Composition of numbers to 8

Ten frames: how many, and how many more to make 8

Objective: Children recognise how many counters are shown on a ten frame (0 to 8) and work out how many more are needed to make 8, using real objects.

What to do

1. Gather the children in the circle and show the ten frame card showing 5. Say, 'Let's look at this ten frame together. How many counters can you see?' Count the filled spaces together, touching each one.
2. Give each child a blank ten-frame mat and counters. Say, 'Can you build the same amount as the card on your own ten frame?' Watch children fill their top row first, left to right.
3. Say, 'We want to make 8 altogether. How many more counters do we need to add?' Encourage children to add counters one at a time, counting on out loud from 5: '5, 6, 7, 8.'
4. Turn over a new card each time (use 0, 1, 2, 3, 4, 6 and 7 in turn). For each one ask, 'How many is this?' then, 'How many more to make 8?' and let children build and check with their own counters.
5. When the card showing 8 is turned over, say, 'This ten frame already shows 8. How many more do we need now?' Guide children to see that 8 and 0 make 8.
6. Finish by spreading the 9 cards face up. Invite each child in turn to choose a card, say how many are shown, and show with their counters how many more are needed to make 8.

Misconceptions

Adapting

• Support: Work with smaller amounts first (0, 1, 2 and 3). Hand over one counter at a time and count together as it is placed, offering hand-over-hand support if needed.
• Challenge: Show two ten-frame cards at once and ask, 'Which one needs more counters to make 8? How do you know?' or ask the child to find two different ways to make 8 using their counters.
• SEND and EAL: Pair key vocabulary with a consistent gesture, for example beckoning for 'more' and a flat open hand for 'full.' Let children point to and handle counters rather than relying only on spoken answers, and repeat each number word clearly as a counter is placed.

Look for

• Children recognise small amounts (1, 2, 3) without counting every counter one by one
• Children count on from the given number rather than starting again from 1
• Children place counters with one-to-one correspondence, one counter per space
• Children can say how many more are needed to make 8 using the vocabulary 'more' and 'make'

Picture cards for this session

Part-whole: composition of 6 and 7

Objective: Children explore and say different ways to split 6 and 7 objects into two parts, using the stem sentence '___ and ___ make 6/7' to describe the whole and its parts.

What to do

1. Gather the group and count out 6 objects together, placing them in the 'whole' circle on the mat. Say: 'We have 6 altogether. Let's find some ways to split 6 into two parts.'
2. Show picture card 1 (1 and 5 make 6). Model moving 1 object into the left hoop and 5 objects into the right hoop, counting each part aloud with a finger touch.
3. Say the stem sentence together: '1 and 5 make 6.' Ask children to check by counting both parts and then recounting the whole.
4. Invite each child to split their own 6 objects a different way (e.g. 2 and 4, 3 and 3, 4 and 2, 5 and 1), matching their split to the picture cards as they go.
5. After each split, ask the child to point to the matching numeral cards and place them under each part, then say the full sentence out loud.
6. Swap one child's parts around (e.g. change 2 and 4 to 4 and 2) and ask what they notice about the whole.
7. Once 6 has been explored, say: 'Now let's try with 7.' Add one more object to the whole circle and recount to check there are 7.
8. Show picture cards 6 to 11 one at a time (1 and 6; 2 and 5; 3 and 4; 4 and 3; 5 and 2; 6 and 1 make 7), pausing after each so children can recreate the split with their own objects and hoops.
9. Ask children to choose their own way to split 7 and say the stem sentence to a partner before checking with the adult.

Misconceptions

Adapting

• Support: Start with 6 only and use just one or two splits (e.g. 1 and 5, 3 and 3). Let the child move one object at a time between hoops while counting aloud with the adult, and use the numeral cards 0 to 6 only.
• Challenge: Ask the child to find every way to split 7 in order, placing the picture cards in a line from smallest first part to largest, and to predict the next split before checking it with objects.
• SEND and EAL: Use the consistent sentence stem '___ and ___ make ___' with a pointing gesture for each part and the whole. Pair real objects with the matching numeral card every time, and model the sentence yourself before asking the child to repeat it.

Look for

• Counts each part accurately using one-to-one correspondence before stating the whole
• Uses the stem sentence independently to describe a part-whole split
• Recognises that swapping or reordering the two parts does not change the whole
• Matches numeral cards correctly to the size of each part
• Finds more than one way to split 6 or 7 without adult prompting

Picture cards for this session

Composition of 8: every way to make 8

Objective: Children explore the different ways to partition a group of 8 real objects into two parts, using a part-whole model to show that 8 can be made in several ways.

What to do

1. Adult says: 'Let's count our 8 objects together into the whole part of the mat.' Count all 8 objects aloud with the children, placing them in the top (whole) section.
2. Adult says: 'Watch what happens when I split our 8 into two parts.' Model moving some objects into one part circle and the rest into the other part circle, saying the fact aloud, for example '3 and 5 make 8'.
3. Adult turns over the matching picture card (for example the card showing 3 and 5 make 8) and places it next to the mat, saying: 'This picture shows our 3 and 5.'
4. Ask each child to split their own 8 objects into two parts in their mats, in any way they choose, and say their fact aloud to the group.
5. Adult hides some objects under the screen, leaving the rest visible, and asks: 'I can see 4. How many are hiding?' Children work out the hidden part, then check by counting.
6. Turn over a new picture card each time and ask children to make that same split with their own objects, matching the picture to their mat.
7. Challenge the group to find a way to make 8 that nobody in the group has shown yet, moving one object at a time from one part to the other to see what changes.

Misconceptions

Adapting

• Support: Work with fewer objects first (for example splitting 5) using the same mat and language before moving to 8, and let the child physically slide objects between parts rather than lifting and placing them.
• Challenge: Ask the child to find and show every way to make 8 using the mat, checking off each picture card as they match it, and ask them to predict the next way before checking with objects.
• SEND and EAL: Use the real objects and part-whole mat alongside the picture cards so the maths is visible without relying on spoken language, model the sentence 'and' 'make' 8' consistently each time, and pair key vocabulary with gesture (hands moving apart for 'part', hands together for 'whole').

Look for

• Child moves objects between the two parts without needing to recount the whole each time
• Child uses the words 'part', 'whole' or 'make' when describing their split
• Child matches a picture card to their own arrangement of objects correctly
• Child predicts a hidden part using the visible part and 8 as the whole
• Child notices that swapping the two parts still makes 8

Picture cards for this session

Number bonds to 8, including zero and take away

Objective: Children find and record the pairs of numbers that make 8, including 0 and 8, and use a known bond to 8 to work out a take-away fact.

What to do

1. Adult puts 8 objects on the 'whole' part of their mat and says, 'I've got 8 conkers altogether. Watch what happens when I split them.'
2. Adult slides all 8 into one part and leaves the other part empty, saying, '8 and 0 make 8. Can you see a part with nothing in it?'
3. Adult invites each child to put their own 8 objects on their mat and copy the split, saying the bond out loud together.
4. Adult slides one object across to the empty part and says, 'Now I've moved 1 away. 7 and 1 make 8. What do you notice has changed?'
5. Children copy this split on their own mats, moving one object at a time and saying each new bond as they go, working all the way through to 4 and 4.
6. Adult shows the matching bond on the rekenrek, sliding beads across so the children can see the same split in a different way.
7. Adult hides some of the 8 objects under the cloth, leaving the rest showing, and asks, 'I can see 3. How many are hiding?' so children use the bond to 8 rather than counting.
8. Adult then takes some objects away completely (not hidden) from a group of 8 and asks children to say how many are left, linking this to the bond they just said, e.g. '8 take away 2 leaves 6, because 2 and 6 make 8.'
9. Children take turns being the one who hides or takes away objects for the rest of the group to work out.

Misconceptions

Adapting

• Support: Work with fewer bonds at a time (start with 8 and 0, 7 and 1, 6 and 2) and let the child physically move objects themselves before saying the bond.
• Challenge: Ask the child to find a bond without being shown it first, then check by counting, and ask them to spot which bonds are 'the same pair swapped over' (e.g. 2 and 6, 6 and 2).
• SEND and EAL: Use consistent, repeated sentence stems ('___ and ___ make 8') alongside the physical split every time, pair key vocabulary with gesture (hands moving apart for 'split', sliding together for 'altogether'), and allow pointing or moving objects as a full response instead of speaking.

Look for

• Child moves one object at a time and notices the pattern (one part growing, the other shrinking)
• Child says the bond independently before being asked
• Child uses a known bond to work out a hidden amount instead of recounting
• Child links a take-away result back to the matching bond

Picture cards for this session

Observation prompts: eyfs.ma.number.1

Look for

• Child splits a group of 8 objects into two parts (for example onto two plates or two hoops) and checks that both parts still make 8 altogether.
• Child fills a ten frame to show 8 and points to the empty spaces to work out how many more are needed to make 8.
• Child rearranges the same 8 objects into different pairs, such as 3 and 5, then 6 and 2, and notices the total stays at 8.
• Child hides some of a group of 8 under a cloth or cup and works out how many are hidden from how many are showing.
• Child uses fingers, a bead string or a number track to move from a smaller number up to 8, counting on the extra ones needed.
• Child matches two part-groups to a whole group of 8 during continuous provision, such as snack time, construction or small-world play.

Listen for

• "I've got 5 and 3, that's 8 altogether."
• "If 4 are hiding and 4 are showing, that's still 8."
• "I need 2 more to make 8."
• "0 and 8 is the same as just 8, because I didn't take any away."
• "6 and 2 make 8, so 2 and 6 make 8 too."
• "I took 1 away from 8, so there's 7 left."

Next steps

• For children not yet secure: give fewer objects to start (within 6 or 7) and use a ten frame or egg box so every space is visible, moving one object at a time while counting aloud together.
• For children not yet secure: use a practical context such as sharing 8 pieces of fruit between two bowls, and pair them with a confident peer to talk through what they notice.
• For children not yet secure: encourage touching and moving real objects rather than imagining the split, checking the total by recounting all 8 each time.
• For children who are secure: pose missing-part problems, such as covering some of 8 counters and asking how many are hidden.
• For children who are secure: challenge them to find every way to make 8 and check they have not repeated a pair, including 0 and 8.
• For children who are secure: link composition of 8 to simple take-away stories, such as starting with 8 and removing some to find what is left.

Observation prompts: eyfs.ma.patterns.3

Look for

• A child splits a group of 8 objects (for example conkers, teddy counters, or pompoms) across two plates, two hoops or two hands, and checks that both parts still make 8 altogether.
• A child uses a ten frame or part-whole mat to show 8, moving counters between the two parts and noticing the total stays the same.
• A child reorganises the same 8 objects more than once to find a different way of splitting them, for example 3 and 5, then 2 and 6.
• A child matches a spoken or written number sentence to objects, for example lining up 4 bears and 4 more bears when a practitioner says '4 and 4 make 8'.
• A child uses fingers, a number line to 8, or a bead string to work out a missing part when one part and the whole are known.
• A child shares 8 items equally between two people or two trays during role play or snack time, checking both groups have the same amount.
• A child who is not yet secure physically recounts both parts every time, rather than trusting that the total has stayed the same.

Listen for

• "4 and 4 make 8."
• "If I move 1 over, it's 3 and 5 now, but it's still 8."
• "I've got 6 here and 2 there — that's 8 altogether."
• "How many more do I need to make 8?"
• "0 and 8 make 8 because I didn't move any."
• "That's not fair, you've got more than me" (when sharing 8 items unequally).
• "I need 1 more to make 8."

Next steps

• For children not yet secure: work with smaller, more familiar totals first (such as 6 or 7), using real objects the child can physically move between two hoops or plates, and count each part aloud with the child before counting the total.
• For children not yet secure: support 1:1 correspondence by pairing objects with fingers or dots on a ten frame, and model the language 'this many and this many make this many' during continuous provision rather than asking for written number sentences.
• For children not yet secure: use a visual part-whole mat with a very small number of large objects so the child can see both parts at once without needing to hold numbers in their head.
• For children who are secure with composition of 8: challenge them to find every way of making 8 and check they have found them all, recording their findings with marks, numerals or photographs of their arrangements.
• For children who are secure with composition of 8: introduce missing-number problems, for example covering one part on a ten frame and asking how many are hidden.
• For children who are secure with composition of 8: explore whether 8 can be shared equally between 2 people, linking to equal groups and starting to notice even and odd amounts within the numbers 0 to 8.

Dear families,

This term in maths, your child is exploring numbers up to 8 and discovering all the different ways to make each number. They are using ten frames and small objects to count, spot patterns and find out how many more are needed to make 8.

By the end of the unit, children will know every way to make 8, such as 3 and 5 make 8, or 6 and 2 make 8. They are learning this through hands-on play rather than written sheets, using things like building blocks, counters, buttons and their fingers to split and combine small groups of objects.

Being able to split numbers up and put them back together is a really important building block for maths. It helps children move on confidently to adding and taking away later on.

Ideas to try at home

• At snack time, share out 8 grapes or crackers between two plates in different ways and talk about what you notice, such as 4 and 4, or 2 and 6.
• Line up 8 toys, such as cars or teddies, then hide some under a cup and ask your child how many are hidden if they can see the rest.
• During bath time or in the garden, count out 8 pebbles or bath toys and ask your child to split them into two groups in as many ways as they can find.
• Play a simple hiding game with 8 buttons or coins: show 8, hide a few in your hand, and ask how many are missing.

Thank you for your support at home. With best wishes, The Reception Team