Math lesson plan · 2nd grade (Year 3 in England) · 60 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 · 6 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.
- Hana has 13 strawberries. Zoe has 5 strawberries. How many more strawberries does Hana have than Zoe? → 8Prompt: 'How many more' asks for the difference.
- Nia has 14 crayons. Grace has 7 crayons. How many fewer crayons does Grace have than Nia? → 7Prompt: 'How many fewer' also asks for the difference.
- Luis has 12 pencils. Mateo has 8 pencils. How many more pencils does Luis have than Mateo? → 4Prompt: 'How many more' asks for the difference.
Hook · 6 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 · 12 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 · 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.
- Kwame has 64 acorns. Zoe has 45 acorns. How many more acorns does Kwame have than Zoe? → 19Prompt: 'How many more' asks for the difference.
- Omar has 23 stones. Sam has 25 more stones than Omar. How many stones does Sam have? → 48Prompt: Who has more, Omar or Sam?
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.
- Daniel has 72 pencils. Zara has 49 pencils. How many more pencils does Daniel have than Zara? → 23Prompt: 'How many more' asks for the difference.
- Grace has 93 beads. Omar has 40 fewer beads than Grace. How many beads does Omar have? → 53Prompt: Who has fewer, Grace or Omar?
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