Add And Take Away

Overview

A short one-to-one lesson introducing Year 1 addition and subtraction using concrete objects and visual representations. The student solves simple problems within 20, explains their thinking and connects addition with subtraction.

Learning intentions

Students will:

• Represent addition and subtraction situations using counters.
• Solve addition and subtraction problems within 20.
• Use counting on, counting back and part-part-whole thinking.
• Explain how addition and subtraction are connected.

Success criteria

• I can make a number story with counters.
• I can count on to add and count back to subtract.
• I can write or say a matching number sentence.
• I can explain how I know my answer is correct.

Curriculum links

• Recognise, represent and solve simple addition and subtraction problems involving numbers to 20.
• Use concrete materials, drawings and number sentences to communicate mathematical thinking.
• Develop fluency with counting forwards and backwards from different starting points.
• Identify the relationship between addition and subtraction as inverse operations.

Lesson structure (10 minutes)

1. 0–2 minutes – Hook: Which has more? Open with the hook and learning intention slides. Show a picture of 6 counters and then 3 more. Ask, “How many are there altogether?” Invite the student to predict, then count the objects aloud. State: “Today we will add and subtract by making, counting and explaining.”

2. 2–4 minutes – Model addition Use counters to model 7 + 4. Ask the student to make 7 counters, add 4 more and count on from 7: “8, 9, 10, 11.” Record 7 + 4 = 11 on the addition modelling slide. Emphasise that the plus sign means “add more” and the equals sign means “is the same as”.

3. 4–6 minutes – Model subtraction Show 12 counters. Ask the student to remove 5 and count what remains. Model counting back from 12: “11, 10, 9, 8, 7.” Record 12 − 5 = 7 using the subtraction modelling slide. Explain that subtraction can mean taking away or finding how many are left.

4. 6–8 minutes – Student practice Give the student the addition and subtraction practice sheet and counters. Read each problem aloud if needed. The student builds, draws or solves two problems: one addition problem within 20 and one subtraction problem within 20. Prompt with, “What number will you start at?” and “Can you show that with counters or a drawing?”

5. 8–10 minutes – Explain and connect Use the discussion and exit-question slides. Ask the student to solve 8 + 3 and then use the answer to solve 11 − 3. Discuss how the two number sentences are connected. Finish with: “Show me one way to solve 14 − 2.” The student explains their method while the teacher records evidence.

Resources

• the addition and subtraction teaching deck
• the addition and subtraction practice sheet
• 20 small counters, blocks or buttons
• Pencil and eraser
• Small number line from 0 to 20
• Whiteboard and marker

Assessment

• Observe whether the student represents addition and subtraction accurately with counters or drawings.
• Listen for correct use of counting on and counting back, and note whether the student starts from the larger number when appropriate.
• Use the final problem, 14 − 2, as an exit check. Record whether the student gives the answer and explains their strategy.

Differentiation

• Support: Use numbers to 10, provide a number line and count aloud together. Allow the student to physically move counters for every problem.
• Support: Read worksheet instructions and problem contexts aloud, and accept oral explanations, drawings or pointing instead of written explanations.
• EAL/SEN: Pair mathematical language with gestures and visuals; explicitly model “add”, “more”, “take away”, “left” and “altogether”.
• Extension: Ask the student to create a related fact family, such as 8 + 3 = 11, 3 + 8 = 11, 11 − 8 = 3 and 11 − 3 = 8.