Taking Away and Subtraction

Active, hands-on experiences help young learners grasp how quantities change when items are removed. Concrete actions like moving counters or bowling down pins let children see subtraction as a visible process, not just an abstract idea. This builds confidence with numbers to ten through repeated, meaningful practice.

• Senior Infants
• Foundations of Mathematical Thinking
• 4 activities
• 20 min–35 min

Learning Objectives

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

Ready-to-Use Activities

Experiential Learning

⏱ 25 min·Small Groups

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.

Prepare & details

I have 5 biscuits and I eat 2 — how many are left?

Facilitation Tip: During Biscuit Take Away, model how to place counters on the mat, remove the correct number, and recount the remaining items to reinforce the connection between action and result.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Experiential Learning

⏱ 30 min·Pairs

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.

Prepare & details

Can you show me what happens when we take some away from this group?

Facilitation Tip: When using Counting Back Number Line Hops, demonstrate how to hop backward while saying each number aloud to link physical movement with verbal counting.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Experiential Learning

⏱ 20 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.

Prepare & details

Which number is left when we count back from 7?

Facilitation Tip: For Act It Out Puppet Stories, encourage students to use the puppet to physically remove objects, then ask them to state the subtraction sentence they just acted out.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Experiential Learning

⏱ 35 min·Whole Class

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.

Prepare & details

I have 5 biscuits and I eat 2 — how many are left?

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Teaching This Topic

Teach subtraction by starting with real objects and stories children understand, then move to drawings and number sentences. Avoid rushing to symbols before they are secure with the action of taking away. Research shows that young children learn best when they can touch, move, and see the results of their actions. Repeated practice with varied contexts helps them notice patterns and build fluency.

What to Expect

Successful learning looks like children using manipulatives to model subtraction, counting back accurately on number lines, and explaining their actions with the correct vocabulary. They should solve simple problems independently and discuss their thinking clearly during partner or group work.

Watch Out for These Misconceptions

Common Misconception

During Biscuit Take Away, watch for children assuming that taking away always leaves nothing or that the result is always the same.

What to Teach Instead

Ask students to remove different numbers of biscuits, like 1 from 5 or 4 from 8, and record the results in a class chart. Guide them to notice that the number left changes based on how many they take away.

Common Misconception

During Subtraction Bowling, watch for children trying to take away more pins than are standing or becoming frustrated when the number is too high.

What to Teach Instead

Start with a small number of pins, like 3, and ensure students only bowl down 1 or 2 at a time. Stop at zero and say, 'We can’t take away more than we have,' to reinforce the rule.

Common Misconception

During Puppet Stories, watch for children confusing subtraction with simply reciting numbers backward.

What to Teach Instead

After the puppet removes objects, ask the child to recount what remains and say, 'We started with 5, took away 2, so now we have 3.' Repeat this language to connect the action with the number sentence.

Assessment Ideas

Quick Check

After Biscuit Take Away, present a group of 7 counters. Ask, '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

After Biscuit Take Away, 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

During Puppet Stories, 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.

Extensions & Scaffolding

• Challenge: Provide a set of mixed subtraction problems written on cards. Students pick a card, solve it using counters, then create their own word problem to match the number sentence.
• Scaffolding: For students who struggle, give them a smaller set of objects, like 3 counters, and ask them to take away 1. Use a number line taped to the desk to support counting back.
• Deeper exploration: Introduce missing-part problems like 'You have 6 blocks and some are hidden. You can see 4. How many are hidden?' Use bowls and counters to model the scenario.

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.