Mathematics · Grade 1

Active learning ideas

Addition Strategies: Making Ten

Active learning helps Grade 1 students internalize the making ten strategy by engaging with visual and hands-on tools. When students physically move counters or roll dice, they build mental images that connect number bonds to flexible addition. These concrete experiences bridge to abstract reasoning, making the strategy memorable and transferable to new problems.

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

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Plan-Do-Review
• 25 min · Pairs

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.

Analyze how knowing that 5 plus 5 equals 10 helps you solve 5 plus 6.

Facilitation Tip

During Ten-Frame Pairs, circulate and ask guiding questions like, 'How many more do you need to reach ten?' to keep students focused on the decomposition process.

What to look for

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.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 02

• Plan-Do-Review
• 30 min · Small Groups

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.

Construct an addition problem where 'making ten' is the most efficient strategy.

Facilitation Tip

In the Making Ten Dice Game, ensure each roll prompts students to verbalize their steps aloud before recording to reinforce the strategy.

What to look for

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.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 03

• Plan-Do-Review
• 20 min · Whole Class

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.

Justify why 'making ten' is a powerful strategy for mental math.

Facilitation Tip

During Strategy Bingo, pause after each call to ask, 'What number bond did you use to find that sum?' to promote reflection.

What to look for

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.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 04

• Plan-Do-Review
• 15 min · Individual

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.

Analyze how knowing that 5 plus 5 equals 10 helps you solve 5 plus 6.

What to look for

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.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

A few notes on teaching this unit

Start with concrete tools like ten-frames and counters to build number bonds to ten, moving gradually to abstract equations. Avoid rushing students to the written form before they can explain their thinking verbally or with manipulatives. Research shows that students who practice decomposing flexibly in small groups internalize the strategy faster than those working alone with worksheets.

Students will confidently decompose addends to form a ten and explain their process in words, drawings, or equations. They should recognize when making ten simplifies addition and apply it independently to sums within 20. Clear evidence of learning includes quick mental calculations and correct use of number bonds during activities.

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Watch Out for These Misconceptions

• During Ten-Frame Pairs, watch for students who only see bonds like 9 + 1 or 10 + 0 as valid. Correction: Ask students to rebuild the ten-frame with different counters and explain how 6 + 4 also makes ten, emphasizing flexibility in decomposition.

  During the Making Ten Dice Game, watch for students who count on from one addend instead of decomposing. Correction: Have them pause and use a ten-frame to model the sum, then ask, 'Which part do you move to make ten first?' to redirect their thinking.

• During Strategy Bingo, watch for students who memorize answers without understanding the bond. Correction: Require them to write the number bond on the side of their paper before marking the square, reinforcing the connection between the visual and the strategy.

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Methods used in this brief

• Plan-Do-Review