LESSON 19

MODULE 3

OBJECTIVE

•Model and use language to tell about 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less.

SPRINTS

• Put your name and number at the top of the page!

• Yesterday was our third day of practicing sums. Time to move on to differences.

• 5–3 is...?• 2• 15–3 is...? • 12. • 7–1 is...? • 6. • 17–1is...? • 16.

• Discuss what you see happening. How do the simple problems relate to the subtraction from the teens?

SPRINTS CONTINUED

• Sprint A• On your mark, get set, THINK

• Sprint B• On your mark, get set, THINK

• Tomorrow we will be doing the same Sprints!

CONCEPT DEVELOPMENT

• Materials Needed: Unlabeled hundreds place value chart, place value disks.

• Show 110 on your place value chart.

• Use ten disks to count by tens up to 150. • 120, 130, 140, 150. • Add another ten disk. • 10 more than 150 is...? • 160!

• 10 more than 150 is 160. Your turn. • 10 more than 150 is 160.

150160

10 more than ___ is ___.

CONCEPT DEVELOPMENT CONTINUED

• Add another ten disk. How many now? • 170!

• Use the frame to say a complete sentence.

• 10 more than 160 is 170. • Look at the numbers we’ve counted. Turn and tell

your partner what’s the same and different about them.

150160170

10 more than ___ is ___.

CONCEPT DEVELOPMENT CONTINUED

• Who would like to share their findings?• Use our list to predict 10 more than 170.

• 180! • Using our sentence frame? • 10 more than 170 is 180. • Good. Add the ten disk to show 180.

150160170

10 more than ___ is ___.

CONCEPT DEVELOPMENT CONTINUED

• Now, count by ones to show 186. • 181, 182, 183, 184, 185,

186. • Add another one disk. How

many now? • 187. • Use our sentence frame to

describe what you know. • 1 more than 186 is 187.

150160170180

186

1 more than ___ is ___.

186187

CONCEPT DEVELOPMENT CONTINUED

•Add another one disk. •Using our sentence frame? •1 more than 187 is 188. • Look at our new list of numbers. What do you notice?

188

CONCEPT DEVELOPMENT OCNTINUED

• I’ll label the first list 10 more since we counted by tens, and the second list 1 more because we counted by ones. • Talk to your partner about how our 1 more and 10 more lists are the same and different.

10 More 1 More

CONCEPT DEVELOPMENT CONTINUED

• Let’s count by hundreds. What place will change?

• We have 188 now. Add a hundred disk.

• How many now?• So... • Were we right?

Which place is changing?

• Use the pattern to finish my sentence. 100 more than 288 is...?

188 150160170180

186187188

100 More

10 More 1 More

188288

100 more than ___ is ___.

388

PICTORIAL

• With 1 more and 1 less, which place is changing?• What number am I showing? • Use our frame to describe what happened. (Point to

the 1 more frame.) • 1 more than 427 is 428.

100

100

100

100

1

1

1

1

1

1

110

10

1

1

PICTORIAL CONTINUED

•1 more than 428 is? •429. •So, 1 less than 429 is...? •428. •We can say, “1 less than 429 is 428.” Your turn. •1 less than 429 is 428.

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PICTORIAL CONTINUED

10

10

What place changed?

Now, what’s my number?

I’ll add another ten. What’s my number now?

So, 10 less than 449 is...?

We can say, “10 less than 449 is 439.” Your turn.

10 less than 449 is 439.

PICTORIAL CONTINUED

• What’s my number? • What unit should I put in order to have 649? • We can say, “100 more than 549 is 649.” Your

turn. • 100 more than 549 is 649.

100

100

100

1

1

1

1

1

1

110

10

1

1

100

10

10

100

649

PICTORIAL CONTINUED

• What is the difference between 649 and 650? • A ten! • Let’s think about that. Join in and count

with me. • 646, 647, 648, 649, 650. • So, what is the difference between 649

and 650? • 1! • Yes. We can say, “1 less than 650 is

649.” Your turn. • 1 less than 650 is 649.

649650