Composition to 10

Overview

This 10-minute session is designed for Reception students (age 4-5) to develop their understanding of number bonds to 10, specifically focusing on the composition of numbers within 10. The lesson aligns with the Early Years Foundation Stage (EYFS) and the National Curriculum for England’s Mathematics programme of study, supporting the strand ‘Number: Number and Place Value’ and aspects of ‘Numerical Patterns’.

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Learning Objectives

By the end of this lesson, pupils will be able to:

• Recognise that numbers up to 10 can be made by combining two smaller numbers.
• Recall some number bonds to 10 confidently.
• Use practical resources to demonstrate the composition of numbers within 10.

National Curriculum links:

• EYFS Mathematics Development Matters (2020) – Early Learning Goal: Numbers – “have a deep understanding of number to 10, including the composition of each number.”
• Early Years Foundation Stage Framework (2021) – Mathematics Goals: Numbers – “Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number.”

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Resources

• Ten-frame boards (one per child or pair)
• Counters or small manipulatives (e.g., buttons, cubes)
• Number cards 1 to 10
• A large visual number bond template (printed or displayed on board)
• Story props (e.g., toy animals or small figures) to create scenarios

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Lesson Structure

Introduction (2 minutes)

• Gather children in a circle for a focused carpet session.
• Using the number bond template, introduce the number 10 and explain that it can be made by putting two smaller numbers together.
• Demonstrate using counters: show 4 counters + 6 counters = 10 counters in total. Count all aloud together to reinforce.

Main Activity (6 minutes)

• Hand out ten-frames and counters to children, working individually or in pairs.
• Call out different number pairs that make 10 (e.g., 3 and 7, 5 and 5), encouraging children to place counters on the ten-frame to represent the numbers.
• Ask children to say aloud their number pairs, reinforcing language such as “3 and 7 make 10.”
• Make it interactive by involving props: “If 4 toy animals are on one mat and 6 on another, how many are there altogether?” Encourage children to show using counters and ten-frames.
• Extend by asking: “Can you find another way to make 10?” fostering exploration and recall of multiple number bonds.

Plenary (2 minutes)

• Invite a few children to share their favourite number bond to 10 with the class, using the ten-frame and counters to demonstrate.
• Recap that there are many ways to make 10 using smaller numbers and this helps us understand numbers better.
• Praise effort and participation, reinforcing the learning objective.

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Assessment

• Formative assessment during the activity by observing children’s ability to correctly represent number bonds on the ten-frame.
• Use questioning to check understanding (e.g., “How many counters do you see? How many more do we need to make 10?”).
• Note children who can confidently recall number bonds to 10 and those who need further support for planning personalised next steps.

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Differentiation

• Support: Provide visual number cards with pictorial representations (dots) to help less confident counters.
• Challenge: Encourage children who grasp the concept quickly to explore bonds to 9 or 11, or explain how they know the total is 10 without counting each counter.

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Key Vocabulary

• Number bond
• Compose / Composition
• Combine / Add
• Total
• More / Less
• Ten-frame

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Additional Notes

• Keep the pace lively to maintain focus within the short timeframe.
• Use enthusiastic language and praise to motivate and build confidence.
• Consider revisiting this concept regularly to embed understanding as part of ongoing number sense development.