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More and Less Lesson 5.1:

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Place Value On your place value chart, show 6 ones in chips. Write the number below it. What is the number? Show 1 chip in the tens column and write the number below it.

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**Place Value Say the number the Say Ten way. 1 ten 6.**

Say the number in standard form. 16 Add 1 chip to your tens column. What is 10 more than 16? 26 The Say Ten way? 2 tens 6

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Place Value Now add 1 chip to your hundreds column. What is 100 more than 26? 126 The Say Ten way? 1 hundred 2 tens 6. Cross out a chip in the tens column. What is 10 less than 126? 116

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**Place Value The Say Ten way? 1 hundred 1 ten 6**

Cross out a chip in the hundreds column. What is 100 less than 116? 16

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More/Less For every number I say, you say a number that is 10 more. When I say 5, you say 15. Ready? 10 5 19 67 90 95 110

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More/Less Now for every number I say, you say a number that is 10 less. When I say 20, you say 10. Ready? 20 22 78 100 107 182

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More/Less Let’s try saying 100 more for every number I say. When I say 56, you say 156. Ready? 56 37 8 88 288 300 333

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More/Less Now for every number I say, you say a number that is 100 less. When I say 150, you say 50. Ready? 150 159 170 270 277 400 404

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Application Problem The shelter rescued 27 kittens in June. In July, it rescued 11 more. In August, it rescued 40 more. How many kittens did the shelter rescue during those 3 months? If 64 of those kittens found homes by August, how many still needed homes?

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Application Problem Solution

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Concept Development Use your base ten blocks to show me 157 on your place value chart. Show me 10 more. Use a sentence frame to describe adding 10 to 157. 10 more than 157 is 167. 167 is 10 more than 157. What did you do to change 157? Add 10 to the tens place.

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**Concept Development Give me an addition sentence starting with 157.**

= 167 Start with 167 167 = 167 =

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**Concept Development Show me 157 again on your place value chart.**

Show me 100 more than 157. Use a sentence frame to describe adding 100 to 157. 257 is 100 more than 157. 100 more than 157 is 257. What did you do to change 157? We added another hundred. We added 1 hundred to 1 hundred.

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**Concept Development Be specific. Where did you add the hundred?**

To the hundreds place. Give addition sentence starting with 157. = 257 Start with 257 257 = 257 =

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Concept Development Talk with your partner. Use place value language to explain what you understand about 10 more, 10 less, 100 more, and 100 less. We already knew about 10 more and 10 less, and now 100 acts the same. 10 less and 100 less is the same as taking away 10 or 100. We have to subtract and add the same units, so the tens place changes when we add or subtract 10. The same for the hundreds place.

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Concept Development Listen as I say a number pattern. Raise your hand when you know the more or less rule for my pattern. For example, if I say, “121, 131, 141, 151, 161,” you say, “10 more.” Wait for my signal. 135, 145, 155, 165, 175 282, 272, 262, 252, 242

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Concept Development I’ll write a series of numbers on the board. In your notebooks, write the rule and the next three numbers. The rules are + 10, ─ 10, + 100, and ─ 100. Turn your notebook over when you have written your answer. Wait until I say, “Show me.” 67, 57, 47, ___, ___, ___. (Pause. Show me. ) 4, 104, 204, 304, ___, ___, ___

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**Concept Development The rules are + 10, ─ 10, + 100, and ─ 100.**

97, 87, 77, 67, ___, ___, ___, 934, 834, 734, 634, ___, ___, ___, 71, 81, 91, ___, ___, ___, 522, 422, 322, ___, ___, ___, 439, 339, 239, 229, ___, ___, ___, 28, 38, 48, ___, ___, ___,

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Concept Development In the last unit, we drew arrows to show how we skip counted. Let’s try this. What is ? 642 What is ? 632 642 632

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Concept Development In the last unit, we drew arrows to show how we skip counted. Let’s try this. What is ? 622 What is 622 – 100? 522 What is 522 – 100? 642 422 632 622 522

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Concept Development In the last unit, we drew arrows to show how we skip counted. Let’s try this. This is how we will write the arrow notation. 642 422 632 622 522

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Concept Development In the last unit, we used this simplifying strategy; we called it the arrow way. Talk to your partner about how this example is the same as and different from the ones we’ve done before. Instead of ones and tens, this is tens and hundreds. It’s just different place values.

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Concept Development Let’s try this one. 14 4 124 24

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**Practice Problems Complete each more or less statement.**

a. 10 more than 175 is _______. b. 100 more than 175 is _______. c. 10 less than 175 is _______. d. 100 less than 175 is _______. e. 319 is 10 more than _______. f. 499 is 100 less than _______. g. _______ is 100 less than 888.

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**Practice Problems Complete each more or less statement.**

h. _______ is 10 more than 493. i. 898 is ____________ than 998. j. 607 is ___________ than 597. k. 10 more than 309 is _______. l. 309 is __________ than 319.

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**Practice Problems 2. Complete each regular number pattern.**

d. 565, 575, ______, ______, ______, 615 e. 724, ______, ______, ______, 684, 674 f. _____, ______, ______, 886, 876, 866

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Practice Problems 3. Complete each statement. A. B. C. D.

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**Practice Problems 4. Solve using the arrow way.**

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**Exit Ticket Solve using the arrow way. 1. 448 + 206 = ___________**

__________ = 890 3. _________ = 945

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