Make a Ten
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Topics
- Place Value
- Addition
- Subtraction
- Arithmetic
Description
Add numbers by making tens. Break apart and combine numbers while focusing on place value. Use the adding screen to add any two numbers. Use the game screen to apply your make-a-ten strategies!
Sample Learning Goals
- Improve understanding of place value by using different sizes of papers for ones, tens, and hundreds.
- Develop mental math strategies when taking apart and putting together numbers.
- Use the “make a ten” strategy when counting and doing addition.
- Develop a mental model of the basic properties of numbers including commutativity, associativity, and closure.
Standards Alignment
Common Core - Math
1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2a
10 can be thought of as a bundle of ten ones — called a "ten."
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.
1.NBT.B.2c
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.C.4
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
1.NBT.C.5
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
1.NBT.C.6
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
1.OA.C.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).
2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.6
Add up to four two-digit numbers using strategies based on place value and properties of operations.
2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.8
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
2.OA.C.3
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
2.OA.C.4
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Version 1.0.10
Teacher Tips
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Overview of sim controls, model simplifications, and insights into student thinking ( PDF ). |
Teacher-Submitted Activities
| Title |
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Authors | Level | Type | Subject |
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| CCSS Math Alignment with Sims |
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Amanda McGarry | K-5 HS MS |
Other | Mathematics | |
| Double-Digit Addition | Susan O'Reilly | K-5 | Guided | Mathematics | ||
| Standard Adding Algorithm Demonstration | Beth Stade | K-5 | Demo | Mathematics | ||
| Intervention and Targeted Practice Tips | Beth Stade | K-5 | Discuss Other |
Mathematics | ||
| Number Talks | Beth Stade | K-5 | Demo Other HW |
Mathematics | ||
| Preguntas de razonamiento para todas las simulaciones HTML5 |
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Diana López | UG-Intro MS Grad UG-Adv K-5 HS |
HW Discuss |
Chemistry Mathematics Astronomy Physics |
| Operações Aritméticas Fundamentais | Georgyana Cidrão; Francisco Régis Vieira Alves | K-5 | Guided Lab |
Mathematics | ||
| Quadro Valor e Lugar - QVL | Carolina Silveira | MS | Lab | Mathematics |
The new HTML5 sims can run on iPads and Chromebooks, as well as PC, Mac, and Linux systems.
iPad:
iOS 11+ Safari
iPad compatible sims
Android:
Not officially supported. If you are using the HTML5 sims on Android, we recommend using the latest version of Google Chrome.
Chromebook:
Latest version of Google Chrome
The HTML5 and Flash PhET sims are supported on all Chromebooks.
Chromebook compatible sims
Windows Systems:
Microsoft Edge and Internet Explorer 11, latest version of Firefox, latest version of Google Chrome.
Macintosh Systems:
macOS 10.9.5+, Safari 9+, latest version of Chrome.
Linux Systems:
Not officially supported. Please contact phethelp@colorado.edu with troubleshooting issues.
| Design Team | Third-party Libraries | Thanks To |
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