Number Bonds to 10 Year 1 Addition and Subtraction Learning Video Clip

Step 6: Number Bonds to 10 Year 1 Addition and Subtraction Learning Video Clip

Dot the Dinosaur is on her way to find some food but the berries she usually eats have all gone! She needs to find some more food and ventures further into the forest. Help Dot in her quest using your knowledge of number bonds to 10!

More resources for Autumn Block 2 Step 6.

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Discussion points for teachers

1. Which two trees could Dot knock over in order to make 10 metres?
Discuss the width of the river. What number do we need to make sure the two trees reach? What would happen if it was too short? Use your knowledge of number bonds to 10 to see which two trees would work.
4 + 6 = 10

2. Would using the trees that measure 6 metres and 3 metres tall work?
Discuss number bonds to 10 – would this be a number bond to 10? Why?
No. 6 + 3 = 9, not 10.

3. Which two trees could Dot eat from to total 10 pieces of fruit?
Discuss number bonds to 10 – how many mangoes does each tree have? How many other mangoes will you need to total 10? What are the different number bonds to 10 you could create from the tree shown?
Trees A and D 

4. How many metres does Dot still need in order to repair her bridge to the same length as before?
Discuss the different possible lengths of the remaining part of the ‘bridge’. How many metres could it be? What would you need to add to that in order to reach 10 metres from those numbers? This question is open-ended for the children to explore.
The remaining bridge could be either 4, 5, 6 or 7 metres long. Allow for a variety of answers, as long the answer adds to either 4, 5, 6 or 7 to create a number bond to 10. Various answers, for example: 4 + 6 = 10

5. Is Dot correct?
Discuss the potential lengths of the remaining bridge from before (more than 3 metres and less than 8 metres) When adding 5 metres onto these numbers, will it create a number bond to 10 metres?
Dot could be both correct and incorrect; She is correct if the remaining ‘bridge’ is 5 metres long, but she will be incorrect if the remaining ‘bridge’ is shorter or longer than 5 metres as this will not create a number bond to 10 metres.

Optional discussion points
When Dot needs to cross the river, will it matter if her two chosen trees go over 10 metres together? Discuss that although they are focusing on number bonds to 10, what would happen in this scenario if the two chosen numbers exceed 10? Will it matter in this context? Think of other contexts this will be a problem – e.g. giving 11 sweets for 2 children to share rather than 10.

National Curriculum Objectives

Mathematics Year 1: (1C1) Represent and use number bonds and related subtraction facts within 10

Mathematics Year 1: (1C2b) Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs

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