Math lesson plan · Kindergarten (Reception and Year 1 in England) · 45 minutes
Story problems: taking away (to 10)
Addition and subtraction
CCSS K.OA.A.2England: Reception NumberEngland: Y1 Addition and subtraction
Objective and success criteria
Students will: Story problems: taking away (to 10).
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Take away with pictures (to 10)
Leads to: Story problems: taking away and taking apart (to 20)
Materials: Base-ten blocks, Number lines, Hundred square, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Take away with pictures (to 10)). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- There were 5. The ✗ ones were taken away. How many are left? ▲ ▲ ▲ ✗ ✗ → 3Prompt: Count only the pictures without a ✗.
- There are 6 dots in the ten frame. Take away 3. How many are left? ● ● ● ● ● ● ○ ○ ○ ○ → 3Prompt: Cover 3 dots with your fingers.
- Felix had 9 flowers and 2 were used for a craft. How many flowers are left? → 7Prompt: Some were used, so there are fewer now.
Hook · 5 min
- Give a real shopping total or a score difference and ask for a quick estimate first.
- Share the objective: Story problems: taking away (to 10). Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Isla had 6 stickers. Isla gave 5 to Jamal. How many stickers does Isla have left?
- Step 1: 6 − 5 = 1
- Step 2: 1
- Answer: 1
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Kai had 5 books. Kai gave 1 to Chloe. How many books does Kai have left? → 4Prompt: Kai gives some away, so the amount gets smaller.
- Zara has 7 apples. 5 are in a bag and the rest are on the floor. How many apples are on the floor? → 2Prompt: The whole is 7. One part is 5.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Sofia has 9 balls. 5 are in a bag and the rest are on the floor. How many balls are on the floor? → 4Prompt: The whole is 9. One part is 5.
- Zara had 6 balls. Zara gave 2 to Aisha. How many balls does Zara have left? → 4Prompt: Zara gives some away, so the amount gets smaller.
Watch out for
- Subtracting the smaller digit from the bigger one in every column (52 − 17 = 45).
- Forgetting to add the regrouped (carried) ten.
Support and stretch
Support
- Review first: Take away with pictures (to 10).
- Use concrete materials: base-ten blocks.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Story problems: taking away and taking apart (to 20).
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/kindergarten.
Free lesson plan from eurekami.com/lesson-plan-builder