This question tests 2nd grade understanding of solving two-step word problems involving addition and subtraction within 100 (CCSS 2.OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word problems). A two-step word problem requires two separate calculations to find the answer; the first operation gives an intermediate result, which is then used in the second operation to find the final answer; for example, 'Emma had 25 stickers, got 18 more, then gave 12 away. How many now?' Step 1: 25 + 18 = 43 (how many after getting more); Step 2: 43 - 12 = 31 (final amount after giving away); the second calculation uses the first result (43); keywords help: 'got more, found, earned' = add; 'gave away, lost, spent' = subtract; 'in all, altogether' = add all; 'left, remain' = subtract; sequential words show steps: 'first...then', 'on Monday...on Tuesday'. In this problem, the shelf starts with 92 books, 25 are checked out, then 18 more are checked out; to solve, Step 1: subtract first checkout (92 - 25 = 67), Step 2: subtract second checkout using Step 1 result (67 - 18 = 49), so 49 are left. Choice B is correct because both steps are completed accurately—first subtracting 92 - 25 = 67, then subtracting 18 from that result to get 67 - 18 = 49, correctly performing subtractions in sequence. Choice A represents stopping after Step 1 (92 - 25 = 67, but not subtracting 18), an error that occurs when students miss the second action and don't continue. To help students, teach two-step problem structure explicitly: 'This problem has two parts; first we'll solve one part, then use that answer for the next part'; model with underlining action words (checked out, more), circle the question; use a graphic organizer with boxes for 'Start', 'Step 1 operation', 'Intermediate result', 'Step 2 operation', 'Final answer'. Practice with acted-out scenarios: 'Start with 92 items [show], remove 25 [subtract], now how many? [67]; remove 18 more [subtract], how many left? [49]'; teach keywords and use bar models to visualize decreases; check work by asking if the answer is smaller than starting.

This question tests 2nd grade understanding of solving two-step word problems involving addition and subtraction within 100 (CCSS 2.OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word problems). A two-step word problem requires two separate calculations to find the answer; the first operation gives an intermediate result, which is then used in the second operation to find the final answer; for example, 'Emma had 25 stickers, got 18 more, then gave 12 away. How many now?' Step 1: 25 + 18 = 43 (how many after getting more); Step 2: 43 - 12 = 31 (final amount after giving away); the second calculation uses the first result (43); keywords help: 'got more, found, earned' = add; 'gave away, lost, spent' = subtract; 'in all, altogether' = add all; 'left, remain' = subtract; sequential words show steps: 'first...then', 'on Monday...on Tuesday'. In this problem, Jamal starts with 60 marbles, loses 14, then finds 9 more; to solve, Step 1: subtract for losing (60 - 14 = 46), Step 2: add for finding using Step 1 result (46 + 9 = 55), so the answer is 55. Choice A is correct because both steps are completed accurately—first subtracting 60 - 14 = 46, then adding 9 to that result to get 46 + 9 = 55, correctly identifying and performing the operations in sequence with the intermediate result. Choice B represents stopping after Step 1 (60 - 14 = 46, but not adding 9), an error that occurs when students miss the second action and don't use the intermediate result for the next step. To help students, teach two-step problem structure explicitly: 'This problem has two parts; first we'll solve one part, then use that answer for the next part'; model with underlining action words (lost, found), circle the question; use a graphic organizer with boxes for 'Start', 'Step 1 operation', 'Intermediate result', 'Step 2 operation', 'Final answer'. Practice with acted-out scenarios: 'I have 60 items [show], lose 14 [remove them], now how many? [count—46]; find 9 more [add them], how many now? [count—55]'; teach keywords and use bar models to visualize changes; check work by asking if the answer makes sense compared to the starting amount.

This question tests 2nd grade understanding of solving two-step word problems involving addition and subtraction within 100 (CCSS 2.OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word problems). A two-step word problem requires two separate calculations to find the answer; the first operation gives an intermediate result, which is then used in the second operation to find the final answer; for example, 'Emma had 25 stickers, got 18 more, then gave 12 away. How many now?' Step 1: 25 + 18 = 43 (how many after getting more); Step 2: 43 - 12 = 31 (final amount after giving away); the second calculation uses the first result (43); keywords help: 'got more, found, earned' = add; 'gave away, lost, spent' = subtract; 'in all, altogether' = add all; 'left, remain' = subtract; sequential words show steps: 'first...then', 'on Monday...on Tuesday'. In this problem, Yuki starts with 19 apples, picks 27 more, then uses 15 for a pie; to solve, Step 1: add for picking more (19 + 27 = 46), Step 2: subtract for using using Step 1 result (46 - 15 = 31), so she has 31 apples. Choice B is correct because both steps are completed accurately—first adding 19 + 27 = 46, then subtracting 15 from that result to get 46 - 15 = 31, correctly using the intermediate result. Choice A represents stopping after Step 1 (19 + 27 = 46, but not subtracting 15), an error that happens when students forget the second action. To help students, teach two-step problem structure explicitly: 'This problem has two parts; first we'll solve one part, then use that answer for the next part'; model with underlining action words (picked, used), circle the question; use a graphic organizer with boxes for 'Start', 'Step 1 operation', 'Intermediate result', 'Step 2 operation', 'Final answer'. Practice with acted-out scenarios: show picking and using apples; teach keywords and use bar models to visualize; check work by asking if the answer is reasonable.

First, Maya gives away 8 stickers: 17 - 8 = 9 stickers remaining. Then she buys 15 more: 9 + 15 = 24 stickers total. Choice A adds all three numbers (17 + 8 + 15). Choice C adds 17 + 15 + 8, treating the given stickers as added instead of subtracted. Choice D stops after the first step.

Sofia starts with 26 pennies, spends 14: 26 - 14 = 12 pennies. Then saves 22 more: 12 + 22 = 34 pennies. Choice A adds all numbers. Choice C stops after spending money. Choice D treats spending as saving (26 + 14 + 22 - 14).

This question tests 2nd grade understanding of solving two-step word problems involving addition and subtraction within 100 (CCSS 2.OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word problems). A two-step word problem requires two separate calculations to find the answer. The first operation gives an intermediate result, which is then used in the second operation to find the final answer. Example: 'Emma had 25 stickers, got 18 more, then gave 12 away. How many now?' Step 1: 25 + 18 = 43 (how many after getting more). Step 2: 43 - 12 = 31 (final amount after giving away). The second calculation uses the first result (43). Keywords help: 'got more, found, earned' = add; 'gave away, lost, spent' = subtract; 'in all, altogether' = add all; 'left, remain' = subtract. Sequential words show steps: 'first...then', 'on Monday...on Tuesday'. In this problem, Yuki starts with 37 cards, gets 24 more, then gives 18 to cousin. To solve, Step 1 - perform first operation based on context: 'got 24 more' means add (37+24=61), Step 2 - perform second operation using Step 1 result: 'gave 18' means subtract from 61 (61-18=43), answer is 43. Choice C is correct because both steps completed correctly—first adding 37+24=61, then subtracting 18 from that result to get 61-18=43. This correctly identifies and performs both operations in sequence, using the first result in the second calculation. Choice A represents stopping after Step 1 (gave 61 which is 37+24, but didn't continue to subtract 18). This error typically happens when students stop too early, misread operation keywords, ignore context, add all numbers habitually, make calculation mistakes, don't track intermediate result. To help students: Teach two-step problem structure explicitly: 'This problem has two parts. First we'll solve one part, then use that answer for the next part.' Model with underlining: underline action words (got, gave), circle questions. Teach strategy: (1) Read entire problem. (2) Identify first action—what operation? (3) Solve Step 1, write answer. (4) Identify second action—what operation? Use Step 1 answer. (5) Solve Step 2, that's final answer. Use graphic organizer: boxes for 'Start', 'Step 1 operation', 'Intermediate result', 'Step 2 operation', 'Final answer'. Practice with acted-out scenarios: 'I have 37 items [show], get 24 more [add], now how many? [61]. Give 18 away [remove], how many left? [43].' Teach keywords: 'got more, found' = add; 'gave away, lost' = subtract; sequence words 'first...then' or 'on Monday...on Tuesday'. Practice identifying operations before calculating: 'What do we do first? Why? What do we do second?' Use bar models or tape diagrams to visualize: first bar shows start+increase, second bar shows result-decrease. Distinguish from one-step: 'Is there one action or two? How many calculations do we need?' Check work: 'Does the answer make sense? Is it bigger or smaller than we started? Why?' Watch for: stopping after one step, wrong operations, adding all numbers, arithmetic errors, reversed step order, not using first result in second step.

This question tests 2nd grade understanding of solving two-step word problems involving addition and subtraction within 100 (CCSS 2.OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word problems). A two-step word problem requires two separate calculations to find the answer. The first operation gives an intermediate result, which is then used in the second operation to find the final answer. Example: 'Emma had 25 stickers, got 18 more, then gave 12 away. How many now?' Step 1: 25 + 18 = 43 (how many after getting more). Step 2: 43 - 12 = 31 (final amount after giving away). The second calculation uses the first result (43). Keywords help: 'got more, found, earned' = add; 'gave away, lost, spent' = subtract; 'in all, altogether' = add all; 'left, remain' = subtract. Sequential words show steps: 'first...then', 'on Monday...on Tuesday'. In this problem, Chen reads 14 pages Monday, 19 Tuesday, 15 Wednesday. To solve, Step 1 - perform first operation based on context: add Monday and Tuesday (14+19=33), Step 2 - perform second operation using Step 1 result: add Wednesday to 33 (33+15=48), answer is 48. Choice B is correct because both steps completed correctly—first adding 14+19=33, then adding 15 to that result to get 33+15=48. This correctly identifies and performs both operations in sequence, using the first result in the second calculation. Choice A represents stopping after Step 1 (gave 33 which is 14+19, but didn't continue to add 15). This error typically happens when students stop too early, misread operation keywords, ignore context, add all numbers habitually, make calculation mistakes, don't track intermediate result. To help students: Teach two-step problem structure explicitly: 'This problem has two parts. First we'll solve one part, then use that answer for the next part.' Model with underlining: underline action words (read on Monday, Tuesday, Wednesday), circle questions. Teach strategy: (1) Read entire problem. (2) Identify first action—what operation? (3) Solve Step 1, write answer. (4) Identify second action—what operation? Use Step 1 answer. (5) Solve Step 2, that's final answer. Use graphic organizer: boxes for 'Start', 'Step 1 operation', 'Intermediate result', 'Step 2 operation', 'Final answer'. Practice with acted-out scenarios: 'I read 14 pages [show], then 19 more [add], now how many? [count—33]. Then 15 more [add], total? [count—48].' Teach keywords: 'got more, found' = add; 'gave away, lost' = subtract; sequence words 'first...then' or 'on Monday...on Tuesday'. Practice identifying operations before calculating: 'What do we do first? Why? What do we do second?' Use bar models or tape diagrams to visualize: first bar shows Monday+Tuesday, second bar shows result+Wednesday. Distinguish from one-step: 'Is there one action or two? How many calculations do we need?' Check work: 'Does the answer make sense? Is it bigger or smaller than we started? Why?' Watch for: stopping after one step, wrong operations, adding all numbers, arithmetic errors, reversed step order, not using first result in second step.

Starting with 64 books, after 29 are checked out: 64 - 29 = 35 books. Adding 18 new books: 35 + 18 = 53 books. Choice A stops after books are checked out. Choice C adds all numbers. Choice D treats checked out books as added (64 - 29 + 18 but calculated as 64 - 18 + 1).

Carlos starts with 23 marbles, loses 9: 23 - 9 = 14 marbles. Then gains 16 marbles: 14 + 16 = 30 marbles. Choice A adds all three numbers. Choice B stops after the first operation. Choice D adds the two operations (9 + 16) to the starting amount incorrectly.

When you see a word problem with multiple steps like this one, you need to carefully track what happens to the number of animals in order. Start with what you know: the zoo begins with $$41$$ animals.

First, $$19$$ new animals arrive, so you add: $$41 + 19 = 60$$ animals total. Next, $$25$$ animals are moved away, so you subtract: $$60 - 25 = 35$$ animals remaining in the original area.

Let's check why each wrong answer happens. Choice A ($$85$$) comes from adding all the numbers together: $$41 + 19 + 25 = 85$$. This is wrong because you shouldn't add the $$25$$ animals that were moved away - they left the area. Choice B ($$16$$) happens if you subtract both numbers from the original: $$41 - 19 - 25 = -3$$, but since you can't have negative animals, some students might guess $$16$$. This misses that the $$19$$ animals were added, not taken away. Choice C ($$60$$) is the number of animals after the new ones arrived but before any were moved - it's only the first step of the problem.

The correct answer is D ($$35$$) because you follow both steps in order: add the new animals first, then subtract the ones that were moved.

Remember to read word problems carefully and identify whether each number should be added or subtracted based on what actually happens in the story. Words like "receive" or "get" mean addition, while "moved away" or "left" mean subtraction.