Solving Word Problems PDF

Solving Word Problems
Second Grade Math
by Sabrina LeBlond August 15, 2015
Word problems getting you down? Then spread the word on a lesson that will help students decide when to add
or subtract, as they identify clue words that aid in solving word problems.
Learning Objectives
Students will be able to use addition and subtraction to solve word problems.
Materials and preparation Key terms
You Can, Toucan, Math: Word Problem-Solving word problem

Fun by David A. Adler
Class set of the Carnival Count worksheet
Class set of the Solving Multi-Step Addition
Problems Using a Number Line worksheet
Lined paper
Pencils
Monster Math Word Problems worksheet
(optional)
Math Ninja worksheet (optional)
Attachments
Carnival Count (PDF)

Multi-Step Addition (PDF)
Math Ninja (PDF)
Monster Word Problems (PDF)
Addition and Subtraction Word Problems (PDF)
Multi-Step Addition Word Problems (PDF)
Monster Subtraction Word Problems (PDF)
Word Problems with Ninjas (PDF)
Introduction (10 minutes)
Create a scenario to introduce the concept of word problems. For example, say, "I am going to the local
zoo and I plan on bringing 11 students with me. Six more students want to join us. How many of us are
going to the zoo?"
You can have students come to the front of the class in these denominations if you would like.
Go over the answer to your created problem.
Repeat the activity with a different word problem.
Call on different students to answer the problem to promote class participation.
Tell students they became a part of a word problem. Ask students to reflect on what word problems are
and have a class discussion. Remind the class that a word problem is a situation explained in words that
can be solved using math.
EL
Get more lesson plans at https://www.education.com/lesson-plans/

Beginning
Show students a picture of the zoo to support understanding of the scenario.

Define the word problem in student's home language (L1) if student is literate in home language.
Provide an example of a simplified story problem.
Intermediate
Encourage students to repeat the story problem back to you, in their own words.
Ask students to explain what a problem is in their own words.
Write the standard algorithm (1 + 11 + 6 = ____) on the whiteboard to support student understanding.
Explicit Instruction/Teacher modeling (10 minutes)
Read You Can, Toucan, Math aloud.

During the read aloud, have students identify the operations that are being used for individual word
problems. Ask students what clues from the text led them to their answer.
Write these word clues on the board:
Addition = join, together, more
Subtraction = difference, went away, less.
Present and read aloud the following word problem: “Six second graders turned in their homework early.
Five more students rushed to the homework bin and turned it in. How many second graders turned in
their homework?”
Ask students to identify the mathematical operation in the word problem and to identify the clue word
that led them to their answer.
Repeat with a subtraction word problem example.
EL
Beginning
Encourage students to sit close to the teacher.

Create visuals that go along with the clue words to support student understanding.
Intermediate
Write the clue words on notecards and allow students to sort clue words into two piles: addition clue
words and subtraction clue words.
Write the following reflection questions on the board and encourage students to share their ideas before
moving on to guided practice:
What is happening in this problem?
Is there any information we don't need?
What will the answer tell us?
Do you think the answer will be a big number or a small number? Why?
Guided Practice (10 minutes)
Give each student a sheet of lined paper.

Display the following word problem: "11 new library books were added to the bookshelf. 4 of the books
were checked out by the end of the day. How many new library books remain?"
Ask students to solve the following word problem on their paper. Have students explain in writing how
they solved the problem. Review student explanations.
Display a second word problem: "Four students were waiting in the nurse’s office, and three more
students came in. Two were treated by the nurse and returned to class. How many students are waiting
to see the nurse?"
Have students solve and explain word problem #2 on their paper. Review student explanations.
Remind students to look for clue words and important details when solving word problems.
Ask students to write their own addition or subtraction word problem. Allow students to share aloud and

provide student feedback.
EL
Beginning
Provide students with a simplified story problem.

Model solving one of the problems before having the student attempt another, similarly worded problem.
Encourage students to draw a visual representation of the story problem.
Provide students with access to manipulatives, number lines, hundreds boards, whiteboards and
whiteboard markers, etc.
Intermediate
Encourage students to write the answer in a complete sentence and reread the sentence to decide if the
answer makes sense.
Encourage students to use physical representations to solve their problem.
Have students turn and talk to a partner, sharing how they solved their problem using sequencing words
(first, then, next, finally).
Independent working time (10 minutes)
Pass out the Carnival Count worksheet.

Ask students to show their thinking when completing the worksheet.
Monitor students while they are working, and assist students who need extra support.
EL
Beginning
Allow students to work in a small, teacher-led group.

Have students come up with their own story problem, using a situation that is relevant from their life.
Help students draw a picture of their story problem.
Intermediate
Allow students to work with partners during work time.

Encourage students to explain the story problem in their own words to their partner.
Have students refer to the reflection questions written on the board for support.
Related books and/or media
GAME: Fish Bowl Addition

Find interactive books for each child’s level.
Differentiation
Enrichment: For students who need an extra challenge, provide the Math Ninja worksheet.
Support: For students needing support, provide and go through the Monster Word Problems worksheet in a
small group setting.
Assessment (10 minutes)
To check for understanding, monitor the classroom as students are solving and writing their own word
problems.
Check the correctness of student worksheets.
Assign the Solving Multi-Step Addition Problems Using a Number Line worksheet to assess your students'
understanding.

EL
Beginning
Help students use phrases, words, and gestures to explain how they solved the problem during
independent work time.
Invite students to share their story problem and illustration with the class (if they feel comfortable).
Intermediate
Allow students to work with partners during the assessment.

Observe student language, body language, and ability to solve the problem using sense-making
strategies. Record findings and use them for future instruction.
Review and closing (10 minutes)
At the end of the lesson, check and review the in class assignment.
Review any missed problems, and show how to solve for better understanding.
Ask students to share what they learned in today’s lesson.
Introduce the Fish Bowl Addition game to students as a way to practice solving word problems at home.
EL
Beginning
Provide the following sentence stem to support students in sharing what they learned:
I learned ____.
Allow student to share their answer in English or L1.
Intermediate
Provide students with the following sentence frames to support sharing out what they learned from the
lesson:
I can use ____ to solve story problems.
I liked using ____ to solve story problems.

Carnival Count
Mark is working at the carnival fair today. Help him calcuate his totals by adding or subtracting.
Mark sold 14 pink cotton candies and 23 blue cotton candies.

How many cotton candies did he sell in total?
It was a hot day and many people bought ice cream

cones at the fair. Mark sold 18 vanilla flavored cones,
15 strawberry flavored cones, and 21 chocolate flavored
cones. How many cones did he sell in total?
At the beginning of the day, Mark had

63 pretzels but by the end of the day
he only had 18. How many did he sell?
When Mark wasn’t busy helping customers, he gave

away balloons to visitors. Mark gave away 8 neon pink
balloons, 11 forest green ballons, 24 jumbo purple
balloons and 5 sky blue metallic balloons. How many
did he give away?
Mark had 57 fun pack tickets.

At the end of the day he only had 9.
How many did he sell ?
FUN
FUN
Copyright 2012-2013 by Education.com More worksheets at www.education.com/worksheets

Carnival Count

+ 14
23 He sold 37 cotton candies in total
37 18
+
It was a hot day and many people bought ice cream 15
15 strawberry flavored cones, and 21 chocolate flavored 21
cones. How many cones did he sell in total? 54
He sold 54 cones in total

- 63
18
he only had 18. How many did he sell? 45
He sold 45 pretzels

8
11
did he give away?
+ 24
5
48
He gave away 48 balloons in total

- 57
9
How many did he sell ? 48
He sold 48 fun pack tickets
FUN
FUN
Copyright 2012-2013 by Education.com More worksheets at www.education.com/worksheets

SOLVING MULTI-STEP ADDITION
PROBLEMS USING A NUMBER LINE
A number line can be a helpful tool when solving multi-step problems. Read the problem below
and follow the steps to solve the problem using the number line.
Benji left his classroom and walked down the hall 16 meters to
Mr. Martin’s class. Then he walked from Mr. Martin’s class to
Miss Beasley’s class 13 meters further down the hall. After
visiting Miss Beasley’s class, Benji traveled 17 more meters
down the hall to the cafeteria for lunch. How far is Benji’s
classroom from the cafeteria?
0 5 10 15 20 25 30 35 40 45 50
BENJI'S MR. MARTIN'S

CLASSROOM CLASS
To solve the problem using the number line, you start at zero (Benji’s clasroom) and draw an arrow
landing on the 16 to the show the 16 meters that Benji traveled to get to Mr. Martin’s class.
0 5 10 15 20 25 30 35 40 45 50
BENJI'S MR. MARTIN'S MISS BEASLEY'S

CLASSROOM CLASS CLASS
Next, count 13 more spaces on the number line and draw an arrow from the 16 to that spot. This is
where Miss Beasley’s class is located.
0 5 10 15 20 25 30 35 40 45 50
BENJI'S MR. MARTIN'S MISS BEASLEY'S CAFETERIA

Finally, count 17 more spaces down the number line and draw an arrow to Benji’s final destination,
the cafeteria. The number you finally land on is your answer.
So, 16m + 13m + 17m = 45m and Benji’s classroom is 45 meters
from the cafeteria.
Now, you try. Read the problems and use the number lines to help you solve them. Then, write
a number sentence to go with each problem.
The Rogers family is going on a short trip. They leave their house and
travel 22 miles and stop to eat breakfast. They get back in the car and
travel another 16 miles to a rest stop. Then, they travel another 12
miles to get to the zoo. How many miles did the Rogers family drive
to get to the zoo?
0 5 10 15 20 25 30 35 40 45 50 55 60
Number sentence
The Rogers family drove miles to get to the zoo.
John is building a fence. The first hour he built a 14 foot section of

fence. The second hour he built a 23 foot section of fence. The third
hour he built a 20 foot section of fence. How long was the fence that
John built in 3 hours?
0 5 10 15 20 25 30 35 40 45 50 55 60
Number sentence
John's fence is feet long.

from the cafeteria.
to get to the zoo?
0 5 10 15 20 25 30 35 40 45 50 55 60
Number sentence 22 miles + 16 miles + 12 miles = 50 miles
The Rogers family drove 50 miles to get to the zoo.

0 5 10 15 20 25 30 35 40 45 50 55 60
Number sentence 14 feet + 23 feet + 20 feet = 57 feet
John's fence is 57 feet long.

M AT H N I N J A
1. Ninja Aki scaled a building that is 70 feet tall, and Ninja
Midori scaled a building that is 43 feet tall. What is the
combined height of the buildings?
2. Ninja Midori has 63 arrows. Ninja Aki has a difference of

17 arrows. How many arrows does Ninja Aki have?
3. What is the total number of arrows Ninja Midori and Aki

have?
4. Momo has 97 disguises. She used 44 disguises for her

last mission. How many disguises does she have left?
5. Ninja Rika had 81 darts. Then she increased the total by

15, but had to use 11 for her last mission. How many
darts does she have now?
6. Ninja Momo must travel 50 miles to get to the location of

her next mission. She has already traveled 28 miles. How
many more miles must she go?
7. Ninja Take has 54 kunais to climb the building with. His

group leader gives him 79 more. How many kunais does
he have all together?
8. Ume collects shurikens, throwing stars. She has 73

shurikens. Take has 23 shurikens to spare. If Take gives
these to her, how many shurikens will Ume have?
M AT H N I N J A
The combined height of both buildings would be 113 feet tall.
Ninja Aki has 46 arrows.
have?
Ninja Aki has 109 arrows.
Momo has 53 disguises left.
Ninja Rika has 85 darts now.
Ninja Momo has 22 miles left to go.
Ninja Take has 133 kunais all together.
Ninja Ume would have 96 shurikans.
Monster Math
Word Problems
Show your work here:
1.
14 green monsters were skipping along,
when they ran into 18 red monsters. A
red monster ate 7 green monsters. Then
a green monster ate 9 red monsters.
How many monsters were left?
2.
A beautiful one-eye d girl monster
marrie d a three-eye d monster. They
had 5 adorable monster babies. The
babies all had 4 eyes. How many eyes
were there in the whole family?
One day a huge monster was tromping
3. through the woods. He knocked down

3 trees with every step. It took him 5
steps to get through the forest. How
many trees did he knock down?
4.
Little boy monster was turning 3
years old. His sister monster was 18
years older than he was. How old
was the sister monster?
Once there was a monster who

5. decide d to run away from home.
He walke d 2 miles a day for 3 days.
Then he got homesick and walked all
the way home. How many miles did
he walk?
Answers: 1. 16, 2. 24, 3. 15, 4. 21 5. 12
Copyright © 2010-2011 by Education.com More worksheets at www.education.com/worksheets

Carnival Count

It was a hot day and many people bought ice cream

15 strawberry flavored cones, and 21 chocolate flavored
cones. How many cones did he sell in total?

he only had 18. How many did he sell?

did he give away?

How many did he sell ?
FU
N
FUN
Find worksheets, games, lessons & more at education.com/resources

© 2007 - 2019 Education.com
SOLVING MULTI-STEP ADDITION
PROBLEMS USING A NUMBER LINE
A number line can be a helpful tool when solving multi-step problems. Read the problem below
and follow the steps to solve the problem using the number line.
Benji left his classroom and walked down the hall 16 meters to
Mr. Martin’s class. Then he walked from Mr. Martin’s class to
Miss Beasley’s class 13 meters further down the hall. After
visiting Miss Beasley’s class, Benji traveled 17 more meters
down the hall to the cafeteria for lunch. How far is Benji’s
classroom from the cafeteria?
0 5 10 15 20 25 30 35 40 45 50
BENJI'S MR. MARTIN'S

CLASSROOM CLASS
To solve the problem using the number line, you start at zero (Benji’s clasroom) and draw an arrow
landing on the 16 to the show the 16 meters that Benji traveled to get to Mr. Martin’s class.
0 5 10 15 20 25 30 35 40 45 50
BENJI'S MR. MARTIN'S MISS BEASLEY'S

Next, count 13 more spaces on the number line and draw an arrow from the 16 to that spot. This is
where Miss Beasley’s class is located.
0 5 10 15 20 25 30 35 40 45 50
BENJI'S MR. MARTIN'S MISS BEASLEY'S CAFETERIA

Finally, count 17 more spaces down the number line and draw an arrow to Benji’s final destination,
the cafeteria. The number you finally land on is your answer.
from the cafeteria.
to get to the zoo?
0 5 10 15 20 25 30 35 40 45 50 55 60
Number sentence
The Rogers family drove miles to get to the zoo.

0 5 10 15 20 25 30 35 40 45 50 55 60
Number sentence
John's fence is feet long.

Monster Math
Word Problems
Show your work here:
1.
14 green monsters were skipping along,
when they ran into 18 red monsters. A
red monster ate 7 green monsters. Then
a green monster ate 9 red monsters.
How many monsters were left?
2.
A beautiful one-eye d girl monster
marrie d a three-eye d monster. They
had 5 adorable monster babies. The
babies all had 4 eyes. How many eyes
were there in the whole family?
One day a huge monster was tromping
3. through the woods. He knocked down

3 trees with every step. It took him 5
steps to get through the forest. How
many trees did he knock down?
4.
Little boy monster was turning 3
years old. His sister monster was 18
years older than he was. How old
was the sister monster?
Once there was a monster who

5. decide d to run away from home.
He walke d 2 miles a day for 3 days.
Then he got homesick and walked all
the way home. How many miles did
he walk?
Answers: 1. 16, 2. 24, 3. 15, 4. 21 5. 12

Copyright © 2010-2011 by Education.com More worksheets at www.education.com/worksheets
M AT H N I N J A


have?







Solving Word Problems PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Solving Word Problems PDF

Uploaded by

Copyright:

Available Formats

Solving Word Problems

Second Grade Math

by Sabrina LeBlond August 15, 2015

Materials and preparation Key terms

You Can, Toucan, Math: Word Problem-Solving word problem

Carnival Count (PDF)

Introduction (10 minutes)

Get more lesson plans at https://www.education.com/lesson-plans/

Show students a picture of the zoo to support understanding of the scenario.

Explicit Instruction/Teacher modeling (10 minutes)

Read You Can, Toucan, Math aloud.

Encourage students to sit close to the teacher.

Guided Practice (10 minutes)

Give each student a sheet of lined paper.

Get more lesson plans at https://www.education.com/lesson-plans/

Provide students with a simpliﬁed story problem.

Independent working time (10 minutes)

Pass out the Carnival Count worksheet.

Allow students to work in a small, teacher-led group.

Allow students to work with partners during work time.

Related books and/or media

GAME: Fish Bowl Addition

Assessment (10 minutes)

Get more lesson plans at https://www.education.com/lesson-plans/

Allow students to work with partners during the assessment.

Review and closing (10 minutes)

Get more lesson plans at https://www.education.com/lesson-plans/

Mark sold 14 pink cotton candies and 23 blue cotton candies.

It was a hot day and many people bought ice cream

At the beginning of the day, Mark had

When Mark wasn’t busy helping customers, he gave

Mark had 57 fun pack tickets.

Copyright 2012-2013 by Education.com More worksheets at www.education.com/worksheets

Mark sold 14 pink cotton candies and 23 blue cotton candies.

He sold 54 cones in total

At the beginning of the day, Mark had

When Mark wasn’t busy helping customers, he gave

Mark had 57 fun pack tickets.

Copyright 2012-2013 by Education.com More worksheets at www.education.com/worksheets

BENJI'S MR. MARTIN'S

BENJI'S MR. MARTIN'S MISS BEASLEY'S

BENJI'S MR. MARTIN'S MISS BEASLEY'S CAFETERIA

The Rogers family drove miles to get to the zoo.

John is building a fence. The first hour he built a 14 foot section of

John's fence is feet long.

Number sentence 22 miles + 16 miles + 12 miles = 50 miles

The Rogers family drove 50 miles to get to the zoo.

John is building a fence. The first hour he built a 14 foot section of

Number sentence 14 feet + 23 feet + 20 feet = 57 feet

John's fence is 57 feet long.

2. Ninja Midori has 63 arrows. Ninja Aki has a difference of

3. What is the total number of arrows Ninja Midori and Aki

4. Momo has 97 disguises. She used 44 disguises for her

5. Ninja Rika had 81 darts. Then she increased the total by

6. Ninja Momo must travel 50 miles to get to the location of

7. Ninja Take has 54 kunais to climb the building with. His

8. Ume collects shurikens, throwing stars. She has 73

One day a huge monster was tromping

3. through the woods. He knocked down

Once there was a monster who

Copyright © 2010-2011 by Education.com More worksheets at www.education.com/worksheets

Mark sold 14 pink cotton candies and 23 blue cotton candies.

It was a hot day and many people bought ice cream