Two-Digit Subtraction with Regrouping

2nd Grade MathAddition and Subtraction5 pages

About this worksheet

Regrouping is modeled before it is drilled on this 2nd grade subtraction worksheet. Question 1 shows a place value drawing of 43 with one ten crossed out and traded for 10 ones, and students explain why the trade is needed before 17 can come out. Four vertical problems follow (52 − 28, 64 − 37, 71 − 45 and 83 − 29), each with boxes above for the crossed-out tens and new ones. The final section pairs a word problem, Maya giving away 28 of 54 colored pencils, with an addition check that 26 + 28 makes 54. Common Core 2.NBT.5 fluency and the 2.NBT.9 explanation sit side by side here.

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$Two-Digit Subtraction with Regrouping: Addition and Subtraction - page 1$

$Two-Digit Subtraction with Regrouping: Addition and Subtraction - page 2$

$Two-Digit Subtraction with Regrouping: Addition and Subtraction - page 3$

$Two-Digit Subtraction with Regrouping: Addition and Subtraction - page 4$

$Two-Digit Subtraction with Regrouping: Addition and Subtraction - page 5$

Curriculum objectives covered

2.NBT.5

“Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.”

Questions 2 to 6: the four vertical problems and the pencil word problem, all subtraction within 100.

2.NBT.9

“Explain why addition and subtraction strategies work, using place value and the properties of operations.”

Question 1 asks for the trade explained in words, and question 7 uses addition to show why the answer works.

What's inside this worksheet

Part 1: Model the Trade

Students read the pictured trade on 43 minus 17, explain why 7 ones cannot come out of 3 ones, and record the new 3 tens and 13 ones.

Part 2: Regroup and Subtract

Four vertical subtractions, every one needing a regroup, from 52 − 28 to 83 − 29, with boxes for the new tens and ones.

Part 3: Word Problem and Place Value Check

Maya's 54 pencils minus the 28 she gives away, written vertically, then verified with 26 + 28 = 54.

Answer key

Each difference narrated place by place, for example 64 − 37 regrouped into 5 tens and 14 ones.

How teachers use it

The explain question is the lesson

Do question 1 together and collect the sentence starters students use. 'There are not enough ones' is the understanding 2.NBT.9 wants.

Mid-unit checkpoint

Give Parts 2 and 3 solo. A student who regroups on 71 − 45, with only 1 one, has the mechanism rather than a memorized case.

Addition check habit

Insist question 7 gets written even by students who feel sure. Checking 26 + 28 = 54 becomes self-marking on every future page.

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