Making Tens: A Fun Way to Add!

Math Grades 1st Grade 9:11 Video
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Lesson Description

Learn how to make tens to help you add bigger numbers! We'll use blocks to understand how numbers break apart and come together to make adding easier.

Video Resource

How to Make Tens for Addition

Miacademy Learning Channel

Duration: 9:11
Watch on YouTube

Key Concepts

  • Place Value (Tens and Ones)
  • Decomposing Numbers
  • Making Ten to Add

Learning Objectives

  • Students will be able to identify the tens and ones in a two-digit number.
  • Students will be able to decompose a number to make a ten.
  • Students will be able to use the 'making ten' strategy to solve addition problems.

Educator Instructions

  • Introduction (5 mins)
    Begin by asking students what they already know about adding numbers. Introduce the idea that there are tricks to make adding easier. Briefly explain what 'making ten' means - combining numbers to reach 10.
  • Video Viewing (7 mins)
    Watch the Miacademy Learning Channel video 'How to Make Tens for Addition'. Encourage students to pay attention to how Kaylee uses the blocks to make tens.
  • Discussion and Practice (10 mins)
    After the video, discuss the concepts presented. Use blocks or drawings on the board to demonstrate how to break apart numbers to make ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14).
  • Interactive Game (10 mins)
    Play an interactive 'making ten' game online (similar to the one shown in the video, if accessible) or use printable worksheets. Focus on simple addition problems where making ten is a helpful strategy.
  • Wrap-up (3 mins)
    Review the 'making ten' strategy and its benefits. Remind students that this is a tool to help them add numbers more easily.

Interactive Exercises

  • Block Building
    Give each student a set of ten blocks. Call out numbers (e.g., 7 + 5). Have them use the blocks to represent the numbers and then physically move blocks to make a ten (move 3 from the 5 to the 7 to make 10 + 2).
  • Drawing Tens
    Provide worksheets with addition problems (e.g., 9 + 4). Have students draw circles to represent each number, then circle ten of the circles to visually 'make ten'.

Discussion Questions

  • What is a ten made of?
  • How can knowing how to make ten help us add faster?
  • Can you think of a time when making ten would be really helpful?

Skills Developed

  • Number Sense
  • Addition Fluency
  • Problem-Solving

Multiple Choice Questions

Question 1:

What two numbers make 10?

Correct Answer: 8 + 2

Question 2:

If you have 7 blocks, how many more do you need to make 10?

Correct Answer: 4

Question 3:

Which number can you break apart to make 10 easier to add to 8?

Correct Answer: 2

Question 4:

What is 10 + 3?

Correct Answer: 13

Question 5:

Which of these is the same as 8 + 5?

Correct Answer: 8 + 2 + 3

Question 6:

What number is in the ones place in 12?

Correct Answer: 2

Question 7:

What number is in the tens place in 15?

Correct Answer: 1

Question 8:

What does it mean to 'decompose' a number?

Correct Answer: To break it apart

Question 9:

Which of the following is NOT a way to make ten?

Correct Answer: 3+8

Question 10:

If you have 6 and you want to make ten, what number do you need to add to 6?

Correct Answer: 4

Fill in the Blank Questions

Question 1:

Ten is made of ____ ones.

Correct Answer: 10

Question 2:

We can _________ a number to make it easier to add.

Correct Answer: decompose

Question 3:

8 + 2 = _____.

Correct Answer: 10

Question 4:

When we make a ten, we are trying to get to the number _____.

Correct Answer: 10

Question 5:

If I have 9 blocks, I need _____ more to make 10.

Correct Answer: 1

Question 6:

In the number 17, there is 1 ____ and 7 ones.

Correct Answer: ten

Question 7:

Making tens helps us add numbers ________.

Correct Answer: faster

Question 8:

6 + 4 makes a ________.

Correct Answer: ten

Question 9:

If you decompose 12 into a ten and ones, how many ones are there?

Correct Answer: 2

Question 10:

A number has a tens place and a ________ place.

Correct Answer: ones

Educational Standards

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). 1.NBT.B.2:Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 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.

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