2nd Grade Unit 2 Mathematics Expressions June 9

Unit 3: Addition and Subtraction within 100 (developing) December 3 January 18 (6 weeks)

2ndGrade Mathematics

Unit 3: Addition and Subtraction within 100 (developing)Teacher Resource Guide2012 - 2013In Grade 2, instructional time should focus on four critical areas:

Extending understanding of base-ten notation;Students extend their understanding of place value. This includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones). Building fluency with addition and subtraction;Students use their understanding of addition to develop fluency with addition and subtraction within 100. They solve problems within 1000 by applying their understanding of models for addition and subtraction, and they develop, discuss, and use efficient, methods to compute sums and differences of whole numbers in base-ten notation. They apply methods that are appropriate for the context and the numbers involved to mentally calculate sums and differences for numbers with only tens or only hundreds.

Using standard units of measure;Students recognize the need for standard units of measure (centimeter and inch) and they use rulers with the understanding that linear measure involves iteration (repetition) of units. They recognize that the smaller the unit, the more iterations they need to cover a given length. Describing and analyzing shapesStudents describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades.2nd Grade Mathematics 2012-2013UnitTime FrameTest ByTRIMESTER 11: Addition and Subtraction (within 20)7 weeks8/27 - 10/12October 122: Data/Measurement5 weeks10/15 - 11/27November 27TRIMESTER 23: Addition and Subtraction (within 100- Developing Skills)6 weeks12/3 - 1/18January 184: Addition and Subtraction (within 100- Fluency)6 weeks1/21 - 3/1March 1TRIMESTER 35: Geometry5 weeks3/4 - 4/12April 126: Addition and Subtraction (within 1,000)6 weeks4/15 5/30May 31

Math Wiki: http://dmps-mathematics.wikispaces.com/

Big IdeasEssential QuestionsOur number system is organized by tens.How is our number system organized?An equation helps us to understand what is known and what is unknown in a problem.Why do we write equations before solving a problem?

IdentifierStandardsMathematical PracticesSTANDARDS2.OA.12.MD.8Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.1Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately.1) Make sense of problems and persevere in solving them.2) Reason abstractly and quantitatively.3) Construct viable arguments and critique the reasoning of others.4) Model with mathematics.5) Use appropriate tools strategically.6) Attend to precision.7) Look for and make use of structure. 8) Look for and express regularity in repeated reasoning.2.OA.22.NBT.62.NBT.82.NBT.9Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.Add up to four two-digit numbers using strategies based on place value and properties of operations.Mentally add 10 or 100 to a given number 100900, and mentally subtract 10 or 100 from a given number 100900.Explain why addition and subtraction strategies wok, using place value and the properties of operations.2.NBT.42.NBT.12.NBT.3Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:100 can be thought of as a bundle of ten tens called a hundred.The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and zero tens and zero ones.)Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

IdentifierStandardsMathematical PracticesSTANDARDS (continued)2.NBT.52.NBT.12.NBT.62.NBT.82.NBT.9Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:100 can be thought of as a bundle of ten tens called a hundred.The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and zero tens and zero ones.)Add up to four two-digit numbers using strategies based on place value and properties of operations.Mentally add 10 or 100 to a given number 100900, and mentally subtract 10 or 100 from a given number 100900.Explain why addition and subtraction strategies wok, using place value and the properties of operations.

IdentifierStandardsBloomsSkillsConceptsSTANDARDS 2.OA.12.MD.8Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.1Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately.Apply (3)Solve (one- & two-step word problems w/in 100additionsubtraction 2.OA.22.NBT.8Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.Mentally add 10 or 100 to a given number 100900, and mentally subtract 10 or 100 from a given number 100900.Analyze (4)Fluently (add & subtract w/in 20)addsubtractsum2.NBT.42.NBT.12.NBT.3Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:100 can be thought of as a bundle of ten tens called a hundred.The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and zero tens and zero ones.)Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.Understand (2)Compare (two three-digit numbers)hundredstensones less than equal to =

IdentifierStandardsBloomsSkillsConceptsSTANDARDS (continued) 2.NBT.52.NBT.12.NBT.32.NBT.62.NBT.82.NBT.9Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:100 can be thought of as a bundle of ten tens called a hundred.The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and zero tens and zero ones.)Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.Add up to four two-digit numbers using strategies based on place value and properties of operations.Mentally add 10 or 100 to a given number 100900, and mentally subtract 10 or 100 from a given number 100900.Explain why addition and subtraction strategies wok, using place value and the properties of operations. Apply (3)Fluently (add & subtract within 100)addsubtract

Instructional Strategies for All STUDENTSCritical Reading Prior to Instruction - Math Expressions, Teachers Edition Volume I, Houghton Mifflin, 2009, p. 309L-N Wiki: Teaching Student-Centered Mathematics Grades K-3, Van de Walle & Lovin, Pearson, 2006, p. 70-77 & p. 157-172 (building resource, SPED)Childrens Mathematics, Carpenter, Heinemann, 1999 (CGI year 1 text)Use of models for addition and subtraction - Effective multi-digit addition and subtraction strategies depend heavily on a students ability to decompose numbers. In this unit, students need many opportunities to examine different ways numbers can be broken apart and effectively used to compute. In addition, both numbers can be broken apart by tens and ones or one number can be left intact and the other broken apart by tens and ones. In subtraction it is typical to keep the starting number intact and break apart the number to be subtracted into tens and ones.There are several models that students can use to solve addition and subtraction problems. The tens frame and/or base-ten cubes are typically used in the beginning to emphasize to students the power of ten. These models provide a visual and hands-on experience in decomposing numbers into tens and ones and then reorganizing to find the solution. Models such as the open number line and the hundreds chart are effective for students that have a well-developed sense of tens and ones and do not need to directly model the problem.Real-world context For students to reach the level of rigor intended for the operations of addition and subtraction in the new Iowa Core, they must develop understanding of the operations within real-world contexts. The tendency in the United States is to have students solve a lot of problems in a single class period. The focus of these lessons seems to be on how to get answers. In Japan, however, a complete lesson will often revolve around one or two problems and the related discussion. (Reys&Reys, 1995). A lesson built around word problems focuses on how students solve the problem. They may use words, pictures, and numbers to explain how they solved the problem and why they think they are correct.. Allow students to use physical materials or drawings. Someone else should be able to understand how they solved the problem when looking at their paper.Addition and subtraction problem types There are four structures for addition and subtraction problems: Join, Separate, Part-Part-Whole, and Compare. See page 8 of this guide for further explanation of the problem types. Many times the emphasis is on the easier join and separate problems with the result unknown. These problem types are where the put together and take away definitions of addition and subtraction come from. There are many other problem types for addition and subtraction, therefore students need regular opportunities to solve all of the different types of problems in order to reach the level of rigor described in the new Iowa Core.

Routines/Meaningful Distributed PracticeDistributed Practice that is Meaningful and PurposefulPractice is essential to learn mathematics. However, to be effective in improving student achievement, practice must be meaningful, purposeful, and distributed.Meaningful: Builds on and extends understandingPurposeful: Links to curriculum goals and targets an identified need based on multiple data sourcesDistributed: Consists of short periods of systematic practice distributed over a long period of timeRoutines are an excellent way to achieve the mandate of Meaningful Distributed Practice outlined in the Iowa Core Curriculum. The skills presented during routines do not necessarily reinforce the lesson concept for that day. Routines may be used to address a need for small increments of exposure to a skill or review of skills already taught. Routine activities may be repeated several days in a row, allowing for a build-up of conceptual understanding, or can be visited and re-visited over a period of time. Routines can be inserted as the schedule allows; in short intervals throughout the day or as a lesson opener or closer. Selection of the routine should be made based on informal teacher observation and formative assessments. SkillStandardMentally add or subtract 10 or 100 to/from a given number (Unit 5, Lesson 5 TE p. 342)2.NBT.8Tell and write time to nearest 5 minutes2.MD.7Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies2.MD.8Use addition to find the total number of objects in an array2.OA.4Place value2.NBT.1Math Mountains2.OA.2Even/Odd2.OA.3Count within 1,000; skip-count by 5s, 10s and 100s2.NBT.2

Math Expressions Lesson BankLessonTeachers Edition PagesStandardsUnit 1, Lesson 21, Activities 1-21432.NBT.4Unit 5, Lesson 2, Activity 1318Unit 5, Lesson 4, Activity 13342.OA.1Unit 5, Lesson9, Activity13672.OA.1, 2.NBT.6Unit 5, Lesson 10, Activity13742.OA.1, 2.NBT.6Unit 5, Lesson 11, Activities1-23822.OA.1, 2.NBT.6Unit 5, Lesson 12, Activity13882.OA.1, 2.NBT.6Unit 5, Lesson 14, Activity13982.OA.1, 2.NBT.6Unit 5, Lesson 18, Activities1-24242.OA.1, 2.NBT.6Unit 9, Lesson 3, Activities 1-36202.OA.1, 2.NBT.9Unit 9, Lesson 5, Activities 2-36352.OA.1Unit 9, Lesson 7, Activities 1-36502.OA.1Unit 9, Lesson 8, Activity 16582.OA.1Unit 9, Lesson 9, Activities 1-26642.OA.1Unit 9, Lesson 11, Activities 1-26762.OA.1Unit 9, Lesson 12, Activity 26842.OA.1Unit 9, Lesson 15, Activity 26992.OA.1Unit 9, Lesson 16, Activity 27052.OA.1

Math Expressions Activities(use as centers, re-teaching/extension support, etc.)ActivityStandardsActivity Card 5-5 On-Level, Intervention2.NBT.8Activity Card 5-7 ChallengeActivity Card 5-10 On-Level2.NBT.6Activity Card 5-11 On-Level2.NBT.6Activity Card 5-13 Intervention2.NBT.6Activity Card 5-17 On-Level, Challenge2.OA.2Activity Card 5-18 Challenge2.NBT.6Activity Card 9-3 Intervention, On-Level, Challenge2.NBT.8Activity Card 9-4 Challenge2.OA.1Activity Card 9-6 Challenge2.OA.1Activity Card 9-7 On-Level2.NBT.6Activity Card 9-10 On-Level2.OA.1Activity Card 9-13 Challenge2.OA.1Activity Card 9-14 Intervention2.OA.1Lesson 14, Activity 2 (The Juice Bar) (TE pg 693)2.OA.1Activity Card 9-15 Intervention, On-Level2.OA.1Activity Card 9-16 Intervention, On-Level, Challenge2.OA.1, 2.NBT.6

Other Resources Activity Bank(use as centers, re-teaching/extension support, etc.)ResourceActivityStandardWiki: Teaching Student Centered Mathematics K-3 (Van de Walle); Activity 3.3 p. 76More Than 2 Addends2.OA.2Wiki: Teaching Student Centered Mathematics K-3 (Van de Walle); Activity 6.1 p. 165Ten Frames (multi-digit)2.OA.2Wiki: Navigating through Number and Operations in Prekindergarten-Grade 2 (NCTM)Park Your Car p. 492.OA.2Wiki: Navigating through Number and Operations in Prekindergarten-Grade 2 (NCTM)Flip Two p. 652.OA.2Wiki: Navigating through Number and Operations in Prekindergarten-Grade 2 (NCTM)Zooey Lunch p.682.MD.8Wiki: Navigating through Number and Operations in Prekindergarten-Grade 2 (NCTM)Four in a Row p. 732.NBT.6Wiki: Navigating through Number and Operations in Prekindergarten-Grade 2 (NCTM)Hit the Target p.792.NBT.6Wiki: Navigating through Number and Operations in Prekindergarten-Grade 2 (NCTM)One-Out p. 822.NBT.6, 2.NBT.8

District Created Activitites (from 2010-2011)All activites can be found on the Math Wiki PageMulti-Digit Addition with Base Ten MaterialsAdd Two NumbersUsing True/False Number SentencesLargest Sum GameUsing Open Number SentencesEstimation CostComputing with Multiples of Ten ActivitiesEstimation Questions (with money)Addition Rounding ChallengeHow Much Will Each Cost?Estimation Questions

Table 1.Common addition and subtraction situations.[footnoteRef:1] [1: ]

Iowa Core Mathematics, p. 92; www.corecurriculum.iowa.gov

Result Unknown

Change Unknown

Start Unknown

Add to

Two bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now?

2 + 3 = ?

Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the first two?

2 + ? = 5

Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before?

? + 3 = 5

Take from

Five apples were on the table. I ate two apples. How many apples are on the table now?

5 2 = ?

Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?

5 ? = 3

Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table before?

? 2 = 3

Total Unknown

Addend Unknown

Both Addends Unknown4

Put Together/Take Apart2

Three red apples and two green apples are on the table. How many apples are on the table?

3 + 2 = ?

Five apples are on the table. Three are red and the rest are green. How many apples are green?

3 + ? = 5, 5 3 = ?

Grandma has five flowers. How many can she put in her red vase and how many in her blue vase?

5 = 0 + 5, 5 = 5 + 0

5 = 1 + 4, 5 = 4 + 1

5 = 2 + 3, 5 = 3 + 2

Difference Unknown

Bigger Unknown

Smaller Unknown

Compare3

("How many more?" version): Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy?

("How many fewer?" version): Lucy has two apples. Julie has five apples. How many fewer apples does Lucy have than Julie?

2 + ? = 5, 5 2 = ?

(Version with "more"): Julie has three more apples than Lucy. Lucy has two apples. How many apples does Julie have?

(Version with "fewer"): Lucy has 3 fewer apples than Julie. Lucy has two apples. How many apples does Julie have?

2 + 3 = ?, 3 + 2 = ?

(Version with "more"): Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?

(Version with "fewer"): Lucy has 3 fewer apples than Julie. Julie has five apples. How many apples does Lucy have?

5 3 = ?, ? + 3 = 5

Adapted from Box 2-4 of Mathematics Learning in Early Childhood, National Research Council (2009, pp. 32, 33).

2These take apart situations can be used to show all the decompositions of a given number. The associated equations, which have the total on the left of the equal sign, help children understand that the = sign does not always mean makes or results in but always does mean is the same number as.

3For the Bigger Unknown or Smaller Unknown situations, one version directs the correct operation (the version using more for the bigger unknown and using less for the smaller unknown). The other versions are more difficult.

4Either addend can be unknown, so there are three variations of these problem situations. Both Addends Unknown is a productive extension of this basic situation, especially for small numbers less than or equal to 10.

Unit 3: Addition and Subtraction within 100 (developing)December 3 January 18 (6 weeks)

2nd Grade 2012-2013Page 13

Addition/Subtraction Problem Bank

Join, Result Unknown / Add to, Result Unknown

Ms. Smith has ___erasers. She wants to buy ___ more. How many erasers would she have then?

Lisa has ____ Hershey Kisses in her desk. She finds ____ more in her book bag. How many does she have in all?

There are ____ students in our class. ____ more students joined our class. How many students are there in our class all together?

Laura has ____ pumpkins. She gathers ____ more. How many pumpkins does Laura have now?

Jodi read ____ pages one night. The next night she read ____ pages. How many pages did she read in all?

Tom has ____ pencils. He wants to buy ____ more. How many pencils would Tom have?

Pinkalicious has ____ pink cupcakes. She gets ____ more pink cupcakes. How many cupcakes does Pinkalicious have now?

Antonio has ____ suckers. He got ____ more from a friend. How many does he have now?

Louis has ____ apples. Jory gave him ____ more. How many apples does Louis have?

Juanita ate ____ Skittles. She eats ____ more Skittles. How many Skittles did she eat all together?

Brittany has ____ dollars. Her sister gives her ____ dollars for her birthday. How much money does Brittany have now?

Jeff caught ___ fish Saturday. He caught ____ more Sunday. How many did he catch all together?

There were ____ dogs in the park. ____ more came. How many now?

There are _____ giant sea turtles swimming in the cove. Along come ____ more. Now how many giant sea turtles are swimming in the cove?

Join, Change Unknown / Add to, Change Unknown

John has ____ pencils. His mother gave him some more pencils for school. Then he had 12 pencils.

Zack had ____ songs in his MP3 player. Luke downloaded some more songs onto Zacks player. Now he had ____ songs. How many songs did Luke download?

There were ____ students on the playground. Some more came later. Now there are ____ students on the playground. How many students came later?

Mary has ____ dollars. She wants to save up ____ dollars to by a doll. How much more does Mary need?

There were ____ dogs at the park. Then there were ____ dogs. How many more came?

Dominique had ____ DVDs. His brother went through his collection and gave him some. Now Dominique has ____ DVDs. How many did his brother give him?

Scott has ____ saved. How much money does he need to have _____?

Jane has ____ eggs. How many more eggs does she need to have a dozen?

Alyssa has ____ rocks in her collection. How many more does she need to have ___ rocks?

Pinkalicious has ____ pink cupcakes. She looks on top of the fridge and finds some more. Now she has ____ cupcakes. How many cupcakes did she find?

There were ____ star fish on the rocks. How many more need to climb on the rocks for there to be ____?

Thomas had ____ mints. He got some more at the restaurant. He now has ____. How many did he get at the restaurant?

Sara has ____ dollars. How much more money does she need to save to by a gift for ____ dollars?

Jacob has ____ apples. How many more does he need to have ____ apples all together?

Noah has ____ Star Wars action figures. His goal is to have ____ action figures. How many more action figures does he need?

Join, Start Unknown/ Add to, Start Unknown

Sam has some cookies. He bought ____ more. Now he has ___. How many did Sam start with?

Some students left the lunchroom to go to the playground. ____ more students came later. There were ____ students when everyone arrived. How many students were in the first group?

Trey donated some mittens for the youth shelter. He gave ____ more. Now he has given ____ pairs of mittens. How many mittens did he start with?

There were some dogs at the park. We brought ____ more dogs to the park. Now there are ____dogs. How many were at the park when we came?

Elsie found some coins in her drawer. She found ____ more coins while vacuuming her room. She counted her coins and found she had ____ coins. How many coins were in her drawer to begin with?

LeeAnn had some seashells. Jordan gave her ____. Now LeeAnn has ____. How many did LeeAnn have to start with?

Brian had some blankets for the shelter. He was given ____ more. Now he has ____ blankets. How many blankets did he start with?

Sara had some cookies. Mom gave her ____ more cookies. Now she has ____ cookies. How many cookies did she start with?

Pinkalicious found cupcakes on the fridge. She found ____ more cupcakes on the table. She counted the together and had ____. How many cupcakes did she find on the fridge?

The sea turtles were hatching. ____ crawled down the beach. The scientist counted ____ altogether. How many hatched in the first batch?

Thomas had some Tootsie Rolls. He received ____ more and now he has ____. How many did he have to begin with?

The class had some beetles. They got ____ more delivered for their science lab. Now they have ____ beetles. How many did they start with?

Kim had a rock collection. She went rock hounding with a friend and collected ____ rocks. When Kim counted her rocks she had ____. How many rocks did Kim have before she went rock hounding with her friend?

Separate, Result Unknown/ Take from, Result Unknown

Taylor had ____ stickers in her collection. She gave ____ to a friend. How many stickers did she have left?

Donita planted ____ plants in her garden. The deer ate ____ plants. How many plants are left?

Billy brought ____ snack sacks. The first day his class used ____ of them. How many snacks were left for later?

Jeff caught ___ fish. He threw ____ back. How many fish does he have left?

I had ____ cookies. I ate ____. How many are left?

Ty had ____ chocolate candies. He gave ____ to his friends. How many candies does he have left for himself?

There are ____ crabs in the cove. ____ crabs walked away. How many crabs are still in the cove?

Brian had ____ turtle eggs. He broke ____ as he walked back to his shelter. How many eggs did he have left?

Kris made ____ cookies. She sold ____ of them. How many cookies does Kris have left?

Jazlyn had ____ folders for school. She used ____ . How many does she have left to use?

Pinkalicious had ____ pink cupcakes. She ate ____ of them for dessert. How many cupcakes does she have left?

Ben had ____ caramel apples. He gave ____ to his friends. How many does he have left?

The school cooks made _____ hotdogs. The 2nd graders ate ____ of them. How many hot dogs do the cooks have left?

Lee had ____ pumpkins. He gave ____ to Maria. How many pumpkins does Lee have left?

Tims soccer team have ____ games this season. They have played ____ of them already. How many games does he have left?

Bryce had ____ cars. He lost ____ cars. How many cars does he have left?

Separate, Change Unknown/ Take from, Change Unknown

There were ____ children at dance class. Some children left early. There were ____ children still in class. How many left early?

John had ____ in his savings account. After purchasing a new bike, he had ____ left in his account. What was the cost of his new bike?

Cassy had ____ new pencils when she left for school. When she arrived at school she only had ___ left. How many did she lose?

Mark has ____ marbles. He passed out some of them. He now has ____ marbles. How many did he pass out?

____ children were playing soccer. Some left to go swing. There were ____still playing soccer. How many of the children went to swing?

____ puppies were playing. Some fell asleep. ____ puppies are still playing. How many fell asleep?

Stan made ____ cupcakes for his birthday. When he came home from school he had ____ left. How many cupcakes were eaten?

Leonard had ____ rocks. After he gave Penny some he had ____ left. How many rocks did he give Penny?

____ fish were swimming in the pond. Some fish got caught. There were still ____ fish in the pond. How many fish were caught?

I had ____ marbles in the bag. Some of them were lost. ____ of them are still in the bag. How many did I lose?

Ben had ____ stickers. He gave some of them away. Now he has ____ stickers. How many did he give away?

Lex had ____ colored pencils for school. He sharpened some. Now he has ____ unsharpened pencils. How many did he sharpen?

There are ____ crabs on the shore. Some of them go back in the ocean. Now there are ____ crabs on the shore. How many went into the ocean?

I had ____ cookies. I ate some. There are ____ cookies left. How many did I eat?

Separate, Start Unknown / Take from, Start Unknown

Katie had some pens. She lost ____. Now she has ____. How many did she start with?

Juan has some minutes on his cell phone plan each month. He used ____ so far this month and has ____ left to use. How many minutes did he start with?

David bought a package of Skittles. He shared ____ of them with Sara. Now he has ____ Skittles left. How many were in the package to start?

I ate ____ cookies and there are ____ left. How many cookies were there to start?

The Scarlet cheerleading squad had some t-shirts to throw out during games. They threw ___ at the first game. Now they have ____ left. How many did they have to start with?

There are some crabs on the shore. ____ crabs walked into the ocean. Now there are ____ crabs on the shore. How many crabs were on the shore in the beginning?

Luis had a handful of worms. He lost ____ while trying to catch fish. Now he has ____ worms. How many did he start with?

Jasmine had some sticks of gum. She gave ____ to Lupita. Now she has ____ sticks of gum left. How many sticks of gum did Jasmine have to start with?

Bianca had some money to go shopping. She spent ____. Now she has ____. How much money did Bianca start with?

Ricardo caught some fish. He ate ____ of them. Now he has ____ left. How many fish did Ricardo start with?

There were some deep sea divers out in the ocean looking for treasure. ___ of the divers got tired and went home. ____ were still searching for treasure. How many divers were there to start with?

Isaac had some money. He spent ____ on shoes. Now he has ____ left. How much money did he start with?

Ava had a rock collection. She gave Macey ____ rocks. Ava now has ____ rocks. How many did she have to start with?

Brandy had a jar full of pennies. She gave ____ to a fundraiser at school. She had ____ left. How many did she have to start with?

Part-Part-Whole, Whole Unknown / Put Together-Take Apart, Total Unknown

There were ____ red chairs and ____ blue chairs in Ms. Allans room. How many chairs were in her room?

There are ____ woodwind players and ____ brass players in the high school marching band. How many band members in all?

Our class has ____ boys and ____ girls. How many students are in our class?

There were ____ oak trees and ____ maple trees in Calistas back yard. How many trees were there all together?

Simon had ____ yellow markers and ____ red markers. How many markers did he have in all?

____ girls and ____ boys were playing kickball. How many children were playing kickball?

There were ____ cans of pop and ____ juice boxes. How many drinks were there?

Our class had ____ boys and ____ girls. How many students are in our class?

There are ____ starfish and ____ seahorses in the coral reef. How many sea animals are there all together?

____ second graders and ____ third graders wrote and performed a play. How many students were in the play?

Alejandra found ____ pencils and _____ gel pens for school. How many writing tools did she find for school?

At Pinkaliciouss house, mom made ___ pink cupcakes and ____ purple cupcakes. How many cupcakes did mom make?

There were ____ clownfish and ____ angelfish. How many tropical fish were there?

Jose had ___ small pumpkins and ____ large pumpkins. How many pumpkins does he have?

There are ____blue socks and ____ black socks in the drawer. How many socks are in the drawer all together?

Part-Part-Whole, Part Unknown / Put Together-Take Apart, Addend Unknown

Beth had ____ pets. ____ of them are cats. The rest are birds. How many birds does she have?

The teacher has ____ student folders. ____ of them are red. The rest of them are blue. How many of the folders are blue?

There were ____ shoes in the closet. ___ are sandals. The rest are tennis shoes. How many are tennis shoes?

As a reward, Ms. Monroes class got ice cream cones. ____ students wanted vanilla, the rest wanted chocolate. How many of the ____ ice cream cones were chocolate?

____ kids play on the soccer team. ___ are girls and the rest are boys. How many boys are on the soccer team?

Rocio is holding some pennies and some nickels. He is holding ____ coins. ____ of them are pennies. How many of them are nickels?

There were ____ cans of pop. Altogether there are ___ drinks. How many are juice boxes?

Broden has ____ berries. ____ of those are blueberries, the rest are raspberries. How many raspberries does he have?

Dana picked red and green apples. She picked a total of ____ apples. She picked ____ red apples, how many green apples did she pick?

Ramiro read ____ books in September. ____ of them were biographies, the rest were mysteries. How many mysteries did he read?

Last year there were ____ students in the science club. ____ of the members were girls. How many were boys?

Luis is pet-sitting some cats and dogs. He has ____ animals. If he has ___ dogs, how many are cats?

There was a bowl of ____ black and white candies. There were ____ black candies. How many white candies were in the bowl?

Lupita has ____ pets. _____ of them are cats. The rest are birds. How many birds does she have?

Compare, Different Unknown / Compare, Difference Unknown

Lexi had ____ toys. Sara had ____ toys. How many more toys does Lexi have than Sara?

Sydney had ____ songs on her ipod. Madison had ____ songs on her iPod. How many more songs does Madison have?

Brad brought a box of ____ crayons. Seth brought a box of ____ crayons. How many fewer crayons does Seth have than Brad?

Jen has ____ new shirts. Josh has ____ new shirts. How many more shirts does Jen have than Josh?

There are ____ clownfish and ____ angle fish in the aquarium. How many more clownfish are there?

Mary collected ____ shells. Laura collected ____ shells. How many more shells does Mary have than Laura?

Lucas ran ____ miles. Beth ran ____ miles. How many more miles did Lucas run than Beth?

Tim has ____ trucks. Max had ____ trucks. How many more trucks does Max have than Tim?

Alejandra had ____ pencils for school. Andrea has ____ pencils. How many more pencils does Alejandra have than Andrea?

The first turtle laid ____ eggs. The second turtle laid ____. How many more eggs did the second turtle lay than the first turtle?

Tanner had ____ bags of candy. Kylie had ____. How many more did Kylie have than Tanner?

Zach had ____ little cars. Jose had ____ little cars. Who had the most cars? How many more do they have?

Lee had ____ leaves. Jenny had ____ leaves. How many more leaves does Lee have than Jenny?

Noah had ____ baseball cards. Gabe had ____ baseball cards. How many more cards does Gabe have than Noah?

Compare, Compare Quantity Unknown / Compare, Bigger Unknown

Mike had ____ stamps. Jenna had ____ more stamps than Mike. How many stamps does Jenna have?

Sydney has ____ songs on her iPod. Madison has ____ more songs than Sydney. How many songs does Sydney have.

Jordan had ____ baseball cards. Jared has ____ less than Jordan. How many cards does Jared have?

Juanita had ____ new shirts. Bob has ____ more shirts than Juanita. How many shirts does Bob have?

____ clownfish are swimming in the aquarium. There are ____ more angle fish than clownfish in the aquarium. How many angel fish are there?

Brent had ____ cows. Willie had ____ fewer cows than Brent. How many cows does Willie have?

John saw ____ starfish on the beach. Sean said he saw ___ more than John. How many starfish did Sean see?

The small shark had ____ teeth. The big shark has ____ more teeth. How many teeth does the big shark have?

Devon has ____ hats. Ronnie had ____ fewer hats than Devon. How many hats does Ronnie have?

Jeff caught ____ fish. Marcus caught ____ more than Jeff. How many did Marcus catch?

Andre had ____ crayons in his box. Marissa has ____ more crayons in her box. How many crayons does Marissa have?

Ma has ____ bags of flour. Pa has ____ more bags than Ma that he brought to town. How many bags of flour does Pa have?

Drew had ____ trains. Kaleb had ____ more than Drew. How many trains does Kaleb have?

Ryan read ___ books. Tony read ____ fewer than Ryan. How many books did Tony read?

Comparison, Referent Unknown / Compare, Smaller Unknown

Tom has ____ rubber bands. He has ____ more than Joe. How many rubber bands does Joe have?

Madison has ____ songs on her iPod. She has ____ more than Sydney. How many songs does Sydney have?

Jen has ____ new shirts. She has ____ more than Josh. How many shirts does Josh have?

Our classroom has ____ computer. We have ____ less than the computer lab. How many computers are in the lab?

There are ____ clownfish in the ocean. There are ____ more clownfish than angle fish. How many angle fish are there in the ocean?

Lakesha has ____ movies. She has ____ more than Rose. How many movies does Rose have?

Jan has ____ flowers. She has ____ more than Kim. How many flowers does Kim have?

Joe has ____ cookies. He has ____more cookies than Brad. How many cooked does Brad have?

Mom made ____ cupcakes. She made ____more than Dad. How many did Dad make?

Zoe had ____ dollars to spend at school. He has ____ more than Cameron. How much money does Cameron have?

The first turtle laid ____ eggs. It was ____ less than the second turtle. How many eggs did the second turtle lay?

Lee has ____leaves. He has ____ more leaves than Jenny. How many leaves does Jenny have?

Zontae was ____ whales when he went whale watching. Markel saw ____ more whales than Zontae. How many whales did Markel see?

Jima had ____ paperclips. That is ____ more than Sydney. How many paperclips does Sydney have?

2nd Grade 2012 - 2013Page 24