Ten ones can travel together
Full educator lesson · Pupil invitation · Empty work mat · Optional home activity · Larger project · Written read-together script · Additive Work Bench
Access
Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.
Adult model
364 + 278 = 500 + 130 + 12 = 642. Rename 12 ones as 1 ten 2 ones; 14 tens as 1 hundred 4 tens, with 6 hundreds altogether. Equivalently 364 + 200 = 564, +70 = 634, +8 = 642. No item disappears when regrouped.
Child direction
Make a plan for a collection that crosses a ten or a hundred. Pick one route. Show what the numbers mean, try a way, then check one result. You can stop after a useful part.
Common tangle
a carried ten disappears; check the roles and equivalent quantities, rather than memorising a printed answer.
Day
52
Different guided practice
A fictional picture station joins 527 cards and 186 cards: 527 + 100 = 627, +80 = 707, +6 = 713. Ask the learner to show where a hundred boundary was crossed.
Check and teach the entry relationship
Check 8 + 7 and explain ten ones = one ten. If needed, show 8 plus 2 fills ten and 5 remains; use 28 + 7 = 35 before hundreds.
Hook
Make a plan for a collection that crosses a ten or a hundred.
Materials
Broad paper, labelled place-value/part-whole/number-line alternatives as suitable; optional familiar safe counters; usual communication. No hundreds of loose marks, purchases or physical handling required. Keep adult model and own work separate.
Next ordinary teaching
If a carried ten disappears, teach 48 + 16 with ten-unit labels: 40 + 10 + 8 + 6 = 64. Then offer 57 + 18 = 75.
Complete fictional source
An invented costume cupboard has 364 tags, then receives 278 tags of the same kind. Find the new count.
One own invitation
Try 258 + 167. Show the regroup or describe it exactly.
Partial curriculum opportunity
AC9M4N06
Purpose
Regroup an addition without changing its value.
Routes
Access
Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.
Complete task
There are 28 fictional counters and 17 more. Show what happens to fifteen ones.
Entry or access
Build one ten from ten labelled ones if needed.
Id
A
Title
Game counters
After own work: adult practice possibility
45 counters: 30 + 15 = 45.
Access
Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.
Complete task
Use 527 and 186 cards. Make a checkable regrouping note.
Entry or access
Keep each place-value amount visible.
Id
B
Title
Picture station
After own work: adult practice possibility
713 cards; 600 + 100 + 13 = 713.
Access
Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.
Complete task
Join 2687 and 1756 imagined sheets. Compare adding chunks with place-value regrouping.
Entry or access
Use this only after thousands can be renamed.
Id
C
Title
Print store
After own work: adult practice possibility
4443: 3000 + 1300 + 130 + 13 = 4443; chunks +1000,+700,+50,+6.
Session stages
Instruction
Make a plan for a collection that crosses a ten or a hundred. Read the source. Ask what the numbers count and the wanted quantity. Check 8 + 7 and explain ten ones = one ten. If needed, show 8 plus 2 fills ten and 5 remains; use 28 + 7 = 35 before hundreds.
Minutes suggestion
5
Stage
Meet the job
Instruction
364 + 278 = 500 + 130 + 12 = 642. Rename 12 ones as 1 ten 2 ones; 14 tens as 1 hundred 4 tens, with 6 hundreds altogether. Equivalently 364 + 200 = 564, +70 = 634, +8 = 642. No item disappears when regrouped. Show on separate adult paper. Pause after one transformation; invite explanation before showing the next.
Minutes suggestion
10
Stage
Teach one relationship
Instruction
A fictional picture station joins 527 cards and 186 cards: 527 + 100 = 627, +80 = 707, +6 = 713. Ask the learner to show where a hundred boundary was crossed. Offer one complete route below, not all three as a quota. Let the learner select a representation and pause or switch.
Minutes suggestion
15
Stage
Guide then choose
Instruction
Try 258 + 167. Show the regroup or describe it exactly. Receive an available response before staff key. If a carried ten disappears, teach 48 + 16 with ten-unit labels: 40 + 10 + 8 + 6 = 64. Then offer 57 + 18 = 75.
Minutes suggestion
5
Stage
Receive and choose tomorrow
What to look for
Each regroup keeps the quantity, including both parts of the added amount, and yields 425.
After own work: staff possibility
425: 300 + 110 + 15 = 425, or 258 + 100 + 60 + 7.
Status
Proposed 35-minute shape, unpiloted and freely reorderable; resource day not school calendar requirement.
Title
Ten ones can travel together