Addition and Subtraction Using Place Value for Pre-School Level 4

Class: Pre-School Level 4
Term: Third Term
Week: 9
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Simple addition and subtraction of numbers without place value.
Topic: Addition and Subtraction Using Place Value
Subject Matter: Simple addition and subtraction of numbers using place values.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify the ‘Tens’ and ‘Units’ places in a two-digit number.
• Perform simple addition of two-digit numbers using place value, without regrouping.
• Perform simple subtraction of two-digit numbers using place value, without regrouping.

Affective Domain

• Show interest in solving addition and subtraction problems.
• Listen attentively to the teacher’s instructions.

Psychomotor Domain

• Arrange numbers correctly in ‘Tens’ and ‘Units’ columns for calculation.
• Use counting devices to demonstrate addition and subtraction with place value.

Social Domain

• Participate actively in guided practice sessions.
• Take turns when demonstrating solutions.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education Numeracy resources
• Suitable early-years numeracy workbook/textbook

Instructional Materials

• MP4 Player (for video)
• Counting devices (e.g., beads, bottle tops, sticks)
• Number cards (0-9)
• Place value chart (Tens and Units)
• Whiteboard/blackboard and markers/chalk
• Workbooks or plain paper
• Pencils

Rationale for the Lesson

This lesson introduces pupils to the concept of place value in addition and subtraction, which is a foundational skill for understanding larger numbers and more complex arithmetic. By learning to arrange numbers in Tens and Units, pupils develop a systematic approach to solving problems, preparing them for future mathematical concepts and daily life applications like counting money or sharing items.

Prerequisite/Previous Knowledge

Pupils can count numbers up to 100, recognise two-digit numbers, and have performed simple addition and subtraction of single-digit numbers and two-digit numbers without explicit place value arrangement. They also understand the concept of ‘more’ and ‘less’.

Lesson Content/Board Summary

Addition and Subtraction Using Place Value

Place value helps us understand the value of each digit in a number. For two-digit numbers, we have ‘Tens’ (T) and ‘Units’ (U).

Tens and Units

• Units (U): These are single items, from 0 to 9. They are on the right side.
• Tens (T): These are groups of ten items. They are on the left side of the units.
  • For example, in the number 24:
  • ‘4’ is in the Units place (4 single items).
  • ‘2’ is in the Tens place (2 groups of ten, which is 20).

How to Add Using Place Value (without regrouping)

When we add numbers using place value, we always start adding the ‘Units’ first, then the ‘Tens’.

Example 1: Add 24 and 33

1. Arrange the numbers in Tens and Units columns:
   T U
   2 4
   + 3 3
   —–
2. Add the Units: 4 Units + 3 Units = 7 Units. Write ‘7’ under the Units column.
3. Add the Tens: 2 Tens + 3 Tens = 5 Tens. Write ‘5’ under the Tens column.
4. The answer is 57.

T U
2 4
+ 3 3
—–
5 7

How to Subtract Using Place Value (without regrouping)

When we subtract numbers using place value, we always start subtracting the ‘Units’ first, then the ‘Tens’.

Example 2: Subtract 64 from 76

1. Arrange the numbers in Tens and Units columns:
   T U
   7 6
   – 6 4
   —–
2. Subtract the Units: 6 Units – 4 Units = 2 Units. Write ‘2’ under the Units column.
3. Subtract the Tens: 7 Tens – 6 Tens = 1 Ten. Write ‘1’ under the Tens column.
4. The answer is 12.

T U
7 6
– 6 4
—–
1 2

Addition and Subtraction Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Numbers big, numbers small,
Place value helps us count them all.
Tens and Units, side by side,
Left and right, where they reside.
Add the Units, then the Tens,
Subtract the Units, then the Tens.
Math is fun for all my friends!

Actions:

• “Numbers big, numbers small”: Stretch arms wide, then bring them close.
• “Tens and Units, side by side”: Point left then right.
• “Left and right, where they reside”: Point left then right again.
• “Add the Units, then the Tens”: Make an adding motion with hands, then point to the Units column, then the Tens column on an imaginary board.
• “Subtract the Units, then the Tens”: Make a taking away motion, then point to Units, then Tens.
• “Math is fun for all my friends!”: Clap hands happily.

How to use the rhyme: Sing this rhyme with actions after demonstrating each operation to reinforce the steps of starting with Units then Tens.

What the Teacher Should Show or Draw

• A large place value chart with ‘Tens’ and ‘Units’ clearly labelled.
• Bundles of 10 sticks/beads for ‘Tens’ and single sticks/beads for ‘Units’.
• The examples of 24 + 33 = 57 and 76 – 64 = 12 clearly written out in columns on the board.

Watch and Practise

Let’s watch a short video that shows how to add and subtract using Tens and Units blocks. Pay attention to how they group the tens and count the ones.

https://www.youtube.com/watch?v=R72N-31dJjQ

Key Words

• Tens – Groups of ten.
• Units – Single items (from 0 to 9).
• Add – To put numbers together to find the total.
• Subtract – To take one number away from another to find the difference.
• Plus (+) – The symbol for addition.
• Minus (-) – The symbol for subtraction.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Manipulation of Objects, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils, leads a quick counting song (e.g., “One, two, buckle my shoe”), and briefly reviews simple addition and subtraction without place value (e.g., 5 + 3, 7 – 2).

Pupils’ Activity: Pupils respond to greetings, sing along, and answer simple review questions.

Learning Point: Pupils are engaged and recall prior knowledge of basic number operations.

Step 2: Introduction to Place Value (Tens and Units)

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher introduces the concept of ‘Tens’ and ‘Units’ using bundles of 10 sticks and single sticks. The teacher explains that a two-digit number like 24 has 2 Tens and 4 Units. The teacher writes numbers on a place value chart and asks pupils to identify Tens and Units.

Pupils’ Activity: Pupils observe the demonstration, identify Tens and Units in given numbers, and repeat the terms.

Learning Point: Pupils understand the meaning of Tens and Units in a two-digit number.

Step 3: Demonstration of Addition Using Place Value

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates the addition problem 24 + 33 on the board using the place value chart and counting devices. The teacher clearly shows adding the Units first (4+3=7), then adding the Tens (2+3=5), explaining each step aloud. The rhyme is sung to reinforce the steps.

Pupils’ Activity: Pupils watch the demonstration carefully, listen to the explanation, and sing the rhyme with actions.

Learning Point: Pupils observe the correct procedure for adding two-digit numbers using place value.

Step 4: Guided Practice (Addition)

Time: 4 minutes

Teaching Skill: Guided Practice/Support

Teacher’s Activity: The teacher writes another addition problem (e.g., 15 + 23) on the board and guides pupils step-by-step to solve it using their counting devices or by drawing. The teacher ensures pupils start with the Units column.

Pupils’ Activity: Pupils arrange numbers, use their counting devices to add, and write down the answers with teacher guidance.

Learning Point: Pupils apply the addition procedure with support.

Step 5: Demonstration of Subtraction Using Place Value

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates the subtraction problem 76 – 64 on the board using the place value chart and counting devices. The teacher clearly shows subtracting the Units first (6-4=2), then subtracting the Tens (7-6=1), explaining each step. The rhyme is sung again.

Pupils’ Activity: Pupils watch the demonstration carefully, listen to the explanation, and sing the rhyme with actions.

Learning Point: Pupils observe the correct procedure for subtracting two-digit numbers using place value.

Step 6: Guided Practice (Subtraction)

Time: 4 minutes

Teaching Skill: Guided Practice/Support

Teacher’s Activity: The teacher writes another subtraction problem (e.g., 48 – 16) on the board and guides pupils step-by-step to solve it using their counting devices or by drawing. The teacher ensures pupils start with the Units column.

Pupils’ Activity: Pupils arrange numbers, use their counting devices to subtract, and write down the answers with teacher guidance.

Learning Point: Pupils apply the subtraction procedure with support.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “What do ‘T’ and ‘U’ stand for in our sums?”
2. “Which column do we always start with when adding or subtracting?”
3. Solve: 32 + 14 = ? (Pupils write the answer or show with counters).
4. Solve: 59 – 25 = ? (Pupils write the answer or show with counters).

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarization/Reinforcement

Teacher’s Activity: The teacher summarises the key learning points: always start with units, then tens. The teacher praises pupils for their participation and assigns a simple workbook activity or homework for practice.

Pupils’ Activity: Pupils listen, acknowledge the summary, and prepare for the next activity.

Learning Point: Pupils consolidate their understanding of place value operations.

Lesson Keywords

• Place Value – The value of a digit based on its position in a number (e.g., Tens, Units).
• Tens – Groups of ten.
• Units – Single items (from 0 to 9).
• Addition – Putting numbers together.
• Subtraction – Taking one number away from another.

Differentiation

• Support: For pupils who find it challenging, provide larger counting devices, use fewer problems, offer more one-on-one guidance, and allow them to trace the numbers in the columns before calculating. Emphasise physical manipulation of objects for every step.
• Extension: For pupils who grasp the concept quickly, provide slightly more complex problems (still without regrouping), or ask them to create their own simple addition and subtraction problems using place value. They can also explain the steps to a peer.

Note for teachers using this lesson plan

Before the lesson, ensure you have enough bundles of ten sticks/beads and single ones for demonstration and for pupils to use in pairs or individually. A clear, large place value chart is essential. When demonstrating, always verbalise your actions: “First, I add the Units, 4 plus 3 makes 7. I write 7 under the Units. Now, I add the Tens, 2 plus 3 makes 5. I write 5 under the Tens.” Repetition of these steps is key. Observe pupils closely during guided practice to ensure they are consistently starting with the Units column. Encourage them to use their counting devices for every problem until they are confident. Understanding is best judged by their ability to correctly arrange and solve the problems, either with objects or by writing.