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Primary 2 Mathematics Practice Guide | Numbers to 1000, Addition & Subtraction: Topical Questions, Mixed Practice & Worked Solutions

This Primary 2 Mathematics Practice Guide turns number sense, place value, addition and subtraction into a deliberate practice system. It is not a second explanation of the same syllabus. The learner should attempt each set before reading the worked solutions, mark the first point where reasoning becomes unstable, repair that dependency, and then retry a varied question.

The questions move from direct retrieval to representation, regrouping, mental calculation, comparison, missing numbers, word problems and mixed transfer. Parents and teachers can use the diagnostic notes to distinguish a careless slip from a place-value, language, operation-choice or regrouping weakness.

Return to the Primary 2 Mathematics Learning Hub. For concept teaching, use Guide 1, Guide 25 and Guide 32.

Attempt → expose the first weak link → repair → retry → mix → retrieve later.

How to Use This Practice Guide

  • Round 1: work without notes.
  • Round 2: check the worked solution only after committing to an answer.
  • Diagnose: identify the first wrong or uncertain step.
  • Repair: revisit the relevant concept or representation.
  • Retry: solve a nearby variation.
  • Delay: return after a day or more for retrieval.

Set A | Reading, Writing and Place Value to 1000

  1. Write 406 in words.
  2. Write “seven hundred and thirty-two” as a numeral.
  3. What is the value of the digit 8 in 684?
  4. What is the value of the digit 5 in 351?
  5. Write 907 in expanded form.
  6. Write 600 + 20 + 4 as a numeral.
  7. How many hundreds, tens and ones are in 572?
  8. Which number has 4 hundreds, 0 tens and 9 ones?
  9. What is 1 more than 699?
  10. What is 10 more than 693?
  11. What is 100 less than 843?
  12. What is 10 less than 402?

Worked Solutions | Set A

  1. 406 = four hundred and six. The zero means there are no tens.
  2. 732.
  3. 80. The 8 is in the tens place.
  4. 50.
  5. 900 + 0 + 7, usually written 900 + 7.
  6. 624.
  7. 5 hundreds, 7 tens, 2 ones.
  8. 409.
  9. 700. Crossing the hundred boundary changes several digits although the quantity changes by only 1.
  10. 703.
  11. 743.
  12. 392. Subtracting one ten from 402 crosses a hundred boundary.

Diagnostic Notes | Set A

If the learner…Check first
reads 406 as “forty-six”zero as a place holder and hundreds-tens-ones structure
says the 8 in 684 is “8”digit versus digit value
answers 402 − 10 = 401one-ten change versus one-one change
struggles across 699→700boundary renaming and successor structure

Set B | Compare and Order Numbers

  1. Which is greater: 698 or 701?
  2. Which is smaller: 509 or 590?
  3. Fill in >, < or =: 430 __ 403.
  4. Fill in >, < or =: 808 __ 880.
  5. Order from smallest to greatest: 375, 357, 735, 573.
  6. Order from greatest to smallest: 606, 660, 600, 666.
  7. Write a number greater than 498 but less than 503.
  8. Write the greatest 3-digit number using 2, 7 and 5 once each.

Worked Solutions | Set B

  1. 701. Compare hundreds first: 7 hundreds > 6 hundreds.
  2. 509. Both have 5 hundreds; compare tens: 0 tens < 9 tens.
  3. 430 > 403.
  4. 808 < 880.
  5. 357, 375, 573, 735.
  6. 666, 660, 606, 600.
  7. Possible answers: 499, 500, 501 or 502.
  8. 752. Put the greatest digit in the hundreds place, next greatest in tens.

Set C | Number Patterns and Place-Value Jumps

  1. 246, 256, 266, __, __.
  2. 805, 705, 605, __, __.
  3. 398, 399, __, __, 402.
  4. 45, 50, 55, __, __.
  5. 92, 90, 88, __, __.
  6. 317, 327, 337, __.
  7. 650, 550, 450, __.
  8. Explain the rule: 124, 224, 324, 424.

Worked Solutions | Set C

  1. 276, 286. Add 10 each time.
  2. 505, 405. Subtract 100 each time.
  3. 400, 401. Add 1.
  4. 60, 65. Add 5.
  5. 86, 84. Subtract 2.
  6. 347. Add 10.
  7. 350. Subtract 100.
  8. Add 100 each time. Tens and ones remain 24.

Set D | Mental Addition and Subtraction

  1. 346 + 10
  2. 346 + 100
  3. 583 − 20
  4. 845 − 300
  5. 398 + 5
  6. 402 − 7
  7. 276 + 23
  8. 364 − 22
  9. 299 + 37
  10. 523 − 198
  11. 87 + 16
  12. 500 − 37

Worked Solutions | Set D

  1. 356. Add one ten.
  2. 446. Add one hundred.
  3. 563. Subtract two tens.
  4. 545. Subtract three hundreds.
  5. 403. +2 to 400, then +3.
  6. 395. −2 to 400, then −5.
  7. 299. +20 = 296, +3 = 299.
  8. 342. −20 = 344, −2 = 342.
  9. 336. Compensate: 300 + 36.
  10. 325. 523 − 200 + 2.
  11. 103. +13 to 100, +3.
  12. 463. 500 − 40 + 3.

Strategy Check | Set D

Do not award full strategic mastery merely because the answer is correct. Ask the learner to explain why the chosen route was efficient. A child who counts 100 individual steps for +100 may be accurate but has not yet developed place-value fluency.

Set E | Written Addition Without and With Regrouping

  1. 243 + 125
  2. 416 + 272
  3. 358 + 24
  4. 47 + 38
  5. 176 + 248
  6. 365 + 278
  7. 409 + 86
  8. 298 + 307

Worked Solutions | Set E

  1. 368. No regrouping required.
  2. 688.
  3. 382. Ones: 8+4=12 → regroup one ten.
  4. 85. 7+8=15 → 1 ten 5 ones; tens total 8.
  5. 424. Regroup ones, then regroup tens.
  6. 643. 5+8=13; tens 6+7+1=14 tens → regroup one hundred.
  7. 495. 9+6=15; 0+8+1=9 tens.
  8. 605. 8+7=15; 9+0+1=10 tens → regroup one hundred.

Set F | Written Subtraction and Zero Cases

  1. 683 − 241
  2. 572 − 158
  3. 64 − 27
  4. 402 − 185
  5. 700 − 356
  6. 603 − 278
  7. 500 − 164
  8. 804 − 267

Worked Solutions | Set F

  1. 442.
  2. 414. Regroup one ten into ten ones.
  3. 37. 64 becomes 5 tens 14 ones.
  4. 217. 402 becomes 3 hundreds 9 tens 12 ones.
  5. 344. 700 becomes 6 hundreds 9 tens 10 ones.
  6. 325. Check: 325 + 278 = 603.
  7. 336. 500 becomes 4 hundreds 9 tens 10 ones before subtracting.
  8. 537. 804 becomes 7 hundreds 9 tens 14 ones.

Regrouping Diagnostic | Set F

If zero cases fail while ordinary regrouping succeeds, the first weak link is often multi-stage renaming rather than subtraction facts. Rebuild the minuend with hundreds, tens and ones before repeating the written algorithm.

Set G | Missing Numbers and Inverse Relationships

  1. __ + 27 = 65
  2. 48 + __ = 91
  3. 83 − __ = 46
  4. __ − 29 = 54
  5. 125 + 238 = 363. Write the related subtraction check.
  6. 603 − 278 = 325. Write the related addition check.
  7. Which number makes this true? 425 = 400 + __ + 5.
  8. True or false: 38 + 27 = 27 + 38.

Worked Solutions | Set G

  1. 38. 65 − 27.
  2. 43. 91 − 48.
  3. 37. 83 − 46.
  4. 83. 54 + 29.
  5. 363 − 238 = 125 or 363 − 125 = 238.
  6. 325 + 278 = 603.
  7. 20.
  8. True. Changing addend order preserves the total.

Set H | Addition and Subtraction Word Problems

  1. A library has 238 storybooks and 157 science books. How many books altogether?
  2. Mei had 462 stickers and gave away 185. How many remain?
  3. Arun has 76 marbles. Lina has 28 more than Arun. How many does Lina have?
  4. Lina has 104 cards, which is 27 more than Ben. How many cards does Ben have?
  5. A shop had 350 balloons. It sold 128 in the morning and 96 in the afternoon. How many remained?
  6. A school collected 275 cans on Monday and 189 on Tuesday. The target was 500. How many more cans were needed?
  7. A bus had 48 passengers. 19 got off and 26 got on. How many passengers were then on the bus?
  8. A box contains 275 red beads and some blue beads. There are 430 beads altogether. How many blue beads?

Worked Solutions | Set H

  1. 238 + 157 = 395 books.
  2. 462 − 185 = 277 stickers.
  3. 76 + 28 = 104 marbles.
  4. 104 − 27 = 77 cards. “More than” describes the relationship; the unknown determines the operation.
  5. 350 − 128 = 222; 222 − 96 = 126 balloons.
  6. 275 + 189 = 464; 500 − 464 = 36 cans.
  7. 48 − 19 = 29; 29 + 26 = 55 passengers.
  8. 430 − 275 = 155 blue beads.

Set I | Error Analysis

For each item, identify the first incorrect step before correcting the answer.

  1. 346 + 10 = 347.
  2. 52 − 28: “2 − 8 cannot be done, so 8 − 2 = 6; 5 − 2 = 3; answer 36.”
  3. 402 − 185: “0 tens becomes −1 ten after borrowing.”
  4. 358 + 47 is written with 47 under the hundreds and tens columns.
  5. 701 < 698 because 8 > 1.
  6. 299 + 37 = 300 + 37 = 337.

Worked Corrections | Set I

  1. Place-value unit error. +10 means add one ten: 356.
  2. Subtraction direction/regrouping error. Rename 52 as 4 tens 12 ones; answer 24.
  3. Multi-stage renaming error. Rename one hundred as 10 tens first, then one ten as 10 ones.
  4. Alignment error. 47 means 4 tens and 7 ones, so align under tens and ones.
  5. Magnitude comparison error. Compare hundreds first: 701 > 698.
  6. Unbalanced compensation. If 299 becomes 300, reduce 37 to 36: 336.

Set J | Mixed Revision Without Topic Labels

  1. Write 680 + 7 as a numeral.
  2. What is 100 more than 509?
  3. Place <, > or =: 599 __ 605.
  4. Complete: 704, 694, 684, __.
  5. 397 + 8
  6. 600 − 48
  7. 286 + 157
  8. 704 − 286
  9. __ + 186 = 500
  10. A toy costs 235 cents and a book costs 148 cents. What is their total cost in cents?
  11. A class collected 408 cans. Another class collected 79 fewer. How many did the second class collect?
  12. Create a subtraction calculation with answer 125 and explain how you would check it.

Worked Solutions | Set J

  1. 687.
  2. 609.
  3. 599 < 605.
  4. 674. Subtract 10.
  5. 405.
  6. 552. One route: 600 − 50 + 2.
  7. 443.
  8. 418.
  9. 314.
  10. 383 cents.
  11. 329 cans.
  12. Example: 400 − 275 = 125. Check 125 + 275 = 400.

Challenge Set | Transfer and Reasoning

  1. Find three different pairs of 3-digit numbers whose sum is 700.
  2. Find a number between 400 and 500 that becomes a number between 300 and 400 after subtracting 75. Give two possibilities.
  3. A number has 6 hundreds. Its tens digit is 3 less than its hundreds digit. Its ones digit is twice its tens digit. What is the number?
  4. Two numbers differ by 48. The larger number is 325. Find the smaller number, then write a different pair with the same difference.
  5. Without using the standard algorithm, explain two methods for 398 + 46.
  6. A learner says 500 − 199 must be less than 300 because 500 − 200 = 300. Explain the error and find the answer.

Worked Solutions | Challenge Set

  1. Examples: 100+600, 250+450, 325+375. Many answers are valid if both are three-digit where required and total 700.
  2. Examples: 450 gives 375; 470 gives 395.
  3. Hundreds digit 6; tens digit 3; ones digit 6 → 636.
  4. 325 − 48 = 277. Another pair: 200 and 152.
  5. Method 1: 400 + 44 = 444. Method 2: 398 + 40 = 438; +6 = 444.
  6. 500 − 199 = 500 − 200 + 1 = 301. Subtracting 199 removes one less than subtracting 200, so the result is one greater than 300.

Mastery Check

A learner is ready to move on when performance is stable across topic labels and representations. Look for accurate place value, flexible mental routes, reliable regrouping including zero cases, operation choice from relationships rather than keywords, inverse checking and the ability to explain the first weak link in an incorrect solution.

Practice Schedule

DaySuggested work
1Sets A–C, short and accurate.
2Set D mental calculation.
3Sets E–F written methods.
4Sets G–H relationships and word problems.
5Set I error analysis.
After delaySet J and Challenge Set without notes.

Continue the Practice Series