Foundations of Mathematical Thinking · Senior Infants · Counting and Number Sense · Autumn Term

Taking Away and Subtraction

Mastering addition and subtraction of integers, including rules for positive and negative numbers.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle - Number - N.2
• NCCA: Junior Cycle - Number - N.4

About This Topic

Taking away and subtraction help Senior Infants understand how quantities change when some items are removed from a group. Children start with concrete objects like counters, blocks, or play food to model scenarios from key questions, such as having five biscuits and eating two to find three left. They count back from numbers like seven and use fingers or drawings to show what remains, building early fluency with numbers to ten.

This topic anchors the Counting and Number Sense unit in the NCCA primary curriculum. It connects counting skills to basic operations, fostering part-whole relationships and problem-solving. Students explore subtraction in context through stories and real-life examples, which supports the Junior Cycle foundations in number sense (N.2, N.4) while matching the play-based approach of early years.

Active learning excels with this topic because young children need tangible experiences to move beyond rote counting. Manipulatives and group acting-out make the inverse of addition clear and fun, reducing errors from abstract symbols. Collaborative games encourage verbalizing steps, boosting confidence and retention for future maths.

Key Questions

1. I have 5 biscuits and I eat 2 , how many are left?
2. Can you show me what happens when we take some away from this group?
3. Which number is left when we count back from 7?

Learning Objectives

• Demonstrate subtraction of numbers up to 10 using concrete manipulatives.
• Calculate the difference between two small quantities by counting back.
• Identify the missing quantity when items are removed from a set.
• Explain the concept of 'taking away' using simple subtraction sentences.

Before You Start

Counting to 20

Why: Students need to be able to count reliably to at least 10 to understand the quantities involved in subtraction.

Number Recognition (0-10)

Why: Students must recognize the numerals representing the quantities they are working with.

Key Vocabulary

Subtract	To take away a number or quantity from another number or quantity.
Take away	The action of removing items from a group, resulting in a smaller number.
How many left?	A question that asks for the remaining quantity after some items have been removed.
Count back	To subtract by starting at a number and counting downwards a specific number of times.

Watch Out for These Misconceptions

Common Misconception

Taking away always leaves nothing.

What to Teach Instead

Children often assume removal empties the group completely. Use varied manipulative tasks showing remainders from 1 to 8, like removing 1 from 5 leaves 4. Group discussions of results reveal patterns, helping them see subtraction yields different outcomes based on amounts.

Common Misconception

You can take away more than you start with.

What to Teach Instead

Young learners try 5 take away 6 and get negative ideas or frustration. Demonstrate with objects that you stop at zero, then count back verbally. Hands-on trials with partners build understanding that subtraction stays within starting quantity limits.

Common Misconception

Subtraction means just saying numbers backward.

What to Teach Instead

Some confuse counting back with the take-away concept. Act-out activities link physical removal to counting, like hiding toys then revealing remainders. Peer explanations during games clarify the connection between action and numeral result.

Active Learning Ideas

Manipulative Mats: Biscuit Take Away

Provide mats picturing groups of 3-8 biscuits. Children place matching counters on top, then remove some as directed by cards like 'eat 2'. They count and record the remainder with drawings or numerals, then share with the group. Extend by making up their own take-away problems.

25 min·Small Groups

Number Line Hops: Counting Back

Create a floor number line from 0-10 with tape and cards. Call out starting numbers and amounts to take away, like 'start at 7, take away 3'. Children hop back and land on the answer, then explain their path to a partner. Record class results on a chart.

30 min·Pairs

Puppet Stories: Act It Out

Pairs use puppets and props like toy animals. One puppet tells a subtraction story, such as 'I have six friends, three go home'. The other acts it out with counters, counts back, and states the answer. Switch roles and perform for the class.

20 min·Pairs

Subtraction Bowling: Knock Down

Set up pins numbered 1-10 with bottles or soft toys. Children roll a ball to knock down a set number, like 'bowl to take 4 from 8'. Count remaining pins and note on a score sheet. Play rounds and discuss patterns.

35 min·Whole Class

Real-World Connections

• When a baker takes cookies out of a batch to serve customers, they use subtraction to know how many cookies are left for sale.
• A parent might count the number of toys a child has, then take some away to put in a toy box, and then count how many are left for playtime.

Assessment Ideas

Quick Check

Present a group of 7 counters. Ask students: 'If I take away 3 counters, how many are left?' Observe if students can physically remove the counters and recount the remainder accurately.

Exit Ticket

Give each student a card with a simple subtraction problem, like '5 - 2 = ?'. Ask them to draw a picture showing 5 objects, cross out 2, and write the number of objects remaining.

Discussion Prompt

Pose a scenario: 'Imagine you have 4 apples and you give 1 to a friend. What happened to the apples? How many do you have now?' Listen for students using terms like 'take away' and stating the correct remaining number.

Frequently Asked Questions

How do you teach taking away subtraction to Senior Infants?

Use concrete manipulatives like counters or toys for real removal actions. Start with stories tied to key questions, model counting back, then let children practise in pairs. Progress to drawings and simple number sentences, always linking back to physical models for NCCA number sense goals.

What are common subtraction mistakes in early years?

Mistakes include thinking take away always reaches zero or ignoring starting quantity limits. Children may rote-count back without linking to groups. Address with varied hands-on tasks and discussions that expose errors gently, building accurate mental models through repetition and peer feedback.

What active learning strategies work best for subtraction?

Active strategies like manipulative mats, number line hops, and puppet stories engage children kinesthetically. These make abstract ideas concrete, as kids physically remove items and verbalize steps. Group rotations ensure all participate, fostering collaboration and deeper understanding aligned with play-based NCCA methods.

How does taking away link to NCCA number standards?

It supports Junior Cycle N.2 (operations with positives) and N.4 (number sense) by building early subtraction fluency. In Senior Infants, concrete explorations prepare for formal rules, emphasising part-whole thinking and counting back, essential for progression in primary maths.