Math lesson plan · 2nd grade (Year 3 in England) · 45 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 · 5 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.
- Grace has 15 beads. A friend gives Grace 51 more. How many beads does Grace have now? → 66Prompt: Add the tens, then add the ones.
- Chloe has 53 stickers. A friend gives Chloe 45 more. How many stickers does Chloe have now? → 98Prompt: Add the tens, then add the ones.
- There are 39 crayons in a box and 58 on the table. How many crayons are there in all? → 97Prompt: Add the tens, then add the ones.
Hook · 5 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 · 10 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 · 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.
- Which calculation checks that 41 + 22 = 63? (41 − 22 = 19 / 22 + 22 = 44 / 63 − 22 = 41 / 63 + 22 = 85) → 63 − 22 = 41Prompt: Subtraction undoes addition.
- Noah says 66 − 45 = 21. Check by adding 21 + 45. Is Noah right? (Yes / No) → YesPrompt: Work out 21 + 45.
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.
- Ravi says 72 − 49 = 33. Check by adding 33 + 49. Is Ravi right? (Yes / No) → NoPrompt: Work out 33 + 49.
- Which calculation checks that 41 + 24 = 65? (65 − 24 = 41 / 24 + 24 = 48 / 41 − 24 = 17 / 65 + 24 = 89) → 65 − 24 = 41Prompt: Subtraction undoes addition.
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