Math lesson plan · 2nd grade (Year 3 in England) · 45 minutes
Story problems: work out the starting amount
Addition and subtraction
CCSS 2.OA.A.1England: Y2 Addition and subtractionEngland: Y3 Addition and subtraction
Objective and success criteria
Students will: Story problems: work out the starting amount.
- 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: find the missing change; Find the missing number in additions and subtractions to 100
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 · 5 min
- Quick retrieval from earlier learning (Story problems: find the missing change; Find the missing number in additions and subtractions to 100). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Kwame had 10 buttons. Sofia gave Kwame some more. Now Kwame has 14. How many buttons did Sofia give? → 4Prompt: 10 + ? = 14
- Hana had 14 pencils. Hana gave some to Ethan. Now Hana has 7 left. How many pencils did Hana give away? → 7Prompt: Hana started with 14 and ended with 7.
- Ravi had some crayons. Then Ravi got 6 more. Now Ravi has 12. How many crayons did Ravi have at the start? → 6Prompt: ? + 6 = 12
Hook · 5 min
- Give a real shopping total or a score difference and ask for a quick estimate first.
- Share the objective: Story problems: work out the starting amount. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Noah had some photos. Then Noah got 12 more. Now Noah has 38. How many photos did Noah have at the start?
- Step 1: 38 − 12 = 26
- Step 2: 26
- Answer: 26
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Amara had some buttons. Then Amara got 33 more. Now Amara has 70. How many buttons did Amara have at the start? → 37Prompt: ? + 33 = 70
- Noah had some acorns. Noah gave 8 to Leo and has 40 left. How many acorns did Noah have at the start? → 48Prompt: ? − 8 = 40
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Noah had some shells. Then Noah got 32 more. Now Noah has 63. How many shells did Noah have at the start? → 31Prompt: ? + 32 = 63
- Mateo had 39 seeds. Chloe gave Mateo some more. Now Mateo has 79. How many seeds did Chloe give? → 40Prompt: 39 + ? = 79
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: find the missing change.
- 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