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1-N-1-5

Page history last edited by Tashe Harris 6 years, 2 months ago

1.N.1.5 Find a number that is 10 more or 10 less than a given number up to 100.

In a Nutshell

First graders use place value knowledge to compare and order numbers up to 100 and to find a number that is 10 more or 10 less than a given two-digit number. They describe the relative magnitude of numbers using words, more than, less than, ten more, or ten less than. They will discover patterns in numbers when adding and subtracting with 10. The digit in the tens place changes but the digit in the ones place stays the same.

Student Actions

Teacher Actions

Develop the Ability to Make Conjectures, Model, and Generalize by Counting numbers ten more or ten less than a given number accurately up to 100 based on number sense. Students will work with manipulatives to further their understanding of this pattern.
Develop deep and flexible conceptual understanding as students explore finding 10 more or 10 less with and without number lines, number grids, and hundreds charts.
Develop the ability to communicate mathematically as students discuss and describe numbers using appropriate vocabulary...tens and ones, ten more, ten less, one more, one less, digit, numeral, row up, and row down when referring to a number grid or hundreds chart.

Pose purposeful questions to help students recall prior knowledge and justify their thinking. Teacher will guide students as they find a given number on the number grid. Teacher will ask questions such as. What is ten more or ten less than ____ and why? How do you know this? Explain your thinking. This may be good time for a class discussion recognizing that ten more is a whole row up and ten less in a whole row down when using a number grid.
Implement tasks to develop reasoning and problem solving by engaging students in games such as race to 100 on a number grid. Teacher will provide dice with multiples of 10’s and 1’s as students move forward on a number grid. Students explore the connections between numbers while counting 10 more and 10 less and will develop problem solving skills along with mathematical reasoning.
Build conceptual understanding by having students demonstrate the meaning of ten more or less than a given number using place value materials. This helps make the concept explicit. Having students verbally tell ten more than a given number does not always mean that the student understands the quantity of 10 more.

Key Understandings	Misconceptions
Find a number that is 10 more or 10 less than a given number. For example:Using a hundred grid, find the number that is 10 more than 27. Recognize a digit will have different values based on location and position. Count fluently forward and backward from any given number by 10.	Numbers on a hundreds chart are greater as you go down and lesser as you go up. They only have to use the digit in the ones place when comparing and ordering numbers. The tens and ones places can be used interchangeably when representing numbers. They have to decompose groups of ten into ten ones in order to determine how many.