10 More and 10 Less

1. Students will begin the lesson on the carpet. As a warm-up, the teacher will give a number and ask students what is one more than that number? What is one less? As a challenge, the teacher will ask what is ten more? ten less?
2. The warm-up will lead right into the lesson. The teacher will explain to students that they will be using a number line/100s chart a lot today as a tool.
3. The teacher will place a drawing on the board of 3 tens and 5 ones and ask what is one more? The teacher will demonstrate how to add to the picture to get the answer. The teacher will do the same thing with one less
4. The teacher will place another drawing on the board (2 tens and 3 ones). The teacher will ask what is 1 more and 1 less. Students will solve on their whiteboards.

**The teacher will do the same thing with ten more and ten less**
5. After going over a few examples, the teacher will split students into partnerships. They will be given cubes, and they will take turns building a number (just like the drawings from earlier), and asking their partner what is one more? one less? Ten more? ten less? They will add/take away cubes as needed. Partners should take turns creating the numbers and being the person who answers. Students should be given 10-15 minutes to do this.

6. Students will be brought back together and ask any questions they may have. They will be given a worksheet. Students should be given 10-15 minutes to complete the worksheet.

Differentiation: To remediate, begin with smaller numbers and use a 100s chart visual.

Extension: Consider increasing to include triple digit numbers for students needing an additional challenge.

Students will be assessed through the questioning that takes place and the partner activity. They will also be assessed through the worksheet.