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One-Step Problems 2nd Grade

Texas Essential Knowledge and Skills (TEKS): 2.4.c
solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms; and
Texas Essential Knowledge and Skills (TEKS): 2.4.d
generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.
Texas Essential Knowledge and Skills (TEKS): 2.7.c
represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem.
Florida - Benchmarks for Excellent Student Thinking: MA.2.2.3
Add two whole numbers with sums up to 100 with procedural reliability. Subtract a whole number from a whole number, each no larger than 100, with procedural reliability
Florida - Benchmarks for Excellent Student Thinking: MA.2.1.1
Solve one-and two-step addition and subtraction real-world problems.
Florida - Benchmarks for Excellent Student Thinking: MA.2.1.3
Solve one-and two-step real-world measurement problems involving addition and subtraction of lengths given in the same units

2nd Grade Math - One-Step Problems Lesson

WORD PROBLEMS

Representing and solving word problems involves choosing the correct operation (like addition or subtraction), as well as knowing which values to use.

The table^¹ below shows some common types of word problems.


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
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

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

(“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

^¹contents of table from Table 1 http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

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