Curriculum Library
Operations & Algebraic Thinking Unit 6: Word Problems
Key Concept: Addition and subtraction strategies can be used to solve word problems.
Topic Overview | Standards Alignment |
2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
MGSE2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.
MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? IEP Goals
In this topic, students apply their problem-solving strategies to solve join, separate, part-part-whole, and comparison word problems.
Common Core
2.OA.A.1 Use 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, e.g.by using drawings and equations with a symbol for the unknown number to represent the problem.2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Georgia
MGSE2.OA.1 Use addition and subtraction within 100 to solve one and two step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. Problems include contexts that involve adding to, taking from, putting together/taking apart (part/part/whole) and comparing with unknowns in all positions.MGSE2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.
MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
1. The student will solve join word problems with unknowns in any position for 5 out of 6 examples by the completion of the IEP.
2. The student will separate join word problems with unknowns in any position for 5 out of 6 examples by the completion of the IEP.
3. The student will solve part-part-whole word problems with unknowns in any position for 5 out of 6 examples by the completion of the IEP.
4. The student will solve comparison word problems with unknowns in any position for 5 out of 6 examples by the completion of the IEP.
2. The student will separate join word problems with unknowns in any position for 5 out of 6 examples by the completion of the IEP.
3. The student will solve part-part-whole word problems with unknowns in any position for 5 out of 6 examples by the completion of the IEP.
4. The student will solve comparison word problems with unknowns in any position for 5 out of 6 examples by the completion of the IEP.
Lesson Sequences
This topic is still in development.
Key Concept: Word problems can require multiple steps in order to solve.
Topic Overview | Standards Alignment |
2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
MGSE2.OA.2 Fluently add and subtract within 20 using mental strategies.3 By end of Grade 2, know from memory all sums of two one-digit numbers. Use place value understanding and properties of operations to add and subtract.
MGSE2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.
MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? IEP Goals
In this topic, students extend their understanding of solving one-step problems in order to solve two-step problems.
Common Core
2.OA.A.1 Use 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, e.g.by using drawings and equations with a symbol for the unknown number to represent the problem.2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Georgia
MGSE2.OA.1 Use addition and subtraction within 100 to solve one and two step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. Problems include contexts that involve adding to, taking from, putting together/taking apart (part/part/whole) and comparing with unknowns in all positions.MGSE2.OA.2 Fluently add and subtract within 20 using mental strategies.3 By end of Grade 2, know from memory all sums of two one-digit numbers. Use place value understanding and properties of operations to add and subtract.
MGSE2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.
MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
1. The student will solve any type of word problems with unknowns in any position for 5 out of 6 examples by the completion of the IEP.
2. The student will solve two-step word problems for 5 out of 6 examples by the completion of the IEP.
2. The student will solve two-step word problems for 5 out of 6 examples by the completion of the IEP.
Lesson Sequences
O.6-2-4 One-Step Word Problems |
Lesson Plan
View Teacher-Facilitated Lesson Students solve join, separate, part-part-whole, and comparison word problems with unknowns in various positions. (35-45 min)
Key Concept: Word problems can contain information that is not necessary.
Topic Overview | Standards Alignment |
2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? IEP Goals
In this topic, students extend their understanding of solving word problems in order to solve a variety of word problems including one and two steps.
Common Core
2.OA.A.1 Use 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, e.g.by using drawings and equations with a symbol for the unknown number to represent the problem.2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Georgia
MGSE2.OA.1 Use addition and subtraction within 100 to solve one and two step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. Problems include contexts that involve adding to, taking from, putting together/taking apart (part/part/whole) and comparing with unknowns in all positions.MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
1. The student will solve one or two-step word problems with unknowns in any position for 5 out of 6 examples by the completion of the IEP.
2. The student will solve problems involving money for 5 out of 6 examples by the completion of the IEP.
2. The student will solve problems involving money for 5 out of 6 examples by the completion of the IEP.
Lesson Sequences
O.6-3-1 Solve Word Problems with Money |
Lesson Plan
View Teacher-Facilitated Lesson Students apply their understanding of the value of coins and bills in order to solve problems. (35-45 min)
O.6-3-2 Two-Step Word Problems to 100: Part 1 |
Lesson Plan
View Teacher-Facilitated Lesson Students use multiple strategies to solve two-step problems involving quantities to 100. (35-45 min)
O.6-3-3 Two-Step Word Problems to 100: Part 2 |
Lesson Plan
View Teacher-Facilitated Lesson Students use multiple strategies to solve more challenging two-step problems involving quantities to 100. (35-45 min)
O.6-3-4 One- and Two-Step Word Problems: Part 1 |
Lesson Plan
View Teacher-Facilitated Lesson Students identify whether a problem requires one or two steps in order to solve. (35-45 min)
O.6-3-5 One- and Two-Step Word Problems: Part 2 |
Lesson Plan
O.6-3-6 One- and Two-Step Word Problems: Part 3 |
Lesson Plan
View Teacher-Facilitated Lesson Students create and solve one and two step word problems. (35-45 min)
In this unit, students extend their understanding of word problems in order to solve join, separate, part-part-whole, and comparison word problems with unknowns in all positions. Students also begin to solve two-step problems and problems that include extraneous information.
Common Core
2.OA.A.1 Use 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, e.g.by using drawings and equations with a symbol for the unknown number to represent the problem.2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Georgia
MGSE2.OA.1 Use addition and subtraction within 100 to solve one and two step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. Problems include contexts that involve adding to, taking from, putting together/taking apart (part/part/whole) and comparing with unknowns in all positions.MGSE2.OA.2 Fluently add and subtract within 20 using mental strategies.3 By end of Grade 2, know from memory all sums of two one-digit numbers. Use place value understanding and properties of operations to add and subtract.
MGSE2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.
MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?