Math lesson plan · 2nd grade (Year 3 in England) · 60 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 · 6 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.
- There are 49 beads in a box and 15 on the table. How many beads are there in all? → 64Prompt: Add the tens, then add the ones.
- Ines has 24 stickers. A friend gives Ines 24 more. How many stickers does Ines have now? → 48Prompt: Add the tens, then add the ones.
- Ravi has 35 marbles. A friend gives Ravi 63 more. How many marbles does Ravi have now? → 98Prompt: Add the tens, then add the ones.
Hook · 6 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 · 12 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 · 12 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 67 + 20 = 87? (87 − 20 = 67 / 67 − 20 = 47 / 20 + 20 = 40 / 87 + 20 = 107) → 87 − 20 = 67Prompt: Subtraction undoes addition.
- Diego says 64 − 31 = 33. Check by adding 33 + 31. Is Diego right? (Yes / No) → YesPrompt: Work out 33 + 31.
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Yuki says 63 − 21 = 43. Check by adding 43 + 21. Is Yuki right? (Yes / No) → NoPrompt: Work out 43 + 21.
- Which calculation checks that 53 + 31 = 84? (84 − 31 = 53 / 31 + 31 = 62 / 84 + 31 = 115 / 53 − 31 = 22) → 84 − 31 = 53Prompt: 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