1. Today you will need:
a double ten frame mat
counters
your math journal

2. Look at this tenframe. How many do you see?
How did you see 8 so quickly?
Note to teachers: As a group, discuss different ways of finding 8 on the tenframe (five and three more, two less than ten, etc.). Check to see if any students are counting each dot. These students may need additional tenframe/subitizing practice.
Use counters to make a model of this tenframe on your mat.

3. How many do you see on the other tenframe?8
Use counters to make a model of this tenframe.
Teacher notes: It could be optional to use different color counters for the second tenframe.

4. What if we wanted to ADD these two numbers together?8 + 5
Teacher’s note: Have students Think-Pair-Share how they could use their models to add these numbers together. As students share their ideas you may want them (or teacher) to demonstrate on overhead/whiteboard/chalkboard.

5. 8 + 5 Use your models to add these numbers together.
What is the sum of these two     numbers?
 Share with a partner how you     combined the two numbers.

6. One way to think about this might be:
Make ten
Teachers’ notes: Stress that this is ONE way to make ten. OPTIONAL: explore another way to make ten - double five and three more. Some students may also double 8 and count back three. This is a suggested strategy. However, it is crucial that students develop/use their own strategies.

7. One way to think about this might be:
Ten
And 3 more... 13

8. Look at the facts in these boxes.
You can draw more counters to help you complete the number sentences.
You could also use counters to make models of these pictures.
Teachers’ Note: This sheet can be found on the document repository.

9. Make models and/or drawings to find these sums.
Teachers’ note: Circulate around the room during this time. Note how students are making ten. Are students beginning with the larger number? Are students using another strategy?

10. Helping a friend...
Pretend that a friend is having a hard time remembering addition facts That add 8 or add 9.
Write instructions for your friend so that he or she can figure these facts out when they are having a tough time remembering.

11. Your instructions must make sense so...
It might be a good idea to:
number your steps
illustrate your instructions
give your instructions to a classmate to try and follow
Teachers’ note: This page can be altered to include your specific grading criteria.