| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Making 10 to add strategy |
| What length (min) | 30 |
| What age group | Year or Grade 1 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Making 10 to Add Strategy
Year 1 / Grade 1
Mathematics
20 students
30 minutes
The lesson aligns with the principles of the Canadian Mathematics Curriculum for Grade 1, focusing on addition strategies and number sense.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Making 10 | 5 minutes | Introduce the concept of making 10 using manipulatives. Show how different numbers can be combined to make 10 (e.g., 7 + 3, 6 + 4). |
| 2 | Guided Practice | 10 minutes | Engage students in a group activity using ten-frame cards to visualize making 10 with different additions. Encourage participation and question-answering. |
| 3 | Independent Practice | 8 minutes | Distribute worksheets with addition problems that require the making 10 strategy. Encourage students to use manipulatives as needed. |
| 4 | Homework Assignment | 2 minutes | Explain the homework assignment related to the lesson. Hand out the homework sheets to each student. No presentations required. |
| 5 | Closure | 5 minutes | Recap the lesson by asking students to share examples of how they made 10. Reinforce the importance of this strategy in addition. |
“Good morning, everyone! Today, we’re going to learn an exciting addition strategy called ‘Making 10’! This strategy helps us add numbers more easily. Now, can anyone tell me what two numbers can combine to make 10? Let’s find out using our manipulatives. I have some counters here.
Hold up 7 counters.
“Here, I have 7 counters. How many more do we need to make 10?
Pause for answers.
“Yes! We need 3 more counters. So, 7 plus 3 equals 10! Let me show you another one.
Add 6 counters to the group.
“How many more counters do we need to make 10 now?
Wait for students to respond.
“That’s right! We need 4 more counters for a total of 10. Today, we’ll be using this strategy to help us with our addition problems!”
“Now that we’ve practiced making 10 with manipulatives, let’s do some guided practice together! I’m going to pass out ten-frame cards.
Hand out ten-frame cards to each student.
“Who can remind me what a ten-frame is?
Allow responses.
“Great! A ten-frame helps us see how many spots we have filled to make 10. I’ll call out a number, and I want you to show me how you can fill the ten-frame to make 10.
Call out different numbers, such as 2, 5, and 8.
“Excellent! When I said 2, you filled in 2 spots, and you added 8 more to make 10. Let’s keep going!
Encourage students to answer questions and provide assistance as needed. Prompt students with follow-up questions about how they can make different combinations.
“Great work, everyone! You’re really getting the hang of this."
“Okay, friends! Now it’s time for you to practice on your own. I’m handing out worksheets that have some addition problems for you to solve using the making 10 strategy.
Distribute worksheets.
“Remember, you can use the manipulatives if you need to help you. Take a moment to look at the problems, and when you’re ready, start working on them quietly.
Walk around the room to assist students as they work.
“If you finish early, you can double-check your work or draw a picture of your favorite way to make 10! I’m here if you have any questions.”
“Alright, time’s up! Let’s bring our focus back to the front. I have a homework assignment for you.
Pass out homework sheets.
“For homework, you’ll complete a set of problems using the making 10 strategy. This will help you practice what we learned today.
“Please remember to ask an adult at home if you need help. You do not need to present this in the next class; just complete it. Does everyone understand the assignment?
Wait for feedback.
“Fantastic!”
“Before we finish for today, let’s recap what we learned. Can anyone share a way they made 10 during our lesson today?
Encourage several students to share their examples.
“Wonderful! Remember, using the making 10 strategy can make addition easier and more fun.
“I’m so proud of all your hard work today! Keep practicing this at home and we’ll continue to explore more strategies together. See you next class!”
What two numbers can you combine to make 10 using counters? Provide at least three different combinations.
Use a ten-frame to represent the number 4. How many more counters do you need to fill the ten-frame to make 10?
If you have 9 counters, how many more do you need to reach a total of 10?
Create a list of addition problems that use the 'Making 10' strategy, providing at least five examples (e.g., 3 + __ = 10).
Draw a picture of a scenario where you can use the Making 10 strategy at home or in your community. Describe how you would apply this strategy.
Select a number between 1 and 9. Show how many counters you would need to make a total of 10. Explain your thinking.
Write a story problem that involves making 10. Be sure to include the addition equation that represents your story.
Using the Making 10 strategy, solve the following addition problem: 8 + __ = 10. What is the missing number?
Look at the number 5. How many counters would you need to add to make 10? Write the equation.
Think of a game or activity you could do to practice making 10 with a friend or family member. Describe how the game would work.