Grade 1 Mathematics: Addition and Subtraction to 20 Using Making 10 Strategy - Week 3 Term 4

📚 LESSON OVERVIEW

This lesson focuses on teaching Grade 1 learners the “making 10” strategy for addition and subtraction to 20. Through concrete-pictorial-abstract progression, learners will develop mental mathematics fluency and number sense using locally available materials and culturally relevant contexts.

📋 LESSON INFORMATION

Subject:	Mathematics
Grade:	Grade 1
Term:	Term 4
Week:	Week 3 (October 2025)
Duration:	60 minutes
Topic:	Addition and Subtraction to 20 (Numbers, Operations and Relationships)

🎯 CURRICULUM ALIGNMENT

📖 CAPS Content Area: Numbers, Operations and Relationships (65% weighting)
🎯 Specific Aims: Develop number sense, mental mathematics strategies, and problem-solving skills using the making 10 strategy
📈 Learning Outcomes: Add and subtract to 20 using mental strategies; know and apply number bonds to 10 and 20; solve word problems in context
📅 ATP Reference: DBE 2023/24 Annual Teaching Plan – Term 4, Week 3 content

🏆 LESSON OBJECTIVES

By the end of this lesson, learners will be able to:

Understand that numbers to 20 can be decomposed and recomposed flexibly
Use the “making 10” strategy to solve addition problems crossing the decade boundary (e.g., 8 + 5)
Apply number bonds to 10 automatically in problem-solving contexts
Solve simple contextual word problems involving addition to 20
Explain their mathematical thinking using appropriate vocabulary

📝 KEY VOCABULARY

1. Making 10

A mental mathematics strategy where we first make 10, then add the remaining numbers

2. Number Bond

Two numbers that combine to make another number (e.g., 7 and 3 make 10)

3. Decompose

Breaking a number apart into smaller parts (e.g., 5 = 2 + 3)

4. Ten Frame

A rectangular frame with 10 spaces used to visualize numbers and operations

5. Addition/Subtraction

Combining numbers (addition) or taking away (subtraction)

🔙 PRIOR KNOWLEDGE

Learners should already know:

Count reliably to 20 and back
Recognize and write numbers 1-20
Understand basic addition and subtraction concepts
Know most number bonds to 10
Use concrete materials to model numbers

⏰ LESSON STRUCTURE

🚀 PHASE 1: Mental Mathematics (10 minutes)

Quick-Fire Number Bonds:

Stand with learners in a circle. Show/call out numbers between 1-9. Learners respond with the “partner to 10”. Increase pace as confidence grows. Practice counting forward and backward, counting in 2s and 5s.

📚 PHASE 2: Introduction (8 minutes)

Story Problem Hook:

Tell an engaging story: “Thabo is helping at the spaza shop. A customer wants 8 apples, then asks for 5 more. How many altogether?” Write 8 + 5 = ? on the board.

Introducing Making 10 Strategy:

Using large ten frames and counters, demonstrate step-by-step:
1. Place 8 counters in first ten frame
2. Ask: “How many more to make 10?” (Answer: 2)
3. From the 5, take 2 to complete the frame
4. Count: “Now I have 10!”
5. Add remaining 3: “10 and 3 makes 13”

🔨 PHASE 3: Concrete Development (15 minutes)

Guided Practice with Manipulatives:

Problem 1 (Teacher-Guided): 7 + 6 = ?
Guide learners through each step with their ten frames and counters.

Problem 2 (Partner Practice): 9 + 4 = ?
Partners work together, one manipulates while other observes.

Problem 3 (Semi-Independent): 6 + 7 = ?
Learners work individually with partner support if needed.

🎨 PHASE 4: Pictorial Representation (12 minutes)

Drawing the Strategy:

Model drawing ten frames on board for 8 + 6. Show how to draw dots/circles to represent numbers. Learners practice: 7 + 5 (guided) and 9 + 5 (independent).

✍️ PHASE 5: Guided Practice (10 minutes)

Contextual Problem Solving:

Problem 1 (Whole Class): “At school, 6 boys play soccer. Then 8 more children join. How many total?”

Problem 2 (Partner Work): “Mama had 12 eggs. She used 5 for vetkoek. How many left?”

Problem 3 (Individual Assessment): “Sipho collected 9 stones. His friend gave him 6 more. How many now?”

🎯 PHASE 6: Conclusion (5 minutes)

Consolidation & Self-Assessment:

Review the making 10 strategy. Ask learners to show understanding using traffic lights (thumbs up/sideways/down). Quick exit ticket: 7 + 8 = ?

📊 ASSESSMENT & UNDERSTANDING CHECKS

📝 Formative Assessment

Observe during manipulative activities
Listen to explanations during pair work
Check body outline worksheet completion
Monitor participation in class discussions

📋 Success Criteria

Identifies how many more to make 10
Correctly decomposes second number
Solves problems to 20 accurately
Explains thinking clearly

🎭 DIFFERENTIATION STRATEGIES

🤝 For learners who need support:

Use smaller number ranges (5 + 7, 6 + 6)
Extended concrete phase with manipulatives
Partner with patient peer
Pre-teaching in small groups
Visual cue cards with steps
Home language explanations

🚀 For advanced learners:

Apply strategy to numbers beyond 20
Use for subtraction problems
Solve in multiple ways, compare efficiency
Create own word problems
Missing addend problems (? + 7 = 15)
Teach strategy to peers

♿ For learners with barriers:

Multi-sensory approaches
Smaller work chunks with breaks
Clear, simple language
Visual demonstrations
Extra processing time
Respond in home language initially

📦 RESOURCES & MATERIALS

Teacher Materials:

Large ten frames (drawn on board or laminated chart)
Large counters or magnets (20)
Number cards 0-20
Chalk/chart paper

Learner Materials (per child/pair):

Individual ten frames (cardboard – 2 per learner)
Counters: 20 per learner (bottle caps, beans, stones)
Slate/mini whiteboard OR exercise book
Pencils, colored pencils/crayons

Low-Cost Alternatives:

Ten frames: Cereal box cardboard or egg cartons cut in half
Counters: Painted bottle caps, dried beans, small stones, buttons
Number lines: Draw on paper strips or chalk on floor

⚠️ COMMON MISCONCEPTIONS

Misconception 1: Counting the Starting Number

For 8 + 3, learner counts “8, 9, 10” instead of “9, 10, 11”.

Solution: Emphasize “8 is already in our set, now add MORE”. Use clear language: “8 and 3 more”.

Misconception 2: Incorrect Decomposition

For 7 + 5, learner takes 4 to make 10 instead of 3.

Solution: Review number bonds to 10 extensively. Ask: “How many empty spaces in the ten frame?”

Misconception 3: Which Number to Make 10

Learner tries to make the second number 10 instead of first.

Solution: Teach explicitly: “We make 10 with the FIRST number”. Model consistently.

🏠 HOMEWORK & EXTENSION

Note: Homework is optional and should be achievable without parent assistance.

Family Counting Game: Find 10 objects at home (spoons, stones). Practice: “I have 6, how many more to make 10?”
Real-Life Addition: Count items during household activities. Example: “We have 7 plates, need 5 more for visitors. How many total?”
Extension Practice: Math station activities for early finishers (ten frame games, card games with Ace-10)

💭 TEACHER REFLECTION NOTES

✅ What worked well:

[To be completed after lesson]

🔧 What could be improved: