You will learn
- Take away objects from a group.
- Count what is left.
- Write the subtraction sentence.
- Check by recounting.
Version 0.1 · published for early use · expert review pending Standards alignment: pending verification. Not yet reviewed against the Courseversity scorecard.
Student lesson
Words to know
Remove some from a group.
What is left over.
Draw a line through to show taken away.
Make sure an answer is right.
1. Discover: the cookie jar
There are 9 biscuits in a tin. You eat 4. How can you find out how many are left?
2. Understand: taking away objects
- Make the whole group: 9 counters.
- Take away 4. Put them aside.
- Count what is left: 5.
- Write: 9 − 4 = 5.
Count the ones taken away too. 5 left and 4 taken away make 9 again. That is how we check.
3. Explore: act it out
You need 12 counters.
- Make a group of 8 counters.
- Take away 3 and put them in a cup.
- Count what is left.
- Check: do the left ones and the cup ones make 8?
Think about it: what did you notice?
8 − 3 = 5, and 5 + 3 = 8.
4. Practise
Guided practice
Question 1. 7 − 2 = ?
5.
Question 2. 10 counters, take away 5. Left?
5.
Question 3. 6 − 6 = ?
0. Nothing is left.
Independent practice
- 8 − 3 = __
- 9 − 5 = __
- 7 − 7 = __
- 10 − 1 = __
- Make a story for 6 − 2.
Answers are in the answer key below. Try first, then check.
5. Apply: everyday mathematics
There are 10 children on the bus. 4 get off. How many children are on the bus now?
Show a sample answer
10 − 4 = 6 children.
6. Common mistake
Fix: Count only what remains.
7. Check and master
Answer all questions. You will see feedback after each one.
Your result appears here after you answer every question.
8. Key takeaways
- Make the whole group, take some away, count what is left.
- Taking away all leaves zero.
- Check by adding the parts back.
9. Next lesson
Next lesson: Finding how many remain. Keep going with the next idea in this course.
Printable worksheet
- 7 − 4 = __
- 9 − 9 = __
- 6 − 1 = __
- 10 − 6 = __
- Write the sentence for 8 stones, take away 2.
Homework
Make a group of 9 small things. Take some away and count what is left. Do it three times with different amounts and write each sentence.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 7 − 4 = __ | 3 | 2 |
| 9 − 9 = __ | 0 | 2 |
| 6 − 1 = __ | 5 | 2 |
| 10 − 6 = __ | 4 | 2 |
| Write the sentence for 8 stones, take away 2. | 8 − 2 = 6 | 2 |
| Total | 10 |
Practice answers: Worksheet: 1 3; 2 0; 3 5; 4 4; 5 8 − 2 = 6.
Quiz answers: 1 A, 2 B, 3 C, 4 A, 5 B, challenge C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Take away objects from a group | 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 Count what is 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 Write the 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 Check by recounting | 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 |
Proposed Courseversity thresholds for this page: Bronze = at least 3 of 5 core questions correct; Silver = all 5; Gold = all 5 plus the challenge. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Counting the ones taken away instead of the ones left. Count only what remains.
- Explain another way: use real objects first, then pictures.
- Show a simpler example: Take 1 or 2 away 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.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: take away objects from a group; count what is left; write the subtraction sentence; check by recounting.
Prerequisite knowledge. Lesson 1: the meaning of subtraction.
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. 35–45 minutes.
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 12 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.
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. Counting the ones taken away instead of the ones left. Count only what remains.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz and worksheet on this page. The 10-mark scheme and all answers are in the answer key above. Re-check every answer and the marking scheme before publication.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Take 1 or 2 away 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
Alignment is pending verification and no external 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. Specific standard codes will be added once checked against the official documents.