2nd Grade Math Question of the Day

1. 59
2. 47
3. 11
4. 35 (correct answer)

Explanation: 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). Describe operation identification: '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, Emma has 29 stickers, Carlos has 18 more than Emma, Yuki has 12 fewer than Carlos. To solve, Step 1: perform first operation based on context: '18 more than Emma' means add (29+18=47 for Carlos), Step 2: perform second operation using Step 1 result: '12 fewer than Carlos' means subtract from 47 (47-12=35), answer is 35. Choice A is correct because both steps completed correctly—first adding 29+18=47, then subtracting 12 from that result to get 47-12=35. This correctly identifies and performs both operations in sequence, using the first result in the second calculation. Choice B represents a specific error: stopping after Step 1 (gave 47 which is 29+18 for Carlos, but didn't continue to subtract 12 for Yuki). This error typically happens when students stop too early, misread operation keywords, ignore context, add all numbers habitually, make calculation mistakes, or 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 (more, fewer), 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: 'Emma has 29 [show], Carlos has 18 more [add to another pile—47]. Yuki has 12 fewer than Carlos [remove from 47—35].' 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: bar for Emma, add for Carlos, subtract for Yuki. 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.