Math lesson plan · 2nd grade (Year 3 in England) · 30 minutes
Check an answer with the inverse operation
Addition and subtraction
CCSS 2.NBT.B.9England: Y2 Addition and subtractionEngland: Y3 Addition and subtraction
Objective and success criteria
Students will: Check an answer with the inverse operation.
- 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: Add two-digit numbers with regrouping; 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 (Add two-digit numbers with regrouping; Subtract two-digit numbers with regrouping). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Zoe collected 57 beads in the morning and 37 in the afternoon. How many is that altogether? → 94Prompt: Add the tens, then add the ones.
- Ravi collected 38 beads in the morning and 55 in the afternoon. How many is that altogether? → 93Prompt: Add the tens, then add the ones.
- There are 51 balls in a box and 29 on the table. How many balls are there in all? → 80Prompt: Add the tens, then add the ones.
Hook · 3 min
- Give a real shopping total or a score difference and ask for a quick estimate first.
- Share the objective: Check an answer with the inverse operation. 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: Which calculation checks that 45 + 30 = 75?
- Step 1: 75 − 30 = 45
- Answer: 75 − 30 = 45
- 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.
- Which calculation checks that 54 + 14 = 68? (54 − 14 = 40 / 68 + 14 = 82 / 68 − 14 = 54 / 14 + 14 = 28) → 68 − 14 = 54Prompt: Subtraction undoes addition.
- Daniel says 57 − 27 = 30. Check by adding 30 + 27. Is Daniel right? (Yes / No) → YesPrompt: Work out 30 + 27.
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.
- Which calculation checks that 36 + 25 = 61? (36 − 25 = 11 / 61 + 25 = 86 / 61 − 25 = 36 / 25 + 25 = 50) → 61 − 25 = 36Prompt: Subtraction undoes addition.
- Maya says 83 − 41 = 42. Check by adding 42 + 41. Is Maya right? (Yes / No) → YesPrompt: Work out 42 + 41.
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: Add two-digit numbers with regrouping.
- 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