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This another manipulative I made, so that I would not have to tear out the ones in the back of the first grade math book. I tried to use the same colors that were in the book. At the time, we were using Houghton Mifflin Math.

I really extended this from one blank mat to several mats with red dots already on them. I did this because some of my students were trying to put too many dots on the mats. They would come up with the same answers as they did without the mats. (e.g. 4 + ____ = 8 and they would say 12.) I am not sure how they did it, but they did.

For this problem, they would use the mat with 4 red dots and put enough yellow dots to make 8. (They can only manipulate the yellow dots.) The students could not go over ten because I never let my kids use dots outside the mat.

I really like this activity for making ten. You can have kids put out all the mats and make ten from each one. They will find that the communitve property at work quickly.

Houghtom Mifflin uses dots outside the ten mat, but I did not like that after I started using the tens mats. Therefore, I made one mat with ten red dots and ten blank squares. That way kids could find missing numbers up to 20.

This manipulative lasts for several years if you laminate it. It saves time because you don't have to tear out those in the back of the book. Just teach the children how to use the mats and they will get a lot of use of them.

This activity works well with Singapore Math and Saxon Math. I have not used it with Everyday Math, so you would have evaluate it first.

Common Core Standards:

CCSS.Math.Content.1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

CCSS.Math.Content.1.OA.D.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,

CCSS.Math.Content.1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”

CCSS.Math.Content.1.NBT.B.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

You will find the title page, standards, directions, 10 mats, and 10 dots in this activity. One student will never need more than 10 yellow dots.

I hope these charts will save you some time.

I really extended this from one blank mat to several mats with red dots already on them. I did this because some of my students were trying to put too many dots on the mats. They would come up with the same answers as they did without the mats. (e.g. 4 + ____ = 8 and they would say 12.) I am not sure how they did it, but they did.

For this problem, they would use the mat with 4 red dots and put enough yellow dots to make 8. (They can only manipulate the yellow dots.) The students could not go over ten because I never let my kids use dots outside the mat.

I really like this activity for making ten. You can have kids put out all the mats and make ten from each one. They will find that the communitve property at work quickly.

Houghtom Mifflin uses dots outside the ten mat, but I did not like that after I started using the tens mats. Therefore, I made one mat with ten red dots and ten blank squares. That way kids could find missing numbers up to 20.

This manipulative lasts for several years if you laminate it. It saves time because you don't have to tear out those in the back of the book. Just teach the children how to use the mats and they will get a lot of use of them.

This activity works well with Singapore Math and Saxon Math. I have not used it with Everyday Math, so you would have evaluate it first.

Common Core Standards:

CCSS.Math.Content.1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

CCSS.Math.Content.1.OA.D.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,

CCSS.Math.Content.1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”

CCSS.Math.Content.1.NBT.B.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

You will find the title page, standards, directions, 10 mats, and 10 dots in this activity. One student will never need more than 10 yellow dots.

I hope these charts will save you some time.

Total Pages

9 pages

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N/A

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