Make Ten Facts

Overview

In this first lesson of the six-lesson unit, students explore number bonds to 10 using ten-frames and counters. They connect concrete representations to addition equations, building confidence with facts such as 7 + 3 = 10 and 10 + 0 = 10.

Learning intentions

• WALT use number bonds to make 10.
• WALT represent bonds to 10 with counters and ten-frames.
• WALT say and record matching addition facts.
• WALT recognise that 10 + 0 = 10.

Success criteria

• I can show different ways to make 10.
• I can say the matching addition fact.
• I can explain how my ten-frame shows 10.
• I can include 10 + 0 = 10.

Curriculum links

• Mathematics and Statistics — Number: use additive strategies to solve and represent problems.
• Mathematics and Statistics — Number: recognise, recall and communicate addition facts within 10.
• Mathematics and Statistics — Mathsteasers: use higher-order thinking and challenge questions to deepen understanding.
• Communication and problem-solving: explain mathematical ideas using materials, drawings, words and equations.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and hook. Display the ten-frame hook slide and ask, “How many counters are missing to make 10?” Students turn and talk, then share different ways they might find the answer.

2. 5–15 min · Model making 10. Use a large ten-frame and counters while referring to the make-ten modelling slides. Teacher places 7 counters, asks students to predict the missing amount, adds 3, and records 7 + 3 = 10; repeat with one or two different examples, including 10 + 0 = 10. Students show answers with fingers, counters or oral responses and notice that the two parts make one whole.

3. 15–25 min · Build and describe. Give each pair a ten-frame and counters. Call out or display a number from 0 to 10; students build it, fill the frame to 10, and tell their partner how many more are needed. Partners use the sentence stem, “___ and ___ make 10. The addition fact is ___ + ___ = 10.” Circulate and check that students count the empty spaces rather than recounting the whole frame.

4. 25–38 min · Partner matching game. Introduce the Number Bond Cards to 10 and 20 and show the game instructions on the partner-game slides. Students use only the cards showing 10, turn cards face down, and take turns finding two parts that make 10; when they make a pair, they say the equation aloud and keep the cards. Pause halfway to ask pairs to justify one match, including the 0 and 10 card.

5. 38–50 min · Independent recording. Distribute the make-ten facts worksheet. Students draw or complete ten-frames, write matching addition equations, and complete a final item for 10 + 0 = 10. Teacher works with a small group using concrete counters and visual fact cards, while confident students explain more than one way to make 10.

6. 50–56 min · Share and reason. Return to the discussion and reasoning slides. Invite students to explain how they know 6 + 4 = 10 and whether 4 + 6 also makes 10. Discuss that the parts can switch places while the whole remains 10. Address misconceptions such as treating the equals sign as “the answer comes next” rather than “is the same as”.

7. 56–60 min · Exit check. Show the exit-question slide. Students respond orally or on mini-whiteboards: “Show one way to make 10, write the addition fact, and complete 10 + 0 = __.” Collect responses and note who needs further practice in the next lesson.

Resources

• the Make Ten Facts slide deck
• the make-ten facts worksheet
• the Number Bond Cards to 10 and 20
• Ten-frames, one per student or pair
• Two-coloured counters
• Mini-whiteboards and pens
• Visual fact cards showing numerals and ten-frames
• Pencils and crayons
• Large demonstration ten-frame

Assessment

• Observe whether students use the ten-frame to identify the missing part and whether they can state the corresponding addition equation.
• Listen during partner games for accurate mathematical language, recognition of commutative pairs and inclusion of 10 + 0 = 10.
• Use the worksheet and exit response to group students for the next lesson: concrete support, developing recall or extension.

Differentiation

• Support learners with a filled ten-frame, two-coloured counters, numeral cards and the sentence frame, “___ and ___ make 10.” Accept pointing, building or oral answers before requiring written equations.
• Provide adult-guided practice for students who need help counting on or matching the number of empty spaces; use mixed-ability partners with clearly modelled turn-taking.
• For EAL learners, pre-teach and repeatedly use “part”, “whole”, “make”, “more” and “equals”, supported by gestures, pictures and partner rehearsal.
• Challenge advanced learners to record related subtraction facts and solve missing-number equations such as 10 − □ = 4. Ask them to explain how the addition fact helps them solve the subtraction fact.

Extension

• Students create a “make 10” riddle for a partner, such as “I have 8. How many more do I need?”
• Students record a fact family for one bond, for example 7 + 3 = 10, 3 + 7 = 10, 10 − 7 = 3 and 10 − 3 = 7.