How can you tell they’ve got it: 10 More or 10 Less?

If they’ve got it, you’ll see things like: Given 56, quickly say 66 is 10 more and 46 is 10 less; Explain that adding 10 increases the tens digit by 1; Answer '10 more than 73' without using fingers or counting on. Or just try it together: Can your child quickly tell you what is 10 more than 43 or 10 less than 71 — without counting up or down one at a time?

Mathematics Number Representation & Place Value Ages 6–7

10 More or 10 Less

Your child can quickly say 10 more or 10 less than a two-digit number. From 56 they get 66 and 46, without counting one by one.

In curriculum terms

Mentally find 10 more or 10 less than a given two-digit number without counting

Ages are typical, not deadlines — follow your child’s pace. How to help at home →

How to tell they’ve got it

Tick these off as you see them — no test required.

Given 56, quickly say 66 is 10 more and 46 is 10 less
Explain that adding 10 increases the tens digit by 1
Answer '10 more than 73' without using fingers or counting on

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Try this together

Can your child quickly tell you what is 10 more than 43 or 10 less than 71 — without counting up or down one at a time?

Where this sits on the map

Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.

Builds on

The two digits of a two-digit numberages 6–7Mentally finding 10 more/less requires understanding that the tens digit changes

One More Each Timeages 4–610 more/less generalises the concept of one more/one less to tens

10 More or 10 Lessthis skill · ages 6–7

Unlocks

Adding and subtracting tens mentallyages 6–7Adding/subtracting tens builds on mentally finding 10 more or less

10 or 100 More or Lessages 7–8Finding 10/100 more/less within 1000 extends finding 10 more/less of two-digit numbers

Generalising Patternsages 6–7Mentally finding 10 more/less uses generalised repeated reasoning about place value

solid = must come firstdashed = helps

Curriculum alignment

Where this fits in the official school curriculum — our best automated guess, not yet checked by a person.

Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC

Australian Curriculum v9 candidate

AC9M2N04medium confidenceYear 2 · Number

add and subtract one- and two-digit numbers, representing problems using number sentences and solve using part-part-whole reasoning and a variety of calculation strategies

AC9M1N02low confidenceYear 1 · Number

partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones

AC9M3N04low confidenceYear 3 · Number

multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies

NSW syllabus codes & stages only

MA2-AR-01medium confidenceMathematics K-10 · Stage 2

MAE-RWN-02low confidenceMathematics K-10 · Early Stage 1

Victorian Curriculum 2.0 codes & levels only

VC2M2N04medium confidenceMathematics · Level 2 · Number strand

VC2M3A02low confidenceMathematics · Level 3 · Algebra strand

VC2M3N05low confidenceMathematics · Level 3 · Number strand

These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.

Nearby on the map

A Ten Is Ten Onesages 6–7 Comparing and ordering numbersages 6–7 Number Words to 100ages 6–7 Place value understanding and number factsages 6–7

All Number Representation & Place Value skills →