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Welcome to Subtraction! – Greetings and introduction – Today’s topic: Subtracting 1 – Understanding subtraction – Subtraction means taking one away – Subtraction in daily life – Like eating a cookie from a plate of many | Begin the class with a warm welcome to set a positive tone. Introduce the concept of subtraction by relating it to a simple everyday activity, such as eating a cookie from a plate, to make it relatable and easier to understand. Explain that when we subtract one, we are finding out how many items are left after taking one away. Use props like cookies or blocks to visually demonstrate subtraction, allowing students to engage with the concept actively. Encourage the students to think of other examples where they have ‘taken away’ one item from a group in their daily lives. This will help solidify their understanding of subtraction as a concept.

Understanding Subtraction: Taking Away 1 – Subtraction means taking away – Subtract to find how many left – Imagine cookies, give one away – If you have 5 cookies and give 1 away, how many do you have now? – Practice with real objects – Use toys or fingers to subtract 1 and see the result | This slide introduces the basic concept of subtraction to first graders by relating it to a tangible experience, such as giving away cookies. Start by explaining that subtraction is simply the process of taking something away from a group. Then, demonstrate with real-life examples, like cookies, to show that when we give one away, we have one less than we started with. Encourage the students to use physical objects like toys or their fingers to practice subtracting one and to visualize the concept. This hands-on approach helps solidify their understanding of subtraction as they physically see the number decreasing by one.

Subtracting 1 with a Number Line – Use a number line for subtraction – A line with numbers in order helps us see subtraction – Take 1 step back to subtract 1 – Moving one space back shows us minus one – Example: Start at 5 and step back – Let’s look at the number line and find 5 – Now we have 4, because 5 – 1 = 4 – When we step back one from 5, we land on 4 | This slide introduces the concept of subtraction by using a number line, which is a visual tool that helps students understand the process of taking away one unit. Start by explaining that a number line is a straight line with numbers placed at equal distances apart. When we subtract 1, we move one space to the left. Use the example of starting at number 5 on the number line and taking one step back to land on 4 to illustrate this concept. Encourage students to practice with different numbers on the number line and observe how the number decreases by one each time they take a step back. This activity will help solidify their understanding of subtraction as ‘taking away’ one.

Let’s Practice Together: Subtracting 1 – Subtracting 1 from 5 – What is 5 minus 1? – If you eat 1 out of 4 apples – Start with 4 apples, eat 1, count what’s left. – Taking away 1 makes numbers smaller – Each time 1 is taken away, the pile shrinks. – Practice makes perfect! | This slide is designed to engage first graders in practicing subtraction by 1. Start with a simple subtraction: 5 – 1, and ask the class what the answer is. Then, use a relatable example such as eating one apple from a group of four to make the concept more tangible. Explain that every time we subtract 1, the total number decreases by 1. This reinforces the concept that subtraction makes things smaller. Encourage the students to use their fingers or objects to practice subtracting 1 from different numbers up to 20. The goal is to build their confidence and understanding of subtraction through repetition and real-life examples.

Subtracting 1 with Objects – Count toys together – Take 1 toy away – How many are left? – If we had 5 toys and take away 1, how many do we have? – Understand real-life subtraction – Seeing subtraction happen with objects helps us learn | This slide is aimed at helping first graders visualize the concept of subtraction by using tangible objects such as toys. Start by counting the total number of toys together with the class. Then, physically remove one toy and ask the students to count the remaining toys. This interactive approach helps students understand the concept of ‘taking away’ in a concrete manner. Encourage the students to think about other situations where they may have experienced subtraction in their daily lives, like sharing snacks or playing games. The goal is to make subtraction relatable and understandable by connecting it to their real-world experiences.

Activity Time: Subtracting 1 – Try subtracting 1 on your own – Complete the subtraction worksheet – Use the number line method – Imagine hopping back one space on a number line – One step back for each problem – Like 5 – 1: start at 5, hop back to 4 | This activity is designed to reinforce the concept of subtracting 1 from any given number. Provide students with a worksheet that has a series of subtraction problems, all involving subtracting 1. Remind them to visualize taking one step back on a number line for each problem, which will help them understand the concept of subtraction as ‘taking away’. For example, if the problem is 5 – 1, they should start at 5 on the number line and move one space back to find the answer, which is 4. Encourage students to use their fingers or physical number lines to count backward. This tactile experience can help solidify the concept. Prepare to assist students who may struggle and offer praise to those who grasp the concept quickly.

Class Activity: Subtraction Game with Dice – Play a game to learn subtraction – Roll the dice to move forward – Roll again to subtract one step – If you roll a 4 and then a 1, move back to 3 – Share your new position | This interactive game is designed to help first graders understand the concept of subtracting one in a fun and engaging way. Provide each student with a dice and a game board with numbered spaces. After rolling the dice the first time, students will move their game piece forward the corresponding number of spaces. Then, they’ll roll the dice again and always move one space back, regardless of the number rolled, to practice subtracting one. Encourage students to verbalize their actions, e.g., ‘I rolled a 5, moved 5 spaces forward, then subtracted 1 to end on space 4.’ Prepare to assist students who may struggle with the concept and offer praise for successful subtraction. This activity not only reinforces math skills but also helps with number recognition and counting.

Conclusion: Mastering Subtraction of 1 – Subtract 1 makes numbers smaller – Use objects, lines, or fingers – Count backwards to subtract 1, like 5, 4, 3, 2, 1 – Practice subtracting 1 often – Try subtracting 1 from numbers up to 20 every day – Celebrate our subtraction skills! | Today, we’ve learned that when we subtract 1 from a number, it gets smaller by one step. We can use different tools like objects to count, number lines to visualize, or even our fingers to help us understand subtraction. It’s important to practice this skill regularly to become confident in subtracting 1 from any number up to 20. Let’s keep practicing and celebrate as we get better at subtraction every day! Encourage students to practice at home with their toys or snacks, and praise their efforts to build their confidence.