# iGet Math: Base 10 Understanding Make 10 Quests 5-8 (Medium)

**Quest Key**

Blue – Operations & Algebraic Thinking

Orange – Counting & Cardinality

Purple – Numbers & Operations in Base 10

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**Understanding the Make 10 Skill**

Make 10 focuses primarily on kindergarten counting and operations and algebraic thinking skills. By completing all the quests in Make 10, students will:

– develop skills for one-to-one correspondence counting

– develop a concrete understanding of basic addition problems

– develop a strong foundation in base 10 addition

– develop addition skills by counting starting at numbers other than one

**Make 10 Quest 5 (Blue)**

**Quest Name:**Parts of an equation

**Instructions:**Touch the first addend. Touch the second addend. Touch the sum.

**Definitions:**addend, sum

**Description:**Quest 5 reinforces a student’s understanding of the parts of each equation. The student is asked to touch each number in the equation, demonstrating an understanding of addition terminology and concepts.

**Common Core Standards:**

CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

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**Make 10 Quest 6 (Purple)**

**Quest Name:** Regroup the blocks

**Instructions:** Move all of the blocks so they are over the second addend. Regroup the blocks. Solve the equation.

**Definitions:** addend, regroup, equation

**Description:** Students are asked to take the blocks that are over the first addend and move them over to the second. As they do this, they will see the equation change with a one-to-one correspondence to the block that they are moving. When all of the blocks are moved over, the equation will read 0+10 and there will be 10 blocks above the second addend. Students will be prompted to convert these into one tens stick, demonstrating the relationship between 10 ones and one 10.

**Common Core Standards:**

CCSS.MATH.CONTENT.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:

CCSS.MATH.CONTENT.1.NBT.B.2.A

10 can be thought of as a bundle of ten ones — called a “ten.”

**Make 10 Quest 7 (Blue)**

**Quest Name:**Find the addends and the sum

**Instructions:**Touch the first addend. Count the blocks above it. Touch the second addend. Count the blocks above it.

**Definitions:**addend

**Description:**Students are asked to identify and touch the first addend. They will then count the blocks that correspond to that addend. Students then repeat the process for the second addend. Students can make the connection that the addends in an equation relate to real world items by comparing the number of blocks to the number in the written equation.

**Common Core Standards:**

CCSS.Math.Content.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

CCSS.Math.Content.K.CC.B.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

CCSS.Math.Content.K.CC.B.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

CCSS.Math.Content.K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger.

CCSS.Math.Content.K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

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**Make 10 Quest 8 (Blue)**

**Quest Name:** Get 1000 xp

**Instructions:** Get 1000 xp on the Make 10 level

**Definitions:** none

**Description:** Quests 4 and 8 on every skill invite students to explore the equations and blocks for a better understanding of how math works. Students can earn XP (XP, or experience points, are a common part of many tablet and computer games) by touching parts of the equation, counting blocks, regrouping (by touching the airplane), and ungrouping (by pulling fingers apart on a block). As students play and explore the equation, they will develop a better understanding of how equations relate to real world questions.

**Common Core Standards:**

CCSS.Math.Content.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).

CCSS.Math.Content.K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

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