Take Away Two

1. Take Away Two A multi-sensory presentation to promote the concept, vocabulary and symbols of subtraction and skills in taking two away from a given set using a number line By Claire Barnes, Willow Dene School

2. Clickonce to make the set of objects appear along the number line. Encourage the students to count along with the audio and visual cues. Ask them to identify how many objects there are altogether. • Click to make the numeral associated with the set appear at the top of the page, and make the link between this and the objects explicit – e.g. “It says six, because we’ve got six umbrellas”. • Click to make the rest of the sum appear and read it aloud. Discuss what “take-away” means. Ask if there will be more or less objects when the sum is completed. If appropriate, introduce some vocabulary associated with subtraction (such as “subtract; x less; count back x; etc.). • Click to trigger two of the objects to “fly away”. Discuss what has happened – e.g. “Two of the objects have been taken away / subtracted”. • Click to count the remaining objects – the numeral below each one will change colour in turn, accompanied by an audio cue. Encourage the students to count along with the cues. As they become more familiar with the format, challenge them to say how many are left before counting them in this way, then suggest checking to make sure. • Click to make the answer to the sum appear and read aloud, relating it to what has happened, it appropriate. • Eventually, the students could try to predict how many will be left after two have been taken away by counting back two on the number line.

3. 6 – 2 = 4 1 2 3 4 5 6 7 8 9 10

4. 3 – 2 = 1 1 2 3 4 5 6 7 8 9 10

5. 9 – 2 = 7 1 2 3 4 5 6 7 8 9 10

6. 5 – 2 = 3 1 2 3 4 5 6 7 8 9 10

7. 10 – 2 = 8 1 2 3 4 5 6 7 8 9 10

8. 2 – 2 = 0 1 2 3 4 5 6 7 8 9 10

9. 7 – 2 = 5 1 2 3 4 5 6 7 8 9 10

10. 4 – 2 = 2 1 2 3 4 5 6 7 8 9 10

11. 8 – 2 = 6 1 2 3 4 5 6 7 8 9 10