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Introduction
Teaching Pre - School and Year One children seem a big challenge to teacher, especially
mathematics teacher. As a Pre - School and Year One mathematics teacher, we have to realize that
we are laying a foundation for the children’s future interest or indifference to this subject. The basic
mathematics concept will give children a head start with more difficult concepts in mathematics that
will be taught later in their educational experience because each step for mathematics sets children
up for the next lesson. Pre - School and Year One mathematics teacher can be the link between the
fear of learning mathematics or the success of your children’s performance.

The key to teaching subtraction so most students understand and retain the information they are
learning is to make it real. A real connection is the cornerstone of learning, because when a student
internalizes the concept they have learned it-not before. However to truly memorize a math concept,
a student needs to understand it first.

There are several types of subtraction situation. There are idea of take- away, additive (what is
needed), comparative (comparison of two sets), partitioning (separating a set of objects into parts)
and incremental (involves decrease).All five types of situation occur in real life and we can teach it
in fun ways.

We can teach subtraction by acting out stories, puppetry, chants, rhymes, finger plays and role-
playing. Let the children run, jump, skip, dance and hop. Use what they love to do in order to help
them learn.

In this assignment , three fun ways to teach subtraction from internet that are stimulating and
exciting to be used in classroom are recommended . Based on these, I will discuss of recommended
methods and the change to suit the students.

Fun ways to teach subtraction


1.Manipulate with snack -activity: Subtraction as Take Away

1.1Material from internet (http://illuminations.nctm.org/LessonDetail.aspx?id=L192)

Materials: Six snack items, such as pretzels or crackers, for each child

This activity introduces the concept of subtraction as taking away. Give each child six snack items
and ask, "Is it possible to eat some now and still have some left for snack time later?" Most children
will easily see that possibility. Next, ask the children to plan how many pieces to eat now and how
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many to save. Elicit from the children a workable method of planning or pretending to eat so that
they can investigate their options. For example, children might put part of the snack under a napkin
to represent the "eaten" portion.

As the children manipulate the snacks, they share their discoveries. "If I eat three now, I'll have three
left for snack time." Once the possibilities have been explored, each child makes a decision, which
the teacher records on a chart, as shown.

  Snack Chart

Name Start With Ate Have Left


Jessica 6 3 3
Jeffrey      
Alexandra      

When all decisions have been recorded, raise questions that encourage the children to explore the
relationships among the numbers on the chart. "How many pieces did you start with? How many did
you eat? How many do you have left?" "Was anyone's 'eat' number greater than his or her 'start with'
number? Why not? "Was anyone's 'start with' and 'have left' numbers the same?"

1.2 Discussion of materials’ content

It is fun for children to learn subtraction by manipulate the snack. Children like to eat snack and they
have snack time every day. Children understanding will be enhanced when they make connection
within mathematics to the world around them. In this activity, children actively participate in the
development of the concept they are learning, teacher pose question and guide children through the
development of the concept. Through observation of pattern in the chart would lead to the
understanding of a concept. Knowledge is actively constructed? by the cognizing subject, not just
passively received.

The snack ‘start with’ for each children is very attractive to children, some children can’t control
themselves to put the snack in their mouth, teacher has to tell the children they can only eat the snack
after the lesson or when teacher tell them to eat.

1.3 Modification and justification

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Material: one small pack consist of 10 crackers, one bowl, chart for each child.

Mathematics can be difficult because it is so abstract, we can make mathematics concrete and easy to
understand by relating it with daily life experience. Instead of put part of the snack under a napkin to
represent the "eaten" portion, I prefer children eating the crackers in real situation .I prepare the
crackers with “fish” shape because the “fish” shape cracker look so cute and it is more interesting
than square or circle crackers, by the way, it is healthy food. I will ask children to count five fish
from the packing and put them in a “fish bowl”, ask them to write down 5 in their chart.

I continuing with my story: here came a cat, meow……. The cat ate one fish, how many fish
are left? Ask children to show one fish they are going to eat in the palm before they put in their
mouths. Otherwise, some children will find that their answers are different than other children’s
answer. Children count aloud how many were left in the bowl. Complete the chart.

Chart
Start With Ate Have Left
5 1 4
 4 1  3 
     

Now, there are four fish in the fish bowl (children write down 4 in the chart), the cat ate one fish,
how many fish are left? Ask children to show one fish they are going to eat in the palm before they
put in their mouth and count aloud how many were left in the bowl. Complete the chart. Repeat the
activity until all the fish have been eaten. Based on the chart, ask children to write the subtraction
equation.

5-1=4

4 -1=3

3-1=2

2-1=1

1-1=0

In this activity ,children learn the basic concept of subtraction with fun snack time experience.

2.Stories
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2.1Material from internet(http://www.kinderplans.com/admin/images/monkeys.pdf)

Story time with children is an excellent starting point. For subtraction, just pick five kids and have
them stand up in a group.  Then pick someone to pretend daddy monkey and someone pretend to be
doctor. Let the five little monkeys jump on the mattress. Teacher tell the story, children act out the
story. Just stop after a monkey has fall off. Then write an equation to illustrate what happened.  

2.2Discussion of materials’ content

Children like stories, by telling stories will develop interest and motivate students to learn.
Interesting stories will increase pupils’ retention as well as to reduce mathematics anxiety. Acting
stories will help pupils to visualize and experience the real situation.

Pre - School and Year One children seem to be constantly in motion and have boundless energy.
Action-based activities will grab their attention and keep their interest. Children of this age group
enjoy movement play. As a teacher who is responsible to teach mathematics for Pre-School and Year
one children, it is very important to make sure children take part in learning activities because by
doing mathematics, it makes children learn more meaningfully and effectively. Children are like
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sponges. They absorb every bit of information that is given to them, especially if it is presented in
fun and easy to learn way.

2.3Modification and justification

2 As an alternative, you could have the kids pretend to be flies, and have another child pretend to be
a frog that eats some of them.  Then write an equation.  We have done this sort of thing with the Five
Little Ducks song, too.  You just stop the song after each verse and write an equation. The kids can
write their own equations on whiteboard.

3.
Inverse: subtraction reverses I have 3 cubes. I want 10 cubes. How many more do
addition I need?

• An essential structure defining


subtraction as the inverse of addition
• In this structure 10 – 3 is defined as
‘what must be added to 3 to make 10’
• A story plot may be: ‘I have 3 pegs I
want 10 pegs, how many more do I need?’
Or a chocolate bar costs 20p, I have 8p,
how much more do I need?
• Children can become confused with this
story plot, adding the numbers because
they see the word ‘more’
• These types of problems support the
practical application of number bonds

3.2Discussion of materials’ content

3.3Modification and justification

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Conclusion

Haylock and Cockburn(1989) suggest that effective learning takes place when the learner makes
cognitive Connections. We had to consider the different mathematical elements that need to be
experienced and connected in order to create full understanding of concepts.

Regardless of what approach you take to incorporate math in your child’s life,. Keep it simple, don’t stress, and
remember to move on to something else as soon as your child loses interest. Learning is fun, and helping your child to
enjoy early learning experiences in a playful manner is one of the best gifts you can give them.

Bibliography

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1.http://www.everythingesl.net/inservices/pre

2.http://kids.lovetoknow.com/wiki/Math_Activities:_Preschooler

3.http://www.brighthub.com/education/early-childhood/articles/39507.aspx#ixzz0tvqtpieV
4.http://www.atm.org.uk/resources/gaps-misconceptions/subtraction/why-subtract-difficult.html

5.www.coventry.gov.uk/ccm/cms-service/stream/asset/?asset_id...

6. http://illuminations.nctm.org/LessonDetail.aspx?id=L192
7.http://www.brainpopjr.com/math/additionandsubtraction/basicsubtraction/grownups.weml

8.http://www.teachkidshow.com/teach-your-child-subtraction-basics/

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