Mathematics · Year 2

Active learning ideas

Bridging Through Ten

Active learning works for bridging through ten because children need to see numbers flexibly and manipulate them in space. Moving beads, rolling dice, and recording in journals helps them internalize why bridging saves steps compared to counting on. These hands-on experiences turn abstract number bonds into concrete strategies they can trust.

• National Curriculum Attainment Targets
• KS1: Mathematics - Addition and Subtraction

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

Activity 01

• Think-Pair-Share
• 20 min · Pairs

Partner Game: Bridge Dice

Pairs roll two dice to make numbers under 20, then bridge through ten using counters on ten frames. They write the equation, explain their steps aloud, and check partner's work. Switch who rolls after five turns.

Justify why it is often faster to make a ten before adding the rest of a number.

Facilitation Tip

During Bridge Dice, remind partners to pause after each roll and say the bridge steps out loud before recording.

What to look for

Provide students with a calculation, for example, 15 - 7. Ask them to write down two ways to solve it, one using bridging through ten and one using counting back. They should also circle which method they found faster and why.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 02

• Stations Rotation
• 30 min · Small Groups

Stations Rotation: Bridging Challenges

Set up three stations with ten frames, bead strings, and digit cards for additions/subtractions needing bridges. Small groups spend 7 minutes per station solving five problems and recording strategies. Rotate and share one insight at the end.

Explain how knowing our bonds to 10 helps us find bonds to 100.

Facilitation Tip

In Bridging Challenges, circulate with a checklist to note which students still count on first and which bridge automatically.

What to look for

Present the calculation 6 + 8. Ask students: 'Why is it quicker to add 4 to 6 first, then add the remaining 4, rather than counting on from 8?' Encourage them to use the term 'bridge through ten' in their explanation.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Think-Pair-Share
• 25 min · Whole Class

Whole Class: Strategy Share

Project bridging problems on the board. Children use mini whiteboards to solve individually, then share in a class vote: bridge, count, or difference? Discuss justifications as a group and tally results.

Assess when it is better to count back and when it is better to find the difference.

Facilitation Tip

During Strategy Share, invite two students who used different methods to compare their written steps at the board.

What to look for

Write a series of calculations on the board, such as 12 - 5, 7 + 6, 18 - 9. Ask students to hold up fingers to show how many they need to add or subtract to reach the next ten for each problem. For 12 - 5, they would hold up 2 fingers (to get to 10).

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 04

• Think-Pair-Share
• 15 min · Individual

Individual: Bridge Journals

Children draw ten frames for given problems, partition numbers, and note why bridging works. Complete five additions and five subtractions, then self-assess speed against counting.

Justify why it is often faster to make a ten before adding the rest of a number.

Facilitation Tip

In Bridge Journals, model one full example with crossed-out adjustments so students see the revision process.

What to look for

Provide students with a calculation, for example, 15 - 7. Ask them to write down two ways to solve it, one using bridging through ten and one using counting back. They should also circle which method they found faster and why.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach bridging through ten by starting with ten frames and bead strings to build visual anchors. Move quickly to verbal rehearsal so students internalize the steps before writing. Avoid letting children rely on counting on as a default by routinely asking, 'Could we bridge here to save time?' Research shows that children who verbalize their steps while moving manipulatives develop stronger mental strategies.

Successful learning looks like children confidently partitioning numbers, explaining each step in bridging, and justifying their choice of method over counting. They should articulate when bridging through ten is efficient and apply it across different calculations without prompting. Partners should debate methods and recognize patterns in their work.

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Watch Out for These Misconceptions

• During Partner Game: Bridge Dice, watch for students who only bridge when the second number is 1 or 2 away from ten.

  After each roll, ask students to explain how they partitioned the second number and why they chose that bridge size, even if it feels large. Partners should challenge each other to justify their bridge choice before recording.

• During Station Rotation: Bridging Challenges, watch for students who subtract the bridge amount incorrectly in subtraction problems.

  Have students use a number line strip in the station to physically move back the bridge amount, then pause to recount the steps aloud before recording the final answer.

• During Individual: Bridge Journals, watch for students who forget to subtract the bridge amount after partitioning.

  Model crossing out the bridge amount in the journal example and ask students to do the same in their own work. Circulate to check that they adjust the tens or ones correctly after bridging.

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Methods used in this brief

• Think-Pair-Share
• Stations Rotation