The purpose of this activity is for students to learn Stage 4 of the Math Fingers center. Students roll a cube onto the number mat. They work with partners to show a number on their fingers and determine how many fingers are needed to make 10. Students fill in an equation to represent each composition and decomposition of 10.

MLR8 Discussion Supports. Use multimodal examples to clarify what it means to determine how many fingers are needed to make 10. For example, display a set of hands that have 10 fingers up to compare with another visual that doesn't have 10 fingers up.
Advances: Listening, Representing

• “Si Lin levanta 8 dedos, ¿cuántos dedos más debe levantar para formar 10? ¿Cómo lo saben?” // “If Lin holds up 8 fingers, how many more fingers does she need to hold up to make 10? How do you know?” (2 fingers. I held up 8 fingers and counted 2 fingers that are down. I know that 8 and 2 make 10.)

The purpose of this activity is for students to determine how many are needed to make 10 when added to a given number. Students may use 10-frames or fingers to help them make 10. As students choose how to determine how many are needed to make 10, they use appropriate tools strategically (MP5). Students fill in equations to show each way to compose and decompose 10. The purpose of the Activity Synthesis is to highlight different strategies students use based on the given number. These may include:

• Using a 10-frame.
• Using fingers.
• Knowing the number that makes 10 for numbers like 5 and 9.

10-Frames are provided as a blackline master. Students will continue to use these throughout the year. Consider copying them on cardstock or laminating them and keeping them organized to be used repeatedly.

• Invite a student who used a 10-frame and counters to share how they figured out how to make 10 with 2.
• “¿Cuáles son las 2 partes que se usaron para formar 10?” // “What are the 2 parts that they used to make 10?” (2 and 8)
• Invite a student who used fingers to share how they figured out how to make 10 with 6.
• “¿Qué ecuación se debe escribir? ¿Cómo lo saben?” // “What equation should they write? How do you know?” (They should write , because 6 and 4 go together to make 10.)
• “¿Hubo números para los que ya se sabían cuántos más necesitaban para formar 10?” // “Were there any numbers that you just knew how many more you needed to make 10?” (I knew that 5 and 5 is 10. I knew that if there are 9, you only need 1 more to make 10.)

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:

• Math Fingers
• Shake and Spill
• Counting Collections
• Roll and Add

• Write
• “Esta es la ecuación que Clare escribió. ¿Cómo se veían los dedos de Clare? ¿Cómo lo saben?” // “This is the equation that Clare wrote. What did Clare’s fingers look like? How do you know?” (She held up 1 finger. She figured out that she needed 1 more finger to make 10.)