Math lesson plan · 2nd grade (Year 3 in England) · 45 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 · 5 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.
- Felix has 19 toy cars. Ava has 12 toy cars. How many more toy cars does Felix have than Ava? → 7Prompt: 'How many more' asks for the difference.
- Hiro has 12 shells. Priya has 7 shells. How many fewer shells does Priya have than Hiro? → 5Prompt: 'How many fewer' also asks for the difference.
- Amara has 13 apples. Aisha has 5 apples. How many more apples does Amara have than Aisha? → 8Prompt: 'How many more' asks for the difference.
Hook · 5 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 · 10 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 · 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.
- Luis has 45 shells. Ben has 35 shells. How many fewer shells does Ben have than Luis? → 10Prompt: 'How many fewer' also asks for the difference.
- Sofia has 24 marbles. Ava has 34 more marbles than Sofia. How many marbles does Ava have? → 58Prompt: Who has more, Sofia or Ava?
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.
- Jamal has 58 postcards. Luis has 29 fewer postcards than Jamal. How many postcards does Luis have? → 29Prompt: Who has fewer, Jamal or Luis?
- Yuki has 30 beads. Priya has 15 beads. How many more beads does Yuki have than Priya? → 15Prompt: 'How many more' asks for the difference.
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