ALEX Lesson Plan


It's Automatic! More or Less with Ten

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  This lesson provided by:  
Author:Taajah Witherspoon
System: Mountain Brook City
School: Mountain Brook City Board Of Education
  General Lesson Information  
Lesson Plan ID: 32295


It's Automatic! More or Less with Ten


In this lesson, students will observe patterns with the use of a Hundreds Chart, web-based practice (IXL Hundreds Chart Practice), and by playing a game (10 More or 10 Less).  The patterns noticed through the various activities will help the students' conceptual sense of adding 10 more or 10 less mentally.

 Associated Standards and Objectives 
Content Standard(s):
MA2015 (1)
13. Given a two-digit number, mentally find 10 more or 10 less than the number without having to count; explain the reasoning used. [1-NBT5]

Local/National Standards:


Primary Learning Objective(s):

The students will observe and make generalizations about patterns noticed on a hundreds chart.  This will help develop the concept of adding 10 more or 10 less mentally.

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

  • Classroom size hundreds chart or hundreds chart to display with a digital projector
  • 10 More or 10 Less Game Worksheet
  • Plus or Minus Ten Worksheet (Attachment)
  • 20 Sided Dice


Technology Resources Needed:

Digital Projector 

Document Camera (Optional)

Student Response Systems (Optional)

Interactive Whiteboard (Optional)

Computer with Internet Access (Students)



Teacher should print and copy 10 More or 10 Less Game worksheet

Teacher should print and copy "Plus or Minus Ten" (Attachment)



Children should understand the concept of counting and cardinality.



Step 1 - Display a hundreds chart for students to observe.  Ask students to review the hundreds chart silently for a minute and then share, with a friend beside them, the patterns they noticed.  

Step 2 - After some students share their findings whole group, guide students to essential generalizations from any number.  For example, when we go up one unit we subtract ten or when we go down one unit we add ten.  Also, we can add or subtract one if we move to the left or right from any number.


Step 3 - In a whole group setting, ask students "what number would I land on if":

  • I moved one unit above 27?
  • Below 19?
  • Above 76?
  • Below 46?"  

After the children demonstrate a high level of accuracy, pose the question, "Would it be okay if I simply stated what's 10 less than 27?"  Continue, by asking what is:

  • Ten plus 19
  • Ten less than 76
  • Ten more than 46

Step 4 - Allow students to use dry erase boards or student response systems to answer the following plus ten or minus ten type problems from any number:

  • Ten less than 49
  • Ten more than 87
  • Ten plus 36
  • 28 minus 10
  • 74 plus ten
  • Ten less than 63

Step 5: Divide the students up into cooperative learning groups of 2 and allow them to play the 10 More or 10 Less game.

Step 6: Allow each student to practice adding plus or minus ten, as well as, plus or minus one on the hundreds chart from the website IXL Hundreds Chart Practice.

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Assessment Strategies

Formative Assessment

The students will complete the "Plus or Minus Ten" worksheet (Attachment) with or without a hundreds chart.



The students can use a hundreds chart to explore what happens when we go two units up or down from any number.  The students could also construct number sentences in question form to investigate (i.e.)

  • What is two tens more than 27?
  • What is twenty more than 27?
  • What is two tens less than 83? 
  • What is twenty less than 83?


In small groups, encourage students to look for and discuss patterns on their personal copy of the hundreds chart . Guide the students to realize the vertical plus ten and minus ten patterns.  Reteach steps 2 through 4 as stated in the "Procedures/Activities section for those students who are struggling.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.