Subtraction Foundations

Overview

In this lesson (Lesson 3 of 10) students are introduced to subtraction as “taking away” and as comparing “how many more/less”. They use manipulatives to model subtraction and connect actions to number sentences.

Learning intentions

Students will be able to:

• recognise subtraction as taking away from a set
• model “take away” and “difference” using concrete materials
• use number sentences to record simple subtraction facts (within class range)
• explain how they know by showing or describing their strategy

Success criteria

Students can:

• represent a subtraction story with manipulatives (e.g., counters, cubes, fingers)
• say what the subtraction symbol means in the context of the story
• write a matching subtraction number sentence for a given action/story
• justify their answer using visual evidence (what was taken away and what remains)

Curriculum links

• Number and place value: count and represent numbers using materials, and use known facts to solve problems
• Number and algebra: model and record addition and subtraction using number sentences
• Fractions and decimals not a focus today (excluded from activities to keep age-appropriate)
• Mathematical reasoning through explaining and representing thinking using objects, pictures, and symbols

Lesson structure (45 minutes)

1. 5 min — Warm-up: “Numbers in my head” Students do a quick oral routine: teacher shows 5–10 objects briefly, then hides them and asks “How many were there? What could we do to find fewer?” Reinforce the language “take away” and “more/less” in short prompts.

2. 7 min — Launch: Taking away (actions to objects) Teacher demonstrates with a container and counters. Example: “I have 7 counters. I take away 3. What is left?” Students do a silent count-back gesture (or point and count) and then check with counters. Emphasise: subtraction answers “how many are left?” and “how many took away?”.

3. 10 min — Guided practice: Build and record In pairs (or teacher-led groups if needed), students receive a mat with 0–10 counters. Teacher gives three short stories using the same total, increasing slowly (e.g., 8 take away 1, 8 take away 2, 8 take away 3). Each time students:

• show the action with counters
• count how many remain
• record a subtraction sentence matching the story (for example, starting from the whole set)

4. 8 min — Comparison focus: “How many more/less?” Teacher models two groups (e.g., 9 and 6). Say: “Which group has more? By how many?” Then connect to subtraction: “Difference is 3 because 9 take away 6 leaves 3.” Students practise with two compare cards, choosing the correct “more/less” statement and the matching subtraction fact.

5. 10 min — Independent task: Match the story to the number sentence Students complete a short worksheet or teacher-prepared card set with 6 items. For each item they choose an equation that matches the picture/story, and draw or place counters for one item they find hardest. Ensure numbers stay within the agreed class range (commonly up to 20 for Year 2–4, but keep Year 3/4 appropriate and teacher uses the range students are confident with).

6. 3 min — Whole-class check: Turn and talk Students turn and talk to answer: “How do you know your subtraction sentence is correct?” Listen for clear reasoning like “I took away 3 and counted what was left”.

7. 2 min — Exit ticket: show and write Teacher reads one subtraction story (e.g., 10 take away 4). Students write the number sentence and, if space allows, place counters or draw the remaining amount. Collect quickly for next-lesson grouping.

Resources

• Loose counters or interlocking cubes (enough for groups to model quickly)
• “Take away” and “comparison” story cards with pictures and simple numbers
• Student recording sheets (subtraction sentences and one drawing space)
• Coloured mats or tens frames for organising counters (optional)
• Small containers/trays for demonstrating “take away”
• Exit ticket slips and pencils
• Whiteboard and markers
• Timer or visual schedule for transitions
• Pair work supports (counter sets and one recording sheet per student)

Assessment

• Teacher observation during guided practice: correct representation of the take-away action and accurate counting of what remains
• Worksheet/card matching: students select and/or write subtraction sentences that match the story or picture
• Exit ticket: check correct difference/remaining value and correct subtraction number sentence

Differentiation

• Support: provide a completed subtraction sentence frame (e.g., 8 − __ = __) and a limited answer bank; allow using fingers or a ten frame; offer teacher check-ins during independent task
• Support (language): use consistent sentence stems (“I started with… I took away… I have left…”) and highlight key words “take away”, “left”, “more”, “less”
• Extension: include one step from comparison to subtraction (e.g., given “more by 2”, ask students to write the subtraction that shows the difference); or ask students to create their own subtraction story from a given equation
• EAL/SEN: use visual supports (grouping pictures), allow oral responses before writing, and reduce worksheet length while keeping the same mathematical focus