| 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 | Subtraction |
| What length (min) | 30 |
| What age group | Year or Grade 4 |
| 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 |
Subtraction
Year 4
Mathematics
20 Students
30 Minutes
This lesson plan aligns with the Australian Curriculum for Year 4 Mathematics, focusing on number and algebra, specifically operations involving subtraction.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Subtraction | 5 minutes | Briefly explain the concept of subtraction. Ask students for examples from real life. |
| 2 | Explanation of Subtraction Rules | 5 minutes | Discuss rules for subtraction (e.g., borrowing in subtraction). Give students examples. |
| 3 | Printable Cards Activity | 10 minutes | Distribute subtraction cards. Students work in pairs to fill them out based on provided problems. |
| 4 | Class Discussion | 5 minutes | Facilitate a discussion on different strategies used to solve subtraction problems observed during the activity. |
| 5 | Collect and Check Cards | 3 minutes | Randomly check students' cards for completion without asking for presentations. Provide brief feedback. |
| 6 | Assigning Homework | 2 minutes | Explain the homework assignment related to subtraction to reinforce the day's learning. |
This lesson plan is structured to easily fit within the allocated 30 minutes while effectively engaging the students in the learning process.
"Good morning, everyone! Today, we’re going to explore the exciting world of subtraction. Who can tell me what subtraction means?"
[Pause for students to respond.]
"That's right! Subtraction is when we take away one number from another. Can anyone share a real-life example of when you might use subtraction?"
[Encourage a few students to share their examples, like counting down days until an event or eating some of a snack.]
"Fantastic examples! Subtraction is all around us. Let’s dive into it together!"
"Now that we all have a grasp of what subtraction is, let’s talk about some important rules. One of the key rules to remember is that if we’re subtracting larger numbers, we sometimes need to borrow. Who here can tell me what borrowing means in subtraction?"
[Allow students to answer.]
"Great insights! When we borrow, we take from the next highest place value. Let me show you on the whiteboard with an example. If we have 52 minus 27, we can’t subtract 7 from 2, so we will borrow 1 from the 5, turning it into 4. Now the 2 becomes 12. Let’s try another example together!"
[Work through another example with the class.]
"Now, it’s time for a fun activity! I’m going to hand out subtraction cards to each of you. On these cards, you will find subtraction problems. I want you to work in pairs and solve these problems together. Remember to apply what we’ve just learned about borrowing if necessary. You’ll have 10 minutes for this. Ready? Let’s go!"
[Distribute the subtraction cards and begin timing. Walk around to assist as needed.]
"Alright, time’s up! Let’s come back together as a class. I’d love to hear about your strategies. How did you find the borrowing process? Were there any problems you found tricky?"
[Facilitate a discussion where students explain their approaches and share any challenges they faced.]
"Excellent! It’s important to understand that subtraction can be done in several ways, and sharing our thought processes helps us all learn."
"Now, I’m going to check your cards to see how you got on. I won’t be asking anyone to present their cards, but I’ll randomly pick a few to look at. Let’s see how you did!"
[Go around the classroom, checking various students’ cards and providing brief feedback, praising efforts and correcting where necessary.]
"Well done, everyone! I’m impressed with your work."
"Before we finish up for today, I want to talk about the homework. You’ll receive a worksheet with a set of subtraction problems to complete at home. This will help reinforce everything we’ve learned today. Make sure to show your workings out! You all are doing great.
If you have any questions while completing your homework, feel free to ask me tomorrow. Have a wonderful day!"
[Distribute the homework sheets and wrap up the lesson.]
What is subtraction? Explain in your own words.
Give a real-life example where subtraction is used.
In the example 52 - 27, explain the borrowing process step by step.
Solve the following subtraction problems, showing all your workings:
Create your own subtraction problem that requires borrowing, and solve it.
Discuss why it's important to understand borrowing in subtraction. Write a few sentences.
Reflect on the cards activity: What strategies worked best for you? What challenges did you face?
Complete the following sentence: "Subtraction is important because..."
Choose a subtraction problem, and present it in a way that explains the steps clearly to someone else.
If you have any questions about subtraction that you encountered while doing your homework, write them down to ask in class.
| Question | Answer |
|---|---|
| What does subtraction mean? | |
| Can you give a real-life example of when you might use subtraction? | |
| What is a key rule to remember when subtracting larger numbers? | |
| What does borrowing mean in subtraction? | |
| Can you explain the process of borrowing with an example? | |
| How did you find the borrowing process during the activity? | |
| What strategies did you use to solve the subtraction problems? | |
| What challenges did you face when working on the subtraction cards? | |
| How can sharing our thought processes help us learn subtraction better? | |
| What will you be doing for your homework related to subtraction? |