Math lesson plan · 2nd grade (Year 3 in England) · 30 minutes
Story problems to 100: comparing amounts
Addition and subtraction
CCSS 2.OA.A.1England: Y2 Addition and subtractionEngland: Y3 Addition and subtraction
Objective and success criteria
Students will: Story problems to 100: comparing amounts.
- 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: Story problems: how many more, how many fewer (to 20); Subtract two-digit numbers with regrouping
Leads to: the next skill in this area.
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 (Story problems: how many more, how many fewer (to 20); Subtract two-digit numbers with regrouping). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Mei has 15 blocks. Liam has 12 blocks. How many more blocks does Mei have than Liam? → 3Prompt: 'How many more' asks for the difference.
- Chloe has 8 balls. Zoe has 3 balls. How many fewer balls does Zoe have than Chloe? → 5Prompt: 'How many fewer' also asks for the difference.
- Aisha has 17 flowers. Yuki has 9 flowers. How many more flowers does Aisha have than Yuki? → 8Prompt: 'How many more' asks for the difference.
Hook · 3 min
- Give a real shopping total or a score difference and ask for a quick estimate first.
- Share the objective: Story problems to 100: comparing amounts. 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: Felix has 67 stickers. Kai has 43 stickers. How many more stickers does Felix have than Kai?
- Step 1: 67 − 43 = 24
- Step 2: 24
- Answer: 24
- 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.
- Felix has 59 seeds. Mei has 49 seeds. How many fewer seeds does Mei have than Felix? → 10Prompt: 'How many fewer' also asks for the difference.
- Sam has 17 pencils. Sofia has 29 more pencils than Sam. How many pencils does Sofia have? → 46Prompt: Who has more, Sam or Sofia?
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.
- Kwame has 63 crayons. Ethan has 29 crayons. How many fewer crayons does Ethan have than Kwame? → 34Prompt: 'How many fewer' also asks for the difference.
- Arjun has 61 pencils. Aisha has 26 fewer pencils than Arjun. How many pencils does Aisha have? → 35Prompt: Who has fewer, Arjun or Aisha?
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: Story problems: how many more, how many fewer (to 20).
- 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
- 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