You will learn
- Say that subtraction means taking away.
- Use the words subtract, minus, take away and left.
- Read and write a simple subtraction sentence.
- Find how many are left when some are taken away.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Subtraction means taking away.
- Words for it: subtract, minus, take away, left.
- We write 5 − 2 = 3.
- The answer tells how many are left.
Words to know
Take away some from a group.
The sign that means take away.
What remains after taking away.
The answer to a subtraction.
1. Discover: eating mangoes
There are 5 mangoes in a bowl. Kofi eats 2 of them. How many mangoes are left in the bowl?
2. Understand: what is subtraction?
When we take away some things from a group, we subtract. We use the minus sign −.
5 mangoes minus 2 mangoes equals 3 mangoes. We write 5 − 2 = 3.
The answer is how many are left.
Idea 1: Take some away
You have 5 apples. You eat 2. You take 2 away. Now 3 are left.
Taking away is called subtraction.
Idea 2: The subtraction sentence
We write 5 − 2 = 3. We read it: five minus two equals three.
The sign − means minus, or take away.
Idea 3: What is left
When we take away, the number left is smaller than the number we started with. If we take away none, the number stays the same.
3. Worked examples
Example 1 (I show you): 5 − 2
There are 5 apples: 🍎🍎🍎🍎🍎 Take away 2.
- Start with 5.
- Take away 2.
- Count what is left: 3.
Answer: 5 − 2 = 3
Example 2 (We do it together): Balloons
There are 6 balloons. 1 pops. How many are left?
- Start with 6.
- Take away 1.
- 5 are left.
Answer: 5 balloons are left.
Example 3 (You try): Write the sentence
There are 9 stones. You take away 4. Write the sentence.
Show the steps and answer
- Write the start number: 9.
- Write − and the number taken away: 4.
- Write = and what is left, 5.
Answer: 9 − 4 = 5
Did you know?
The word subtract comes from the Latin word subtrahere, which means to draw away.
Why this matters
We take away when we eat, spend, give away or lose something. Subtraction tells us how many are left.
4. Explore: take some away
You need 10 counters.
- Make a group of 6 counters.
- Take away 2 counters and put them to one side.
- Count how many are left.
- Say: 6 minus 2 equals 4. Write 6 − 2 = 4.
Think about it: what did you notice?
6 take away 2 leaves 4.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- ___ minus ___ equals ___.
- I took away ___ from ___.
- There are ___ left.
- The subtraction sentence is ___ − ___ = ___.
Guided practice
Question 1. 5 − 1 = ?
4.
Question 2. What does the − sign mean?
It means take away.
Question 3. 4 birds fly away from 7 birds. How many are left?
7 − 4 = 3.
Independent practice
Level 1: Start
- What does subtract mean?
- Write the sign for take away.
- 6 − 2 = __
- Draw 5 circles. Cross out 3. How many are left?
- Read: 8 − 3 = 5.
Level 2: Grow
- 6 − 2 = __
- There are 8 birds. 3 fly away. How many are left?
- Write a subtraction sentence for 7 sweets when you eat 4.
Level 3: Stretch
- Mia has 9 pencils. She gives 5 away. How many does she have left?
- Write two different subtraction sentences with the answer 3.
- Ana says 6 − 2 = 8. Explain her mistake.
Answers are in the answer key below. Try first, then check.
6. Apply: everyday mathematics
You have 8 sweets and give 3 to your friend. How many sweets do you have left?
Show a sample answer
8 − 3 = 5 sweets.
Another one. You have 10 mangoes and sell 3. How many mangoes are left?
Show a sample answer
10 − 3 = 7 mangoes.
7. Common mistakes
Fix: The − sign means take away, so the number gets smaller.
Fix: Minus means take away. The answer is smaller than the start number.
Fix: Count only the objects that are still there.
8. Lesson summary and revision card
- I can say that subtraction means taking away.
- I can use the words subtract, minus, take away and left.
- I can read and write a simple subtraction sentence.
- I can find how many are left.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Subtract means take away.
- − means minus.
- The answer shows how many are left.
11. Next lesson
Next lesson: Taking away objects. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Work out 8 − 3. [1 mark]
- Write a subtraction sentence for 6 apples when you take away 2. [2 marks]
- There are 9 birds in a tree. 4 fly away. How many birds are left? [2 marks]
- Write the word that tells how many remain after you take away. [1 mark]
- Kofi says 7 − 2 = 9. Is he right? Explain. [2 marks]
Total: 8 marks.
Marking guide and model answers
- 5 [1]
- 6 − 2 [1] = 4 [1]
- 9 − 4 [1] = 5 [1]
- left [1]
- No [1]. Taking away makes the number smaller. 7 − 2 = 5 [1].
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- 3 − 1 = __
- 5 − 3 = __
- 8 − 2 = __
- Draw 6 stars. Cross out 2. How many left?
- Write the sign for take away.
- 5 − 1 = __
- 9 − 6 = __
- There are 7 eggs. 2 break. How many are left?
- Write a subtraction sentence for 8 and 3.
- What does left mean?
Homework
Use 8 stones at home. Take away some and say how many are left. Make three different subtraction sentences and tell a family member.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 3 − 1 = __ | 2 | 2 |
| 5 − 3 = __ | 2 | 2 |
| 8 − 2 = __ | 6 | 2 |
| Draw 6 stars. Cross out 2. How many left? | 4 | 2 |
| Write the sign for take away. | − | 2 |
| Total | 10 |
Practice answers: Worksheet: 1 2; 2 2; 3 6; 4 4; 5 −.
Quiz answers: 1 A, 2 B, 3 C, 4 A, 5 B, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 C, Challenge 2 C.
Extra worksheet answers (items 6 onward): 6 4; 7 3; 8 5; 9 8 − 3 = 5; 10 What remains.
Independent practice answers. Level 1: 1 to take away some from a group; 2 −; 3 4; 4 2 are left, 5 − 3 = 2; 5 eight minus three equals five. Level 2: 1 4; 2 5; 3 7 − 4 = 3. Level 3: 1 4; 2 For example 5 − 2 = 3 and 8 − 5 = 3; 3 Subtraction makes the number smaller. 6 − 2 = 4..
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say that subtraction means taking away | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Use the words subtract, minus, take away and left | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Read and write a simple subtraction sentence | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Find how many are left when some are taken away | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Thinking that − means add. The − sign means take away, so the number gets smaller.
- Explain another way: use real objects first, then pictures.
- Show a simpler example: Take away 1 or 2 counters from a group of 5 and count what is left.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns that subtraction means taking away. You do not need to be good at mathematics to help.
- Use real things: 5 spoons, take away 2, count what is left.
- Say it out loud: five minus two equals three.
- Link it to daily life: 6 sweets, eat 2.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say that subtraction means taking away; use the words subtract, minus, take away and left; read and write a simple subtraction sentence; find how many are left when some are taken away.
Prerequisite knowledge. Unit 2: Addition, especially lessons 1 to 4.
Materials. Counters (stones, seeds or bottle tops), paper, pencils, board or chalkboard. Low-resource options: use stones, seeds, sticks, bottle tops or drawings in the sand or on the board instead of printed materials.
Preparation. Gather the counters and draw the example pictures on the board before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Start with the Discover situation and let learners suggest ideas before you teach.
Explanation (10 min). Teach the Understand section with real objects first, then pictures, then symbols and words.
Guided activity (10 min). You need 10 counters. Learners follow the Explore steps in pairs.
Independent activity (10 min). Learners complete the independent practice and the worksheet.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What does minus mean? Is the number left bigger or smaller? What if we take away none?
Teacher explanation notes. Use the concrete, pictorial, abstract order: real objects first, then pictures, then symbols and words. Return to real objects whenever a learner needs support.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and work with a partner; say each step aloud together. Extension. Ask learners to make up their own example and explain it to a partner.
Formative assessment. Listen to learner explanations, ask “how do you know?”, and check the independent work.
Misconceptions. Thinking that − means add. The − sign means take away, so the number gets smaller.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz and worksheet on this page. The 8-mark exam practice scheme, the 10-mark scheme and all answers are in the answer sections above. Re-check every answer and the marking scheme before publication.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Take away 1 or 2 counters from a group of 5 and count what is left. Enrichment. Invite learners to find or create three more examples at home or in the classroom and explain them. Homework. See above.
Teacher reflection. After teaching, record: which concepts learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points named in the Courseversity standard: Common Core State Standards for Mathematics, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for Mathematics (official site): Grade 1 » Operations & Algebraic Thinking; Grade 1 » Number & Operations in Base Ten. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core K.OA.A.1 and 1.OA.A.1 (subtraction as taking away); Cambridge Primary Mathematics Stage 1. These sources informed the lesson.