The purpose of this activity is for students to practice finding the number that makes 10 when added to a given number. They can represent this number on their bead tools, fingers, or 10-frames and determine the number that needs to be added to make 10 (MP5).

• Invite students to share how they figured out the number needed to make 10.
• Display .
• “Elena estaba completando su ecuación. Ella solo escribió el número que coloreó su compañero. Escribió: . ¿Qué número coloreó Elena? ¿Cómo lo saben?” // “Elena was filling in her equation. She only filled in the number her partner colored. She wrote . What number did Elena color? How do you know?” (She colored in 2, because 8 and 2 make 10.)

The purpose of this activity is for students to find the number that makes 10 when added to a given number. Students fill in equations with an unknown addend. Students choose appropriate tools strategically as they choose from tools used throughout the year (MP5). For some equations, students may not need a tool because they know the composition to make 10, which is discussed in the Activity Synthesis.

• “¿Cómo escogieron la herramienta que les ayudaría a averiguar cuál número necesitaban para formar 10? ¿Hubo problemas en los que averiguaron la respuesta sin usar ninguna herramienta?” // “How did you choose which tool to use to help you figure out which number you needed to make 10? Were there any problems that you figured out without using a tool?”

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts. Students choose from five centers introduced in previous units. Students can choose to work at any previously introduced stage of these centers:

• Shake and Spill
• Number Race
• Grab and Count
• What's Behind My Back?
• Pattern Blocks

Students will continue to choose from these centers in upcoming lessons. Keep the materials from each center organized to use each day.

• “¿Qué pueden hacer para trabajar con éxito en los centros? ¿Qué pueden hacer sus compañeros para ayudarlos a trabajar con éxito? ¿Qué puede hacer su profesor?” // “What can you do to be successful when working in centers? What can your partner(s) do to help you be successful? What can your teacher do?”