Make-10 Treat Packs
Progression 1 (Years 1â2) Number | Using make-10/20 strategies for fluent addition in zoo and conservation contexts.
Learning Intentions & Success Criteria
Te MÄtaiaho: quantify, order, compare small collections
NZC L1â2: additive strategies to 20
Key idea: make 10, then add on
Äkonga are learning to:
- Use 10 as a benchmark for addition.
- Split numbers to bridge to 10 (e.g., 8 + 5 â 8 + 2 + 3).
- Represent the same total on tens frames and number lines.
Success looks like:
- I can show two numbers that make 10 and explain why.
- I can solve to 20 using a make-10 split instead of counting all.
- I can draw my hops to 10 then to the total.
Teacher prompts
- âHow many to make 10?â
- âSplit the second number to fill the ten.â
- âShow it on the frame and the line.â
Kupu / Vocabulary
- make 10 / hanga tekau
- bridge
- split / wawe
- total / tapeke
- tens frame / anga tekau
- complement / tau whakaoti
Materials
- Tens frames, counters; treat pack icons (lemurs/kÄkÄriki).
- Number line 0â20; mini whiteboards.
- A5 Handout: generator set to âMake 10 / 20,â range 0â20, 20â24 Qs; plus challenge sheet (add within 30 using bridge-to-10/20).
Lesson Flow
Hook (5 mins)
- Show 8 treats packed; we need 2 more to reach 10 for lemurs. Quick: what pairs reach 10?
Teach/Model (10â12 mins)
- Flash 10-frame pairs; chorally name complements (4â6, 7â3, 9â1, 5â5).
- Model 8 + 5: move 2 to make 10, then add 3; draw hops (8â10â13).
- Connect to conservation: 6 kĆwhai seedlings planted, add 7; show bridge to 10 then to 13.
Guided Practice (15 mins)
- Station A: 10-frame flipsâshow a pair, learners state the complement and write the equation.
- Station B: Bridge cardsâequations to 20; learners draw hops to 10 then to total.
- Station C: Pack builderâtake two number cards, arrange to make-10 first, record both forms (e.g., 9+4 and 10+3).
Independent/Extension (10â12 mins)
- Solve 6 problems to 20 using make-10; highlight the split used.
- Extension: to 30 using make-10 then make-20 (e.g., 18 + 7 â 18 + 2 + 5).
- Support: limit to 0â12; provide frames and pre-drawn hops.
Exit Check (5 mins)
- Two prompts (oral or written): 7 + 5, 9 + 6. Ask: âWhat did you make to 10?â
Place-based options
- Hamilton Zoo feed room: simulate packing 10-treat cups.
- Local bush/Zealandia: pack 10-leaf bundles; bridge to 20 for two bundles.
Representations: tens frames for complements; number line for bridge hops; make-10 language emphasized before algorithmic practice.
Differentiation & Support
Scaffolds
- Use a ten-frame overlay so learners can see the missing spaces.
- Limit sums to 12; keep the first addend at 8â10.
- Provide a âmake-10â card with common complements.
Extensions
- Bridge to 20: 17 + 6 â 17 + 3 + 3.
- Choose the most efficient split and justify it.
- Link to subtraction: 13 â 9 as âmake 10 then add 3â.
Common Misconceptions
- Adding the whole second number after making 10 (double-counting). Remedy: move only the part needed to reach 10.
- Thinking 10 can only be made one way. Remedy: list multiple complements each time.
- Counting all despite making 10. Remedy: start at 10 and count on the remainder.
Assessment & Evidence
- Quick confer: Can the learner name complements to 10 automatically?
- Work sample: equation + hop diagram; note if counting-all persists.
- Challenge sheet accuracy to 20/30 with clear splits.
WhÄnau Connection
- Send home âmake-10â cards (pairs to 10) for quick practice.
- Invite whÄnau to share a packing task: 10 grapes, 10 pebbles, 10 seeds.
Handout Link
Use the Progression 1 generator with âMake 10 / 20,â range 0â20, 20â24 questions. Add a challenge print (range 10â30, mixed add) if needed.