Mathematics · Grade 1 · Operations and Algebraic Thinking · Term 2

Addition Strategies: Making Ten

Using the 'making ten' strategy to add numbers within 20, understanding number bonds to ten.

• Ontario Curriculum Expectations
• 1.OA.C.6

About This Topic

The making ten strategy equips Grade 1 students to add numbers within 20 by composing a ten first. Students decompose one addend into parts: one to pair with the other addend to reach ten, then add the leftover. For 8 + 7, they see 8 + 2 = 10, plus 5 = 15. This hinges on number bonds to ten, like 3 + 7 or 9 + 1. Students analyze cases such as 5 + 6, construct problems where it excels, and justify its mental math power.

In the Ontario Grade 1 Mathematics curriculum, under operations and algebraic thinking (1.OA.C.6), this develops fluency and strategic reasoning. It strengthens part-whole thinking, preparing for larger operations and equations.

Active learning suits this topic perfectly. Ten-frames and counters help students see bonds form physically. Games offer low-stakes repetition, partner shares build explanation skills. These approaches turn decomposition into quick intuition, increase engagement, and cement long-term retention.

Key Questions

1. Analyze how knowing that 5 plus 5 equals 10 helps you solve 5 plus 6.
2. Construct an addition problem where 'making ten' is the most efficient strategy.
3. Justify why 'making ten' is a powerful strategy for mental math.

Learning Objectives

• Calculate the sum of two single-digit numbers within 20 by decomposing one addend to make ten.
• Construct an addition problem where the 'making ten' strategy is the most efficient method for finding the sum.
• Explain why decomposing an addend to reach ten facilitates mental calculation for sums within 20.
• Identify number bonds to ten (e.g., 3+7, 4+6) to support the 'making ten' addition strategy.

Before You Start

Counting and Cardinality

Why: Students need to be able to count objects and understand that a number represents a quantity.

Number Bonds to 10

Why: Understanding pairs of numbers that make ten is foundational for decomposing addends to reach ten.

Addition Concepts: Adding to

Why: Students should have prior experience with basic addition, understanding that combining quantities results in a larger quantity.

Key Vocabulary

Making Ten Strategy	An addition strategy where you first add parts of a number to make a group of ten, then add the remaining part.
Number Bonds to Ten	Pairs of numbers that add up to ten, like 1 and 9, 2 and 8, 3 and 7, 4 and 6, or 5 and 5.
Decompose	To break a number down into smaller parts. For example, decomposing 7 into 2 and 5.
Addend	One of the numbers that is added together in an addition problem.

Watch Out for These Misconceptions

Common Misconception

Making ten only applies if one number is 9 or 10.

What to Teach Instead

Present sums like 6 + 6 or 7 + 5; students build on ten-frames to decompose flexibly. Small group sorts categorize problems, peer talks reveal broad applicability and build correct mental models.

Common Misconception

Students always count all fingers instead of decomposing.

What to Teach Instead

Time pair races: counting all versus making ten. Visual feedback on ten-frames shows speed gains; class charts track improvements, motivating strategy shift.

Common Misconception

Number bonds to ten are fixed facts, not parts to break.

What to Teach Instead

Use counters to rebuild bonds differently, like 4 + 6 as 3 + 7 -1. Hands-on explorations in stations emphasize flexibility for varied sums.

Active Learning Ideas

Ten-Frame Pairs: Bond Building

Supply pairs with ten-frames, two-color counters, and number cards (1-12). One student places the first number; partner decomposes the second to fill the frame to ten, then adds remainder. Record equation and strategy used. Switch roles after three rounds.

25 min·Pairs

Making Ten Dice Game: Small Groups

Groups roll two dice for addends under 20. Decompose to make ten on personal ten-frames, solve, and race to write equation. Discuss most efficient decompositions after five rounds. Tally group wins.

30 min·Small Groups

Strategy Bingo: Whole Class

Distribute bingo cards with sums within 20. Teacher calls sums; class solves aloud using making ten on shared projector ten-frame. Mark bonds used. Winners explain full strategies.

20 min·Whole Class

Problem Sort: Individual Practice

Give students cards with addition problems. Individually sort into 'making ten best' or 'other strategy.' Share and justify sorts in quick pair talks.

15 min·Individual

Real-World Connections

• A cashier at a grocery store might mentally calculate the change from a $10 bill for a $7 item by thinking 7 plus 3 is 10, so the change is $3. This uses the 'making ten' concept.
• When sharing cookies, if a child has 8 cookies and their friend offers them 5 more, they might think 'I need 2 more to make 10, then I'll have 12 cookies total.' This is the 'making ten' strategy in action.

Assessment Ideas

Quick Check

Present students with addition problems like 7 + 5. Ask them to write or draw how they would 'make ten' to solve it, showing the decomposed part and the final sum.

Exit Ticket

Give students a card with the problem 9 + 4. Ask them to write the number bond to ten they used (e.g., 1 + 3) and then write the final answer, explaining in one sentence why making ten was helpful.

Discussion Prompt

Pose the question: 'Imagine you need to add 6 + 8. How can knowing that 6 + 4 = 10 help you find the answer?' Facilitate a brief class discussion where students share their strategies and reasoning.

Frequently Asked Questions

What is the making ten strategy for Grade 1 addition?

Making ten involves breaking numbers to form 10 first, then adding the rest. For 9 + 4, think 9 + 1 = 10 + 3 = 13. Teach with ten-frames to visualize bonds like 5 + 5. Practice through daily problems builds automaticity for mental math within 20.

How do number bonds to ten support addition fluency?

Number bonds (1 + 9, 2 + 8, etc.) provide quick pairs to compose ten. They anchor decomposition in strategies like 8 + 6 = (8 + 2) + 4. Regular use in games and visuals develops instant recall, speeding up mental calculations and reducing errors.

Why teach making ten before other addition strategies?

It is efficient for sums near 10, common in early problems. Justifying its use, as per curriculum, teaches analysis. Builds foundation for count-on or doubles, offering flexible toolkit. Students construct examples to internalize power.

How can active learning help students master making ten?

Active methods like ten-frame manipulations let students physically form bonds, making abstract ideas concrete. Dice games provide engaging repetition; partner justifications during shares refine reasoning. Whole-class modeling with large visuals reinforces. These boost retention by 30-50% over worksheets, per studies, while increasing confidence through success.