Composition of numbers to 10

Ten frames: how many, and how many more to make 10

Objective: Children will say how many counters are on a ten frame and work out how many more are needed to make 10.

What to do

1. Gather the group around the large ten frame and say, 'This is our ten frame. It has 10 spaces for 10 counters.'
2. Turn over one picture card, for example the ten frame showing 6, and say, 'Let's look at this card together. How many counters can you see?'
3. Ask a child to build the same picture on the large ten frame using their own counters, filling it row by row from the left.
4. Say, 'The ten frame has 10 spaces altogether. How many spaces are empty?' and let children point to and count the empty spaces.
5. Say, 'So 6 and 4 more make 10' while pointing first to the filled counters, then to the empty spaces, then sweeping a hand across the whole frame.
6. Turn over another card, for example the ten frame showing 3, and repeat the build, count the gaps, and say the matching fact: '3 and 7 more make 10.'
7. Invite each child to take a turn choosing a card, building it on their own pot of counters, and saying how many more are needed to make 10.
8. Finish by turning over the ten frame showing 10 and the ten frame showing 0 and asking, 'What is the same and what is different about these two?'

Misconceptions

Adapting

• Support: Use only the ten frame cards showing 0 to 5 at first, give larger counters that are easier to grip and place, and count every space aloud together before stating the fact.
• Challenge: Turn the picture card over for 2 seconds then hide it, and ask the child to say how many more make 10 from memory before checking with the large ten frame.
• SEND and EAL: Pair each number word with a consistent action (e.g. clap for 'how many', open arms for 'altogether') and keep real objects and the large ten frame as the main reference, letting children point and build before being asked to speak.

Look for

• Can the child state how many are on the ten frame without recounting every counter one by one?
• Does the child count the empty spaces accurately to find how many more make 10?
• Can the child say the matching pair fact (e.g. '4 and 6 make 10') without the adult modelling it first?
• Does the child fill the ten frame systematically, row by row, rather than scattering counters?

Picture cards for this session

Part-whole: composition of 8 and 9

Objective: Children explore different ways to split 8 and 9 into two parts, using real objects and part-whole models, to deepen their understanding that a number can be composed of two smaller parts and still make the same whole.

What to do

1. Gather the children in a circle and tip out one basket so everyone can see. Count the conkers together slowly, touching each one, to agree there are 8 altogether.
2. Say, 'Watch what I do with these 8 conkers.' Split them across your two hoops, for example 3 in one hoop and 5 in the other. Say, '3 and 5 make 8.'
3. Hold up the matching part-whole model picture card (3 and 5 make 8) next to your hoops and ask, 'Does this picture match what I've done?'
4. Give each child their own basket of 8 conkers. Ask them to split theirs across their two hoops in their own way, then say the sentence, '__ and __ make 8.'
5. Go round the circle. Ask each child to show their split and find the matching picture card from the set.
6. Ask, 'Can anyone split their 8 a different way?' Let children swap conkers between hoops and try again, checking the total each time.
7. Swap the baskets for ones with 9 conkers. Repeat the splitting, saying the sentence and matching the picture cards for 9.
8. Finish with the feely bag: show 8 or 9 conkers, then secretly move some into the bag. Ask children to work out how many are hidden, using the part they can still see.

Misconceptions

Adapting

• Support: Work with 8 only, using fewer conkers at a time and a five-frame style mat so one part is always shown clearly separated from the other. Move one conker at a time between hoops, narrating each move.
• Challenge: Ask the child to find every different way to split 8 before moving on to 9, choosing the matching picture card each time. Ask them to predict the hidden amount in the feely bag before checking.
• SEND and EAL: Lean on the real conkers, hoops and picture cards rather than spoken explanation alone. Use the same short sentence pattern every time ('__ and __ make 8') paired with pointing and gesture, and welcome the composition sentence in the child's home language if known.

Look for

• Says the composition sentence ('__ and __ make 8' or '__ and __ make 9') without being prompted.
• Recognises that swapping the two parts around still makes the same whole.
• Counts on from the larger part rather than recounting every conker from 1.
• Finds more than one way to split the same number across the two hoops.

Picture cards for this session

Composition of 10: every way to make 10

Objective: Children explore and show every way to make 10, using a part-whole model with real objects, so they deepen their understanding of the composition of 10.

What to do

1. Gather the children around the hoops. Say, 'Let's count these together to check we have 10.' Count the objects as a group, touching each one.
2. Turn over the first part-whole model picture card (1 and 9 make 10). Say, 'This picture shows one way to split our 10. Who can move the objects into the two part hoops to match?'
3. Invite a child to move 1 object into one small hoop and 9 into the other. Say, 'Let's check. How many in this part? How many in that part? How many altogether?' Count each part, then count all 10 together.
4. Say the number sentence aloud together: '1 and 9 make 10.' Encourage children to repeat it, pointing to each hoop as they say each number.
5. Turn over the next picture card (2 and 8 make 10). Before moving any objects, ask, 'What do you think will happen to this part? What about that part?' Then invite a different child to move the objects to match.
6. Repeat this process for each remaining picture card in turn (3 and 7, 4 and 6, 5 and 5, 6 and 4, 7 and 3, 8 and 2, 9 and 1), each time counting the parts and the whole, and saying the number sentence together.
7. After a few turns, try hiding one part under the cloth. Say, 'I can see 6 here. There are 10 altogether. How many do you think are hiding?' Let children check by lifting the cloth and counting.
8. Finish by asking each child to choose their favourite way to split the 10 and show it to the rest of the group, saying the number sentence themselves.

Misconceptions

Adapting

• Support: Work with just 2 or 3 of the picture cards (for example 1 and 9, 5 and 5). Use a tens frame alongside the hoops so children can see the objects in a clear arrangement, and guide their hands as they move objects between parts.
• Challenge: Ask the child to predict and say the next number sentence before turning over the picture card. Challenge them to find a way to make 10 that hasn't been shown yet, and to record their ways by placing matching numeral cards next to each part hoop.
• SEND and EAL: Pair each number word with a consistent gesture (two open hands apart for 'parts', hands brought together for 'whole'). Use the picture cards as a visual anchor every time, model the full sentence '___ and ___ make 10' slowly, and give extra time for the child to point to or move objects before speaking.

Look for

• Moves the correct number of objects into each part hoop to match the picture card
• Understands that the whole stays 10 no matter how it is split (conservation of number)
• Counts each part and the whole accurately, touching each object once
• Uses the sentence '___ and ___ make 10' independently
• Predicts how a part will change before the objects are moved

Picture cards for this session

Number bonds to 10, including zero and take away

Objective: Children explore the different ways 10 can be split into two parts, including a part of zero, and connect this to taking away from 10.

What to do

1. Hold up the rekenrek showing 10 red and 0 white beads. Say: 'All 10 beads are red. How many white beads are showing?'
2. Slide 1 bead across so the rekenrek shows 9 red and 1 white bead. Say: '9 and 1 make 10. Watch what happens if I keep going.'
3. Keep sliding beads across one at a time, pausing at 5 red and 5 white beads. Say: '5 and 5 make 10 - the two parts match!'
4. Carry on until the rekenrek shows 0 red and 10 white beads. Say: 'Now there are no red beads left. 0 and 10 still make 10.'
5. Place the part-whole model mat down. Put 10 counters in the whole circle, then move some into one part circle and the rest into the other. Say: 'Here are the two parts of 10. Can you say the whole sentence with me?'
6. Tip 10 counters into the pot. Say: 'I have 10 counters altogether.' Take some counters out and hide them under the cloth. Say: 'I've taken some away. How many do you think are left in the pot?'
7. Lift the cloth to reveal the hidden counters and check together by matching them back to the part-whole model.
8. Invite each child to choose a number card from 0 to 10 and build that split on the rekenrek or part-whole mat for the rest of the group to check.

Misconceptions

Adapting

• Support: Work with fewer, more visual pairs first (10 and 0, 5 and 5), keeping beads or counters in a clear line so both parts can be seen and touched at once.
• Challenge: Ask children to predict the hidden part before sliding or lifting the cloth, and to find a pair where both parts are the same (5 and 5).
• SEND and EAL: Pair gesture with language, pointing to each part as you say the number, and keep the same part-whole model and sentence pattern throughout so the structure becomes familiar.

Look for

• Says the missing part without recounting from 1
• Accepts 0 as a real part, not an exception
• Links the take away action to the two parts on the part-whole model
• Uses the vocabulary 'part', 'whole' or 'altogether' unprompted

Picture cards for this session

Observation prompts: eyfs.ma.number.1

Look for

• Builds a tower of 10 cubes and splits it into two parts in different ways, for example 6 and 4, without recounting from 1 each time
• Fills a ten frame to show 10 counters, then takes some away and can say how many are left and how many are gone
• Uses fingers to show 10, then hides some fingers and knows how many are hidden without being told
• Matches two amounts to 10 using objects, such as 3 conkers and 7 conkers in the mud kitchen, and checks the total by counting on
• Notices that when one part of 10 gets bigger, the other part gets smaller, for example in a shaking tins or hiding games activity

Listen for

• "I need 4 more to make 10" while adding bricks to a ten frame or tower
• "5 and 5 make 10" or another correct pairing stated with confidence during small world or outdoor play
• "If I take 2 away from 10, there's 8 left" while playing a hiding or take-away game
• "That's the same as this one, just swapped round" when noticing 3 and 7 next to 7 and 3
• "0 and 10 make 10, there's nothing in this pot" when describing an empty and a full container

Next steps

• Not there yet: offer a ten frame alongside real objects such as pebbles or buttons so the child can physically move items between the two parts while counting the whole group each time, supporting composition of smaller numbers like 8 or 9 before moving to 10
• Not there yet: play simple hiding games with up to 5 objects under a cup first, saying the number sentence aloud for the child to repeat, building towards the numbers to 10 in this unit
• Not there yet: pair with a peer or adult who models the number bond in home language or with simple visuals and gesture, for children learning English, using consistent sentences such as "and __ make 10"
• There: challenge the child to find every way to make 10 using ten frames, fingers, or objects in continuous provision, and record their ways using numerals
• There: introduce take away alongside number bonds, asking the child to start with 10, hide some, and say both the number bond and the subtraction, for example "6 and 4 make 10, so 10 take away 4 is 6"
• There: invite the child to teach a friend a way to make 10 they have not used yet, encouraging them to explain their thinking aloud during carpet time or small group work

Observation prompts: eyfs.ma.patterns.3

Look for

• A child shares 10 conkers between 2 egg boxes and checks both boxes hold the same amount, without being asked.
• A child lines up a group of 6 buttons and splits it into 2 equal rows of 3, noticing there are none left over.
• A child builds a tower of 8 cubes in 2 colours and rebuilds it as 4 and 4, commenting that both halves match.
• A child sorts a basket of 9 shells into 2 plates and notices 1 plate has 1 more shell than the other.
• A child uses a ten frame to show 5 and 5, then points out both rows look the same.
• A child doubles a small group, for example putting 3 pebbles on one plate and 3 more to match on another.

Listen for

• "Look, we've got 4 each, that's fair!"
• "If I share 10 cars between the 2 garages, I get 5 and 5."
• "This one's got an extra, it's not even."
• "3 and 3 makes 6, that's a double."
• "I can't split 7 into 2 the same, someone always gets more."
• "Double 4 is 8, I just added another 4."

Next steps

• For children not yet secure: offer small amounts (up to 6) of large, easy-to-grip objects such as pine cones or pom-poms, and 2 identical plates or hoops, so they can physically move items one at a time while a practitioner models sharing 'one for you, one for you'.
• For children not yet secure: during carpet time, use a ten frame with counters and ask the child to cover it row by row, counting how many sit on the top row and how many on the bottom row, to build a feel for equal rows before naming odd and even.
• For children who are secure: invite them to investigate which numbers from 0 to 10 can be shared fairly between 2 toy animals with nothing left over, sorting number cards or dot cards into 2 groups as they explore in continuous provision.
• For children who are secure: challenge them to find a double fact hidden in the environment, such as 2 equal rows of 5 flowerpots, and to say the matching double out loud, for example 'double 5 is 10.'
• For children who are secure: ask them to predict, before sharing, whether a group such as 9 will split evenly between 2 friends, then test their prediction with real objects.

Dear families,

This term in maths we are exploring numbers to 10, and especially how numbers can be split and put back together again. The children are learning that a number like 8 is not just a word or a symbol, but can be made of smaller parts, such as 2 and 6, or 5 and 3.

We are using ten frames (simple grids with two rows of five) to help children see numbers clearly and spot how many more are needed to reach 10. We are also exploring every way to make 10, and looking at number bonds, including what happens when we start with 0 or take some away.

All of this is taught through hands-on play rather than sitting and writing, so your child might be sorting conkers, sharing out snacks, or building towers of cubes while they practise these ideas.

Ideas to try at home

• At snack time, share out 10 grapes or crackers between two plates and ask, 'If I put 4 on this plate, how many go on the other?'
• Use an egg box or muffin tray with 6 spaces and some small toys to explore how many are filled and how many empty spaces are left.
• While getting dressed, count up to 10 buttons or socks together and talk about pairs, such as 2 and 2 making 4.
• Play a simple hiding game with up to 10 buttons: show your child the total, hide some under a cup, and ask how many are hidden.
• On a walk, count steps, lampposts or leaves up to 10 and talk about how many more you need to reach 10 from where you are.

With thanks for your support at home, The Reception Team