Patterns, Relationships, and Algebraic Thinking Activity ...Patterns, Relationships, and Algebraic Thinking Grade 2 Speedy Tens Page 4 Procedures Notes 3. Day 2 Distribute Speedy Tens

Mathematics TEKS Refinement 2006 – K-5 Tarleton State University

Patterns, Relationships, and Algebraic Thinking Grade 2 Speedy Tens Page 1

Patterns, Relationships, and Algebraic Thinking

Activity: Speedy Tens TEKS: (2.5) Patterns, relationships, and algebraic thinking. The student

uses patterns in numbers and operations. The student is expected to: (C) use patterns and relationships to develop strategies to remember

basic addition and subtraction facts. Determine patterns in related addition and subtraction number sentences (including fact families) such as 8 + 9 = 17, 9 + 8 = 17, 17 – 8 = 9, and 17 – 9 = 8.

(2.1) Number, operation, and quantitative reasoning. The student

understands how place value is used to represent whole numbers. The student is expected to: (A) use concrete models of hundreds, tens, and ones to represent a

given whole number (up to 999) in various ways; (B) use place value to read, write and describe the value of whole

numbers to 999; and (2.3) Number, operation, and quantitative reasoning. The student

adds and subtracts whole numbers to solve problems. The student is expected to: (A) recall and apply basic addition and subtraction facts (to 18); (B) model addition and subtraction of two-digit numbers with objects,

pictures, words, and numbers;

Overview: After several experiences modeling the addition facts of ten plus another addend, students will practice their fluency of adding ten or a multiple of ten to a single digit on the ten-frame working towards mental recall of the facts.

Materials: Prior to Lesson

Card stock/construction paper Copies of Ten Frame Cards Glue

Lesson Materials

Speedy Tens Work Mat per student Speedy Tens Work Mat Transparency 10 counters per student Speedy Tens Recording Sheet Speedy Tens Think Addition Recording Sheet Copies of Ten Frame Cards My Number Is…. Cards



Construction paper cut in half for each student Construction paper cut in fourths (1/4 for each student) Glue

Grouping: Day 1 and 2: Divide students into small groups. Work with these small

groups on Speedy Tens while other students are reviewing various addition and subtraction fact strategies in centers. If instruction occurs in whole group, be sure not to move too quickly through the lessons. In whole group instruction, instruction on the first part may need to expand over two days, watching for understanding from students that have a weak mathematical background. Day 3 - 4: Pairs Day 5: Small Group Day 6-7: Whole Group

Time: 30 minutes for each lesson Lesson:

Procedures Notes 1. Prior to Lesson

Teacher needs to make flap cards prior to lesson. See notes for directions. Make a set of flap cards for each pair of students.

To make flap cards: Cut out several card stock or construction paper cards (9” x 3”) and a second set (4 1/2” x 3 1/2”). Tape the shorter card to the top right side of the larger card. Cut out and attach a filled ten-frame and a second ten-frame partially filled on the long card and the answer written on the flap that is folded down. The student holds the card with the flap up and folds the flap down to check the answer. For example:



Procedures Notes

Use Ten-frame Cards, which are included in this lesson, to make the flap cards.

2. Day 1 Show the students a Speedy Tens Work Mat. Have students describe what they notice about the work mat. They should say that there are two ten frames and the top one is full or completely filled. Some students may say it is a 10 + 0 math fact. Lead them to say one full ten-frame equals 10. Model how to place a few counters on the blank ten-frame and ask, “How many in all?” Demonstrate to students how to record the answer on the Speedy Tens Recording Sheet and explain these two ten-frames represent one ten and ___ ones. Continue this process for at least 5 more numbers repeating what the two ten-frames represent then give each student a Speedy Tens Work Mat and counters. Distribute another Speedy Tens Recording Sheet. Call out the number of counters you wish the students to add to the bottom ten-frame and then ask, “How many in all?” Again, have the students explain what number the ten-frames represent and record their answers on the Speedy Tens Recording Sheet.

If taught in whole group, make a transparency of the Speedy Tens Work Mat so that it can be projected so the whole class my view the work mat. A Speedy Tens Recording Sheet has been included for students to record their answers during this step in the procedure. Note: Students, who are working on the foundational level of counting on, fill up to five spaces so they can see the arrangement quickly (subitizing) and won’t need to use counting on.



Procedures Notes 3. Day 2

Distribute Speedy Tens Recording Sheet to each student. On overhead or document camera, place the Speedy Tens Work Mat Transparency. Out of students’ view, add counters to the bottom ten-frame and cover with a piece of paper. Explain you are going to show them the filled ten-frame and some counters in the bottom ten-frame. Tell them not to blink or they may miss what you are going to show them. Quickly show the students the Speedy Tens Work Mat transparency. Students must identify how many tens, ones and the total number. Continue the process making sure to record all information on the Speedy Tens Recording Sheet.

This activity develops students’ ability to identify quantity based on the physical arrangement of the ten-frame without counting. The ability to identify quantity based on physical arrangement is defined as subitizing.

4. Day 3 Students are placed in pairs. Distribute flap cards to the groups. Students take turns holding cards and giving the answers. Student giving the answer says how many tens, ones and the number, recording the math fact for each card on the Speedy Tens Recording Sheet.

Student holding the flap card should hold it with the flap open. After answer is given, they fold the flap down to check answer. Students should give all information, thus connecting the ten-frame with the base-ten number system.

5. Day 4 Students are placed in pairs using flap cards. Student giving the answer says the number being shown and then says how many tens are being shown and how many ones are needed to make the number. Students record information on Speedy Tens Think Addition Recording Sheet.

In this activity, students are working backwards with the flap cards. The first student shows the flap card with the flap down. Students have to determine how many more is needed to make the number (Think Addition).

6. Day 5 Divide students into small groups. Work with each small group for about 15 minutes each. Other students are working in centers reviewing various addition and subtraction



Procedures Notes fact strategies. Have students work stated problems. These problems can be created by the teacher and/or the students.

Students may work with Ten-frame Cards to answer the word problems. Word problems using the students’ names keep a high level of interest. Students need time to explain how they found their answers. The use of monetary problems enables the students to use dimes and pennies. These manipulatives enable students to transfer knowledge from previous work to real-world experiences.

7. Day 6 – Day 7 Have students create Speedy Tens Book to take home and use as homework to read to an adult or an older sibling.

The right-hand side of the Speedy Tens Book should resemble the flap cards. Cut apart Ten-Frame Cards. Cut construction paper and multi-purpose paper in half. Students cut out My Number Is… Cards and glue on the left side of the page. The students glue Ten-Frame Cards on the right-hand side of the page to build the designated number. The student glues the top quarter-page of construction paper so that it acts as a flap over the ones Ten-Frame Card. It should resemble a miniature Speedy Tens Flap Card from Step 1



Homework: Students take home Speedy Tens Book to read to an adult or an older

sibling. Assessment: Assessment for this lesson should be formative. As children work

through lesson, check for understanding using Speedy Tens Anecdotal Assessment. The Speedy Tens Book should be graded for accuracy before being sent home to read to an adult or an older sibling.

Extensions: Flap cards can be created so that they reflect numbers greater than

18. Show the students how this strategy applies to any number. For example: My number is 46, 4 tens and 6 ones. Students share Speedy Ten Books with first graders.

Resources: Hope, Jack A., Leutzinger, Larry, Reys, Barbara J., Reys, Robert E.

(1988). Mental Math in the Primary Grades. Parsippany, NJ: Pearson Learning Group.

Van de Walle, J.A. (2004). Elementary and middle school

mathematics: Teaching developmentally (5th ed.) Boston, MA: Allyn and Bacon.



Second Grade Speedy Tens Anecdotal Assessment

Student Name Model Explain Completes recording sheet correctly

Teacher Observation Notes

Grading Scale S - Struggling: Student does not demonstrate the understanding of how to model, explain, or record ten-frame information and is unable to explain the process. E - Emerging: Student has an understanding of how to build numbers on the ten-frame but is unable to model, explain, and record ten-frame information correctly or consistently, and has difficulty explaining the process. D - Developed: Student demonstrates how to model, explain and record ten-frame information on a consistent basis and is able to explain the process.



Speedy Tens Work Mat

● ● ● ● ●

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Speedy Tens Recording Sheet

● ● ● ● ● ● ● ● ● ●

● ● ● ● ● ● ● ● ● ●

One ten and _______ ones One ten and _______ ones My number is ____________ My number is ____________

● ● ● ● ● ● ● ● ● ●

● ● ● ● ● ● ● ● ● ●

One ten and _______ ones One ten and _______ ones My number is ____________ My number is ____________



Speedy Tens Think Addition Recording Sheet 1. Identify the number 2. Identify how many ones are needed to build the number. 3. Complete the bottom ten-frame with the total amount of counters needed to make the

number.

My number is ____________ My number is ____________

One ten and _______ ones One ten and _______ ones ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

● ● ● ● ●

______________________________________________________________________________

My number is ____________ My number is ____________

One ten and _______ ones One ten and _______ ones ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

● ● ● ● ●



My Number Is… Cards

My Number is _____ One ten and __ ones

My Number is _____ One ten and __ ones

Have students cut out the forms above to use in Speedy Tens Book.

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Patterns, Relationships, and Algebraic Thinking Activity ...Patterns, Relationships, and Algebraic Thinking Grade 2 Speedy Tens Page 4 Procedures Notes 3. Day 2 Distribute Speedy Tens