Make 10: A card lesson to build number facts

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Summary:

This is a great mini-lesson that allows students to have fun while learning in maths. The idea is simple… Teach them a card game and let them practise. With more and more practise, your students will have an intricate knowledge of number and will easily calculate a variety of problems. The game can easily be adapted to make 21, make -5, etc… Have fun with it this week in your class.

Australian Curriculum Links:

  • Explore the connection between addition and subtraction (ACMNA029)
  • Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)
  • Solve problems by using number sentences for addition or subtraction (ACMNA036)

Lesson:

Introduction:
  1. Start children off on the floor in a circle and show how to play the following…

Make 10 – Rules:

  • Remove all the picture cards and 10s from a deck of cards and shuffle.
  • Once shuffled, layout 10 cards (facing upwards so you can see the numbers)
  • Explain to the children that the idea of this game is to ‘Make 10’ any way they like using any mathematical operations like addition, subtraction, multiplication and division.
  • Make a point that the ‘Greedier you are in this game, the better it is for you’
  • However, when you take some cards from the lineup, you have to ‘verbalise’ what you’re doing in your head (THIS IS GREAT FOR AUTOMATICITY!)
  • The idea is to get as many cards as you can.
  • The winner is the person with the most cards at the end of the game.
  • You can play the game in pairs, but threes works as well.

Game example:

After your 10 cards have been laid out, model how to take a turn by adding 2 cards together and verbalising what you did. E.g. “I know that double 5 is 10” or “I know that double 5 is 10, so if I add 6 and 5 that will be 12 and I take one more away to make 10”.

Body:
  1. Allow children to break up into pairs/threes and begin playing the game.
  2. Reiterate the need to verbalise what it is that they are doing as you rove around.

Conclusion:

  1. Conclude by asking students to discuss some of the ways that they made 10 and list these down on your board somewhere.
  2. You could make a ‘MAKE 10’ wall if you want for other students to refer to.

 

Assessment:

  • Encourage the use of anecdotal notes here and record ways to make 10.
  • Initial responses for the ‘Make 10’ wall to show which students are using different strategies.

Resources:

  • 1 Pack of cards per pair of students
  • Maths books and pencils

 

 

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