Learning Outcome

Performs subtraction of single digit numbers using different strategies.

Objective

Children will be able to use different strategies to subtract single digit numbers.

Prerequisites

Children are able to read and identify numbers up to 10 and count numbers from 1 to 10.

Introduction

Resources required:

1. Flash cards showing numbers from 1 to 10.
2. Blocks

The teacher begins the class by writing the goal and reading it for the children. The goal for today is: I will be able to subtract single digit numbers using different strategies.

The teacher can start the class by revising numbers from 1 to 10. She can use flashcards from 1 to 10, and by showing them to children, check whether they can identify the numbers. She can also use blocks to verify whether the children understand the numbers properly. She can show the flashcard and ask the children, one by one, to collect the same number of blocks kept on the table.

Strategy 1: Counting all on fingers and then take away
8 – 3 = ____
The teacher can begin by writing the number 8 on the board. The teacher can ask the children to read out and open 8 fingers. Now she can explain that they are going to subtract 3 from 8, which means taking away 3 from 8. For that, children should fold 3 fingers. Then the teacher can ask how many fingers are open. The children can say 5. She can explain this as when we subtract 3 from 8 we get 5. It is represented as 8 – 3 =5. The teacher should explain that “–” is the symbol for subtraction and is called “minus”. Similarly, “=” is another symbol and is known or expressed as “equal to”.

Strategy 2: Counting Backward
8 – 3 = ____
The teacher can explain subtraction can be done by backward counting also. For that, children should count 3 steps backward to know what is left when they subtract 3 from 8, that is, before 8 – 7, 6, 5. So, 5 is the answer. The teacher can repeat this backward counting to the entire class to make the children understand the concept of subtraction.

Strategy 3: Counting forward
8 – 3 = ____
The teacher now tell the children that to take away 3, they mentally take 3 from 8 and start counting after 3 till they get number 8(that is, 4,5,6,7, 8 ) on their fingers. Now, count how many are left. They will count their fingers for how many left which is 5.

Strategy 4: Draw it out
The teacher draws 8 circles or balls and then takes away 3 by crossing them out. Then ask the children to find how many are left.

Strategy 5: Number line
8 – 3 = ______

The teacher draws a number line from 0 to 10 on the board.

The teacher circles the starting number, 8.

To subtract 3, the teacher moves back 3 steps on the number line.

The teacher lands on 5, which is the answer.

Video: Use different strategies to subtract – Coming soon

ISL Video: Use different strategies to subtract – Coming soon

Activity 1: Let’s Play Bingo

Objective: To reinforce the concept of subtraction.

Importance of the activity for children:

Helps in developing:

1. Cognitive skills (focusing on numbers called out, remembering numbers in their cards)
2. Fine motor skills (holding pencil, striking)
3. Language skills (active listening, comprehension, phonological awareness)
4. Social skills (playing together)
5. Emotional skills (sense of achievement on completion builds self-esteem)

Resources required: Chart paper

Setting for the activity:
The activity can be done indoors or outdoors depending on the space availability.

Type of activity: Individual activity

Preparation of activity:
Bingo cards: Required number depends upon the number of children.
Questions with teacher.

Role of the teacher: Demonstrator and facilitator.

Procedure:

1. The teacher should distribute the bingo cards to children with numbers written on it.
2. The teacher can now announce a subtraction problem. For example, 5 – 2, and then have the children find out the answer. The children should find the number in the bingo and strike that number out.
   This way, teachers can encourage children to learn subtraction.

Observations:

Children could do the required subtraction in mind and identify the result.

Conclusion:
The children will learn the concept of subtraction.

LTM: Printable bingo cards – Coming soon

Activity 2: Hoppity Hop

Objective: 
To reinforce the concept of subtraction. 

Importance of the activity for children:

Helps in developing:

1. Cognitive skills (focusing on numbers called out, mental calculation, sequencing)
2. Spatial awareness skills (understanding the layout of number line and navigating)
3. Gross motor skills (balance and coordination, leg strength)
4. Language skills (active listening, comprehension, phonological awareness)
5. Social skills (playing together)
6. Emotional skills (sense of achievement on completion builds self-esteem)

Setting for the activity: 
The activity can be done indoors or outdoors depending on the space availability.

Type of activity: Group activity

Preparation of activity:
The teacher should draw a number line on the ground using chalk.

Role of the teacher: Demonstrator and facilitator.

Procedure:

1. The teacher should ask the children to gather around the number line.
2. Instruct the children to jump or hop backwards to represent subtraction.
3. For example: call out a problem: 10 – 3=? So the children should start at 10 and jump or hop backwards physically three spaces and they reach 7.
4. The children can give the answer as 7.
5. This activity can be repeated to ensure that the children get clarity on the concept of subtraction.

Observation:

The children could learn backward counting besides subtracting through a fun physical activity.

Conclusion:
The children will learn the concept of subtraction.

Video: Hoppity Hop – Coming soon

ISL Video: Hoppity Hop – Coming soon

Activity 3: Subtraction Bowling

Objective: 
To reinforce the concept of subtraction.

Importance of the activity for children:

Helps in developing:

1. Cognitive skills (focusing on rolling, mental calculation, counting)
2. Spatial awareness skills (understanding distance and navigating)
3. Gross motor skills (balance and coordination, throwing)
4. Language skills (active listening, comprehension, phonological awareness)
5. Social skills (playing together, waiting for their turn)
6. Emotional skills (sense of achievement on completion builds self-esteem)

Setting for the activity: 
The activity can be done outdoors depending on the space availability.

Type of activity: Group activity

Preparation of activity:
10 plastic bottles. (Fill it with sand so that they remain sturdy).

Role of the teacher: Demonstrator and facilitator.

Procedure:

1. Set up 9 plastic cups or bottles as bowling pins.
2. Each student rolls a soft ball to knock some down.
3. They count how many are left and write the subtraction sentence (e.g., 9 – 4 = 5).

Note to teacher:
Please ensure that they write their subtraction sentences correctly.

Observation:
The teacher observes if the child is able to write the subtraction sentence correctly.

Conclusion:
The children will learn the concept of subtraction.

Assessment:
The teacher can give the practice worksheet to the children that can be followed by assessment worksheet.

Worksheet: Practice worksheet – Solve the problems – Coming soon

Worksheet: Practice worksheet – Solve the problems (Enlarged) – Coming soon

Worksheet: Assessment worksheet – Solve the problems – Coming soon

Worksheet: Assessment worksheet – Solve the problems (Enlarged) – Coming soon

Check list for teacher:

Activity	Yes	No	Sometimes
Children can:
Count numbers up to 10
Understand the concept of subtraction
Do one digit subtraction through different strategies
Do subtraction exercise mentally
Focus on the activity
Complete the activity in the given time
Do the activity independently
Express verbally and through actions, expressions or gestures

Home Activity

Count the number of rooms in the house and subtract the rooms that have chairs. Find out the remaining number of rooms.

Adaptations for addressing learner variability: Adaptations and strategies – Coming soon

Teacher Resource Document

Source and Attribution of images: All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.