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Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10

(Objective repeated in Block A Units 1, 2 & 3 and Block B Units 1 & 2)

• Introduce ‘one more’ and ‘one less’ using a large dice (a dice with velcro spots would be ideal).

Show one face and agree how many spots there are on it.
Add or remove one spot at a time, first asking children to visualise and predict the new number. Repeat several times.

Q Imagine one more spot, how many will there be?


Q Imagine one less spot, how many will there be?
Encourage the children to talk about the spots in sentences e.g. ‘4 is 1 more than 3’.

Show the children an empty tin and then ask them to close their eyes. Drop five pennies, one by one, into the tin. Encourage the children to keep count
by listening to the pennies dropping in the tin. Establish the number of pennies in the tin. Confirm this by showing them the five pennies.

Q So, how many are in the tin?


Put the coins back in the tin and show them one more penny.

Q If I drop this one in the tin, how many will there be?
Establish that there are now six in the tin by saying: ‘5 in the tin, 1 more makes 6’.
Continue:

‘6 in the tin (show children 1 more penny), 1 more makes 7.’


‘7 in the tin, 1 more makes 8.’

• Repeat, starting with a different number of pennies in the tin.

• Repeat this time removing one penny at a time e.g. ‘6 in the tin, 1 less penny (taking one out), now there are …?

• If appropriate, extend the task by putting more than 10 pennies in the tin.

Encourage children to explain their thinking using the number track, or bead string.

• Support a group to play the following game in pairs.


Each pair needs a plastic cup (or similar) and a collection of counting objects.
Child 1 rolls a spot dice and places that number of objects, one at a time, into the cup.

Q Charmaine’s going to put one more bead in. How many will there be? Hold up the right number of fingers behind your back.
Q Was she right?
Child 2 adds 1 more object, counts on 1 and says how many altogether.
Children check by counting the object. Change roles and repeat.

Ask the other children to work independently. They will need a dice and a copy of Activity sheet Y1 24. They should roll the dice, draw spots in middle
column and complete by drawing 1 more/ 1 less in the other columns. If they roll the same number, they should roll the dice again.

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• Use a washing line with numbers 1-20 so that the children can only see the backs of the cards.

• Invite a child to turn over a number and read it. Invite a second child to say the number that is one more, turning over the next number to
check.

Q What is 1 more than 7? How do you know?


• Repeat, ensuring numbers in the range 10-20 are included.

• Repeat the activity for one less.

Q What is 1 less than 10? How do you know?


• Introduce and play ‘one more bingo’ with the whole class. Each child (or pair of children) will need a whiteboard and marker.

Write the numbers 2-10 on the board. Tell the children to choose any six numbers to write on their whiteboards.

Ask the children to divide their board into six areas and then to choose six numbers. They should write one number in each area.

• Either spin a 1-9 spinner or roll a 1-9 dice to generate numbers. Call out each number. Ask children to cross out the number that is one more
on their whiteboard (e.g. you call 6, children cross out 7). The first child to cross out all their numbers wins.

Q Which number is 1 more than 8? How do you know?


Encourage children to use their fingers to show one more/ one less.

• Repeat the game also using one less and numbers 0 to 9 written on the board.

If the children are confident, ask them to choose six numbers from 10 to 20 to put on their boards. The number rolled gives the units digit of a
teens number e.g. roll 6, say 16, the children to cross out one more than 16.
• Ask children to suggest different ways of making 5p. Take feedback and record responses.

• Introduce a ‘sale’ sign to the class for the class shop.

Q What does this sign say?


Q What does it mean?
• Say that in our sale everything in the class shop has 1p off.

Q What does 1 penny off mean?


Q Is the new price more or less than the old price?
Q If the old price was 4 pence what is the new price?
• Use a numberline made of pennies (e.g. large coins on a washing line, magnetic pennies on a board, or use OHT Y1 24a).

Demonstrate how to count back on this number line to find 1p less.

Using this method invite individuals to make new price labels for some of the items in the shop.

• Sit the children in a circle and give each pair a price label up to 10p.

• Ask children to work out the new price and hold the new sale price (i.e. 1p less than their card) in their head.

Q I have 3p to spend, whose sale price is 3p?


• Check that the child has a label saying 4p. Emphasise this to children i.e. label says 4p, therefore sale price is 3p.

Give the 3p to the child in exchange for 4p label.

Repeat, referring to penny number line.

When the children are confident, repeat with prices from 10p to 20p.

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Whole class activity:

• Seat the children in a circle. Count up to 20 and back to zero. Repeat with each child taking turns to say their number. Encourage the
children to predict what will happen. Challenge individuals and the whole class.

Q. Who will say the number 10?


Q. What number will Ben say?

• Say three consecutive numbers in the range 1 to 20


e.g. 1,2,3 or 14,15,16. Ask children to respond by saying the next three numbers.

• Repeat above task but counting back. Initially the children can respond by saying the next number.
Teacher says ’11,10,9’
Children ‘8’

Paired Activity:

• Demonstrate a paired activity.

Invite a child to be your partner. Each pair has a set of number cards 1 – 20 shuffled and spread face up on the table.

One person chooses a card and places it on the table.

The other person continues the sequence counting on with the next three cards.

Children can check their sequences with a number track and then record their sequences.
• Seat the children in a circle. Count up to 20 and back to zero. Challenge individuals and the whole class to extend counting to 30 and more.

• Repeat above task but counting back. Initially the children can respond by saying the next number.
Teacher says ’11,10,9’
Children ‘8’

• Extend to children responding with 2 or 3 numbers.


Teacher says ’10,9,8’
Children respond ‘7,6,5’

Each pair has a set of number cards 1 – 20 shuffled and spread face up on the table.

One person chooses a card and places it on the table.

The other person counts back the next three numbers, and finds the relevant cards to complete the sequence.

Children can check their sequences with a number track and then record their sequences.
• Ask children to think of numbers and show where these are on the washing line.

• Count along the number cards on the washing line from 1 to 20.

Turn the number cards on the washing line around so that the numbers are hidden.

Choose a single digit number (5) and ask for a volunteer to find it.

Q Who can count along the number line and turn around 5?
Ask for a volunteer to come up and find the number that is 10 more than 5.

Q How can we find the number that is 10 more than 5?


Establish that we can count on ten. Ask a volunteer to count on 10 along the washing line using a soft toy such as a frog or kangaroo. Ask the
child to turn over the card they land on.

Q Which card has been turned over? Is that the right card?
Q So which number is 10 more than 5?
Write the number sentence on board 3 + 10 = 13, saying 3 add 10 equals 13 and 3 and 10 more is 13.

Also show that the statement is true by adding 3 cubes onto a tower of 10 cubes and vice versa.

• Repeat the whole process for other single digit numbers. After a couple of numbers ask children to start predicting the number that is 10
more, encouraging them to count on in their heads and to see the pattern.

• Choose a number between 10 and 20, say 15.

Q How could we add 10 on to 15?


• Establish that we can count on 10 on the number line. Repeat for other ‘teens’ numbers, asking children to predict the answer and
encouraging them to see the pattern.

Ask the children to choose six numbers between 1 and 20. Write them down and add 10 to them.

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• Show the OHT Y1 25 of the bus (or draw a picture of a bus on the board). Alternatively set up a ‘bus’ in the classroom and use children as
passengers.

Say that you are going to be finding 1 more and 1 less.

Put six counters on the bus to represent passengers.

Q How many people are on


the bus?
Say that at the next bus stop 1 more person wants to get on and add one counter.

Q Now there are 7 people already on the bus and 1 more person wants to get on. How many will be on the bus then? What is 7 add
on 1?
Encourage children to hold up 7 fingers and to add on one more counting on from 7.

Point to the number 7 on a number line and jump forwards one more.

When the children have suggested 8, add one more counter to the bus saying, ‘7 people on the bus add on 1 more is … 8’.

Say that now there are 8 people on the bus and at the next bus stop 1 more person wants to get on.

• Repeat above process to find 1 more, encouraging children to count on 1 from the start number. Show this on a number line and use the
language ‘1 more than 8 is 9’.

• Now say that at the next bus stop 1 person wants to get off.

Q There are 9 people on the bus and 1 person wants to get off. There will be 1 less person on the bus. How many people will be on
the bus then?

• Encourage the children to hold up 9 fingers and to fold down 1 finger saying as they do ‘9, 8’. On the number line jump back 1 from 9 saying 9
count back 1 is 8.

Remove 1 counter from the bus saying 1 less than 9 is 8.

• Repeat above process to find 1 less than 8 and 1 less than 7.

• Repeat, this time finding one more/one less than numbers between 10 and 20.

• Turn over a 1–30 card and roll a die marked 1 more/1 less. Write the corresponding number sentence on the board, e.g. 1 less than 15 is 14,
1 more than 17 is 18.

Ask the children to repeat this process in pairs.


Altogether count in tens to 100.

Show I.T.P. ‘Counting On and Back’, count in tens.

Click to show 3. What is one more one less? Repeat with other numbers.

Demonstrate one more / one less than 10, 20, 30.

Repeat one more / one less with nos to 30 asking questions/

What is one more than 8, 15, 25 etc.

What is one less than 8. 15, 25 etc.

(Children should have number lines to 30 to check.)

Use large bead bar.

Demonstrate counting in tens to 100 – moving beads. Repeat backwards.

Repeat whole process.

Now move 3 beads to left.

How many have we moved?

What number will we have if we count on ten?

Demonstrate moving 10 to 13.

Record 3, 13 on white boards.

Keep adding tens to 93 recording as you go.

Children read the numbers together. Then subtract 10 and count backwards.

Repeat procedure using different start numbers.

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• Say three consecutive numbers in the range 1 to 20 e.g. 1, 2, 3 or 6, 7, 8 or 17, 18, 19. Ask children to respond by saying the next number.

• Repeat this time asking the children to respond with the next three numbers e.g.
Teacher says ‘14, 15, 16’
Children say ‘17, 18, 19’.

Support the children by using three fingers to help them keep track of the next three numbers and encourage them to do the same.

• Demonstrate the following paired activity asking a child to be your partner. Each pair has a set of number cards (1-20) face up (shuffled). One
person chooses a card and places it on the table. The other person continues the sequence by placing the next three cards. Ask the children to
check their sequences with a number track.

Q What comes next?


What will your last number be?
• Demonstrate the activity again, this time choosing 19.

Q What comes next?


What’s the problem?
Draw out that their cards only go up to 20 but if they feel they can write the next three numbers to do so, otherwise they should just say them.

Ask the children to carry out the activity taking turns to choose the card. When confident, the children should copy their sequences into their
books.
Provide a number line that the children can see.
I’m thinking of the number that is 1 less than 6. What is it? (Children to write answers on whiteboards).
Continue asking similar questions using the vocabulary 1 less than and 1 more than.
Extend the questions to include 10 more or less than multiples of 10.
If appropriate ask questions with 10 more or less than any 1 or 2 digit number.
Using the 20 cards ITP display the numbers 1 – 20 with 3 random numbers obscured.
Point to one of the obscured numbers and ask:
Who can tell me which number this is? How do you know? (Encourage answers using the vocabulary 1 more and 1 less.)
Repeat for the other 2 numbers.
Ask the children to work in pairs and give each pair number cards 1-20 (or any other appropriate range).
Both children should work together to lay the cards in order, face up.
Then 1 child looks away (closes his/her eyes) while the other turns 3 random cards over.
The partner then has to say which cards are turned over explaining how he/she knows. e.g. that must be 9 because it is 1 less than 10.

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ACTIVITY SHEET Y1 24

1 less 1 more

1 less 1 more

1 less 1 more

1 less 1 more

1 less 1 more

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OHT Y1 24a

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OHT Y1 25

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