Make Ten Lesson Plan
Grade 1 • Grade 2 Operations & Algebraic Thinking
Making a Ten to Add Within 20
45–60 Minutes
Standards: 1.OA.C.6 • 2.OA.B.2
Learning Objective & Success Criteria
Students decompose the second addend into two parts to complete a ten with the first addend, then add the remainder (e.g., \(8 + 5 = 8 + 2 + 3 = 10 + 3 = 13\)).
I can spot how many more make 10. I can split numbers with a bond.
Manipulatives & Prep
- Double Ten-Frame Mats
- 20 two-color counters / pair
- 1 regular die (1–6) per pair
- Dry-erase marker & eraser
Core Vocab Make a Ten: strategy filling a 10-frame first • Decompose: breaking a number into parts • Number Bond: part-part-whole model
1
Hook & Ten-Sprint Warm-Up
10 Minutes
Flash Frame Routine:
Flash a single ten-frame card showing 8, 9, or 7 dots for 2 seconds. Ask: "How many dots did you see? How many empty spaces to make 10?"
Mental Anchor Question:
"Why is adding to 10 so easy?" Elicit that adding any single digit to 10 is instant place-value math (\(10 + 3 = 13\), \(10 + 6 = 16\)).
2
Explicit Modeling: The Make-a-Ten Bridge (8 + 5)
15 Minutes
Step 1: Build Both
8 Blue • 5 Yellow in two separate frames
Step 2: Find the Gap
8 needs 2 more to complete frame 1
Step 3: Decompose 5
Split 5 into 2 and 3 move 2 to fill top frame
Step 4: Add to 10
10 + 3 = 13 So \(8 + 5 = 13\)!
Scripted Think-Aloud:
"I look at 8. It feels lonely without a full ten! It needs exactly 2 counters to become 10. Where can I borrow them? From my second pile of 5! I pull 2 away from 5. What does that leave? 3! Now look: my top frame is a full 10, and my bottom frame has 3. Ten plus three is thirteen. Super fast!"
Unit: Operations & Algebraic Thinking Page 1 of 2 • Facilitation Guide
Make Ten Magic • Facilitation & Practice
Part 2 of 2
3
Guided Practice: Structured Partner Building
10 Minutes
Provide partners with a double ten-frame mat. Walk through 9 + 4 and 7 + 5 together using choral responses and physical counter manipulation.
Example A: \(9 + 4\) 9 needs only 1. Split 4 into 1 and 3. Move 1 counter over. \(10 + 3 = \mathbf{13}\).
Example B: \(7 + 5\) 7 needs 3. Split 5 into 3 and 2. Move 3 counters over. \(10 + 2 = \mathbf{12}\).
4
Partner Game: Ten Target Showdown
15 Minutes
1. Roll & Set Base
Partner A picks a starter card (8 or 9) and places that many counters on the top ten-frame.
2. Roll the Addend
Partner B rolls a standard dot die (1–6). Partner B puts that many counters in the lower frame.
3. Make 10 & Record
Partners verbally state the split, move counters to make 10, and write the equation on their log.
Required Partner Math Talk Prompt:
“My top frame has [8]. I need [2] to make ten. I split your roll of [5] into [2] and [3]. Ten plus [3] equals [13]!”
Anticipated Misconceptions & In-the-Moment Coaching
| Common Student Stumble |
Teacher Coaching Move |
| Splitting the larger number (e.g., trying to decompose 8 instead of 5 in \(8 + 5\)). |
Prompt: "Which number is already closest to 10? Keep that big chunk whole so we do less work!" |
| Moving counters but forgetting how many are left over in the second frame. |
Use two different colored counters (e.g., red and yellow) so the borrowed counters are visually distinct. |
| Reverting to "counting on" fingers from 8 rather than adding to the full ten. |
Cover the full top frame with a card labeled "10". Ask: "What is ten and three more? Say it instantly!" |
Intervention / Scaffolds
Limit base number strictly to 9 first (only requires moving 1 counter). Provide pre-drawn number bond templates with one bubble already filled with 1 or 2.
Extension / Deeper Challenge
Have advanced pairs explore facts with 6 or 7 as the base (\(6 + 7\), \(7 + 6\)) or bridge across decades into larger numbers (\(18 + 5 = 20 + 3 = 23\)).
Assessment: Make Ten Exit Ticket (4 targeted facts) Page 2 of 2 • Facilitation Guide
Ten Target Partner Game
Partner Math Game 2 Players • Dice & Counters
Ten-Target Showdown!
Player 1
Player 2
1
Pick Base Choose 8 or 9 red counters for Frame 1.
2
Roll Die Roll a die and place that many yellow counters in Frame 2.
3
Bridge Ten Move yellow counters up to fill Frame 1 completely!
4
Say & Score Say the Ten-fact: \(10 + \text{leftovers}\). Record on page 2!
Frame 1: Base Target “Make Ten Here!” (Place 8 or 9 base counters)
Target = 10
Borrow & Move Counters Up To Fill The Ten
Frame 2: Die Roll “Split Me!” (Place rolled counters here first)
Leftovers stay here
Number Bond Split
Roll
to 10
left
Split the die roll into “Needed” + “Leftovers”
Partner Talk Sentence
“I have [ ].
I need [ ] to make 10.
10 plus [ ] is [ ]!”
10 + =
Tip: Slide this mat into a plastic sleeve to reuse with dry-erase markers! Page 1 of 2 • Game Mat
Scorecard & Strategy Log
Showdown Game Tracker
Partner A:
Partner B:
Play 6 rounds together. For each round, write the starting fact, show how you split the second number, write the new 10-fact, and give your partner a high-five check!
R1
Starting Fact
8 + 5 = ____
Number Bond Split
5 splits to: 2 + 3
New 10-Fact
10 + 3 = 13
Model
R2
Starting Fact
9 + 4 = ____
Number Bond Split
4 splits to: __ + __
New 10-Fact
10 + __ = ____
Check
R3
Starting Fact
8 + 6 = ____
Number Bond Split
6 splits to: __ + __
New 10-Fact
10 + __ = ____
Check
R4
Starting Fact
9 + 6 = ____
Number Bond Split
6 splits to: __ + __
New 10-Fact
10 + __ = ____
Check
R5
Starting Fact (Your Pick)
8 + __ = ____
Number Bond Split
__ splits to: __ + __
New 10-Fact
10 + __ = ____
Check
R6
Starting Fact (Your Pick)
9 + __ = ____
Number Bond Split
__ splits to: __ + __
New 10-Fact
10 + __ = ____
Check
Partner Team Reflection
Detective Question: Why is it faster to add \(8 + 5\) by making a ten than by counting on your fingers?
Ten-Target Showdown • Consolidation Activity Page 2 of 2 • Recording Sheet
Make Ten Exit Ticket
Quick Check-In Exit Ticket
Making a Ten Check-In
Name:
Date:
Score / 4
1 Look at the ten-frames to solve \(8 + 5\):
Model & Solve
Top: 8 Blue Counters
Bottom: 5 Yellow (2 move up ↑)
a. How many does 8 need to make 10?
b. Split 5 into: 2 and
c. Ten-Fact: 10 + = So \(8 + 5\) =
2 Decompose the second number to solve \(9 + 4\):
Number Bond
4
1
9 takes 1 from 4 to make 10.
Bridge Fact: 10 + =
Therefore, \(9 + 4 =\)
3 Fill in the blanks to make a ten for \(8 + 6\):
Mental Strategy
Step 1: Split 6
6 = 2 +
Step 2: Add to 10
8 + 2 = 10
Step 3: Total
10 + =
4 Math Detective: Find the Mistake
Error Check
Sam tried to solve 8 + 3. He said: “I make a ten with 8, and add 3, so 10 + 3 = 13!”
What did Sam forget to do?
He forgot to take 2 away from 3
He should have subtracted 8
What is the correct answer to \(8 + 3\)?
How do you feel about making a ten to add?
Need Help 🤔 Getting There 👍 Ten Master! 🌟
Operations & Algebraic Thinking • 1.OA.C.6 / 2.OA.B.2 Page 1 of 1 • Quick Check-In
