Mathematical Explorers: Building Foundations · 2nd Class

Active learning ideas

Addition and Subtraction Word Problems

Students learn best when they see math as a tool for solving real questions. These activities place two-digit addition and subtraction word problems into hands-on stations and stories so children practice deciding when to add or subtract without getting lost in abstract steps.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle - Number - N.1.8

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Word Problem Stations

Prepare four stations with word problems on cards: two addition, two subtraction. Students read the problem, draw pictures or use counters to model it, write a number sentence, and solve. Rotate every 10 minutes, then share one solution as a class.

What key words in a problem tell you whether to add or subtract?

Facilitation Tip

During Word Problem Stations, circulate with a clipboard and call out keywords you hear students using to decide operations.

What to look for

Give each student a card with a short word problem. Ask them to write the number sentence used to solve it and the final answer. For example: 'Sarah had 23 stickers. She got 15 more. How many stickers does she have now?'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Role Play
• 30 min · Pairs

Partner Story Creation

Pairs brainstorm real-life scenarios using classroom objects, like books or pencils. One writes an addition problem, the partner solves it and creates a subtraction follow-up. Switch roles and check each other's work with teacher prompts.

How can you write a number sentence to solve a real-life problem?

Facilitation Tip

When pairs create stories, provide blank cards and remind them to include two two-digit numbers before solving.

What to look for

Present two word problems on the board, one clearly indicating addition and one subtraction. Ask students to hold up a green card if they think it's addition, or a red card if they think it's subtraction, before solving.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Role Play
• 20 min · Whole Class

Whole Class Problem Chain

Display a word problem on the board. Students suggest key words and operations aloud. Teacher records the number sentence; class solves together using fingers or number lines. Chain to a new related problem based on class input.

Can you create and solve your own addition or subtraction story problem?

Facilitation Tip

For the Whole Class Problem Chain, pause after each step to ask a volunteer to restate the next operation in their own words.

What to look for

Pose the question: 'What are some words you see in a story problem that tell you to add?' Have students share their ideas and write them on the board. Then ask, 'What words tell you to subtract?'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 04

• Role Play
• 25 min · Individual

Individual Problem Hunt

Hide word problem cards around the room with two-digit numbers. Students find one, solve independently with a recording sheet, then justify their operation choice to a partner before submitting.

What key words in a problem tell you whether to add or subtract?

Facilitation Tip

For Individual Problem Hunt, give colored pencils so students can underline key words before writing their sentences.

What to look for

Give each student a card with a short word problem. Ask them to write the number sentence used to solve it and the final answer. For example: 'Sarah had 23 stickers. She got 15 more. How many stickers does she have now?'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Start with concrete objects they can manipulate—tens and units blocks or stacks of books—so they see the difference between joining and removing sets. Move to written stories only after they can explain the action aloud. Avoid letting students rush to compute; insist on a visible number sentence first. Research shows that drawing quick sketches of the problem boosts accuracy more than circling words alone.

By the end of the activities, students should confidently circle key words, write correct number sentences for two-digit problems, and explain in their own words why they chose addition or subtraction. Their work should show clear steps from the story to the math sentence.

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Watch Out for These Misconceptions

• During Word Problem Stations, watch for students who always add numbers without checking the action described.

  Ask them to act out the problem with manipulatives first, then verbalize whether they are joining or removing sets before writing any numbers.

• During Partner Story Creation, watch for students who skip writing a number sentence and just guess the answer.

  Prompt partners to read their story aloud while pointing to the numbers they chose, then insist they write the sentence together before solving.

• During Whole Class Problem Chain, watch for students who treat two-digit numbers as single digits placed side by side.

  Pause and have students model the number with tens and units blocks before they decide the operation, normalising the two-digit structure in context.

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Methods used in this brief

• Stations Rotation
• Role Play