Make Ten Together

Overview

This lesson develops Year 1 students’ understanding that numbers can be composed of two parts that make a whole. Through concrete materials, images and equations, the student explores number bonds to 10 and explains how changing one part changes the other.

Learning intentions

• We are learning to make and recognise different ways to make 10.
• We are learning to represent number bonds with objects, pictures and numbers.
• We are learning to explain how we know two parts make a whole.
• We are learning to notice patterns in number bonds.

Success criteria

• I can make 10 using two groups of objects.
• I can record a number bond using a part–whole model or equation.
• I can find the missing part when I know the whole and one part.
• I can explain my thinking using words, objects or a drawing.

Curriculum links

• Te Mātaiaho Mathematics and Statistics — Mathsteasers: challenging questions that deepen mathematical understanding.
• Te Mātaiaho Mathematics and Statistics — Mathsteasers / Alignment: linking mathematical ideas with relevant representations and tasks.
• Te Mātaiaho Mathematics and Statistics — Mathsteasers / Additional resources for advanced learners: offering appropriate challenge through reasoning and problem-solving.
• Number learning: composing and partitioning numbers, recognising additive relationships, and communicating mathematical thinking.

Lesson structure (60 minutes)

1. 0–7 min · Hook and notice. Open with the hook and learning intention slides showing a full ten-frame with some spaces covered and ask, “How many could be hiding? How do you know?” The student shares an idea, builds 10 with counters and explains their first strategy.

2. 7–17 min · Model the mathematics. Use the ten-frame modelling slides to model 10 as two parts, such as 6 and 4, using counters and a part–whole drawing. The teacher records 6 + 4 = 10, physically swaps the parts, and discusses that 4 + 6 = 10 also works; the student repeats the language “part, part, whole”.

3. 17–30 min · Build and match. Provide counters and the Number Bond Cards to 10 and 20. Select cards showing a whole of 10, cover one smaller circle with a counter or paper, and invite the student to find the missing part by building or counting. The teacher asks, “What stayed the same? What changed?” and the student matches, reads and checks several bonds.

4. 30–43 min · Guided recording. Distribute the make-ten number bonds worksheet and return to the guided practice slides for one example at a time. The student completes missing parts, draws counters or dots where needed, and writes or traces addition equations; the teacher prompts with “What do you know already?” rather than supplying the answer.

5. 43–53 min · Reasoning challenge. Show the challenge prompts on the reasoning and discussion slides: “I made 10 with 2 and 8. Is there another way?” and “I have 7. How many more do I need?” The student finds several solutions, orders or discusses them, and explains a pattern such as one part increasing while the other decreases.

6. 53–60 min · Share and assess. Use the plenary and exit prompt slide to revisit the learning intention. The student completes the final worksheet item independently: draw or build two parts that make 10, record the matching equation, and explain how they checked it.

Resources

• the complete make-ten teaching deck
• the make-ten number bonds worksheet
• the Number Bond Cards to 10 and 20
• Two-colour counters or small classroom objects
• Ten-frame
• Part–whole model drawn on paper or whiteboard
• Pencils, crayons and eraser
• Small cover card or sticky note for hiding one part

Assessment

• Observe whether the student counts accurately, identifies the whole as 10, and finds a missing part using objects, images or known facts.
• Listen for mathematical language such as “part”, “whole”, “makes 10”, “more” and “less”; record whether the student can explain rather than simply guess.
• Use the final worksheet item as an exit check. Look for a correct representation, equation and explanation, accepting oral explanation or drawing in place of extended writing.

Differentiation

• Support by keeping the ten-frame visible, using two colours of counters, beginning with bonds such as 5 and 5, and allowing the student to touch-count or draw before writing.
• Use sentence starters: “The whole is…”, “One part is…”, “The missing part is… because…”.
• If recording is difficult, the student may select from numerals, point to the matching card, dictate an equation or demonstrate with counters.
• Extend thinking by asking the student to find every way to make 10, describe the pattern, or solve a missing-part problem without using counters. Invite more than one explanation.