Make-10 Treat Packs
Progression 1 (Years 1–2) Number | Using make-10/20 strategies for fluent addition in zoo and conservation contexts.
Learning Intentions & Success Criteria
Te Mātaiaho: quantify, order, compare small collections
NZC L1–2: additive strategies to 20
Key idea: make 10, then add on
Ākonga are learning to:
- Use 10 as a benchmark for addition.
- Split numbers to bridge to 10 (e.g., 8 + 5 → 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
- “How many to make 10?”
- “Split the second number to fill the ten.”
- “Show it on the frame and the line.”
Kupu / Vocabulary
- make 10 / hanga tekau
- bridge
- split / wawe
- total / tapeke
- tens frame / anga tekau
- complement / tau whakaoti
🎥 Media Anchor (8 mins)
Video: Demonstrating Combinations of 10 Using Tens Frame
Before — Predict
Picture 8 counters on a tens frame. How many empty spaces remain, and what equation would show the full frame?
During — Watch with a job
Watch the full 1:02 clip. Record combinations that make 10 as a quick frame sketch and an equation.
| First part | Part needed | Frame sketch | Equation |
|---|---|---|---|
| … | … | … | … |
| … | … | … | … |
Kaiako moves
- Keep the filled and empty spaces visible so learners can justify the complement rather than guess it.
- When bridging, move only the part needed to fill 10; do not add the whole second number again.
After — Pair process
Choose one recorded combination and explain to a partner how it helps solve 8 + 5.
Immediate use
Turn that combination into the first tens-frame flip and bridge-card hop.
Support + stretch
- Support: Use a pre-drawn frame and the stem “___ and ___ make 10.”
- Stretch: Bridge to 20 after bridging to 10 and label both jumps.
Materials
- Tens frames, counters; treat pack icons (lemurs/kākāriki).
- Number line 0–20; mini whiteboards.
- A5 Handout: generator set to “Make 10 / 20,” range 0–20, 20–24 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 (10–12 mins)
- Flash 10-frame pairs; chorally name complements (4↔6, 7↔3, 9↔1, 5↔5).
- Model 8 + 5: move 2 to make 10, then add 3; draw hops (8→10→13).
- Connect to conservation: 6 kōwhai seedlings planted, add 7; show bridge to 10 then to 13.
Guided Practice (15 mins)
- Station A: 10-frame flips—show a pair, learners state the complement and write the equation.
- Station B: Bridge cards—equations to 20; learners draw hops to 10 then to total.
- Station C: Pack builder—take two number cards, arrange to make-10 first, record both forms (e.g., 9+4 and 10+3).
Independent/Extension (10–12 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 → 18 + 2 + 5).
- Support: limit to 0–12; provide frames and pre-drawn hops.
Exit Check (5 mins)
- Two prompts (oral or written): 7 + 5, 9 + 6. Ask: “What did you make to 10?”
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 emphasised 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 8–10.
- Provide a “make-10” card with common complements.
Extensions
- Bridge to 20: 17 + 6 → 17 + 3 + 3.
- Choose the most efficient split and justify it.
- Link to subtraction: 13 − 9 as “make 10 then add 3”.
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.
Whānau Connection
- Send home “make-10” cards (pairs to 10) for quick practice.
- Invite whānau to share a packing task: 10 grapes, 10 pebbles, 10 seeds.
Handout Link
Use the Progression 1 generator with “Make 10 / 20,” range 0–20, 20–24 questions. Add a challenge print (range 10–30, mixed add) if needed.
Curriculum alignment
- Statistics — Knowledge: - 1st, 2nd, 3rd, 4th, 5th - add, plus, join - between - combine - compare, order - how many, total, all together - largest, smallest - more, less - next, before, after - numbe…
- Number — Practices: - Adding or subtracting 0 does not change a number (the additive identity property). - Changing the order in which numbers are added does not change the result (the commutativ…
- Measurement — Practices: - Adding or subtracting 0 does not change a number (the additive identity property). - Changing the order in which numbers are added does not change the result (the commutativ…
- Statistics — Practices: - Adding or subtracting 0 does not change a number (the additive identity property). - Changing the order in which numbers are added does not change the result (the commutativ…
- Algebra — Practices: - Adding or subtracting 0 does not change a number (the additive identity property). - Changing the order in which numbers are added does not change the result (the commutativ…
Curriculum alignment
- Te Mātaiaho (2025) · Mathematics and Statistics · Phase 1 (Years 0–3) · Geometry (Knowledge): “- Counting can be organised in groups (e.g. ten ones can be renamed as one 10). - The same value can be represented with different groupings (e.g. 12 is six pairs or 12 ones or one 10s and two ones).”
- NZC (2007) · Mathematics and Statistics · Level 2: “Use simple additive strategies with whole numbers and fractions.”
📋 Kaiako Planning Snapshot
Teacher planning support for this resource — learning intentions, success criteria, and inclusive practice guidance are summarised below.
Inclusion Guidance
- ESOL / ELL learners: Pre-teach key vocabulary (numeracy, number, make) using visual word walls or bilingual glossaries before the lesson. Reduce language load with diagrams and visual models. Partner-share and think-pair-share strategies encouraged.
- Neurodiverse learners / ADHD: Break the lesson into clear segments with visual checkpoints. UDL principle: offer ākonga a choice in how they demonstrate understanding (verbal, written, visual/drawn). Provide anchor charts or reference cards for numeracy number p1 l3 concepts throughout.
- Dyslexia: Provide audio-text alternatives for written materials. Use high-contrast fonts and generous line spacing. Allow voice recording as an alternative to written responses where possible.