Build and Break Apart Ten

Overview

In this 30-minute lesson, students use counters and ten-frames to find and represent different number pairs that make 10. The lesson builds on counting, composing, and decomposing numbers within 10, with concrete models supporting students who need additional structure.

Learning intentions

• Students will be able to show different ways to make 10.
• Students will be able to use counters, cubes, or drawings to represent pairs of numbers.
• Students will be able to explain how two parts combine to make a whole.
• Students will be able to record combinations using pictures and, when ready, equations.

Success criteria

• I can use counters or a drawing to show two parts that make 10.
• I can represent at least five different combinations of 10.
• I can explain how I know the two parts make 10.
• I can record an equation for a combination if I am ready.

Curriculum links

• Operations and Algebraic Thinking — finding the number that makes 10 when added to a given number.
• Operations and Algebraic Thinking — decomposing numbers less than or equal to 10 into pairs in more than one way.
• Operations and Algebraic Thinking — representing addition with objects, fingers, drawings, expressions, or equations.
• Operations and Algebraic Thinking — solving addition problems within 10 using objects or drawings.

Lesson structure (30 minutes)

1. 0–4 min · Hook and connect. Open with the hook and learning goal slides and show a full ten-frame with some spaces covered. Ask, “How many more counters are needed to fill the frame?” Students count the visible counters, predict the missing amount, and explain their thinking to a partner.

2. 4–9 min · Model making 10. Use two colors of counters on a large ten-frame while displaying the teacher modeling slides. Model 6 red counters and 4 yellow counters, saying, “Six and four make 10,” and record 6 + 4 = 10. Rearrange the colors to show that the total stays 10. Students build the same combination and rehearse the sentence, “___ and ___ make 10.”

3. 9–19 min · Build and record combinations. Give each pair counters, connecting cubes, and a ten-frame. Distribute the make-ten recording worksheet. Students create as many different combinations of 10 as possible, draw each combination on the worksheet, and write the two parts if able. Partners take turns being the Builder and Checker: the Builder creates a pair, and the Checker counts both parts and confirms that the total is 10. Prompt with, “How could you change one part and still make 10?”

4. 19–24 min · Share and organize thinking. Open the combinations and discussion slides and invite pairs to share a combination. Record examples in an ordered list, such as 0 + 10, 1 + 9, 2 + 8, 3 + 7, and 4 + 6. Students compare their models and identify combinations that have not yet been recorded. Emphasize that switching the parts, such as 3 + 7 and 7 + 3, still represents 10.

5. 24–28 min · Independent check. Students complete the final two prompts on the make-ten recording worksheet: show a missing part for 8 + __ = 10 and draw one new way to make 10. Students may use counters or a ten-frame. Circulate and ask individuals to explain their model before recording.

6. 28–30 min · Exit and celebrate. Display the review and exit prompt slide. Each student tells the teacher or a partner one combination that makes 10 and shows it with fingers, counters, a drawing, or an equation. Collect the worksheet as evidence of learning.

Resources

• the make-ten lesson slide deck
• the make-ten recording worksheet
• Ten-frames, one per student or pair
• Two-color counters
• Connecting cubes
• Large teacher demonstration ten-frame
• Large-print number and plus/equal symbols
• Pencils, crayons, or markers
• Optional timer

Assessment

• During modeling and partner work, check whether students count accurately, identify both parts, and confirm that the total is 10.
• Review each student’s worksheet for at least five representations or combinations, using drawings, objects, or equations as appropriate.
• During the exit check, ask students to show or explain one combination of 10 and note whether they can identify the missing part independently.

Differentiation

• Support: Provide a ten-frame, two-color counters, connecting cubes, and partially completed models such as 7 + __ = 10. Reduce the initial target to three combinations, then build toward five.
• Language and communication: Use sentence frames: “I made 10 with ___ and ___,” “I know because ___,” and “The missing part is ___.” Accept spoken explanations, pointing, gestures, or modeled responses.
• Dyslexia-friendly options: Use color-coded counters, large-print symbols, uncluttered worksheet sections, equation templates, spoken rehearsal before writing, and a clear sans-serif font with generous spacing. Read all directions aloud and avoid requiring students to copy lengthy text.
• Advanced learners: Challenge students to record equations for every combination, order the combinations systematically, and explain why 2 + 8 and 8 + 2 both make 10. Students may find a missing part for several starting numbers from 1 through 9.
• Mixed-grade grouping: Pair students strategically so that older or more fluent students explain rather than complete the task for a partner. Offer concrete materials to all learners, including students working above kindergarten level.