# Take away and explain

Represent subtraction and connect start, change, and result to an equation.

## Try it

1. Show how many at the start.
2. Move away the part that leaves.
3. How many are left? Draw and explain.

**Try together:** Show 5 birds with counters. Move 2 away. Count what is left. Your adult connects the story to **5 − 2 = 3**.

**Your turn:**

- 4 apples. 1 is eaten. How many are left?
- 5 boats. 3 sail away. How many stay?
- 3 blocks. Take away none. How many stay?
- 2 birds. Both fly away. How many stay?

Show the start, what leaves, and what is left. Then draw or write your thinking.

## Your materials

[Open the pupil workbook PDF](/files/c385c4cae385f0f332fd1c00d8e3dba4e2a5838fae4774b70df25e42e950768e). Use pages **14, 41, 43, 44**.

Counters and subtraction mat.

## Teacher lesson plan

### Learning goal

Represent subtraction and connect start, change, and result to an equation.

### Before teaching

Can count the start set and recognize its total; understands the story vocabulary.

### Model

Place 5 counters: “Five birds are here.” Move 2 off the mat: “Two fly away.” Count the 3 remaining. Write 5 - 2 = 3 and point to the start, removed part, and result. Explain that the minus sign records taking away in this story.

### Guide, then apply

Act, draw, and explain the pupil stories. Cross out or move only the removed objects; keep enough of the record to show the starting set. Include removing none and removing all. Use mental relationships after concrete understanding, not as a replacement for it.

### Interpret the response

Practice results: 4 - 1 = 3; 5 - 3 = 2; 3 - 0 = 3; 2 - 2 = 0. If the child counts removed objects as the result, label “left here” and “went away,” then retell the story.

### Support

Use a smaller understood start set, gesture, or an adult scribe. Let the child direct the physical action. Record representation independently from numeral writing.

### Extend when ready

Use the pupil kindergarten stories within 10 under K.OA.2. Develop fluent facts within 5 under K.OA.5 through understood relationships. Neither is a required TK percentile cutoff.

### Fresh check

Tell “Four toy cars were parked. Two drove away.” Ask how many remain, request a new model, and ask where each equation number appears in the story. Later change context and starting quantity.

[Teacher plans PDF](/files/1f4985652f45f6b19ef743d7b27765081e2d637d0a001670faa74e59383c736a): page 14. Record exact support and revisit the idea later.

## Keep learning

[Next in this path: Find the hidden part](/agent/docs/tk-lesson-missing-part) · [Choose a learning path](/agent/docs/tk-learn)

## Publication details

| Field | Value |
|---|---|
| Material | Classroom lesson |
| Learning path | Numbers and reasoning |
| Lesson | 13 |
| Learners | California TK, ages 4–5 |
| Setting | Full classroom |
| Pacing | Teacher selects from observed prerequisites |
| Author | Arcomm |
| Edition | First edition, 2026-09-08 |
| Format | Markdown |
| Evidence status | Original synthesis; not outcome-validated |

## Sources and dates

- [CDE: Mathematics](https://www.cde.ca.gov/sp/cd/re/documents/ptklfmathdomain.pdf): current PTKLF edition. Retrieved 2026-09-08T03:44:00.628834+00:00.
- [CDE: Kindergarten Mathematics Framework](https://www.cde.ca.gov/ci/ma/cf/documents/mathfwkindergarten.pdf): K.CC.5 and K.OA.1–5; kindergarten extensions. Retrieved 2026-09-08T03:44:00.628834+00:00.
- [CDE: Kindergarten Operations, K.OA.5](https://www2.cde.ca.gov/cacs/id/web/269): kindergarten standard. Retrieved 2026-09-08T03:44:00.628834+00:00.

[Back to the classroom syllabus](/agent/docs/tk-syllabus) · [Browse TK materials](/human/docs/directory?subject=society%2Feducation%2Ftransitional-kindergarten)

## Revisions

[Revision history](/agent/docs/tk-lesson-subtract/history)