Taking away from numbers not greater than 9 for Primary 1

Class: Primary One
Term: First Term
Week: 10
Age: 6 years
Duration: 45 minutes
Subject: Mathematics
Curriculum Theme: Basic Operations
Focal competence: Subtracting whole numbers not exceeding 18
Key competencies/values: Critical Thinking; Research and Problem Solving
Skills:

• Solving quantitative reasoning problems on addition and subtraction of whole numbers

Previous Lesson: Joining sets and adding within 10
Topic: Subtraction
Subject Matter: Taking away from numbers not greater than 9

Specific Objectives

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

Cognitive Domain

• Define subtraction as taking away or finding what remains.
• Identify the subtraction sign (-) and the equals sign (=).
• Write simple subtraction number sentences from practical examples.
• Solve simple subtraction sums involving numbers not greater than 9.
• Solve simple subtraction word problems.

Psychomotor Domain

• Demonstrate taking away objects from a group using counters or other materials.
• Construct number sentences to represent practical subtraction tasks.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Primary 1 Mathematics Textbook
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Counters, sticks or bottle tops
• Number cards (0-9)
• Number line
• Whiteboard/Blackboard and markers/chalk

Rationale for the Lesson

This lesson is important because it introduces pupils to a fundamental mathematical operation: subtraction. Understanding subtraction helps pupils develop critical thinking skills and provides a foundation for solving everyday problems involving “taking away” or “what is left.” It also builds confidence in handling basic numerical tasks.

Prerequisite/Previous Knowledge

Pupils should be able to count numbers from 1 to 9 and have a basic understanding of grouping objects.

Lesson Content/Board Summary

Subtraction: Taking Away from Numbers Not Greater Than 9

Meaning of Subtraction

Subtraction means taking away a number or quantity from another. It also means finding what remains after some items have been removed from a group.

Subtraction Sign (-) and Equals Sign (=)

The sign for subtraction is a minus sign (-). For example, 5 – 2.

The equals sign (=) shows that two things are the same. For example, 5 – 2 = 3.

Taking Objects from a Group

To subtract, we take away items from a larger group. For example, if you have 7 oranges and you eat 3, you take away 3 oranges from the 7 oranges.

Writing Simple Subtraction Number Sentences

A number sentence shows a subtraction problem using numbers and signs.

Example:

1. If you have 6 pencils and you give 2 away, the number sentence is 6 – 2 = 4.
2. There are 8 birds on a branch. 3 fly away. The number sentence is 8 – 3 = 5.

Worked Subtraction Sums

Here are some examples of subtraction sums:

1. 7 – 2 = 5
2. 9 – 4 = 5
3. 5 – 1 = 4
4. 8 – 3 = 5

Simple Subtraction Word Problems

Subtraction can be used to solve problems in real life.

Example 1

Question: There were 5 apples in a basket. John ate 2 apples. How many apples are left?

Solution:

Step 1: Start with the total number of apples.

5 apples

Step 2: Take away the apples John ate.

5 – 2

Step 3: Count what is left.

5 – 2 = 3

Answer: 3 apples are left.

Example 2

Question: Mary had 9 balloons. 4 balloons burst. How many balloons does Mary have now?

Solution:

Step 1: Start with the total number of balloons.

9 balloons

Step 2: Take away the balloons that burst.

9 – 4

Step 3: Count what is left.

9 – 4 = 5

Answer: Mary has 5 balloons now.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Individual Practice, Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Storytelling/Questioning

Teacher’s Activity: The teacher starts by telling a simple story involving taking away objects. For example, “I had 7 sweets, and I gave 3 to my friend. How many sweets do I have left?” The teacher then asks pupils to guess the answer using their fingers or by counting mentally.

Pupils’ Activity: Pupils listen to the story and try to guess the answer using their fingers or by counting.

Learning Point: Introduction to subtraction

Step 2: Meaning of Subtraction

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains that “taking away” is called subtraction. Using counters, the teacher demonstrates taking away from a group and counting what remains. For example, “I have 8 counters. I take away 3 counters. How many are left?” The teacher introduces the subtraction sign (-) and the equals sign (=).

Pupils’ Activity: Pupils observe the demonstration and repeat the terms “subtraction,” “taking away,” “minus,” and “equals.”

Learning Point: Subtraction as taking away

Step 3: Practical Subtraction with Materials

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher distributes counters to each pupil or group. The teacher gives instructions like, “Take 9 counters. Now take away 4 counters. How many do you have left?” The teacher walks around to provide immediate correction and guidance.

Pupils’ Activity: Pupils use their counters to perform the subtraction tasks and state their answers.

Learning Point: Hands-on subtraction practice

Step 4: Writing Subtraction Number Sentences

Time: 6 minutes

Teaching Skill: Modelling/Guided Writing

Teacher’s Activity: The teacher writes a subtraction problem on the board, e.g., “8 – 3 = “. The teacher explains how to write the number sentence based on the practical activity from Step 3. The teacher guides pupils to write the correct number sentence for a given problem, e.g., “7 take away 2 equals what?”

Pupils’ Activity: Pupils observe and then practice writing simple subtraction number sentences in their exercise books or on slates.

Learning Point: Forming number sentences

Step 5: Solving Subtraction Sums

Time: 6 minutes

Teaching Skill: Problem Solving/Individual Practice

Teacher’s Activity: The teacher writes several simple subtraction sums on the board (e.g., 6 – 1 = ?, 9 – 5 = ?, 7 – 3 = ?) and asks pupils to solve them using their counters, number line, or fingers. The teacher checks individual work and provides support.

Pupils’ Activity: Pupils solve the subtraction sums individually.

Learning Point: Solving subtraction problems

Step 6: Simple Subtraction Word Problems

Time: 5 minutes

Teaching Skill: Application/Discussion

Teacher’s Activity: The teacher presents a simple word problem (e.g., “There were 6 birds on a tree. 2 flew away. How many are left?”). The teacher guides pupils to identify the numbers and the action (taking away) to form a subtraction sentence and find the answer.

Pupils’ Activity: Pupils listen to the word problem, discuss how to solve it, and state the answer.

Learning Point: Solving word problems

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What does subtraction mean?
2. What is the sign for subtraction?
3. Use your counters to solve: 7 – 3 = ?
4. Write a number sentence for: “I had 9 sweets, I ate 5. How many are left?”

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding subtraction concepts

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on the meaning of subtraction, the signs, and a few examples into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording key lesson points

Step 9: Conclusion

Time: 1 minute

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher reminds pupils that subtraction is about taking away and finding what is left, and that they can use objects, fingers, or a number line to help them solve problems. The teacher encourages them to practice at home.

Pupils’ Activity: Pupils listen and acknowledge the importance of practice.

Learning Point: Subtraction concept reinforced

Continuous Assessment/Further Study

Type: Homework

Instruction: Solve the following subtraction problems in your notebook:

1. 6 – 2 = ?
2. 8 – 4 = ?
3. 9 – 3 = ?
4. There were 7 birds on a wire. 3 flew away. How many birds are left?
5. I had 5 biscuits. I ate 1. How many biscuits do I have now?

Lesson Keywords

• Subtraction – taking away a number or quantity from another
• Minus (-) – the sign for subtraction
• Equals (=) – a sign that shows two things are the same
• Take away – to remove a quantity from a group
• Remains – what is left after some items are removed

Differentiation

Support for weaker learners: Provide more one-on-one guidance and use more concrete materials (e.g., actual fruits or toys) for demonstrations. Focus on simple “take away” scenarios with very small numbers (e.g., 3-1, 4-2). Allow them to use their fingers extensively.

Extension for faster learners: Challenge them with slightly more complex word problems or ask them to create their own simple subtraction word problems for their peers to solve. Introduce the concept of a number line for subtraction if they grasp the basic concept quickly.

Suggested Lesson Videos

For further visual learning, search on YouTube for: Primary 1 subtraction taking away

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have enough counters, sticks, or bottle tops for each pupil or group. Draw a simple number line on the board. Begin with a relatable story to capture pupils’ attention and introduce the idea of “taking away.” Throughout the lesson, consistently use concrete materials to demonstrate subtraction before moving to writing number sentences. Encourage pupils to actively participate by manipulating objects and sharing their answers. Pay close attention to pupils who struggle with the concept of taking away and provide extra support. For faster learners, offer additional challenges as outlined in the differentiation section. Pupils should copy the Board Summary notes after the main teaching and practice activities are completed, typically in Step 8.