Note for teachers using this lesson plan

Before this lesson, gather enough small, countable objects like bottle tops, stones, or counting sticks for each pupil, along with a few larger items like fruits or blocks for your demonstration. The central idea is for pupils to physically understand “taking away” from a group. Observe closely as pupils manipulate objects to ensure they grasp the concept of removing items and counting the remainder, which is the observable action of successful learning.

Class: Pre-School Level 3
Term: Third Term
Week: 7
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and identifying numbers up to 20.
Topic: Subtracting One-Digit Numbers from Numbers Below 20
Subject Matter: Subtraction of Numbers – Concept of subtraction. – Subtraction of one-digit numbers from numbers less than 20.

Specific Objectives

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

Cognitive Domain

Identify the concept of “taking away” as subtraction.
Count out a given number of objects.
Subtract a one-digit number from a number below 20 using concrete objects.
State the correct answer to simple subtraction problems.

Affective Domain

Listen attentively to teacher demonstrations.
Show interest in learning subtraction.
Participate actively in counting and subtraction activities.

Psychomotor Domain

Manipulate concrete objects to demonstrate subtraction.
Point to the correct number of remaining objects.

Take turns when demonstrating subtraction.
Work cooperatively during group activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 3
Early Childhood Care and Education Numeracy resources

Instructional Materials

Counting objects (e.g., bottle tops, stones, sticks, beads, fruits)
Number cards (1-20)
Number chart
Whiteboard/Chalkboard and markers/chalk

Rationale for the Lesson

This lesson introduces young children to the foundational concept of subtraction, helping them understand “taking away” in a practical way. It builds their number sense and problem-solving skills, which are essential for everyday situations like sharing or figuring out how many items are left.

Prerequisite/Previous Knowledge

Pupils can count numbers up to 20 and recognise numerals. They also have a basic understanding of grouping objects.

Lesson Content/Board Summary

Subtracting One-Digit Numbers from Numbers Below 20

Subtraction means to “take away” or find out “how many are left.” We use objects to help us subtract. Steps for Subtraction:

Start with a group of objects (the bigger number).
Take away some objects (the smaller number).
Count how many objects are left. That is your answer!

Example 1: If you have 5 oranges and you eat 2 oranges, how many are left?

Start with 5 oranges.

Take away 2 oranges.

Count the remaining oranges: 3 oranges are left.

So, 5 – 2 = 3

Example 2: Let’s subtract: 12 – 5 = ?

Count out 12 bottle tops.

Now, take away 5 bottle tops from the group of 12.

Count the bottle tops that are remaining. You will find 7 bottle tops left.

So, 12 – 5 = 7

Key Words

Subtract – to take away.
Take away – to remove something from a group.
Left – what remains after taking some away.

Subtraction Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Numbers counting, taking away,
How many left, we learn today.
Start with many, take a few,
Count what’s left, it’s fun to do!
Numbers counting, taking away,
Subtraction helps us every day!

Actions: Use fingers to count, then hide some fingers for “take away,” then count the remaining fingers.

Watch and Practise

Let’s watch a video that shows us how to subtract by taking away, and then we will practise together.

https://www.youtube.com/watch?v=Q_t_414z04o

💡 Teacher Guide for Using This Board Summary

How to teach the content: Start by showing a small group of real objects (e.g., 5 fruits). Physically take some away and ask pupils to count what is left. Introduce the word “subtract” and explain it means “take away.” Use the examples provided, demonstrating clearly with concrete objects before writing the number sentence on the board. Emphasise counting carefully at each step.

What to show or demonstrate: Use actual objects like bottle tops or counting sticks to demonstrate 12 – 5 = 7. Count out 12 items, then visibly remove 5, and then count the remaining 7. Write the number sentence clearly on the board.

How to use the rhyme/song: Sing the “Subtraction Rhyme” with pupils after demonstrating the concept. Encourage them to do the actions of counting and “taking away” with their fingers. Repeat it a few times to reinforce the idea.

How to use the video: Introduce the video as another way to see subtraction in action. Play the video, asking pupils to pay attention to how objects are taken away and counted. After watching, discuss what they observed and have them practice a simple “take away” action with their own objects.

What to watch for: Observe if pupils understand that the “taken away” objects are no longer part of the group. Some may struggle with counting accurately after removing items. Provide individual support as needed.

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Manipulation of Objects
Songs and Rhymes
Question and Answer
Repetition
Video Demonstration

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and starts with a simple counting activity. “Good morning, children! Let’s count our fingers together. How many do you have on one hand? (5) How many on two hands? (10).” Then, “If I have 3 pencils and I give one to Emeka, how many do I have left?”

Pupils’ Activity: Pupils respond to greetings, count their fingers, and attempt to answer the simple “take away” question.

Learning Point: Pupils recall counting skills and are introduced to the idea of “what is left.”

Step 2: Explanation of Subtraction Concept

Time: 5 minutes

Teaching Skill: Explaining/Demonstrating

Teacher’s Activity: The teacher explains that today they will learn about “taking away” or “subtraction.” “Subtraction means when we have a group of things and we take some away, then we count what is left.” The teacher uses 5 oranges (or blocks) and physically takes away 2, asking “How many are left?”

Pupils’ Activity: Pupils listen attentively, observe the teacher’s demonstration, and count the remaining objects.

Learning Point: Pupils understand subtraction as “taking away” and “how many are left.”

Step 3: Teacher Demonstration (12 – 5 = 7)

Time: 5 minutes

Teaching Skill: Modelling/Illustrating

Teacher’s Activity: The teacher demonstrates the example 12 – 5 = 7 using bottle tops. “I have 12 bottle tops. Let’s count them together. Now, I will take away 5 bottle tops. One, two, three, four, five. How many are left? Let’s count them: One, two, three, four, five, six, seven. So, 12 take away 5 is 7.” The teacher writes the number sentence on the board.

Pupils’ Activity: Pupils watch the teacher count and take away, then count the remaining objects with the teacher.

Learning Point: Pupils observe the step-by-step process of subtracting using concrete objects.

Step 4: Guided Practice with Objects

Time: 6 minutes

Teaching Skill: Guiding/Facilitating

Teacher’s Activity: The teacher distributes counting objects to each pupil. “Now, you try! Let’s all count out 10 stones. Good. Now, take away 3 stones. How many do you have left?” The teacher walks around, assisting pupils who need help with counting and taking away.

Pupils’ Activity: Pupils count out 10 stones, physically remove 3, and count the remaining stones, stating the answer.

Learning Point: Pupils practise subtraction physically with their own objects under guidance.

Step 5: Rhyme and Video Reinforcement

Time: 4 minutes

Teaching Skill: Reinforcing/Engaging

Teacher’s Activity: The teacher leads the class in singing the “Subtraction Rhyme” with actions. Then, the teacher introduces and plays the short educational video on subtraction, encouraging pupils to watch how objects are taken away.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video attentively, observing the subtraction examples.

Learning Point: Pupils reinforce the concept of subtraction through song and visual demonstration.

Step 6: Pupil Application/Demonstration

Time: 3 minutes

Teaching Skill: Observing/Encouraging

Teacher’s Activity: The teacher calls on a few pupils to come forward and demonstrate a simple subtraction problem (e.g., 8 – 2 or 15 – 4) using the class objects. “Who wants to show us how to take away?”

Pupils’ Activity: Selected pupils take turns to demonstrate subtraction by counting out objects, taking some away, and counting the remainder.

Learning Point: Pupils demonstrate their understanding of subtraction independently.

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 “subtract” mean?
If I have 7 apples and I eat 3, how many are left? (Teacher demonstrates with objects)
Using your objects, show me 9 take away 4.
Point to the number card that shows the answer to 10 – 2.

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: Summarising/Closing

Teacher’s Activity: The teacher praises the pupils for their participation and summarises the lesson. “Today we learned to subtract, which means to take away! You all did a great job taking away objects and counting what was left.”

Pupils’ Activity: Pupils respond to the teacher and participate in a closing song or activity.

Learning Point: Pupils consolidate their learning and feel a sense of accomplishment.

Lesson Keywords

Subtract – to take away or remove a part from a whole.
Take away – to remove items from a group.
Left – the number or quantity that remains after some have been removed.
Number – a symbol or word representing a quantity.

Differentiation

Support: For pupils who are struggling, provide larger, easier-to-handle objects. Start with very small numbers (e.g., 3 – 1) and provide hand-over-hand guidance during the “taking away” process. Repeat the demonstration slowly and clearly.
Extension: For pupils who grasp the concept quickly, challenge them with slightly larger numbers within the “below 20” range (e.g., 18 – 6). Encourage them to create their own simple “take away” stories using their objects.