Why spend time with ten?
Ten is a useful stepping stone in addition. For example, in 8 + 5, you can split the five into two and three. Eight and two make ten; ten and the remaining three make thirteen.
Your child does not need to do that larger problem today. Start by helping them understand a pair such as 7 + 3 = 10. Later, the aim is to remember the relationship without needing to count the spaces each time.
This activity suits a child who can count a group of up to ten objects, giving each object one number word. If that still takes a lot of effort, use the five-space version below first. Choose by what feels manageable, rather than by age.
Try it together: fill the garden
Set aside about five relaxed minutes. You need a piece of paper, a pencil, and ten objects that are safe for your child to handle, such as large blocks. You can also draw dots instead.
Draw two rows of five boxes, or use our free printable ten-frame. Imagine the boxes are ten planting spots in a little garden.
- Meet the whole. Fill every box with one object. Count together and say, “There are ten places. They are all full.” Clear the frame.
- Plant seven. Fill the top row of five, then two boxes in the bottom row. Ask, “How many more do we need to fill the garden?” Give your child time to look.
- Make the connection. If they need help, let them count the empty boxes or add an object to each one. Then say, “Seven and three make ten.” Write 7 + 3 = 10 beside the frame.
- Try another pair. Start with six objects and ask the same question. Six needs four. Two or three turns are enough for a first try; stop sooner if your child has had enough.
If your child says four when there are three empty spaces, try, “Let’s put one in each space and check.” Count together, then name the pair again. There is no need for a timer or a score.
Make it smaller when needed
Cover the bottom row and work with just five spaces. Place three objects, then ask how many more will fill the row. Add the two missing objects together. Stay with five until matching one object to one space and counting the group feels comfortable.
If handling objects is awkward, draw large circles and let your child point while you mark the spaces. The mathematical question stays the same.
Move from seeing it to remembering it
The frame is useful help. Getting an answer by counting its empty spaces shows supported practice; it does not yet show that the fact is remembered independently.
After a familiar pair feels comfortable, put the frame aside and ask, “Seven and how many make ten?” If your child needs the frame again, bring it back. Using help is part of learning, and you can try without it another time.
On another day, revisit that pair among a few others, in a different order. Include the related question, “Ten take away seven is what?” Look for correct, ready answers without prompts across different days. One quick answer alone does not establish lasting recall.
Give the same fact a new setting
Once seven and three is familiar, try an everyday question without showing the frame: “We need ten crayons. We have seven. How many more should we get?” Let your child answer before offering objects or a drawing.
When they are also ready for addition beyond ten, return to the earlier example: 8 + 5 = 13. Explore how the familiar pair eight and two helps. Explaining that strategy is a useful step; eventually, familiar facts should be available without rebuilding them each time.
Further reading for grown-ups
This activity and printable were written for Muhan. For broader guidance and more ways to explore numbers together:
- Teaching Math to Young Children for Families and Caregivers, from the Institute of Education Sciences, offers everyday counting and number activities.
- One Big Triangle, from the University of Cambridge’s NRICH project, explores pairs that add to ten and suggests ten-frame support.
These are general learning ideas, not an assessment of your child or evidence of outcomes from the Muhan app.