Taking away 10
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Taking away 10: skill guide
| Objective | This practice develops taking away 10 through a focused sequence of problems. |
|---|---|
| Grade | Grade 1 |
| Standard | CCSS.MATH.CONTENT.1.NBT.C.5 |
| Difficulty | Developing · Mixed |
| Representation | Ten strip, Numerals |
| Practice format | Interactive, account-free practice with immediate feedback |
Objective
This practice develops taking away 10 through a focused sequence of problems.
What this practice covers
This practice develops taking away 10 through a focused sequence of problems. Early questions keep the representation direct, while later questions vary the number placement or remove visual support. Learners connect quantities, equations, and efficient number relationships instead of relying on isolated memorization.
Standards alignment
Supports Common Core: CCSS.MATH.CONTENT.1.NBT.C.5 — Given a two-digit number, mentally find 10 more or 10 less.
Who it’s for
This practice is designed for Grade 1 learners building fluency with numbers through 100. It is also useful for older learners who benefit from a concise visual review before working with abstract equations.
What to know first
- Learners should count reliably, read two-digit numerals, and understand subtraction as taking away and finding what remains. Visual models remain available where they clarify tens, ones, or crossing a ten.
Difficulty and scaffolding
Developing · Mixed stage
Problem representations
- Ten strip
- Numerals
Three worked examples
- Seventeen take away 6 leaves 11: 17 − 6 = 11.
- Taking one ten from 34 leaves 24: 34 − 10 = 24.
- In 65, 55, 45, each number is 10 less than the one before it.
Likely misconceptions
- Learners may report the amount taken away instead of the amount remaining, subtract in the wrong direction, or change the ones when taking away ten. Read the equation aloud and check the result by counting back or adding the removed part.
Hints and explanations
- Seventeen take away 6 leaves 11: 17 − 6 = 11.
- Taking one ten from 34 leaves 24: 34 − 10 = 24.
- In 65, 55, 45, each number is 10 less than the one before it.
What to practice next
Continue from take-away models to numeral-only subtraction, then use counting down, related addition facts, and place-value patterns.
Editorial review
Reviewed by Brilliant’s curriculum team. Exercises are generated within defined difficulty ranges and checked against verified answer rules.
Taking away 10 FAQs
What is the goal of taking away 10?
The goal is accurate reasoning with an efficient strategy. A learner should be able to explain what each number represents and use the visual or number relationship without unnecessary recounting.
Should this practice be timed?
No timer is required. First build accurate, understandable strategies. Speed usually improves naturally as learners recognize groups of ten, familiar facts, and repeated patterns.
What should a learner do after a mistake?
Rebuild the problem with the visual, name each part, and check the result using the inverse relationship. A short explanation is more valuable than immediately repeating the same guess.
How many problems should be completed at once?
The full set contains 15 problems, but a learner may pause when attention drops. A short, successful session with clear reasoning is more useful than rushing through a longer set.