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Lesson Title: Number and Place Value Subtraction

Lesson Sequence number: 5/12


Domains: Mathematic
Time of the Lesson: After Recess (11:35 am to 12:35 pm)
Year Level: Prep Mentor Teacher: Kerrie Elsbury Duration of lesson: 1 hour

Learning intention:
We are learning to solve simple subtraction stories using concrete materials.
Lesson Objective:
We are learning to solve simple subtraction stories using concrete materials.
WALT (We Are Learning To):
We are learning to create a simple verbal subtraction story using visual boards and counters
WILF (What Im Looking For):
I am looking for students who can create a simple verbal subtraction story and using the counters on a visual board to show
working out the answer.
Students prior Knowledge:
Students can estimate small number
Students can count from 0 to 30
Students can count back from 20 to 0
Students can recognise the number sequence
Students can count backwards by 1s from any given number
Students can identify their start number on a number line and moving one, two or three places.
Students can create a simple verbal subtraction story and using the counters on the visual board to show how they work
out the answer to the problem.
Assessment as Learning
The assessment as learning for this lesson is building from the previous lesson; students continue to work on create a simple
subtraction story and using the counters on a visual board to justify how they work out the answer. Complete the subtraction
crosscheck during roving conferences.

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Engage and Explain (15 mins) Resources

Brief description: Concrete materials


At the beginning of the lesson, first engage and stimulating students learning by playing Mathematic warm up games for 10 to 15 mins.

Engaging Activity:
Firstly, plays more or less and ask the students to justify (Why?)
Then play counting backwards Play a game of Buzz

Classroom management strategy:


Ensuring the students is paying attention. Encourage students to engage by using countdown to get their
attention. When students are doing or listening to the given instruction aware them by adding a Jellybean in the
classroom Jellybean Jar. During the activity, when students are on task and working together, ask each of the
students to add a Jellybean in the Jar. However, if students are misbehaving remove on Jellybean from the
classroom jar.

Explore (35 mins) Resources

Brief description: Large number line up


Revisit the counting backwards and subtraction concepts we have been learning about. to 30
What have we learnt so far? Visual boards
When we count backwards what happen? Counters

Group activity: Create a subtraction stories


Model completing different simple subtraction stories using a number line and concrete materials; for example:
There are 16 ducks on the pond. Seven of them flew away. How many ducks are left? Model counting back using a large number line.

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One the number line, circle number 16 then jump/count back 7, circle the number you land on. Say: 16 take away 7 is

Ask for a student volunteer, give the student the following subtraction story:
I had 8 lollies. I gave 5 to my friends. How many lollies do I have left? Allow the student to work out the answer on the large number line.
When the student had completed the given task, together as a class, check the answer; crosschecking for the following:
Did the student circle the start number which is the number 8?
Did the student move back 5 places?
Did the student circle they number he or she land on?
Did the student say: 8 take away 5 is?
Remember to always praise students for doing the right thing and staying on task. If students make a mistake, always praise them for
having a go and encourage them to continue to try or working on improving their skill.

Task: Subtraction number stories


Students will be working with a partner and creating a simple verbal subtraction story using the visual boards. For example There were
10 insects in the spider web. The spider ate 5. How many are left?
Explain the task to the students; they are to work together with their partner to create a simple verbal subtraction story using the visual
boards. Divide students into pair or have the students to find a partner. Once the students had form a group or pair, they need to collect a
visual board for each and 20 counters.

Differentiate the task to cater for diverse learners:

Task for students who are below Foundation level:


Student to complete the above activity; however, students are to create a simple subtraction story using number
from 0 to 8 and when the students collect their materials; only gives them 8 counters.

Task for students who are in between Foundation and level 1:


Students are to complete the above activity; however, students are to create a simple subtraction story using
number from 0 to 15 and when the students collect their materials; only gives them 15 counters.

Task for students who are at level 1:

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Students are to complete the above; however, students are to create a simple subtraction story using number
from 0 to 20 and when the students collect their materials only give them 20 counters.

Closure (10 mins)

Brief description:
Give students 5 mins warning. Once the five minutiae are up, gather students attention and ask them to finishes up what they were doing pack. Get them to come and sit on the floor in pair,
each pairs will have the opportunity to share their finding. Once the class completed their learn and share time, gather the students on the floor, we will be doing Writing session after Numeracy.

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