Exploring Taking Away

Overview

This 30-minute lesson introduces Reception children (aged 4-5) to the concept of subtraction through hands-on, practical experiences. The focus is on helping pupils understand “taking away” in a tangible way, building a secure foundation aligned with the Early Years Foundation Stage (EYFS) Mathematics requirements.

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Curriculum Links

• EYFS Framework (2021) – Mathematics: Number

  • Development Matters: Children will begin to use everyday language to talk about size, weight, capacity, position, distance, time, and money to compare quantities and objects and solve problems.
  • Early Learning Goal (ELG) for Number: Children count reliably with numbers from 1 to 20, place them in order, and say which number is one more or one less than a given number.

• England’s KS1 Mathematics Programme of Study (prepares for Year 1):

  • Recognise and use subtraction within 10.
  • Solve practical problems that involve subtraction using concrete objects and pictorial representations.

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Learning Objectives

By the end of the lesson, children will:

• Understand the concept of subtraction as ‘taking away’ objects from a group.
• Use concrete objects to physically take away and count what remains.
• Begin to use simple language like “take away”, “subtract”, and “left”.
• Show enjoyment and engagement in a practical maths activity.

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Resources

• Counters or small toys (e.g., plastic animals, buttons) — enough for each child to have about 10.
• Large laminated number mats (1 to 10) for placing objects.
• Whiteboards and dry wipe pens for each child (for drawings).
• Visual subtraction story cards (simple pictorial scenes showing objects being taken away).
• Felt board or large table surface for teacher-led demonstration.

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Lesson Structure

1. Introduction and Engagement (5 minutes)

• Gather children in a circle. Teacher briefly introduces the concept:

  “Today, we are going to learn about ‘taking away’. That means if we have some toys, and we take some away, how many do we have left?”

• Use a clear, simple story scenario, e.g., “You have 5 apples, and 2 apples are taken away by the wind — how many apples are left?”
• Show this using counters on a felt board, physically removing two counters.

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2. Teacher-led Focus Task (10 minutes)

• Children remain seated, each with a set of 10 counters/toys and a number mat.
• Teacher models subtraction with several examples:
  • Place 7 counters on the mat. “If I take away 3 counters, how many are left?”
  • Physically remove counters and count remaining aloud.
• Children repeat each example with their counters (teacher supports with counting).
• Introduce simple subtraction language and symbols visually (“7 - 3 = 4”) but focus on concrete.
• Use visual story cards and ask children to help solve by moving counters.

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3. Independent Practical Task (10 minutes)

• Set up small tables with resources: counters, number mats, whiteboards, and pens.
• Children choose a subtraction story card, then act it out using their counters.
• They draw a simple picture on whiteboards showing the action (e.g., 6 ducks on a pond, 2 swim away → 4 left).
• Teacher and support staff circulate, encouraging use of language and helping count.
• Highlight and praise children verbalising their process, e.g., “I took away 2, now there are 4 left.”

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4. Plenary and Reflection (5 minutes)

• Regroup on the carpet for a sharing session.
• Invite some children to show their subtraction story and counters to the class.
• Reinforce vocabulary: “Who can tell me what does taking away mean?”
• End with a short subtraction rhyme or song (e.g., simple number songs focusing on ‘take away’).

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Assessment & Differentiation

• Formative Assessment: Observe children’s ability to physically take away objects and count the remainder. Listen for correct use of subtraction terms. Note confidence and areas needing support.
• Differentiation:
  • Support: Provide physical manipulatives and one-to-one adult support for children needing extra help.
  • Challenge: Encourage children who grasp the concept quickly to create their own subtraction stories and explore numbers beyond 10 using the same practical approach.

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Notes for Teachers

• Emphasise the language of subtraction, modelling phrases such as “I take away,” “How many left?” and “That means …”
• Use enthusiastic praise to build confidence with a new concept.
• Keep the atmosphere playful and exploratory—avoid rushing children.
• Use engaging novelty counters like themed toys to maintain focus and interest.

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This lesson plan provides a tactile, story-rich introduction to subtraction that matches Reception learning style and UK EYFS guidelines. It leverages practical, visual, and verbal elements ensuring children begin their mathematical journey with understanding and fun.