Penguin Subtraction Adventure: Counting Backwards to Find the Way!

Math Grades 1st Grade 7:52 Video
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Lesson Description

Learn a fun way to subtract using the 'counting back' strategy, just like in the Kids Academy video! Help the penguin find its mom by solving subtraction problems.

Video Resource

Subtraction for 1st Grade Kids | Math | Kids Academy

Kids Academy

Duration: 7:52
Watch on YouTube

Key Concepts

  • Subtraction as taking away
  • Counting backwards
  • Using fingers to track counting

Learning Objectives

  • Students will be able to subtract numbers within 20 using the counting back strategy.
  • Students will be able to accurately track their counting using their fingers.
  • Students will be able to apply subtraction skills to solve a puzzle.

Educator Instructions

  • Introduction (5 mins)
    Begin by reviewing what subtraction means. Ask students what happens when we subtract (we take away). Briefly discuss different ways to subtract that they might already know. Tell them that they are going to learn a new fun way to subtract!
  • Video Viewing (5 mins)
    Watch the Kids Academy video 'Subtraction for 1st Grade Kids'. Point out the 'counting back' strategy and how the presenter touches her chin to start. Encourage students to mimic this action during the practice problems.
  • Strategy Practice (10 mins)
    Practice the 'counting back' strategy as a class. Write subtraction problems on the board (e.g., 9 - 2, 11 - 3, 8 - 4). Have students say the first number aloud, touch their chin, and then count backwards using their fingers. Emphasize the importance of keeping track of how many numbers they count back.
  • Penguin Path Activity (15 mins)
    Provide each student with a worksheet (create one similar to the video's example, or find a simple subtraction maze online). Explain that they need to help the penguin find its way by solving the subtraction problems and connecting the ice floes that equal a target number (e.g., 6, as in the video). Circulate to assist students as needed.
  • Wrap-up (5 mins)
    Review the 'counting back' strategy and ask students when they might use it. Discuss how using their fingers helps them keep track. Celebrate their success in helping the penguin!

Interactive Exercises

  • Subtraction Charades
    Call out a subtraction problem (e.g., 7 - 2). Have one student act out the problem using body movements (e.g., start with 7 claps, then take away 2 claps). The rest of the class solves the problem using the counting back strategy.
  • Number Line Subtraction
    Use a number line to visually demonstrate the counting back strategy. Start at the first number in the subtraction problem and then hop backwards along the number line to subtract.

Discussion Questions

  • What happens when we subtract? Do the numbers get bigger or smaller?
  • How does counting backwards help us subtract?
  • Why is it important to use our fingers when we count back?

Skills Developed

  • Subtraction skills
  • Counting backwards
  • Problem-solving
  • Number fluency

Multiple Choice Questions

Question 1:

What does it mean to subtract?

Correct Answer: To take away

Question 2:

When you count back, do the numbers get bigger or smaller?

Correct Answer: Smaller

Question 3:

What is 6 - 2 using the counting back strategy?

Correct Answer: 4

Question 4:

What should you touch when you say the first number when you count back?

Correct Answer: Your chin

Question 5:

What is 9 - 3 using the counting back strategy?

Correct Answer: 6

Question 6:

If you start with 10 and count back 4, what number do you land on?

Correct Answer: 6

Question 7:

What do we use to keep track of our counting?

Correct Answer: Fingers

Question 8:

What is 8 - 5 using the counting back strategy?

Correct Answer: 3

Question 9:

What is 12 - 6 using the counting back strategy?

Correct Answer: 6

Question 10:

What is 15 - 7 using the counting back strategy?

Correct Answer: 8

Fill in the Blank Questions

Question 1:

When we subtract, we ______ away.

Correct Answer: take

Question 2:

When we count back, the numbers get ________.

Correct Answer: smaller

Question 3:

9 - 4 = _______

Correct Answer: 5

Question 4:

We use our ________ to keep track when we count back.

Correct Answer: fingers

Question 5:

11 - 2 = ________

Correct Answer: 9

Question 6:

Before we count back, we touch our ______.

Correct Answer: chin

Question 7:

7 - 3 = _______

Correct Answer: 4

Question 8:

14 - 5 = ________

Correct Answer: 9

Question 9:

10 - 6 = ________

Correct Answer: 4

Question 10:

13 - 4 = ________

Correct Answer: 9

Educational Standards

CCSS.Math.Content.1.OA.C.6:Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). CCSS.Math.Content.1.OA.A.1:Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. CCSS.Math.Content.1.OA.C.5:Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Teaching Materials

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