﻿Hello, everyone. And welcome to maths with Ms. Dobrowolski. Today's lesson is all about applying the "Make 10" strategy. So let's have a look at today's lesson agenda. First, we'll be looking at when can we make a 10? Then we'll have our Talk Task, followed by using the "Make 10" strategy with two digit numbers. And then you'll be off for your independent task. For this lesson, you will need a pencil and notebook. If you don't have these items, pause the video now and go get them, resume when you're ready. So let's see. When can we make a 10? So let's recall our number bonds, and let's recall our addition facts to work these out. I know that seven plus two is equal to nine. Seven, eight, nine. I also know that seven plus three is equal to 10 because I know my number bonds. Now things get a little bit trickier. What if I wanted to know seven plus four? Well, we can use our knowledge of number bonds to make a 10 to help us add seven plus four. Watch how I do this using my bead string. Great, so if I know that seven plus three is equal to 10, I then know that seven plus four is equal to 11 because I've added one more bead. Do you see how four is only one more than three? So now let's count and make sure that we have 11. One, two, three, four, five, six, seven, eight, nine, 10, 11. You see, when I added three, I made a 10. Seven plus three is 10. So it was very easy for me to add one. So I know seven plus four is equal to 11. The number four was partitioned or split into three and one. So that means seven plus four is equal to seven plus three plus one. Instead of making four jumps all in one, I had three here and one here. So let's have a look at our original calculations. Seven plus two is equal to nine. Seven plus three is equal to 10. And as we just saw seven plus four is equal to 11. Do you see a pattern? I can see that every time we increase the digit that we're adding by one, two to three to four. And when we increase the digit that we're adding by one, our answer increases by one, nine, 10, 11. So now that we know that pattern, can you make a prediction? If you know that seven plus four is equal to 11, what do you think seven add five might be equal to? Let's use our "Make 10" strategy and our bead string to help us solve this one. If I know that seven plus three is equal to 10, then I know that seven plus five is equal to 12 because I only need to add two more. Seven plus five is equal to seven plus three plus two. And that is because the number five has been partitioned or split into three and two. So here I added three to make 10, and then I added two to make 12. Three plus two is equal to five. So I don't have to make five beads all in one, I can make 10 by adding three and then adding two more to make 12. So let's practise that strategy again. So can we make a 10 here? I have three different calculations, eight plus two, eight plus three and eight plus four. Oh, I know that eight plus two is equal to 10 and I can use that knowledge to help me answer the other calculations. I'm going to use the "Make ten" strategy. So I know that eight plus two is equal to 10. I can use this knowledge to help me solve eight plus three. If eight plus two is equal to 10, I can now partition or split the number three into two and one. Since I've already added my two, I just need one more. Eight plus two plus one. So if eight plus two is equal to 10, 10 plus one is equal to 11. I can also use this knowledge to help me solve eight plus four. Now I know that eight plus two is equal to 10, so I can partition the number four into two and two. Because two plus two is equal to four. Eight plus two is equal to 10. So 10 plus two is equal to 12. I can't believe it's already time for the Talk Task. I think what they say is true, "time flies when you're having fun." So as usual, I'll do an example and then pause the video and go ahead and complete your Talk Task when you're ready. So I think I will pick this equation, nine plus five. So I say this, I have the nine plus five equation. I think we can use the "Make 10" strategy. I know that nine plus one is equal to 10. So I partitioned this five into one and four, because one plus four is equal to five. So if I know that nine plus one is equal to 10, 10 plus four is equal to 14. So that means nine plus five is equal to 14. Your turn, you need to identify where you can make, where you can use the "Make 10" strategy. Now, there are some examples here where you don't need to make a 10 because the numbers won't even add up to 10 at all. So pause the video, complete your talk task and resume when you're ready so we can go over the answers. Great. So hopefully you've completed the talk task and you're ready to go over it. So let's start at the top. So could I use the "Make 10" strategy? Yes, I could. And that's because I know eight plus two is equal to 10. So if eight plus two is equal to 10, then I know 10 plus one is equal to 11. So eight plus three is equal to 11. Three plus four? Three plus four is equal to seven. I did not need the "Make 10" strategy there. Seven plus five. Yes, I could have used the "Make 10" strategy. And that's because I know that seven plus three is equal to 10 and 10 plus two is equal to 12. So seven plus five is equal to 12. For six plus five, could I have used the "Make 10" strategy? Yes I could, because I know that I can partition the five into four and one. Six plus four is equal to 10 and 10 plus one is equal to 11. So six plus five is equal to 11. For six plus four, I did not need to use the "Make 10" strategy. And that's because six plus four is already equal to 10. I know my number bonds, I don't need any more strategies. Eight plus one is equal to nine. So again, I didn't need the "Make 10" strategy. I just know that eight plus one is equal to nine. Nine plus five, we already did together. So seven plus two. Did we need the "Make 10" strategy? Nope, because seven plus two is equal to nine. It's not even 10. Good job everyone. So let's move on a little bit and develop our learning. I want to know what nine plus four is equal to. What 19 plus four is equal to. And what 29 plus four is equal to. So let's use our "Make 10" strategy. I know that nine plus one is equal to 10. So here I jump one to 10. So that means I now have to partition or split the number four into one and three, because one plus three is equal to four. So now that I've jumped one, I need to jump another three. One, two, three. Which means that nine plus one is equal to 10, 10 plus three is equal to 13. So nine plus four is equal to 13. Let's try that with 19 plus four. So I know that 19 plus one is equal to 20. Now you see, I don't only have to make 10. I can make any 10. 10, 20, 30, 40, 50, 60, 70, 80, 90. So I know that 19 plus one is equal to 20. So that means I have to partition or split the number four into one and three, because one plus three is equal to four. Since I've already added one, all I have to do now is add three, one, two, three. So I know that 19 plus one is equal to 20, which means 20 plus three is equal to 23. That means 19 plus four is equal to 23. Let's do that one more time and this time with 29 plus four. So which 10 can you make that's closest to 29? Well, I know that 29 plus one is equal to 30. So I'm going to partition or split the number four into one and three. And why is that? Can someone tell me? That's because one plus three is equal to four. So I've already added one. Now I need to add another three. One, two, three, and that gets me to 33. So I know that 29 plus one is equal to 30, 30 plus three is equal to 33. So 29 plus four is equal to 33. So let's have a look at all three of those answers and see if we can spot some patterns. So first let's look at our calculations. What's the same? Well, I can see that the digit in the ones place of the first number we're adding is always nine. Nine, nine, nine. I can also see that we're always adding four. So it looks like every time I increase the tens value by one, I also increase the tens value in my answer. So nine plus four is equal to 13, but 19 plus four is equal to 23. So the tens increased from one two. I can also see that when I increase the value of the tens in 29, the value of the tens in my answer increased as well. So we went from having one 10 in our hands answers to two tens, to three. So because of the time tens was changing and the numbers that we were adding that answer, the tens in our answer, were changing as well. So let's have a look at one more example together. But this time we're going to add nine plus five, 19 plus five and 29 plus five, using the "Make 10" strategy. Great. So let's try that again. Hm. Let's use the "Make 10" strategy. Well, I know that nine plus one is equal to 10, so that's going to be my first jump. Now that means I need partition the number five. I know that one piece of my partition will be one, but what about the other part of the partition? What plus mh, is equal to five. That's right, I need a four. One plus four is equal to five. Since I've already made my one jump here, I need to jump another four from ten. One, two, three, four. That means nine plus one is equal to 10, 10 plus four is equal to 14. So nine add five is equal to 14. Good. Now we have 19 plus five. What 10 can we make with 19? Well, I know that 19 plus one is equal to 20, so I jumped to 20. What does that mean for the number five? How can we partition it? We know we need to have a one and then we need to have a four. One plus four is equal to five. I've already made one jump. So let's jump another four. One, two, three, four. So I know 19 plus one is equal to 20, 20 plus four is equal to 24, which means 19 plus five is equal to 24. And last but not least, let's try that with 29 plus five. Good. So I know that 29 plus one is equal to 30. So that's the 10 I'm going to make. 29 plus one is equal to 30. Which means that my five is going to need to be partitioned into one and four, well done. So I've jumped one, let's jump another four. One, two, three, four. I know 29 plus one is equal to 30, 30 plus four is equal to 34. So that must mean 29 plus five is equal to 34. So let's have a quick look. What's the same and what's different? Well, I know that each time 19, nine and 29, we're only one away from a 10. Nine plus one is 10, 19 plus one is 20 and 29 plus one is equal to 30. So let's try one more set of examples. But this time we'll be adding eight plus five, 18 plus five and 28 plus five. So let's try the first one. Here is my number line. I had eight plus five. So let's see, I'm going to try making a 10 first. Well, I know that eight plus two is equal to 10, so I start at eight and I'll make two jumps, one, two. So that means when I partitioned my five, I will certainly have a two. What else? Two plus something is equal to five. Oh, I know two add three is equal to five. So now that I've made two jumps, I'll have to make another three, one, two, three. So eight plus two is equal to 10, 10 plus three is equal to 13, which means eight plus five is equal to 13. Let's try that with 18 plus five. So I know that 18 plus two is equal to 20. So I'll make two jumps starting at 18, one, two. Let's partition my five. What should I partition my five and two? Can you tell me? That's right, two plus three is equal to five. I've made two jumps. Let me jump another three, one, two, three. So that means 18 plus two is equal to 20, 20 plus three is equal to 23, which means 18 plus five is equal to 23. If you're feeling very confident, you can pause this video now and complete 28 plus five, and then you can resume so we can compare answers. If you're not feeling sure, just stay on with me. So let's make a 10. I know that 28 plus two is equal to 30. So I'll make two jumps. Now I need to partition my five. What can I partition my five and two? I know I'll have to have a two in there. And two plus three is equal to five. So that is my other part of the partition. I've jumped two let's jump another three, one, two, three. So I know that 28 plus two is equal to 30, 30 plus three is equal to 33. So that must mean 28 plus five is equal to 33. Great. So now it's time for your independent task. So for your independent task, I'd like for you to solve the following equations, using the "Make 10" strategy. Let's do one together so you know the steps and we're all on the same page. So step one, we need to identify the jumps needed to the nearest 10. So for example, I have nine plus six here. I know that nine plus one is equal to 10. So that's going to be the first jump that I need. Now, I need to partition the second digit. I know that I will have a one and a five and that's because one plus five is equal to six. So I partitioned my six into one and five. Step three is to add the remaining partition. Remember I've already jumped one. So now I need to jump five, 10 plus five is equal to 15. So my answer to nine plus six is equal to 15. Now I've been a bit sneaky and I've given you the first jump that you need in each equation. So make sure you're looking at that and using that to help you decide how you should partition the second digit. Good luck and make sure that when you're finished you resume the video so that we can go over the answers together. So pause the video now and see you when you're finished. Well done, everyone. Here are the answers that you should have gotten. I've also included the partition that you need for each digit. So that in case you got the answer wrong, you can double check and make sure you partitioned the digit correctly and you made the correct number of jumps. Now you can pause the video here, compare your answers, and then resume once you're finished. Great. So good work, everyone. If you'd like to, you can share your work with Oak National by asking your parents or carer to share your work on Instagram, Facebook or Twitter @OakNational and hashtag Learn with Oak. As always, don't forget to complete your final quiz. And I really hope to see you back for future lessons. Find out.

This quiz will help you assess what you have learned in this lesson.

Do you need to use the "Make 10" strategy to solve this equation?

In order to use the "Make 10" strategy, what numbers will you need partition the number 6 into?

Use the "Make 10" Strategy to solve the following equation.

Applying the "Make 10" Strategy

In this lesson, we will learn how to use the "Make ten strategy" to add ones.

Maths

Y2 Maths

Key Stage 1

Year 2

Make 10

Addition and subtraction of 2-digit numbers (regrouping and adjusting)

Number

THEME

UNIT

Adding two digit numbers and ones with regrouping

Adding two digit numbers with regrouping

Adding two digit numbers involving regrouping

Using the Make 10 strategy to subtract ones

Subtracting a 2 digit number and ones with regrouping

Subtracting 2 digit numbers involving regrouping

Subtracting 2 digit numbers with regrouping

Word problems: Whole-part models

Word Problems: Bar models

Round and Adjust with Addition

Round and Adjust with Subtraction

Near doubles

Mixed Strategies for Addition and Subtraction

Addition and Subtraction Word Problems

What is the nearest multiple of ten to  49?

Use the "round and adjust" strategy to solve the following equation: 42+39=?

In the following equation, how can you partition the 4 in order to use the "Make 10" strategy? 61-4=57

Sally orders 64 bricks but only 41 get delivered. How many bricks are missing?

Solve the following word problem: There were 51 builders on site. 32 were building houses and the rest were driving diggers. How many builders were driving diggers?

What is the inverse of the following equation? 52-25=27

Solve the following by using a whole part model and the "Make 10" strategy. 32-15=?

Solve the following equation by partitioning 1 number: 26+15=

Solve the following equation using the round and adjust strategy: 74-29=?

Lesson overview:Make 10

Core Content

Addition and subtraction of 2-digit numbers (regrouping and adjusting):