Add and Take Away

Overview

A two-day sequence for Year 1 learners to model, solve and explain simple addition and subtraction problems within 10. Students use concrete materials, pictures and equations, building from prior counting and recognising numbers to 20.

Learning intentions

• WALT model addition as combining groups.
• WALT model subtraction as taking away or finding how many are left.
• WALT use drawings, objects and equations to solve problems.
• WALT explain how we know an answer is correct.

Success criteria

• I can make two groups and combine them.
• I can take some away and count what is left.
• I can write or match an addition or subtraction equation.
• I can explain my thinking using objects, pictures or words.

Curriculum links

• Mathematics and Statistics — Mathsteasers: challenging learners with higher-order thinking questions.
• Mathematics and Statistics — Mathsteasers / Alignment: connecting mathematical ideas and representations with classroom learning.
• Mathematics and Statistics — Mathsteasers / Additional resources for advanced learners: offering suitable challenge and deepening understanding.
• New Zealand Curriculum Refresh emphasis: reasoning, communicating mathematical thinking, and using representations to solve problems.

Lesson structure (Day 1 — 15 minutes)

1. 0–2 min · Number hook. Display a picture of 3 red counters and 2 blue counters using the opening counter picture. Ask, “How many counters are there altogether?” Students quietly predict, then show the total on their fingers.

2. 2–5 min · Model addition. Use five counters and a ten-frame to combine 3 and 2. Say, “Addition means putting groups together.” Record 3 + 2 = 5 and read it aloud. Students copy the action with their own counters and repeat the equation.

3. 5–10 min · Guided problems. Show one picture problem at a time in the addition modelling slides: “There are 4 birds. Two more arrive. How many birds now?” Students build each problem with counters, count the total and tell a partner the sentence, “___ and ___ makes ___.”

4. 10–13 min · Independent practice. Distribute the two-day addition and subtraction practice sheet. Students complete the Day 1 section by drawing or using counters to solve three addition problems within 10. Adult support is provided as needed.

5. 13–15 min · Share and check. Invite two students to explain different ways to solve one problem. Use the addition discussion and check slide to ask, “Could we solve it another way?” Students show a thumbs-up when their answer and model agree.

Lesson structure (Day 2 — 15 minutes)

1. 0–3 min · Reconnect. Revisit the addition picture from the recap slide. Students rebuild 3 + 2 with counters. Then cover two counters and ask, “What happened? How many are left?”

2. 3–6 min · Model subtraction. Start with 5 counters, physically remove 2, and count the remaining 3. Record 5 − 2 = 3. Explain, “Subtraction can mean taking away.” Students act out the equation and read it with the teacher.

3. 6–10 min · Guided problem solving. Present the picture problems in the subtraction story slides: “There are 6 apples. Three are eaten. How many are left?” Students build, remove, count and explain using, “I started with __, took away __, and have __ left.”

4. 10–13 min · Independent practice. Students complete the Day 2 section of the two-day addition and subtraction practice sheet: three subtraction problems within 10, using drawings, counters or a number track. Early finishers create a “take away” story for 7 − 3.

5. 13–15 min · Plenary and exit check. Show 4 − 1 on the final reasoning slide. Students solve with counters or fingers and explain their answer to a partner. Each student completes the oral exit prompt: “I know 4 − 1 = 3 because…”

Resources

• the two-day addition and subtraction slide deck
• the two-day addition and subtraction practice sheet
• Counters, approximately 10 per student
• Ten-frames
• Small number tracks from 0 to 10
• Mini-whiteboards and pens
• Pencils and crayons
• Floor or table space for modelling

Assessment

• Observe whether each student combines or removes groups accurately and counts without double-counting.
• Listen for correct use of mathematical language: “altogether”, “take away”, “left” and “equals”.
• Check the worksheet for a matching model, drawing and equation. Use the Day 2 oral exit prompt to identify students needing further support.

Differentiation

• Support learners with a ten-frame, counters, a 0–10 number track and adult prompting. Accept pointing, acting or drawing before expecting a spoken explanation.
• Work with a small group of students who need help counting each object once; use smaller numbers such as 3 + 1 and 4 − 1.
• Provide sentence frames: “I put __ and __ together to make __” and “I had __, took away __, and had __ left.”
• Extend confident learners by asking them to find another way to solve a problem, make a matching addition and subtraction story, or explain why 3 + 2 and 2 + 3 have the same total.