Week One Year One/Two

Maths Taking Away Whole Class

Learning Objectives: children will be able to:

Subtract number up to 10 (year one).

Subtract numbers to 20 (year two).
Write subtraction number sentences.
Identify that when subtracting the highest number always goes first.

NC Reference: children should be given opportunities to:

Understand number and number notation.

Begin to understand the differences between addition and subtraction.
Record their calculations.
Calculate in a variety of ways.

Key Skills: number, ICT.

Key Vocabulary: taking away, highest number first.

Resources: IWB, computers and software, objects from shop to use during intro, large dice,
number cards and post-it notes.

Introduction: Whole class on the carpet (10-15minutes).

Share intended learning outcome we are learning to take away.

Advise children that taking away is making a number smaller.
Begin by using objects and taking some away. Ask children to count with me. Check
answers using fingers. Repeat as necessary.
Ask children what is the sign we use for taking away? How do we write a number
sentence? Write example on board. Always put higher number first show how it does
not work with smaller number using fingers.
Use large dice to form number sentences focus on putting highest number first.
Use higher dice for year twos.
Introduce idea of counting on from larger numbers instead of taking away.

Main Activity: Four different activities to rotate (two teacher led and two independent).

Tough spot children to turn over cards laid face down and arrange highest number
first into a number sentence. Children to notate number sentences on post-it notes.
ICT - children to play subtraction games on Maths software.
Year one teacher led activity children to roll dice and form number sentences and
write sentences in Maths books.
Year two teacher led activity children to roll dice with higher numbers and form
number sentences and write sentences in Maths books. Reinforce idea of counting on
rather than counting back large numbers e.g. for 20 17 it is easier to count on from 17.
Plenary: on the carpet will recap on highest number goes first and question children.

Extension: activities will be rotated so there is no need for extension.

Differentiation: will be differentiated by year group during teacher led activities.

Feedback: I will determine whether children have learned what was intended by questioning
them, listening to them, observing them and marking work.