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The purpose of this action research project is to determine if the Make-a-Ten strategy has a correlation to increased addition fact fluency. With small group interventions, which included subitizing and number decomposition, students were exposed to various models that showed how to make a ten with multiple numbers when adding them together. Data was collected through pre and post assessments and measured quantitatively to compare fluency scores. Student fluency interviews were also given to mark what level of fact understanding they had. Analysis of the data collected suggests that making tens increases student fluency and allows for more flexibility when adding numbers together.

Recommended Citation

Van Wyk, J. (2017). The impact of Make-a-Ten strategy on student addition fact fluency (Master’s thesis, Northwestern College, Orange City, IA). Retrieved from