1st Grade Math Quiz: Adding And Subtracting 10
20 questions · exam conditions
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Adding And Subtracting 10Question 1 of 20

Use place value: 25+10= . Tens change, ones stay same.

15
26
35
45
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1st Grade Math Quiz

1st Grade Math Quiz: Adding And Subtracting 10

Practice Adding And Subtracting 10 in 1st Grade Math with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.

What this quiz covers

This quiz focuses on Adding And Subtracting 10, giving you a quick way to practice the rules, question types, and explanations that matter most for 1st Grade Math.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

All questions

Question 1

Use place value: 25+10= . Tens change, ones stay same.

  1. 15
  2. 26
  3. 35 (correct answer)
  4. 45
Explanation: When you add 10 to a number, a helpful place-value trick is to look at what each digit means. In 25, the 2 is in the tens place (it means 20) and the 5 is in the ones place (it means 5). Adding 10 means adding exactly one more ten, so only the tens digit grows by 1—the ones digit doesn't change at all. Start with 2 tens and 5 ones. Add one ten: now you have 3 tens and still 5 ones. That gives you 25 + 10 = 35. Notice how the tens digit jumped from 2 to 3, while the ones digit stayed 5—just like the hint promised. The answer 15 is what you'd get if you subtracted 10 instead of adding it, moving the tens digit the wrong way. The answer 26 comes from adding just 1 to the ones place, as if the problem said +1 instead of +10—that changes the wrong digit. The answer 45 adds two tens (+20) instead of one, pushing the tens digit too far, from 2 all the way to 4. A quick tip to remember: when you add 10, keep your eyes on the tens column. Bump that digit up by one and leave the ones digit exactly as it is. You can even count out loud by tens—25, 35, 45—to check yourself.

Question 2

Maya has 2323 stickers. She gives away 1010 stickers to her friend, then finds 1010 more stickers in her backpack. How many stickers does Maya have now?

  1. 1313 stickers because she lost some first
  2. 2323 stickers because she has the same amount (correct answer)
  3. 3333 stickers because she gained some overall
  4. 4343 stickers because she added twice
Explanation: Maya starts with 23 stickers. After giving away 10, she has 23 - 10 = 13. Then she finds 10 more: 13 + 10 = 23. She ends up with the same amount she started with. Choice A shows only the first step. Choice C incorrectly adds 10 to the starting amount. Choice D incorrectly adds 20 to the starting amount.

Question 3

Without counting by ones, what is 56+1056+10?

  1. 66 (correct answer)
  2. 57
  3. 76
  4. 56
Explanation: This question tests 1st grade ability to mentally find 10 more or 10 less than a two-digit number (CCSS.1.NBT.C.5). To add or subtract 10 mentally, use place value understanding: since 10 equals 1 ten and 0 ones, adding 10 means adding 1 ten (so the tens digit increases by 1), while the ones digit stays the same. For example, 34 + 10 = 44 because 3 tens + 1 ten = 4 tens, and the 4 ones remain unchanged; similarly, subtracting 10 means removing 1 ten (tens digit decreases by 1), while ones stay the same: 67 - 10 = 57 because 6 tens - 1 ten = 5 tens, and the 7 ones remain unchanged. The question asks to find 56 + 10 without counting by ones, emphasizing mental strategy. Choice A is correct because adding 10 to 56 means adding 1 ten: 5 tens + 1 ten = 6 tens, ones stay 6, giving 66. Choice D is a common error where students do nothing or forget to change the tens digit, leaving it as 56; this happens because counting by ones is a fallback that can lead to errors when not using the efficient mental strategy. To help students: Use base-10 blocks to show physically adding 1 ten-rod while ones stay constant; practice on hundred charts (add 10 = down one row); emphasize pattern 'tens change by 1, ones stay same'; provide many examples showing ones digit constant; connect to skip counting by 10s; use number lines with jumps of 10; practice mental math daily with quick '10 more' questions; explain why this is efficient compared to counting by ones; make the place value connection explicit.

Question 4

Which number is 1010 less than 4747?

  1. 4646
  2. 3636
  3. 5757
  4. 3737 (correct answer)
Explanation: Ten less than 47 is 37, found by subtracting 10. 46 is only one less than 47, not ten less. 36 subtracts one too many, going past ten. 57 adds 10 instead of subtracting it. Only 37 correctly shows 47 minus 10.

Question 5

Maya has 34 stickers and gets 10 more; how many now?

  1. 35
  2. 44 (correct answer)
  3. 45
  4. 34
Explanation: This question tests 1st grade ability to mentally find 10 more or 10 less than a two-digit number (CCSS.1.NBT.C.5). To add or subtract 10 mentally, use place value understanding: since 10 equals 1 ten and 0 ones, adding 10 means adding 1 ten (so the tens digit increases by 1), while the ones digit stays the same. For example, 34 + 10 = 44 because 3 tens + 1 ten = 4 tens, and the 4 ones remain unchanged; similarly, subtracting 10 means removing 1 ten (tens digit decreases by 1), while ones stay the same: 67 - 10 = 57 because 6 tens - 1 ten = 5 tens, and the 7 ones remain unchanged. The question presents a word problem where Maya starts with 34 stickers and adds 10 more. Choice B is correct because adding 10 to 34 means adding 1 ten: 3 tens + 1 ten = 4 tens, ones stay 4, giving 44. Choice A is a common error where students add 1 instead of 10, resulting in 35; this happens because understanding 10 as 1 ten is abstract and students sometimes focus on the digit '1' rather than its place value meaning. To help students: Use base-10 blocks to show physically adding 1 ten-rod while ones stay constant; practice on hundred charts (add 10 = down one row); emphasize pattern 'tens change by 1, ones stay same'; provide many examples showing ones digit constant; connect to skip counting by 10s; use number lines with jumps of 10; practice mental math daily with quick '10 more' questions; explain why this is efficient compared to counting by ones; make the place value connection explicit.

Question 6

Without counting by ones, what is 90−1090-10?

  1. 79
  2. 81
  3. 90
  4. 80 (correct answer)
Explanation: This question tests 1st grade ability to mentally find 10 more or 10 less than a two-digit number (CCSS.1.NBT.C.5). To add or subtract 10 mentally, use place value understanding: since 10 equals 1 ten and 0 ones, adding 10 means adding 1 ten (so the tens digit increases by 1), while the ones digit stays the same. For example, 34 + 10 = 44 because 3 tens + 1 ten = 4 tens, and the 4 ones remain unchanged; similarly, subtracting 10 means removing 1 ten (tens digit decreases by 1), while ones stay the same: 67 - 10 = 57 because 6 tens - 1 ten = 5 tens, and the 7 ones remain unchanged. The question asks to find 90 - 10 without counting by ones, emphasizing mental strategy. Choice D is correct because subtracting 10 from 90 means removing 1 ten: 9 tens - 1 ten = 8 tens, ones stay 0, giving 80. Choice A is a common error where students subtract 11 or miscount by changing both digits, resulting in 79; this happens because counting by ones is a fallback that can lead to errors when not using the efficient mental strategy. To help students: Use base-10 blocks to show physically removing 1 ten-rod while ones stay constant; practice on hundred charts (subtract 10 = up one row); emphasize pattern 'tens change by 1, ones stay same'; provide many examples showing ones digit constant; connect to skip counting by 10s; use number lines with jumps of 10; practice mental math daily with quick '10 less' questions; explain why this is efficient compared to counting by ones; make the place value connection explicit.

Question 7

Emma has 68 beads and gets 10 more; how many now?

  1. 69
  2. 88
  3. 78 (correct answer)
  4. 68
Explanation: This question tests 1st grade ability to mentally find 10 more or 10 less than a two-digit number (CCSS.1.NBT.C.5). To add or subtract 10 mentally, use place value understanding: since 10 equals 1 ten and 0 ones, adding 10 means adding 1 ten (so the tens digit increases by 1), while the ones digit stays the same. For example, 34+10=4434 + 10 = 44 because 3 tens+1 ten=4 tens3 \text{ tens} + 1 \text{ ten} = 4 \text{ tens}, and the 4 ones remain unchanged; similarly, subtracting 10 means removing 1 ten (tens digit decreases by 1), while ones stay the same: 67−10=5767 - 10 = 57 because 6 tens−1 ten=5 tens6 \text{ tens} - 1 \text{ ten} = 5 \text{ tens}, and the 7 ones remain unchanged. The question presents a word problem where Emma starts with 68 beads and adds 10 more. Choice C is correct because adding 10 to 68 means adding 1 ten: 6 tens+1 ten=7 tens6 \text{ tens} + 1 \text{ ten} = 7 \text{ tens}, ones stay 8, giving 78. Choice A is a common error where students add 1 instead of 10, resulting in 69; this happens because the connection between 10 and the tens place isn't automatic yet. To help students: Use base-10 blocks to show physically adding 1 ten-rod while ones stay constant; practice on hundred charts (add 10 = down one row); emphasize pattern 'tens change by 1, ones stay same'; provide many examples showing ones digit constant; connect to skip counting by 10s; use number lines with jumps of 10; practice mental math daily with quick '10 more' questions; explain why this is efficient compared to counting by ones; make the place value connection explicit.

Question 8

Chen has 6767 stickers. He gives away 1010. How many stickers does he have now?

  1. 56
  2. 57 (correct answer)
  3. 66
  4. 77
Explanation: Chen starts with 67 stickers and gives away 10, so 67 minus 10 equals 57. 56 subtracts one too many. 66 subtracts only 1 instead of 10. 77 adds instead of subtracting. Only 57 correctly shows how many stickers Chen has left.

Question 9

Amir says 10 means 1 ten. What is 10 more than 23?

  1. 24
  2. 43
  3. 33 (correct answer)
  4. 32
Explanation: This question tests 1st grade ability to mentally find 10 more or 10 less than a two-digit number (CCSS.1.NBT.C.5). To add or subtract 10 mentally, use place value understanding: since 10 equals 1 ten and 0 ones, adding 10 means adding 1 ten (so the tens digit increases by 1), while the ones digit stays the same. For example, 23 + 10 = 33 because 2 tens + 1 ten = 3 tens, and the 3 ones remain unchanged. The scenario involves Amir recognizing that 10 means 1 ten and finding 10 more than 23. Choice C is correct because adding 10 to 23 means adding 1 ten: 2 tens + 1 ten = 3 tens, ones stay 3, giving 33. Choice A is a common error where students add 1 instead of 10, resulting in 24; this happens because students sometimes focus on the digit '1' in 10 rather than its place value meaning as 1 ten. To help students: Use base-10 blocks to show physically adding 1 ten-rod while ones stay constant; practice on hundred charts (add 10 = down one row); emphasize pattern 'tens change by 1, ones stay same'; provide many examples showing ones digit constant; connect to skip counting by 10s; use number lines with jumps of 10; practice mental math daily with quick '10 more' questions; explain why this is efficient compared to counting by ones; make the place value connection explicit.

Question 10

Sofia jumps 10 forward on a number line from 68. Where does she land?

  1. 78 (correct answer)
  2. 69
  3. 88
  4. 58
Explanation: This question tests 1st grade ability to mentally find 10 more or 10 less than a two-digit number (CCSS.1.NBT.C.5). To add or subtract 10 mentally, use place value understanding: since 10 equals 1 ten and 0 ones, adding 10 means adding 1 ten (so the tens digit increases by 1), while the ones digit stays the same. For example, 68 + 10 = 78 because 6 tens + 1 ten = 7 tens, and the 8 ones remain unchanged. The scenario involves Sofia jumping 10 forward on a number line from 68. Choice A is correct because jumping 10 forward from 68 means adding 1 ten: 6 tens + 1 ten = 7 tens, ones stay 8, giving 78. Choice B is a common error where students add 1 instead of 10, resulting in 69; this happens because understanding 10 as 1 ten is abstract and they might count by ones instead. To help students: Use base-10 blocks to show physically adding 1 ten-rod while ones stay constant; practice on hundred charts (add 10 = down one row); emphasize pattern 'tens change by 1, ones stay same'; provide many examples showing ones digit constant; connect to skip counting by 10s; use number lines with jumps of 10; practice mental math daily with quick '10 more' questions; explain why this is efficient compared to counting by ones; make the place value connection explicit.

Question 11

Jamal has 82 points. He loses 10 points. How many points does he have now?

  1. 72 (correct answer)
  2. 81
  3. 73
  4. 92
Explanation: This question tests 1st grade ability to mentally find 10 more or 10 less than a two-digit number (CCSS.1.NBT.C.5). To add or subtract 10 mentally, use place value understanding: since 10 equals 1 ten and 0 ones, subtracting 10 means removing 1 ten (tens digit decreases by 1), while the ones digit stays the same. For example, 82 - 10 = 72 because 8 tens - 1 ten = 7 tens, and the 2 ones remain unchanged. The scenario involves Jamal starting with 82 points and losing 10, requiring mental subtraction of 10 from 82. Choice A is correct because subtracting 10 from 82 means removing 1 ten: 8 tens - 1 ten = 7 tens, ones stay 2, giving 72. Choice B is a common error where students subtract 1 instead of 10, resulting in 81; this happens because students sometimes focus on the digit '1' in 10 rather than its place value meaning as 1 ten. To help students: Use base-10 blocks to show physically removing 1 ten-rod while ones stay constant; practice on hundred charts (subtract 10 = up one row); emphasize pattern 'tens change by 1, ones stay same'; provide many examples showing ones digit constant; connect to skip counting by 10s; use number lines with jumps of 10; practice mental math daily with quick '10 less' questions; explain why this is efficient compared to counting by ones; make the place value connection explicit.

Question 12

Without counting by ones, find 79+1079+10. What is it?

  1. 80
  2. 99
  3. 89 (correct answer)
  4. 88
Explanation: This question tests 1st grade ability to mentally find 10 more or 10 less than a two-digit number (CCSS.1.NBT.C.5). To add or subtract 10 mentally, use place value understanding: since 10 equals 1 ten and 0 ones, adding 10 means adding 1 ten (so the tens digit increases by 1), while the ones digit stays the same. For example, 79 + 10 = 89 because 7 tens + 1 ten = 8 tens, and the 9 ones remain unchanged. The scenario involves finding 79 + 10 without counting by ones, with a hint that ones stay the same. Choice C is correct because adding 10 to 79 means adding 1 ten: 7 tens + 1 ten = 8 tens, ones stay 9, giving 89. Choice B is a common error where students change the ones digit instead of tens, like adding 20 to get 99; this happens because they might confuse place values or not use the efficient mental strategy. To help students: Use base-10 blocks to show physically adding 1 ten-rod while ones stay constant; practice on hundred charts (add 10 = down one row); emphasize pattern 'tens change by 1, ones stay same'; provide many examples showing ones digit constant; connect to skip counting by 10s; use number lines with jumps of 10; practice mental math daily with quick '10 more' questions; explain why this is efficient compared to counting by ones; make the place value connection explicit.

Question 13

What is 82−1082-10?

  1. 92
  2. 72 (correct answer)
  3. 81
  4. 62
Explanation: 82 minus 10 equals 72, since subtracting 10 takes away one ten. 92 adds 10 instead of subtracting it. 81 subtracts only 1 instead of 10. 62 subtracts 20 instead of just 10. Only 72 correctly shows the result of subtracting 10 from 82.

Question 14

Look at the number line. If you start at 3434 and move to find 1010 more, where do you end up?

  1. 3535
  2. 4444 (correct answer)
  3. 2424
  4. 3333
Explanation: Starting at 34 and moving 10 more means adding 10, which lands on 44. 35 only moves 1 space, not 10. 24 moves 10 spaces in the wrong direction (subtracting instead of adding). 33 moves only 1 space in the wrong direction. Only 44 correctly adds 10 to 34.

Question 15

Jamal has 47 marbles and gets 10 more; how many now?

  1. 48
  2. 57 (correct answer)
  3. 67
  4. 47
Explanation: This question tests 1st grade ability to mentally find 10 more or 10 less than a two-digit number (CCSS.1.NBT.C.5). To add or subtract 10 mentally, use place value understanding: since 10 equals 1 ten and 0 ones, adding 10 means adding 1 ten (so the tens digit increases by 1), while the ones digit stays the same. For example, 34+10=4434 + 10 = 44 because 33 tens + 11 ten = 44 tens, and the 4 ones remain unchanged; similarly, subtracting 10 means removing 1 ten (tens digit decreases by 1), while ones stay the same: 67−10=5767 - 10 = 57 because 66 tens - 11 ten = 55 tens, and the 7 ones remain unchanged. The question presents a word problem where Jamal starts with 47 marbles and adds 10 more. Choice B is correct because adding 10 to 47 means adding 1 ten: 44 tens + 11 ten = 55 tens, ones stay 7, giving 57. Choice A is a common error where students add 1 instead of 10, resulting in 48; this happens because understanding 10 as 1 ten is abstract and students sometimes change the ones digit instead of tens. To help students: Use base-10 blocks to show physically adding 1 ten-rod while ones stay constant; practice on hundred charts (add 10 = down one row); emphasize pattern 'tens change by 1, ones stay same'; provide many examples showing ones digit constant; connect to skip counting by 10s; use number lines with jumps of 10; practice mental math daily with quick '10 more' questions; explain why this is efficient compared to counting by ones; make the place value connection explicit.

Question 16

Keisha has 38 marbles. She gives away 10. What is 10 less than 38?

  1. 18
  2. 28 (correct answer)
  3. 37
  4. 48
Explanation: This question tests 1st grade ability to mentally find 10 more or 10 less than a two-digit number (CCSS.1.NBT.C.5). To add or subtract 10 mentally, use place value understanding: since 10 equals 1 ten and 0 ones, subtracting 10 means removing 1 ten (tens digit decreases by 1), while the ones digit stays the same. For example, 38−10=2838 - 10 = 28 because 33 tens −1- 1 ten =2= 2 tens, and the 8 ones remain unchanged. The scenario involves Keisha having 38 marbles and giving away 10, requiring finding 10 less than 38. Choice B is correct because subtracting 10 from 38 means removing 1 ten: 33 tens −1- 1 ten =2= 2 tens, ones stay 8, giving 28. Choice A is a common error where students subtract too much, like subtracting 20 to get 18; this happens because counting by ones is a fallback that can lead to errors when they miscount. To help students: Use base-10 blocks to show physically removing 1 ten-rod while ones stay constant; practice on hundred charts (subtract 10 = up one row); emphasize pattern 'tens change by 1, ones stay same'; provide many examples showing ones digit constant; connect to skip counting by 10s; use number lines with jumps of 10; practice mental math daily with quick '10 less' questions; explain why this is efficient compared to counting by ones; make the place value connection explicit.

Question 17

Maya uses base-10 blocks: 4 tens and 7 ones. She adds 1 ten. What number does she have now?

  1. 48
  2. 57 (correct answer)
  3. 47
  4. 67
Explanation: This question tests 1st grade ability to mentally find 10 more or 10 less than a two-digit number (CCSS.1.NBT.C.5). To add or subtract 10 mentally, use place value understanding: since 10 equals 1 ten and 0 ones, adding 10 means adding 1 ten (so the tens digit increases by 1), while the ones digit stays the same. For example, 47 + 10 = 57 because 4 tens + 1 ten = 5 tens, and the 7 ones remain unchanged. The scenario involves Maya using base-10 blocks for 4 tens and 7 ones, then adding 1 ten. Choice B is correct because adding 1 ten to 4 tens and 7 ones gives 5 tens and 7 ones, which is 57. Choice C is a common error where students don't change the tens digit and keep the original number 47; this happens because the connection between adding a ten-rod and updating the tens place isn't automatic yet. To help students: Use base-10 blocks to show physically adding 1 ten-rod while ones stay constant; practice on hundred charts (add 10 = down one row); emphasize pattern 'tens change by 1, ones stay same'; provide many examples showing ones digit constant; connect to skip counting by 10s; use number lines with jumps of 10; practice mental math daily with quick '10 more' questions; explain why this is efficient compared to counting by ones; make the place value connection explicit.

Question 18

What is 45−1045-10?

  1. 55
  2. 44
  3. 35 (correct answer)
  4. 34
Explanation: This question tests 1st grade ability to mentally find 10 more or 10 less than a two-digit number (CCSS.1.NBT.C.5). To add or subtract 10 mentally, use place value understanding: since 10 equals 1 ten and 0 ones, subtracting 10 means removing 1 ten (tens digit decreases by 1), while the ones digit stays the same. For example, 45 - 10 = 35 because 4 tens - 1 ten = 3 tens, and the 5 ones remain unchanged. The scenario involves finding 45 - 10 mentally, with a hint that only the tens digit changes. Choice C is correct because subtracting 10 from 45 means removing 1 ten: 4 tens - 1 ten = 3 tens, ones stay 5, giving 35. Choice A is a common error where students add 10 instead of subtracting, resulting in 55; this happens because they reverse the operation, perhaps misreading the subtraction sign. To help students: Use base-10 blocks to show physically removing 1 ten-rod while ones stay constant; practice on hundred charts (subtract 10 = up one row); emphasize pattern 'tens change by 1, ones stay same'; provide many examples showing ones digit constant; connect to skip counting by 10s; use number lines with jumps of 10; practice mental math daily with quick '10 less' questions; explain why this is efficient compared to counting by ones; make the place value connection explicit.

Question 19

Find 10 less than 82; tens change by 1, ones stay.

  1. 72 (correct answer)
  2. 81
  3. 73
  4. 92
Explanation: This question tests 1st grade ability to mentally find 10 more or 10 less than a two-digit number (CCSS.1.NBT.C.5). To add or subtract 10 mentally, use place value understanding: since 10 equals 1 ten and 0 ones, adding 10 means adding 1 ten (so the tens digit increases by 1), while the ones digit stays the same. For example, 34 + 10 = 44 because 3 tens + 1 ten = 4 tens, and the 4 ones remain unchanged; similarly, subtracting 10 means removing 1 ten (tens digit decreases by 1), while ones stay the same: 67 - 10 = 57 because 6 tens - 1 ten = 5 tens, and the 7 ones remain unchanged. The question asks to find 10 less than 82, noting tens change by 1 while ones stay the same. Choice A is correct because subtracting 10 from 82 means removing 1 ten: 8 tens - 1 ten = 7 tens, ones stay 2, giving 72. Choice B is a common error where students subtract 1 from the ones digit instead, resulting in 81; this happens because students sometimes focus on the digit '10' rather than its place value meaning. To help students: Use base-10 blocks to show physically removing 1 ten-rod while ones stay constant; practice on hundred charts (subtract 10 = up one row); emphasize pattern 'tens change by 1, ones stay same'; provide many examples showing ones digit constant; connect to skip counting by 10s; use number lines with jumps of 10; practice mental math daily with quick '10 less' questions; explain why this is efficient compared to counting by ones; make the place value connection explicit.

Question 20

Emma has 34 stickers. She gets 10 more. How many does she have now?

  1. 44 (correct answer)
  2. 35
  3. 45
  4. 34
Explanation: This question tests 1st grade ability to mentally find 10 more or 10 less than a two-digit number (CCSS.1.NBT.C.5). To add or subtract 10 mentally, use place value understanding: since 10 equals 1 ten and 0 ones, adding 10 means adding 1 ten (so the tens digit increases by 1), while the ones digit stays the same. For example, 34 + 10 = 44 because 3 tens + 1 ten = 4 tens, and the 4 ones remain unchanged. The scenario involves Emma starting with 34 stickers and getting 10 more, requiring mental addition of 10 to 34. Choice A is correct because adding 10 to 34 means adding 1 ten: 3 tens + 1 ten = 4 tens, ones stay 4, giving 44. Choice B is a common error where students add 1 instead of 10, resulting in 35; this happens because understanding 10 as 1 ten is abstract and students sometimes focus on the digit '1' rather than its place value meaning. To help students: Use base-10 blocks to show physically adding 1 ten-rod while ones stay constant; practice on hundred charts (add 10 = down one row); emphasize pattern 'tens change by 1, ones stay same'; provide many examples showing ones digit constant; connect to skip counting by 10s; use number lines with jumps of 10; practice mental math daily with quick '10 more' questions; explain why this is efficient compared to counting by ones; make the place value connection explicit.