Subtraction of Numbers Without Regrouping Numeracy Primary 1 Summer Coaching Lesson Notes Week 4

Lesson Plan: Numeracy – Subtraction of Numbers Without Regrouping

Subject: Numeracy (Mathematics)

Class: Primary 1 (Basic 1)

Term: Summer Term

Week: 4

Age: 6-7 years

Topic: Subtraction of Numbers Without Regrouping

Sub-topic: Techniques for Subtraction Without Regrouping

Duration: 40 minutes

Behavioral Objectives: At the end of the lesson, pupils should be able to:

1. Define subtraction.
2. Subtract numbers without regrouping using different approaches.
3. Solve subtraction problems without regrouping accurately.

Keywords: Subtraction, without regrouping, difference, subtraction techniques

Set Induction: Display a simple subtraction problem on the board (e.g., 5 – 2) and solve it with the pupils.

Entry Behavior: Pupils should be familiar with basic addition and counting numbers.

Learning Resources and Materials: Counters, number line, subtraction flashcards, subtraction worksheets

Building Background/Connection to Prior Knowledge: Review basic addition facts and demonstrate how subtraction is the opposite of addition.

Core Skills: Subtraction, problem-solving, counting, understanding the relationship between addition and subtraction

Reference Books: Lagos State Scheme of Work for Primary 1

Instructional Materials: Counters, number line, subtraction flashcards, subtraction worksheets

Content

1. Definition of Subtraction:
   • Subtraction is taking away one number from another to find the difference.
   • Example: 7 – 3 = 4 (we take away 3 from 7 to get 4).
2. Subtraction Without Regrouping:
   • Subtracting numbers where each digit in the minuend is greater than or equal to the corresponding digit in the subtrahend.
   • Example: 45 – 23 (no need to regroup).
3. Techniques for Subtraction Without Regrouping:
   • Using counters: Represent the numbers with counters and remove the required amount.
   • Using a number line: Count backwards from the minuend.
   • Column subtraction: Write the numbers in columns and subtract each digit separately.

Fill-in-the-Blank Questions

1. 8 – 3 = ___
   • a) 6
   • b) 5
   • c) 4
   • d) 3
2. 14 – 6 = ___
   • a) 7
   • b) 8
   • c) 9
   • d) 10
3. 20 – 10 = ___
   • a) 5
   • b) 10
   • c) 15
   • d) 20
4. 9 – 4 = ___
   • a) 3
   • b) 4
   • c) 5
   • d) 6
5. 17 – 5 = ___
   • a) 11
   • b) 12
   • c) 13
   • d) 14

Class Activity Discussion

1. Q: What is subtraction? A: Subtraction is taking away one number from another to find the difference.
2. Q: What does “without regrouping” mean in subtraction? A: It means subtracting numbers without needing to borrow from the next digit.
3. Q: How can we subtract using counters? A: Represent the numbers with counters and remove the required amount.
4. Q: How can we subtract using a number line? A: Count backwards from the minuend to find the difference.
5. Q: What is the result of 15 – 7? A: 8

Presentation

Step 1: Revising the Previous Topic

• Review basic addition facts and demonstrate how subtraction is the opposite of addition using examples.

Step 2: Introducing the New Topic

• Explain the concept of subtraction without regrouping using simple definitions and examples.

Step 3: Allowing Pupils to Contribute

• Ask pupils to solve subtraction problems without regrouping using counters, number lines, and column subtraction.

Teacher’s Activities

• Demonstrate subtraction using counters, number lines, and column subtraction.
• Provide examples and non-examples.
• Guide pupils in solving subtraction problems without regrouping.

Learners’ Activities

• Practice solving subtraction problems without regrouping using different techniques.
• Use counters to represent and solve subtraction problems.
• Participate in group activities to reinforce learning.

Assessment

• Solve the following subtraction problems without regrouping: 12 – 5, 20 – 9, 18 – 6, 15 – 7.
• Use a number line to solve 14 – 8.

Evaluation Questions

1. What is 13 – 4?
2. Subtract 8 from 16.
3. Solve 10 – 3.
4. What is the difference between 18 and 9?
5. Subtract 5 from 11.
6. What is 7 – 2?
7. Subtract 3 from 10.
8. Solve 15 – 6.
9. What is the result of 9 – 5?
10. Subtract 7 from 14.

Conclusion

• Mark pupils’ work and provide feedback.
• Reinforce key points about subtraction without regrouping.