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Understanding ‘One Less’ with Number Frames – What does ‘One Less’ mean? – ‘One Less’ means taking away one from a number. – Using number frames up to 10 – Number frames show numbers visually. – Counting down from 10 – Practice by saying numbers backwards. – Fun counting activity! | This slide introduces the concept of ‘One Less’ to Kindergarten students using number frames. Begin by explaining that ‘One Less’ means we take away one from any number to find the number before it. Show them number frames up to 10 and demonstrate how to visually represent ‘One Less’ by removing one object from the frame. Engage the students in counting down from 10 to 1 to reinforce the concept. Conclude with a hands-on activity where students use physical objects or drawings to practice finding ‘One Less’ for numbers up to 10. Encourage participation and praise their efforts to build confidence.

Understanding ‘One Less’ – ‘One less’ means taking away 1 – It’s like having a group and removing one item. – Example: 5 apples, take 1 away – Now we have 4 apples because 5 minus 1 equals 4. – Practice saying ‘one less’ – We’ll say ‘one less’ as a class after counting. | This slide introduces the concept of ‘one less’ to Kindergarten students, which is a fundamental part of understanding subtraction. Start by explaining that ‘one less’ means we take away one item from a group. Use tangible examples like apples to illustrate this point. Have the students practice by holding up fingers or using objects and then taking one away to physically see ‘one less.’ Encourage them to say ‘one less’ out loud as a group after each practice to reinforce the concept. This activity will help them grasp the basic idea of subtraction in a fun and interactive way.

Using Frames to Show ‘One Less’ – Frames help visualize numbers – Fill frame with counters for a number – If we have a frame with 10 spaces, we can put a counter in each space to show the number 10. – Remove one counter for ‘one less’ – Taking away one counter, how many are left? – Example: 10 counters, take 1 away – Now we have 9 counters in the frame, which is one less than 10. | This slide introduces the concept of ‘one less’ using frames and counters, which are tangible tools to help Kindergarten students understand subtraction in a visual and hands-on way. Start by explaining what a frame is and how it can be used to represent numbers. Demonstrate with a frame filled with counters, and then physically remove one counter to show ‘one less’. Ask the students to observe the change and count the remaining counters. Reinforce the concept by repeating with different numbers up to 10. Encourage the students to try it themselves with physical frames and counters or drawings in their notebooks.

Let’s Count Together: One Less! – Start with a frame of 10 counters – Take one counter away – Removing one shows us ‘one less’ – Count the remaining counters – How many are left after taking away one? – Discover what one less means | This slide is designed to teach Kindergarten students the concept of ‘one less’ using a hands-on approach with counters. Begin by showing a frame with 10 counters and then physically remove one counter in front of the students. Ask the students to count the remaining counters aloud together to reinforce the concept that taking one away reduces the total by one. Emphasize the term ‘one less’ and encourage students to visualize the subtraction. This activity helps to build foundational subtraction skills in a tangible and engaging way. For the next class, prepare different frames with a varying number of counters (up to 10) and repeat the activity to ensure understanding.

Finding ‘One Less’ for Numbers up to 10 – ‘One less’ means taking away one – Practice with numbers 1 to 10 – Try with 2, what’s one less than 2? – Remove one counter to find ‘one less’ – If we have 5 counters, take 1 away, now how many? – Let’s see what number we get! | This slide is aimed at helping Kindergarten students understand the concept of ‘one less’ by using physical counters. Start by explaining that ‘one less’ means we take away one from any number. Use examples with different numbers up to 10, and encourage students to use physical counters to subtract one and find the answer. For instance, if they start with 3 counters and take one away, they should be able to see that they have 2 counters left. This visual and hands-on approach will help solidify their understanding of subtraction as ‘taking away.’

Activity Time: ‘One Less’ Game – Let’s play the ‘One Less’ game! – You’ll get a frame and counters – Show ‘one less’ than the number I say – If I say 5, show me 4 counters in your frame. – Ready to have fun with numbers? | This activity is designed to help Kindergarten students understand the concept of subtracting one from a given number. Distribute a ten-frame and a set of counters to each student. Call out a number from 1 to 10, and have the students place that number of counters in their frame. Then, ask them to remove one counter to show ‘one less’ and count the remaining counters. This hands-on activity reinforces the concept of subtraction in a visual and interactive way. Be prepared with different numbers for each student or let them take turns calling out numbers. Encourage them to verbalize the process, for example, ‘5 take away 1 is 4.’ This will help solidify their understanding of ‘one less.’

Class Activity: Make Your Own Frame! – Create frames using paper – Add stickers for numbers 1-10 – Each sticker represents one unit – Remove one sticker to find ‘one less’ – Observe the new total of stickers – Discuss ‘one less’ with classmates | This activity is designed to help Kindergarten students understand the concept of ‘one less’ in a tangible and interactive way. Provide each student with a sheet of paper and a set of stickers. Guide them to place a specific number of stickers (up to 10) on their paper frames to represent a number. Then, instruct them to remove one sticker and notice the new total, which represents ‘one less’ than the original number. Encourage students to share their findings with classmates to reinforce the concept. Possible variations of the activity could include using different items such as counters or blocks, working in pairs, or challenging students to find ‘one less’ from numbers other than those represented by their stickers.

Conclusion: Becoming a ‘One Less’ Expert! – Celebrate learning ‘one less’ – ‘One less’ means one fewer – If you have 5 apples and eat 1, you have ‘one less’: 4 apples! – Practice with frames at home – Use your ten frames to subtract 1 – Aim to be a ‘one less’ expert – Keep practicing to master ‘one less’ with numbers up to 10 | Well done to all the students for learning about the concept of ‘one less’ today! It’s important to reinforce that ‘one less’ simply means taking away one from any given number. Encourage the children to continue practicing this concept at home using ten frames or other counting tools they have available. Suggest parents to assist their children in finding opportunities to apply ‘one less’ in everyday situations, like during snack time or while playing with toys. This will help solidify their understanding and make them confident in using ‘one less’ in various contexts.