Year 1 Subtract from numbers up to 20
Children consolidate their understanding of subtraction practically, showing
subtraction with actual objects, bead strings, using cubes etc. and in familiar
contexts, and are introduced to more formal recording using number lines
simultaneously to the practical activity.
7 – 3 = 4
Fig 1.
Introducing the number line
Fig 1. First put objects in a line and
show the amount with two fingers to
demonstrate the cardinality (amount)
of the number. This modelling shows
one to one correspondence with
objects.
Fig 2.
0
7
Fig 3. Then subtract the amount of
objects individually. Use two fingers
to show the finished amount.
Fig 3.
Fig 4.
Fig 2. Demo the same amount on a
number line. Ensure that two fingers
are used to show the cardinality of
the chosen number (number line can
have markings but move to using
blank which encourages subitising –
recognising amounts without having
to count individually)
0
4
7
Fig 4. Demonstrate subtracting the
amount on the number line in steps of
one each time. Use two fingers to
show the finished amount.
Model the written algorithm
(written sum with digits) whilst
doing this identifying the – and =
signs.
Model subtraction using hundred squares and numbered number
lines/tracks and practically.
Number track
Number line
Whole = 9
Bar Model
Whole - Part = 9 - 4
Difference between
Bar Model begins the process of link between addition and subtraction.
The bar model can be used to illustrate these problems:
Farmer Joe has 9 cows and farmer John has 5 cows. How many more cows does
farmer Joe have than farmer John?
There are 9 pigs in the sty. 4 pigs escape from the sty. How many pigs are left
in the sty?
This builds on from prior learning of taking objects from one group (5 cubes
from 9 cubes) in Early Years.
Manipulatives
1. Numicon appartatus can illustrate the difference between /
subtraction
10 - 6
8-5
Dienes / Base 10
13 – 5 =
When subtracting even number
by an even number it is possible
to use your hand or object to
illustrate the amount being
removed. (Use the relevant
numicon shape to reveal answer
which assists with subutizing
plus number facts and deters
counting of holes of numicon).
When subtracting an odd
number from even super-impose
(place on top) the five numicon
over the eight numicon ensuring
that you illustrate the shape of
the three – use the three
numicon to reinforce, talking
about how the five has been
removed.
Beadstring
13 – 5 =
Children should start recalling subtraction facts up to and within 10 and
20, and should be able to subtract zero. (See Key Instant Recall Facts
sheet)
Key vocabulary: equal to, take, take away, less, minus, subtract, leaves, distance
between, how many more, how many fewer / less than, most, least, count back, how
many left, how much less is_?
Key skills for subtraction at Y1:
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Given a number, say one more or one less.
Count to and over 100, forward and back, from any number.
Represent and use subtraction facts to 20 and within 20.
Subtract with one-digit and two-digit numbers to 20, including zero.
Solve one-step problems that involve addition and subtraction, using concrete
objects (ie bead string, objects, cubes) and pictures, and missing number problems.
Read and write numbers from 0 to 20 in numerals and words.