Maryland Math 2.AT.A.2
The Standard
Use addition and/or subtraction within 100 to solve two-step problems in context involving any situation or position of an unknown by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Maryland College and Career Ready Standards for Mathematics (2025) · SOLVE PROBLEMS INVOLVING ADDITION AND SUBTRACTION.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students solve story problems that take two addition or subtraction steps, using numbers within 100. They use objects or drawings to track the amounts and write equations with a box for the missing number.
What Mastery Looks Like
- A student can show both steps with a drawing and explain what each number represents. They can find a missing starting amount, change, or final amount, then check the answer against the story.
Common Misconceptions
- Students may stop after one step or add every number in the story. They may put the box only at the end of an equation, even when the story asks for a starting amount.
How to Assess It
- Give this exit ticket: 'Mia had some stickers. She got 18 more, then gave away 9. She has 34 now. How many did she start with?' Ask for a drawing and equations with a box.
Lesson moves
Ways to Teach It
Hide 16 counters under a cup, add 12, remove 5, then reveal 23; have students draw and find the hidden start.
Ask, 'Sam had 38 beads, got 14, then gave away 9. Why is 38 + 14 not the answer?'
Give pairs cards showing '□ + 18 - 9 = 34' and '25 + □ - 9 = 34'; have them draw and solve both.
Use a class pencil count: 28 pencils, 15 new ones, and 7 broken ones; write equations to find usable pencils.
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Printable 2.AT.A.2 Worksheet
A ready-to-print activity worksheet aligned to 2.AT.A.2, with an answer key for the teacher on its own page. No account needed.
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- K.AT.A.1
Represent addition and subtraction situations (presented with numerals or mathematical symbols) within 10 with objects, fingers, drawings, sounds (e.g., claps),...
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