Lesson Note and Plan on Mathematics
Subtraction II
Subject: Mathematics
Theme: Basic operations
Topic: Subtraction II
Date: dd/mm/yyyy
Class: Basic 1
Duration: 35 Minutes
No of Learners: 30
Learning Objectives:
By the end of the lesson learners should be able to:1) find missing numbers in a statement
Finding missing numbers e.g.
Finding missing numbers e.g.
(a) 8 - __ = 4
(b) 7 - __ = 5
(c) 5 - __ = 3
2) cross-check the correctness of subtraction in everyday life. i.e solve story problems involving subtraction in everyday life.
E.g Bibi had 14 candies. She gave out some candies to her friends and she has 6 left. How many candies did she give away?
Rationale:
Mathematics is all about sharpening the problem-solving skills and critical thinking. Missing numbers or finding the missing values are a big part of helping children build problem-solving skills. Further, finding the missing numbers is a fun activity for the children to identify the patterns and even learn how to count. This skill can be used in various scenarios like balancing a checkbook, solving word problems, and completing calculations. The activity of finding missing counting numbers can help your little one to develop mental skills and enhance their fine motor practice of learning. It also helps kids to understand important mathematical operations like addition, subtraction, multiplication, and division.Prerequisite/Previous knowledge:
Learners have been taught addition and subtration of whole numbers.Learning Materials:
1. flash cards2. countable manipulatives (Pebbles, Oranges, balls, Bottle tops, Number Beads, etc)
3. paper and a crayon
Reference Materials:
1) New Method Mathematics for Primary Schools 1. C. F. Oredugba, R. Ohuche, G. Salahu et al2) Understanding Maths Book 1 African First Pub. Ltd. Marian N. Daud-Osuaght
3) New Approach to Quantitative Reasoning Bk. 1 Rasmed T.A.O. Olayiwola.
Lesson Development:
| STAGE | TEACHER'S ACTIVITY | LEARNER'S ACTIVITY | LEARNING POINTS |
|---|---|---|---|
| INTRODUCTION full class session (3 mins) |
The teacher revises the subtraction of whole numbers with the learners. Copy and complete the following. 1) Take away 4 from 9. 2) Take away 7 from 10. 3) Take away 2 from 7. 4) 28 – 11 = ___ 5) 25 – 13 = ___ |
Learners expected response: 1) 9 – 4 = 5 2) 10 – 7 = 3 3) 7 – 2 = 5 4) 28 – 11 = 17 5) 25 – 13 = 12 |
Warming up and revising previous lesson on subtraction |
| The teacher begins the day's lesson by checking learners' textbook/notebook, thereafter tells a story: James has 18 apples in his tray and gave some apples to Peter and there are 14 apples left in James tray. How many apples did James gives to Peter? Ask learners to write down “18 – _ = 14” and ask learners to think of two numbers that give 5 when subtracted. Encourage them to come up with different combinations of numbers like 15 – 1, 16 – 2, 17 – 3, 20 – 6, etc. This exercise will help students understand that there can be multiple solutions to one problem |
James gave 4 apples to Peter 18 - 4 = 14 |
Developing the idea of the concept Subtraction II (finding the missing numbers in a statement). | |
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| DEVELOPMENT Step 1. Group Work (5 mins) |
The teacher guides the learners to form four groups and asks them to choose their leaders and secretaries. | Learners choose their group leaders and secretaries. | Inculcating leadership skills, competitive spirit, cooperation, teamwork and a sense of responsibility among learners. |
| ACTIVITY 1 Step 2. Group Work (5 mins) Missing numbers in subtraction sentences. |
The teacher introduce the concept using countable manipulatives (physical objects) The teacher uses a little bit of prompting to guide the learners to answer correctly: There are 12 sweets in a jar. Bisola removed some of the sweets and there were 5 sweets left in the jar. How many sweets did she remove from the jar? 12 sweets minus □ sweets leaves 5 sweets. 12 – □ = 5 □ = 7 Bisola removed 7 sweets. Guide the pupils to demonstrate how to use practical methods to find the missing number in a problem involving an open subtraction sentence. Lead them to use counting on and counting backwards while doing the questions. |
Learners find the missing numbers in a statement corectly. 1) Abdulahi had some pencils in a box. He sold 3 pencils. There were 5 pencils left. This works out how many pencils Abdulahi had to start with. □ pencils minus 3 pencils leaves 5 pencils. □ – 3 = 5 □ = 8 Abdulahi had 8 pencils to start with. 2) 7 pencils minus □ pencils equal 3 pencils. 7 – □ = 3 □ = 4 3) 9 oranges minus □ oranges equal 4 oranges. 9 – □ = 4 □ = 5 |
Through practical demonstrations using concrete objects and shapes, guide the pupils to discover the concept of subtraction II (finding the missing numbers in a statement). |
| ACTIVITY 1 Step 2. Group Work (5 mins) Find missing numbers in a statement |
After understanding the concept, 1) the teacher write an subtraction equation on the board like 13 - □ = 10”. Ask learners to find the value that will be placed into the empty box that will make the result true. Encourage them to use range of numbers to find the missing number. If they subtract 3 from 13, the result will be 10. So, the missing number in the empty box is 3 2) Next, the teacher write “□ - 4 = 7” on the board and ask learners to find the value of the missing number in the box. Encourage them to use range of numbers to find the missing number. If they subtract 4 from 11, the result will be 7. So, the missing number in the empty box is 11 |
Learners find missing numbers in a statement without the use of countable manipulatives (physical objects) 1) 8 – □ = 6 8 - 2 = 8 □ = 2 2) □ – 3 = 4 7 - 3 = 4 □ = 7 3) 10 – □ = 9 10 - 1 = 9 □ = 1 4) □ – 3 = 6 9 - 3 = 6 □ = 3 |
Finding the missing number to make each sentence true. |
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| ACTIVITY 2 Step 3. 3 mins. Word problems |
The teacher guides the pupils to demonstrate how to use practical methods to find the missing number in a problem involving an open subtraction sentence. Lead them to use counting on and counting backwards while doing the questions. | Learners solve word problem correctly 1) There were 15 bananas in a bunch. Nkechi ate from the bunch and there are 9 bananas left. How many bananas did Nkechi eat? 2) Mrs Salami had a tray of biscuits. She then sold 11 biscuits and has 12 biscuits left. How many biscuits did she have at the start? 3) There were 17 tea mugs in a cupboard. Some tea mugs were taken out and 8 tea mugs were left. How many tea mugs were removed? Solution 1) 15 - □ = 9 15 - 6 = 9 Nkechi ate 9 bananas 2) □ - 11 = 12 23 - 11 = 12 Mrs Salami had 23 biscuits at the start 3) 17 - □ = 8 17 - 9 = 8 9 tea mugs were removed. |
Real-life activities involving finding the missing number to make each sentence true. |
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| Evaluation Full class session (5 mins) |
Ask the following questions to evaluate the achievement of the set objectives. 1) 9 oranges minus □ oranges equal 4 oranges. 2) □ rulers minus 5 rulers equal 8 rulers. 3) □ pencils minus 11 pencils equal 6 pencils 4) 15 apples minus □ apples equal 8 apples. 5) 5 – □ = 1 6) □ – 6 = 5 7) □ – 2 = 8 8) 7 – 1 = □ 9) Bibi had 14 candies. She gave out some candies to her friends and she has 6 left. How many candies did she give away? 10) There are 17 sweets in a jar. Bisola removed some of the sweets and there were 5 sweets left in the jar. How many sweets did she remove from the jar? |
Learners expected response: 1) 9 – □ = 4 9 - 5 = 4 □ = 5 2) □ – 5 = 8 13 - 5 = 8 □ = 13 3) □ – 11 = 6 17 - 11 = 6 □ = 17 4) 15 – □ = 8 15 - 7 = 8 □ = 7 5) 5 – □ = 1 5 - 4 = 1 □ = 4 6) □ – 6 = 5 11 - 6 = 5 □ = 11 7) □ – 2 = 8 10 - 2 = 8 □ = 10 8) 7 – 1 = □ 7 - 1 = 6 □ = 6 9) 14 - □ = 6 14 - 8 = 6 □ = 8 10) 17 - □ = 5 17 - 12 = 5 □ = 12 |
Confirming the achievement of the set objectives. |
| Conclusion, full class session (3 mins) | Learners have learnt that 1) we can find the missing number in subtraction sentences 2) story problems involving missing minused can be solved a) 14 - □ = 3 b) □ - 8 = 9 c) Andrew has 10 notebooks. He gave some notebooks to Mary and he had 8 notebooks left. How many notebooks did he bgive to Mary? |
Learners expected answers: a) 14 - □ = 3 14 - 11 = 3 □ = 11 b) □ - 8 = 9 17 - 8 = 9 □ = 17 c) 10 - □ = 8 10 - 2 = 8 □ = 2 |
Communication: This is developed through answering questions verbally and interpreting the silent signs of teammates during the activities. |
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| ASSIGNMENT | The teacher gives learners a take home | Copy and complete the following. a) 16 – □ = 7 b) □ – 9 = 13 c) □ – 4 = 11 d) 11 – □ = 1 e) 5 – □ = 1 f) □ – 6 = 5 g) □ pencils minus 11 pencils equal 6 pencils. h) 15 apples minus □ apples equal 8 apples. i) Efe had 14 candies. Williams took some candies from her, she then had 6 candies left. How many candies did Williams took to her? f) George has some pen in his bag, he gave Ayo 2 pens and had 3 pens left in his bag. How many pen has George at start? |
Improving their level of understanding on Subtraction II (find missing numbers in a statement) |