Note for teachers using this lesson plan

Before the lesson, gather a variety of counting objects like pencils, blocks, or fruits, and prepare flashcards with numbers and the minus sign. The central idea for pupils to grasp is that subtraction means “taking away” or “removing” items from a group. Observe pupils as they physically demonstrate taking objects away and correctly identify the minus sign to show successful learning.

Class: Pre-School Level 3
Term: Third Term
Week: 5
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Comparing Quantities (More/Less)
Topic: SUBTRACTION: THE MINUS SIGN AND TAKING AWAY
Subject Matter: SUBTRACTION Recognition of subtraction symbol. Concept of subtraction as “take away” or “remove”. Weekly focus: Subtraction: The Minus Sign and Taking Away.

Specific Objectives

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

Cognitive Domain

Identify the minus sign (-).
Understand that subtraction means “take away” or “remove”.
Count the remaining objects after some have been taken away.

Affective Domain

Listen attentively as the teacher explains the concept of subtraction.
Participate actively in class discussions and activities.

Psychomotor Domain

Demonstrate “taking away” objects from a group.
Trace the minus sign (-) in the air and on paper.

Take turns when using counting objects during practical activities.

Reference Materials

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

Instructional Materials

Counting objects (e.g., pencils, blocks, bottle tops, fruits)
Number cards (1-10)
Flash cards with the minus sign (-)
Whiteboard/Chalkboard and markers/chalk
Chart showing subtraction examples

Rationale for the Lesson

This lesson introduces young children to the fundamental concept of subtraction, which is essential for developing early mathematical thinking. By understanding “taking away” with concrete objects and recognising the minus sign, pupils build a strong foundation for future arithmetic skills and can apply this concept to everyday situations like sharing or giving away items.

Prerequisite/Previous Knowledge

Pupils can count numbers 1-10, recognise small quantities, and compare groups of objects to identify “more” or “less”.

Lesson Content/Board Summary

SUBTRACTION: THE MINUS SIGN AND TAKING AWAY

What is Subtraction?

Subtraction means to take away or remove some items from a group. When you take some things away, you have fewer things left.

The Minus Sign (-)

The symbol for subtraction is a short line: –

We call this the minus sign.

It tells us to take away.

Examples of Taking Away

If you have 5 apples and you take away 2 apples, you will have 3 apples left.
If there are 4 birds on a branch and 1 bird flies away, there will be 3 birds left.
If you have 3 pencils and you give away 1 pencil, you will have 2 pencils left.

Subtraction Rhyme

Tune: Twinkle, Twinkle Little Star

Five little blocks, standing so tall,
Teacher takes one, and one block falls.
How many are left? Let’s see, let’s count!
One, two, three, four! A small amount.
Minus sign means take away, you see,
Making numbers smaller, for you and me!

Actions: Hold up five fingers, fold one finger down, then count the remaining fingers. Point to the minus sign flashcard when singing “Minus sign means take away”.

Watch and Practise

https://www.youtube.com/watch?v=Qx00I43oY3M

Key Words

Subtraction – taking away or removing.
Minus sign (-) – the symbol that tells us to subtract.
Take away – to remove items from a group.
Remove – to take something from its place.
Left – the number of items remaining after some have been taken away.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by writing “SUBTRACTION” on the board and asking pupils what they think it means. Introduce the concept of “take away” or “remove” using simple, relatable examples. Show the minus sign (-) clearly on a flashcard and draw it on the board, explaining it tells us to take away.

What to show or demonstrate: Use real objects (e.g., 5 pencils). Count them aloud. Then, visibly “take away” 2 pencils and count the remaining ones. Repeat with different numbers and objects. Draw simple pictures on the board to illustrate “take away” (e.g., 3 circles, cross out 1, then count the remaining 2). Show the number cards and the minus sign flashcard frequently.

How to use the rhyme/song: Introduce the “Subtraction Rhyme” after demonstrating with objects. Sing it slowly, performing the actions clearly. Repeat the rhyme several times, encouraging pupils to join in with the words and actions. Emphasize the phrase “take away” and the meaning of the minus sign during the song.

How to use the video: Introduce the video as a fun way to learn about taking away. Play the video, encouraging pupils to watch and listen carefully. After watching, discuss what they saw and heard. Ask them to demonstrate “taking away” using their fingers or imaginary objects as shown in the video.

What to watch for: Observe if pupils understand the concept of “fewer” after taking away. Check if they can correctly identify the minus sign when shown. Encourage all pupils to participate, especially those who might be shy, by providing individual attention and simpler examples.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recap

Teacher’s Activity: The teacher greets the pupils and briefly reviews counting and comparing quantities. The teacher then introduces the new topic, “Subtraction: The Minus Sign and Taking Away,” by asking pupils if they know what it means to “take something away.”

Pupils’ Activity: Pupils respond to greetings and recall previous learning. They listen and share simple ideas about “taking away.”

Learning Point: Pupils are engaged and prepared for the new lesson.

Step 2: Explanation of Subtraction as “Take Away”

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher uses concrete objects (e.g., 5 pencils). The teacher counts them aloud, then visibly takes away 2 pencils. The teacher asks, “How many are left?” The teacher explains that this action is called “subtraction” or “taking away.”

Pupils’ Activity: Pupils observe the teacher’s demonstration, count the objects, and answer how many are left. They repeat “take away” after the teacher.

Learning Point: Pupils understand the concept of subtraction as “taking away” using real objects.

Step 3: Introducing the Minus Sign (-)

Time: 4 minutes

Teaching Skill: Visual Recognition/Naming

Teacher’s Activity: The teacher shows a flashcard with the minus sign (-). The teacher writes the sign on the board and explains that this symbol tells us to “take away.” The teacher demonstrates tracing the sign in the air.

Pupils’ Activity: Pupils identify the flashcard, look at the sign on the board, and repeat “minus sign.” They trace the minus sign in the air with their fingers.

Learning Point: Pupils recognise and name the minus sign (-).

Step 4: Guided Practice with Objects

Time: 6 minutes

Teaching Skill: Guided Practice/Manipulation

Teacher’s Activity: The teacher distributes counting objects to each pupil or group. The teacher gives instructions like, “Put 4 blocks on your table. Now, take away 1 block. How many are left?” The teacher guides pupils through several similar examples.

Pupils’ Activity: Pupils follow instructions, manipulate their objects to “take away,” and count the remaining items. They orally state the number left.

Learning Point: Pupils practise “taking away” with concrete materials and count the remainder.

Step 5: Rhyme Reinforcement

Time: 3 minutes

Teaching Skill: Song/Repetition

Teacher’s Activity: The teacher leads the pupils in singing the “Subtraction Rhyme” from the Board Summary. The teacher encourages pupils to perform the actions as they sing, reinforcing the concept of taking away.

Pupils’ Activity: Pupils sing along with the teacher, performing the actions for the rhyme.

Learning Point: Pupils reinforce the concept of “take away” and the minus sign through song and movement.

Step 6: Video and Application

Time: 5 minutes

Teaching Skill: Audio-Visual Learning/Application

Teacher’s Activity: The teacher plays the educational video on subtraction. After the video, the teacher asks pupils to give examples of “taking away” they saw or can think of, using their fingers or objects.

Pupils’ Activity: Pupils watch the video attentively. They then offer their own “take away” examples or demonstrate with their fingers.

Learning Point: Pupils consolidate their understanding of subtraction through visual and practical application.

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.

Show me the minus sign (-).
What does the minus sign tell us to do?
If I have 3 balls and take away 1 ball, how many are left? (Teacher demonstrates with real balls).
Identify the minus sign from a group of number cards and symbols.

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., pointing to the minus sign, showing with fingers).

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarization/Reinforcement

Teacher’s Activity: The teacher briefly recaps that subtraction means “taking away” and the symbol is the minus sign (-). The teacher praises pupils for their participation and encourages them to look for “taking away” examples at home.

Pupils’ Activity: Pupils listen to the recap and respond to the teacher’s praise. They commit to looking for examples.

Learning Point: Pupils leave with a clear understanding of the lesson’s main points.

Lesson Keywords

Subtraction – taking away or removing.
Minus sign (-) – the symbol that tells us to subtract.
Take away – to remove items from a group.

Differentiation

Support: For pupils who find the concept challenging, provide larger, more easily manipulable objects. Use fewer items for “take away” examples (e.g., 2 items, take away 1). Offer more one-on-one guided practice and repetition of the key terms and actions.
Extension: For pupils who grasp the concept quickly, challenge them with slightly larger numbers of objects (e.g., 7 items, take away 2). Encourage them to create their own “take away” stories using the objects or draw simple pictures to represent subtraction problems.