Make Ten, Take Away

Overview

In this 15-minute one-to-one lesson, the student represents and solves simple addition and subtraction problems within 20. The lesson uses counters, a ten-frame and drawings to connect practical actions with mathematical equations.

Learning intentions

Students will:

• model addition as combining groups and subtraction as taking away.
• solve addition and subtraction problems within 20.
• use counting on, counting back and making ten.
• explain how a drawing, object or number sentence shows their thinking.

Success criteria

• I can show an addition problem with counters or a drawing.
• I can show a subtraction problem by taking away.
• I can write the matching number sentence.
• I can explain how I found the answer.

Curriculum links

• Recognise, represent and order numbers to at least 20.
• Solve practical addition and subtraction problems involving small quantities.
• Use counting strategies, part–whole thinking and number bonds to find answers.
• Communicate mathematical thinking using materials, drawings, words and number sentences.

Lesson structure (15 minutes)

1. 0–2 minutes – Hook and connect

Open with the mystery addition and subtraction hook. Show a picture of 6 toy animals, then 4 more joining, and ask: “How many are there now?” Next show 10 animals with 3 walking away: “How many are left?” Invite the student to predict what operation is needed and explain why.

2. 2–5 minutes – Model addition

Use counters and the ten-frame shown in the addition model. Place 6 counters, then add 4. Encourage the student to count on from 6 or notice that 6 and 4 make 10. Record 6 + 4 = 10, pointing out the plus and equals signs.

Model a second example, such as 8 + 3. Ask the student to place 8 counters, add 3 and find the total. Prompt: “Could you fill the empty spaces in the ten-frame first?”

3. 5–8 minutes – Guided addition practice

Distribute the addition and subtraction picture practice sheet and complete the first two addition problems together. The worksheet should show simple picture-based problems within 20, with space for counters, a drawing and a number sentence.

Ask the student to solve one problem independently, using counters or a drawing if needed. Check that the student understands that the answer is the total, not just the second group.

4. 8–11 minutes – Model subtraction

Return to the take-away model. Place 9 counters, physically remove 3 and ask, “What happened to the group? How many are left?” Record 9 − 3 = 6.

Invite the student to solve 10 − 4 with counters. Encourage counting back from 10 or removing four counters one at a time. Emphasise that the minus sign tells us to take away.

5. 11–13 minutes – Guided subtraction practice

Complete two subtraction problems on the addition and subtraction picture practice sheet. Read each problem aloud and ask the student to identify the starting number, the number taken away and the number left.

For example: “There are 12 birds. Five fly away. How many remain?” Ask the student to show the action with counters before writing 12 − 5 = 7.

6. 13–15 minutes – Explain and check

Use the thinking and share prompt to present one final problem, such as 7 + 5 or 13 − 4. The student solves it and explains their strategy using the sentence stem: “I started with __, then I __, so the answer is __.”

Finish with a quick oral check: “Which sign means joining? Which sign means taking away?” Record whether the student can model, calculate and explain each operation.

Resources

• the addition and subtraction visual lesson deck
• the addition and subtraction picture practice sheet
• 20 counters, blocks or small classroom objects
• Ten-frame, drawn on paper or displayed
• Pencil and eraser
• Optional mini whiteboard and marker

Assessment

• Observe whether the student correctly represents addition by combining groups and subtraction by removing objects.
• Check the student’s worksheet for accurate answers and matching number sentences.
• Ask the student to explain one strategy and note whether they use appropriate mathematical language, such as add, altogether, take away, left and equals.

Differentiation

• Support: work within 10, use counters for every problem, read the word problems aloud and provide the sentence stem “I had __ and __ more/less.”
• Support: physically move counters and point to each part of the number sentence while the student describes the action.
• Extension: ask the student to solve the same problem in two ways, such as counting on and making ten, or to create a matching addition and subtraction story.
• EAL/SEN: use clear pictures, gestures and repeated language; provide extra wait time and accept an oral explanation, pointing or a drawing before requiring written notation.