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This Subtracting Multiples Of 10 drill has 40 problems for Grade 1. Sushi theme. Answer key included.
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Max must grab sushi plates rolling away on the conveyor belt before they disappear forever!
Standard: CCSS.MATH.1.NBT.C.6
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Page 1 — Drill
Page 2 — Answer Key
What's Included
About this Grade 1 Subtracting Multiples Of 10 Drill
Subtracting multiples of 10 is a foundational skill that helps first graders see patterns in our number system and build confidence with larger numbers. When children master problems like 45 − 10 or 50 − 20, they're learning that we can remove whole groups of ten without changing the ones place—a insight that makes mental math faster and easier. This skill directly supports their growing ability to count money, tell time, and solve real-world problems like figuring out how many toy cars are left after some roll away. At ages 6 and 7, children's brains are developing the ability to recognize and work with patterns, and multiples of 10 provide the clearest, most concrete pattern in our decimal system. Mastering this concept now prevents confusion later when students encounter two-digit subtraction and prepares them to think flexibly about numbers rather than always counting backward one by one. Whether sharing snacks at lunch or organizing items in groups, the ability to quickly subtract tens helps children feel more competent mathematicians in everyday situations.
What your student will practice
- Subtract multiples of 10 from two-digit numbers fluently
- Recognize that the ones digit stays the same when subtracting tens
- Solve subtraction problems with multiples of 10 within 100
- Apply subtracting multiples of 10 to picture and word problems
Common mistakes to watch for
Many first graders mistakenly subtract 10 from the ones place instead of the tens place—for example, answering 35 − 10 as 34 instead of 25. This happens because they haven't yet internalized that the tens and ones are separate, and they default to "take away one from the last number." You'll spot this error when a child consistently gets the ones digit correct but the tens digit is wrong, or when they use fingers to count backward one at a time rather than thinking in groups of ten. Another common mistake is treating 40 − 20 as if they need to count from 40 down to 20, losing track midway, instead of recognizing it as 4 tens minus 2 tens equals 2 tens.
Play a quick game with objects at home—cereal pieces, coins, or blocks arranged in groups of 10. Show your child 50 (five groups of 10) and remove 20 (two groups), asking "How many groups are left? How many total?" This concrete, hands-on approach helps them see that removing tens doesn't touch the ones place. Even five minutes of this tactile practice once or twice a week reinforces the pattern far better than worksheets alone and builds the mental picture they need to visualize the problem without objects.