Making Tens - BOOM CARDS - Using Ten Frames

LearningAround
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Grade Levels
PreK - 1st
Subjects
Standards
Resource Type
Formats Included
  • PDF
  • Internet Activities
Pages
22 Boom card slides + 4 printable pages
$3.00
$3.00
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LearningAround
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  1. Six BOOM CARD decks included on 5 downloads - for students working with numbers up to twenty as well as decks featuring number words. Students build their number sense skills in these fun self-correcting activities. Please read the information below about using Boom Card decks if you are not familia
    Price $7.00Original Price $9.90Save $2.90

Description

For students who are working on making tens. Students will use the helpful ten frame image to decide how many items are in the ten frame and then how many more are needed to make ten. Students read the sentences to themselves to reinforce mathematical language. Great for beginning readers!

This resource is a link to a BOOM Card deck and a 4 page printable worksheet packet for students to review making tens. The printable pages can be used with the Boom Card activity at a math center or sent home for homework.

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Total Pages
22 Boom card slides + 4 printable pages
Answer Key
Included
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Follow words from left to right, top to bottom, and page by page.
Know and apply grade-level phonics and word analysis skills in decoding words.
Read emergent-reader texts with purpose and understanding.
Read grade-level text with purpose and understanding.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 Γ— 8 equals the well remembered 7 Γ— 5 + 7 Γ— 3, in preparation for learning about the distributive property. In the expression π‘₯Β² + 9π‘₯ + 14, older students can see the 14 as 2 Γ— 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(π‘₯ – 𝑦)Β² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers π‘₯ and 𝑦.

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