1.5.C
The Standard
use relationships to determine the number that is 10 more and 10 less than a given number up to 120
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students find the number that is 10 greater or 10 smaller than a given number. They use place-value patterns rather than counting one by one.
What Mastery Looks Like
- Given a number such as 64, students quickly name 74 and 54. They keep the ones digit the same and handle changes across 100 correctly.
Common Misconceptions
- Students may add or subtract 1 instead of 10. They may change the ones digit instead of the tens digit. Crossing 100 can cause errors, such as naming 103 instead of 113 for 10 more than 103.
How to Assess It
- Exit ticket: For 46 and 103, write the number that is 10 more and the number that is 10 less. Explain what changed.
Lesson moves
Ways to Teach It
Build a number with base-ten blocks, then add or remove one ten rod and record the new number.
Ask, “What stays the same and what changes when you find 10 more or 10 less?”
Play a number-card game where partners draw a card and race to write 10 more and 10 less.
Use a classroom library count, then ask how many books there would be after adding or removing 10 books.
Keep exploring
Related Standards
- 1.2.D
generate a number that is greater than or less than a given whole number up to 120
- 1.4.C
use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes
- K.2.F
generate a number that is one more than or one less than another number up to at least 20
- 2.7.B
use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200
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