Mathematics - Week 3

Introduction (2-3 minutes)

Place 5 blocks on the table. Say: "I have 5 blocks. Watch what happens when I take away 2 blocks." Remove 2 blocks and set them aside. "How many blocks are left?" Count together: "1, 2, 3. There are 3 blocks left."

Say: "Today we're going to learn about taking away, which is called subtraction. Subtraction is the opposite of addition—instead of putting together, we're taking apart or removing."

Main Activity (8-10 minutes)

Start with simple examples. Place 6 blocks in front of your student.

Say: "Let's count: 1, 2, 3, 4, 5, 6. We have 6 blocks. Now let's take away 2 blocks." Remove 2 blocks and move them far away or put them back in the container.

"How many blocks are left? Let's count: 1, 2, 3, 4. When we take 2 away from 6, we have 4 left."

Repeat with different numbers:

• Start with 8 blocks, take away 3, count what's left (5)
• Start with 7 blocks, take away 4, count what's left (3)
• Start with 10 blocks, take away 6, count what's left (4)

Each time, emphasize: "We start with [number], take away [number], and [number] are left. When we take away, we end up with less than we started with."

Practice (5-7 minutes)

Give your student a group of 9 objects. Say: "Count them to make sure we have 9." Let them count.

Then say: "Now take away 4 and tell me how many are left." Watch as they remove 4 objects and count the remaining 5.

Repeat with different problems:

• Start with 7, take away 2 (5 left)
• Start with 10, take away 5 (5 left)
• Start with 6, take away 1 (5 left)

Closure (2-3 minutes)

Ask: "What does 'taking away' mean?" (Removing objects, making less.) "If you have 8 cookies and eat 3, do you have more or fewer cookies left?" (Fewer!)

Preview: "Tomorrow we'll learn the special symbol that means 'take away'—the minus sign!"

Introduction (2-3 minutes)

Review yesterday: "Yesterday we learned to take away objects. Today we'll learn the special symbol that means 'take away' or 'subtract.'"

Show the - card. Say: "This is called a minus sign. When we see this symbol, it means TAKE AWAY or SUBTRACT."

Main Activity (8-10 minutes)

Place 8 blocks on the table. Show the - card. Say: "This shows we're going to take away." Then show 3 blocks separately.

Say: "This means: 8 minus 3. The minus sign tells us to take 3 away from the 8." Remove 3 blocks from the group of 8. Count what's left: "5 blocks are left. 8 minus 3 equals 5."

Practice reading subtraction problems with the minus sign:

• Show 7 blocks, - card, then take away 2. Read together: "7 minus 2" (5 left)
• Show 9 blocks, - card, then take away 4. Read together: "9 minus 4" (5 left)
• Show 6 blocks, - card, then take away 1. Read together: "6 minus 1" (5 left)

Have your student draw the minus sign. Practice making a - on paper. Say: "The minus sign is just a straight line across."

Compare + and -: Show both symbols. Ask: "Which one means add?" (Point to +) "Which one means take away?" (Point to -)

Practice (5-7 minutes)

Give your student objects and ask them to show subtraction problems:

• "Show me 10 minus 3" - Student arranges 10 objects, then takes away 3
• "Show me 6 minus 2" - Student arranges and subtracts
• "Show me 8 minus 5" - Student arranges and subtracts

Each time, have them count what's left after taking away.

Closure (2-3 minutes)

Ask: "What does this symbol mean?" (Show -). Expected: "Minus" or "take away" or "subtract."

Say: "Great! Now you know both + and -. Tomorrow we'll write complete subtraction sentences with the equals sign!"

Introduction (2-3 minutes)

Review: "We know the minus sign (-) means take away or subtract. We also know the equals sign (=) means the answer. Today we'll write complete subtraction sentences!"

Main Activity (8-10 minutes)

Demonstrate with objects. Place 6 blocks, show - card, take away 2 blocks, show = card, count remaining (4).

Say: "This shows: 6 minus 2 equals 4. We write it as: 6 - 2 = 4."

Write it out: "6 - 2 = 4" on paper. Point to each part: "Six minus two equals four."

Practice writing several subtraction sentences together:

• Show 8 - 3 with objects, count what's left (5), write: 8 - 3 = 5
• Show 10 - 4 with objects, count what's left (6), write: 10 - 4 = 6
• Show 7 - 1 with objects, count what's left (6), write: 7 - 1 = 6

Emphasize the pattern: "Start number - take away number = what's left."

Practice (5-7 minutes)

Call out subtraction problems for your student to solve with objects and write:

• "Show me 9 - 5 and write the answer." (Student uses objects, finds 4, writes 9 - 5 = 4)
• "Show me 8 - 2 and write the answer." (Writes 8 - 2 = 6)
• "Show me 6 - 4 and write the answer." (Writes 6 - 4 = 2)

Closure (2-3 minutes)

Write 10 - 3 = 7 and ask student to read it aloud. Ask: "How is subtraction different from addition?" (Subtraction takes away, addition puts together.)

Preview: "Tomorrow we'll solve subtraction story problems—real situations where we need to subtract!"

Introduction (2-3 minutes)

Say: "Today we're using subtraction to solve story problems—just like real life! When we hear about things going away or being taken, we use subtraction."

Tell a story: "I have 6 apples. I eat 2 apples. How many apples do I have left?"

Main Activity (8-10 minutes)

Model solving story problems:

Story 1: "Tom has 8 balloons. 3 balloons float away. How many balloons does Tom have now?"

• Step 1: Act it out with 8 objects: "Here are Tom's 8 balloons."
• Step 2: Remove 3: "3 float away."
• Step 3: Count what's left: "5 balloons are left."
• Step 4: Write: 8 - 3 = 5

Story 2: "There are 10 birds in a tree. 4 birds fly away. How many birds are still in the tree?"

Work through together. Result: 10 - 4 = 6

Story 3: "Sarah has 7 crayons. She gives 2 crayons to her friend. How many crayons does Sarah have now?"

Work through together. Result: 7 - 2 = 5

Practice (5-7 minutes)

Give your student story problems to solve:

• "You have 9 cookies. You eat 3 cookies. How many are left?" (9 - 3 = 6)
• "There are 6 cars. 4 cars drive away. How many cars are left?" (6 - 4 = 2)
• "A dog has 10 bones. He buries 7 bones. How many bones are left?" (10 - 7 = 3)

For each: 1) Act it out, 2) Count what's left, 3) Write the sentence.

Closure (2-3 minutes)

Ask: "When do we use subtraction in real life?" (When things go away, when we eat food, when we give things away, when we lose things.)

Preview: "Tomorrow we'll practice all our subtraction skills!"

Introduction (2-3 minutes)

Say: "This week you learned all about subtraction! Today we're going to show off your subtracting skills."

Quick review: "What does - mean?" (Take away/subtract) "Is subtraction the same as addition or opposite?" (Opposite!)

Main Activity (8-10 minutes)

Subtraction Challenge Stations:

Station 1 - Fast Facts:

• 5 - 1 = ?
• 7 - 3 = ?
• 10 - 6 = ?
• 8 - 4 = ?

Station 2 - Write It: Show objects with some removed, student writes sentence

Station 3 - Story Time: Tell 2-3 story problems

Station 4 - Addition or Subtraction?: Tell mixed stories, student decides if it's + or -

Example: "You have 4 toys. Mom gives you 2 more." (Addition!) "You have 6 cookies. You eat 3." (Subtraction!)

Practice (5-7 minutes)

Subtraction Art: "Draw 7 stars. Cross out 2 stars. Write: 7 - 2 = 5."

Create several subtraction pictures with different numbers.

Closure (2-3 minutes)

Celebrate: "You learned subtraction this week! You can take away from groups, use the - and = symbols, write subtraction sentences, and solve story problems!"

Ask: "Which do you like better—addition or subtraction? Why?"

Preview: "Next week, we'll learn about shapes and how to measure things. Get ready for geometry!"