**Quest Key**

Blue – Operations & Algebraic Thinking

Orange – Counting & Cardinality

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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 1 (Blue)**

**Quest Name:**Swipe the equation

**Instructions:**Solve the equation. Swipe the equation.

**Definitions:**equation

**Description:**This is the first and most basic of the iGet Math: Base 10 quests. This quest helps students to understand the dynamics of an equation and how the numbers relate from left to right. The student is asked to push the solve button and watch an animation where the blocks from both sides are pushed together to form the sum. Then, the student is asked to swipe the equation from left to right and listen as the equation is read aloud.

**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 2 (Orange)**

**Quest Name:** Count the sum

**Instructions:** Solve the equation. Count all of the blocks in the sum.

**Definitions:** equation, sum

**Description:** Students are asked to solve the equation and watch the animation as the blocks are pushed together. Students then must count the blocks in the sum to complete the quest. In this exercise, students can observe the relationship between the numbers in the equation and the number of blocks above the sum. They can also count the blocks to view the relationship between the highlighted blocks and the counting numbers.

**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.

CCSS.Math.Content.1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

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**Make 10 Quest 3 (Orange)**

**Quest Name:** Count the first addend

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

**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 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 4 (Blue)**

**Quest Name:** Get 500 xp

**Instructions:** Get 500 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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