Learning intention
Students will learn how to:
subtract numbers within 10 using fingers to check.
Success criteria
I will know I have been successful if I can:
- say how many are left when I take a number of objects away from a group
- use my fingers to check that I have counted correctly.
Prerequisites
- Numbers to 10
- Addition to 10
- Count forwards and backwards up to 10
Language
Reinforce the use of the language of subtraction: take away, makes, left, count, # take away # is #
Before the video
- Count up to 10 and back on fingers.
During the video
First viewing:
Watch the video without stopping or pausing. Then, ask the children to explain what happened in the video. Begin to draw out key vocabulary or possible misconceptions.
Second viewing:
| Pause point | Key learning | Action/discussion |
|---|---|---|
| 1:10 | 6 take away 2 leaves 4 | Show 6 take away 2 using your fingers. |
| 2:39 | 9 take away 3 is 6 | Show 9 take away 3 using your fingers. |
| 3:02 | Estimate how many in a group | Quick pause! How many tomatoes do you think there are? |
| 3:37 | 10 take away 7 is 3 | Show 10 take away 7 using your fingers. |
| End | 1 take away 1 is zero | Show 1 take away 1 using your fingers. |
After the video
Subtraction practice:
- Demonstration: Show the students 6 objects. Take 3 away. Ask students to describe what you did (taken some away). Ask, ‘Do I have more or less than I had before?’ Model counting how many you had, counting how many you took away and counting how many you have left. State the number sentence, ‘6 take way 3 is 3’. Repeat.
- Ask the students to count out # objects. Everybody take # objects away. How many are left? Can you show me with your fingers? Show # fingers. Take # away. There are # left.
Pair activity:
- Work with up to 10 objects. One student takes some objects away (or none). The other student shows this with their fingers and they both verbalise the number sentence.