Grade Level

1st Grade

Duration

45 minutes

Class Size

11 students

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Curriculum Framework Alignment

International Baccalaureate Primary Years Programme (PYP)

• Transdisciplinary Theme: How We Organize Ourselves
• Key Concept: Connection - relating parts to a whole
• Related Concept: Patterns, Relationships
• Approaches to Learning (ATL):
  • Thinking Skills: Use models to organize thinking
  • Communication Skills: Use symbolic language to express mathematical ideas
• PYP Mathematics Scope and Sequence (Grade 1):
  • Develop understanding of addition and subtraction and strategies to solve problems
  • Use number bonds and visual models (e.g., bar model) to represent and solve subtraction
• National Standard Curriculum of Jamaica (NSCJ) Integration:
  • Aligns with the focus on number sense and operations involving subtraction with visual aids
  • Emphasis on hands-on activities and differentiation for learners with special educational needs

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Learning Objectives

By the end of this lesson, students will be able to:

1. Understand subtraction as ‘taking away’ using bar models and number bonds. (IB PYP Mathematics, Thinking Skills)
2. Use bar models and number bonds to solve simple subtraction problems with numbers up to 20. (NSCJ: Grade 1 Mathematics)
3. Communicate their thinking using mathematical language, drawings, and hands-on materials. (IB ATL Communication)
4. Recognize that, just as in math, God provides and takes care of us even when things seem 'less' (Biblical integration).

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Key Vocabulary

• Subtraction
• Number Bonds
• Bar Model
• Part and Whole
• Take Away

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5E Lesson Plan

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Engage (7 minutes)

Objective: Activate prior knowledge about subtraction; spark curiosity

• Begin with a lively subtraction song to engage auditory learners and support memory with repetition (e.g., “Five Little Ducks” or a simple subtraction chant).
• Use colorful manipulatives (counting bears or blocks) to pose a quick question: “If I have 10 apples and I give away 3, how many do I have left?”
• Show a bar model illustration on the board (simple 10-bar divided into parts) and ask students: “How can this picture help solve our problem?”
• Ask one student to share how they think subtraction works in their own words to encourage communicating mathematical ideas.

Differentiation:

• Provide tactile materials for dyslexic learners to manipulate while listening to the song.
• Use visual aids and gestures to reinforce vocabulary.

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Explore (10 minutes)

Objective: Hands-on exploration with bar models and number bonds

• Distribute mini dry erase boards, markers, and counters to pairs of students.
• Present subtraction story problems for pairs to represent with bar models on their whiteboards (e.g., 9 - 4 = ?).
• Guide students to build number bonds from these subtraction facts (show “part-part-whole” relationships). For example: Whole=9, parts=4 and ?
• Circulate and prompt students with questions such as “What part is missing?” or “Can you draw a bar to show this?”

Differentiation:

• For students who need extra support (especially dyslexic learners), provide number bond templates with parts labeled, reducing writing demands.
• Challenge advanced learners by increasing the subtraction numbers or creating their own story problems.

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Explain (8 minutes)

Objective: Clarify the concept of subtraction with bar models and number bonds

• Using a large bar model on the board, demonstrate how the parts make up the whole and how subtraction finds the missing part.
• Highlight the connection between bar models (visual) and number bonds (symbolic).
• Invite students to explain their subtraction story or bar model to the class, affirming correct use of terms (“whole,” “part,” “subtract”).
• Biblical Integration: Read aloud Acts 1:8 (KJV):
  “But ye shall receive power, after that the Holy Ghost is come upon you...”
• Make a connection: Just like the Holy Ghost gives power to complete tasks (and fills what is missing), subtraction helps us find what is missing in numbers—math helps us to be complete and whole like God wants us to be.

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Elaborate (12 minutes)

Objective: Deepen understanding through application and real-world connections

• Hands-on Activity: “God’s Provision Subtraction Bags”
  • Prepare bags with 10 small objects (e.g., fruit-shaped erasers or foam pieces).
  • Each student selects a bag, removes a certain number of objects (teacher calls out or student chooses), then uses the bar model template and number bonds worksheet to represent the subtraction.
  • Students then share their work with a partner and tell a short story about giving or sharing (e.g., “I had 10 loaves of bread, I gave 3 to my friends, how many do I have left?”) linking this to Biblical stories of sharing and provision.
• Encourage students to sing the subtraction song from Engage again while showing their visual models.

Differentiation:

• Provide step-by-step visuals for number bonds for students needing more scaffolding.
• Pair dyslexic learners with supportive peers to encourage collaborative learning.

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Evaluate (8 minutes)

Objective: Assess understanding and communication of subtraction using models

• Give each student a quick “Subtraction Story Problem” card (tailored to their level), ask them to:
  • Draw a bar model
  • Complete the number bond
  • Write the subtraction equation in number form
• Circulate and take notes on their accuracy and use of terms.
• Students verbally explain their solution to the teacher or a partner.

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Closing Prayer and Reflection (Optional - 3 minutes)

• Close with a short prayer thanking God for wisdom and the ability to learn new things, connecting learning and faith.
• Reflection prompt: “How does God help you when you face something you don’t know? Just like the Holy Ghost gives us power, math tools help us find answers.”

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Materials Needed

• Counting bears or blocks
• Mini dry erase boards and markers (enough for pairs)
• Bar model templates (large for teacher, small for students)
• Number bond worksheets with part-part-whole sections
• “God’s Provision Subtraction Bags” with 10 small objects each
• Visual aids/posters for subtraction terms
• Audio device for subtraction song

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Assessment

• Formative: Observation of student participation during Explore and Elaborate phases
• Summative: Completed subtraction story problem cards with correctly drawn bar models and number bonds, plus verbal explanation
• Peer and self-assessment encouraged through partner discussions

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Teacher Reflection Notes

• Monitor student engagement with hands-on materials to adjust pacing
• Pay special attention to dyslexic learners’ use of visual supports and repeat instructions with clarity
• Note which biblical reference resonates best—consider adding stories in future lessons for deeper integration
• Consider extending this lesson by incorporating addition using the same bar model and number bond approach

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This 5E lesson plan integrates hands-on learning, visual models, and symbolic understanding aligned with IB PYP standards and the Jamaican National Curriculum, enriched with faith-based reflection for a holistic educational experience.