MELC-Based Kindergarten Worksheet

2. Development Team of the Module
Writers: Erlyn H. Allado
Leah A. Afable
Lourylyn T. Alamag
Anabelle A. Carbayar
Hermie R. Panaligan
Daisyleen V.Panaligan
Jean Karen B. Maranan
Editors: Erlyn H. Allado
Leah A. Afable
Lourylyn T. Alamag
Anabelle A. Carbayar
Hermie R. Panaligan
Daisyleen V.Panaligan
Jean Karen B. Maranan
Reviewers:
Illustrator:
Layout Artist:
Management Team:
Kindergarten
Alternative Delivery Mode
Quarter 1 – Module 1: Week 38

3. K
Kindergarten
Recognize the words “take away,” “Less,” and
“are left” that indicate the act of subtracting whole numbers.

4. Introductory Message
For the facilitator:
(This gives an instruction to the facilitator to orient the learners and support the parents, elder sibling etc.
of the learners on how to use the module. Furthermore, this also instructs the facilitator to remind the
learners to use separate sheets in answering the pre-test, self-check exercises, and post-test.)
For the learner:
(This communicates directly to the learners and hence, must be interactive. This contains instructions on
how to use the module. The structure and the procedure of working through the module are explained here.
This also gives an overview of the content of the module. If standard symbols are used to represent some
parts of the module such as the objectives, input, practice task and the like they are defined and explained
in this portion.)

5. What I Need to Know
This module was designed and written with you in mind. It is here to help you master the nature of
Mathematics. The scope of this module allows it to be used in a variety of learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standards
and guidelines stated in the Most Essential Learning Competencies (MELC) for Kindergarten.
The module is intended to be discussed within five days.
After going through this module, you are expected to:
Recognize the words “take away,” “ less” and “are “left” that indicate the act of subtracting whole
numbers.

6. Fluency Practice
 Show Me 1 Less
 Finish My Sentence (1 Less)
 Happy Counting Within 10
Show Me 1 Less
Materials: Bag of red and white beans or any counters, left hand
T: Show me 3 beans (any counters ).
S: (Place a red bean on the left pinky, left ring finger, and the left middle finger to show 3 beans.)
T: Now, show me 1 less.
S: (Remove a red bean from the left middle finger, leaving 2 beans.)
T: How many beans are on your mat now?
S: 2. Stay within a predictable pattern until students are comfortable with this exercise, and then skip around.
Carefully observe to see which students must recount all of the beans to tell the number that is 1 less.
Finish My Sentence (1 Less)
T: Raise your hand when you can finish this sentence. 3. One less is… (wait for all hands to go up, and then signal).
S: 2.
T: 2. One less is… (wait for all hands to go up, and then signal).
S: 1. If students exhibit mastery, skip around after establishing a predictable pattern.

What I Know

7. Activity 1
I. Using counters, subtract the given numbers above, write the correct answer below.
4 less 2 6less 3 5 less 1

8. Activity 2
How Many Are Left
Count how many pictures are in each box. Trace each X to cross out the correct number of pictures.
Count how many are left and write the number down.

9. Happy Counting within 10 (4 minutes) Conduct the activity as outlined in Lesson 66.
At this point, students are likely ready for a challenge and want to show how quickly
they can do this exercise. Try alternating between a rapid pace and a very slow pace
to keep students focused. Never allow them to rush the choral response.
Ensure that they are always responding to the teacher’s signals.
Let us play
Subtraction bowling
Materials: Manipulative toys (bowling), subtraction cards.
Empty soft drinks plastic bottle & small ball
Procedure:
1. Learners work in small groups.
2. Teacher gives each groups subtraction cards (0 – 10)
3. Learners roll the ball to hit the bowling bottle.
Note: Teacher choose how many bowling bottles they use.
The teacher instructs the students to throw the bowling ball to hit the bottles.
Lesson
67 Title - Week 38
What’s New

10. The number of bottles that will fall, will be taken away the group.
Example: In the first throw a single bottle fall.
Teacher say: ( 6 bowling bottles take away 1 bowling bottle = 5 bowling bottles)
Teacher says: Children say:
If the 6 bowling
bottles fall 1 bowling
bottle.
6 bowling bottles
take away 1 bowling
bottle equal ___
If the 6 bowling
bottles fall 3 bowling
bottles.
6 bowling bottles
take away 3 bowling
bottles equal ___
If the 6 bowling
bottles fall 4 bowling
bottles.
6 bowling bottles
take away 4 bowling
bottles equal ___
If the 6 bowling
bottles fall 5 bowling
bottles.
6 bowling bottles
take away 5 bowling
bottles equal ___
If the 6 bowling
bottles fall 2 bowling
bottles.
6 bowling bottles
take away 2 bowling
bottles equal ___
Let`s try this

11. If the 6 bowling
bottles fall 0 bowling
bottle.
6 bowling bottles
take away 0 bowling
bottle equal ___

12. Activity 1
Mason jar Subtraction
Materials: Mason jar, candies, subtraction cards
Procedure:
Fill the Mason jar with your prefer food like sprinkles or candies.
1. Learners work in small groups.
2. Teacher will give a subtraction cards.
3. Learner opens the lid of the jar to get candies.
Note: Teacher will choose what color of candies they will get.
The number of candies that will get will be taken away from the jar.
Example: Get the yellow candies inside the jar.
Teacher say: (17 candies take away 3 yellow candies = 14 candies)

13. Activity 1

14. Activity 2
Materials: subtraction card, pictures
Procedure:
1. Count the number of butterflies in the garden.
2. There are 10 butterflies in the garden.
Peter and Pat catch 4 butterflies. How many butterflies are left?
Teacher says:
(10 butterflies less 4 butterflies = 6 butterflies)

15. Let`s try this.
Activity 2:
Count the butterflies then cross out the
number of butterflies you need to subtract.
How many butterflies are left ?

16. Sing a song 10 Little Indian Boys
Activity 1
Lift the Bowl
Materials : Counters, subtraction / activity cards, small bowl.
Procedure:
1. Teacher distribute the activity cards, small bowl and 10 pcs. of counters to the learners.
2. In subtraction cards, learners place the counters in square base on the given numeral
under the square.
3. In the bowl take the counters in the square, at the given numeral below the bowl or in a
circle shape.
4. Teacher ask how many counters are left in the square?
Note: ask them how many are left ?
What is It

17. Let`s Do This

18. Notes to the Teacher
Before the learners write the correct numeral on the space provided. Teacher ask the
learners how many are left inside the square. To impart knowledge the word are left.

19. Activity 2
Number Line SUBTRACTION
Materials:
Procedure:
1. When you take away 1 from a number the result is the number before that.
2.Use the number line to count back to help you subtract the numbers.
3.Write your answers in the space provided.

21. Guessing Game :
Lesson Procedure:
1. Show the students the book Ten Red Apples and tell the students that it is a fiction book,
which means it is make-believe. But the counting is real!
2. Read the book one time through without stopping.
3. Explain to the students that the story shows subtraction,
which means that they are taking something away.
4. Next act out the story. Ten students, each holding a paper apple, will stand in the front of the
class.
5. Next assign nine students to be animals: horse, cow, donkey, goat, pig, sheep, goose and
hen.
6. Also assign a farmer and perhaps a farmer’s wife.
7. Each time an animal takes an apple ask the students to count the remaining apples.
8. Now go through the book a third time and call on a student to write the number sentence that
represents what you have read.
9. For example, ten apples are on the tree and the horse takes one away.
Now there are nine apples remaining. The student should write 10 – 1 = 9

22. Review: Number Match
Subtraction Clothespin
Materials : Clothespin, subtraction cards
Procedure:
1. Provide each learner with a subtraction cards and clothespin.
2. Teacher reads the total on the card.
3. Teacher says less____ while lifting the other clothespin on the right.
4. Learners less ___ clothespin, count remaining clothespin and say;
(ex. 5 less 1 is 4 )
5. Learner shows his/her group the (what is left ) ____ remaining on the
subtraction card.
What’s More

23. Let`s explore this...
Let`s play

24. Fishing Game
Materials: Fishing Toy
Procedure:
1. Teacher distribute fishing toy to each learner.
2. Learners and Teacher count the fish to find out how many are them all.
3. Click the “on” button of the fishing toy. (the fish will open their mouth)
4. Teacher will show learners how to pick a fish.
5. Teacher pick____ fish from the board game and say “ I less ___.”
6. Learners less ____while picking a fish.
7. Learners will show the fishing toy and count how many fish are left.

25. Subtraction Race
Materials:
Blocks / LEGO Pieces
Dice
Procedure
1. This game is played with a partner.
2. Teacher will stack up learner tower using lego pieces. Then, roll the dice.
3. One member take off that number of bricks base from the number in
dice, and then count how many are left.
4. Teacher work with the learner on saying either the equation or talking
through the math language.
(Ex. I had 10 bricks , I took of 2.How many bricks are left?)

26. What I Have Learned
Take away… Less ….. are left….
 In Mathematics, to subtract means to take away from a group or a number of things.
 When we subtract, the number of things in the group reduce or become less.
 We subtract to find how many are left.
 To subtract means to “take away” from a set of objects.

27. Let’s Subtract
Count the ants, then cross out the number of ants you need to subtract. How many are left?
1. 5 – 1 = _______
2. 7 – 3 =_______
3. 6 – 5 = _______
4. 4 – 2 = ________
5. 8 – 4 = ________

28. Solving Problem:
Materials : paper and pencil,
Procedure:
1. Teacher reads the problem, let the learners emphasize the use of take away, less, are left.
2. Let the student write the correct answer in the teacher made work sheet.
Problem:
1. Viel has a 5 one peso coin . Her friend Dane borrowed 2 one peso coin to buy candy.
How many peso coin is left with Viel?
5 – 2 = _______
2. Jose has 7 marbles his brother Wally take away 4. How many marbles are left with Jose.
7 – 4 = ______
3. Mother bought 8 eggs. She less 4 eggs to cook for dinner. How many eggs are left
with mother?
8 – 4 = ______
What I Can Do

29. 4. Joey has 6 balls. Vic take away 3 red balls from Joey. How many balls are left
with Joey now?
6 – 3 = _______
5. Pauline made 9 paper flowers. She take away 5 flowers for Ruby`s birthday.
How many paper flowers Pauline has now?
9 – 5 = _______

30. Activity 2
How many are left ? Color the space to match the answering the code.
2- 3- 4 - 5 -

31. Activity 3.
I. Direction: Use the picture to help you to solve each problem.
Cross out (X) the amount to take away, then count how many are left.

32. What I know
Act. 1 Act.2
1. 1 1. 1
2. 2 2. 3
3. 3 3. 2
4. 4 4. 4
5.6
What's New
Games Act. 1 Act.2
1. 2 1. 2
2. 2 2 . 1
3. 1 3. 3
4. 2 4. 4
5. 3 5. 4
6. 3 6. 4
7. 1
8. 4
What Is it
Act 1 Act 2 Guessing
Game
1. 2 1. 9 5
2. 1 2. 7 0
3. 5 3. 6 4
4. 5 4 3 1
5. 1 5. 6 7
6. 2 8
Answer Key

33. What I have to Learn
Word take away, less, are left
1. 4
2. 4
3. 1
4. 2
5. 4
What I can do
Problem Solving Act.2 Act. 3
1. 3 Coloring 1. 1
2. 3 2. 5
3. 4 3. 3
4. 2 4. 1
5. 4 5. 4
What more
Act 1 Games
1. 4
2. 2
3. 3
4. 3

34. References
MELC
Kindergarten PIVOT 4 – A Budget of Work
National Kindergarten Curriculum Guide ( NKCG)
New Kindergarten Teachers Guide (NKTG)
Standards and Competencies for Five Year-old Filipino Children
Education.com
Google
https://m.youtube.com/watch?v=1pF7JpvUhcQ
https://www.education.com/worksheets/kindergarten/subtraction/
https://www.brighthubeducation.com/pre-k-and-k-lesson-plans/127816-subtract-from-ten-math-lesson-for-kindergarten