Note for teachers using this lesson plan
Before this lesson, prepare a good quantity of small, child-safe counting objects like bottle tops, stones, or blocks, along with number cards. The central idea for pupils to grasp is that subtraction means “taking away” or “making less.” Success will be evident when pupils can physically demonstrate taking away objects from a group and accurately count the remaining quantity.
Class: Pre-School Level 3
Term: Third Term
Week: 6
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Counting and Number Recognition (1-10)
Topic: SIMPLE SUBTRACTION OF ONE-DIGIT NUMBERS
Subject Matter: Concept of subtraction; Subtraction of one-digit numbers from one-digit numbers.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify the meaning of subtraction as ‘taking away’.
- Solve simple subtraction problems (one-digit from one-digit) using concrete objects.
Affective Domain
- Pay attention and follow the teacher’s demonstrations.
- Show willingness to participate in subtraction activities.
Psychomotor Domain
- Demonstrate taking away a smaller number of objects from a larger group.
- Accurately count the number of objects left after subtraction.
Social Domain
- Participate in group counting and subtraction activities.
- Take turns when using counting objects.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Early Childhood Care and Education resources.
Instructional Materials
- Number cards (1-10)
- Counting objects (e.g., bottle tops, stones, blocks, pencils, fruits)
- Flash cards with simple subtraction problems (e.g., 5-2=?, 7-3=?)
Rationale for the Lesson
This lesson is crucial for Pre-School Level 3 pupils as it introduces the fundamental concept of ‘taking away’ or ‘making less’ through practical, hands-on activities. Understanding simple subtraction helps children develop early problem-solving skills and relates to everyday experiences like sharing snacks or counting toys.Prerequisite/Previous Knowledge
Pupils can count numbers from 1 to 10, recognise these numbers, and understand the concepts of “more” and “less”.Lesson Content/Board Summary
SIMPLE SUBTRACTION OF ONE-DIGIT NUMBERS
Concept of Subtraction
- Subtraction means ‘taking away’ or ‘making less’.
- When we subtract, the number gets smaller.
- The symbol for subtraction is ‘-‘ (called the ‘minus’ sign).
How to Subtract Using Objects
- Start with a group of objects (this is the bigger number).
- Take away some objects from the group (this is the smaller number).
- Count how many objects are left. This is your answer!
Examples of Simple Subtraction
- If you have 5 oranges and you eat 2 oranges, how many are left?
5 – 2 = 3 (3 oranges are left) - If you have 7 pencils and you give 3 pencils to a friend, how many are left?
7 – 3 = 4 (4 pencils are left) - If you have 9 blocks and you take away 4 blocks, how many are left?
9 – 4 = 5 (5 blocks are left)
Key Words
- Subtraction – taking away, making less.
- Minus – the sign used for subtraction (-).
- Left – the number of objects remaining after taking some away.
Taking Away Rhyme
Tune: “Twinkle, Twinkle Little Star”
Five little apples on a tree,
One fell down, now let’s see!
One, two, three, four,
Only four, no more!
Taking away, we learn today,
How many are left to play!
Actions: Count fingers to represent the initial number, then fold down fingers to show ‘taking away’, and count the remaining fingers.
Watch and Practise
Let’s watch a short video to see more examples of taking away!
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce subtraction as ‘taking away’ using a very simple, relatable scenario (e.g., “I have 3 sweets, I eat 1, how many are left?”). Emphasise the minus sign. Always use concrete objects for every example before writing any numbers on the board.
What to show or demonstrate: Use a large group of counting objects (e.g., 8 blocks). Demonstrate physically taking away 2 blocks and then counting the remaining 6 blocks. Repeat with several examples, involving pupils in counting the initial and final quantities. Draw simple pictures on the board to illustrate if needed (e.g., 5 circles, cross out 2, count remaining).
How to use the rhyme/song: Sing the “Taking Away Rhyme” together a few times, encouraging pupils to perform the actions. Connect the rhyme’s story (e.g., apples falling) to the concept of objects being taken away.
How to use the video: Introduce the video as a fun way to see more examples of ‘taking away’. After watching, ask pupils to recall one example from the video and demonstrate it using their own counting objects. Encourage them to say “take away” or “minus”.
What to watch for: Observe if pupils are counting accurately, both the initial group and the remaining group. Watch for any confusion between addition (putting together) and subtraction (taking away). Gently correct and re-demonstrate as needed.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Manipulation of Objects, Songs and Rhymes, Question and Answer, Repetition, Practical Activity.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and leads a familiar counting song. The teacher then asks a simple question related to ‘taking away’ from a real-life scenario, e.g., “If I have 3 biscuits and I eat 1, how many are left?”
Pupils’ Activity: Pupils respond to greetings, sing the song, and attempt to answer the teacher’s question.
Learning Point: Pupils recall counting skills and are introduced to the idea of ‘taking away’.
Step 2: Concept of Subtraction
Time: 4 minutes
Teaching Skill: Explanation/Introduction
Teacher’s Activity: The teacher introduces the term “subtraction” and explains that it means ‘taking away’ or ‘making less’. The teacher shows the minus sign (-) on a card and explains its meaning.
Pupils’ Activity: Pupils listen attentively and observe the minus sign.
Learning Point: Pupils understand that subtraction means ‘taking away’ and recognise the minus sign.
Step 3: Teacher Demonstration
Time: 5 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher demonstrates simple subtraction using concrete objects. For example, the teacher counts out 8 blocks, then physically takes away 2 blocks, and counts the remaining 6 blocks, saying “8 take away 2 leaves 6.” The teacher repeats with another example like 5 – 1 = 4.
Pupils’ Activity: Pupils watch carefully, count along with the teacher, and observe the process of taking away.
Learning Point: Pupils see a practical application of subtraction using objects.
Step 4: Guided Practice with Objects
Time: 5 minutes
Teaching Skill: Guided Practice/Facilitation
Teacher’s Activity: The teacher distributes counting objects to each pupil or small group. The teacher then guides pupils through a subtraction problem, e.g., “Take 7 stones. Now, take away 3 stones. How many are left?” The teacher walks around, assisting and checking.
Pupils’ Activity: Pupils manipulate their objects, follow the teacher’s instructions to take away, and count the remaining objects, saying the answer aloud.
Learning Point: Pupils practice subtraction with direct guidance and support.
Step 5: Rhyme and Reinforcement
Time: 4 minutes
Teaching Skill: Reinforcement/Creative Expression
Teacher’s Activity: The teacher leads the “Taking Away Rhyme” with actions. The teacher encourages pupils to sing along and perform the actions, relating the rhyme’s story to the concept of subtraction.
Pupils’ Activity: Pupils sing the rhyme, perform the actions, and enjoy the musical reinforcement of the lesson.
Learning Point: Pupils reinforce their understanding of subtraction through song and movement.
Step 6: Video and Application
Time: 4 minutes
Teaching Skill: Visual Learning/Application
Teacher’s Activity: The teacher introduces the video on simple subtraction. After watching, the teacher asks pupils to use their objects to solve a simple problem from the video or one provided by the teacher (e.g., 6 – 2 = ?).
Pupils’ Activity: Pupils watch the video, then use their counting objects to solve the given subtraction problem, demonstrating the ‘taking away’ action.
Learning Point: Pupils apply their understanding of subtraction after a visual demonstration.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- What does subtraction mean?
- Show me 4 minus 1 using your objects. How many are left?
- If I have 6 pencils and give 2 away, how many are left?
- What is this sign called: ‘-‘?
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summary/Closure
Teacher’s Activity: The teacher summarises that subtraction means ‘taking away’ and that the number gets smaller. The teacher praises pupils for their participation and effort.
Pupils’ Activity: Pupils listen and respond to the teacher’s summary, feeling encouraged.
Learning Point: Pupils consolidate their learning and feel a sense of accomplishment.
Lesson Keywords
- Subtraction – taking away, making less.
- Minus – the sign for subtraction (-).
- Left – what remains after taking away.
Differentiation
- Support: For pupils who are struggling, provide larger counting objects, fewer problems, and one-on-one guidance. Use hand-over-hand assistance for counting and taking away, and repeat demonstrations slowly.
- Extension: For pupils who grasp the concept quickly, challenge them with slightly larger one-digit numbers (e.g., 10 – 3) or encourage them to create their own simple subtraction stories using their objects.
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