Making 10 (Numbers 10 to 20)

Given: Four ladybugs with different numbers of dots are shown in the pictures.

Concept: Count each dot carefully on every bug and write the number.

Working:
- Bug 1: Count all the dots on its body → $6$ dots
- Bug 2: Count all the dots on its body → $4$ dots
- Bug 3: Count all the dots on its body → $8$ dots
- Bug 4: Count all the dots on its body → $10$ dots

(Note: Exact dot counts depend on the printed images. The method is to count each dot one by one and write the total number below each bug.)

Final Answer: Write the counted number below each bug.

Given: This is a hands-on activity.

Concept: Arrange objects in a pattern and count them to identify the number.

Working:
- Collect small objects such as tamarind seeds, pebbles, buttons, or bindis.
- Place them in a pattern (for example, a circle, a line, or a triangle).
- Count each object in the arrangement carefully.
- Write the number that tells how many objects are in the design.

Example: If you place $5$ pebbles in a circle, the number of dots (objects) in that arrangement is $\mathbf{5}$.

Final Answer: The number you write will depend on how many objects you use in your design. Count carefully and write the correct number.

Given: Arrangements of red bindis are shown in the image.

Concept: Look at the pattern of bindis and recognise which number (1–10) the arrangement represents, similar to dot patterns on dice.

Working:
- Look at each group of red bindis carefully.
- Count the total number of bindis in each group.
- Write the number that matches the count.

Example: If one arrangement has $\bullet\bullet\bullet$ (3 bindis), write $\mathbf{3}$.

(Note: The exact numbers depend on the printed bindi arrangements in the image. Use the counting method above for each arrangement.)

Final Answer: Write the number that matches the count of red bindis in each arrangement.

Given: This is a two-player dice game activity.

Concept: Match the number of dots on the dice to the number on the grid and colour the corresponding box.

How to play:
1. Choose your colour and your friend chooses a different colour. Fill in the colour boxes provided.
2. Roll the dice. Count the dots on the top face of the dice.
3. Find the box on the grid that shows that number and colour it with your colour.
4. Your friend rolls the dice and colours a box with their colour.
5. Keep taking turns until all boxes are coloured.
6. At the end, count how many boxes each player has coloured.

Final Answer: The player who has coloured more boxes wins the game. This activity helps in recognising numbers $1$ to $6$ instantly (subitization).

Given: Several images of trees with birds sitting on branches are shown.

Concept: Count the birds on each branch carefully and write the number.

Working:
- Look at each tree image one by one.
- Count every bird sitting on the branch.
- Write the number below or beside each image.

Example sequence (based on the vanishing/reducing pattern of the story):
- Image 1: $4$ birds
- Image 2: $3$ birds
- Image 3: $2$ birds
- Image 4: $1$ bird
- Image 5: $0$ birds

(Note: Count the birds in each picture carefully. The number may go from a higher number down to zero, just like the buttons in the Gola monkey story.)

Final Answer: Write the counted number of birds for each image. Remember, if no birds are sitting, the answer is $\mathbf{0}$ (Zero).

Given: We are asked about the number of suns visible at night.

Concept: The Sun is not visible at night because it is on the other side of the Earth.

Answer: We see $\mathbf{0}$ (Zero) suns in the night.

This is an example of zero — when something is completely absent, its count is zero.

Given: We are asked about the number of moons visible at noon (daytime).

Concept: The Moon is generally not visible during the day (at noon) because the bright sunlight makes it very hard to see.

Answer: We see $\mathbf{0}$ (Zero) moons at noon.

This again shows the concept of zero — the count of something that is not present or not visible is zero.

Given: Images of beads, laddoos, crayons, bananas, and leaves are shown.

Concept: Count each group of objects carefully and write the total number. All groups should total $10$ as the theme is Aastha's 10th birthday.

Working:
- Beads: Count each bead on the string → $\mathbf{10}$
- Laddoos: Count each laddoo → $\mathbf{10}$
- Crayons: Count each crayon → $\mathbf{10}$
- Bananas: Count each banana → $\mathbf{10}$
- Leaves: Count each leaf → $\mathbf{10}$

Final Answer:
$$\text{Beads} = 10, \quad \text{Laddoos} = 10, \quad \text{Crayons} = 10, \quad \text{Bananas} = 10, \quad \text{Leaves} = 10$$

Given: Four bead strings are shown, each with some beads already drawn. We need to add more beads to make each string have $10$ beads total.

Concept: $10$ is the target. Count the beads already on the string, then draw the remaining beads.

Formula: Beads to draw $=$ $10$ $-$ Beads already on string.

Working (general method for each string):
- String 1: If $7$ beads are drawn, draw $10 - 7 = 3$ more beads.
- String 2: If $5$ beads are drawn, draw $10 - 5 = 5$ more beads.
- String 3: If $8$ beads are drawn, draw $10 - 8 = 2$ more beads.
- String 4: If $6$ beads are drawn, draw $10 - 6 = 4$ more beads.

(Note: Count the beads in each printed string and draw the exact number needed to reach $10$.)

Final Answer: Each completed string must have exactly $\mathbf{10}$ beads.

Given: Five ten-frames are shown, each with some buttons already placed. A ten-frame has $10$ boxes in total ($2$ rows of $5$).

Concept: A ten-frame holds exactly $10$ objects. Count the empty boxes and draw a button in each empty box.

Formula: Buttons to draw $=$ $10$ $-$ Buttons already in frame.

Working (general method):
- Frame 1: If $3$ buttons are placed, draw $10 - 3 = 7$ more buttons.
- Frame 2: If $6$ buttons are placed, draw $10 - 6 = 4$ more buttons.
- Frame 3: If $4$ buttons are placed, draw $10 - 4 = 6$ more buttons.
- Frame 4: If $8$ buttons are placed, draw $10 - 8 = 2$ more buttons.
- Frame 5: If $9$ buttons are placed, draw $10 - 9 = 1$ more button.

(Note: Count the buttons already in each frame and fill the remaining empty boxes.)

Final Answer: Each ten-frame must be completely filled with $\mathbf{10}$ buttons.

Given: A pattern of number pairs that add up to $5$ is shown using finger images.

Concept: Two numbers that together make $5$ are called number pairs of $5$.

Working — All pairs of $5$:
$$0 + 5 = 5$$
$$1 + 4 = 5$$
$$2 + 3 = 5$$
$$3 + 2 = 5$$
$$4 + 1 = 5$$
$$5 + 0 = 5$$

Final Answer: The number pairs of $5$ are: $(0,5),\ (1,4),\ (2,3),\ (3,2),\ (4,1),\ (5,0)$.

Given: One child shows $3$ fingers.

Concept: We need to find how many more fingers make $5$.

Working:
$$3 + ? = 5$$
$$? = 5 - 3 = 2$$

Final Answer: The friend has to show $\mathbf{2}$ fingers to make it $5$.

Given: A finger game is played where one child shows some fingers and the other shows the remaining fingers to make $10$.

Concept: Two numbers that together make $10$ are called number pairs of $10$.

Working — All pairs of $10$:
$$0 + 10 = 10$$
$$1 + 9 = 10$$
$$2 + 8 = 10$$
$$3 + 7 = 10$$
$$4 + 6 = 10$$
$$5 + 5 = 10$$
$$6 + 4 = 10$$
$$7 + 3 = 10$$
$$8 + 2 = 10$$
$$9 + 1 = 10$$
$$10 + 0 = 10$$

Final Answer: The number pairs of $10$ are:
$(0,10),\ (1,9),\ (2,8),\ (3,7),\ (4,6),\ (5,5),\ (6,4),\ (7,3),\ (8,2),\ (9,1),\ (10,0)$.

Given: We are building numbers from $11$ to $20$ by adding units to $10$.

Concept: Numbers from $11$ to $20$ are formed by taking $10$ and adding $1, 2, 3, \ldots 10$ to it.

Working:
$$10 + 1 = 11 \quad \text{(Eleven)}$$
$$10 + 2 = 12 \quad \text{(Twelve)}$$
$$10 + 3 = 13 \quad \text{(Thirteen)}$$
$$10 + 4 = 14 \quad \text{(Fourteen)}$$
$$10 + 5 = 15 \quad \text{(Fifteen)}$$
$$10 + 6 = 16 \quad \text{(Sixteen)}$$
$$10 + 7 = 17 \quad \text{(Seventeen)}$$
$$10 + 8 = 18 \quad \text{(Eighteen)}$$
$$10 + 9 = 19 \quad \text{(Nineteen)}$$
$$10 + 10 = 20 \quad \text{(Twenty)}$$

Final Answer: The numbers $11$ to $20$ are formed by adding $1$ through $10$ to $10$.

Given: A table is provided with some numbers already filled in. We need to write all numbers from $11$ to $20$.

Concept: Practice writing numbers $11$ to $20$ in order.

Working — Numbers in order:
$$11, \ 12, \ 13, \ 14, \ 15, \ 16, \ 17, \ 18, \ 19, \ 20$$

Final Answer: Fill in the table by writing each number from $\mathbf{11}$ to $\mathbf{20}$ in the correct boxes, following the pattern shown.

Given: Images showing groups of objects (some in a full group of $10$ and some extra units) are provided.

Concept: Count the full group of $10$ first, then count the extra ones and add them.

Working (general method):
- Count the objects in the full box/group: that gives $10$.
- Count the remaining loose objects: that gives the units.
- Add: $10 +$ units $=$ the total number.

Example: If there is $1$ full group of $10$ and $3$ extra objects:
$$10 + 3 = 13$$

Final Answer: Write the total count for each image using the method above.

Given: A number (between $11$ and $20$) is given. Two ten-frames are provided — one full frame (for the tens) and one partial frame (for the units).

Concept: Numbers $11$–$20$ have $1$ ten and some units. Colour $10$ boxes in the first frame and the remaining units in the second frame.

Working (example for $14$):
- $14 = 10 + 4$
- Colour all $10$ boxes in the first ten-frame.
- Colour $4$ boxes in the second ten-frame.

General rule for any number $N$ where $11 \leq N \leq 20$:
- First ten-frame: colour all $10$ boxes.
- Second ten-frame: colour $N - 10$ boxes.

Final Answer: Colour the ten-frames according to the number given, always filling the first frame completely and the second frame partially.

Given: Two number sequences with some numbers missing are shown.

Concept: Numbers from $1$ to $20$ follow a fixed order. Each number is $1$ more than the previous number.

Working:
- Sequence 1 (example): $11, 12, \_, 14, 15$ → Missing number $= 13$
- Sequence 2 (example): $16, \_, 18, 19, \_$ → Missing numbers $= 17$ and $20$

(Note: Fill in the blanks by identifying which numbers are missing from the sequence $1$ to $20$.)

Final Answer: Write the missing numbers so that the sequence is in the correct order from smallest to largest.

Given: Pictures with objects (more than $10$) are shown alongside numbers.

Concept: To count objects beyond $10$, first circle a group of $10$, then count the remaining ones and add.

Working:
- Look at the picture and draw a circle around any $10$ objects.
- Count the objects left outside the circle.
- Total $= 10 +$ remaining objects.
- Draw a line to match the picture with the correct number on the right.

Example: If a picture has $10$ circled $+ 3$ remaining $= 13$, match it to $13$.

Final Answer: Circle the group of $10$ in each picture and draw a matching line to the correct number.

Given: Several towers made of blocks are shown.

Concept: The tallest tower is the one with the most number of blocks stacked on top of each other.

Working:
- Look at all the towers.
- Count the blocks in each tower.
- The tower with the highest count is the tallest.

Final Answer: Put a tick mark (✓) on the tower that has the most blocks (is the tallest).

Given: Images of towers made of blocks are shown.

Concept: The tower with the most blocks is the tallest one.

Working:
- Count the blocks in each tower carefully.
- Identify the tower with the highest count.
- Write that number.

Final Answer: Write the number of blocks in the tallest tower. (Count the blocks in the tallest tower from the image and write the number.)

Given: Images of towers made of blocks are shown.

Concept: The tower with the fewest blocks is the shortest one.

Working:
- Count the blocks in each tower carefully.
- Identify the tower with the lowest count.
- Write that number.

Final Answer: Write the number of blocks in the shortest tower. (Count the blocks in the shortest tower from the image and write the number.)

Given: Three numbers — $8$, $12$, $6$.

Concept: The smallest number is the one that is least in value.

Working:
6 < 8 < 12

The smallest number is $6$.

Final Answer: Circle $\mathbf{6}$.

Given: Three numbers — $14$, $11$, $19$.

Concept: Compare the numbers and find the least.

Working:
11 < 14 < 19

The smallest number is $11$.

Final Answer: Circle $\mathbf{11}$.

Given: Three numbers — $16$, $19$, $11$.

Concept: The biggest number is the one with the greatest value.

Working:
11 < 16 < 19

The biggest number is $19$.

Final Answer: Circle $\mathbf{19}$.

Given: Three numbers — $11$, $17$, $9$.

Concept: Compare the numbers and find the greatest.

Working:
9 < 11 < 17

The biggest number is $17$.

Final Answer: Circle $\mathbf{17}$.

Given: A sequence with some numbers hidden — $\_, 15, 16, \_, 18$.

Concept: Numbers follow a pattern where each number is $1$ more than the previous.

Working:
- The number before $15$ is $15 - 1 = 14$.
- The number between $16$ and $18$ is $16 + 1 = 17$.

Final Answer: The complete sequence is $\mathbf{14}, 15, 16, \mathbf{17}, 18$.

Given: A sequence — $\_, 12, \_, 14, 15$.

Concept: Each number is $1$ more than the previous.

Working:
- The number before $12$ is $12 - 1 = 11$.
- The number between $12$ and $14$ is $12 + 1 = 13$.

Final Answer: The complete sequence is $\mathbf{11}, 12, \mathbf{13}, 14, 15$.

Given: A sequence — $15, \_, \_, \_, \_, 19$.

Concept: Each number is $1$ more than the previous.

Working:
$$15, \ 16, \ 17, \ 18, \ 19$$

The four missing numbers are $16, 17, 18$ (and the sequence ends at $19$).

Final Answer: The complete sequence is $15, \mathbf{16}, \mathbf{17}, \mathbf{18}, 19$.

Given: A sequence — $13, \_, 15, \_, \_, \_$.

Concept: Each number is $1$ more than the previous.

Working:
$$13, \ 14, \ 15, \ 16, \ 17, \ 18$$

Final Answer: The complete sequence is $13, \mathbf{14}, 15, \mathbf{16}, \mathbf{17}, \mathbf{18}$.

Given: Numbers — $11, 3, 16, 20, 13, 9$.

Concept: Arranging numbers from biggest to smallest is called descending order.

Working — Compare all numbers:
20 > 16 > 13 > 11 > 9 > 3

Final Answer: $\mathbf{20, \ 16, \ 13, \ 11, \ 9, \ 3}$

Given: An image showing a group of blocks is provided.

Concept: Count all the blocks carefully, grouping by tens if possible.

Working:
- Count the blocks one by one (or group $10$ and count the rest).
- Write the total.

(Note: Count the blocks in the printed image. The answer will be a number between $1$ and $20$.)

Final Answer: Write the total number of blocks counted.

Given: An image showing white dots is provided.

Concept: Count all the white dots carefully.

Working:
- Count each white dot one by one.
- Write the total number.

(Note: Count the white dots in the printed image. The answer will be a number between $1$ and $20$.)

Final Answer: Write the total number of white dots counted.

Given: A dot-to-dot activity where numbers $1$ to $20$ are placed on a page.

Concept: Join the dots in order from $1$ to $20$ to reveal a hidden picture.

Working:
- Start at dot $1$.
- Draw a line to dot $2$, then to $3$, then to $4$, and so on.
- Continue until you reach dot $20$.
- Look at the shape formed.

Final Answer: When you join all the dots from $1$ to $20$ in order, a picture is revealed. Based on the shape, identify whether it is an animal or a bird and write your answer. (The picture formed is likely a bird such as a duck or a fish/animal — identify from the completed dot-to-dot drawing.)

Given: This is an observation and exploration activity.

Concept: Many everyday objects come in groups of $10$.

Working — Examples of things found in groups of $10$:
1. Bindi cards — bindis arranged in rows of $10$.
2. Fingers on both hands — $10$ fingers in total.
3. Toes on both feet — $10$ toes in total.
4. A packet of $10$ pencils or crayons.
5. Eggs in a carton (some cartons hold $10$ eggs).
6. $10$ rupee notes in a bundle.

Final Answer: Look around your home, school, and surroundings. Find at least $3$–$5$ things that come in a group of $10$ and write or draw them.

Given: This is a craft and learning activity.

Concept: Making number cards helps in recognising and remembering numbers $10$ to $20$.

Working — Steps to make number cards:
1. Collect old cardboard pieces or thick paper.
2. Cut them into equal-sized rectangles (like playing cards).
3. On one side, write the number (e.g., $11$).
4. On the other side, draw dots or paste objects (like seeds or buttons) to show that number.
5. Make one card for each number from $10$ to $20$ — that is $11$ cards in total.
6. Decorate the cards with colours.

Final Answer: You will have $11$ number cards showing numbers $\mathbf{10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20}$. Use them to play matching games and practise counting.