Math lesson plan · 2nd grade (Year 3 in England) · 60 minutes
Spot the mistake in a written calculation
Addition and subtraction
CCSS 2.NBT.B.9England: Y2 Addition and subtractionEngland: Y3 Addition and subtraction
Objective and success criteria
Students will: Spot the mistake in a written calculation.
- 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.
- Sofia has 30 stickers. A friend gives Sofia 23 more. How many stickers does Sofia have now? → 53Prompt: Add the tens, then add the ones.
- Ethan has 39 cards. A friend gives Ethan 40 more. How many cards does Ethan have now? → 79Prompt: Add the tens, then add the ones.
- There are 42 shells in a box and 51 on the table. How many shells are there in all? → 93Prompt: 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: Spot the mistake in a written calculation. 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: Luis worked out 16 + 28 = 34. What is the correct answer?
- Step 1: 6 + 8 = 14
- Step 2: 30 + 14 = 44
- Answer: 44
- 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.
- Diego worked out 29 + 23 = 42. What is the correct answer? → 52Prompt: What is 9 + 3? Is it more than 9?
- Grace worked out 44 − 29 = 25 by doing 9 − 4 in the ones. What is the correct answer? → 15Prompt: You must always take the bottom number away from the top number.
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.
- Isla worked out 27 + 27 = 44. What is the correct answer? → 54Prompt: What is 7 + 7? Is it more than 9?
- Ana worked out 92 − 24 = 72 by doing 4 − 2 in the ones. What is the correct answer? → 68Prompt: You must always take the bottom number away from the top number.
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