The purpose of this unit is to build and consolidate the addition and subtraction facts to ten. These addition and subtraction facts are building blocks for part-whole thinking.

form addition facts to ten using dot patterns on a quinary frame.

form subtraction facts to ten using dot patterns on a quinary frame.

### Number Framework Stage

Advanced Counting (Counting-On).

Pre-requisite knowledge / skills: recognising and describing patterns to ten on pre-made cards

### A: Focus on Addition

### Activity

Teacher holds up a tens frame and asks

*Tell me the number pattern?**How many gaps are there?*Teacher then states the appropriate number sentence e.g. 6 and 4 is 10.Repeat several times with all cards to build facts to ten.

Teacher holds up a tens frame and asks

*Who can tell me the number sentence for this card?*Repeat several times, ensuring that all cards (0-10) have been covered up to this point.

Teacher models the recording of the number sentences as “6 and 4 is ten”, then “6+4=10”

### B: Focus on Subtraction

### Activity

Teacher explains to students that today

*We are using the cards to work on take-away equations starting with ten.*Teacher holds up a tens frame and asks

*How many dots could I fit on this frame?**How many have gone?**How many are left?**Who can give me a number sentence for this card?*If necessary the teacher gives the appropriate number sentence e.g. 10 take away 6 is 4

Repeat several times with all cards to build facts to ten.

Teacher gives the number sentence and asks the students to find the appropriate card. For example:

I had ten dots and I took away 6, how many do I have left? Can you find the card for that? How many are left?Teacher models the recording of the number sentences as “10 take away 6 is 4”, then “10 - 6 = 4”.

### Broadening activities:

- Teacher demonstrates that the facts can be placed in a pattern i.e. 0 + 10 = 10, 1 + 9 = 10, 2 + 8 =10. After the teacher has given some of the pattern students can work independently to find the rest.
- Teacher gives students the number sentence and they find the matching dot pattern.

### Independent Activities

- Students make their own dot patterns using blank tens frames and counters. They record these using + /or - and =. (Two sided counters ideal for this activity.)
- Students work on sheets of empty tens frames to fill in dots and record the corresponding number sentence.
- Given one card students record either two complimentary number sentences or the entire family of facts.
- Students match tens frames to appropriate number sentence on cards.

Notes:

There are many ways to record the work being done and what is appropriate depends on the students in the group. Options include:

- Teacher records
- Draw a picture
- Number story e.g. 3 and 4 make 7
- Number sentence or equation e.g. 3 + 4 = 7
- Use pre-made equations and match these to the appropriate card
- Use digit labels