One Hundred Balloons_Monsters by OUPANZ

1 more, 1 less

This book aligns with White Rose Maths Year 1 Place value (within 100) Step 5. 1 more, 1 less

SAMPLE

Children are learning to understand the concept of one more and one less than numbers up to 100. Children have been learning that one more is the number af ter a given number and one less is the number before a given number.

Children of ten f ind counting backwards diff icult. They also f ind counting one more or one less than a multiple of ten (ten, twenty, thirty, and so on) challenging. There are opportunities for you to support them with these skills in this book.

Series Editor: MK Connolly

This story is designed for an adult to read to a child. A child may be able to read the larger, decodable text and numbers.

SAMPLE

Written by Lorna Greengrass

Illustrated by Richard Watson

Ralf was in his garden, watering his f lowers, when he heard a noise coming from the other side of the fence.

What is that strange noise?

There are lots of f lowers in the garden. Let’s count them together. What is one more than this number?

Ralf peered over the fence. Scooter was blowing up a balloon. There were already four balloons tied to a large basket.

‘Hi, Scooter,’ said Ralf. ‘What are the balloons for? Are you having a party?’

‘Did someone say party?’ asked Netty.

‘Ooh, I love a party!’ said Cora.

‘Not today,’ replied Scooter. ‘Today, I want to see if monsters can f ly!’

‘Ooh, I’d love to f ly,’ said Cora, f lapping her arms up and down.

100balloons

‘If

you help blow up the balloons, you can come with me!’ exclaimed Scooter. ‘I’ve done f ive balloons so far. But we’re going to need lots more!’

Let’s make it monster! 100balloons

Ralf blew up twenty balloons.

Cora blew up one less than Ralf.

Scooter blew up f ive more balloons.

I have fewer than you.

Ralf blew up twenty balloons. Cora blew up one less than Ralf. How many balloons did Cora blow up? Scooter blew up f ive balloons. How many balloons did they blow up altogether?

Talking with children about maths concepts can help deepen their understanding and grow their mathematical skills. Children also benef it from hearing and using key maths vocabulary in multiple contexts. Some suggestions to support children in learning through talk have been included in this story.

The following words and phrases are highlighted in bold in the book.

few PRONOUN fewer, fewest (page 6) not many fewer than means not as many as less DETERMINER , ADVERB (pages 7, 13, 15) smaller; not so much

• Please make less noise.

• My foot is less painful now.

less PRONOUN (pages 6, 12, 24) a smaller amount or not as much one less than means one number smaller than

more DETERMINER (pages 2, 6, 7, 13, 14, 15, 22, 23, 24)

greater in number or amount

fewer than, one less, one less than, one more, one more than

blow VERB blows, blowing, blew, blown (pages 3, 5, 6, 7, 9, 10)

1. When you f ill something with air, you blow it up.

2. to move in the wind

exclaim VERB exclaims, exclaiming, exclaimed (pages 5, 10) When you exclaim, you shout something suddenly because you are surprised or excited.

SAMPLE

love VERB loves, loving, loved (pages 4, 22)

To love someone or something is to like them very much.

peer VERB peers, peering, peered (page 3) to look at something closely or with diff iculty

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The moral rights of the author have been asserted F irst published 2025

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You must not circulate this work in any other form and you must impose this same condition on any acquirer. British Library Cataloguing in Publication Data

The manufacturing process conforms to the environmental regulations of the country of origin.

Printed in the UK by Bell and Bain Ltd, Glasgow

Acknowledgements

Illustrated by Richard Watson

The publisher wishes to thank White Rose Maths, MK Connolly, and Voice 21 for their help in producing this book.