Number Bonds to 10: Let's Make a Ten!

Math Grades 1st Grade 4:12 Video
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Lesson Description

Learn about number pairs that make 10 through an engaging song and hands-on activities. This lesson helps students build math fluency and understand the relationship between parts and a whole.

Video Resource

I Can Say My Number Pairs 10 | Math Song for Kids | Number Bonds | Jack Hartmann

Jack Hartmann Kids Music Channel

Duration: 4:12
Watch on YouTube

Key Concepts

  • Number pairs that make 10
  • Number bonds
  • Parts and whole
  • Addition

Learning Objectives

  • Students will be able to identify number pairs that add up to 10.
  • Students will be able to demonstrate number bonds for 10 using their fingers and other manipulatives.
  • Students will be able to understand that two parts make a whole.

Educator Instructions

  • Introduction (5 mins)
    Begin by asking students what they know about the number 10. What are some things they can count to 10? Introduce the idea that 10 can be made up of different parts.
  • Watch the Video (5 mins)
    Play the Jack Hartmann 'I Can Say My Number Pairs 10' video. Encourage students to sing along and use their fingers as shown in the video.
  • Finger Activity (5 mins)
    After the video, practice the number pairs using fingers. For example, say 'Show me 9 fingers on one hand. How many do you need on the other hand to make 10?'
  • Number Bond Worksheet (10 mins)
    Distribute a worksheet with number bond templates. Have students fill in the missing numbers to make 10. For example, one circle might have '6' and students need to fill in '4' in the other circle.
  • Manipulatives Activity (10 mins)
    Provide students with manipulatives like counters or blocks. Ask them to show different number pairs for 10 using the manipulatives.
  • Wrap-up (5 mins)
    Review the number pairs of 10 and emphasize the importance of knowing them for math fluency.

Interactive Exercises

  • Number Pair Game
    Call out a number (e.g., 7). Students respond with the number that makes 10 with it (e.g., 3).
  • Act it Out
    Have the students create real world examples, such as 'I have 2 apples, how many more do I need to have 10 apples?'

Discussion Questions

  • What two numbers make 10?
  • Can you think of different ways to make 10 using two numbers?
  • Why is it important to know our number pairs?

Skills Developed

  • Number sense
  • Addition fluency
  • Problem-solving

Multiple Choice Questions

Question 1:

Which two numbers make 10?

Correct Answer: 7 + 3

Question 2:

What number do you add to 2 to make 10?

Correct Answer: 8

Question 3:

What number do you add to 8 to make 10?

Correct Answer: 2

Question 4:

Which number pair does NOT make 10?

Correct Answer: 7 + 2

Question 5:

If you have 10 cookies and eat 3, how many are left so you can get 10?

Correct Answer: 7

Question 6:

Which of these is a number bond that makes 10?

Correct Answer: 4 + 6

Question 7:

What is a number bond?

Correct Answer: Two parts that make a whole

Question 8:

If you have 10 toy cars and give 6 away, how many do you have left so you can get 10?

Correct Answer: 4

Question 9:

What plus 0 makes 10?

Correct Answer: 10

Question 10:

If I have 5 fingers on one hand, how many do I need on my other hand to make 10?

Correct Answer: 5

Fill in the Blank Questions

Question 1:

4 + ____ = 10

Correct Answer: 6

Question 2:

____ + 1 = 10

Correct Answer: 9

Question 3:

7 + ____ = 10

Correct Answer: 3

Question 4:

5 + ____ = 10

Correct Answer: 5

Question 5:

____ + 8 = 10

Correct Answer: 2

Question 6:

10 + ____ = 10

Correct Answer: 0

Question 7:

____ + 6 = 10

Correct Answer: 4

Question 8:

3 + ____ = 10

Correct Answer: 7

Question 9:

2 + ____ = 10

Correct Answer: 8

Question 10:

____ + 0 = 10

Correct Answer: 10

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.OA.D.8:Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. CCSS.Math.Content.1.OA.A.1:Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Teaching Materials

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