One Less One More

Ten Less Ten More

Developing
Understanding
With
Base Ten Blocks

 JJust
stt Ask
A k JJudy
d 2016
6
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 One Less One More
Ten Less Ten More
Developing Understanding with Base Ten Blocks

This free frog themed resource is designed to help develop conceptual understanding of one less/ more
and ten less/ more for numbers 0-120 using base ten blocks. It also helps to reinforce the relationship of
these numbers on a number chart. Included are a frog themed place value mat (tens and ones) in color and
black/ gray/ white, 12 lily pad number cards (1 page) in color with a background, color with a white
background, and black/ white, along with two recording sheets. This activity can be adapted for whole class or
small group instruction. Once understanding is established, it may also be used as an independent math station.
You will need base ten blocks for this activity. This related activity may be purchased to practice or review one/
less more and ten less/ more.
https://www.teacherspayteachers.com/Product/1-Less-1-More-10-Less-10-More-Puzzles-0-120-2498954

Select color or black/ white. Print and laminate one place value mat for each student. You can also use a generic
one you already have. Print, laminate, and cut the page of number cards. Choose and copy one or both
recording sheets, depending on how you decide to teach the lesson. Each student will need 11 base ten rods and 9
ones cubes.

Select a number. Have students build the number on their place value mats. This is the start number. Have
students draw their tens and ones with lines and dots on the first recording sheet. You can have them mark
their number (highlight, color, put an x, etc.) on the one hundred twenty chart as you complete each step or wait
until the first recording sheet is complete. You can also use a large one hundred twenty chart when doing this in
a group as a directed activity. Have students show one less than their start number with base ten blocks on the
place value mat, modeling and explaining as needed. Repeat the steps from above. Be sure to go back to the
start number each time. When drawing, you can give additional directions such as crossing out to show one/ ten
less or using a second color to show one/ ten more, to match your style of teaching.

 Just Ask Judy 2016

Tens Ones

 Just Ask Judy 2016

18 29 32

44 57

60 63 71

85 96 107

Just Ask Judy 2016
18 29 32

44 48
4 57

60 63 71

85 96 107

Just Ask Judy 2016
Tens Ones

 Just Ask Judy 2016

18 29 32

44 48 57

60 63 71

85 96 107

Just Ask Judy 2016
Name: Date:

Pick a number card. This is your start number. Write your number on the line. Draw tens and ones with
lines and dots to show your number.

Start Number: _______

Start Number: _______ One Less: _______ Start Number: _______ One More: _______
Draw tens and ones to show one less. Draw tens and ones to show one more.

Start Number: _______ Ten Less: _______ Start Number: _______ Ten More: _______
Draw tens and ones to show ten less. Draw tens and ones to show ten more.

 Just Ask Judy 2016

Name: Date:

One Less One More

Ten Less Ten More

Mark your start number on the one hundred twenty chart below. Then mark
the numbers that are one less, one more, ten less, and ten more than your
start number.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
101 102 103 104 105 106 107 108 109 110
111 112 113 114 115 116 117 118 119 120

Describe the pattern you see on the one hundred twenty chart.

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