Subtraction: Taking Away
To develop understanding of subtraction as taking away from a group.
- Framework: EYFS
- Unit: EYFS Mathematics
- Learning area: Mathematics
- Level: EYFS Reception
Objectives
- Solves subtraction problems with objects
- Counts back on number line
- Uses subtraction notation
- Understands inverse with addition
Materials
- Subtraction story mats
- Number lines 0-10
- Counting objects
- Subtraction story cards
Instructions
Begin with physical taking away: 'There are 5 apples on the tree. A bird eats 2. How many are left?' Have 5 real objects. Remove 2 dramatically. 'One gone, two gone. How many left? Count — 1, 2, 3. Three left!'
Use subtraction language precisely: 'take away', 'fewer', 'left', 'how many remain'. These words are the vocabulary of subtraction and children need to hear them consistently.
Connect to number line: 'Start at 5. Take away 2 — jump back 2. [Jump, jump] Where are you now? 3! 5 take away 2 equals 3.'
Introduce the notation: '5 - 2 = 3. The minus sign means take away. 5 take away 2 leaves 3.' Keep notation firmly linked to the physical action.
Use the inverse relationship: 'We worked out 5 - 2 = 3. Now: 3 + 2 = ? The answer is 5! Addition and subtraction are opposites — they undo each other!' This is a profound mathematical insight accessible to Reception children.
Create subtraction story books: children draw a group of objects, cross some out, write the number sentence. 'I drew 4 butterflies. I crossed out 1. 4 - 1 = 3.' Visual crossing-out is a powerful intermediate step.