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GRADE 2
SubtractionWORKSHEETS
Grade 2 | SUBTRACTION | 2.OA.2 1Copyright © 3P Learning
Subtraction – facts to 10 review
1 Finish these number facts.
2 Add the missing numbers to make these number facts true.
3 Drawstemstomatchtheflowerstothecorrectpots.
a 8− = 4
c −3=5
b 10− = 6
d −9=1
a 5−2=
5−4=
5−1=
5−0=
b 10−3=
10−6=
10−9=
10−8=
c 7−3=
8−5=
3−2=
9−6=
2 7 106 91 43 5 80
10−6 7−5 9−5 5−3 8−5
2 4 3
2Copyright © 3P Learning Grade 2 | SUBTRACTION | 2.OA.1, 2.OA.2
Subtraction – take away
1 We use different words for “subtract.” Seeifyoucanfinishthesesubtractionwords.
m t findthed
2 Writethenumberfacttomatchthestoryandpicture. Stacycooked8muffins.Shegave4toherfriend.Howmanymuffinsdid
Stacyhaveleft?
− =
When we subtract, we “take away” one number or amount from another.Look at this subtraction story.
TheSmiths’cathad7kittens.Theygave5away. Howmanykittensdidtheyhaveleft?Theyhad2left.
We write this number fact as 7 − 5 = 2
3 Writeasubtractionstorythatwouldfitthispicturestory.Finishthematching number fact.
− =
3Copyright © 3P Learning Grade 2 | SUBTRACTION | 2.NBT.5
Subtraction – counting on and counting back
1 Usethenumberlineaboveandcountbacktosolvethesesubtractionproblems.
a 17−4=
d 25−2=
b 18−2=
e 30−4=
c 19−5=
f 21−2=
Countingbackisahelpfulstrategytousewhenweonlyhavetosubtractasmallnumber.Numberlinescanhelpusdothis.
Look at 23 − 4 =
Westartat23.Wejumpback4spacesto19.23 − 4 = 19
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
3 Wouldyouusethecountingbackstrategy tosolvethisproblem?Whyorwhynot?
25−22=
2 Lookatthesenumberlines.Whatsubtractionfactdoeseachshow?
a – = 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
b – = 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
?
4Copyright © 3P Learning Grade 2 | SUBTRACTION | 2.NBT.5
Subtraction – counting on and counting back
1 Solvetheseproblems.Circlethesmallernumber.Countonuntilyougettothebiggernumber.Howmanynumbersdidyoucount?
a 28− 23 =
c 23−20=
e 18−14=
b 19−14=
d 30−26=
f 31−28=
We know that addition and subtraction can undo each other. This means we can use the addition strategy of counting ontosolvesubtractionproblems.We use counting on when the difference betweenthenumbersissmall. 24 − 19 =
Wecountonfromthesmallernumberof19 untilwegetto24. 19 20 21 22 23 24
Wecounted5morenumbers. 24 − 19 = 5
2 Usecountingontosolvetheseproblems.Writethenumberfacts. a Jacksonsaved$27.Hespent$22during
atriptothemall.Howmuchmoney doeshehaveleft?
− =
b Laracaught28fish.Sheput26back. Howmanydidshekeep?
− =
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
?
5Copyright © 3P Learning Grade 2 | SUBTRACTION | 2.NBT.5
Subtraction – counting on and counting back
1 Useyourrulertohelpsolvetheseproblems.Decideifitiseasiertousecounting on or counting back.
a 30−3=
d 24−20=
b 25−4=
e 18−16=
c 27−2=
f 12−9=
Rulerscanhelpuscountonandback.Wecountthejumpsorthespacesbetweenthetwonumbers.
17 − 13 = ?
17 − 13 = 4
2 Youwillneedaruler.Choosetwonumbersontheruler.Writethenumbersinafactboxbelow,andputthebiggernumberfirst.Decideifyouwanttousecountingonorbackandcountthejumpstofinishthefact.
− =
− =
− =
− =
− =
− =
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20cm
6Copyright © 3P Learning Grade 2 | SUBTRACTION | 2.NBT.8
Subtraction – counting on and counting back
Ifwecancountbackby1,2,or3,thenwecancountbackby10,20,and30.
Look at 65 − 20 = Westartat65andcount back by 10s.20is2tens.
65 − 20 = 45
a 46−20=
d 24−10=
b 61−10=
e 34−10=
c 70−30=
f 55−20=
a 4−1=
b 5−3=
c 9−2=
40−10=
50−30=
90−20=
400−100=
500−300=
900−200=
1 Usethenumbergridtohelpsolvetheseproblems.
2 Canyoufindpatternstohelpyoucompletethesesetsoffacts?
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
?
7Copyright © 3P Learning Grade 2 | SUBTRACTION | 2.NBT.8, 2.OA.1
Subtraction – relating addition and subtraction
Becauseadditionandsubtractionarerelated,wecanuseouradditionstrategiestohelpussolvesubtractionproblems.
Look at 16 − 8 = ?
Weknowthedoublesfact8+8=16,sowecanuseittoquicklywork out that 16 − 8 = 8
a 10 −5 =
20 −10=
50 −25=
100−50=
b 18 −9 =
16 −8 =
12 −6 =
14 −7 =
c 22−11=
40−20=
30−15=
32−16=
1 Useyourdoublesadditionstrategiestosolvethesesubtractionproblems.
2 Solvethese. a Lucy is 4yearsolderthanMarcus.Marcusis4.HowoldisLucy?
b Mohammedate14 strawberries. Sara ate double that amount. HowmanymorestrawberriesdidSaraeatthanMohammed?
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
8Copyright © 3P Learning Grade 2 | SUBTRACTION | 2.OA.1
Subtraction – difference
1 Showthejumpsandsolvetheproblem.
“Iamthinkingof2numbers.Theyhaveadifferenceof3. The bigger number is 7.”Weknowthebiggernumberis7.Tofindthedifference,wejump back3spaces.
7 − 3 = 40 1 2 3 4 5 6 7 8 9 10
b Iamthinkingof2numbers.Theyhaveadifferenceof2. The bigger number is 4.
I start on .Ijumpback . − =
0 1 2 3 4 5 6 7 8 9 10
c Iamthinkingof2numbers.Theyhaveadifferenceof3. The bigger number is 7.
I start on .Ijumpback . − =
0 1 2 3 4 5 6 7 8 9 10
a Iamthinkingof2numbers.Theyhaveadifferenceof5. The bigger number is 8.
I start on 8 .Ijumpback 5 . 8−5=
0 1 2 3 4 5 6 7 8 9 10
9Copyright © 3P Learning Grade 2 | SUBTRACTION | 2.OA.1
Subtraction – exploring subtraction problems
1 Solveusingastrategyofyourchoice. a Marabuys17gummyworms.Shegivessometoherfriendandthen
has13left.
17 − = 13
b Lucashas$20.Hespendssomeatthemallandhas$14left.
$ − $ = $
Sometimes in subtraction stories, we know the ending but we don’t knowalloftheproblem.Lookatthisstory.
Grade3had22jumpropes.TheygavesometoGrade2. Thentheyhad17left.
We knowtheystartedwith22ropes.We knowtheyendedupwith17ropes.What we don’t knowishowmanyropestheygavetoGrade2.
22 − = 17
Counting back is a good strategy to use here because the difference betweenthenumbersissmall.Wecountbackfrom22to17.17 18 19 20 21 22
Wecountedback5.22 − 5 = 17
10Copyright © 3P Learning Grade 2 | SUBTRACTION | 2.OA.1
Subtraction – exploring subtraction problems
1 Solve. a Mr.Marshassometomatoes.5wereeatenbybugssoheonlyhas
7lefttoeat.Howmanydidhehaveatthestart?
− 5 = 7
b Tiatookherallowancetothemall.Shespent$14andwenthomewith$3.Howmuchallowancedidshehaveatthestart?
$ − $ = $
Sometimesweknowtheendingandthemiddlebutwedon’tknowthestartoftheproblem.Lookatthisstory.Mrs.Lukehadsomecows.Shesold4atthemarket.Shehad8left.We knowshesold4cows.We knowsheendedupwith8.What we don’t know is how many cows she started with.
− 4 = 8
Agoodwaytosolvethisistocounton. We count on 4 more starting at 8. 8 9 10 11 12
Let’sputin12andseeifthefactmakessense.12 − 4 = 8
Yes, it does.
11Copyright © 3P Learning Grade 2 | SUBTRACTION | 2.NBT.5, 2.NBT.9
Subtraction – subtracting 2-digit numbers
1 Warmupbysplittingthesenumbersintotensandones.
3 Write the number fact to match.
2 Crossoffthetensandonesblockstohelpsolvetheseproblems.
Look at 45 − 23 =
Howdowesolvethis?Ithelpstothinkofthenumbersastensandones.
45is4 tens and 5ones.23is2 tens and 3 ones.
We subtract 2 tens and 3onesfrom45.
45 − 23 = 22
a 27istens ones
c 12istens ones
b 98istens ones
d 75istens ones
a 28−17=
c 46−12=
b 34−13=
d 38−25=
?
− =
12Copyright © 3P Learning Grade 2 | SUBTRACTION | 2.NBT.5, 2.NBT.9
Subtraction – jump strategy
Wecanalsousenumberlinestohelpussubtract2-digitnumbers.
36 − 14 = ?
14is1tenand4ones.Wejumpback1ten,then4ones.
36 − 14 = 22
1 Usethejumpstrategytosolvetheseproblems.Showthejumpsandfillinthemissingnumbersonthenumberlines.
a 59−22= 22is______tensand______ones
b 38−21= 21is______tensand______one
c 65−33= 33is______tensand______ones
16 22 23 24 25 26 36
−10−4
35 45 55 65
18 28 38
39 49 59
13Copyright © 3P Learning Grade 2 | SUBTRACTION | 2.NBT.5, 2.NBT.9
1 Usethenumbergridandthejumpstrategytosolvetheseproblems.
Subtraction – jump strategy
Numbergridscanalsohelpussubtractusingthejumpstrategy.
57 − 32 = ?
32is3tensand2ones.Wemake3tensjumpsand 2onesjumpsback. This means wejump forthetensjumpsand
fortheonesjumps.57 − 32 = 25
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
a
c
b
d
67−34=
34is__tens and__ones21 22 23 24 25 26 27 28
31 32 33 34 35 36 37 38
41 42 43 44 45 46 47 48
51 52 53 54 55 56 57 58
61 62 63 64 65 66 67 68
35−24=
24is__tens and__ones1 2 3 4 5 6 7
11 12 13 14 15 16 17
21 22 23 24 25 26 27
31 32 33 34 35 36 37
64−13=
13is__ten and__ones
41 42 43 44 45
51 52 53 54 55
61 62 63 64 65
58−26=
26is__tens and__ones21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
14Copyright © 3P Learning Grade 2 | SUBTRACTION | 2.NBT.5
Subtraction – written methods, no regrouping
Sometimesweuseawrittenformattohelpussolvesubtractionproblems.Wesetupproblemsvertically asthishelpsusworkwiththetensandonesseparately.Whenweworkproblemsoutthisway, wesubtracttheonesfirst,thenthetens.4ones−1 one = 3 ones3tens−2 tens = 1 ten1 ten and 3 ones is 13 34 − 21 = 13
1 Finishthesesubtractionproblems.Remembertosubtracttheonesandthen subtract the tens.
T O
3 4
− 2 1
1 3
a b c
d e f
T O
4 6
− 1 5
T O
5 5
− 1 4
T O
3 9
− 2 2
T O
6 4
− 2 1
T O
4 8
− 3 3
T O
6 9
− 5 3
15Copyright © 3P Learning
Subtraction – written methods, no regrouping
2 Setuptheseproblemsverticallyandsolve.
a 34−12= b 42−21= c 58−42=
1 Solvetheseproblems.Iftherearenoonesintheanswer,wewrite0. Iftherearenotensintheanswer,weleavetheboxblank.
a b c
d e f
T O
7 2
− 2 2
T O
2 7
− 2 3
T O
−
T O
5 4
− 5 1
T O
7 5
− 5 5
T O
−
T O
8 4
− 5 4
T O
2 9
− 2 2
T O
−
Grade 2 | SUBTRACTION | 2.NBT.5
16Copyright © 3P Learning Grade 2 | SUBTRACTION | 2.OA.1
Subtraction – written methods, no regrouping
1 Solvethesewordproblems.Showthenumberfactsbothways. a Grade2raised$96towardsnewsportsgear.Theyspent$34on
anewcricketset.Howmuchdotheyhavelefttospend?
− =
b FarmerJoehas65chickens.52ofthemlayeggs.Howmanydon’tlayeggs?
− =
c Dannyisgiven$53forhisbirthday.Hespends$31.Howmuchdoeshehaveleft?
− =
T O
−
$
T O
−
T O
−
$
17Copyright © 3P Learning
a
d
g
b
e
h
c
f
i
Grade 2 | SUBTRACTION | 2.NBT.5
Written methods – subtraction to 99, no regrouping
1 Subtract these using the written method. Subtract the ones, then the tens.Writeyouranswerneatlyinlinewiththeplacevaluecolumns:
Hereisthewrittenmethod for subtraction. The longsandshortsshowyoutheplacevalue.Butyouactuallyusedigits.
tens ones
3 8
– 1 5
2 3
tens ones
–
tens ones
6 3
– 3 2
tens ones
8 7
– 4 3
tens ones
7 7
– 5 3
tens ones
5 8
– 4 2
tens ones
7 8
– 3 2
tens ones
6 8
– 3 5
tens ones
6 7
– 1 2
tens ones
3 4
– 1 3
tens ones
9 7
– 2 6
18Copyright © 3P Learning
Theseplacevalueboardsshowhowwecanregroupatenintoones.
4tensand1oneisnow3tensand11ones.
1 For each set of placevalueboards,regroupatenintoones and show the new amount on the next board. Just use straight linesfortensandsquaresforones.
2 Completethissubtractionproblemshowninlongsandshorts.Regroupa tenintoonesandthensubtract.Showyouranswerinlongsandshorts:
tens onestens onesa
b tens onestens ones
tens ones tens ones
tens ones tens ones
–
tens ones tens onestens ones
– =
Grade 2 | SUBTRACTION | 2.NBT.5
Written methods – subtraction to 99 with regrouping
19Copyright © 3P Learning Grade 2 | SUBTRACTION | 2.NBT.5
Written methods – subtraction to 99 with regrouping
Nowthatyoucanregroupatenontheplacevalueboard,wecanlookatwrittensubtractionwithregrouping.
Hereis62–18showninlongsandshorts. Ifweregroupatenintoones,wecannow subtract the ones.
Nowlookatthewrittenmethodforsubtractionwhenregrouping.
First,estimatetheanswer: 60–20=40.Youestimatebyroundingtothenearest10.
Lookattheones.Wecan’tsubtract8from2,soweregroup a ten into ones.
Wenowhave12ones.12subtract8is4,sowewrite4intheonescolumn.Nowsubtractthetens.5tenssubtract1tenis 4tens.Write4inthetenscolumn.
Isouranswerreasonable?Yes,becauseitisclosetoourestimate.
3 Completethesewrittensubtractionproblemswithregrouping.Startbywritingyourestimate:
tens ones
–
tens ones
6 2
– 1 8
4 4
e: 40
15
a b c
tens ones
7 2
– 2 8
e:
tens ones
5 2
– 4 3
e:
tens ones
6 1
– 3 4
e:
Continuedonpage20.
20Copyright © 3P Learning Grade 2 | SUBTRACTION | 2.NBT.5
Written methods – subtraction to 99 with regrouping
a
=
b
=
c
=
3 Completethesewrittensubtractionproblemswithregrouping.Startbywritingyourestimate:
Continuedfrompage19.
d
g
e
h
f
i
4 Whatisthedigitbehindthestar?
tens ones
5 6
– 1 8
e:
tens ones
4 1
– 2 4
e:
tens ones
6 2
– 3 3
e:
tens ones
7 6
– 3 9
e:
tens ones
9 6
– 2 8
e:
tens ones
9 7
– 6 8
e:
tens ones
7 2
– 5
1 6
tens ones
8
– 5 9
2 5
tens ones
7 9
– 5
2 4