| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Subtracting |
| What length (min) | 30 |
| What age group | Year or Grade 1 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Mathematics
Subtracting
Year 1
30 minutes
20
This lesson aligns with the Australian Curriculum: Mathematics content description for Year 1, focusing on addition and subtraction concepts in a practical context.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Subtraction | 5 mins | Introduce the concept of subtraction using simple language and practical examples. Use the whiteboard to illustrate. |
| 2 | Demonstration of Subtraction Problems | 5 mins | Solve a few subtraction problems on the board with student participation. Encourage students to explain their thinking. |
| 3 | Distributing Printable Cards | 5 mins | Hand out subtraction cards to each student. Explain that they will fill these cards with subtraction problems during the lesson. |
| 4 | Independent Practice | 10 mins | Students work independently to solve subtraction problems on their cards. Circulate to provide support as needed. |
| 5 | Collecting and Checking of Cards | 5 mins | Randomly collect or check students’ cards to assess understanding without student presentation. Provide feedback as needed. |
| 6 | Conclusion and Wrap-Up | 5 mins | Recap key concepts of subtraction learned during the lesson. Discuss what worked well and what they found challenging. |
Students will complete a worksheet with additional subtraction problems to reinforce the skills learned in class. Homework will be checked for understanding without requiring any student to present it in front of the class.
Informal assessment will occur during the card-checking step, allowing the teacher to gauge individual student understanding and identify any areas needing further instruction.
Encourage students to use manipulatives if they have trouble visualizing subtraction. Adapt activities as necessary to accommodate diverse learning styles within the classroom.
"Good morning, class! Today we are going to learn about subtraction. Can anyone tell me what subtraction means? That's right! Subtraction is when we take one number away from another. For example, if I have 5 apples and I give 2 away, how many do I have left? Let’s think about it together. (Pause for responses) Yes, we have 3 apples left!
Now, let me show you on the whiteboard. (Draw a simple equation, like 5 - 2 = 3) Here we can see that 5 minus 2 equals 3. That’s subtraction! Are you ready to learn more about it?"
"Fantastic! Let’s do a few subtraction problems together. I’ll write some on the board, and I want you to help me solve them.
First, what is 7 minus 4? (Wait for students to raise hands and answer) Yes, that's correct! It’s 3! Now, let’s look at another one: 10 minus 6. Who can tell me what that is? Excellent! It’s 4!
As I write these problems, I want you to think about how you got to your answer. Can someone explain how they figured out 7 - 4? (Encourage students to explain their thought process) Great job! That’s the way to think about subtraction!"
"Now, it's time for you all to do some subtraction! I have some subtraction cards for you. I’m going to hand these out, and I want you to look at your card.
Each of you will fill in your card with subtraction problems during our lesson today. You will write down the problems we discuss and even create some of your own! Here’s your card. (Walk around to distribute the cards)
Make sure to keep it neat so you can share your subtraction with others later. Who is excited to get started?"
"Okay everyone, now it's time for you to work independently. I want you to take a few minutes to solve the subtraction problems on your cards. You can use any strategies you like, including counting on your fingers or using counters if you need a little help visualizing the numbers.
While you’re working, I’ll be walking around to check in with you. If you have any questions or need help, just raise your hand! Ready? Go!"
"Alright, time's up! Let’s see how you all did. I’m going to collect your cards now. Remember, I’m just checking for understanding, so I want you to hand in your cards quietly.
I will look over your problems and give you feedback on how you did. (Collect cards) Great job, everyone! I’ll take a few minutes to read through your work.
If I see something you got wrong, don’t worry; we’ll learn from it together!"
"To wrap up our lesson today, let’s talk about what we learned about subtraction. What are some things you remember? (Listen to student responses) Excellent! So, subtraction is all about taking away, and we practiced solving some problems, right?
Let’s reflect for a moment—what part of today did you enjoy the most? And what did you find challenging? (Encourage discussion)
Remember, for homework, I want each of you to complete a worksheet with more subtraction problems. We'll check these in our next lesson, so make sure to do your best!"
"Great work today, everyone! I’m proud of you for learning about subtraction. See you next time!"
| Question | Answer |
|---|---|
| What does subtraction mean? | |
| If I have 5 apples and give away 2, how many apples do I have left? | |
| What is 7 minus 4? | |
| What is 10 minus 6? | |
| How can you explain your thought process for solving 7 - 4? | |
| What strategies can you use to solve subtraction problems? | |
| What did you learn about subtraction today? | |
| What part of the lesson did you enjoy the most? | |
| What did you find challenging about subtraction? | |
| What homework assignment do you have involving subtraction? |