Mathematics · Grade 1

Active learning ideas

Solving Subtraction Word Problems

Active learning helps students connect abstract subtraction concepts to concrete experiences. When learners act out problems, draw comparisons, and discuss solutions, they build a deeper understanding of how subtraction represents real-world actions. These hands-on methods make invisible processes visible and help students internalize the language and logic of subtraction.

• Ontario Curriculum Expectations
• 1.OA.A.1

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Inside-Outside Circle
• 35 min · Small Groups

Small Groups: Act-Out Stories

Provide counters or toys for groups to represent word problems physically: read the problem, act it out by removing or comparing items, then draw the subtraction expression. Groups share one solution with the class, explaining their drawing. Record key language on chart paper.

Analyze how we decide if a story problem is asking us to take groups apart or compare them.

Facilitation Tip

During Act-Out Stories, circulate with a checklist to note which students hesitate to assign roles or model actions.

What to look for

Provide students with a simple subtraction word problem, such as 'There were 8 birds on a tree. 3 flew away. How many birds are left?' Ask students to draw a picture to solve it and write the number sentence.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 02

• Inside-Outside Circle
• 25 min · Pairs

Pairs: Draw-and-Talk Partners

Partners read a subtraction word problem; one draws the scenario and labels parts, the other writes the number sentence and solves. Switch roles for a second problem, then discuss why it is subtraction, not addition. Collect drawings for a class gallery.

Construct a drawing that represents a subtraction word problem.

Facilitation Tip

For Draw-and-Talk Partners, provide dry-erase boards so students can erase and revise drawings as their thinking evolves.

What to look for

Present two word problems on the board, one addition and one subtraction. Ask students to circle the subtraction problem and explain why they chose it, referencing keywords.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 03

• Inside-Outside Circle
• 40 min · Whole Class

Whole Class: Problem Chain

Display a word problem; students contribute drawings or symbols one by one to build a class representation on the board. Solve together, then generate similar problems as a group. Vote on the best language cues for subtraction.

Differentiate between an addition and a subtraction word problem based on the language used.

Facilitation Tip

In Problem Chain, pause after each round to ask a student to restate the previous group’s solution before moving forward.

What to look for

Pose a scenario: 'Sarah had 12 stickers. She gave some to her friend. Now she has 5 stickers. How many stickers did she give away?' Ask students to share how they would draw this problem and what math sentence they would write.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 04

• Inside-Outside Circle
• 30 min · Individual

Individual: Story Creator

Each student writes a simple subtraction story, draws it, and solves with an expression. Pair up to trade and solve partner's problem, providing feedback on clarity of language and drawing.

Analyze how we decide if a story problem is asking us to take groups apart or compare them.

What to look for

Provide students with a simple subtraction word problem, such as 'There were 8 birds on a tree. 3 flew away. How many birds are left?' Ask students to draw a picture to solve it and write the number sentence.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

A few notes on teaching this unit

Start with concrete objects to anchor subtraction in action. Avoid rushing to symbols before students can explain the scenario in their own words. Use think-alouds to model how to match language cues like ‘left’ or ‘difference’ to subtraction expressions. Keep examples relatable and avoid contrived scenarios that confuse more than clarify.

Students will confidently translate word problems into subtraction expressions and justify their choices. They will use drawings and manipulatives to model actions like taking away or comparing sets. Clear explanations during discussions show that students recognize when subtraction is needed, not just when the answer is small.

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Watch Out for These Misconceptions

• During Act-Out Stories, watch for students who assume any problem with a smaller result must involve subtraction.

  Prompt the group to act out both possible interpretations of the same numbers using objects, then ask which action matches the story’s language like ‘gave away’ or ‘flew away’.

• During Draw-and-Talk Partners, watch for students who treat all instances of the word ‘more’ as clues for addition.

  Ask partners to underline the exact phrase in the problem, then sketch both a comparison and a take-away drawing to see which matches the action.

• During Problem Chain, watch for students who confuse take-apart and compare problems as the same type.

  Have groups build both scenarios side-by-side with counters, labeling each drawing to show whether the whole is being split or two sets are being compared.

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Methods used in this brief

• Inside-Outside Circle