Take Away Stories

Overview

Students explore subtraction as “taking away” and “finding how many are left” using pictures and numbers within 20. They connect concrete objects, pictorial representations and subtraction equations, building on prior work with counting, part–whole relationships and number bonds.

Learning intentions

• WALT represent subtraction stories with pictures.
• WALT subtract numbers within 20 by taking away or crossing out.
• WALT connect a picture to a subtraction equation.
• WALT explain how we know how many are left.

Success criteria

• I can draw or use a picture to show a subtraction story.
• I can cross out or remove the amount taken away.
• I can write a subtraction equation to match my picture.
• I can tell someone how I found the answer.

Curriculum links

• Te Mātaiaho Mathematics and Statistics — Mathsteasers: higher-order thinking and challenge for advanced learners.
• Number learning: representing, reading and solving subtraction problems within 20.
• Mathematical communication and reasoning: explaining a strategy using pictures, words and equations.
• Competencies: participating and contributing, managing self, and thinking mathematically.

Lesson structure (45 minutes)

1. 0–5 min · Warm-up: Number bonds. Teacher displays the warm-up number-bond slides and orally presents a whole number such as 10, asking, “What parts could make this whole?” Students use fingers, counters or drawings to share different part–part–whole combinations. Briefly connect this to subtraction: “If I know the whole and one part, I can find the part that is left.”

2. 5–10 min · Hook: A taking-away story. Teacher shows a picture of 12 birds, with 5 flying away, on the subtraction story hook and asks, “How many birds are still on the ground? How could we show what happened?” Students turn and talk, then explain that subtraction can mean taking away or finding what remains. Accept drawings, counting and verbal explanations before introducing the subtraction symbol.

3. 10–18 min · Teach: Model the representation. Teacher models 14 − 6 using counters, then draws 14 circles and crosses out 6. On the pictorial subtraction modelling slides, record the equation 14 − 6 = 8 and read it together: “Fourteen take away six equals eight.” Explicitly link each part: 14 is the starting number, 6 is taken away, and 8 is left. Model a second example, such as 9 − 3, asking students to predict and justify the answer. Students copy the actions with counters or on mini-whiteboards, showing the starting number, the amount removed and the amount left.

4. 18–30 min · Guided activity: Picture and equation partners. Teacher places students in eight mixed-ability pairs and distributes the Number Bonds Task Cards for pairs to use as a short picture-and-number warm-up, then gives each student the pictorial subtraction practice sheet. Students solve the worksheet problems by drawing objects or circles, crossing out the amount subtracted, and writing the matching equation. Partners take turns explaining, “I started with…, I took away…, and … were left.” Teacher circulates and checks that students are counting the starting set accurately, crossing out only the amount taken away, and recording the equation in the correct order.

5. 30–39 min · Independent application: Make a story. Teacher displays the independent story instructions: “Draw a subtraction picture within 20, write the equation, and tell the story.” Provide the example “I had 16 shells. I gave away 7. I had 9 left,” while reminding students to create their own numbers. Students draw a picture, cross out the objects taken away, write an equation and rehearse their explanation with a partner. Invite two or three students to share different representations, including a strategy that counts on from the amount taken away.

6. 39–45 min · Wrap-up and assessment. Teacher uses the plenary discussion slides to revisit the question, “What does the minus sign tell us?” Students share one thing they learned and complete the final check on the worksheet: draw and solve 11 − 4. Select a few responses to discuss, focusing on how the picture proves the answer rather than speed or memorised facts.

Resources

• the pictorial subtraction slide deck
• the pictorial subtraction practice sheet
• the Number Bonds Task Cards
• Counters, linking cubes or small classroom objects
• Mini-whiteboards and pens
• Pencils, crayons and erasers
• Large paper or a whiteboard
• Optional number line to 20 for support

Assessment

• During modelling, ask individual students to identify the starting number, the number taken away and the number left.
• During paired and independent work, observe whether students represent subtraction pictorially and match the picture to an equation. Note students who count inaccurately or reverse the numbers.
• Use the final 11 − 4 task as an exit check. Look for a correct starting set of 11, four crossed-out objects, and an answer of 7. Ask selected students to explain their representation.

Differentiation

• Support students with counters, a number line to 20, pre-drawn circles and the sentence frame: “I started with __. I took away __. __ were left.”
• Work with a small group using smaller numbers first, such as 5 − 2 or 8 − 3, before returning to numbers within 20.
• Provide visual vocabulary on the board: start with, take away, left, minus and equals. Pair students thoughtfully and allow oral explanations, pointing or drawing before requiring written sentences.
• Extend confident students by asking them to represent the same subtraction in two ways, find a related addition fact, or create two different subtraction stories with the same answer.