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, 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, 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.

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.

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, library starts with 82 books, 27 checked out, then 14 more checked out. To solve, Step 1 - perform first operation based on context: '27 checked out' means subtract (82-27=55), Step 2 - perform second operation using Step 1 result: '14 more checked out' means subtract from 55 (55-14=41), answer is 41. Choice A is correct because both steps completed correctly—first subtracting 82-27=55, then subtracting 14 from that result to get 55-14=41. This correctly identifies and performs both operations in sequence, using the first result in the second calculation. Choice B represents stopping after Step 1 (gave 55 which is 82-27, but didn't continue to subtract 14). 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 (checked out, more checked out), 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 82 items [show], 27 checked out [remove], now how many? [count—55]. 14 more out [remove], how many left? [count—41].' 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-decrease, 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). 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, the library starts with 92 books, 28 are checked out, then 17 more are checked out. To solve, Step 1: perform first operation based on context: '28 checked out' means subtract (92-28=64), Step 2: perform second operation using Step 1 result: '17 more checked out' means subtract from 64 (64-17=47), answer is 47. Choice B is correct because both steps completed correctly—first subtracting 92-28=64, then subtracting 17 from that result to get 64-17=47. This correctly identifies and performs both operations in sequence, using the first result in the second calculation. Choice A represents a specific error: stopping after Step 1 (gave 64 which is 92-28, but didn't continue to subtract 17). 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 (checked out, more), 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: 'We have 92 items [show], 28 checked out [remove], now how many? [count—64]. Then 17 more out [remove], how many left? [count—47].' 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-decrease, second bar shows further 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, Amir starts with 50 cents, spends 23 on a snack, then earns 16. To solve, Step 1 - perform first operation based on context: 'spent 23' means subtract (50-23=27), Step 2 - perform second operation using Step 1 result: 'earned 16' means add to 27 (27+16=43), answer is 43. Choice C is correct because both steps completed correctly—first subtracting 50-23=27, then adding 16 to that result to get 27+16=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 27 which is 50-23, but didn't continue to add 16). 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 (spent, earned), 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 50 cents [show], spend 23 [remove], now how much? [27]. Earn 16 [add], how much now? [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-decrease, second bar shows result+increase. 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). 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, Sofia reads 16 pages on Monday, 25 on Tuesday, then 18 more on Wednesday. To solve, Step 1: perform first operation based on context: add Monday and Tuesday (16+25=41), Step 2: perform second operation using Step 1 result: add Wednesday to 41 (41+18=59), answer is 59. Choice B is correct because both steps completed correctly—first adding 16+25=41, then adding 18 to that result to get 41+18=59. This correctly identifies and performs both operations in sequence, using the first result in the second calculation. Choice A represents a specific error: stopping after Step 1 (gave 41 which is 16+25, but didn't continue to add 18). 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 (read, more), 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 16 pages [show], then 25 more [add], now how many? [count—41]. Then 18 more [add], total? [count—59].' 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 adds 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.

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, Marcus starts with 90 points, loses 35, then loses 18 more. To solve, Step 1 - perform first operation based on context: 'lost 35' means subtract (90-35=55), Step 2 - perform second operation using Step 1 result: 'lost 18 more' means subtract from 55 (55-18=37), answer is 37. Choice B is correct because both steps completed correctly—first subtracting 90-35=55, then subtracting 18 from that result to get 55-18=37. 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 55 which is 90-35, 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 (lost, lost more), 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 90 points [show], lose 35 [subtract], now how many? [55]. Lose 18 more [subtract], how many left? [37].' 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-decrease, 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.