Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work

out the corresponding subtraction facts

(Objective repeated in Block B Units 1, 2 & 3)
• Write down all the pairs of numbers that add up to or total 5.

Remind the children that they have 5 fingers (including thumb) on each hand. Ask them to hold up one finger.

Q How many fingers are down? Up? Altogether?

Write 5 = 4 + 1 on the board.

Ask the children to hold up a finger and thumb, repeat the question and record the corresponding number sentence. Continue until you
have all the pairs with a total of 5.

• Now hold up three fingers, ask the children to copy and shout out what number goes with 3 to make a total of 5.

Repeat for other pairs.

• Ask the children to discuss in pairs, what two numbers have a total of 4.

Q Is there another pair with a total of 4?

• Collect their responses and write:

0+4=4
1+3=4
2+2=4
3+1=4
4+0=4

• Ask them to write on their whiteboards as many additions with answers of 1, 2, 3, 4 or 5 as they can.

Q How many can you write in three minutes?

Collect responses and record them.
• Use the ITP, ‘Number facts’ to show pairs with a total of 10, beginning with 5 + 5.

Highlight the first group of five so that they change to yellow. Click the button so that the corresponding number sentence appears.

• Ask children for other pairs that make 10 e.g. 8 + 2. Highlight the last eight and display the number sentence.

• Repeat until you have found all the pairs.

Q If 7 + 3 = 10, what does 3 + 7 =?

• Clip ten pegs on to a coat hanger.

Ask a child to push some of the pegs to one side.

Q How many pegs are there altogether? How many pegs at this end? What number sentence could we write about this?
Record the number sentence.

• Ask for a volunteer to split the pegs to create a different number sentence, and then record this.

• Take two pegs off the coat hanger whilst the children chose their eyes.

Ask them to open their eyes.

Q How many pegs have I taken away? How many more do I need to put on to make 10?
Repeat by starting with ten pegs on the coat hanger and removing five whilst the children close their eyes.
• Hold up a number of fingers and when you say ‘show me’ ask the children to show how many more are needed to make 10 using
their fingers.

Q If you don’t know the answer, how could you work it out?
Share ways of finding answers including counting on from the first number.

• Show a digit card, again asking the children to show on their fingers how many more are needed to make 10.

Q Does using cards rather than fingers make a difference to the way you work out the answer?
• Now say the number and ask the children to respond in the same voice as you e.g. if you whisper 6, they whisper 4.

Q Which pairs to 10 do you now know, rather than having to work them
out?
Collect answers.

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• Show the children a coathanger with nine pegs on it.

Q How many pegs are on the

coathanger?
Ask the children to show you the answer using their fingers.

• Now cover up five of the pegs by sliding them to one end underneath a cloth.

Q How many pegs can you

see?
Q So how many pegs are hidden underneath the
cloth?
Ask the children to respond using fingers. Encourage them to count on from the number they can see to 9 to work out the answer.

Say 5 and 4 is 9. Write on the board 5 + 4 = 9.

Repeat hiding different numbers each time.

• Put number cards 0–10 in a bag. Pull out a card and ask children to show you on their fingers the number needed to make it up to
10.

Q If I show you 6, how many more are needed to make 10?

• Encourage the children to count on from 6 or use fingers to help. Repeat.

Ask the children to work in pairs to show you two numbers that total 10. For example, one child could hold up six fingers and the other
child four fingers. Repeat.
• Roll two large dice and ask the children to add the numbers thrown together. Ask children to show the answer on their whiteboards.
Repeat.

• Replace four of the numbers on one of the dice with numbers 7, 8, 9, 10 on sticky notes, and repeat the activity.

Q What would be the biggest total that we could get? And the smallest?
• Using a coat hanger with ten pegs as in the poster ‘Models and images for understanding addition and subtraction’, show five and
hide five. Say that there are 10 pegs.

Q How many are hidden?

Q How do you know?
Encourage the answer in a sentence, e.g. ‘I know five are hidden because 5 + 5 = 10.’

Record the number sentence on the board.

• Repeat with other numbers, e.g.

6 + 4 = 10, showing six pegs and hiding four.

Q Do you think you know most of the pairs with a total of 10, some, or not many?
• Ask the children to respond showing thumbs up for most, sideways for some, down for not many.
• Put 3 pegs on the coat hanger.

Q How many more pegs do I need to make 10?

Count them as you add on to 10.

Repeat with other numbers less than 10.

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