The purpose of this activity is for students to compose and decompose 10 in multiple ways. Students shake and spill 10 counters and find an equation to match each composition and decomposition.

• Display
• “Usen sus fichas para mostrar esta ecuación” // “Use your counters to show this equation.”
• “¿Cuántas fichas hay? ¿Cuáles son las 2 partes que ven?” // “How many counters are there? What are the 2 parts that you see?” (There are 10 counters. There are 8 red counters and 2 yellow counters or 8 yellow and 2 red counters.)

The purpose of this activity is for students to find how many counters are needed to fill a 10-frame. Students may count the number of empty squares or use counters to fill them. Students may be able to recognize how many counters are needed without counting. With repeated experience composing 10 in many ways, students may begin to know the combinations to make 10 (MP8).

• Display the image of 2 counters on a 10-frame.
• “¿Cuál ecuación marcaron para este tablero de 10? ¿Por qué?” // “Which equation did you circle for this 10-frame? Why?” (I circled , because there are 2 red counters on the 10 frame. There are 8 empty squares, so I need 8 more counters to fill in the 10 frame.)
• Write .
• “¿Qué muestra el 10 en esta ecuación?” // “What does the 10 in this equation show?” (There are 10 squares in the 10-frame.)

The purpose of this activity is for students to choose from activities that offer practice with counting, adding, composing, and decomposing numbers.

Students choose from any previously introduced stage from these centers:

• Shake and Spill
• Counting Collections
• Roll and Add

• “¿Alguna vez los ha decepcionado cambiar de centro o finalizar los centros porque querían seguir jugando? ¿Qué hicieron?” // “Have you ever been disappointed when it was time to switch or end centers because you wanted to keep playing? What did you do?”