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K-5 Grade 1 Unit 3 Lesson 10

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Lesson 10

Warm-up Activity 1 Activity 2

Unit 3, Lesson 10

Addition and Subtraction with a Ten

Grade 1

Warm-up

Find the value of each expression mentally.

Activity 1

students with comic books and hats

Kiran collects baseball caps.
He has 5.
He gets some more.
Now he has 15.
How many baseball caps did he get?
Show your thinking using drawings, numbers, or words.

Equation:

Equation:
Priya collects comic books.
She gets 3 new comic books.
Now she has 13.
How many comic books did she have to start?
Show your thinking using drawings, numbers, or words.

Equation:

Equation:

Activity 2

Mai is finding the unknown number in .

She says, “I can use what I know about 10 and some ones to help.”

What does Mai mean?

Find the number that makes each equation true.
Show your thinking using drawings, numbers, or words.

Standards Alignment

Building On

Addressing

1.NBT.2.b

The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

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1.OA.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

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Building Toward

Standards Alignment

Building On

Addressing

1.OA.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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1.OA.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

View Full Standard

Building Toward

Standards Alignment

Building On

Addressing

1.NBT.2.b

The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

View Full Standard

1.OA.4

Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

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1.OA.8

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

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Building Toward