2 Grade MATH Module 1-3 Student Workbook English 201 - 201

Student Name:_______________________________
2nd Grade MATH Module 1-3

Student Workbook
English
201 - 201
1
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Sprint 2 1
Lesson 1: Make number bonds of ten.

Date: 5/12/14 1.A.11
This work is licensed under a

© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Recording Sheet 2• 1
Name Date
Draw all the number bonds of 10. The first one is done for you.
10
0 10
10
10 0

number bond recording sheet

Date: 5/12/14 1.A.19

3
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 2•1
Name Date
1. Add or subtract. Complete the number bond for each set.
3 + 7 = ____ 9 + 1 = ____
7 + 3 = ____ 1 + 9 = ____
10 – 7 = ____ 10 – 1 = ____
10 – 3 = ____ 10 – 9 = ____
2. Circle all the number sentences that are true.
0 + 10 = 10 6 + 3 = 10
5 + 5 = 10 9 + 1 = 10
2 + 9 = 10 6 + 4 = 10
3 + 7 = 10 1 + 10 = 10
3. Fill in the missing numbers.
4 + ___ = 10
10 – 6 = ___
10 = ___ + 6
___ = 10 – 4

Date: 5/12/14 1.A.12

4
4. Complete the number bonds.
6 1
10 10
7 9
5. Jim had $6 in the bank. He found some money on a park bench and put it the bank.
He now has $10 in the bank. How much money did he find?
6. Natasha was given some money for her birthday. She spent $7 on a bow and $3 on a
hair clip. If she used all of her money, how much money was Natasha given? Solve
using words, math drawings, or numbers.

Date: 5/12/14 1.A.13

5
Name Date
1. Complete the number bonds.
7 6
9 7 8
2. Find the unknown numbers that make the number sentences true.
9–5= 8–5=
3+ =8 3+ =7
8– =4 6– =3
18 = + 10 17 = 7 +
–5=4 –6=3
3. Maria put some cups on the table. Jesse put 7 more cups. There were 17 cups in all.
How many cups did Maria put on the table? Show your thinking using words, math
drawings, or numbers.
Lesson 2: Make number bonds through ten with a subtraction focus and
apply to one-step word problems. 1.A.27
Date: 5/12/14
6
4. Fill in the missing numbers.
11 is and 1 13 is and 3
15 is 10 and 10 and is 19
10 and 8 is 12 is 10 and
5. Your older sister says, “3 + 10 is easy. You can hear the answer when you count the
Say Ten way.” Use the ten-frame cards to show why this strategy works for
10 + 7 = 17.
6. Maggie had a bag of marbles. There were 5 yellow marbles, 6 white marbles, and 4
blue marbles. How many marbles were there in all? Show your thinking using words,
math drawings, or a number sentence.
Lesson 2: Make number bonds through ten with a subtraction focus and
apply to one-step word problems. 1.A.28
Date: 5/12/14
7
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Sprint 2•1
Lesson 3: Make a ten to add within 20.

Date: 8/19/14 1.B.9

8
Name Date
1. Record make ten solutions with number bonds to solve the number sentences.
Connect each number sentence with the fact that shows how you added a ten and
some ones to solve. The first one is done for you.
8 + 3 = 11 10 + 4
2 1
8 + 6 = ___ 10 + 3
9 + 4 = ___ 10 + 1
6 + 5 = ___ 10 + 2
8 + 8 = ___ 10 + 1
5 + 7 = ___ 10 + 6

Date: 8/19/14 1.B.10

9
2. Fill in the blank to make the sentence true.
a. 5 + = 15
b. 4 + = 15
c. + 9 = 16
d. 9 + 7 =
e. + 4 = 10 + 3
f. 6 + = 10 + 4
3. Margaret went to camp for 8 hours on Saturday and 4 hours on Sunday. Sandra
went to camp for 6 hours on Saturday and 5 hours on Sunday.
a. How many hours did Margaret spend at camp?
b. How many hours did Sandra spend at camp?
4. Make a drawing to explain how to add 9 and 4 by making ten.

Date: 8/19/14 1.B.11

10
Name Date
Use basic facts to help you solve with mental math.
1. 13 + 2 = 2. 15 – 3 =
3. 11 + 4 = 4. 15 – 4 =
5. 14 + = 16 6. 15 – = 13
7. 13 + 6 = 8. 17 – 5 =
9. = 12 + 4 10. = 18 – 2
11. + 3 = 17 12. – 2 = 17
13. 19 = + 13 14. 14 = –5
Lesson 4: Make a ten to add and subtract within 20.

Date: 8/19/14 1.B.25

11
15. Circle the number sentences that are true.
13 = 10 + 2
13 + 7 = 17 + 3
13 – 2 = 10 + 1
12 + 5 = 17 + 1
16. Autumn made some cookies. She ate 4 of them and had 16 left. How many did she
make?
17. Mrs. Parker read 12 books last year. So far this year she has read 3 books. How
many books has she read altogether?
18. Andy had $48. He spent $5 on a book and gave $3 to his brother. How much
money does he have left?
Lesson 4: Make a ten to add and subtract within 20.

Date: 8/19/14 1.B.26

12
Name Date
1. Solve the following problems. Circle the number sentence if you must subtract
from the ten.
A B C
10 – 2 = 10 – 7 = 10 – 4 =
11 – 2 = 11 – 7 = 11 – 4 =
12 – 2 = 12 – 7 = 12 – 4 =
13 – 2 = 13 – 7 = 13 – 4 =
14 – 2 = 14 – 7 = 14 – 4 =
15 – 2 = 15 – 7 = 15 – 4 =
16 – 2 = 16 – 7 = 16 – 4 =
17 – 2 = 17 – 7 = 17 – 4 =
18 – 2 = 18 – 7 = 18 – 4 =
19 – 2 = 19 – 7 = 19 – 4 =
Lesson 5: Decompose to subtract from a ten when subtracting within 20 and

apply to one-step word problems. 1.B.38
Date: 5/12/14
13
2. Fill in the blank to make the number sentence correct.
a. 11 – 8 = 2 +
b. 14 – 5 = 5 +
c. 17 – 8 = 2 +
d. 16 – 9 = 1 +
e. 13 – 7 = 3 +
f. 18 – 4 = 6 +
3. Susan has a new pack of 10 pencils and 4 pencils from an old pack. She gave 6
pencils from the new pack to her brother. How many pencils does she have left?
4. Marco brought his marble collection to school. He has 11 blue marbles and 7 red
marbles. At school, Marco lost 3 of his blue marbles.
a. How many blue marbles does he have now?
b. How many total marbles does he have left?
Lesson 5: Decompose to subtract from a ten when subtracting within 20 and

apply to one-step word problems. 1.B.39
Date: 5/12/14
14
Lesson 6: Add and subtract within multiples of ten based on understanding

place value and basic facts. 1.C.10
Date: 5/12/14
15
Name Date
Add or subtract. Then write two more related problems for each basic fact.
1. 2 + 4 = 2. 6 – 4 =
12 + 4 = 36 – 4 =
22 + 4 = 56 – 4 =
Add or subtract. Make number bonds to break apart the tens and ones.
3. 2 + 5 = 4. 7 – 5 =
5. 12 + 5 = 6. 27 – 5 =
7. 32 + 5 = 8. 47 – 5 =
9. 72 + 5 = 10. 87 – 5 =

Date: 5/12/14
16
11. 3 + 7 = 12. 10 – 7 =
13. 13 + 7 = 14. 20 – 7 =
15. 33 + 7 = 16. 50 – 7 =
17. 53 + 7 = 18. 70 – 7 =
19. Fifty-six people visited the museum for a tour. Nine people left before the tour
was over. How many people stayed for the whole tour?
Create at least two more sets of problems if you finish early.

Date: 5/12/14
17
Name Date
Solve the following problems. Draw your number bonds.
1. 78 + 4= 2. 58 + 5=
70 8 2 2
3. 54 + 6= 4. 88 + 2=
5. 26 + 8= 6. 48 + 6=
7. Fill in the blanks to make the number sentences true.
a. 9+1= b. 8 + = 10
10 + 2 = 10 + = 15
19 + 3 = 8+ = 15
49 + 3 = 28 + = 30
69 + 3 = 30 + = 35
89 + 3 = 28 + = 35
Lesson 7: Add within 100 using properties of addition to make a ten.

Date: 5/12/14 1.C.21

18
Label each number sentence as true or false.
8. 22 + 8 = 20 + 10
9. 57 + 5 = 50 + 10 + 2
10. 83 + 9 = 80 + 10 + 1
11. 68 + 7 = 70 + 5
12. 88 + 9 = 90 + 6
13. Jorge saved 65 dollars last month. This month he saved 8 more dollars. How much
money does he have now?
Lesson 7: Add within 100 using properties of addition to make a ten.

Date: 5/12/14 1.C.22

19
Lesson 8: Decompose to subtract from a ten when subtracting within 100

and apply to one-step word problems. 1.C.32
Date: 5/12/14
20
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Problem Set 2 1
Name Date
Fill in the blanks to make the number sentences true. Draw number bonds to help you
subtract from the ten. The first two are done for you.
1. 40 – 8 = 32 2. 41 – 8 = ______
30 10 31 10
3. 20 – 8 = ______ 4. 21 – 8 = ______
5. 30 – 8 = ______ 6. 32 – 8 = ______
7. 90 – 8 = ______ 8. 91 – 8 = ______
9. 20 – 9 = ______ 10. 22 – 9 = ______
11. 70 – 9 = ______ 12. 71 – 9 = ______
13. 40 – 5 = ______ 14. 42 – 5 = ______

Date: 5/12/14
21
15. Marisol solved 60 – 2. What numbers complete the number bond to show how she
used “take from 10”?
60 – 2 = 58
___ ___
a. 50, 10 b. 60, 0 c. 54, 6 d. 58, 2
16. Carla has 70 paper clips. She gives 6 away. Write a number sentence that shows
how many paper clips Carla has left.
_____ - _____ = _____
17. Isaac has 61 pencils. He gives 8 pencils to a friend. How many pencils does Isaac
have left? Draw a picture and write a number sentence to show how you know.
18. Use drawings to explain how to find 31 – 8 and 43 – 8.

Date: 5/12/14
22

23
Lesson
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task
New York State Common Core
Name Date
1. a. Write the numbers to make each number sentence true.
6 + 4 + 2 = ____ + 2 10 + 3 = ____ + 3 + 3 16 = ___ + 8 + 6
b. Label each number sentence true or false.
8 + 3 = 10 + 1 ________________
7 + 6 = 10 + 4 ________________
4 + 8 = 5 + 9 ________________
7 + 8 = 9 + 6 ________________
c. Use drawings, words, or numbers to show why 18 – 3 = 15 and 10 + 5 = 15 have the same answer.
2. Use number bonds to solve.
38 + 6 = 60 – 4 =
Module 1: Sums and Differences to 20

Date: 5/12/14 1.S.1
24
Lesson
74 + 9 = 53 – 7 =
3. Trevor’s mom gave him 6 stickers to start his collection. He received 85 more for his birthday.
a. Use words, pictures, or numbers to show how many stickers Trevor has now.
b. James has 95 stickers and gives away 7. How many stickers does James have now?
c. Who has more stickers now, James or Trevor?

Date: 5/12/14 1.S.2
25
Lesson
4. Mr. Garcia checked out 27 library books for his class. The class read some the first month and the
remaining 9 books the second month.
a. Use words, pictures, or numbers to find out how many books the class read in the first month.
b. During the third month, Mr. Garcia checked out 8 more books and his class read them all. Use words,
pictures, or numbers to show how many library books Mr. Garcia’s class read in all 3 months.

Date: 5/12/14 1.S.3
26
Lesson 1: Connect measurement with physical units by using multiple copies

of the same physical unit to measure. 2.A.7
Date: 5/22/14
27

Date: 5/22/14
28
Name Date
Use centimeter cubes to find the length of each object.
1. The picture of the fork and spoon is about _____ centimeter cubes long.
2. The picture of the hammer is about ____ centimeters long.
3. The length of the picture of the comb is about _____ centimeters..

Date: 5/22/14
29
4. The length of the picture of the shovel is about _____ centimeters.
5. The head of a grasshopper is 2 centimeters long. The rest of the grasshopper’s

body is 7 centimeters long. What is the total length of the grasshopper?
6. The length of a screwdriver is 19 centimeters. The handle is 5 centimeters long.

a. What is the length of the top of the screwdriver?
b. How much shorter is the handle than the top of the screwdriver?

Date: 5/22/14
30
Name Date
Find the length of each object using one centimeter cube. Mark the endpoint of each
centimeter cube as you measure.
1. The picture of the eraser is about _____ centimeters long.
2. The picture of the calculator is about _____ centimeters long.
3. The length of the picture of the envelope is about ______ centimeters.
Lesson 2: Use iteration with one physical unit to measure.

Date: 5/22/14
2.A.19

31
4. Jayla measured her puppet’s legs to be 23 centimeters long. The stomach is 7

centimeters long, and the neck and head together are 10 centimeters long. What is
the total length of the puppet?
5. Elijah begins measuring his math book with his centimeter cube. He marks off
where each cube ends. After a few times, he decides this process is taking too long
and starts to guess where the cube would end and then mark it.
1 2 3 4 5 6
Explain why Elijah’s answer will be incorrect.
____________________________________________________________
____________________________________________________________
____________________________________________________________
Lesson 2: Use iteration with one physical unit to measure.

Date: 5/22/14
2.A.20

32
Lesson 3: Apply concepts to create unit rulers and measure lengths using unit
rulers. 2.A.29
Date: 5/22/14
33
rulers. 2.A.30
Date: 5/22/14
34
Name Date
Use your centimeter ruler to measure the length of the objects below.
1. The picture of the animal track is about ______ cm long.
2. The picture of the turtle is about ______ cm long.
3. The picture of the sandwich is about _____ cm long.
rulers. 2.A.31
Date: 5/22/14
35
4. Measure and label the length of each side of the triangle using your ruler.
a. Which side is the shortest? Side A Side B Side C
b. What is the length of Sides A and B together? _______ centimeters
c. How much shorter is Side C than Side B? _______ centimeters
rulers. 2.A.32
Date: 5/22/14
36
Lesson 4: Measure various objects using centimeter rulers and meter sticks.
Date: 5/28/14
2.B.6

37
Date: 5/28/14
2.B.7

38
Name Date
1. Measure five things in the classroom with a centimeter ruler. List the five things
and their length in centimeters.
Object Name Length in Centimeters
a.
b.
c.
d.
e.
2. Measure four things in the classroom with a meter stick or meter tape. List the
four things and their length in meters.
Object Name Length in Meters
a.
b.
c.
d.
Date: 5/28/14
2.B.8

39
3. List five things in your house that you would measure with a meter stick or meter
tape.
1. ________________________________
2. ________________________________
3. ________________________________
4. ________________________________
5. ________________________________
Why would you want to measure those five items with a meter stick or meter tape
instead of a centimeter ruler?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. The distance from the cafeteria to the gym is 14 meters. The distance from the
cafeteria to the playground is double that distance. How many times would you need
to use a meter stick to measure the distance from the cafeteria to the playground?
Date: 5/28/14
2.B.9

40
NYS COMMON CORE MATHEMATICS CURRICULUM
2
Name Date
First, estimate the length of each line in centimeters using mental benchmarks.
Then, measure each line with a centimeter ruler to find the actual length.
1. ______________
a. Estimate: ______ cm b. Actual length: ______ cm
2. __________________________________
3. _________________________
4. __________________
Lesson 5: Develop estimation strategies by applying prior knowledge of length

and using mental benchmark. 2.B.18
Date: 5/22/14
41
NYS COMMON CORE MATHEMATICS CURRICULUM
2
5. ___________
6. Circle the correct unit of measurement for each length estimate.
a. The height of a door is about 2 (centimeters/meters) tall.

What benchmark did you use to estimate? _______________
b. The length of a pen is about 10 (centimeters/meters) long.

c. The length of a car is about 4 (centimeters/meters) long.

d. The length of a bed is about 2 (centimeters/meters) long.

e. The length of a dinner plate is about 20 (centimeters/meters) long.

7. Use an unsharpened pencil to estimate the length of 3 things in your desk.
a. _____________________ is about _______ cm long.
b. _____________________ is about _______ cm long.
c. _____________________ is about _______ cm long.
Lesson 5: Develop estimation strategies by applying prior knowledge of length

and using mental benchmark. 2.B.19
Date: 5/22/14
42
Lesson 6: Measure and compare lengths using centimeters and meters.

Date: 10/2/14 2.C.7

43

Date: 10/2/14 2.C.8

44
Name Date
Measure each set of lines in centimeters, and write the length on the line. Complete the
comparison sentences.
1. Line A __________________________________
Line B ___________
a. Line A measured about ____ cm. b. Line B measured about _____ cm.
c. Line A is about _____ cm longer than Line B.
2. Line C __________________
Line D _____________________
a. Line C measured about ____ cm. b. Line D measured about ____ cm.
c. Line C is about _____ cm shorter than Line D.
3. Line E _________
Line F ________________
Line G __________________
a. Line E measured about ____ cm. b. Line F measured about ____ cm.
c. Line G measured about ____ cm. d. Lines E, F, and G are about____ cm combined.
e. Line E is about ____ cm shorter than Line F.
f. Line E is about ____ cm shorter than Line G.
g. Line G is about____ cm longer than Line F.
h. Line F doubled is about ____ cm longer than Line G.

Date: 10/2/14 2.C.9

45
4. Daniel measured the heights of some young trees in the orchard. He wants to know
how many more centimeters are needed to have a height of 1 meter. Fill in the blanks.
90 cm + _____ cm = 1 m
80 cm + _____ cm = 1 m
85 cm + _____ cm = 1 m
81 cm + _____ cm = 1m
5. Carol’s ribbon is 76 centimeters long. Alice’s ribbon is 1 meter long. How much longer
is Alice’s ribbon than Carol’s?
6. The cricket hopped a distance of 52 centimeters. The grasshopper hopped 19

centimeters farther than the cricket. How far did the grasshopper jump?
7. The pencil box is 24 centimeters in length and 12 centimeters wide. How many more
centimeters is the length than the width? ______ more cm
Draw the rectangle and label the sides.
What is the total length of all four sides? _______ cm
Lesson 6: DĞĂƐƵƌĞ aŶĚ cŽŵƉĂƌĞ lĞŶŐƚŚƐ uƐŝŶŐ cĞŶƚŝŵĞƚĞƌs ĂŶd ŵĞƚĞƌƐ͘

Date: ϭϬͬϮͬϭϰ 2.C.10
dŚŝƐ ǁŽƌŬ ŝƐ ůŝĐĞŶƐĞĚ ƵŶĚĞƌ a

Ξ ϮϬϭϰ ŽŵŵŽŶ ŽƌĞ͕ /ŶĐ. ^ŽŵĞ ƌŝŐŚƚƐ ƌĞƐĞƌǀĞĚ͘ commoncore.org ƌĞĂƚŝǀe ŽŵŵŽŶƐ ƚƚƌŝďƵƚŝŽŶͲEŽŶŽŵŵĞƌĐŝĂůͲ^ŚĂƌĞůŝŬe ϯ͘Ϭ hŶƉŽƌƚĞĚ >ŝĐĞŶƐĞ͘
46
Lesson 7: Measure and compare lengths using standard metric length units and
non-standard length units; relate measurement to unit size. 2.C.19
Date: 5/22/14
47
Date: 5/22/14
48
Name Date
Measure each set of lines with one small paper clip, using mark and move forward.
Measure each set of lines in centimeters using a ruler.
1. Line A ____________________
Line B ______________
a. Line A is about _____ paper clips long. b. Line A is about _____ cm long.
c. Line B is about _____ paper clips long. d. Line B is about _____ cm long.
e. Line B is about _____ paper clips shorter than Line A.
f. Line A is about _____ cm longer than Line B.
2. _____________________ Line L
_______ Line M
a. Line L is about _____ paper clips long. b. Line L is about ____ cm long.
c. Line M is about _____ paper clips long. d. Line M is about ____ cm long.
e. Line L is about _____ paper clips longer than Line M.
f. Line M doubled is about ____ cm shorter than Line L.
3. Draw a line that is 18 cm long and another line below it that is 12 cm long.
Label the 18 cm line R and the 12 cm line S.
a. Line R measured about ______ paper clips.

b. Line S measured about ______ paper clips.
Date: 5/22/14
49
4. Draw a line that is 6 cm long and another line below it that is 15 cm long.
Label the 6 cm line C and the 15 cm line D.
a. Line C is about _____ paper clips long.

b. Line D is about _____ paper clips long.
c. Line D is about ____ cm longer than Line C.
d. Line C is about ____ paper clips shorter than Line D.
e. Lines C and D together are about _____ paper clips long.
f. Lines C and D together are about _____ centimeters long.
5. Christina measured Line F with quarters and Line G with pennies.
Line F ________________________________
Line G ________________________________
Line F measured the length of about 6 quarters.

Line G measured the length of about 8 pennies.
Christina said Line G is longer because 8 is a bigger number than 6.
Explain why Christina is incorrect.
______________________________________________________________
______________________________________________________________
Date: 5/22/14
50
Lesson 8: Solve addition and subtraction word problems using the ruler as a
number line. 2.D.8
Date: 5/23/14
51
number line. 2.D.9
Date: 5/23/14
52
Name Date
1. b
A
B a
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
a. Line A is _____ cm long.
b. Line B is _____ cm long.
c. Together, Lines A and B measure _____ cm.
d. Line A is _____ cm (longer/shorter) than Line B.
2. A cricket jumped 5 centimeters forward and 9 centimeters back, then stopped. If

the cricket started at 23 on the ruler, where did the cricket stop? Show your work
on the broken centimeter ruler.
3. Marty made a train of red and yellow centimeter cubes that measured 16 centimeters
in length. He added 11 more yellow cubes and removed 8 red cubes. What is the
length of the train now?
number line. 2.D.10
Date: 5/23/14
53
4. Each of the parts of the path below is 4 length units. What is the total length of the
path? _______ length units
5. Ben took two different ways home from school to see which way was the quickest. All
streets on Route A are the same length. All streets on Route B are the same length.
Route A
5m
School
7m Home
Route B
Route A
Route B
a. How many meters is Route A? ________ m
b. How many meters is Route B? ________ m
c. What is the difference between Route A and Route B? _________ m
d. Which route should Ben take if he wants to get home quickly? _________
number line. 2.D.11
Date: 5/23/14
54
Name Date
1. Complete the chart by first estimating the measurement around a classmate’s body
part, and then finding the actual measurement with a meter strip.
Student Name Body Estimated Actual

Part Measurement in Measurement in
Measured Centimeters Centimeters
Neck
Wrist
Head
a. Which was longer, your estimate or the actual measurement around your
classmate’s head? ___________
b. Draw a tape diagram to compare two actual lengths from your chart.
2. Use a string to measure all three paths.
Path 1
Path 2
Path 3
a. Which path is the longest? _____
Lesson 9: Measure lengths of string using measurement tools, and use tape
diagrams to represent and compare lengths. 2.D.20
Date: 5/23/14
55
b. Which path in the shortest? ______
c. Draw a tape diagram to compare two of the lengths.
3. Estimate the length of the path below in centimeters.
a. The path is about ______ cm long.
Use your piece of string to measure the length of the path. Then, measure the
string with your meter strip.
b. The actual length of the path is ______ cm.
c. Draw a tape diagram to compare your estimate and the actual length of the path.
Lesson 9: Measure lengths of string using measurement tools, and use tape
diagrams to represent and compare lengths. 2.D.21
Date: 5/23/14
56
Name Date
Use the RDW process to solve. Draw a tape diagram for each step. Problem 1 has been
started for you.
1. Maura's ribbon is 26 cm long. Colleen's ribbon is 14 cm shorter than Maura's ribbon.

What is the total length of both the ribbons?
Step 1: Find the length of Colleen’s ribbon.
26 cm
? 14 cm shorter
Step 2: Find the length of both ribbons.
26 cm
?
? 14 cm shorter
2. Jesse’s doll is 30 cm tall. Sarah’s doll is 9 cm shorter than Jessie’s doll. What is
the total length of both dolls?
Step 1: Find the length of Sarah’s doll.
Step 2: Find the length of both dolls.
Lesson 10: Apply conceptual understanding of measurement by solving two-step

word problems. 2.D.31
Date: 5/23/14
57
3. Steven has a black leather strip that is 13 centimeters long. He cut off 5
centimeters. His teacher gave him a brown leather strip that is 16 centimeters long.
What is the total length of both strips?
Step 1: Find the length of black leather strip after being cut.
Step 2: Find the length of the black and brown leather strips together.
4. Pam and Mark measured the distance around each other’s wrists. Pam’s wrist
measured 10 cm. Mark’s wrist measured 3 cm more than Pam’s. What is the total
length around all four of their wrists?
Step 1: Find the distance around both Mark’s wrists.
Step 2: Find the total measurement of all four wrists.
Lesson 10: Apply conceptual understanding of measurement by solving two-step

word problems. 2.D.32
Date: 5/23/14
58

59
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
2•2
•3
Name Date
Note: Students need a centimeter ruler and 6 small paper clips to complete the assessment.
1. Use your ruler to find the length of the pencil and the crayon.
a. How long is the crayon? _______ centimeters
b. How long is the pencil? _______ centimeters
c. Which is longer? pencil crayon
d. How much longer? ________ centimeters
Module 2: Addition and Subtraction of Length Units

Date: 5/22/14 2.S.1

60
2•2
•3
2. Samantha and Bill are having a bean bag throwing contest and need to measure each of their throws.
a. Circle the most appropriate tool to measure their throws.
ruler paper clips meter stick centimeter cubes
b. Explain your choice using pictures or words.
c. Bill throws his bean bag 5 meters, which is 2 meters farther than Samantha threw her bean bag. How
far did Samantha throw her bean bag? Draw a diagram or picture to show the length of their throws.
d. Sarah threw her bean bag 3 meters farther than Bill. Who won the contest? How do you know?

Date: 5/22/14 2.S.2

61
2•2
•3
3. Use the broken centimeter ruler to solve the problem.
A grasshopper jumped 7 centimeters forward and 4 centimeters back and then stopped. If the
grasshopper started at 18, where did the grasshopper stop? Show your work.
4.
Vanessa’s Ribbons
Ribbon A Ribbon B
a. Measure the length of Ribbon A with your centimeter ruler and your paper clip. Write the
measurements on the lines below.
______ centimeters ______ paper clips
b. Explain why the number of centimeters is larger than the number of paper clips. Use pictures or
words.

Date: 5/22/14 2.S.3

62
2•2
•3
c. Estimate the length of Ribbon B in paper clips.
______ paper clips
d. How much longer is Ribbon A than Ribbon B? Give your answer in centimeters.
e. Vanessa is using the ribbons to wrap a gift. If she tapes the ribbons together with no overlap, how
many centimeters of ribbon does she have altogether?
f. If Vanessa needs 20 centimeters of ribbon, how much more does she need?

Date: 5/22/14 2.S.4

63
Name Date
Draw models of ones, tens, and hundreds. Your teacher will tell you
which numbers to model.
Lesson 1: Bundle and count ones, tens, and hundreds to 1,000.

Date: 7/8/14 3.A.11

64
Name Date
1. Draw, label, and box 100. Draw pictures of the units you use to count from 100 to
124.
220.
Lesson 2: Count up and down between 100 and 220 using ones and tens.
Date: 7/8/14 3.B.10

65
120.
193.
Lesson 2: Count up and down between 100 and 220 using ones and tens.
Date: 7/8/14 3.B.11

66
Lesson 3: Count up and down between 90 and 1,000 using ones, tens, and
hundreds. 3.B.21
Date: 7/8/14

67
hundreds. 3.B.22
Date: 7/8/14

68
Name Date
300.
428.
3. Draw, label, and box 428. Draw pictures of the units you use to count from
428 to 600.
4. Draw, label, and box 600. Draw pictures of the units you use to count from
600 to 1,000.
hundreds. 3.B.23
Date: 7/8/14

69
Add. # Correct ___
A1 5 + 5 + 5 = 23 1 + 9 + 5 =
2 9+1+3= 24 3 + 5 + 5 =
3 2+8+4= 25 8 + 4 + 6 =
4 3+7+2= 26 9 + 7 + 1 =
5 4+6+9= 27 2 + 6 + 8 =
6 9+0+6= 28 0 + 8 + 7 =
7 3+0+8= 29 8 + 4 + 3 =
8 2+7+7= 30 9 + 2 + 2 =
9 6+6+6= 31 4 + 4 + 4 =
10 7 + 8 + 4 = 32 6 + 8 + 5 =
11 3 + 5 + 9 = 33 4 + 5 + 7 =
12 9 + 1 + 1 = 34 7 + 3 + 1 =
13 5 + 5 + 6 = 35 6 + 4 + 3 =
14 8 + 2 + 8 = 36 1 + 9 + 9 =
15 3 + 4 + 7 = 37 5 + 8 + 5 =
16 5 + 0 + 8 = 38 3 + 3 + 5 =
17 6 + 2 + 6 = 39 7 + 0 + 6 =
18 6 + 3 + 9 = 40 4 + 5 + 9 =
19 2 + 4 + 7 = 41 4 + 8 + 4 =
20 3 + 8 + 6 = 42 2 + 6 + 7 =
21 5 + 7 + 6 = 43 3 + 5 + 6 =
22 3 + 6 + 9 = 44 2 + 6 + 9 =
Lesson 4: Count up to 1,000 on the place value chart.
Date: 7/9/14 3.C.11

70
Add. Improvement _____ # Correct ___
B1 5+5+4= 23 8 + 2 + 5 =
2 7+3+5= 24 9 + 1 + 6 =
3 1+9+8= 25 3 + 6 + 4 =
4 4+6+2= 26 3 + 2 + 7 =
5 2+8+9= 27 4 + 8 + 6 =
6 7+0+6= 28 9 + 9 + 0 =
7 4+0+9= 29 0 + 7 + 5 =
8 2+9+9= 30 8 + 4 + 4 =
9 4+5+4= 31 3 + 8 + 8 =
10 8 + 7 + 5 = 32 5 + 7 + 6 =
11 2 + 7 + 9 = 33 3 + 4 + 9 =
12 9 + 1 + 2 = 34 3 + 7 + 3 =
13 6 + 4 + 5 = 35 6 + 4 + 5 =
14 8 + 2 + 3 = 36 7 + 9 + 1 =
15 1 + 4 + 9 = 37 2 + 6 + 8 =
16 3 + 8 + 0 = 38 5 + 3 + 7 =
17 7 + 4 + 7 = 39 6 + 0 + 9 =
18 5 + 3 + 8 = 40 2 + 5 + 7 =
19 7 + 3 + 4 = 41 3 + 6 + 3 =
20 5 + 8 + 6 = 42 4 + 2 + 9 =
21 7 + 6 + 4 = 43 6 + 3 + 5 =
22 5 + 8 + 4 = 44 7 + 2 + 9 =

Date: 7/9/14 3.C.12

71
Name Date
Work with your partner. Imagine your place value chart. Write down how you might
count from the first number up to the second number. Underline the numbers where
you bundled to make a larger unit.
1. 476 to 600
2. 47 to 200
3. 188 to 510
4. 389 to 801

Date: 7/9/14 3.C.13

72
Name Date
Your teacher will tell you a number to write in each box. In a whisper voice, say each
number in word form. Use number bonds to show how many ones, tens, and hundreds
are in the number.
Lesson 5: Write base ten three-digit numbers in unit form; show the value of
each digit. 3.C.26
Date: 7/9/14

73
Name Date
Write each number in expanded form, separating the total value of each of the units.
1. 231 2. 312
3. 527 4. 752
5. 201 6. 310
7. 507 8. 750
Lesson 6: Write base ten numbers in expanded form.

Date: 7/9/14 3.C.38

74
Write the answer in number form.
9. 2 + 30 + 100 = 10. 300 + 2 + 10 =
11. 50 + 200 + 7 = 12. 70 + 500 + 2 =
13. 1 + 200 = 14. 100 + 3 =
15. 700 + 5 = 16. 7 + 500 =
Lesson 6: Write base ten numbers in expanded form.

Date: 7/9/14 3.C.39

75
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Activity Sheet 2•3
Name Date
Spell Numbers: How many can you write correctly in 2 minutes?
1 11 10
2 12 20
3 13 30
4 14 40
5 15 50
6 16 60
7 17 70
8 18 80
9 19 90
10 20 100

number spelling activity sheet
Lesson 7: Read, write, and relate base ten numbers in all forms.
Date: 7/9/14 3.C.50

76
Add. # Correct ___
A1 20 + 1 = 23 400 + 20 + 5 =
2 20 + 2 = 24 200 + 60 + 1 =
3 20 + 3 = 25 200 + 1 =
4 20 + 9 = 26 300 + 1 =
5 30 + 9 = 27 400 + 1 =
6 40 + 9 = 28 500 + 1 =
7 80 + 9 = 29 700 + 1 =
8 40 + 4 = 30 300 + 50 + 2 =
9 50 + 5 = 31 300 + 2 =
10 10 + 7 = 32 100 + 10 + 7 =
11 20 + 5 = 33 100 + 7 =
12 200 + 30 = 34 700 + 10 + 5 =
13 300 + 40 = 35 700 + 5 =
14 400 + 50 = 36 300 + 40 + 7 =
15 500 + 60 = 37 300 + 7 =
16 600 + 70 = 38 500 + 30 + 2 =
17 700 + 80 = 39 500 + 2 =
18 200 + 30 + 5 = 40 2 + 500 =
19 300 + 40 + 5 = 41 2 + 600 =
20 400 + 50 + 6 = 42 2 + 40 + 600 =
21 500 + 60 + 7 = 43 3 + 10 + 700 =
22 600 + 70 + 8 = 44 8 + 30 + 700 =
Date: 7/9/14 3.C.51

77
B1 10 + 1 = 23 500 + 30 + 6 =
2 10 + 2 = 24 300 + 70 + 1 =
3 10 + 3 = 25 300 + 1 =
4 10 + 9 = 26 400 + 1 =
5 20 + 9 = 27 500 + 1 =
6 30 + 9 = 28 600 + 1 =
7 70 + 9 = 29 900 + 1 =
8 30 + 3 = 30 400 + 60 + 3 =
9 40 + 4 = 31 400 + 3 =
10 80 + 7 = 32 100 + 10 + 5 =
11 90 + 5 = 33 100 + 5 =
12 100 + 20 = 34 800 + 10 + 5 =
13 200 + 30 = 35 800 + 5 =
14 300 + 40 = 36 200 + 30 + 7
15 400 + 50 = 37 200 + 7 =
16 500 + 60 = 38 600 + 40 + 2 =
17 600 + 70 = 39 600 + 2 =
18 300 + 40 + 5 = 40 2 + 600 =
19 400 + 50 + 6 = 41 3 + 600 =
20 500 + 60 + 7 = 42 3 + 40 + 600 =
21 600 + 70 + 8 = 43 5 + 10 + 800 =
22 700 + 80 + 9 = 44 9 + 20 + 700 =
Date: 7/9/14 3.C.52

78
Name Date
Match Part 1
Match the word form or unit form with standard form. Problem B is done for you as an
example.
A. Two hundred thirty-f our ● 204
B. Three hundred seventy-four ● 930
C. 7 hundreds 6 tens 3 ones ● 470
D. Two hundred four ● 763
E. Four hundred two ● 650
F. 3 ones 7 hundreds 4 tens ● 903
G. Four hundred seventy ● 123
H. 9 hundreds 3 ones ● 673
I. 3 ones 7 tens 6 hundreds ● 234
J. 1 ten 2 hundreds 3 ones ● 374
K. 5 tens 6 hundreds ● 402
L. Nine hundred thirty ● 743
M. 12 tens 3 ones ● 213
Date: 7/9/14 3.C.53

79
Match Part 2
Match all the ways of expressing each number.
A. 500 + 9
B. 4 hundreds + 34 ones
C. 60 + 800 + 3 ● 434
D. 9 + 500
E. Eight hundred sixty-three
F. 9 ones + 50 tens ● 863
G. Four hundred thirty-four
H. 86 tens + 3 ones
I. 400 + 4 + 30 ● 509
J. 6 tens + 8 hundreds + 3 ones
K. Five hundred nine
L. 4 ones + 43 tens
Date: 7/9/14 3.C.54

80
NYS COMMON CORE MATHEMATICS CURRICULUM K•5
Lesson 8 Problem Set 2•3
New York State Common Core X•X
X•X
Name Date
Show each amount of money using 10 bills: $100, $10, and $1 bills. Whisper and write
each amount of money in expanded form. Write the total value of each set of bills as a
number bond.
10 Bills
1. 2.
136 = _____________________ ____________________ = 451
3. 4.
190 = _____________________ ____________________ = 109
5. 6.
460 = _____________________ ____________________ = 406
Lesson 8: Count the total value of $1, $10, and $100 bills up to $1,000.
Date: 7/9/14 3.D.11

81
X•X
7. 8.
550 = _____________________ ____________________ = 541
9. 10.
901 = _____________________ ___________________ = 910
11. 12.
1,000 = _____________________ ___________________ = 100
Lesson 8: Count the total value of $1, $10, and $100 bills up to $1,000.
Date: 7/9/14 3.D.12

82
X•X
Name Date
First, model the count using ones, tens, and hundreds on your place value chart. Then,
record your count on the empty number line.
Empty Number Lines
1. 70 to 300
2. 300 to 450
3. 160 to 700
4. 700 to 870
Lesson 9: Count from $10 to $1,000 on the place value chart and the empty
number line. 3.D.24
Date: 7/9/14

83
X•X
5. 68 to 200
6. 200 to 425
7. 486 to 700
8. 700 to 982
Lesson 9: Count from $10 to $1,000 on the place value chart and the empty
number line. 3.D.25
Date: 7/9/14

84
Add. # Correct ___
A1 100 + 20 + 3 = 23 800 + 77 =
2 100 + 20 + 4 = 24 300 + 90 + 2 =
3 100 + 20 + 5 = 25 400 + 80 =
4 100 + 20 + 8 = 26 600 + 7 =
5 100 + 30 + 8 = 27 200 + 60 + 4 =
6 100 + 40 + 8 = 28 100 + 9 =
7 100 + 70 + 8 = 29 500 + 80 =
8 500 + 10 + 9 = 30 80 + 500 =
9 500 + 10 + 8 = 31 2 + 50 + 400 =
10 500 + 10 + 7 = 32 2 + 400 + 50 =
11 500 + 10 + 3 = 33 3 + 70 + 800 =
12 700 + 30 = 34 40 + 9 + 800 =
13 700 + 3 = 35 700 + 9 + 20 =
14 30 + 3 = 36 5 + 300 =
15 700 + 33 = 37 400 + 90 + 10 =
16 900 + 40 = 38 500 + 80 + 20 =
17 900 + 4 = 39 900 + 60 + 40 =
18 40 + 4 = 40 400 + 80 + 2 =
19 900 + 44 = 41 300 + 60 + 5 =
20 800 + 70 = 42 200 + 27 + 5 =
21 800 + 7 = 43 8 + 700 + 59 =
22 70 + 7 = 44 47 + 500 + 8 =
Lesson 10: Explore $1,000. How many $10 bills can we change for a thousand
dollar bill? 3.D.33
Date: 7/9/14

85
B1 100 + 30 + 4 = 23 700 + 66 =
2 100 + 30 + 5 = 24 200 + 90 + 4 =
3 100 + 30 + 6 = 25 500 + 70 =
4 100 + 30 + 9 = 26 800 + 6
5 100 + 40 + 9 = 27 400 + 70 + 4 =
6 100 + 50 + 9 = 28 700 + 9 =
7 100 + 80 + 9 = 29 800 + 50 =
8 400 + 10 + 8 = 30 50 + 800 =
9 400 + 10 + 7 = 31 2 + 80 + 400 =
10 400 + 10 + 6 = 32 2 + 400 + 80 =
11 400 + 10 + 2 = 33 3 + 70 + 500 =
12 700 + 80 = 34 60 + 3 + 800 =
13 700 + 8 = 35 900 + 7 + 20 =
14 80 + 8 = 36 4 + 300 =
15 700 + 88 = 37 500 + 90 + 10 =
16 900 + 20 = 38 600 + 80 + 20 =
17 900 + 2 = 39 900 + 60 + 40 =
18 20 + 2 = 40 600 + 8 + 2 =
19 900 + 22 = 41 800 + 6 + 5 =
20 700 + 60 = 42 800 + 27 + 5 =
21 700 + 6 = 43 8 + 100 + 49 =
22 60 + 6 = 44 37 + 600 + 8 =
dollar bill? 3.D.34
Date: 7/9/14

86
Name Date
Jerry wonders, “How many $10 bills are equal to a $1,000 bill?”
Work with your partner to answer Jerry’s question. Explain your solution using words,
pictures, or numbers. Ask yourselves: Can I draw something? What can I draw?
What can I learn from my drawing? Remember to write your answer as a statement.
dollar bill? 3.D.35
Date: 7/9/14

87
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Sprint Lesson
2 3
Lesson 11: Count the total value of ones, tens, and hundreds with place value
disks. 3.E.8
Date: 7/9/14
88
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Sprint Lesson
2 3
disks. 3.E.9
Date: 7/9/14
89
Name Date
1. Model the numbers on your place value chart using the fewest number of blocks or
disks possible.
Partner A, use base ten blocks.

Partner B, use place value disks.
Compare the way your numbers look.
Whisper the numbers in standard form and unit form.
a. 12
b. 124
c. 104
d. 299
e. 200
2. Take turns using the place value disks to model the following numbers using the
fewest place value disks possible. Whisper the numbers in standard form and unit
form.
a. 25 f. 36
b. 250 g. 360
c. 520 h. 630
d. 502 i. 603
e. 205 j. 306
discs. 3.E.10
Date: 7/9/14
90
Add. # Correct ___
A1 3+1= 23 4 + 5 =
2 13 + 1 = 24 14 + 5 =
3 5+1= 25 2 + 5 =
4 15 + 1 = 26 12 + 5 =
5 7+1= 27 5 + 4 =
6 17 + 1 = 28 15 + 4 =
7 4+2= 29 3 + 4 =
8 14 + 2 = 30 13 + 4 =
9 6+2= 31 3 + 6 =
10 16 + 2 = 32 13 + 6 =
11 8+2= 33 7 + 1 =
12 18 + 2 = 34 17 + 1 =
13 4 + 3 = 35 8 + 1 =
14 14 + 3 = 36 18 + 1 =
15 6 + 3 = 37 4 + 3 =
16 16 + 3 = 38 14 + 3 =
17 5 + 5 = 39 4 + 1 =
18 15 + 5 = 40 14 + 1 =
19 7 + 3 = 41 5 + 3 =
20 17 + 3 = 42 15 + 3 =
21 6 + 4 = 43 4 + 4 =
22 16 + 4 = 44 14 + 4 =
Lesson 12: Change 10 ones for 1 ten, 10 tens for 1 hundred, and 10 hundreds for
1 thousand. 3.E.20
Date: 7/9/14
91
B1 2+1= 23 9 + 1=
2 12 + 1 = 24 19 + 1 =
3 4+1= 25 5 + 1 =
4 14 + 1 = 26 15 + 1 =
5 6+1= 27 5 + 3 =
6 16 + 1 = 28 15 + 3 =
7 3+2= 29 6 + 2 =
8 13 + 2 = 30 16 + 2 =
9 5+2= 31 3 + 6 =
10 15 + 2 = 32 13 + 6 =
11 7 + 2 = 33 7 + 2 =
12 17 + 2 = 34 17 + 2 =
13 5 + 3 = 35 1 + 8 =
14 15 + 3 = 36 11 + 8 =
15 7 + 3 = 37 3 + 5 =
16 17 + 3 = 38 13 + 5 =
17 6 + 3 = 39 4 + 2 =
18 16 + 3 = 40 14 + 2 =
19 5 + 4 = 41 5 + 4 =
20 15 + 4 = 42 15 + 4 =
21 1 + 9 = 43 1 + 6 =
22 11 + 9 = 44 11 + 6 =
1 thousand. 3.E.21
Date: 7/9/14
92
NYS COMMON CORE MATHEMATICS CURRICULUM 1313
Lesson 12 Problem Set Lesson
2 3
Name Date
Count from 582 to 700 using place value disks. Change for a larger unit when
necessary.
When you counted from 582 to 700:
Did you make a Yes, No,

larger unit at… I changed to make: I need _______
1. 590? 1 ten 1 hundred ___ ones.

___ tens.

___ tens.

___ tens.

___ tens.

___ tens.

___ tens.
1 thousand. 3.E.22
Date: 7/9/14
93
Write the number. # Correct _____

Write the number.
A1 5 tens 23 80 + 4 =
2 6 tens 2 ones 24 4 + 80 =
3 6 tens 3 ones 25 7 tens
4 6 tens 8 ones 26 5 tens 8 ones
5 60 + 4 = 27 5 tens 9 ones
6 4 + 60 = 28 5 tens 2 ones
7 8 tens 29 50 + 7 =
8 9 tens 4 ones 30 7 + 50
11 90 + 6 = 33 80 + 3 =
12 6 + 90 = 34 7 + 90 =
13 6 tens 35 6 tens + 10 =
15 7 tens 7 ones 37 70 + 2 =
16 7 tens 3 ones 38 3 + 50 =
17 70 + 8 = 39 60 + 2 tens =
18 8 + 70 = 40 8 tens 6 ones
19 9 tens 41 90 + 2 =
20 8 tens 1 one 42 5 + 60 =
22 8 tens 7 ones 44 30 + 7 tens =
Lesson 13: Read and write numbers within 1,000 after modeling with place
value disks. 3.E.31
Date: 7/9/14
94
Write
Writethe
thenumber.
number. Improvement _____ # Correct _____
B1 6 tens 23 60 + 4 =
2 5 tens 2 ones 24 4 + 60 =
5 4 + 60 = 27 7 tens 9 ones
6 50 + 4 = 28 7 tens 2 ones
7 4 + 50 = 29 70 + 5 =
8 8 tens 4 ones 30 5 + 70 =
11 80 + 6 = 33 60 + 3 =
12 6 + 80 = 34 6 + 70 =
13 7 tens 35 5 tens + 10 =
15 9 tens 7 ones 37 80 + 3 =
16 9 tens 3 ones 38 2 + 90 =
17 90 + 8 = 39 70 + 2 tens
18 8 + 90 = 40 6 tens 8 ones
19 5 tens 41 70 + 3 =
20 6 tens 1 one 42 7 + 80 =
22 6 tens 7 ones 44 40 + 6 tens =
value disks. 3.E.32
Date: 7/9/14
95
Name Date
Draw place value disks to show the numbers.
1. 72 2. 427
3. 713 4. 171
5. 187 6. 705
When you have finished, use your whisper voice to read each number out loud in both
unit and word form. How much does each number need to change for a ten? For 1
hundred?
value disks. 3.E.33
Date: 7/9/14
96
NYSED COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Sprint 2 3
Lesson 14: Model numbers with more than 9 ones or 9 tens; write in expanded,
unit, standard, and word forms. 3.E.42
Date: 7/9/14
97
NYSED COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Sprint 2 3
Date: 7/9/14
98
Name Date
1. Whisper count as you show the numbers with place value disks.
a.
Draw 18 using tens and ones. Draw 18 using only ones.
b.
Draw 315 using hundreds, tens, Draw 315 using only hundreds
and ones. and ones.
Date: 7/9/14
99
c.
Draw 206 using hundreds, tens, Draw 206 using only tens and
and ones. ones.
2. Whisper-talk the numbers and words as you fill in the blanks. Start by using the
place value charts from Problem 1 to help you.
a. 18 = ______ hundreds ______ tens _______ones
18 = ______ ones
b. 315 = ______ hundreds ______ tens _______ones
315 = ______ hundreds ______ ones
c. 206 = ______ hundreds ______ tens _______ones
206 = ______ tens ______ ones
d. 419 = ______ hundreds ______ tens _______ones
419 = ______ tens ______ ones
Date: 7/9/14
100
e. 570 = ______ hundreds ______ tens
570 = ______ tens
f. 748 = ______ hundreds _______ ones
748 = ______ tens ______ ones
g. 909 = ______ hundreds _______ ones
909 = ______ tens ______ ones
3. Mr. Hernandez’s class wants to trade 400 tens rods for hundreds flats with Mr.
Harrington’s class. How many hundreds flats are equal to 400 tens rods?
Date: 7/9/14
101
A # Correct _____
Add.
1 20 + 1 = 23 400 + 20 + 5 =
2 20 + 2 = 24 200 + 60 + 1 =
3 20 + 3 = 25 200 + 1 =
4 20 + 9 = 26 300 + 1 =
5 30 + 9 = 27 400 + 1 =
6 40 + 9 = 28 500 + 1 =
7 80 + 9 = 29 700 + 1 =
8 40 + 4 = 30 300 + 50 + 2 =
9 50 + 5 = 31 300 + 2 =
10 10 + 7 = 32 100 + 10 + 7 =
11 20 + 5 = 33 100 + 7 =
12 200 + 30 = 34 700 + 10 + 5 =
13 300 + 40 = 35 700 + 5 =
14 400 + 50 = 36 300 + 40 + 7 =
15 500 + 60 = 37 300 + 7 =
16 600 + 70 38 500 + 30 + 2 =
17 700 + 80 = 39 500 + 2 =
18 200 + 30 + 5 = 40 2 + 500 =
19 300 + 40 + 5 = 41 2 + 600 =
20 400 + 50 + 6 = 42 2 + 40 + 600 =
21 500 + 60 + 7 = 43 3 + 10 + 700 =
22 600 + 70 + 8 = 44 8 + 30 + 700 =
© Bill Davidson
Lesson 15: Explore a situation with more than 9 groups of ten.

Date: 7/9/14 3.E.54

102
B Improvement _____ # Correct _____

Add.
1 10 + 1 = 23 500 + 30 + 6 =
2 10 + 2 = 24 300 + 70 + 1 =
3 10 + 3 = 25 300 + 1 =
4 10 + 9 = 26 400 + 1 =
5 20 + 9 = 27 500 + 1 =
6 30 + 9 = 28 600 + 1 =
7 70 + 9 = 29 900 + 1 =
8 30 + 3 = 30 400 + 60 + 3 =
9 40 + 4 = 31 400 + 3 =
10 80 + 7 = 32 100 + 10 + 5 =
11 90 + 5 = 33 100 + 5 =
12 100 + 20 = 34 800 + 10 + 5 =
13 200 + 30 = 35 800 + 5 =
14 300 + 40 = 36 200 + 30 + 7 =
15 400 + 50 = 37 200 + 7 =
16 500 + 60 = 38 600 + 40 + 2 =
17 600 + 70 = 39 600 + 2 =
18 300 + 40 + 5 = 40 2 + 600 =
19 400 + 50 + 6 = 41 3 + 600 =
20 500 + 60 + 7 = 42 3 + 40 + 600 =
21 600 + 70 + 8 = 43 5 + 10 + 800 =
22 700 + 80 + 9 = 44 9 + 20 + 700 =
© Bill Davidson

Date: 7/9/14 3.E.55

103
Names and Date
Pencils come in boxes of 10.

There are 14 boxes.
1. How many pencils are there in all? Explain your answer using words, pictures, or
numbers.
2. The principal wants to have 300 pencils for the second-graders for October,
November, and December. How many more boxes of pencils does he need? Explain
your answer using words, pictures, or numbers.

Date: 7/9/14 3.E.56

104
3. The principal found 7 boxes in the supply closet and 4 boxes in a desk drawer. Now
does he have what he wants for the second-graders? Explain your answer using
words, pictures, or numbers.
4. How many boxes of pencils do you think your class will need for January, February,
March, and April? How many pencils is that? Explain your answer using words,
pictures, or numbers.

Date: 7/9/14 3.E.57

105
A # Correct _____
Add.
1 9+1= 23 7+3=
2 9+2= 24 7+4=
3 9+3= 25 7+5=
4 9+9= 26 7+9=
5 8+2= 27 6+4=
6 8+3= 28 6+5=
7 8+4= 29 6+6=
8 8+9= 30 6+9=
9 9+1= 31 5+5=
10 9+4= 32 5+6=
11 9+5= 33 5+7=
12 9+8= 34 5+9=
13 8+2= 35 4+6=
14 8+5= 36 4+7=
15 8+6= 37 4+9=
16 8+8= 38 3+7=
17 9+1= 39 3+9=
18 9+7= 40 5+8=
19 8+2= 41 2+8=
20 8+7= 42 4+8=
21 9+1= 43 1+9=
22 9+6= 44 2+9=
© Bill Davidson
Lesson 16: Compare two three-digit numbers using <, >, and =.
Date: 7/9/14 3.F.8

106

Add.
1 8+2= 23 7+3=
2 8+3= 24 7+4=
3 8+4= 25 7+5=
4 8+8= 26 7+8=
5 9+1= 27 6+4=
6 9+2= 28 6+5=
7 9+3= 29 6+6=
8 9+8= 30 6+8=
9 8+2= 31 5+5=
10 8+5= 32 5+6=
11 8+6= 33 5+7=
12 8+9= 34 5+8=
13 9+1= 35 4+6=
14 9+4= 36 4+7=
15 9+5= 37 4+8=
16 9+9= 38 3+7=
17 9+1= 39 3+9=
18 9+7= 40 5+9=
19 8+2= 41 2+8=
20 8+7= 42 4+9=
21 9+1= 43 1+9=
22 9+6= 44 2+9=
© Bill Davidson
Date: 7/9/14 3.F.9

107
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 1 2 3
Name Date
472 274 724
Name Date
472 274 724
Name Date
472 274 724
Date: 7/9/14 3.F.10

108
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 2 2•3
Name Date
1. Draw the following numbers using place value disks on the place value charts.
Answer the questions below.
a. 132 b. 312 c. 213
d. Which is the greatest number? _____________
e. Which is the smallest number? _____________
f. Order the numbers from least to greatest: ________, _______, _______
2. Circle less than or greater than. Whisper the complete sentence.
a. 97 is less than / greater than 102. f. 361 is less than / greater than 367.
b. 184 is less than / greater than 159. g. 705 is less than / greater than 698.
c. 213 is less than / greater than 206. h. 465 is less than / greater than 456.
d. 299 is less than / greater than 300. i. 100 + 30 + 8 is less than / greater than 183.
e. 523 is less than / greater than 543. j. 3 tens and 5 ones is less than / greater than 32.
Date: 7/9/14 3.F.11

109
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 2 2•3
3. Write ›, ‹, or =. Whisper the complete number sentences as you work.
a. 900 899
b. 267 269
c. 537 527
d. 419 491
e. 908 nine hundred eighty
f. 130 80 + 40
g. Two hundred seventy-one 70+ 200 + 1
h. 500 + 40 504
i. 10 tens 101
j. 4 tens 2 ones 30 + 12
k. 36 – 10 2 tens 5 ones
4. Noah and Charlie have a problem.
Noah thinks 42 tens is less than 390.
Charlie thinks 42 tens is greater than 390.
Who is correct? Explain your thinking below.
Date: 7/9/14 3.F.12

110
A # Correct _____
Add.
1 9+2= 23 4+7=
2 9+3= 24 4+8=
3 9+4= 25 5+6=
4 9+7= 26 5+7=
5 7+9= 27 3+8=
6 10 + 1 = 28 3+9=
7 10 + 2 = 29 2+9=
8 10 + 3 = 30 5 + 10 =
9 10 + 8 = 31 5+8=
10 8 + 10 = 32 9+6=
11 8+3= 33 6+9=
12 8+4= 34 7+6=
13 8+5= 35 6+7=
14 8+9= 36 8+6=
15 9+8= 37 6+8=
16 7+4= 38 8+7=
17 10 + 5 = 39 7+8=
18 6+5= 40 6+6=
19 7+5= 41 7+7=
20 9+5= 42 8+8=
21 5+9= 43 9+9=
22 10 + 6 = 44 4+9=
© Bill Davidson
Lesson 17: Compare two three-digit numbers using <, >, = when there are
more than 9 ones or 9 tens. 3.F.21
Date: 7/9/14
111

Add.
1 10 + 1 = 23 5+6=
2 10 + 2 = 24 5+7=
3 10 + 3 = 25 4+7=
4 10 + 9 = 26 4+8=
5 9 + 10 = 27 4 + 10 =
6 9+2= 28 3+8=
7 9+3= 29 3+9=
8 9+4= 30 2+9=
9 9+8= 31 5+8=
10 8+9= 32 7+6=
11 8+3= 33 6+7=
12 8+4= 34 8+6=
13 8+5= 35 6+8=
14 8+7= 36 9+6=
15 7+8= 37 6+9=
16 7+4= 38 9+7=
17 10 + 4 = 39 7+9=
18 6+5= 40 6+6=
19 7+5= 41 7+7=
20 9+5= 42 8+8=
21 5+9= 43 9+9=
22 10 + 8 = 44 4+9=
© Bill Davidson
Date: 7/9/14
112
Name Date
1. Whisper count as you show the numbers with place value disks. Circle >, <, or =.
a. Draw 217 using hundreds, tens, and ones. b. Draw 21 tens and 7 ones.
<
>
c. Draw 1 hundred and 17 ones. d. Draw 1 hundred 1 ten and 7 ones.
Date: 7/9/14
113
2. Circle less than (<), equal to (=), or greater than (>). Whisper the complete
sentence.
a. 9 tens is _____________ 88. b. 132 is _____________ 13 tens 2 ones.

less than less than
equal to equal to
greater than greater than
c. 102 is _____________ 15 tens 2 ones. d. 199 is _____________ 20 tens.

less than less than
equal to equal to
greater than greater than
e. 62 tens 3 ones is < = > 623
f. 80 + 700 + 2 is < = > eight hundred seventy-two.
g. 8 + 600 is < = > 68 tens
h. Seven hundred thirteen is < = > 47 tens + 23 tens.
i. 18 tens + 4 tens is < = > 29 tens – 5 tens.
j. 300 + 40 + 9 is < = > 34 tens.
Date: 7/9/14
114
3. Write ›, ‹, or =.
a. 99 10 tens
b. 116 11 tens 5 ones
c. 2 hundreds 37 ones 237
d. Three hundred twenty 34 tens
e. 5 hundreds 2 tens 4 ones 53 tens
f. 104 1 hundred 4 tens
g. 40 + 9 + 600 9 ones 64 tens
h. 700 + 4 74 tens
i. Twenty-two tens Two hundreds twelve ones
j. 7 + 400 + 20 42 tens 7 ones
k. 5 hundreds 24 ones 400 + 2 + 50
l. 69 tens + 2 tens 710
m. 20 tens two hundred ten ones
n. 72 tens – 12 tens 60
o. 84 tens + 10 tens 9 hundreds 4 ones
p. 3 hundreds 21 ones 18 tens + 14 tens
Date: 7/9/14
115
A # Correct _____
Add.
1 9+2= 23 4+7=
2 9+3= 24 4+8=
3 9+4= 25 5+6=
4 9+7= 26 5+7=
5 7+9= 27 3+8=
6 10 + 1 = 28 3+9=
7 10 + 2 = 29 2+9=
8 10 + 3 = 30 5 + 10 =
9 10 + 8 = 31 5+8=
10 8 + 10 = 32 9+6=
11 8+3= 33 6+9=
12 8+4= 34 7+6=
13 8+5= 35 6+7=
14 8+9= 36 8+6=
15 9+8= 37 6+8=
16 7+4= 38 8+7=
17 10 + 5 = 39 7+8=
18 6+5= 40 6+6=
19 7+5= 41 7+7=
20 9+5= 42 8+8=
21 5+9= 43 9+9=
22 10 + 6 = 44 4+9=
© Bill Davidson
Lesson 18: Order numbers in different forms.

Date: 7/9/14 3.F.33

116

Add.
1 10 + 1 = 23 5+6=
2 10 + 2 = 24 5+7=
3 10 + 3 = 25 4+7=
4 10 + 9 = 26 4+8=
5 9 + 10 = 27 4 + 10 =
6 9+2= 28 3+8=
7 9+3= 29 3+9=
8 9+4= 30 2+9=
9 9+8= 31 5+8=
10 8+9= 32 7+6=
11 8+3= 33 6+7=
12 8+4= 34 8+6=
13 8+5= 35 6+8=
14 8+7= 36 9+6=
15 7+8= 37 6+9=
16 7+4= 38 9+7=
17 10 + 4 = 39 7+9=
18 6+5= 40 6+6=
19 7+5= 41 7+7=
20 9+5= 42 8+8=
21 5+9= 43 9+9=
22 10 + 8 = 44 4+9=
© Bill Davidson

Date: 7/9/14 3.F.34

117
Name Date
1. Draw the following values on the place value charts as you think best.
a. 1 hundred 19 ones b. 3 ones 12 tens c. 120
d. Order the numbers from least to greatest: _________, ________, ________
2. Order the following from least to greatest in standard form.
a. 436 297 805 _________, ________, ________
b. 317 three hundred seventy 307 _________, ________, ________
c. 826 2 + 600 + 80 200 + 60 +8 _________, ________, ________
d. 5 hundreds 9 ones 51 tens 9 ones 591 _________, ________, ________
e. 16 ones 7 hundreds 6 + 700 + 10 716 _________, ________, ________

Date: 7/9/14 3.F.35

118
3. Order the following from greatest to least in standard form.
a. 731 598 802 _________, ________, ________
b. 82 tens eight hundreds twelve ones 128 _________, ________, ________
c. 30 + 3 + 300 30 tens 3 ones 300 + 30 _________, ________, _______
d. 4 ones 1 hundred 4 tens + 10 tens 114 _________, ________, ________
e. 19 ones 6 hundreds 196 90 + 1 + 600 _________, ________, ________
4. Write ›, ‹, or =. Whisper the complete number sentences as you work.
a. 700 599 388
b. four hundred nine 9 + 400 490
c. 63 tens + 9 tens seven hundred twenty 720
d. 12 ones 8 hundreds 2 + 80 + 100 128
e. 9 hundreds 3 ones 390 three hundred nine
f. 80 tens + 2 tens 837 3 + 70 + 800

Date: 7/9/14 3.F.36

119
A # Correct _____
Subtract.
1 3-1= 23 7-4=
2 13 - 1 = 24 17 - 4 =
3 5-1= 25 7-5=
4 15 - 1 = 26 17 - 5 =
5 7-1= 27 9-5=
6 17 - 1 = 28 19 - 5 =
7 4-2= 29 7-6=
8 14 - 2 = 30 17 - 6 =
9 6-2= 31 9-6=
10 16 - 2 = 32 19 - 6 =
11 8-2= 33 8-7=
12 18 - 2 = 34 18 - 7 =
13 4-3= 35 9-8=
14 14 - 3 = 36 19 - 8 =
15 6-3= 37 7-3=
16 16 - 3 = 38 17 - 3 =
17 8-3= 39 5-4=
18 18 - 3 = 40 15 - 4 =
19 6-4= 41 8-5=
20 16 - 4 = 42 18 - 5 =
21 8-4= 43 8-6=
22 18 - 4 = 44 18 - 6 =
© Bill Davidson
Lesson 19: Model and use language to tell about 1 more and 1 less, 10 more and
10 less, and 100 more and 100 less. 3.G.9
Date: 7/9/14
120

Subtract.
1 2-1= 23 9-4=
2 12 - 1 = 24 19 - 4 =
3 4-1= 25 6-5=
4 14 - 1 = 26 16 - 5 =
5 6-1= 27 8-5=
6 16 - 1 = 28 18 - 5 =
7 3-2= 29 8-6=
8 13 - 2 = 30 18 - 6 =
9 5-2= 31 9-6=
10 15 - 2 = 32 19 - 6 =
11 7-2= 33 9-7=
12 17 - 2 = 34 19 - 7 =
13 5-3= 35 9-8=
14 15 - 3 = 36 19 - 8 =
15 7-3= 37 8-3=
16 17 - 3 = 38 18 - 3 =
17 9-3= 39 6-4=
18 19 - 3 = 40 16 - 4 =
19 5-4= 41 9-5=
20 15 - 4 = 42 19 - 5 =
21 7-4= 43 7-6=
22 17 - 4 = 44 17 - 6 =
© Bill Davidson
Date: 7/9/14
121
Name Date
1. Model each change on your place value chart. Then fill in the chart.
Whisper the complete sentence: “____ more/less than ____ is ____.”
242 153 312 465 571 683
100 more
100 less
10 more
10 less
1 more
1 less
2. Fill in the blanks. Whisper the complete sentence.
a. 1 more than 314 is _________. f. ________ less than 199 is 198.
b. 10 more than 428 is ________. g. 1 more than _________ is 405.
c. 100 less than 635 is ________. h. 10 less than _________ is 372.
d. _______ more than 243 is 343. i. 100 less than ________ is 739.
e. _______ less than 578 is 568. j. 10 more than ________ is 946.
Date: 7/9/14
122
3. Whisper the numbers as you count:
a. Count by 1s from 367 to 375.
b. Skip-count by 10s from 422 to 492.
c. Skip-count by 100s from 156 to 856.
d. Count by 1s from 269 to 261.
e. Skip-count by 10s from 581 to 511.
f. Skip-count by 100s from 914 to 314.
g. I found letter ____ to be challenging, because _____________________
_________________________________________________________.
4. My starting number is 217.
I skip-count up by 100s seven times.
What is the last number I count?
Explain your thinking below.
Date: 7/9/14
123
A # Correct _____
Subtract.
1 3-1= 23 7-4=
2 13 - 1 = 24 17 - 4 =
3 5-1= 25 7-5=
4 15 - 1 = 26 17 - 5 =
5 7-1= 27 9-5=
6 17 - 1 = 28 19 - 5 =
7 4-2= 29 7-6=
8 14 - 2 = 30 17 - 6 =
9 6-2= 31 9-6=
10 16 - 2 = 32 19 - 6 =
11 8-2= 33 8-7=
12 18 - 2 = 34 18 - 7 =
13 4-3= 35 9-8=
14 14 - 3 = 36 19 - 8 =
15 6-3= 37 7-3=
16 16 - 3 = 38 17 - 3 =
17 8-3= 39 5-4=
18 18 - 3 = 40 15 - 4 =
19 6-4= 41 8-5=
20 16 - 4 = 42 18 - 5 =
21 8-4= 43 8-6=
22 18 - 4 = 44 18 - 6 =
© Bill Davidson
Lesson 20: Model 1 more and 1 less, 10 more and 10 less, and 100 more and 100
less when changing the hundreds place. 3.G.21
Date: 7/12/14
124

Subtract.
1 2-1= 23 9-4=
2 12 - 1 = 24 19 - 4 =
3 4-1= 25 6-5=
4 14 - 1 = 26 16 - 5 =
5 6-1= 27 8-5=
6 16 - 1 = 28 18 - 5 =
7 3-2= 29 8-6=
8 13 - 2 = 30 18 - 6 =
9 5-2= 31 9-6=
10 15 - 2 = 32 19 - 6 =
11 7-2= 33 9-7=
12 17 - 2 = 34 19 - 7 =
13 5-3= 35 9-8=
14 15 - 3 = 36 19 - 8 =
15 7-3= 37 8-3=
16 17 - 3 = 38 18 - 3 =
17 9-3= 39 6-4=
18 19 - 3 = 40 16 - 4 =
19 5-4= 41 9-5=
20 15 - 4 = 42 19 - 5 =
21 7-4= 43 7-6=
22 17 - 4 = 44 17 - 6 =
© Bill Davidson
Date: 7/12/14
125
Name Date
1. Model each problem with a partner on your place value chart. Then, fill in the blanks
and circle all that apply. Explain your thinking.
a. 1 more than 39 is __________. one

ten
We made a _____________. hundred
b. 10 more than 190 is ____________. one

ten
c. 10 more than 390 is ____________. one

ten
d. 1 more than 299 is ____________. one

ten
e. 10 more than 790 is ____________. one

ten
2. Fill in the blanks. Whisper the complete sentence.

a. 1 less than 120 is _________. f. _______ less than 938 is 838.
b. 10 more than 296 is ________. g. 10 more than ________ is 306.
c. 100 less than 229 is _______. h. 100 less than ________ is 894.
d. _______ more than 598 is 608. i. 10 less than _________ is 895.
e. _______ more than 839 is 840. j. 1 more than ________ is 1,000.
Date: 7/12/14
126
b. Count by 10s from 467 to 527.
c. Count by 100s from 342 to 942.
d. Count by 1s from 325 to 318.
e. Skip-count by 10s from 888 to 808.
f. Skip-count by 100s from 805 to 5.
4. Jenny loves jumping rope.

Each time she jumps, she skip-counts by 10s.
She starts her first jump at 77, her favorite number.
How many times does Jenny have to jump to get to 147?
Explain your thinking below.
Date: 7/12/14
127
A # Correct _____
Subtract.
1 10 - 5 = 23 11 - 3 =
2 10 - 0 = 24 10 - 9 =
3 10 - 1 = 25 11 - 9 =
4 10 - 9 = 26 10 - 5 =
5 10 - 8 = 27 11 - 5 =
6 10 - 2 = 28 10 - 7 =
7 10 - 3 = 29 11 - 7 =
8 10 - 7 = 30 10 - 8 =
9 10 - 6 = 31 11 - 8 =
10 10 - 4 = 32 10 - 6 =
11 10 - 8 = 33 11 - 6 =
12 10 - 3 = 34 10 - 4 =
13 10 - 6 = 35 11 - 4 =
14 10 - 9 = 36 10 - 9 =
15 10 - 0 = 37 12 - 9 =
16 10 - 5 = 38 10 - 5 =
17 10 - 7 = 39 12 - 5 =
18 10 - 2 = 40 10 - 7 =
19 10 - 4 = 41 12 - 7 =
20 10 - 1 = 42 10 - 8 =
21 11 - 1 = 43 12 - 8 =
22 11 - 2 = 44 15 - 9 =
© Bill Davidson
Lesson 21: Complete a pattern counting up and down.

Date: 7/12/14 3.G.33

128

Subtract.
1 10 - 0 = 23 11 - 3 =
2 10 - 5 = 24 10 - 5 =
3 10 - 9 = 25 11 - 5 =
4 10 - 1 = 26 10 - 9 =
5 10 - 2 = 27 11 - 9 =
6 10 - 8 = 28 10 - 8 =
7 10 - 7 = 29 11 - 8 =
8 10 - 3 = 30 10 - 7 =
9 10 - 4 = 31 11 - 7 =
10 10 - 6 = 32 10 - 4 =
11 10 - 2 = 33 11 - 4 =
12 10 - 7 = 34 10 - 6 =
13 10 - 4 = 35 11 - 6 =
14 10 - 1 = 36 10 - 5 =
15 10 - 0 = 37 12 - 5 =
16 10 - 5 = 38 10 - 9 =
17 10 - 3 = 39 12 - 9 =
18 10 - 8 = 40 10 - 8 =
19 10 - 6 = 41 12 - 8 =
20 10 - 9 = 42 10 - 7 =
21 11 - 1 = 43 12 - 7 =
22 11 - 2 = 44 14 - 9 =
© Bill Davidson

Date: 7/12/14 3.G.34

129
Name Date
b. Skip-count by 10s from 472 to 532.
c. Skip-count by 10s from 930 to 860.
d. Skip-count by 100s from 708 to 108.
2. Find the pattern. Fill in the blanks.
a. 297, 298, __________, __________, __________, __________
b. 143, 133, __________, __________, __________, __________
c. 357, 457, __________, __________, __________, __________
d. 578, 588, __________, __________, __________, __________
e. 132, __________, 134, __________, __________, 137
f. 409, ___________, ____________, 709, 809, ____________
g. 210, ___________, 190, ___________, ___________, 160, 150

Date: 7/12/14 3.G.35

130
3. Fill in the charts.
a.
b.

Date: 7/12/14 3.G.36

131

132
NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
2•3
New York State Common Core 2•3
Name Date
1. Dora has saved $314.
a. Write the amount Dora has saved in three different ways by filling in the blanks.
word form _____________________________________________________
expanded form ________________________________________________
__ hundreds __ tens __ ones
b. Dora’s goal is to save $400. How many tens are in $400? Explain your answer using words, pictures,
or numbers.
Module 3: Place Value, Counting, and Comparison of Numbers to 1,000

Date: 7/12/14 3.S.1

133
NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module AssessmentTask
TaskTLesson
2•3
New York State Common Core 2•3
c. Dora reaches her goal of $400 in savings. She decides to set a new goal of $900. How many more
$100 bills will she need to reach $900 in savings? Explain your answer using words, pictures, or
numbers.
d. Dora made her new goal! She saved both ten dollar bills and hundred dollar bills to go from $400 to
$900. Show how Dora could skip-count using tens and hundreds from 400 to 900. Explain your
answer using words, pictures, or numbers.
Module 3 Place Value, Counting, and Comparison of Numbers to 1,000

Date: 7/12/14 3.S.2

134
2 3
2
Name Date
1. Mrs. Ortiz has 21 students in her second-grade class. All of them have 10 toes and 10 fingers.
a. Write the total number of toes of the students using hundreds, tens, and ones. Explain using words,
pictures, or numbers.
b. One day, three students are absent. How many students are in Mrs. Ortiz’s class that day? Skip-
count to show the number of their toes. Explain using words, pictures, or numbers.

Date: 7/12/14 3.S.8

135
2 3
2
c. Use <, >, or = to

 Compare the total number of students’ fingers with the total number of students’ toes in the
classroom on a day when all the students are present.
___________ ___________
 Compare the number of toes when 3 students are absent with how many there are when all the
students are in class. Explain using words, pictures, or numbers.
___________ ___________
d. Ten parents are visiting the classroom.

 How many toes do the students and parents have in all on a day when all the students are in
class? Explain using words, pictures, or numbers.
 How many toes and fingers do the students and parents have in all? Explain using numbers.

Date: 7/12/14 3.S.9


2 Grade MATH Module 1-3 Student Workbook English 201 - 201

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2 Grade MATH Module 1-3 Student Workbook English 201 - 201

Uploaded by

Copyright:

Available Formats

Student Name:_______________________________

2nd Grade MATH Module 1-3

Lesson 1: Make number bonds of ten.

This work is licensed under a

Lesson 1: Make number bonds of ten.

This work is licensed under a

1. Add or subtract. Complete the number bond for each set.

2. Circle all the number sentences that are true.

3. Fill in the missing numbers.

Lesson 1: Make number bonds of ten.

This work is licensed under a

4. Complete the number bonds.

Lesson 1: Make number bonds of ten.

This work is licensed under a

1. Complete the number bonds.

4. Fill in the missing numbers.

Lesson 3: Make a ten to add within 20.

This work is licensed under a

Lesson 3: Make a ten to add within 20.

This work is licensed under a

2. Fill in the blank to make the sentence true.

b. How many hours did Sandra spend at camp?

4. Make a drawing to explain how to add 9 and 4 by making ten.

Lesson 3: Make a ten to add within 20.

This work is licensed under a

Use basic facts to help you solve with mental math.

Lesson 4: Make a ten to add and subtract within 20.

This work is licensed under a

15. Circle the number sentences that are true.

Lesson 4: Make a ten to add and subtract within 20.

This work is licensed under a

Lesson 5: Decompose to subtract from a ten when subtracting within 20 and

2. Fill in the blank to make the number sentence correct.

a. How many blue marbles does he have now?

b. How many total marbles does he have left?

Lesson 5: Decompose to subtract from a ten when subtracting within 20 and

Lesson 6: Add and subtract within multiples of ten based on understanding

Lesson 6: Add and subtract within multiples of ten based on understanding

Create at least two more sets of problems if you finish early.

Lesson 6: Add and subtract within multiples of ten based on understanding

Solve the following problems. Draw your number bonds.

7. Fill in the blanks to make the number sentences true.

Lesson 7: Add within 100 using properties of addition to make a ten.

This work is licensed under a

Label each number sentence as true or false.

Lesson 7: Add within 100 using properties of addition to make a ten.

This work is licensed under a

Lesson 8: Decompose to subtract from a ten when subtracting within 100

9. 20 – 9 = ______ 10. 22 – 9 = ______

11. 70 – 9 = ______ 12. 71 – 9 = ______

13. 40 – 5 = ______ 14. 42 – 5 = ______

Lesson 8: Decompose to subtract from a ten when subtracting within 100

a. 50, 10 b. 60, 0 c. 54, 6 d. 58, 2

_____ - _____ = _____

18. Use drawings to explain how to find 31 – 8 and 43 – 8.

Lesson 8: Decompose to subtract from a ten when subtracting within 100

1. a. Write the numbers to make each number sentence true.

6 + 4 + 2 = ____ + 2 10 + 3 = ____ + 3 + 3 16 = ___ + 8 + 6

b. Label each number sentence true or false.

2. Use number bonds to solve.

Module 1: Sums and Differences to 20

c. Who has more stickers now, James or Trevor?

Module 1: Sums and Differences to 20

9. 20 – 9 = 10. 22 – 9 =

11. 70 – 9 = 12. 71 – 9 =

13. 40 – 5 = 14. 42 – 5 =

___ - _ = ___

6 + 4 + 2 = __ + 2 10 + 3 = + 3 + 3 16 = _ + 8 + 6

a. Estimate: cm b. Actual length: cm

a. Estimate: cm b. Actual length: cm

a. Estimate: cm b. Actual length: cm

a. Estimate: cm b. Actual length: cm

a. Estimate: cm b. Actual length: cm

a. _______________ is about _ cm long.

b. _______________ is about _ cm long.

c. _______________ is about _ cm long.