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.
- Felix had 7 blocks. Mateo gave Felix some more. Now Felix has 13. How many blocks did Mateo give? → 6Prompt: 7 + ? = 13
- Ava had 19 pencils. Ava gave some to Diego. Now Ava has 11 left. How many pencils did Ava give away? → 8Prompt: Ava started with 19 and ended with 11.
- Kwame had some blocks. Then Kwame got 2 more. Now Kwame has 10. How many blocks did Kwame have at the start? → 8Prompt: ? + 2 = 10
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.
- Yuki had some marbles. Then Yuki got 36 more. Now Yuki has 76. How many marbles did Yuki have at the start? → 40Prompt: ? + 36 = 76
- Ines had some marbles. Ines gave 30 to Diego and has 30 left. How many marbles did Ines have at the start? → 60Prompt: ? − 30 = 30
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.
- Felix had some marbles. Then Felix got 39 more. Now Felix has 88. How many marbles did Felix have at the start? → 49Prompt: ? + 39 = 88
- Aisha had 41 shells. Ava gave Aisha some more. Now Aisha has 76. How many shells did Ava give? → 35Prompt: 41 + ? = 76
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