Learning Objectives

• Students will subtract 2, 3, 4, and 5 from starting numbers between 11 and 15.
• Students will demonstrate the "take away" concept by physically removing blocks in a digital 3D environment.
• Students will translate visual block-breaking into written "number sentences" (equations).

Materials Needed

• Xbox One Console with Minecraft installed
• Minecraft set to Creative Mode (on a Flat World if possible)
• Paper and pencil (for the "Math Architect's Log")
• Timer (optional)

1. Introduction: The Architect’s Challenge (10 Minutes)

The Hook: "Welcome, Master Builder! Today, you aren't just playing Minecraft; you are a Math Architect. A local village had a small TNT accident, and they need you to clear away specific amounts of rubble to help them rebuild. But there's a catch—if you clear too many or too few blocks, the buildings won't be safe!"

The Mission: Today we are practicing subtraction. Subtraction is just a fancy word for 'taking away' or 'breaking' parts of a group. We are going to start with piles of blocks between 11 and 15 and practice taking away 2, 3, 4, or 5 of them to see what remains."

2. Instruction: "I Do, We Do, You Do" (25 Minutes)

I Do: The Teacher Demo

• Action: Open Minecraft on the Xbox. Build a straight line of 15 Gold Blocks.
• Explanation: "I have 15 blocks. My order says I need to remove 5 of them. Watch how I count as I break them: 1, 2, 3, 4, 5."
• Result: "Now, let’s count what is left. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10! So, 15 minus 5 equals 10."
• Math Log: Write 15 - 5 = 10 on the paper.

We Do: Guided Building

• Action: Have the student build a pillar of 12 Emerald Blocks.
• The Scenario: "A Creeper popped nearby! He took out 3 blocks from your pillar. Can you 'pop' 3 blocks?"
• Check: Ask the student to count the remaining blocks out loud.
• Support: If they struggle, have them point the crosshair at each block as they count 1-by-1.
• Math Log: Help the student write 12 - 3 = 9.

You Do: The Independent Mission

The student must now complete "The Architect's Order Sheet" by building the starting number and "clearing" the subtraction amount. They must write the answer for each on their paper.

1. Order 1: Build 14 Diamond blocks. Subtract 4. (Answer: 10)
2. Order 2: Build 11 Redstone blocks. Subtract 2. (Answer: 9)
3. Order 3: Build 13 Iron blocks. Subtract 5. (Answer: 8)
4. Order 4: Build 15 Quartz blocks. Subtract 3. (Answer: 12)

3. Creative Application: The Mystery Build (15 Minutes)

The Challenge: "Now it’s time to use your math to create! I want you to build a small house or a statue, but the base of your build must be exactly the number of blocks left from this problem: 14 minus 5."

• Student solves 14 - 5 = 9.
• Student must build a structure using exactly 9 blocks for the foundation.
• Allow them to decorate it freely once the math requirement is met.

4. Conclusion & Recap (5 Minutes)

Review: "You did a great job clearing the rubble! When we subtract, does our number of blocks get bigger or smaller?" (Wait for answer: Smaller).

Recap: Review one hard problem from the lesson. "If we have 13 blocks and a pig knocks over 4, how many are left?"

Success Criteria Check:

• Did you build the right starting number?
• Did you break the correct number of blocks?
• Did you count the remainder correctly?

Assessment

• Formative: Observe the student as they count and break blocks. Are they counting accurately or clicking too fast?
• Summative: Check the "Math Architect's Log" (the written equations) for accuracy. The student should have at least 4 out of 5 equations correct.

Adaptability & Differentiation

• For Struggling Learners: Use two different colored blocks. Build 13 blocks: 9 Blue and 4 Red. Tell them to "Subtract the Red blocks." This makes it easier to see the groups.
• For Advanced Learners: Use "Missing Number" problems. "I have 15 blocks. After the Enderman took some, I only have 11 left. How many did he take?" (15 - ? = 11).
• For Classroom Use: If multiple students are in a world together, they can build "Subtraction Stations" for each other to solve.