Mathematics TEKS Refinement 2006 – K-5
Tarleton State University
Patterns, Relationships, and Algebraic Thinking
Activity:
Speedy Tens
TEKS:
(2.5) Patterns, relationships, and algebraic thinking. The student
uses patterns in numbers and operations.
The student is expected to:
(C) use patterns and relationships to develop strategies to remember
basic addition and subtraction facts. Determine patterns in
related addition and subtraction number sentences (including
fact families) such as 8 + 9 = 17, 9 + 8 = 17, 17 – 8 = 9, and
17 – 9 = 8.
(2.1) Number, operation, and quantitative reasoning. The student
understands how place value is used to represent whole numbers.
The student is expected to:
(A) use concrete models of hundreds, tens, and ones to represent a
given whole number (up to 999) in various ways;
(B) use place value to read, write and describe the value of whole
numbers to 999; and
(2.3) Number, operation, and quantitative reasoning. The student
adds and subtracts whole numbers to solve problems.
The student is expected to:
(A) recall and apply basic addition and subtraction facts (to 18);
(B) model addition and subtraction of two-digit numbers with objects,
pictures, words, and numbers;
Overview:
After several experiences modeling the addition facts of ten plus another
addend, students will practice their fluency of adding ten or a multiple of
ten to a single digit on the ten-frame working towards mental recall of the
facts.
Materials:
Prior to Lesson
Card stock/construction paper
Copies of Ten Frame Cards
Glue
Lesson Materials
Speedy Tens Work Mat per student
Speedy Tens Work Mat Transparency
10 counters per student
Speedy Tens Recording Sheet
Speedy Tens Think Addition Recording Sheet
Copies of Ten Frame Cards
My Number Is…. Cards
Patterns, Relationships, and Algebraic Thinking
Speedy Tens
Grade 2
Page 1
Mathematics TEKS Refinement 2006 – K-5
Tarleton State University
Construction paper cut in half for each student
Construction paper cut in fourths (1/4 for each student)
Glue
Grouping:
Day 1 and 2: Divide students into small groups. Work with these small
groups on Speedy Tens while other students are reviewing various
addition and subtraction fact strategies in centers. If instruction occurs in
whole group, be sure not to move too quickly through the lessons. In
whole group instruction, instruction on the first part may need to expand
over two days, watching for understanding from students that have a weak
mathematical background.
Day 3 - 4: Pairs
Day 5: Small Group
Day 6-7: Whole Group
Time:
30 minutes for each lesson
Lesson:
1.
Procedures
Prior to Lesson
Teacher needs to make flap cards prior to
lesson. See notes for directions.
Make a set of flap cards for each pair of
students.
Patterns, Relationships, and Algebraic Thinking
Speedy Tens
Notes
To make flap cards: Cut out
several card stock or construction
paper cards (9” x 3”) and a
second set (4 1/2” x 3 1/2”). Tape
the shorter card to the top right
side of the larger card. Cut out
and attach a filled ten-frame and a
second ten-frame partially filled on
the long card and the answer
written on the flap that is folded
down. The student holds the card
with the flap up and folds the flap
down to check the answer.
For example:
Grade 2
Page 2
Mathematics TEKS Refinement 2006 – K-5
Procedures
Tarleton State University
Notes
Use Ten-frame Cards, which are
included in this lesson, to make
the flap cards.
2.
Day 1
Show the students a Speedy Tens Work
Mat. Have students describe what they
notice about the work mat. They should say
that there are two ten frames and the top one
is full or completely filled. Some students
may say it is a 10 + 0 math fact. Lead them
to say one full ten-frame equals 10.
Model how to place a few counters on the
blank ten-frame and ask, “How many in
all?” Demonstrate to students how to record
the answer on the Speedy Tens Recording
Sheet and explain these two ten-frames
represent one ten and ___ ones.
Continue this process for at least 5 more
numbers repeating what the two ten-frames
represent then give each student a Speedy
Tens Work Mat and counters.
If taught in whole group, make a
transparency of the Speedy Tens
Work Mat so that it can be
projected so the whole class my
view the work mat.
A Speedy Tens Recording Sheet
has been included for students to
record their answers during this
step in the procedure.
Note: Students, who are working
on the foundational level of
counting on, fill up to five spaces
so they can see the arrangement
quickly (subitizing) and won’t need
to use counting on.
Distribute another Speedy Tens Recording
Sheet. Call out the number of counters you
wish the students to add to the bottom tenframe and then ask, “How many in all?”
Again, have the students explain what
number the ten-frames represent and record
their answers on the Speedy Tens Recording
Sheet.
Patterns, Relationships, and Algebraic Thinking
Speedy Tens
Grade 2
Page 3
Mathematics TEKS Refinement 2006 – K-5
Procedures
3.
Notes
Day 2
Distribute Speedy Tens Recording Sheet to
each student.
On overhead or document camera, place the
Speedy Tens Work Mat Transparency. Out
of students’ view, add counters to the bottom
ten-frame and cover with a piece of paper.
Explain you are going to show them the filled
ten-frame and some counters in the bottom
ten-frame. Tell them not to blink or they may
miss what you are going to show them.
Quickly show the students the Speedy Tens
Work Mat transparency. Students must
identify how many tens, ones and the total
number. Continue the process making sure
to record all information on the Speedy Tens
Recording Sheet.
4.
Tarleton State University
Day 3
Students are placed in pairs. Distribute flap
cards to the groups. Students take turns
holding cards and giving the answers.
Student giving the answer says how many
tens, ones and the number, recording the
math fact for each card on the Speedy Tens
Recording Sheet.
This activity develops students’
ability to identify quantity based on
the physical arrangement of the
ten-frame without counting. The
ability to identify quantity based on
physical arrangement is defined
as subitizing.
Student holding the flap card
should hold it with the flap open.
After answer is given, they fold the
flap down to check answer.
Students should give all
information, thus connecting the
ten-frame with the base-ten
number system.
5.
Day 4
Students are placed in pairs using flap cards. In this activity, students are
working backwards with the flap
Student giving the answer says the number
cards. The first student shows the
being shown and then says how many tens
flap card with the flap down.
are being shown and how many ones are
Students have to determine how
needed to make the number. Students
many more is needed to make the
record information on Speedy Tens Think
number (Think Addition).
Addition Recording Sheet.
6.
Day 5
Divide students into small groups. Work with
each small group for about 15 minutes each.
Other students are working in centers
reviewing various addition and subtraction
Patterns, Relationships, and Algebraic Thinking
Speedy Tens
Grade 2
Page 4
Mathematics TEKS Refinement 2006 – K-5
Procedures
Tarleton State University
Notes
fact strategies.
Have students work stated problems. These
problems can be created by the teacher
and/or the students.
Students may work with Tenframe Cards to answer the word
problems.
Word problems using the
students’ names keep a high level
of interest. Students need time to
explain how they found their
answers.
The use of monetary problems
enables the students to use dimes
and pennies. These
manipulatives enable students to
transfer knowledge from previous
work to real-world experiences.
7.
Day 6 – Day 7
Have students create Speedy Tens Book to
take home and use as homework to read to
an adult or an older sibling.
The right-hand side of the Speedy
Tens Book should resemble the
flap cards.
Cut apart Ten-Frame Cards.
Cut construction paper and multipurpose paper in half.
Students cut out My Number Is…
Cards and glue on the left side of
the page.
The students glue Ten-Frame
Cards on the right-hand side of
the page to build the designated
number.
The student glues the top quarterpage of construction paper so that
it acts as a flap over the ones TenFrame Card. It should resemble a
miniature Speedy Tens Flap Card
from Step 1
Patterns, Relationships, and Algebraic Thinking
Speedy Tens
Grade 2
Page 5
Mathematics TEKS Refinement 2006 – K-5
Tarleton State University
Homework:
Students take home Speedy Tens Book to read to an adult or an older
sibling.
Assessment:
Assessment for this lesson should be formative. As children work
through lesson, check for understanding using Speedy Tens Anecdotal
Assessment. The Speedy Tens Book should be graded for accuracy
before being sent home to read to an adult or an older sibling.
Extensions:
Flap cards can be created so that they reflect numbers greater than
18. Show the students how this strategy applies to any number. For
example: My number is 46, 4 tens and 6 ones.
Students share Speedy Ten Books with first graders.
Resources:
Hope, Jack A., Leutzinger, Larry, Reys, Barbara J., Reys, Robert E.
(1988). Mental Math in the Primary Grades. Parsippany, NJ:
Pearson Learning Group.
Van de Walle, J.A. (2004). Elementary and middle school
mathematics: Teaching developmentally (5th ed.) Boston, MA:
Allyn and Bacon.
Patterns, Relationships, and Algebraic Thinking
Speedy Tens
Grade 2
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Mathematics TEKS Refinement 2006 – K-5
Student Name
Tarleton State University
Second Grade
Speedy Tens Anecdotal Assessment
Model Explain Completes Teacher Observation Notes
recording
sheet
correctly
Grading Scale
S - Struggling: Student does not demonstrate the understanding of how to model,
explain, or record ten-frame information and is unable to explain the process.
E - Emerging: Student has an understanding of how to build numbers on the ten-frame
but is unable to model, explain, and record ten-frame information correctly or
consistently, and has difficulty explaining the process.
D - Developed: Student demonstrates how to model, explain and record ten-frame
information on a consistent basis and is able to explain the process.
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Speedy Tens
Grade 2
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Tarleton State University
Speedy Tens Work Mat
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Tarleton State University
Speedy Tens Recording Sheet
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One ten and _______ ones
One ten and _______ ones
My number is ____________
My number is ____________
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One ten and _______ ones
One ten and _______ ones
My number is ____________
My number is ____________
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Mathematics TEKS Refinement 2006 – K-5
Tarleton State University
Speedy Tens Think Addition Recording Sheet
1. Identify the number
2. Identify how many ones are needed to build the number.
3. Complete the bottom ten-frame with the total amount of counters needed to make the
number.
My number is ____________
My number is ____________
One ten and _______ ones
One ten and _______ ones
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My number is ____________
My number is ____________
One ten and _______ ones
One ten and _______ ones
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Mathematics TEKS Refinement 2006 – K-5
Tarleton State University
My Number Is… Cards
My Number is _____
One ten and __ ones
My Number is _____
One ten and __ ones
Have students cut out the forms above to use in Speedy Tens Book.
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Ten Frame Cards
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