Making Ten: A Fun Way to Add!

Math Grades 1st Grade 2:49 Video
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Lesson Description

Learn a cool trick to add numbers faster by making groups of ten first! This lesson uses the 'make a ten' strategy to simplify addition problems.

Video Resource

Adding by getting to group of 10 first | Early Math | Khan Academy

Khan Academy

Duration: 2:49
Watch on YouTube

Key Concepts

  • Making a ten
  • Decomposing numbers
  • Addition strategies

Learning Objectives

  • Students will be able to decompose a one-digit number to make a ten with a two-digit number.
  • Students will be able to add a one-digit number to a two-digit number by first making a ten.

Educator Instructions

  • Introduction (5 mins)
    Start by asking students what they know about the number 10. Why is 10 an important number in math? Briefly review addition within 10.
  • Video Viewing (7 mins)
    Play the Khan Academy video: 'Adding by getting to group of 10 first'. Tell students to pay attention to how the person in the video breaks up numbers to make a 10.
  • Guided Practice (10 mins)
    Work through a few example problems on the board together. For example: 9 + 6. Ask: 'What do we need to add to 9 to get to 10?' (1) 'So we break up 6 into 1 and what?' (5). 'Then we have 10 + 5 = 15'.
  • Independent Practice (10 mins)
    Give students worksheets with addition problems where they need to use the 'make a ten' strategy. Examples: 8 + 5, 7 + 6, 6 + 9.
  • Wrap-up (3 mins)
    Review the main idea of making a ten to add. Ask students if they found this strategy helpful.

Interactive Exercises

  • Number Bonds to Ten
    Use manipulatives (like connecting cubes) to show how to break apart numbers to make 10. For example, if you have 7 cubes, how many more do you need to make 10?
  • Number Line Jumps
    Use a number line to visually represent the 'make a ten' strategy. Start at a number like 8, jump to 10, and then jump the remaining amount to find the answer.

Discussion Questions

  • Why is it helpful to make a ten when adding?
  • Can you think of a time when making a ten helped you solve a problem quickly?

Skills Developed

  • Addition fluency
  • Number sense
  • Problem-solving

Multiple Choice Questions

Question 1:

What number do you add to 8 to make 10?

Correct Answer: 2

Question 2:

If you break 7 into 2 and another number, what's the other number?

Correct Answer: 5

Question 3:

Which number is the same as 3 + 7?

Correct Answer: 10

Question 4:

Which of these number sentences is true?

Correct Answer: 6+4=10

Question 5:

To solve 9+5 using 'make a ten', what do you add to 9 first?

Correct Answer: 2

Question 6:

You have 6 cookies. How many more do you need to have 10?

Correct Answer: 6

Question 7:

If you have 10 and add 3, what number do you have?

Correct Answer: 13

Question 8:

What two numbers make 10?

Correct Answer: 4+6

Question 9:

To solve 8 + 4, what number do we add to 8 to get 10?

Correct Answer: 2

Question 10:

If we break 5 into 2 and another number what is that number?

Correct Answer: 3

Fill in the Blank Questions

Question 1:

To make 10, you add ____ to 6.

Correct Answer: 4

Question 2:

8 + 2 = ____

Correct Answer: 10

Question 3:

If you break 4 into 1 and another number, that other number is ____.

Correct Answer: 3

Question 4:

10 + 5 = ____

Correct Answer: 15

Question 5:

We can break the number 7 into 2 and ____ to help us make a ten

Correct Answer: 5

Question 6:

To make the number ten we can add 1 to the number ____

Correct Answer: 9

Question 7:

If you have 10 fingers and take away 3, you have ___ fingers left.

Correct Answer: 7

Question 8:

5 + ____ = 10

Correct Answer: 5

Question 9:

The two numbers that make ten are 2 and ____.

Correct Answer: 8

Question 10:

To make 10, you add ____ to 7.

Correct Answer: 3

Educational Standards

CCSS.Math.Content.1.OA.C.6:Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). CCSS.Math.Content.1.NBT.C.4:Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Teaching Materials

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