One More and One Less Freebie!
My classroom teaching experience was in grades 2–5 (mostly 5th), so Kindergarten has always felt like a whole different world to me. One thing that really stands out is the wide range of abilities you see in Kindergarten. For some students, it’s their very first experience with school, while others come in with a range of preschool experiences already under their belts.
That range of experiences really comes into focus during math workstations. One example is the One More and One Less workstation shown below. It’s a simple activity on the surface, but it reveals a lot about what students understand about numbers.
Watching students work at this station provided some valuable insight. As I observed students working, it became clear that many struggled with the language of one less than and one more than. One student explained that the number before a given number was “one more” because it came first—and that same thinking showed up in several other students as well.
To support students with this misconception, I created an additional activity that can be used before the original workstation or as extra support for students who are having difficulty with it. The activity uses a simple mat labeled One Less and One More, which helps reinforce the language and clarify the concept students were struggling with.
The mat prints four to a page and can be cut and laminated for reuse. It works well as either a partner activity or an individual task. When working with a partner, one student writes a number in the center box using a dry- or wet-erase marker, and the other fills in the number that is one less and one more. I also created a half-page recording sheet students can use to document their work.
To play individually, place number cards in the workstation. You can grab plain number cards for free here or the cute ones shown in the picture here. Differentiate the activity by assigning different ranges of numbers to different students. The student draws a card, places it (or writes the number) on the middle space, and writes the number that is one less and one more.
Grab your freebie here!
Thank you for the freebie. So many Kindergarteners struggle with academic language. Even those who have been to preschool. They often say or do the exact opposite of what was intended. Learning to use the right words is a big part of Kindergarten.
Terri Izatt
KinderKapers
My pleasure, Terri! ALL students struggle with academic language. Questioning is so important, because it helps us better understand their misconceptions.
Can you add this freebie back? The link is no longer working.
Bless you!!!!! This just what I need right this second! My higher level students understand this concept and are working from 10-20 but the others….oh dear. Thanks for sharing.
Glad the timing worked so well for you, Pat. 🙂
Thanks for sharing! I teach first/second, and some of my firsties struggle with the concept as well. Almost all of my kids have had the same amount of schooling, so I don’t think that’s the issue as much as developmental differences – this is a pretty abstract concept for kids who are just starting to transition out of concrete thinking. I’ve found it helps with strugglers to have them create the numbers with objects (unifix/snap cubes are easiest) and then compare until they’ve mastered the concept. That helps them to really grasp the concept, not just memorize it.
I’ve been following your blog for a few weeks now, and this is the first time I’ve commented. But since I’m here anyway, just want to say thanks for all your ideas! It’s always good to have a refreshing twist on math concepts put to use in my classroom.
A VERY abstract concept. Kiddos definitely need lots of concrete practice coupled with the vocabulary. Glad you find my blog useful! 🙂
Just when most had the less/more terms secure the required state first grade diagnostic used the term “fewer” multiple times!!!!
You definitely have to stay on top of changes in wording, Laura. I’ve notice that comparison subtraction, which was always worded “how many (or much) more” is now being worded “what is the difference”.
This is the perfect activity to complete with my intervention students in kindergarten. This is what I am working on and you are correct that many of our students struggle with academic language. Thank you so much for sharing.
“Fewer” and “less” give student much more trouble than “more” or “greater”. Lots of practice!
Thank you for the freebie! I teach first grade and this will be perfect for a few of my kids who struggle with math vocab (particularly my ELL students!).
My pleasure! 🙂
Thanks
Thank you so much! I will be using this freebie with my intervention kiddos during summer school. This is exactly what I was looking for.