adding with number bonds: the “make ten” kelly spinks adding with number bonds: the...

©Kelly Spinks

Adding with Number Bonds:

The “Make Ten” Way

Table of Contents:

• Scripted Lesson for Introducing the “Make a Ten” Strategy

• Ten Frame Work Mat

• Supplemental Worksheets:

o Pictorial Make a Ten (without bonds)

o Pictorial Make a Ten (without bonds) Homework

o Pictorial Make a Ten with 9 as an Addend

o Pictorial Make a Ten with 9 as an Addend Homework

o Abstract Make a Ten with 9 as an Addend

o Abstract Make a Ten with 9 as an Addend Homework

o Pictorial Make a Ten with 8 as an Addend

o Pictorial Make a Ten with 8 as an Addend Homework

o Abstract Make a Ten with 8 as an Addend

o Abstract Make a Ten with 8 as an Addend Homework

o Pictorial Make a Ten with 6/7 as an Addend

o Pictorial Make a Ten with 6/7 as an Addend Homework

o Abstract Mixed Review

o Abstract Mixed Review Homework

o Pictorial Add My Ones

o Pictorial Add My Ones Homework

©Kelly Spinks

Adding the “Make Ten” Way Scripted Lesson ~ Kelly Spinks

In order to prepare students to solve 8 + 6 = 14, begin with mental math games to prepare students for the lesson

(approximately 10-12 minutes).

• Game 1: Partner to Ten Flash (for example, flash a card with 9 dots and ask students to say its partner to

10 aloud on the teacher’s snap)

• Game 2: Sparkle “The Say Ten Way” (students will play Sparkle to count “The Say Ten Way” from 8 – 20.

Students stand in a circle. The first student says “eight”, the student to his/her left says “nine”, and this

continues around the circle with ten, ten-one, ten-two, etc. After a student says “two-tens”, the next player will

say “Sparkle!” and the following student sits. If a student makes a mistake he/she sits, as well. The last player

standing wins the game. (For struggling students or lower-leveled learning groups, the teacher may want to

assist students who make mistakes, rather than have them sit).

• Game 3: Ten-More (students take turns rolling a dice and teacher calls on students to say the number that is 10

more).

To begin the sequence of problems, provide each student with a Ten-Frame Work Mat and 20 two-sided discs.

T: Did you know I have a favorite math number? Does anybody want to guess what it is?

S: (Students may guess.)

T: Okay I’d like to tell you. It’s 10. I love ten and there is a very special reason. The number 10 makes math so

much easier! Let’s do some math problems to find out how.

Problem 1: 9 + 2 ~ (This problem will review the “counting on” and introduce the “make a ten” strategies. As

the students use the manipulatives, the teacher should model the problems with either manipulatives or

drawings on the board)

T: Show me 9 red dots in your blue ten-frame. (Encourage students to place their dots in the frame “the hands

way” .)

T: Now show me 2 white dots in your green ten-frame. (When all students are ready, continue.)

T: If I wanted to add the dots in my blue ten-frame to the dots in my green ten-frame, what would my number

sentence be?

S: 9 + 2 (teacher writes the problem 9 + 2 = on the board.)

T: Good! Can anyone count on to tell me what 9 + 2 equals?

S: 11. (Teacher writes the answer on the board.)

T: Good! Count on with me.

T & S: 9 (teacher touches head), 10, 11 (shows fingers to count on).

T: Okay, now I want to show you another way we could do this problem.

T: What could I do if I wanted to make a ten in one of my frames.

8

9

10

10-1

2-10s

Sparkle! This player sits This player starts

10-2 10-3 10-4 10-5

10-6 10-7

10-8

10-9

©Kelly Spinks

S: Move one white dot from the green frame. (Note: for this first problem, do not redirect students who try to

move 8 red dots into the green frame.)

T: Yes! Let’s all do it. Now I have a new number sentence. Look at your mat. Does anybody see what it is?

S: 10 + 1.

T: When I snap, everybody tell me what 10 + 1 =. Teacher pauses, then snaps.)

S: 11.

T: Yes! I think 10 + 1 is an easier problem than 9 + 2. Show me your “me too signal” if you agree.

As you do problems 2-4, record the original problems and their answers on the board, as students “make a

ten” during each problem, point out that the 10 + ___ are indeed easier than the 9 + problems.

Problem 2: 9 + 4 ~ This problem is not quite as easy to “count on” and will begin to reinforce the benefits of the

“make ten” strategy. Carry this problem out in the same way, with 9 red dots in the blue frame and 4 white dots

in the green frame.

Problem 3: 6 + 9 ~ for this problem, put 6 red dots in the blue frame and 9 white dots in the green frame. Most

likely, as you do this problem with your students, some of them will move 4 of the white dots into the blue

frame. Take this opportunity to point out that it is more work to move 4 dots than it is to move just one.

Although you can still make a ten that way, it is easier to make a ten by moving one dot down to the green

frame instead, and encourage them to try it.

Problem 4: 7 + 9 ~ for this problem, put 7 red dots in the blue frame and 9 white dots in the green frame.

When you ask students to make ten, encourage them to do it the “easy way.”

OPTIONAL EXTENSION: After you have completed problems 1-4, review the problems you wrote on the

board.

T: Okay, now we’re going to look at the problems we did. Let’s say the answer “the

Say Ten Way” and see if anybody can see a pattern. (As you read the number

sentences from the board, emphasize and underline the numbers you see to the right

that are underlined and in bold.)

T: Does anybody notice what happened to the number we added to 9 when we made a 10? Look! 2 turned

into 1, 4 turned into 3, 6 turned into 5, and 7 turned into 6.

(Most likely, some of the moderate and advanced students will notice the pattern.)

T: The answer is 10 and 1 less than the number added to nine! Does anyone know why? Think about what we

did on our ten-frame mats.

S: We always had to move 1.

T: Yes! 9 needs 1 more to make 10! When you want to add a number to 9, the answer will always be 10 and 1

less than that number. Let’s try it out. Wait for my snap. What is one less than 3? (Pause, snap.)

S: 2

T: Yes, so 9 + 3 = ? Say it the Say Ten way. (Pause, snap.)

S: Ten-two

T: Yes! Ten-two, or 12.

T: What’s 1 less than 5? (Pause, snap.)

S: 4

T: Yes, so 9 + 5 = ? Say it the Say Ten way. (Pause, snap.)

S: Ten-four

9 + 2 = 11 “ten-one”

9 + 4 = 13 “ten-three”

6 + 9 = 15 “ten-five”

7 + 9 = 16 “ten-six”

©Kelly Spinks

T: Yes! 14. One more time. What’s 1 less than 8? (Pause, snap.)

S: 7

T: So 9 + 8 = ? (Pause, snap.)

S: ten-seven!

T: 17! You got it.

T: Good job! Do you see how making a 10 can make math so much easier? Now you know why I love the

number 10 so much!

On Day 2, students can start showing their work through bonding.

On Day 3, have students make ten with 9 as an addend on the abstract level. Encourage students to try to show the

bonding without using pictures, but allow those who still need practice to draw pictures to help them.

©Kelly Spinks

Ten Frame Work MatTen Frame Work MatTen Frame Work MatTen Frame Work Mat

©Kelly Spinks

Name: Date:

Adding: The “Make 10” Strategy

Directions: Circle ten. Write an easier number sentence with 10 and solve.

1.

9 + 2 = ___

10 + ___ = ___

2.

9 + 3 = ___

10 + ___ = ___

3.

5 + 9 = ___

10 + ___ = ___

4.

9 + 4 = ___

10 + ___ = ___

5.

4 + 8 = ___

10 + ___ = ___

6.

7 + 8 = ___

10 + ___ = ___

l l l

l l

©Kelly Spinks

Directions: Make ten. Draw circles to show how to add. Write the easier number sentence.

7.

9 + 4 = ___

___ + ___ = ___

8.

9 + 2 = ___

___ + ___ = ___ 9.

5 + 8 = ___

___ + ___ = ___

10.

7 + 6 = ___

___ + ___ = ___ 11.

9 + 1 = ___

___ + ___ = ___

12.

8 + 9 = ___

___ + ___ = ___

Directions: Fill in the missing numbers.

13. 9 + ___ = 10 14. 8 + ___ = 10

15. 6 + ___ = 10 16. 5 + ___ = 10

17. 10 = ___ + 7 18. 10 = ___ + 3

o o o o

l0 3 l3

l3

©Kelly Spinks

Name: Date:

Homework:

Adding: The “Make 10” Strategy

Directions: Circle ten. Write an easier number sentence with 10 and solve.

1.

9 + 2 = ___

10 + ___ = ___

2.

9 + 2 = ___

10 + ___ = ___ 3.

5 + 9 = ___

10 + ___ = ___

4.

9 + 4 = ___

10 + ___ = ___ 5.

3 + 8 = ___

10 + ___ = ___

6.

7 + 7 = ___

10 + ___ = ___

l l l

l l

©Kelly Spinks


7.

9 + 4 = ___

___ + ___ = ___

8.

9 + 3 = ___

___ + ___ = ___ 9.

5 + 6 = ___

___ + ___ = ___

10.

7 + 4 = ___

___ + ___ = ___ 11.

9 + 1 = ___

___ + ___ = ___

12.

8 + 8 = ___

___ + ___ = ___

Directions: Fill in the missing numbers.

13. 9 + ___ = 10 14. 8 + ___ = 10

15. 6 + ___ = 10 16. 5 + ___ = 10

17. 10 = ___ + 7 18. 10 = ___ + 3

o o o o

l0 3 l3

l3

©Kelly Spinks

Name: Date:

Adding 9: The “Make 10” Strategy

Directions: Circle 10 dots. Make a bond to show which number you took apart to make ten. Add.

1.

9 + 5 = ___

10 + ___ = ___

2.

9 + 2 = ___

10 + ___ = ___ 3.

5 + 9 = ___

10 + ___ = ___

4.

9 + 4 = ___

___ + ___ = ___ 5.

9 + 9 = ___

___ + ___ = ___

6.

7 + 9 = ___

___ + ___ = ___

4 l4

l4

l 4 l0 +

©Kelly Spinks

Directions: Make ten. Draw circles and a number bond to show how. Then write an easier number sentence.

7.

9 + 4 = ___

___ + ___ = ___

8.

9 + 2 = ___

___ + ___ = ___ 9.

5 + 9 = ___

___ + ___ = ___

10.

9 + 6 = ___

___ + ___ = ___ 11.

9 + 1 = ___

___ + ___ = ___

12.

8 + 9 = ___

___ + ___ = ___

Directions: Add. Match the sentences that are equal.

9 + 2 = ___ 10 + 2 = ___

9 + 3 = ___ 10 + 1 = ___

9 + 5 = ___ 10 + 4 = ___

o

o o o

l0 3 13

l3

l 3 l0 +

©Kelly Spinks

Name: Date: Homework


Directions: Circle 10 dots. Make a bond to show which number you took apart to make ten. Add.

1.

9 + 5 = ___

10 + ___ = ___

2.

9 + 3 = ___

10 + ___ = ___ 3.

2 + 9 = ___

10 + ___ = ___

4.

9 + 4 = ___

___ + ___ = ___ 5.

9 + 8 = ___

___ + ___ = ___

6.

7 + 9 = ___

___ + ___ = ___

4 l4

l4

l 4 l0 +

©Kelly Spinks

Directions: Make ten. Draw circles and a number bond to show how. Then write an easier number sentence.

7.

9 + 4 = ___

___ + ___ = ___

8.

9 + 2 = ___

___ + ___ = ___ 9.

3 + 9 = ___

___ + ___ = ___

10.

9 + 5 = ___

___ + ___ = ___ 11.

9 + 9 = ___

___ + ___ = ___

12.

1 + 9 = ___

___ + ___ = ___


9 + 1 = ___ 10 + 1 = ___

9 + 2 = ___ 10 + 0 = ___

9 + 4 = ___ 10 + 3 = ___

o

o o o

l0 3 13

l3

l 3 l0 +

©Kelly Spinks

Name: Date:

Adding 9: “Make 10” Practice

Directions: Make a 10 to add. Show your work.

1.

9 + 2 = ___

___ + ___ = ___

2.

9 + 3 = ___

___ + ___ = ___

3.

5 + 9 = ___

___ + ___ = ___

4.

4 + 9 = ___

___ + ___ = ___

5.

9 + 7 = ___

___ + ___ = ___

6.

6 + 9 = ___

___ + ___ = ___

l l

l l

l0 l l l

l0 +

©Kelly Spinks

Directions: Rewrite each flashcard as an adding sentence with 10.

9.

___ + ___ = ___

10.

___ + ___ = ___

11.

___ + ___ = ___

12.

___ + ___ = ___

13.

___ + ___ = ___

14.

___ + ___ = ___

15.

___ + ___ = ___

16.

___ + ___ = ___

17.

___ + ___ = ___

18.

___ + ___ = ___

Now try some without the bonding! Remember how much 9 needs to make 10.

19. 9 + 1 = ___ 20. 9 + 2 = ___ 21. 9 + 3 = ___

22. 9 + 5 = ___ 23. 9 + 6 = ___ 24. 9 + 7 = ___

9 + 5

l0 4 l4

9 + 1

9 + 3 2 + 9

6 + 9 9 + 7

9 + 5 9 + 6

8 + 9 9 + 9

©Kelly Spinks

Name: Date:

Homework:

Adding 9: “Make 10” Practice Directions: Make a 10 to add. Show your work.

1.

9 + 2 = ___

___ + ___ = ___

2.

9 + 4 = ___

___ + ___ = ___

3.

3 + 9 = ___

___ + ___ = ___

4.

5 + 9 = ___

___ + ___ = ___

5.

9 + 8 = ___

___ + ___ = ___

6.

9 + 9 = ___

___ + ___ = ___

l l

l0 l l l

l l l0 +

©Kelly Spinks


9.

___ + ___ = ___

10.

___ + ___ = ___

11.

___ + ___ = ___

12.

___ + ___ = ___

13.

___ + ___ = ___

14.

___ + ___ = ___

15.

___ + ___ = ___

16.

___ + ___ = ___

17.

___ + ___ = ___

18.

___ + ___ = ___

Now try some without the bonding! Remember how much 9 needs to make 10.

19. 9 + 1 = ___ 20. 9 + 2 = ___ 21. 9 + 4 = ___

22. 9 + 6 = ___ 23. 9 + 7 = ___ 24. 9 + 9 = ___

9 + 5

l0 4 l4

9 + 2

9 + 1 3 + 9

6 + 9 9 + 5

9 + 6 9 + 7

9 + 9 8 + 9

©Kelly Spinks

Name: Date:


Directions: Make a bond to show how to make ten. Write an easier number sentence and solve.

1.

8 + 5 = ___

10 + ___ = ___

2.

8 + 3 = ___

10 + ___ = ___

3.

3 + 8 = ___

10 + ___ = ___

4.

8 + 4 = ___

___ + ___ = ___ 5.

8 + 6 = ___

___ + ___ = ___

6.

7 + 8 = ___

___ + ___ = ___

3 l3

l3

2 3 +

l0

©Kelly Spinks


7.

8 + 4 = ___

___ + ___ = ___

8.

8 + 2 = ___

___ + ___ = ___ 9.

5 + 8 = ___

___ + ___ = ___

10.

8 + 6 = ___

___ + ___ = ___ 11.

8 + 7 = ___

___ + ___ = ___

12.

8 + 9 = ___

___ + ___ = ___


8 + 2 = ___ 10 + 1 = ___

8 + 3 = ___ 10 + 0 = ___

8 + 5 = ___ 10 + 3 = ___

o

o o

l0 2 l2

l2

o

2 2 +

l0

©Kelly Spinks

Name: Date: Math Homework:

Adding 8: The “Make 10” Strategy Directions: Make a bond to show how to make ten. Write an easier number sentence and solve.

1.

8 + 5 = ___

10 + ___ = ___

2.

8 + 2 = ___

10 + ___ = ___

3.

4 + 8 = ___

___ + ___ = ___

4.

8 + 3 = ___

___ + ___ = ___ 5.

8 + 7 = ___

___ + ___ = ___

6.

7 + 8 = ___

___ + ___ = ___

3 l3

l3

2 3 +

l0

©Kelly Spinks


7.

8 + 4 = ___

___ + ___ = ___

8.

8 + 3 = ___

___ + ___ = ___ 9.

4 + 8 = ___

___ + ___ = ___

10.

8 + 5 = ___

___ + ___ = ___ 11.

8 + 8 = ___

___ + ___ = ___

12.

8 + 9 = ___

___ + ___ = ___


8 + 2 = ___ 10 + 1 = ___

8 + 3 = ___ 10 + 0 = ___

8 + 5 = ___ 10 + 3 = ___

o

o o

l0 2 l2

l2

o

2 2 +

l0

©Kelly Spinks

Name: Date:

Adding 8: “Make 10” Practice

Directions: Make a 10 to add. Show your work.

1.

8 + 5 = ___

___ + ___ = ___

2.

8 + 3 = ___

___ + ___ = ___

3.

4 + 8 = ___

___ + ___ = ___

4.

5 + 8 = ___

___ + ___ = ___

5.

8 + 7 = ___

___ + ___ = ___

6.

6 + 8 = ___

___ + ___ = ___

l3

l0 3 l3

2 3 +

l0

©Kelly Spinks


7.

___ + ___ = ___

8.

___ + ___ = ___

9.

___ + ___ = ___

10.

___ + ___ = ___

11.

___ + ___ = ___

12.

___ + ___ = ___

13.

___ + ___ = ___

14.

___ + ___ = ___

15.

___ + ___ = ___

16.

___ + ___ = ___

Now try some without the bonding! Remember what 8 needs to make 10.

17. 8 + 2 = ___ 18. 8 + 3 = ___ 19. 8 + 4 = ___

20. 8 + 5 = ___ 21. 8 + 6 = ___ 22. 7 + 8 = ___

8 + 5

10 3 13

8 + 2

8 + 3 2 + 8

4 + 8 8 + 5

8 + 7 8 + 6

8 + 8 7 + 8

©Kelly Spinks

Name: Date: Homework:

Adding 8: “Make 10” Practice Directions: Make 10 to add. Show your work.

1.

8 + 5 = ___

___ + ___ = ___

2.

8 + 3 = ___

___ + ___ = ___

3.

3 + 8 = ___

___ + ___ = ___

4.

6 + 8 = ___

___ + ___ = ___

5.

8 + 8 = ___

___ + ___ = ___

6.

8 + 7 = ___

___ + ___ = ___

l3

l0 3 l3

2 3 +

l0

©Kelly Spinks


7.

___ + ___ = ___

8.

___ + ___ = ___

9.

___ + ___ = ___

10.

___ + ___ = ___

11.

___ + ___ = ___

12.

___ + ___ = ___

13.

___ + ___ = ___

14.

___ + ___ = ___

15.

___ + ___ = ___

16.

___ + ___ = ___

Now try some without the bonding! Remember what 8 needs to make 10.

17. 8 + 2 = ___ 18. 8 + 3 = ___ 19. 8 + 5 = ___

20. 8 + 4 = ___ 21. 8 + 6 = ___ 22. 7 + 8 = ___

8 + 5

10 3 13

8 + 2

8 + 3 3 + 8

4 + 8 8 + 6

8 + 5 8 + 7

8 + 8 9 + 8

©Kelly Spinks

Name: Date:

Adding 7 or 6: The “Make 10” Strategy

Directions: Make a bond to show how to make ten. Write an easier number sentence and solve.

1.

7 + 5 = ___

10 + ___ = ___

2.

7 + 4 = ___

10 + ___ = ___ 3.

7 + 6 = ___

10 + ___ = ___

4.

6 + 5 = ___

___ + ___ = ___ 5.

6 + 7 = ___

___ + ___ = ___

6.

5 + 7 = ___

___ + ___ = ___

l2

3 2

2 l2

+ l0

©Kelly Spinks

Directions: Make ten. Draw circles to show how to add. Write the easier number sentence. 7.

7 + 4 = ___

___ and ___ and ___

8.

7 + 5 = ___

10 and ___ makes ___ 9.

5 + 7 = ___

___ + ___ = ___

10.

6 + 7 = ___

___ + ___ = ___ 11.

6 + 5 = ___

___ + ___ = ___

12.

7 + 4 = ___

___ + ___ = ___

13. Solve.

a) 6 + 4 = ___ b) 7 + 4 = ___ c) 8 + 4 = ___ d) 9 + 4 = ___

e) 6 + 5 = ___ f) 7 + 5 = ___ g) 8 + 5 = ___ h) 9 + 5 = ___

i) 6 + 6 = ___ j) 7 + 6 = ___ k) 8 + 6 = ___ l) 9 + 6 = ___

o

l0

l l l

l l

3 l +

l0

o o o

©Kelly Spinks


Adding 7 or 6: The “Make 10” Strategy

Directions: Make a bond to show how to make ten. Write an easier number sentence and solve. 1.

7 + 5 = ___

7 + 3 = l0

10 and ___ makes ___

2.

7 + 5 = ___

10 and ___ makes ___ 3.

6 + 7 = ___

10 + ___ = ___

4.

6 + 5 = ___

___ + ___ = ___ 5.

7 + 6 = ___

___ + ___ = ___

6.

5 + 7 = ___

___ + ___ = ___

l2

3 2

2 l2

©Kelly Spinks

Name: Date:

“Make 10” Practice

Directions: Draw a number bond to make 10. You may draw a math picture if you need help.

1.

8 + 6 = _____

New number sentence: _________________

2.

9 + 3 = _____


3.

4 + 8 = _____


4.

5 + 9 = _____


5.

9 + 6 = _____


6.

6 + 8 = _____


7.

7 + 5 = _____


8.

9 + 7 = _____


2 4 10 +

10 + 4 =14

14

©Kelly Spinks

9.

8 + 7 = _____


10.

4 + 6 = _____


11.

6 + 9 = _____


12.

3 + 9 = _____


13.

7 + 8 = _____


14.

6 + 7 = _____


Add. Make a ten in your mind.

15. 9 + 1 = ___

16. 9 + 2 = ___

17. 9 + 3 = ___

18. 9 + 5 = ___

19. 9 + 8 = ___

20. 8 + 2 = ___

21. 8 + 4 = ___

22. 8 + 5 = ___

23. 8 + 8 = ___

24. 8 + 7 = ___

25. 7 + 3 = ___

26. 7 + 4 = ___

27. 7 + 5 = ___

28. 7 + 7 = ___

29. 7 + 6 = ___

©Kelly Spinks

Name: Date:

“Make 10” Practice

Directions: Draw a number bond to make 10. You may draw a math picture if you need help.

1.

8 + 6 = _____


2.

9 + 2 = _____


3.

3 + 8 = _____


4.

5 + 9 = _____


5.

9 + 3 = _____


6.

5 + 8 = _____


7.

7 + 5 = _____


8.

6 + 7 = _____


2 4 10 +

10 + 4 =14

14

©Kelly Spinks

9.

8 + 8 = _____


10.

3 + 7 = _____


11.

6 + 5 = _____


12.

5 + 9 = _____


13.

7 + 8 = _____


14.

6 + 8 = _____


Add. Make a ten in your mind.

15. 9 + 1 = ___

16. 9 + 3 = ___

17. 9 + 4 = ___

18. 9 + 6 = ___

19. 9 + 9 = ___

20. 8 + 2 = ___

21. 8 + 3 = ___

22. 8 + 5 = ___

23. 8 + 6 = ___

24. 8 + 8 = ___

25. 7 + 3 = ___

26. 7 + 4 = ___

27. 7 + 5 = ___

28. 7 + 6 = ___

29. 7 + 7 = ___

©Kelly Spinks

Name: Date:

Adding: The “Add the Ones” Strategy

Directions: When there is a two-digit number, you can separate the ten and ones to help you add. Use the

ones as a helper problem, then add ten more! 1.

13 + 1 = ___


2.

12 + 2 = ___

10 and ___ makes ___ 3.

7 + 11 = ___

10 + ___ = ___

4.

4 + 15 = ___

10 + ___ = ___ 5.

16 + 3 = ___

___ + ___ = ___

6.

4 + 16 = ___

___ + ___ = ___

l4

3 l0 +

4 l4

4

©Kelly Spinks

Directions: Add your ones to help solve. Draw circles and a number bond to show how. Add ten more.

7.

14 + 4 = ___

___ and ___ and ___

8.

5 + 12 = ___

___ and ___ makes ___ 9.

3 + 16 = ___

___ + ___ = ___

10.

12 + 6 = ___

___ + ___ = ___ 11.

14 + 5 = ___

___ + ___ = ___

12.

9 + 11 = ___

___ + ___ = ___

Directions: a) Write the helper problems you can use to solve. b) Write the problem and solve.

13. 15 + 3 a) ___ + ___ = ___ b) ___ + ___ = ___

14. 15 + 4 a) ___ + ___ = ___ b) ___ + ___ = ___

15. 12 + 8 a) ___ + ___ = ___ b) ___ + ___ = ___

l0 8 l8

l8

l0 4 +

o o o o

8

5 3 l5 3

©Kelly Spinks


Adding: The “Add the Ones” Strategy

Directions: When there is a two-digit number, you can separate the ten and ones to help you add. Use the

ones as a helper problem, then add ten more! 1.

13 + 1 = ___


2.

12 + 4 = ___

10 and ___ makes ___ 3.

6 + 11 = ___

10 + ___ = ___

4.

4 + 14 = ___

10 + ___ = ___ 5.

15 + 3 = ___

___ + ___ = ___

6.

3 + 17 = ___

___ + ___ = ___

l4

3 l0

3 + l = 4

4 l4

©Kelly Spinks

Directions: Add your ones to help solve. Draw circles and a number bond to show how. Add ten more. 7.

14 + 4 = ___

___ and ___ and ___

8.

3 + 12 = ___

___ and ___ makes ___ 9.

2 + 16 = ___

___ + ___ = ___

10.

12 + 5 = ___

___ + ___ = ___ 11.

14 + 3 = ___

___ + ___ = ___

12.

8 + 12 = ___

___ + ___ = ___

Directions: a) Write the helper problems you can use to solve. b) Write the problem and solve.

13. 15 + 3 a) ___ + ___ = ___ b) ___ + ___ = ___

14. 14 + 3 a) ___ + ___ = ___ b) ___ + ___ = ___

15. 12 + 7 a) ___ + ___ = ___ b) ___ + ___ = ___

l0 8 l8

l8

l0 4 +

o o o o

8

5 3 l5 3

adding with number bonds: the “make ten” kelly spinks adding with number bonds: the...

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