Learning Outcome

Comprehend and solves simple two-digit number word problems in addition.

Objective

Children will solve word problems involving the addition of two-digit numbers with and without regrouping using the ‘Goal Plan Do Check’ (GPDC) strategy.

Prerequisites

Children can perform addition of two-digit numbers.

Introduction: Word Problems in Addition

The teacher may start with a revision of two-digit addition, followed by introducing word problems through the Goal Plan Do Check (GPDC) strategy.

Resource required:

• Whiteboard and markers
• Word problem cards or worksheets
• Base-ten blocks (optional)
• Math journals or student notebooks
• Chart for GPDC steps

I Do

Teacher Models Using GPDC strategy to solve a ‘Word Problem’.

Word problem: Example
Sunita has 28 apples. Her friend gave her 35 more. How many apples does Sunita have now?

Model Using GPDC Strategy:

• Goal: To find the total number of apples that Sunita has now.
• Plan: What do I need to do?
  I need to add 28 and 35 to find the total number of apples that Sunita has now.
• Do: Solve the problem.
  Explain step-by-step, showing if regrouping is needed or not.

Emphasize regrouping when adding ones:
 8 + 5 = 13 → regroup 10 into the tens place.

• Check: Does my answer make sense? Add one more time to check your answer.
  Yes. I added correctly, and the sum is more than the two numbers.

We Do

Teacher and Children Solve Together Using GPDC Strategy.

Word problem: Example
Sunil saw 46 birds in the morning and 29 birds in the afternoon. How many birds did he see in total?

Guide children to solve step-by-step:

1. Goal: To find the total number of birds that Sunil saw.
2. Plan: Add 46 + 29
3. Do:

Regrouping needed: 6 + 9 = 15 → carry over 1 to tens place.

• Check: Reread the problem and check the addition.

Ask prompting questions:

• What did we do first?
• Why did we regroup?
• Does the answer match the story?

We Do (Independent Practice):

Children solve word problems independently using the GPDC Strategy.

Distribute 3 or 4 word problems (a mix of ‘with and without’ regrouping). Example:

1. Maria picked 62 apples and then picked 14 more. How many apples in total?
2. How There were 45 books on one shelf and 38 on another. How many books in total?

  Note to the teacher:

1. Use visuals for the word problems.
2. Children will write out each step of the GPDC Strategy in their notebooks.
3. Use base-ten blocks or number lines to solve the problem for visual learners.

Refer to ‘Reading Skills’ Adaptations and Strategies given in the Main page of ‘Number Stories’ if there are any neuro-diverse children in the class.

Poster: GPDC Strategy – Coming soon

Video: Introduction to Word Problems in Addition – Coming soon

ISL Video: Introduction to Word Problems in Addition – Coming soon

Activity 1: Grocery Store

Objective: 
To help children practice adding two-digit numbers (with and without regrouping) in a real-life shopping context using tactile and fine motor skills.

Importance of the activity for children:

Helps in developing:

1. Gross motor skills (Moving around)
2. Fine motor skills (Picking things, handling money, labelling items)
3. Cognitive skills (Calculation, critical thinking, problem solving)
4. Social skills (Cooperation, playing together, discussing)
5. Language skills (Articulating, communicating)
6. Emotional skills (Builds confidence in numeracy, promotes a sense of achievement that boosts self-esteem, and encourages pride in learning new skills)

Resources required:

• Toy or real grocery items (empty boxes, cans, etc.)
• Price tags with two-digit numbers
• Shopping baskets or small bags
• Play money or digit cards
• Clipboards, pencils, and GPDC recording sheets

Setting for the activity:
Indoor classroom space arranged like a mini grocery store with tables as passageways.

Type of activity: Group or individual activity (Real life simulation)

Preparation of activity:

• Label each grocery item with a two-digit price tag.
• Prepare shopping baskets with space for 2 items.
• Create recording sheets that include GPDC steps.
• Set up store layout (item displays, checkout area).

Role of the teacher: Demonstrator, observer and facilitator.

Procedure:

1. Children pair up or work individually.
2. Each student ‘buys’ 2 items from the store.
3. Using their GPDC sheet, they:
   1. Identify the Goal (Find total cost)
   2. Create a Plan (Which items to add)
   3. Do the addition (with/without regrouping)
   4. Check their total using play money or on number line
4. Children take turns being the “cashier” to verify totals.

Observations:
The teacher observes the children engaged in the activity to find:

• Are children correctly identifying regrouping situations?
• Can they explain their thinking at each GPDC step?
• Are fine motor skills (handling items/money) age-appropriate?

Suggested Variations:

• Use QR codes to link items to digital price tags.
• Add a budget limit and instruct the children to buy within budget.
• Include 3-item purchases for extra challenge.

Conclusion:
Children learn to add numbers in practical ways, both with and without regrouping. They experience a familiar real-life situation while learning how to solve problems using the GPDC method.

Refer to ‘Organisational Skills’ Adaptations and Strategies given in the Main page of ‘Number Stories’ if there are any neuro-diverse children in the class.

Video: Grocery store – Coming soon

ISL Video: Grocery store – Coming soon

LTM: GPDC recording sheet – Coming soon

Activity 2: Addition Treasure Hunt

Objective: 
To reinforce addition of two-digit numbers through active movement and application of the GPDC strategy.

Importance of the activity for children:

Helps in developing:

1. Gross motor skills (Moving around, running, bending)
2. Fine motor skills (Picking cards, hand-eye coordination)
3. Cognitive skills (Calculation, critical thinking, problem solving)
4. Social skills (Cooperation, playing together, discussing)
5. Language skills (Articulating, communicating)
6. Emotional skills (Builds confidence in numeracy, promotes a sense of achievement that boosts self-esteem, and encourages pride in learning new skills)

Resources required:

• Word problem cards with two-digit addition
• Number cards showing possible sums
• GPDC graphic organizers or math journals
• Clipboards and pencils

Setting for the activity: 

• Open indoor area or schoolyard/playground.
• Number cards and word problems are hidden around the space.

Type of activity:
Group Activity: Gross Motor/Problem-Solving Adventure

Preparation of activity:

• Print and laminate word problem cards.
• Prepare large number cards (sums) to display around the space.
• Prepare clipboards with GPDC worksheets.
• Hide cards around the play area prior to the activity.

Role of the teacher: Demonstrator, observer, and facilitator.

Procedure:

1. Children work in pairs or small groups.
2. Each group finds a hidden word problem card.
3. They use GPDC steps on their clipboard to solve the problem.
4. Once solved, they search for the matching number card (the sum).
5. They continue solving 3 to 5 problems and then return to the base area.
6. Groups share their strategies and answers with the class.

Observations:

• Whether or not the children actively participate in each step of the GPDC technique.
• Are the children moving around in a safe and cooperative manner?
• Can the children correctly identify when regrouping is required and use it appropriately?
• Do the children display persistence and teamwork?

Suggested Variations:

1. Make it a timed challenge.
2. Add ‘trap’ cards with incorrect answers to increase difficulty.
3. Include subtraction or mixed operation problems for older children.

Conclusion:
Children develop confidence in solving addition word problems through movement and collaboration. The physical engagement helps internalise the GPDC strategy in a memorable and enjoyable way.

Refer to ‘Receptive and Expressive Language Skills’ Adaptations and Strategies given in the Main page of ‘Number Stories’ if there are any neuro-diverse children in the class.

LTM: GPDC worksheet – Coming soon

LTM: Word problem cards – Coming soon

Cross-Curricular Connection:

• Language:
  Reading comprehension: Children read and interpret word problems carefully.
  Writing: Children write their own addition word problems or journal their steps using the GPDC strategy.
  For example: Write a short story problem using characters from a favorite book.
  Sequence and explain the steps of solving a problem using complete sentences.
• EVS:
  Measure and add the growth of a plant over two weeks.
  Count and total the number of objects collected in nature walks (e.g., 28 leaves + 46 pebbles).

Assessment

The teacher can provide a practice worksheet, which can be followed by an assessment worksheet, to assess the children’s understanding of the concept of addition.

Practice Worksheet – Coming soon

Practice Worksheet (Enlarged) – Coming soon

Assessment Worksheet – Coming soon

Assessment Worksheet (Enlarged) – Coming soon

Check list for teacher:

Activity	Yes	No	Sometimes
Children can:
Add two-digit numbers with and without regrouping
Solve word problems relating to addition of two-digit numbers with and without regrouping using the ‘Goal Plan Do Check’ (GPDC) strategy
Complete the activities in the given time
Do the activities independently
Express verbally and through actions, expressions, or gestures
Enjoy teamwork, appreciate others, and are willing to learn from others

Home Activity

Worksheet: Find the total – Coming soon

Worksheet: Find the total (Enlarged) – Coming soon

Teacher Resource Document – Coming soon

Source and Attribution of images: All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.