Ways to Make 10 — the Six Pairs (Liljedahl Vertical Boards)

Color-sticker partner draw: each child picks a sticker from a basket; children with matching sticker colors become partners. Teacher announces 'Today we are going to find all the ways to make 10 — together.'

• Use Liljedahl's VRG protocol — partner formation is random and visible
• Once partnered, pairs go to assigned vertical board (8 boards around the room)
• Each pair gets 10 two-color counters and one marker

We have been finding parts. Today's mission: find ALL the ways to make 10 with two parts. Yesterday we learned to write addition. So today, each way you find — write it as a NUMBER BOND on your board AND as an EQUATION (10 = ___ + ___).

• Now your turn — find as many as you can.

  model 10 = 7 + 3. Number bond and equation on board.

  prompt Teacher demonstrates: spills 10 counters; 7 red, 3 yellow.

• What does the WHOLE need to be for every one of your equations? (Listen for '10'.)

MG-4 Chart Physical / non-image

Ways-to-Make-10 anchor chart: a 24-inch poster showing all six commutatively-distinct number-bond pairs for 10 — (0,10), (1,9), (2,8), (3,7), (4,6), (5,5) — each shown both as a number bond AND as a filled ten-frame (top row of 5 white + bottom row showing the partition). Used in lessons 6-7 (make-ten focus) and as a fluency anchor for the rest of the unit.

M-K-S-AT-04-A Chart

Large 24-inch poster shown at end of lesson. Six rows, each showing one decomposition of 10: row 1 = (0, 10) with empty ten-frame on left and full ten-frame on right; row 2 = (1, 9); row 3 = (2, 8); row 4 = (3, 7); row 5 = (4, 6); row 6 = (5, 5). Each row labeled '10 = ___ + ___'. Style: clean grid, primary colors (red for first part, yellow for second part), white background. The six pairs highlighted with rainbow border for visual interest.

• At your vertical board with your partner, take turns Shake-Spill-Telling 10 counters. Each new decomposition: write it on the board as a number bond AND an equation. You have 15 minutes. Goal: find at least 4 different ways.

  scaffold Teacher circulates; for pairs stuck at 1-2 ways, prompt 'Try moving one counter from one side to the other. What new way did you make?'
• After 12 minutes, gather at the central anchor chart. Each pair reports ONE way; teacher writes it on MG-4 (the Ways-to-Make-10 chart, previously hidden). Reveal that the canonical six ways are (0,10), (1,9), (2,8), (3,7), (4,6), (5,5).

  scaffold Count how many unique ways the CLASS found (should be 6 plus commutative variants).

M-K-S-AT-04-B Photograph

Wide shot of a kindergarten classroom. Eight vertical whiteboards mounted at child-height around the room walls; 8 pairs of children standing at their boards, each pair with 10 two-color counters on a tray on the floor next to them and dry-erase markers in hand. The boards show various decompositions of 10 in marker (number bonds and equations). Teacher visible circulating with a clipboard. Style: documentary, natural classroom lighting.

• What is the partner of 6 to make 10? Show me with your fingers or on the ten-frame.
• Draw or write one way to make 10.

• Math Detective close: 'There are SIX special pairs that make 10. We will memorize them — they will help us with EVERY addition in first grade.'
• Chorally chant: '0 and 10, 1 and 9, 2 and 8, 3 and 7, 4 and 6, 5 and 5.'

• Practice the partner-of-10 chant with a grown-up. Bring back one decomposition of 10 drawn or written on paper. Bonus: find an example of 'ten of something' at home (10 fingers, 10 toes, 10 pennies).