complete a quick exit ticket: draw and label one number bond to 10 on a mini part-part-whole mat.
• Use this to gauge understanding and plan for next lesson.
• Reinforce today's “I can” statements and success criteria verbally.

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Additional Teacher Notes

• Classroom Setup: Arrange desks in pairs with materials ready to promote easy collaboration and hands-on learning.
• Language: Use simple, consistent language and gestures to support English Language Learners and all students.
• Visual Supports: Anchor charts and physical cubes are critical to support concrete understanding.
• Dyslexia Accessibility: Ensure written materials use dyslexia-friendly fonts, avoid clutter, and provide oral instructions alongside written ones.

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This lesson carefully balances tactile exploration, peer collaboration, and visual recording to deepen first graders’ understanding of number bonds to 10, meeting the Common Core’s foundational development of addition fluency within 10 while fostering problem-solving and communication skills.