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Chapter 22: Subtracting Two-Digit Numbers Without Regrouping

Learn Grade 2 mathematics with very-beginner explanations, original worked examples, practice, reasoning, and review.

Grade 2Very Beginner Friendly10 Examples Per Topic30 Q&APractice + Review
Estimated reading time0% read
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Chapter Overview

This chapter teaches Subtracting Two-Digit Numbers Without Regrouping with simple explanations, visual thinking, worked examples, practice, and review.

22.1 Subtracting tens

Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Find 67 − 30.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 37

Worked Example 2

Problem: Find 38 − 23.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 15

Worked Example 3

Problem: Find 66 − 25.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 41

Worked Example 4

Problem: Find 87 − 81.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 6

Worked Example 5

Problem: Find 142 − 58.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 84

Worked Example 6

Problem: Find 37 − 33.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 4

Worked Example 7

Problem: Find 146 − 42.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 104

Worked Example 8

Problem: Find 86 − 79.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 7

Worked Example 9

Problem: Find 118 − 28.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 90

Worked Example 10

Problem: Find 114 − 93.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 21

22.2 Subtracting ones

Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Find 59 − 50.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 9

Worked Example 2

Problem: Find 149 − 113.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 36

Worked Example 3

Problem: Find 97 − 87.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 10

Worked Example 4

Problem: Find 27 − 5.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 22

Worked Example 5

Problem: Find 36 − 18.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 18

Worked Example 6

Problem: Find 83 − 63.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 20

Worked Example 7

Problem: Find 120 − 39.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 81

Worked Example 8

Problem: Find 46 − 17.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 29

Worked Example 9

Problem: Find 136 − 107.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 29

Worked Example 10

Problem: Find 119 − 117.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 2

22.3 Subtracting tens and ones

Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Find 27 − 16.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 11

Worked Example 2

Problem: Find 142 − 25.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 117

Worked Example 3

Problem: Find 123 − 116.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 7

Worked Example 4

Problem: Find 26 − 26.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 0

Worked Example 5

Problem: Find 135 − 21.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 114

Worked Example 6

Problem: Find 48 − 28.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 20

Worked Example 7

Problem: Find 69 − 30.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 39

Worked Example 8

Problem: Find 115 − 66.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 49

Worked Example 9

Problem: Find 35 − 14.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 21

Worked Example 10

Problem: Find 35 − 34.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 1

22.4 Place-value drawings

Place-value drawings is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 9 and 14 to make a simple example about Place-value drawings.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Place-value drawings.

Worked Example 2

Problem: Use 5 and 8 to make a simple example about Place-value drawings.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Place-value drawings.

Worked Example 3

Problem: Use 16 and 17 to make a simple example about Place-value drawings.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Place-value drawings.

Worked Example 4

Problem: Use 15 and 4 to make a simple example about Place-value drawings.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Place-value drawings.

Worked Example 5

Problem: Use 1 and 13 to make a simple example about Place-value drawings.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Place-value drawings.

Worked Example 6

Problem: Use 9 and 7 to make a simple example about Place-value drawings.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Place-value drawings.

Worked Example 7

Problem: Use 13 and 18 to make a simple example about Place-value drawings.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Place-value drawings.

Worked Example 8

Problem: Use 12 and 7 to make a simple example about Place-value drawings.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Place-value drawings.

Worked Example 9

Problem: Use 6 and 7 to make a simple example about Place-value drawings.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Place-value drawings.

Worked Example 10

Problem: Use 18 and 12 to make a simple example about Place-value drawings.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Place-value drawings.

22.5 Open number-line subtraction

Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Find 131 − 25.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 106

Worked Example 2

Problem: Find 72 − 48.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 24

Worked Example 3

Problem: Find 33 − 2.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 31

Worked Example 4

Problem: Find 22 − 3.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 19

Worked Example 5

Problem: Find 43 − 29.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 14

Worked Example 6

Problem: Find 76 − 64.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 12

Worked Example 7

Problem: Find 54 − 9.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 45

Worked Example 8

Problem: Find 31 − 13.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 18

Worked Example 9

Problem: Find 67 − 57.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 10

Worked Example 10

Problem: Find 94 − 44.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 50

22.6 Breaking apart the subtrahend

Breaking apart the subtrahend is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 16 and 12 to make a simple example about Breaking apart the subtrahend.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Breaking apart the subtrahend.

Worked Example 2

Problem: Use 6 and 9 to make a simple example about Breaking apart the subtrahend.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Breaking apart the subtrahend.

Worked Example 3

Problem: Use 9 and 3 to make a simple example about Breaking apart the subtrahend.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Breaking apart the subtrahend.

Worked Example 4

Problem: Use 20 and 9 to make a simple example about Breaking apart the subtrahend.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Breaking apart the subtrahend.

Worked Example 5

Problem: Use 6 and 19 to make a simple example about Breaking apart the subtrahend.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Breaking apart the subtrahend.

Worked Example 6

Problem: Use 8 and 1 to make a simple example about Breaking apart the subtrahend.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Breaking apart the subtrahend.

Worked Example 7

Problem: Use 16 and 9 to make a simple example about Breaking apart the subtrahend.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Breaking apart the subtrahend.

Worked Example 8

Problem: Use 17 and 13 to make a simple example about Breaking apart the subtrahend.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Breaking apart the subtrahend.

Worked Example 9

Problem: Use 1 and 1 to make a simple example about Breaking apart the subtrahend.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Breaking apart the subtrahend.

Worked Example 10

Problem: Use 2 and 1 to make a simple example about Breaking apart the subtrahend.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Breaking apart the subtrahend.

22.7 Finding differences

Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Find 114 − 12.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 102

Worked Example 2

Problem: Find 126 − 19.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 107

Worked Example 3

Problem: Find 42 − 1.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 41

Worked Example 4

Problem: Find 37 − 20.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 17

Worked Example 5

Problem: Find 76 − 23.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 53

Worked Example 6

Problem: Find 147 − 46.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 101

Worked Example 7

Problem: Find 59 − 19.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 40

Worked Example 8

Problem: Find 42 − 15.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 27

Worked Example 9

Problem: Find 31 − 14.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 17

Worked Example 10

Problem: Find 138 − 46.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 92

22.8 Vertical subtraction

Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Find 100 − 97.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 3

Worked Example 2

Problem: Find 126 − 5.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 121

Worked Example 3

Problem: Find 121 − 12.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 109

Worked Example 4

Problem: Find 112 − 59.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 53

Worked Example 5

Problem: Find 78 − 59.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 19

Worked Example 6

Problem: Find 103 − 48.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 55

Worked Example 7

Problem: Find 30 − 4.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 26

Worked Example 8

Problem: Find 77 − 74.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 3

Worked Example 9

Problem: Find 22 − 16.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 6

Worked Example 10

Problem: Find 44 − 6.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 38

22.9 Estimating before subtracting

Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Find 124 − 30.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 94

Worked Example 2

Problem: Find 92 − 74.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 18

Worked Example 3

Problem: Find 64 − 2.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 62

Worked Example 4

Problem: Find 109 − 80.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 29

Worked Example 5

Problem: Find 148 − 36.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 112

Worked Example 6

Problem: Find 89 − 49.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 40

Worked Example 7

Problem: Find 58 − 22.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 36

Worked Example 8

Problem: Find 47 − 8.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 39

Worked Example 9

Problem: Find 99 − 16.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 83

Worked Example 10

Problem: Find 116 − 106.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 10

22.10 Word problems

Word problems is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 20 and 15 to make a simple example about Word problems.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Word problems.

Worked Example 2

Problem: Use 13 and 15 to make a simple example about Word problems.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Word problems.

Worked Example 3

Problem: Use 5 and 19 to make a simple example about Word problems.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Word problems.

Worked Example 4

Problem: Use 14 and 9 to make a simple example about Word problems.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Word problems.

Worked Example 5

Problem: Use 2 and 10 to make a simple example about Word problems.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Word problems.

Worked Example 6

Problem: Use 20 and 3 to make a simple example about Word problems.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Word problems.

Worked Example 7

Problem: Use 6 and 13 to make a simple example about Word problems.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Word problems.

Worked Example 8

Problem: Use 18 and 4 to make a simple example about Word problems.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Word problems.

Worked Example 9

Problem: Use 19 and 3 to make a simple example about Word problems.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Word problems.

Worked Example 10

Problem: Use 4 and 11 to make a simple example about Word problems.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Word problems.

22.11 Checking with addition

Addition combines quantities. Counting on, making ten, drawings, and place value can help. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Find 63 + 36.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 99

Worked Example 2

Problem: Find 44 + 4.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 48

Worked Example 3

Problem: Find 43 + 64.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 107

Worked Example 4

Problem: Find 54 + 69.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 123

Worked Example 5

Problem: Find 6 + 34.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 40

Worked Example 6

Problem: Find 49 + 43.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 92

Worked Example 7

Problem: Find 55 + 14.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 69

Worked Example 8

Problem: Find 3 + 50.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 53

Worked Example 9

Problem: Find 28 + 66.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 94

Worked Example 10

Problem: Find 16 + 41.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 57

22.12 Choosing an efficient method

Choosing an efficient method is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 7 and 7 to make a simple example about Choosing an efficient method.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Choosing an efficient method.

Worked Example 2

Problem: Use 18 and 8 to make a simple example about Choosing an efficient method.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Choosing an efficient method.

Worked Example 3

Problem: Use 2 and 6 to make a simple example about Choosing an efficient method.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Choosing an efficient method.

Worked Example 4

Problem: Use 8 and 11 to make a simple example about Choosing an efficient method.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Choosing an efficient method.

Worked Example 5

Problem: Use 4 and 5 to make a simple example about Choosing an efficient method.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Choosing an efficient method.

Worked Example 6

Problem: Use 5 and 16 to make a simple example about Choosing an efficient method.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Choosing an efficient method.

Worked Example 7

Problem: Use 14 and 17 to make a simple example about Choosing an efficient method.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Choosing an efficient method.

Worked Example 8

Problem: Use 12 and 16 to make a simple example about Choosing an efficient method.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Choosing an efficient method.

Worked Example 9

Problem: Use 19 and 6 to make a simple example about Choosing an efficient method.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Choosing an efficient method.

Worked Example 10

Problem: Use 10 and 5 to make a simple example about Choosing an efficient method.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Choosing an efficient method.

30 Review Questions and Answers

Q1. What should a Grade 2 learner understand about Subtracting tens?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q2. What should a Grade 2 learner understand about Subtracting ones?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q3. What should a Grade 2 learner understand about Subtracting tens and ones?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q4. What should a Grade 2 learner understand about Place-value drawings?

Answer: Place-value drawings is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q5. What should a Grade 2 learner understand about Open number-line subtraction?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q6. What should a Grade 2 learner understand about Breaking apart the subtrahend?

Answer: Breaking apart the subtrahend is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q7. What should a Grade 2 learner understand about Finding differences?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q8. What should a Grade 2 learner understand about Vertical subtraction?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q9. What should a Grade 2 learner understand about Estimating before subtracting?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q10. What should a Grade 2 learner understand about Word problems?

Answer: Word problems is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q11. What should a Grade 2 learner understand about Checking with addition?

Answer: Addition combines quantities. Counting on, making ten, drawings, and place value can help.

Q12. What should a Grade 2 learner understand about Choosing an efficient method?

Answer: Choosing an efficient method is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q13. What should a Grade 2 learner understand about Subtracting tens?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q14. What should a Grade 2 learner understand about Subtracting ones?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q15. What should a Grade 2 learner understand about Subtracting tens and ones?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q16. What should a Grade 2 learner understand about Place-value drawings?

Answer: Place-value drawings is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q17. What should a Grade 2 learner understand about Open number-line subtraction?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q18. What should a Grade 2 learner understand about Breaking apart the subtrahend?

Answer: Breaking apart the subtrahend is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q19. What should a Grade 2 learner understand about Finding differences?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q20. What should a Grade 2 learner understand about Vertical subtraction?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q21. What should a Grade 2 learner understand about Estimating before subtracting?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q22. What should a Grade 2 learner understand about Word problems?

Answer: Word problems is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q23. What should a Grade 2 learner understand about Checking with addition?

Answer: Addition combines quantities. Counting on, making ten, drawings, and place value can help.

Q24. What should a Grade 2 learner understand about Choosing an efficient method?

Answer: Choosing an efficient method is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q25. What should a Grade 2 learner understand about Subtracting tens?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q26. What should a Grade 2 learner understand about Subtracting ones?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q27. What should a Grade 2 learner understand about Subtracting tens and ones?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q28. What should a Grade 2 learner understand about Place-value drawings?

Answer: Place-value drawings is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q29. What should a Grade 2 learner understand about Open number-line subtraction?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q30. What should a Grade 2 learner understand about Breaking apart the subtrahend?

Answer: Breaking apart the subtrahend is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.