Take Away to Subtract

Overview

In Lesson 11 of 30 in Building Mathematical Thinking, students model subtraction as taking away from a group of up to 10 objects. They connect a concrete action to a drawing and an equation, building on prior work representing quantities and addition with objects.

Learning intentions

• Students will be able to model subtraction by taking objects away from a group.
• Students will be able to count how many objects remain, within 10.
• Students will be able to explain a subtraction story using objects, movement, pictures, or words.
• Students will be able to represent a subtraction situation with a drawing and, when ready, an equation.

Success criteria

• I can start with a group of objects.
• I can take some objects away.
• I can count how many are left.
• I can show or tell my subtraction story with objects, a picture, or an equation.

Curriculum links

• Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, actions, verbal explanations, expressions, or equations.
• Solve addition and subtraction word problems and add or subtract within 10 using objects or drawings.
• Mathematical practices: model with mathematics, use tools strategically, and explain thinking.

Lesson structure (30 minutes)

1. 0–4 min · Hook and connect. Open with the subtraction story introduction and show five toy animals on a mat; act out, “Five birds are on a branch. Two fly away. How many are still there?” Students watch, predict, and use fingers or words to share what happened.

2. 4–10 min · Direct model. Use the take-away modeling slides while placing 6 counters where all students can see them, physically moving 2 away, and counting the remaining 4. Students copy the action with their own counters and rehearse: “I had __. I took away __. __ are left.”

3. 10–16 min · Movement stories. Use the movement story prompts to present two simple stories, such as 7 frogs with 3 hopping away and 4 children with 1 sitting down. Students act out the starting group and the take-away, then say how many remain; partners may use a picture card or teacher-led demonstration instead of moving.

4. 16–24 min · Guided practice. Distribute the take-away subtraction worksheet and return to the worksheet practice directions. Students solve three picture-based problems within 10 by building each group with counters, removing objects, crossing out the removed objects, and circling the number left; the teacher checks one problem with each student or pair.

5. 24–28 min · Represent and explain. Show the picture-to-equation slides and model 5 objects with 2 crossed out, writing 5 − 2 = 3. Students choose a story from the worksheet and explain it using objects, a drawing, oral rehearsal, or an equation with a blank or symbol for the unknown.

6. 28–30 min · Exit check and review. Use the closing review and exit prompt: “There are 8 bears. 3 are taken away. How many remain?” Students solve with counters or a drawing and show the teacher, then complete the sentence, “I know because ___.”

Resources

• subtraction story and modeling slide deck
• take-away subtraction worksheet
• Counters, linking cubes, or small classroom objects
• Ten-frames or small work mats
• Large number cards 0–10
• Whiteboard and thick markers
• Toy animals or picture cards
• Pencils, crayons, and optional highlighters

Assessment

• During modeling and movement stories, check whether each student identifies the starting amount, removes the correct amount, and counts the remainder accurately.
• During worksheet practice, record whether students can model independently, need a prompt, or count with one-to-one support.
• Use the final problem as an exit check. Ask students to point to or explain the objects removed and the number remaining; accept an accurate model, drawing, oral explanation, or equation.

Differentiation

• Support: Use smaller numbers such as 3–5, one-to-one counting, a ten-frame, physical guidance as appropriate, and repeated sentence frames: “I had __. I took away __. __ are left.”
• Concrete-to-visual: Keep counters beside the worksheet, use large symbols and clear crossing-out visuals, and color-code the starting group, objects removed, and objects left.
• Dyslexia-friendly options: Read every direction aloud, use picture stories rather than dense text, provide large-print symbols and uncluttered pages, allow oral rehearsal before writing, and accept pointing, acting, or manipulating objects as a response.
• EAL and communication support: Preteach “take away,” “left,” and “how many”; demonstrate each word with gestures and visuals. Offer choices such as “3 left” or “5 left,” and allow students to respond with speech, signs, AAC, or pointing.
• Advanced learners: Invite students to model a subtraction story using a number line and write an equation, such as 9 − 4 = 5. Ask them to create a new take-away story for a partner and solve it.

Extension

• Students model the same subtraction story with counters, a drawing, and a number line, then compare which representation helps them most.
• Students find two different ways to take away from 10 and explain how the remaining amounts are related.