## Make 10

• Grade: Year 3
Activity type: Printable

## Make 10

Course
Mathematics
Grade
Year 3
Section
Addition
Outcome
Make 10 - problem solving
Activity Type
Printable
Activity ID
22844

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## New Zealand – National Standards

• ##### 3.NA – Number and algebra
• 3.NA.3 – Continue spatial patterns and number patterns based on simple addition or subtraction.

• 3.NA.1 – Apply basic addition facts and knowledge of place value and symmetry to:

• 3.NA.1.a – Combine or partition whole numbers

• ##### 4.NA – Number and algebra
• 4.NA.1 – Apply basic addition and subtraction facts, simple multiplication facts, and knowledge of place value and symmetry to:

• 4.NA.1.a – Combine or partition whole numbers

## Australia – Australian Curriculum

• ##### Number and Algebra
• Number and place value

• ACMNA029 – Explore the connection between addition and subtraction

• ACMNA030 – Solve simple addition and subtraction problems using a range of efficient mental and written strategies

## United Kingdom – National Curriculum

• ##### Year 1 programme of study
• KS1.Y1.N.AS – Number - addition and subtraction

• Pupils should be taught to:

• KS1.Y1.N.AS.4 – Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? - 9

• ##### Year 2 programme of study
• KS1.Y2.N.AS – Number - addition and subtraction

• Pupils should be taught to:

• KS1.Y2.N.AS.1 – Solve problems with addition and subtraction:

• KS1.Y2.N.AS.1.a: using concrete objects and pictorial representations, including those involving numbers, quantities and measures

## United States – Common Core State Standards

• ##### 1.OA – Operations & Algebraic Thinking
• Mathematics

• 1.OA.4 – Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

• Mathematics

• 1.OA.6 – Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).