Adding and Subtracting 10: A Math Adventure
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Adding and Subtracting 10: A Math Adventure

Grade 1Math1 days
In 'Adding and Subtracting 10: A Math Adventure,' first-grade students explore the concept of adding and subtracting 10 from two-digit numbers to recognize patterns and enhance problem-solving skills. Through engaging activities like 'Supermarket Strategy Sesh,' students adjust shopping lists by ten, and 'Pattern Party,' where they create sequences by adding or subtracting 10, learners develop mental math abilities and deepen their understanding of place value. The project aligns with the Common Core Standard 1.NBT.C.5 and incorporates collaborative learning and reasoning to ensure students can efficiently solve numerical operations.
Adding and SubtractingPlace ValueMental MathPattern RecognitionNumerical OperationsFirst GradeProblem Solving
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can understanding and applying the concept of adding or subtracting 10 help us recognize patterns and efficiently solve problems with numbers?

Essential Questions

Supporting questions that break down major concepts.
  • How does adding or subtracting 10 change a number?
  • What are some strategies to easily add or subtract 10 from any number?
  • How can understanding place value help us when adding or subtracting 10?
  • What patterns do you notice when you add or subtract 10 to numbers sequentially?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand the concept of adding and subtracting 10 from any given two-digit number.
  • Students will recognize patterns and develop strategies for efficiently solving addition and subtraction problems involving tens.
  • Students will demonstrate their ability to mentally compute 10 more or 10 less of a given number and explain their reasoning.
  • Students will explore the relationship between place value and the operations of adding and subtracting 10.

Common Core Standards

1.NBT.C.5
Primary
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count. Explain the reasoning used.Reason: This standard directly focuses on the mental concept of adding or subtracting 10 to/from a number, which is central to the project's learning goals.

Entry Events

Events that will be used to introduce the project to students

Supermarket Sweep!

Students are put in the role of shoppers in a supermarket tasked with adjusting shopping lists by adding or subtracting quantities of 10. This real-life simulation relates to their everyday experiences while solidifying their understanding of numerical operations.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Supermarket Strategy Sesh

Students apply their understanding from the Place Value Detectives activity in a 'Supermarket Strategy Sesh.' Here, they'll adjust shopping lists by adding or subtracting quantities of 10, simulating real-life spending decisions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Provide each student with a mock shopping list and different scenarios requiring them to adjust quantities by 10.
2. Students mentally calculate the new quantities, using their place value understanding to quickly and accurately adjust values.
3. Ask students to explain their reasoning and strategies used during the adjustments, focusing on efficiency and pattern recognition.
4. Reflect on how these strategies can help in everyday decision-making scenarios.

Final Product

What students will submit as the final product of the activityAdjusted shopping lists with reasoning and strategy explanations documented.

Alignment

How this activity aligns with the learning objectives & standardsCovers 1.NBT.C.5: Applying mental math skills to real-world contexts.
Activity 2

Pattern Party

In a 'Pattern Party,' students will create and explore number sequences by adding or subtracting 10, reinforcing their ability to recognize and explain numerical patterns.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Have students create a number sequence starting from a given two-digit number, adding 10 to each subsequent number.
2. Switch the task: students create a new sequence by subtracting 10 from their number.
3. Encourage students to observe and discuss the patterns formed in their sequences, noting the consistent changes.
4. Facilitate a group discussion where students share patterns they observe and how these can aid in mental calculations.

Final Product

What students will submit as the final product of the activityA sequence of numbers illustrating the pattern of adding and subtracting 10, with observations documented.

Alignment

How this activity aligns with the learning objectives & standardsAddresses 1.NBT.C.5 by fostering recognition of patterns in numerical operations.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Mathematical Mental Calculation Rubric

Category 1

Calculation Accuracy

Assesses the student's ability to correctly calculate 10 more or 10 less than a given number.
Criterion 1

Addition of 10

Measures the ability to add 10 to a given number correctly and efficiently.

Exemplary
4 Points

Student correctly adds 10 to all presented numbers swiftly, showing a strong understanding of the concept.

Proficient
3 Points

Student correctly adds 10 to most numbers with minor hesitation.

Developing
2 Points

Student adds 10 to numbers with some errors and considerable hesitancy.

Beginning
1 Points

Student struggles significantly to add 10, with frequent errors.

Criterion 2

Subtraction of 10

Measures the ability to subtract 10 from a given number correctly and efficiently.

Exemplary
4 Points

Student correctly subtracts 10 from all numbers swiftly, demonstrating a strong understanding of concept.

Proficient
3 Points

Student correctly subtracts 10 from most numbers with minor hesitation.

Developing
2 Points

Student subtracts 10 from numbers with some errors and considerable hesitancy.

Beginning
1 Points

Student struggles significantly to subtract 10, with frequent errors.

Category 2

Reasoning and Explanation

Evaluates the student's ability to explain their mental processes in calculations and the patterns they observe.
Criterion 1

Explanation of Strategy

Assesses the clarity and relevance of the student's explanation of the strategy used in adding or subtracting 10.

Exemplary
4 Points

Student provides a clear, detailed and logical explanation of their strategy that enhances understanding.

Proficient
3 Points

Student provides a clear explanation of their strategy with few gaps in logic.

Developing
2 Points

Student attempts to explain their strategy but includes several logical gaps.

Beginning
1 Points

Student provides an insufficient or unclear explanation of their strategy.

Criterion 2

Pattern Recognition

Measures how well the student can identify and articulate patterns in number sequences when adding or subtracting 10.

Exemplary
4 Points

Student identifies complex patterns across sequences and clearly articulates their observations.

Proficient
3 Points

Student identifies simple patterns in sequences and articulates their observations clearly.

Developing
2 Points

Student identifies basic patterns but struggles to articulate observations clearly.

Beginning
1 Points

Student does not identify patterns or articulates them with significant inaccuracies.

Category 3

Collaboration and Communication

Assesses the student's ability to work effectively with peers and communicate their ideas clearly.
Criterion 1

Peer Interactions

Evaluates the student's ability to contribute to group discussions and support peers in understanding concepts.

Exemplary
4 Points

Student takes a leadership role in discussions, offering constructive feedback and support.

Proficient
3 Points

Student contributes positively to discussions and works well with peers.

Developing
2 Points

Student participates in discussions with some guidance, showing emerging collaboration skills.

Beginning
1 Points

Student participates minimally in group discussions and requires significant support.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on your experience adjusting shopping quantities in the Supermarket Strategy Sesh. How did your understanding of place value help you quickly add or subtract 10 from the numbers?

Text
Required
Question 2

On a scale from 1 to 5, how confident are you in your ability to mentally find 10 more or 10 less than a given number?

Scale
Required
Question 3

What patterns did you notice while creating and analyzing number sequences in the Pattern Party activity?

Text
Required
Question 4

Which strategy did you find most effective for adding or subtracting 10 from a number, and why?

Multiple choice
Required
Options
Using place value
Counting on fingers
Visualizing on a number line
Rewriting the number