doubling problem solving year 2

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Doubling word problems

A lovely problem solving resource for year 2 children to practise their doubling skills.

This resource is differentiated to two levels with working out space provided. 

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Year 2 | Making Doubles Lesson Presentation

Year 2 multiplication and division lesson plans

Aligned with the maths mastery approach, this  Year 2 | Making Doubles Lesson Presentation   is fully editable, and is designed for the Year 2 maths curriculum covering the following maths objectives for the autumn term:

Topic: Multiplication and division

This lesson focuses on doubling with numbers up to 20. It is a recap of objectives taught during Year 1.

Small Steps: Make doubles.

NC Links: *Solve problems involving multiplication and division using materials, arrays, repeated addition, mental methods and multiplication and division facts including problems in context.

TAF Statements Greater Depth – Use reasoning about number and relationships to solve more complex problems and explain their thinking.

Ready-to-progress criteria:  2MD-1 Recognise repeated addition contexts.

Explore our year 2 multiplication and division resources for Spring block 1 .

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Year 2 Doubling and Halving Problems

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Daily Maths Word Problems - Year 2 (Worksheets)

Updated:  18 Aug 2020

A set of 20 problem-solving questions suited to Year 2 students.

Non-Editable:  PDF

Pages:  1 Page

• Curriculum Curriculum:  NC

Years:  1 - 2

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Key Stage 1 (KS1)

Key Stage 1 (KS1) covers students in Year 1 and Year 2.

Mathematics

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, includin...

Addition and subtraction

Multiplication and division.

This set of  problem-solving  questions has been designed to support teachers when teaching students about problem-solving in mathematics . It provides students with the opportunity to work through 20 maths word problems.

An answer sheet has been included.

Use this resource in conjunction with the Daily Maths Problems PowerPoint : 

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Error in the wording of Question 3 corrected.

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45 year 2 maths questions

Learn how to master year 2 maths word problems with these 45 maths questions! Answers included.

Author Michelle Griczika

Published February 2024

• Key takeaways
• Addition & Subtraction : Adding and subtracting numbers is like solving puzzles and helps us with real-life situations.
• Word Problems : Solving word problems makes maths fun and helps us become better readers and problem solvers.
• Place Value : Understanding place value helps us read and write numbers correctly and compare their values.
• Measurement & Time : Measuring objects and telling time help us understand the world around us and manage our daily routines.
• Geometry (Shapes) : Recognizing shapes and their properties helps us see the world in a new way and understand how things are put together.

Table of contents

• Addition and Subtraction
• Word Problems
• Place Value
• Geometry (Shapes)

Did you know that ladybugs have spots on their backs?

If a ladybug has 2 spots on its back and it gets 1 more spot, how many spots will the ladybug have in total?

The lady bug will have 3 spots!

Year 2 maths word problems are like fun puzzles that help us use our maths skills to solve real-life situations. They are essential to year 2 maths, and practising them can help us become maths superstars!

• We can use addition and subtraction to determine how many cookies are left in a jar, how many friends are on the playground, or even how many apples are in a basket.
• Understanding place value is like being a number detective. It helps us read big numbers and know the value of each digit, so we can count things like how many toys we have or how many days until our birthday.
• Measuring things and telling time is like being an explorer in the real world. We can measure how tall we are, how long a pencil is, or even how much water is in a glass. And knowing how to read a clock helps us know when it’s time for fun activities or when it’s time to go to bed.
• Shapes are like building blocks of the world around us. We can learn about squares, triangles, and circles by looking at objects we see every day. It’s like being a shape detective, finding out how many sides and corners they have, and how they fit together like puzzle pieces in year 2 maths questions.

All of these skills are necessary for year 2 maths practice! Use these 45 maths questions to go over important maths skills needed to strengthen your student’s understanding and knowledge.

Today, we are going to practise different year 2 maths skills that cover measurement, addition and subtraction, and more! Once you are done, check your work with our answer sheet!

Section 1: Addition & subtraction

Section 2: word problems, section 3: place value, section 4: geometry (shapes), section 5: time.

What time is the clock below telling?

Time answer sheet

Parents, sign up for a DoodleMaths subscription and see your child become a maths wizard!

Lesson credits

Michelle Griczika

Michelle Griczika is a seasoned educator and experienced freelance writer. Her years teaching first and fifth grades coupled with her double certification in elementary and early childhood education lend depth to her understanding of diverse learning stages. Michelle enjoys running in her free time and undertaking home projects.

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Arrays, Year 2 worksheets, differentiated 2 ways

Subject: Mathematics

Age range: 5-7

Resource type: Worksheet/Activity

Last updated

2 September 2022

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An excellent resource to help understand multiplication.

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Year levels.

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Expected level of development

Australian Curriculum Mathematics V9 : AC9M2N04

Numeracy Progression : Additive strategies: P7, Number and place value: P5

At this level, students explore and test a range of computation strategies to solve additive situations – situations involving addition and subtraction. They use part-part-whole understanding to make sense of and represent problems involving one- and two-digit numbers. Students work toward making their own decisions about how to solve a given problem.

Assist students to discover and explore the use of doubles, near doubles and strategies involving partitioning. Provide opportunities for them to generate their own solutions to problems involving addition and subtraction and celebrate the diversity of solutions that emerge.

Use number talks regularly as a collaborative learning space where students make sense of and discuss each others’ strategies. Model curiosity around mistakes and help students see them as opportunities to learn. Give plenty of thinking time to solve problems.

Provide novel contexts, such as games and challenging tasks, to apply and consolidate skills learned. Story problems involving addition and subtraction can emerge as a result of recent classroom experiences, discussions or stories read. Include the use of stories and dances from different cultures that represent additive ideas.

There is an opportunity to connect learning about, and applying, addition and related subtraction facts to 20 (AC9M2A02). See the Year 2 Algebra topic: Patterns and number facts. 

Teaching and learning summary:

• Explore addition and subtraction with materials, stories, role-play, games, collaborative conversations, challenging tasks and regular classroom talks.
• Ensure a playful culture of learning where mistakes and struggle are seen as valuable to learning.
• Include opportunities to solve worded problems in different ways.

• solve and model story problems involving addition and subtraction of numbers to 99
• mentally solve problems using strategies such as doubles, near doubles, bridging tens and partitioning
• provide an explanation of how a given solution does or doesn’t work to reach an accurate answer
• use various models to represent addition and subtraction (e.g. bar models, number lines and equations).

Some students may:

• think of the equals sign (=) as ‘here comes the answer’ instead of seeing it as a balance between equivalent statements. To address this, regularly present addition and subtraction problems in different ways. For example, 7 − 5 = ▢ can also be written as ▢ = 7 − 5 or 3 = 7 − ▢.
• not understand the commutative property of addition; that the order of the addends can be changed and it will not affect the answer, which they can draw on when solving additive problems. To address this, explicitly teach this idea using physical materials. Provide opportunities to explore, test and think about whether this property always works.
• not understand the associative property of addition; that it doesn’t matter which order you add numbers when adding three numbers or more. To address this, explicitly teach this idea, explaining how it is useful to make solving problems easier. In 3 + 6 + 7, for instance, adding the 3 and 7 to make 10, and then adding 6 to make 16 can be considered an easier path. Include a focus on these kinds of addition problems during regular classroom talks to support fluency with this idea.
• believe that adding zero (e.g. in 12 + 0) will result in a larger number because they have learnt that ‘adding makes numbers larger’. Similarly, when subtracting zero (e.g. in 12 − 0) they think the answer will be smaller than the minuend. To address this, provide repeated opportunities to explore problems that add and subtract zero.

The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.

Learning intention

• We are learning to solve addition and subtraction problems.

Why are we learning about this?

• We use addition and subtraction in everyday life.

1. Play with numbers as they come up in the world around you. For example:

• 'I spot a number plate with the numbers 5, 4 and 8 on it. What would those numbers make added together? (5 + 4 + 8)'
• 'I spot the house number 39. I wonder: How many more is 50 than 39? What about 70? Or 100?'

2. Link addition and subtraction to everyday life. For example:

• Talk about situations involving addition and subtraction in storybooks.
• Discuss the scores in a game of sport and talk about the difference between scores. Work out how much the winning team has won by.
• Find opportunities to play with, sort and add up money.
• When shopping, or playing shops, talk about the total number of items in the basket. 'There are 8 apples, 6 bananas and 5 oranges. How many pieces of fruit altogether?'
• Talk about money calculations using whole dollars. 'The milk costs $3, the bread costs $3 and the bananas cost $4. So altogether, how much do we need to pay? If we pay with a $20 note, how much change will we get?'

3. Think about and discuss different ways of solving addition and subtraction. For example, to solve 17 + 6 you might decide to:

• count up from 17 using two jumps of 3 (17 … 20 … 23!)
• break the 6 up into 3 and 3 to ‘make a friendly 20’ (17 + 3 = 20; 20 + 3 = 23)
• start with the known doubles fact of 6 + 6 = 12; then add 11 more to get 23.

Don’t forget that mistakes are a normal part of learning to understand maths. Be curious about mistakes and see them as ways to help you learn. Take plenty of time to solve problems.

Success criteria

• use strategies such as ‘breaking numbers apart’, ‘using doubles’ and ‘using near doubles’ to help solve addition and subtraction problems
• solve addition problems involving one- and two-digit numbers and explain how I solved them
• solve subtraction problems involving one- and two-digit numbers and explain how I solved them.

Please note:  This site contains links to websites not controlled by the Australian Government or ESA. More information  here .

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Teaching strategies.

A collection of evidence-based teaching strategies applicable to this topic. Note we have not included an exhaustive list and acknowledge that some strategies such as differentiation apply to all topics. The selected teaching strategies are suggested as particularly relevant, however you may decide to include other strategies as well. 

Concrete, Representational, Abstract (CRA model)

The CRA model is a three-phased approach where students move from concrete or virtual manipulatives, to making visual representations and on to using symbolic notation.

Culturally responsive pedagogy

Mathematics is not an exclusive western construct. Therefore, it is important to acknowledge and demonstrate the mathematics to be found in all cultures.

Multiple exposures

Providing students with multiple opportunities within different contexts to practise skills and apply concepts allows them to consolidate and deepen their understanding.

Questioning

A culture of questioning should be encouraged and students should be comfortable to ask for clarification when they do not understand.

It has been shown that good feedback can make a significant difference to a student’s future performance.

Classroom talks

Classroom talks enable students to develop language, build mathematical thinking skills and create mathematical meaning through collaborative conversations.

Collaborative learning

For group work to be effective students need to be taught explicitly how to work together in different settings, such as pairs or larger groups, and they need to practise these skills.

Teaching resources

A range of resources to support you to build your student's understanding of these concepts, their skills and procedures. The resources incorporate a variety of teaching strategies.

Classroom talk prompts: Year 2 Number – addition and subtraction

Use this slidedeck to launch classroom talks that explore additive thinking.

Around the house

This game provides an authentic context for applying addition and subtraction to reach desired targets.

Smart doubling

This unit includes problems that invite the use of doubles and near doubles as a valuable strategy.

Strike it out

This game is an authentic context for applying addition and subtraction. It also invites strategic thinking.

Chapter 3: Using addition and subtraction

Use Chapter 3 Student Lesson Activity (LAB) pages 47 to 52 for magic square challenges and other contexts to apply addition and subtraction.

Race to zero

Use this game to explore a novel number chart and to practise using place value and subtraction.

Let’s generalise

Use this lesson to teach the problem-solving skill of generalising while exploring addition and subtraction.

101 and bust!

Use this game as a meaningful context to apply knowledge of place value, addition and subtraction.

Addition and subtraction – What's the difference?

Students use and record a range of mental strategies to solve addition and subtraction problems involving two-digit numbers.

Empty lines

Students solve addition and subtraction problems using a number line.

Doubles facts

Support students learning and applying their doubles addition facts to 20.

Harder addition facts to 20

Use this activity to support students learning difficult addition basic facts to 20.

Magical tens

This activity will help students to bridge through 10 or a multiple of 10 as a mental strategy for addition.

Addition basic facts

This resource supports students in developing their understanding and application of addition basic facts.

Relevant assessment tasks and advice related to this topic.

By the end of Year 2, students solve addition and subtraction problems. They represent additive situations and choose and apply computation strategies to particular problems.

Assessment: Kangaroos and comparing bananas

Use these tasks to observe the strategies students use to solve and represent addition and subtraction problems.

How would you solve this?

Use this open-ended task to gauge how students approach problems involving addition and subtraction.