Mathematics · Senior Infants

Active learning ideas

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.

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

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 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.

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.

What to look for

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.

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

Activity 02

• 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.

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.

What to look for

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.

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

Activity 03

• 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.

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.

What to look for

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.

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

Activity 04

• 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.

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

What to look for

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.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.

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

  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.

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

  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.

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Methods used in this brief

• Experiential Learning