# Concrete Learning for One More and One Less

Last week I shared an activity for practicing one more and one less than a number. Tonight I wanted to talk a little about the CRA (concrete, representational, abstract) sequence of instruction and backtrack with that particular skill. ย The last activity I posted was very abstract. ย In other words, it uses only symbols (numerals). It would be an activity that would followย the type of concrete activity I’m sharing tonight. ย In this activity, students chose a card, build the number on a double ten-frame, and either add or take one away from the number. ย Each task card includes a sentence frame for using the correct vocabulary and pictorial support.

If this activity is useful to you, I hope you’ll comment and share!

Are you looking for more resources that feature concrete learning? You might want to check out this unit on the meaning of the equal sign.

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1. melissacollins3 says:

Thank you so much! I love finding new ideas for math on your blog!

2. Deb says:

Thank-you! I have an intervention group that needs activities like this!

3. TheElementary MathManiac says:

This is great! So many kids never get the concrete stage and I find when that happens they have a hard time holding onto the abstract skill.

Tara
The Math Maniac

1. Donna Boucher says:

So glad you find it useful, Donna! ๐

4. Cathy Lien says:

This is great! I can’t wait to use it. Thank you!

5. TAM says:

Thanks for sharing this. I love the picture support so my littles can see the take one away. And the math language on the cards is great too. I think we will enlarge a few of these to use whole group on a magnetic ten frame— then let them do it small group or in math stations.

6. Jacquie says:

Thank you so much! This is exactly what I’m working on with my grade 1 kids. They will love this! ๐