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Maths · Years 1-3
How can I teach making ten to add?
Split one addend to bridge through ten and explain the parts.
Download: Make ten to add
A4 PDF · 2 pages · free · no sign-up
Print page 1 for the activity and keep page 2 for teaching notes, answers or review criteria.
Use A4 paper at 100% or Actual size. Suggested years or grades are selection aids, rather than curriculum alignment claims.
How to use this resource
- Build 8 counters, add 2 to complete ten, then add the remaining 3. Keep all counters visible.
- Use the supplied example or task brief. Let the learner respond through writing, drawing, discussion or their usual communication method.
- Review the answers or criteria below. Check that the learner keeps track of the remaining part instead of adding the whole second number again.
What is in the printable?
Worked example: 8 + 5 = 8 + 2 + 3 = 10 + 3 = 13. The 5 is split into 2 and 3. Use counters or drawings if helpful.
- Complete: 9 + 4 = 9 + 1 + ___ = ___.
- Show the make-ten steps for 7 + 5.
- Show the make-ten steps for 8 + 6.
- Show the make-ten steps for 6 + 7.
- Explain why splitting 5 into 2 and 3 does not change 8 + 5.
Make it easier or add challenge
More support
Use a ten-frame and focus on 9 + 4 before removing concrete support.
More challenge
Apply the same idea to 28 + 5 and explain what stays the same.
What to look for
Check that the learner keeps track of the remaining part instead of adding the whole second number again.
Teacher answers and suggested responses
1. 3; 13.
2. 7 + 3 + 2 = 10 + 2 = 12.
3. 8 + 2 + 4 = 10 + 4 = 14.
4. 6 + 4 + 3 = 10 + 3 = 13.
5. 2 + 3 is still 5, so the total being added is unchanged. Equivalent models accepted.
Further teaching guidance
Related guidance from EP for Schools: How can I help a pupil develop a secure sense of number?
Try another activity
Deliver individually or in a small group
Choose one learning aim from this activity. Model one example, work through another together, then give each pupil a turn with a fresh example. In a group, ask everyone to think or show a response before sharing; one confident answer does not show what the whole group understands.
Keep the task’s more-support option available. Allow the usual communication tools, practical materials or drawing where these preserve the learning aim. Reduce the number of examples if needed, rather than rushing through the sheet.
What progress should I look for?
Check that the learner keeps track of the remaining part instead of adding the whole second number again.
Note the example used and whether the response was independent, followed a general prompt or needed a model. Try a different example on a later occasion and look for clearer reasoning or less support on a comparable task. Use these observations to plan the next teaching step.
Printing, access and sharing
Use separate paper or a different recording method when more space or an accessible format is needed. Free to print and copy within your school, setting or family. Retain the website credit and share this teaching page with other settings.
Suggest a resource or report a problem →
Use this in a complete teaching collection
Early number: parts, wholes and number lines →
Follow a delivery plan, see worked examples and download a progress record and staff feedback sheet.