Bridging ten (four days).
Children add pairs of single digits so that the totals are just greater than ten, e.g. 7 + 5. The complement to ten is pointed out (e.g. 7 + 3), and the new teens number made from 10 and the remainder of the number added on (e.g. 10 and 2). The image of the bead string is used to reinforce this, and then children learn to record the two steps on a beaded number line. They sort additions into those that will bridge ten and those that won’t. The term ‘Target the tens’ (T10 for short) is introduced. This will be used in later year groups to describe bridging other multiples of ten, e.g. 37 + 5.
Find additional lesson plans and resources at www.hamilton-trust.org.uk.
Children add pairs of single digits so that the totals are just greater than ten, e.g. 7 + 5. The complement to ten is pointed out (e.g. 7 + 3), and the new teens number made from 10 and the remainder of the number added on (e.g. 10 and 2). The image of the bead string is used to reinforce this, and then children learn to record the two steps on a beaded number line. They sort additions into those that will bridge ten and those that won’t. The term ‘Target the tens’ (T10 for short) is introduced. This will be used in later year groups to describe bridging other multiples of ten, e.g. 37 + 5.
Find additional lesson plans and resources at www.hamilton-trust.org.uk.
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Detailed planning with some useful worksheets with number lines that could also be laminated for use with a whiteboard pen. Need to register for most of the resources on the website though.
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