Math lesson plan · 2nd grade (Year 3 in England) · 30 minutes
Subtract two-digit numbers without regrouping
Addition and subtraction
CCSS 2.NBT.B.5England: Y2 Addition and subtraction
Objective and success criteria
Students will: Subtract two-digit numbers without regrouping.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Subtract multiples of ten
Leads to: Subtract three-digit numbers without regrouping
Materials: Base-ten blocks, Number lines, Hundred square, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Subtract multiples of ten). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Ethan had 40 cents and spent 20 cents. How many cents are left? → 20Prompt: Count back in tens.
- 90 − __ = 70 → 20Prompt: How many tens were taken away?
- Fatima had 60 cents and spent 10 cents. How many cents are left? → 50Prompt: Count back in tens.
Hook · 3 min
- Give a real shopping total or a score difference and ask for a quick estimate first.
- Share the objective: Subtract two-digit numbers without regrouping. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Grace has 48 marbles. Nia has 10 marbles. How many more marbles does Grace have than Nia?
- Step 1: 48 − 10 = 38
- Step 2: 38
- Answer: 38
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Fatima had 52 stickers. Fatima gave 21 to Yuki. How many stickers does Fatima have left? → 31Prompt: Fatima gives some away, so the amount gets smaller.
- Check by adding: if 57 − 34 = 23, then 23 + 34 should be what? → 57Prompt: Adding back what you took away undoes the subtraction.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Check by adding: if 63 − 12 = 51, then 51 + 12 should be what? → 63Prompt: Adding back what you took away undoes the subtraction.
- Hana had 95 pencils. Hana gave 44 to Hiro. How many pencils does Hana have left? → 51Prompt: Hana gives some away, so the amount gets smaller.
Watch out for
- Subtracting the smaller digit from the bigger one in every column (52 − 17 = 45).
- Forgetting to add the regrouped (carried) ten.
Support and stretch
Support
- Review first: Subtract multiples of ten.
- Use concrete materials: base-ten blocks.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Subtract three-digit numbers without regrouping.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-2.
Free lesson plan from eurekami.com/lesson-plan-builder