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Features

Count base-ten blocks to add when the ones stay under ten (32 + 5)
Draw the new dots in ten frames to fill a new ten (38 + 5 = 43)
Break apart the second number to make a ten (47 + 6: 47 + 3 = 50, 50 + 3 = 53)
Hop to the next ten on a number line
Add and say whether you made a new ten
Decide which animal is right and show how you know
Every page in color and in black and white
Answer keys included

Skills Covered

Add a one-digit number to a two-digit number
Add with base-ten blocks and ten frames
Make a new ten when the ones add to 10 or more

Break apart a number to make the next ten
Hop to the next ten on a number line
Explain how you added and find a mistake

How to Use This Pack

Five pages on adding a two-digit and a one-digit number, the 1st grade step past facts within 20. Page 1 shows a number in base-ten blocks and a few more ones, where the ones stay under ten (32 + 5): students write the tens and ones and the sum. Page 2 makes a new ten: the tens are rods and the ones sit in a ten frame, and students draw the new dots to fill the frame first, then the rest in a second frame (38 + 5 is 4 tens 3 ones, 43). Page 3 breaks apart the second number to reach the next ten: 47 + 6 is 47 + 3 = 50, then 50 + 3 = 53. Page 4 does the same on a number line marked in ones: hop to the next ten, then hop the rest. Page 5 mixes both kinds and asks whether a new ten was made, then shows two animals with different answers (one adds the 5 to the tens, one forgets the new ten, one writes 213 for 33); students circle who is right and show how they know. Each page starts with a worked example.

In the Classroom

Before page 2, build 38 with 3 rods and 8 cubes on a ten frame and add 5 cubes one at a time. Stop when the frame is full and ask what just happened (a new ten), then trade the full frame for a rod. For page 3, ask "How many more to get to the next ten?" before every problem. Page 5 makes a good talk: read the animals' answers aloud and let partners argue which one is right before they write.

At Home

Ask questions like "You have 47 stickers and get 6 more. How many now?" and ask how your child got the answer. Counting dimes and pennies works well: 3 dimes and 8 pennies, then 5 more pennies. Trade 10 pennies for a dime when you can.

Tips for Success

Add the ones first. If they make 10 or more, there is a new ten
Fill the ten frame first, then put the rest in the next one
Ask how many more make the next ten: 47 needs 3 more to make 50
Adding ones never changes the tens by more than one
Check: is the answer more than the first number but less than 10 more?

Common Core Standards Alignment

This pack supports the following Common Core State Standards for Mathematics:

K.OA.A.4 For a number from 1 to 9, find the partner that adds with it to 10, and show it in a picture or number sentence.
1.NBT.B.2a See a group of ten ones as one unit called a ten.
1.NBT.B.2c Know that 10, 20, 30 and so on up to 90 mean 1 to 9 tens with no ones.
1.NBT.C.4 Find sums up to 100 (two-digit plus one-digit, or plus a multiple of 10) with models and place value, making a new ten when needed.
1.NBT.C.6 Subtract one multiple of 10 from another (between 10 and 90, answer zero or more), such as 70 - 40, using models or place value.
2.MD.B.6 Show whole numbers as distances from 0 on an evenly marked number line, and show sums and differences up to 100 as jumps on it.

2-Digit Plus 1-Digit Addition

1st Grade

Adding a one-digit number to a two-digit number within 100, with and without making a new ten. Students fill ten frames, break apart a number to make a ten, hop on a number line and find which animal is right.

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What’s Included

5 worksheets in color and in black and white, with answer keys (15 pages)
Add with base-ten blocks, and fill ten frames to make a new ten
Break apart to make a ten, and hop to the next ten on a number line
New ten or not, and "Who is right?" problems to explain your thinking

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