Standard #: MA.1.NSO.2.3


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Identify the number that is one more, one less, ten more and ten less than a given two-digit number.


Examples


Example: One less than 40 is 39.

Example: Ten more than 23 is 33.



General Information

Subject Area: Mathematics (B.E.S.T.)
Grade: 1
Strand: Number Sense and Operations
Standard: Develop an understanding of addition and subtraction operations with one- and two-digit numbers.
Date Adopted or Revised: 08/20
Status: State Board Approved

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

 

Terms from the K-12 Glossary

  • NA

 

Vertical Alignment

Previous Benchmarks

 

Next Benchmarks

 

Purpose and Instructional Strategies

The purpose of this benchmark is to bring a focus on place value and patterns that are found in numbers. In Kindergarten students counted forward and backward by 1s and 10s. 
  • Instruction focuses on making the connection to the place value of digits. 
  • The expectation of the benchmark is not to focus on addition and subtraction strategies. 
  • Instruction includes use of a number line to reinforce the idea of one more, one less, and the use of a hundreds chart to focus students understanding about place value patterns.

 

Common Misconceptions or Errors

  • Some students may confuse the place value when asked what is ten more or ten less and give a response that is only one more or one less. In these cases, using a hundreds chart may help students visually see what is ten more, ten less as well as one more, one less.

 

Strategies to Support Tiered Instruction

  • Teacher provides a hundreds chart with the numbers identified with base ten blocks. Have students identify a specific number and ask them about the numbers that are 1 more, 1 less, 10 more, and 10 less. 
    • For example, the teacher asks students to identify the number 47. Once they identify the number on the chart ask, “Which number is one more than 47? [48] How do you know? Which number is 10 more than 47? [57] How do you know? How are they like 47? How are they different from 47? What is the relationship between the numbers and their place value?” Students provide other examples using any two-digit number they choose. (A portion of the chart is shown below.)
a hundreds chart with the numbers identified with base ten blocks

 

Instructional Tasks

Instructional Task 1 (MTR.4.1, MTR.6.1) 

What numbers should go in the blanks of the given equations below to make them true? Choose one statement and explain how you know you are correct. 

 

Instructional Task 2 (MTR.4.1, MTR.5.1) 

Provide students with the chart below. 

chart

  • Part A. Have students complete the chart independently. 
  • Part B. Facilitate a group discussion allowing students to explain the process or strategies they used to complete the chart. Below are possible questions and student responses. 
    • How did you know that 23 was the missing number? 
      • Student responses may include: I know 23 is one more than 22. I know 23 is one less than 24. I know that 23 is 10 more than 13. I know that 23 is 10 less than 33. 
    • How many ways can you prove that 42 is the missing number between 41 and 43? What are those ways? Can you think of additional strategies to use? 

 

Instructional Task 3 (MTR.7.1) 

  • Nevaeh has 33 blueberries. Jonathon has 10 more blueberries than Nevaeh. How many blueberries does Jonathon have?

 

Instructional Items

Instructional Item 1 

Complete the chart below to show one more, one less, ten more and ten less than 57. 

 

Instructional Item 2 

What is one less than 98? 

 

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.




Related Courses

Course Number1111 Course Title222
5012030: Grade One Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
7712020: Access Mathematics Grade 1 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5012005: Foundational Skills in Mathematics K-2 (Specifically in versions: 2019 - 2022, 2022 - 2024, 2024 and beyond (current))


Related Access Points

Access Point Number Access Point Title
MA.1.NSO.2.AP.3 Identify the number that is one more and one less than a given number within 20.


Related Resources

Formative Assessments

Name Description
Pencils For School

Students solve a word problem by subtracting a multiple of 10 from a multiple of 10.

Subtracting Ten

Students subtract 10 from 50 and explain their strategies.

Subtract Ten

Students mentally subtract ten from a two-digit number.

Pages in a Book

Students are asked to solve a word problem by mentally subtracting 10.

Packages of Pencils

Students subtract a multiple of 10 from a multiple of 10.

Keisha’s Shells

Students mentally add ten to a given number of shells.

First Graders Present on Tuesday

Students solve a problem by mentally adding ten to a two-digit number.

Lesson Plans

Name Description
"Cross It Out"

This lesson helps first grade students develop their 'counting on' and 'counting back' strategies. It also lays a strong foundation for working with the base ten system. Teach your students how to play the game "Cross It Out" where they will be able to pick any number on a 120 chart that is greater than 11 and less than 110, and then count on 1 more and 10 more than their number and 1 less and 10 less than their number. Once your students have mastered counting on and counting back and know how to skip count by tens you can introduce this game.

Best Babysitter

Teams of students will use math to solve an open-ended, real-world problem to help their parent or caregiver choose the best babysitter. Students will apply mathematical skills of place value (two-digit number tens and ones) and counting to perform math calculations while analyzing data sets. This MEA will facilitate students demonstrating higher level critical thinking and problem solving during class discussions and in writing.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Over a Hundred Hungry Ants: Counting to 120

In this fun lesson, students will use ant manipulatives, hundred charts and the book "One Hundred Hungry Ants" to show how to count to 100 and 120 starting on any given number.

Finding Ten More and Ten Less with Justen

In this lesson, students will use manipulatives to decompose two-digit numbers into tens and ones. The students will then find ten more or ten less by adding or subtracting “just ten”. This will also be demonstrated on a hundreds chart.

Adding and Subtracting Ten Challenge

Students will learn to identify the number that is ten more or ten less than any given two-digit number by playing a game.

Adding & Subtracting Ten from Multiples of 10

In this lesson, students will play a game involving adding ten to, and subtracting ten from, multiples of ten. In the follow-up lesson, Adding and Subtracting Ten Challenge (Resource ID#: 45832), students will use the foundation gained in this lesson to find ten more and ten less than any given two-digit number.

Let's Have Fun With Ten More and Ten Less

In this lesson, students will find ten more and ten less than any given two-digit number on a hundreds chart. They will learn about and identify the patterns that evolve when this task is performed. Then students will mentally find and write ten more and ten less independently.

Hop Up, Hop Down- Two-Digit Numbers

In this lesson, the students will be adding and subtracting 10 to/from a given two-digit number. The students will recognize patterns that occur and use these patterns to mentally identify the number that is 10 more or less than a given number.

Lining Up... How can we use counting to help us line up?

In this lesson, students will use counting strategies to help them line up in numerical order using numbers from 1 to 120. They will also use hundred charts to help find missing numbers in a number sequence.

Mentally Adding and Subtracting Ten

Students will learn strategies to identify ten more and ten less than a given two-digit number. The lesson begins concretely using base-ten blocks, then to the representational using a hundred chart. Ultimately, the lesson moves to the abstract level where students mentally identify ten more and ten less than a given two-digit number.

Original Student Tutorial

Name Description
Ten More, Ten Less

Explore strategies to add or subtract ten from a two-digit number in this interactive tutorial.

Worksheets

Name Description
Hundred Chart

Hundred Chart

Double Ten Frame

Double Ten Frame

0-20 Number line

0-20 Number line

Student Resources

Original Student Tutorial

Name Description
Ten More, Ten Less:

Explore strategies to add or subtract ten from a two-digit number in this interactive tutorial.

Worksheets

Name Description
Hundred Chart:

Hundred Chart

0-20 Number line:

0-20 Number line



Parent Resources

Worksheet

Name Description
0-20 Number line:

0-20 Number line



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