• Explain that subtraction means taking away or finding the difference between two numbers.
  • Use simple language, e.g., “When you take some away, you have less left.”
  • Introduce the concept of word problems as short stories where subtraction helps to find the answer.
  • Emphasize identifying key details like numbers, objects, and actions (e.g., “lost,” “left,” or “taken away”).

Highlight common subtraction terms like:

  • “How many are left?”
  • “How many more?”
  • “Difference between.”
  • “Take away.”
  1. Read the Problem: Understand the story and what is being asked.
  2. Identify Numbers: Locate the numbers involved in the problem.
  3. Set Up the Subtraction Equation: Write the problem as a subtraction sentence (e.g., 8 – 3 = ?).
  4. Solve the Problem: Use objects, fingers, or drawings to find the answer.
  5. Check Your Answer: Re-read the problem to ensure the answer makes sense.
  • Provide counters, beads, or blocks to help students physically “take away” and count the remaining items.
  • Keep all word problems within the range of 1 to 10 to build confidence and reinforce basic subtraction facts.
  • 2
  • 4
  • 3
  • 1
  • Subtract the number of toys spilt on the floor from the original number of toys.

Subtract:

  • 3-1=_____
  • You can count backwards to subtract. Start from 3 and count back 1.

3, 2

  • 3-1=2
  • The difference is 2. There are 2 toys still in the box.
  • 1
  • 2
  • 4
  • 3
  • Subtract the number of tomato plants he planted in the front garden from the total number of tomato plants.

Subtract:

  • 5-3=_____

You can count backwards to subtract. Start from 5 and count back 3.

5, 4, 3, 2

  • 5-3=2
  • The difference is 2. He planted 2 tomato plants in the back garden.
  • 3
  • 4
  • 1
  • 2
  • Subtract the number of folded items of clothing from the total number of items of clothing.

Subtract:

  • 4-3=_____

You can count backwards to subtract. Start from 4 and count back 3.

4, 3, 2, 1

  • 4-3=1
  • The difference is 1. There is 1 item of clothing left to fold.