In the previous lesson, students discussed how making a ten can help them find the value of expressions in which one addend is close to 10. In this lesson, students continue to add two addends within 20, focusing on how making a ten can help them add. In the first activity, students match addition expressions to their equivalent expression. In the second activity, students participate in a Gallery Walk, noticing patterns between expressions that represent a sum. In each activity, students have access to double 10-frames and two-color counters as they explore patterns they notice.

As students worked in their small groups today, whose ideas were heard, valued, and accepted? How can you adjust the group structure tomorrow to ensure each student’s ideas are a part of the collective learning?