Progress in Math Workbook 2

I4 & j i WO
hae Meteo
gee
Poa ohae
Digitized by the Internet Archive
in 2023 with funding from
Kahle/Austin Foundation
https://archive.org/details/progressinmathemO0000unse_p/f3
Workbook
Catherine D. LeTourneau
with
Elinor R. Ford
J
®
Sadlier-Oxford
A Division of William H. Sadlier, Inc.
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Contributing Illustrators: Bernard Adnet, Sarah Beise, Mary Bono, Mircea Catusanu, Mike Dietz, Lee
Duggan, Dave Garbot, Reggie Holladay, Dave Jonason, Jeff LeVan, Jason Levinson, Dean Macadam,
PT. Pie, Jackie Stafford, Brian White, Dirk Wunderlich
Copyright © 2014 by William H. Sadlier, Inc.
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Jis a registered trademark of William H. Sadlier, Inc.
Printed in the United States of America
ISBN 978-0-8215-5102-8
5.65728.9) HESS 19) 188716

$=) Addition and
-/ Subtraction Facts
GS PiclOQraplis ere cae eee te er ere 34
AION CON CCDS cress reece coectersnesceath ncetebansartevetucaes |
© BGRAS opis ere tee ett ee 35
]} Related Addition Facts... .ccssessscsssssssssseseees 2
€ Surveys; Range, Mode, and Median;
© Gol eOM tO" AUC. .ckras EE kite rnin es 3
WCErStcnceDa iC, tien tetecreractecee
sence 36
MERION OCTSHO SU i trrcaccdkicctev ce REE tee 4
GC ComparetDold sree ec cere a7
MALIK TTO TOLACG <0. Wes.cote-.. heen Minieneaeaciclis 5
|g1()SS|)tsmereraen pe rece mre cncte gate datdrat ee dit 38
MOU DIES PUCTS eats renee tareted dike detrtacsds 6
SUMSIRiOiS Meer ten eee lee cee ee oy
© Doubles +1, Doubles — I onc cceseeee zi OEIC
DED
SAIS
ELSIE
DELP
AE
SAREE
ERR
ASE
RR
NZ ST TETEEDICICST COCI Sees eenrerccr tates heeath esteterstareee
SPRESTS
arenes 40
© Three Addends; Four Addends................c00 8
Subtraction Concepts 1... keene ecinstacenese 9
¢ Problem-Solving Strategy:
PS OSERG ODI Weinert reece ce tetereest tere cors |
7 GOUNT BOCK TO SUDO a accccccscsccsnccvsctdscsvicinseovs 10 tene
cocoon
cod ETEALE
|FEv9glts fy6 eeediteree tenet rye ee |
C Problem-Solving Applications:
TERT
caer
MEG CRD TOTO GIGS otc sens ttscerscesstesavesscrsvcoereetse 42
| Use Addition to Checksuaitscwades.omae 12
MOOSUITTT MIDS TOS UTEOG Secreta
carers caeesoneenene 13
Cw CeladSoe[pal|(skeen ite: a eee | Ne a NR 14
©] Missing ACdeNGS................sssccssssssssssecssesseessesssees 15
MR ECT C Gh Siete earns cockedcancanceacrassnetondeeccaesens 16
€ Problem-Solving Strategy:
RATOOSE TS ODEN NOM ocaccecceccsctescosrntoscauerversens 17 Cosa alables) utethy |ga [odHo)alc iemeaiererene
amines ctRimereer eye re 43
© Problem-Solving Applications: © Mental Math Addition .................---eeceeccessescsseseese YY
NRE IFO OQICS.ccecrecennncoteccrerecereseacsacnseyeeevieress 18 © Regroup Ones as Tens:
RISE NAOCOIS oooiacay ieeatat ace encesce-consesasuesseo
geen 45
© Regroup Ones as Tens:
Nodeband: RECOldter-ticarernane:..2 46
© Regroup Ones OS Tens... nsec cecphetecedesceone 47
© EcimndletSunis merc ee tte eerie 48
© Rewrite Two-Digit Addition ........ eee 49
“oats talg9 GI oCe a arn! pee ee Se eee eer 19
@sihreevAddends sor nee sree ee 50
Sifa(ols gas
|[UTS eeemmen 92 5 en eee ne ee 20
€ Add: Choose the Method;
© Number Words Twenty to Ninety-Nine....... 21
AcitionmerachiCe een PN earn cess acctencceacessens 5|
Place Value of Two-Digit Numbers.............. 22
Merete FOR ict a ET etl 23
© Problem-Solving Strategy:
Use More Than One Step. ...........ssssssccseees 52
GEM DOPE UNUMDCS ion. cutessransesntnatanstcscepereereie dude 24
Order Using a Number Line ...........ccsecssecseeees 25
¢ Problem-Solving Applications:
MIX@CMSS IOS CICS setter tcceneteccenestacsrnceererasees 53
TCS TIUISINGIMOCEIS, cise. .snsncscnrrvneosecndindestvevereste 26
Hc} 102 Ek ee Ga thet dah, 92 9h-c ee ae zai
Round to the Nearest Ten... 28
© Even and Odd NuUmMbe?rs.............:.cs.csessssssseessess 29
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€ Count by 3s and Ys; Counting Patterns....... 30
C]ee elon (97 61) |teeRae ORE one eee an 3|
Problem-Solving Strategy
MISS eLOGICOIELCOSOIMING. .....0.cucecusscr0sescantasenoees oe
Problem-Solving Applications:
SUGGS GS tia (200 rere 33
ELA
DS
DIESE
LAE
SIE
EEE
ES
A
IE
SESS
AE
RS
AUD
AD
SEE
ALOE
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ENGEL
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© Denotes Common Core lesson.

Son Subtract 2-Digit ‘ 7) Time and Money
Numbers
© Subtract Tens And ONES.........ccsesssessescsescseeesees 54 Pennies, Nickels, ANd Dimes.............cssssssseees 8|
© Mental Math Subtraction ........cccceccesssesscseeeeeee 55 QUOT TESS ....cccecsscecssosecegsocetesanteseccvesencgtereastine
ann 82
© Ways to Make NUMbETSS..........ccescsseecsseesseesssee 56 Half Dollar v.20. isi. culds....ccceenet ae 83
C Regroup Tens as Ones: Equal AMOUNTS. ......::2:.-:s::+-ce+rossecuesnnn nnn 84
USO: MOCGIS sa... fz, ott scuctennaart teases cee Ey. 1 © COMpare: MOMeCYeessccnsicss...ccesceseesecesseneatepe en 85
€ Regroup Tens as Ones: | © Make: Change e..cs.ccs2ccccc...c..tc-e.ceeceeeteennnnte 86
Model and Record <..) geet) tamed: 58 © Add:and- Subtract Money ......0.. screen 87
© Regroup Tens aS ONGG..........cccssccseccsessesccsennees 59 One Dollot ssccccccccccccttscesccccscceccac.ceeccet 88
©] Estimate Differences................cccsscssssssesesseccsseessses 60 } Dollars’and ‘Gent :s:c..cc08. ccc ee 89
© Rewrite Two-Digit Subtraction...........ccceee 6l © Hour: and Half ‘Hour::::....:..000:.0cR ee 90
@ Add to Check ...:...ccccerieie eave ae oom 62 © Five: Minutes.:..cccc0.........25. ee 91
© Subtraction Practice sc. ase ees 63 © Quarter Hour; Before the HOur............c.csceseee 92
© Ghain Operations....220........caeee te ton 64 © Elapsed: Times... 5 93
€ Choose the Method; Estimate Tim@ cine...tcdscc.ti.ccesesscstectean
eee 94
Mixed Practice..............:--canesasanereneae 65 Calendar vizscszcsssisasics.ctesacteaeteecctaee 95
Estimate: or; Exact! ANSWEM cys eae ene 66 C Problem-Solving Strategy:
Problem-Solving Strategy: Guess and TeSts.i.c.c.c.c. neuen 96
Make @ TODO :...ccccnik:--cs-ccatren
ree eee 67 © Problem-Solving Applications:
C Problem-Solving Applications: Mixed Strategies..........-...:ccscsessieee 97
Mixed’ StrategieSin..2..
20 Tens vcasiesmeenee 68
© HUNMreS..............cccccossoesoesneennsesneeennenee 98
© Solid. FIiQures.....ic.:.ccsccondipreesteeaes eee 69 © Hundreds, Tens, ANd ONES .u2.....cceeecesseseeses 99
© Faces, Edges, Vertices .0......cecceessssssssseessesseeneees 70 € Place Value in Three-Digit Numbers........... 100
© Explore Plane Figures <.....:..<. eae th eee 7\ € Expanded Form with Hundreds, Tens,
© Plane ‘Figures........casta epaietiemede ies 72 CIN ONES .........:c0:cscs0seecesessesr ere 101
© Sort FIQUrES 3... ees. .nsesctiee aco ie er 73 € Counting Patterns with 3-Digit Numbers........ 102
Congruent Figures; € Compare Numbers to 1000.............sccsccsesseeees 103
LINES. Of SYMME€§Y ccccsseseceetinanees aetre ove! 74 © Order to 1000... ee 104
Slides and Flips; Round to the Nearest Hundred................0 105
TUL Sspessesecesensropelsooet-cometieth: eraiichasarien te staat: 75 Problem-Solving Strategy:
Find: Potter: cease etre ckect neath cena 76 Make an Organized Listens 106
© Ways to Make Figures..........ssccsssecsnsecseescsneeeesees ra Problem-Solving Applications:
Ordered POs .u5 cree tae cet eee eres 78 Mixed Strategies
Problem-Solving Strategy:
Use oO Pottetater: cose pete eee 79
C Problem-Solving Applications:
Mixed Strategies
8 -©& SE @@ & 8 SBE EBSD @:B.G 66e a BS Cn nk de @. 9 ,,@ ees ae on PP
Ss, i is,
eS SY,
ee
a ee Add and Subtract

/ 3-Digit Numbers
© Add Hundreds, Tens, and Ones.................. 108 NOMS GUT sCHIES 2c eee cet ceechasancnceseae
MOUNT Corel, FOR (OOi cise scsccccsscsccccteees 109 re TPIS 5 ee ee ee eter eens tiicndvovesises
© Add: Regroup Ones OS TEMNS..........csesseesseeses 110 © Halttinchisizestareere ree eee...
€ Regroup Tens as Hundreds Using © Feet and-Y ards .2;, See ec
Models; Add: Regroup Tens Gups, Pints) Gnd: Gucris sic tats,coceeette tense
Bl MRE NEREOCU syrcncrtoesciertestte
acaceecociecen Bicksosscussacs ea CTs||Tolpis eran Aenea Gina ret pA Nene rt
©} Add: REQrOup TWICC Qu... eceecceecssecssessseseseeeseens 112 OUNCESsGNG ROUNdS Bon. eocat ett ao rane
© Add Money: No Regroupingd...............ssesseee 113 © Centimetersi toes ane
© Add Money: Regroup Dimes or Pennies...... | 14 © Meters irri ccee ce et etin Seet Rcdaretere
© Add Money: Regroup TWICE..........c.cceecsesceeeees 115 acd
dG odfa] Be eRe ee Ps cet i i Pee AP
© Subtract Hundreds, Tens, and Ones......... 116
Bonn BOCK AI TO, ON 100... cnsscncacscssanyen. 117
© Subtract: Regroup Tens as Ones............... 118
€ Regroup Hundreds as Tens
UES fs. £12) ge. EAR ae <0 eee AO SNe 119 Rclonlecciie1(U
lg: tern cee eee Seem eR ae
€ Subtract: Regroup Hundreds as Tens....... 120 © Choose Tools and Units of Measure
© Subtract: REgroup TWICE... 121 © Problem-Solving Strategy:
© Subtract Money: Regroup Dollars UISGL EL VCP seperate ravacie cote ert ececsannvoncontans 157
OL 1S) (ERs Seereee 122 © Problem-Solving Applications:
© Subtract Money: Regroup Twice................. 123 Mixed Strategicsen.n0:5..-.0.
2 BER secs cesesscctectes 158
Estimate to Add or Subtract... 124
Problem-Solving Strategy:
Use Logical REasoning.............esseseeeseesee 125
C Problem-Solving Applications: ‘\>) \ Multiplication/
NID era RSH 9 |ET0[Le ea ee ee 126 i, Division
€ Multiplication as Repeated Addition........... 159
MUIR STOUDS Of Si creer ccc escnacosctrees 160
, Fractions and Multiply Groups of 3;
Miitiply® Groupes Ot oer sortie wccseccecescene-s. 16
’ Probability
Miiltiply: Groups Of Stef.ctistecaces.serertecaenens 162
¢€ Fractions + +, + Aces iy RL |27 Related Multiplication Facts ........... cesses 163
eve) Sie 331[0g a A cel 128 Division as Repeated Subtraction................ 164
€ Compare Fractions; Order Fractions......... 129 Separate Groups of 2;
MIE EE LAC HONS osaccosctbaoncincs
essaecttesanal avononssnecirnns 130 DOPCMMELOROUDS O19 sicccratornnnernarreccttre 165
5) LE Cys = | [i C8 ah tere arene enim eetepmepnED I3I Separate Groups of 4;
TG TO CHONG inna Bi Bera peeterencrncrr estes eens 132 SENOS ICsOUPS. Ol Os cccscscusspestxrenieabts 166
BRAM IROCTIONS Of O WHOIG cc nces.sncssssssussee [3S Separate with LeftoverS.............cesssscsssssneserss 167
PPAR SEN kira rattanstereresscercsttesaunnacentaosesaesnvascoreese 134 SHOPEAWIthpESHOVENS c..cicxcccectctee ectcereceores: 168
ene EP OCHONS Ol. CO) SOP ac. tg ss uatesinciess 135 Relate Multiplication and Division................ 169
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Copyright PAPECICT GHA GCOTTIES 22.nscccnttanstiencareagstnretecreesspeseones 136 Symbols for Numbers;
BIOW IK GIV Geers. Lee ERs. AAS Lets. de pe dint.. 137 Solve Number Sentence ...........scssseceeeess 170
Certain, Possible, Impossible..................0 138 | Problem-Solving Strategy:
Problem-Solving Strategy: Choose the Operation...........eessesseeseeseeseess 171
iqya a edie)
(0 eas ae ar hoe Problem-Solving Applications:
Problem-Solving Applications: tbe [ast 10] (ole[eho ee AMM oe eae aee ea erones 172
BIC ESET
CIN OS. Ge tir cw.cecacsevonscacdesezosneesonssts 140 |
© Denotes Common Core lesson.

Additional Common Core Contents
€ Additional CCSS Lessonstam..4.1...¢ee eee) ree
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Addition Concepts Name
You can join groups to add. _ You can add parts to find a whole.
eée 3
| 6 2 3 5 u fa (5. all
y 2 |; +4
& 3 7 8 8 i 9 6 jlo 9
apts! tal ans Thi aes:
237 = | o+2- B3+3=5

ons S2+e= |B 9+3-
64 6=_ |e ue7e. ee
Problem Solve. Use a wate. See peldane
Solving
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H. 20. 4 gophers dig a hole. 21. Paul wrote a 4-page report.
5 more come when they | Lou’s paper is 3 pages more
finish. How many gophers | than Paul's. How many
are there in all? / pages did Lou write in all?
_____ gophers | ___ pages
€ Use with Lesson 1-1, pages 3-4 in the Student Book.

one I
€ Then go to Lessons 1-2 and 1-3, pages 5-8 in the Student Book.
Related Addition Nara
Facts
These are related addition facts.
OlO|OlO|Ol > 3
eee| |+s ig
BG
Find the sum. Write the related addition fact.
fi oS — |s ‘7
5 Lt 7 a
+ 6 T +2 7 +3 TJ
hy 5. 6 { “|
yo + +3 Fl +8 a
7 5+ i/o = a)
vain = As =
Problem Solve. Use a problem-solving strategy.

Solving
9. Rene has 4 seeds. 10. Chang sees 6 ants. ©
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Her mother gives her 7 His sister sees 4 more.
more. How many seeds _ How many ants do they
does Rene have altogether? = ——_~see altogether?
___ seeds eee Cite

2 two € Then go to Lesson 1-4, pages 9-10 in the Student Book.
Count On to Add Name
4 + 2 = ? Start with the greater addend. | UL addend

Count on. pale i addend
6 sum
Ole 2 Oost auc 0: aap gal Ole elie
Circle the greater addend. Find it on the

number line. Then count on to find the sum.
SSS Sy ae et me eo a ee wee Be ee ane
OF | Naioatiwor,6 7 87 9°10 | Fale
(at+ibe fF 1° 8 +4 = * 7. 3 5=
7 3 8. 9 9 5 0. 7 T
me pare 58
I2. 13. 14.
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I7 Vi 18. 4 I9 Ly 20. 2 | 21. 9
+2 +2 +6 +4 +3

three 3
€ Then go to Lesson 1-5, pages 11-12 in the Student Book.
Extend Facts to 20 Name
This is an addition sentence.
Val: colar
OR 9 — A O= sun
Find the sum.
ANNE ISIE LALOR ORBEA IEAR DOTT EVENT MRPICEA

OPEB ITIN penn cerw EES nee sonar Re ESURE ne PmAnAY
Py
if
iy5
i
‘
4
5 }
i
a f i —_—_——— —_—__——. ——
| ‘
'
5
PPAF REE RSE PUNY LHCII YETPITS A SSSI I EI BT NRE EE SESE EOE AOS EINER AOSD EAE LEON EM ONES AT SRI TB BN Ee SEO AEE ED A AEE PREPS SSAC SA ASN IP SEE
EIB
d §
9 \
e rama * e — A e —
—_ : — i —
_—_—— } i ——
5 ;
RAE ESE SAR EES ESE ESE EINECS OD ASE SEER LS ESET PLE FEET SAE BEI AECL EEA LPB EL PELE CID EES TSC GE AI OH DEO I IE CS AH PEI OIE IE REARS
‘ '
989 B+ 7 = 20.74 8 = 2.g4g
ae 5
_-_oo Ad
Fh ———
(eR NTT RR TNE STAT RRL BT RTI ES POA EO RAE LITERS” BEET ITI PSSST EE BEEBE UMA ILE EDI EEE TEE EET EESTI AINE BENE AR OD PESTICIDE
ASR SAG GG RS SPATE
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22a ye GS Gyaera = I. 7+ 9%
atm eh a a Se
| |
29° Ont 6 = = [ACS 8 oe 7.+57
soa € Use with Lesson 1-5, pages 11-12 in the Student Book.
€ Then go to Lesson 1-6, pages 15—16 in the Student Book.
Make 10 to Add Name
Nn 4. se) (eto 3
Oe mare)
Add by making 10.

Draw @ and |) to help.
‘pemesal
syyBu
lessee cee
fe)
WOM
“H‘OUT |)
‘JePOS
: LO AE ACE DNS DERE SSO EEO PIR COAT AEREDETE NGA ENN BOOB IEE
x
1YyBuAdoD
© Aq

G Then go to Lesson 1-7, pages 17-18 in the Student Book.
Doubles Facts Name
When both addends are the same number,

the fact is called a doubles fact.
et Ree eee RR KE
8.17 4 7 LE 6. foWareay «We? eG BL 6+ 6 =
ae be ee Par 1 141 =__ | 948 =

RIOR ETI EI PTTL PPD OS EDEL IETF OO NTI AION sweets: f 5 PST ESSE AE 1 RIO OREN AAI TES: e ——————eE
8= 2 949= |B 10+ 10=__

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A A POI ERE SEE NSE EERE SEES TILES PILI A EE ARI EEE LE ET EOE EE OAL SLE LST PIT TILE AOE TERMI CL CLIN FT BE LEED AR II GLEE INI TEN EI
6 six € Use with Lesson 1-7, pages 17-18 in the Student Book. —
Doubles + I, fiers
Doubles - |
Doubles + | Doubles ia |
5+6=? 5+4=?
Think: 5+5 = 10 Think: 5+5 = 10
6 is one more than 5. 4 is one less than 5.
Sod + 6= Il. SOnO weit acer
Complete the facts.
Doubles Doubles + | Doubles — |
op els gto as — Sqeslh

e.g
Alot es sans i” Nie ean — ap mm ot eee eee
cof eh eb 4 Fe
Poles 1 9+ OL =| AB +} S41
2b YAP Se a ee ae
Find
the sum.
pe
i7O =? Ser eS $2118 +19,
=e _
ee Mo Gy epee tc: Se igaz72
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Write the answer. “@
12, Double 6. Write | less. i 113. Double 7. Write | more. —_—

ed
l4. Double 8. Write | more. ___ | 15. Double 9. Write | less. ___
€ Use with Lesson 1-8, pages 19-20 in the Student Book. seven rf
€ Then go to Lessons 1-9 and 1-10, pages 21-24 in the Student Book.
Three Addends; Nome
Four Addends
Group addends Count On Group Doubles | Group to Make 10
different ways. le ha EE
Add only two 5

numbers at tae a8
||
i
Circle the addends you group first. Then add.

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SE
PRESEASON EET ASE ERE WE AEROE AROSE AREAS TERT RT ISELE OE IREI I ANI RIE EE BI EAPC REE SET ESSE INP IS IES EPPERSON AGCASCE TPES,
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SL EET AE REN SMES RE FORE EL OE 1IRS AEE RRR OSPR LS ETI CRUE RTS PRA TIRE AYN GREAT TTR TIS SARL FODEANE ELSES TIGR SS RDA DE COSTES
B4U+2+14+7=__ |%84+7424+6—=
ABO MPT SRO TIN TET PR PRE EL IA LED ARE BO TE TET EPP SL APC ET
€ Use after Lessons 1-9 and 1-10, pages 21-24 in the Student Book.
Subtraction Name
Concepts
You can subtract to find You can subtract to find

how many are left. one part of a whole.
wap vipvipvipvip
boy 192 ip-a=

|e 9 = 65
"10-7=__ |®8-8=__|&5-y=__
i [87] 99-1 9.1
WO 7-6= [hyo y=_ |R@5-Qg=__
a jo |* g [8 3 | 9 I 40
pt pall, | me =e soak?
18 7 a Fae bay 20 oh 21.| ‘ 22. Lt |

ail =i nD ~0 5
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23. 9 24y. 8 25. |2 26. |O 2Toatl|

=e) = TE 0 ee a=:
€ Use with Lesson 1-11, pages 27-28 in the Student Book. sine £9
€ Then go to Lesson 1-11A, pages 175-176 in this Workbook.
Count Back Name
to Subtract
[2S =a? Start at 12. Count back 3.

ee es se
Be "s @ e o* *
P oe Dd a
eelah3 Ong
nem leit
Count back to find the difference.
Oe ee 34 5-16 —/[728 9 10 Sil

= Oe
&
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23. aaa 10 (125.5.6 (|26.-.9 3127 ai

10 ten € Then go to Lessons 1-13 and 1-14, pages 31-34 in the Student Book.
Related Facts Name
If facts use the same numbers, they are related facts.

These are related subtraction facts. | ‘hese are related addition
| and subtraction facts.
[2 et aaa 8,
et ||
Peau
— | 8+ 4= 12
Subtract. Write the related addition or subtraction fact.
: Some ee — 3.
7 ee ee ee Te
ie a on een EY ey age 5 ee
RIA
TER LCL TS ES TID AI I ET IIL I LIL TIE LE BIA VF oe CRETE ESO ELE PEOR
SENSE
LEAT UOTE ABE PSSA SBOE DSTA PST SRT
Problem) Read the story. Write two number sentences

Solving to show what happens.
8. 7 dogs play at the park. | 9. 9 frogs jump in the creek.
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Inc. 7 more dogs come. | 6 more frogs jump in.
Then 7 dogs leave. ' Then 6 frogs jump out.
i
PE ee NC SePl | | =F = __
peal Mei <a!Z fede hlirstek ck BA)

eleven Il
G Then go to Lesson 1-14A, pages 177-178 in this Workbook.
Use Addition Name
to Check
Subtract. Check by adding.
Subtract. L. ave
ee ae OoFa le7,
I7-9=8
Se a ee a or ea ee
u | Sa q
‘
|3 ae hae
f } 5
e : i i e
: ! ' 2
; { ie |
eas
: ; |
te OST SS
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Se eee tea ene ee I PAERIED PLIES:

4 twelve
Count Up to Name
Subtract
Count up to find the difference. Then add to check.

Poe —
Ome ed) oe 4 55 °"6 S749510-11 12 I4 15161718
(317i
Circle the whole and the part on the +++.
Count up to find the difference. Then check.
I. uy 75 5 cs a
+ @ * + * ¢ * ¢ * @¢
w vd wv w 2 “ w sad |
‘ama Pipers faa? ig; Ooaa o 9 IO TL 12 134415 16 17 18

ERE ERI TE CINE ITE EE EE PET MN TIT PANTS
ASE ETSI 6EERE IRE SOLERO NIBOSEE
2 16-9=__ )Check “aan Se

ele Ope Set 5:-6 & o 9 LOTT 12 13 14 15 16 I7 18
PIE DIOL. NE REL OLESEN TEL 8, SOE ATO TBI ESI BS ESI NE SSR IES FOENESII PETEE PED FAIR PC SOIL SEA PEO
= Nis 7 ee n> — + — = —
Ap
Biele eee ope 8 RON 12 13 14 15 16en7 18
ECR PN LEE ELETN SPP IEEE IOI LL IILEAL LIIEDBBS PE EGE TIE EEL YE REE SNA EILEEN EEL
LE ET EEE TESS AVE ATE
ee 5-6 MD
+ __=__
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ON © 4 2 6 agS TENON a Toiaeyeeoey! |S
PERI APE ABADI IPO ELL AA munrpece PL RIESE ES ESI
SP Ais so fee eee ) Check 1) BEE rag
OR eae moe OG 89 10 12 IS ES 1617 16

-© Use with Lesson 1-16, pages 39-40 in the Student Book. sitoaii 13
€ Then go to Lessons 1-16A and 1-16B, pages 179-182 in this Workbook.
Fact Families Name
an | o85 <i
5 fe
[2 5
ne Sennen
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eA ERAN ESD EAT AN ERE SERED

[uy fourteen
Missing Addends Name
To find Ine missing addend, you can

Count up from 8. or Use a subtraction fact.j
10,1 ll-8=8
a
a fo)io Find iheA sea addend.
"6 + [ti] = 10 ime +{S)=9 |” 5G
GREENTREE
BEALE I GSES TIERGGI AT EIDI FR LOEIECITE IEE EOL AE SONA LOI TI TY ER TEE I 2 REE OTA TE STN I SS SEERA EI NEE LTE BSE AP ALLIED MATTOS SEF
a
|
AERA IEE BEEBE RBI APRESS IE NTE PORIETEEN PETES LINEN 7 nl
13 / 14. i# 15.
nen —) yoo
-_ . i
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reserved. og
.
| ;
|
|
are 4a"% es os fs] a

od Boga ss a 4 a Hf
ae bat. s 8 8 a g ;
Yad 5 ww 5 8 Yay HOE 4
€ Use with Lesson 1-18, pages 43-44 in the Student Book. fifteen [5
G Then go to Lesson 1-18A, pages 183-184 in this Workbook.
Fact Patterns Name
Complete the pattern. Look for a pattern. Complete it.

as
Ged 5 4+
5 =_¥
7 a 5 =18
5+
Chae «¢
6+
5 =i
yt} =a
“ + Yen?
2. 4. |
OF ee a ee
CO schagee
(iO
PS, aa ee_
5.
on | |
—-
NW
W
JI
| |
on~
Nesieenegaiinenee
| | =
IoI loo
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16 sixteen
Problem-Solving Strategy: Name
Choose the Operation
> Consuela has | peppers.
She puts 5 in her chili.
How many peppers does she have then? —_/ What does the
\ question ask?
) Pian Decide whether to add or subtract.
: To find how many left, add = or “subtract, :
Write a number sentence.
Py %
So
ae ey
Consuela has 6 peppers then.

(> Draw a picture to check.
Circle add or subtract.

Solve the problem.
I. Marc catches 9 butterflies.
add or _ subtract
Alan catches 7 butterflies.
How many more butterflies
does Marc have? Marc has ___ more butterflies.
He has 4 acorns. How many

more acorns does Nes Wee nee ee ee 1Ti0re:
EAT RINE BLT TERRES GARLAND EIT LE RCS eM RE ES ELSI SLED LEI EN TITER PORES EET LODERA ELE DLE
LICE TEESI LEE
3. eanhive 3 leaves. add or subtract

Jean picks double that many.
How many leaves does
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Jean pick in all? Jean picks —___— Sele. in cll.
RRSP
BA PERRIER BIRO 8 LT LETTE,
TO SES HEIRS ETL SALLE OILS EP IML LE GG OD ILE EADIE REEL EVEL AEOTELBE LTE TEE ECMO LS CILLA SEPT SIE NIE SBEDEGL STEROL SELLEII AIA ELS PRE EEERE PES, ERIE EGE EE
4. Ellis races 2 turtles.

add or subtract
Trey races 4 turtles.
Sally races 3 turtles.
How many turtles race in all? ____ turtles race in all.
€ Use with Lesson 1-20, pages 47-48 in the Student Book. seventeen 17
Problem-Solving Applications: \ me
Mixed Strategies
Use a strategy you have learned. ~~ Strategy File. a

I. There are 6 birds in a tree. SP s pPraw a Pict .
3 more fly to that tree. rearA |Choose the Operation
How many birds are there altogether?

eetSeo Tet
There are birds altogether.
. Melia has 9 chicks.

She gives 4 to her sister.
How many chicks does
Melia have left?
Melia has chicks left.
: Kycatches 5Pies
Betty catches 10.
How many more frogs
does Betty catch than Ky?
2athe catches ____ more Logs than Sh

DPE PEPE TI DOSNT RE OBES TREES
8 EOL LSE PHT RAS ON SOPRELIE ELEIELELIE
CELIED ALOT EAL EERIE STC LET REI
TETOOREE BE
. One black horse is in a line.

“4t brown horses are in front of him. ©
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4 white horses are behind him.

What position is the black horse in line?
The black horse is in position.

IS - eighteen
Tens and Ones Name
How many fens and ones are in 59 ones?

‘Hint: 10 ones |ten |
59 ones i tens 9 ones
Use to model each number.

Then make groups of tens and ones.
Write the Sees
o>
Il. 32 ones = _s fens

_*- ones "ot fom
2. 77 ones = ___ tens ____ ones aivek:
3. 61 ones = ____ tens ____ one eee
4. 38 ones = ____ tens ones este

SORT
ERTS SUSE DiER ETE DAWES TENT
Here are aoroniawaysv8er nde same 5 quasar

X the one that does not belong.
5. 22 ones 2 tens 2 ones
Rs
fs
bom
SPeg
QBhLes
6. 45 ones 5 tens 4 ones

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7. 83 ones 3 tens 8 ones |

:|
Use with Lesson 2-1, pages 65-66 in the Student Book. nineteen 19
Then go to Lesson 2-2, pages 67-68 in the Student Book.
Place Value Name
Place-Value Chart ) Write how many tens and ones.

Then write the number.
3 tens 8 ones 3
tens digit) ones digit)

IS ALA LEP INE IEE EET SEN EEE SSNS EET TCE:
| bk
_ fen ___ ones = _____ |__ ____ tens ____ one Sue
ae sete SSRI NES PENRASESS AEL RT ITED SEAS DOL ISOIE RELI I GAIT SELES ESTELLE TE EIN POPLAR A SS IEE HELIE ILEALE ER LEPLESDANG 8 MILT LE DEE ISTE EM
Write the number.

4, | 5.
9 tens 8 ones = ____ | 4 tens 2 ones = ____
SSPEARS SR BI EN WEES SY ESS
ISLE ILEPE IES EE A SO EE IESE SEED EB ME ONE" ES TENT TOES
5 tens 3 ones = 6 tens 6 ones = ___

SOAP LE NOES UE A ORD AE Co oF: RELA RECEP FBLA ITTETAS ARSENE LE LEIP NON INES FLITE CSAS BENT NIETO ITTLEER BNBOE EET PE TERETE TK ERLE YN RTE EOE
8. 9.
8 tens 5 ones = 9 tens | one
RETR ARR TY ae TERE SEARS RE FS ESR EN PR ERA TOE TEERAS SLO SIO ELI ELIE REDE ELD SELES LEBEL EE SLEEPS IEP I I NE PRE RPE:
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10. |
7 tens 9 ones | 3 tens 0 ones
PEREET PETE A SR NR A SE TORSO ELIE SNA TRBILE OSGf OIE SOS IDG IEA DPE IAL:
12. 13.
2 tens | one | ten 2 ones
RECN PRE ORERN -OR EN
AAA
20° twent Use with Lesson 2-2, pages 67-68 in the Student Book.
y € Then go to Lessons 2-3 and 2-4, pages 69-72 in the Student Book.
Number Words Twenty
to Ninety-Nine Name
Here are some

number words: Write the number for each number word.
23 twenty-three reer 9
47 forty-seven ; ae eel)
68 sixty-eight fy
3. twenty-six 4. forty-seven 5. sixty-six
6. thirty-nine 7. eighty-five 8. seventy-eight
9. sixty-two 10. fifty-four Il. ninety-five
Write the number word.
I2. 4 tens 3 ones 13. 9 tens 6 ones l4. 8 tens 7 ones
forby-thras
I5. 7 tens | one l6. 4 tens 5 ones I7. 3 tens O ones
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I8. 5 tens 7 ones I9. 2 tens 8 ones 20.6 tens 4 ones
Then go to Lessons 2-5 and 2-6, pages 73-76 in the Student Book.
twenty-one
¥ a
Zl
Place Value of Nome
Two-Digit Numbers
03
) tens 3 ones
‘5 tens = 50 nas ae | 3 ones =73%
‘The value of the 8 in 93 IS90. ‘The value of the 3 In 93 is 3.
Circle the value of the underlined digit.

I. 26 2. 73 |3. 82
(6: 60 Ti 2 26
: at : ih : 3 |
6 60 5p oe) Y YO
7 Bu 8 33 9 19
4Y 40 SP 510) | lO
0. , 92 ll GT 12 8| =e
9 90 : 7 70 | 8 80
Write ana
lot ae ae underlined! digit. we a
13 14. 15
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o) he | Coss aa 29° Se
6 17. ‘Is
[pM TA ee
Use with Lesson 2-6, pages 75-76 in the Student Book.
ae al € Then go to Lesson 2-7, pages 77-78 in the Student Book.
Expanded Form Name
NE AONESas ah 9
2 tens 7 ones 20 + 7 is the expanded form of 27.
Write how many tens and ones.

Then write the expanded form.
7 Sttensm ones | aeionse ones

eI cE? sa T ee
5.
|| ii :
gy
eee One eet ichs = Oies
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Cer Write each number in
eee form.
4?
7. 9 tens 8 ones = 354 ‘S. 3 tens 6 ones = ___

SR "s :
Fee + fe es
€ Use with Lesson 2-7, pages 77-78 in the Student Book. twenty-inrae “3
Compare Numbers name
| Compare 56 and 56.| Compare 56 and 58.

Compare 56 and 45. |
Compare the tens. |The tens and ones | The tens are the same.
5 tens are more '
are the same. | Compare the ones.
than 4 tens. _ The numbers are __ 6 ones are fewer than
56 is greater than 45.| equal. oS 8 ones.
56 > 45 |56 is equal to 56. | 56 is less than 58.
56 = 56 | 56 < 58
Compare. ye is less than, is equal to, or is greater than.

Then write <, =, or >. |
lL 63 is #4 iy : 38. }|2. 49 is NCES Fhe 94.
63 (>) 38 | SE RASA SETS ON

49 (=)94
9 DR TARA ADR ILE PRELEICA EES BOBP A OSG ERO
3. 17 is 17.4 56 is 76.
5. s0is PSS Thal _82./6 50is taren

Of Thapyg,
SP 1 . 50449
Compare. Write <, =, or >. [
7. u3 ©) 53 | 8. 75)57, |% 870) 87¥
j
P ft }f 33
Balled EPEC CON TORT OPE ER EE RMR NTT 7,

=
if
i Z - ™~
\ '
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f \ | :
{ a\ j
\ } ——
\ j wd
\ 4
ae
6. 38(—) 38 ° |" 59(>) 56™ i. 69(<) 96 \|

24 twenty-four Then go to Lesson 2-9, pages 83-84 in the Student Book.
Order Using ae
¢ a Number Line
just just 37 is just before 38.
mie after
38 is between 37 and 39.
39 is just after 38.
30 31 32 33 34 35 36 37 38 39 4O 37, 38, 39 are in
between counting order.
Write the missing number.

| Just Before [2. Between 3. Just After
s 5 4% i
He ) uy 62, 283, 64 | 96,=

B Bp gg
Baikeg gf j
j
i
9 | at,
}
i /j ,]
SS SRS SL YSTEMS
ONE LEED TELE STONES EEE REED DIDOT IOC POEL SS LSS EEN SSN SEWER Fc
Complete the number line.

HSU) 92/, 28 5. O0%57 459
<——_—_+—++
9 +4+—_}+—_}+—_ +>
Lo OW,
k mingVeco
2? _
- ¥
Suse 2 t
peaweruneaateme se a 2 PR ENT RY SE A SAE OG NN PT BSE — anne a a
6. 87, 85, 86 7. 46, 47, 44
SRO SESSA RAE OP SECEDEDIETS ISTE

RSLES
BBav|
ELA LY WE SEN EI ARENT
. US500 o) no.
8. 90, 93, 91
SURE ESTE RAPA MRE RIE EAT TAS CASTS SLI ARIST TB SME GET PO ATE REE I DRI STERPIN na SoMANEDAE a=
lo. 20, 22, 19 i

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a > a
iq
|
— ee ees b
; eee —— Serre
SAEED EA CE ES

twenty-five 25
Order Using Models ame
Order 19, 24, and 21 from least to greatest.

(® Model each number. mr
19 Bag
**) Compare the tens. |9 has one ten.

24 and 2! each
have two tens.
So 19 is the least.
&) Compare the ones. 4 ones is more than | one.

So 24 is the greatest.
The numbers ordered from least to greatest are 19, 21, 24.
Model the numbers.

Write the numbers in order from least to greatest.
L 20, 18, 32 15 li 32/292, 18,28, _

3. 48, 59, 77 yt 36,75, {| _S3
5.90,|19,992, _ 1616,51,55 __ a
T..| 236,630 ae As 30, 86,.13°. 2. a
Write them in order om greatest to least.
9.28, 16, SI bE29, Fer ji72, 68, 86 a reser

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= nn
237-9; 21 FeSOA ASE TORE SEa OSES
|m.o7 Tey fo
26 HWE ITY sou Then go to Lesson 2-11, pages 87-88 in the Student Book.
Estimate Name
Estimate about
how many leaves.
You can use a small group
to help you estimate, or make
a good guess, about how
many are in a larger group.
10 leaves
About how many of each are there?

Circle you: estimate.
ee eee wen,,
o*
about 30
|O beetles about 50 | 10 flowers about 50
A A APICASSO
3 |uy Cae 7
’ i i . fa
CARA aD
aww & . wS* ;
{ T 4 Ns 7 Wr > ?
P ND t Cw eS & ?
i 6) CRD Tak * | am s Na)
;k Gxt
< 3) VW a & Rx Owe
tee [ :
} A ie od D> SO Cup
oF.
ww P
“Ga
® Am)
. a Ss i
Pere
ae 4, >* ¢ * )
; =
a z ce € Ate) wy one {
en se] oe
SS a Gain
Ce FS co ow
Cea er)aXuk
_& ig 2
e#3 6
al
aan) ; f (Oo © Gre >)
cap Y CRD CARD . 77 , & a <
w jee " , CD ¢ a)
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sf
aa Ww D4 * > (SPs
Ck
we a w » Se a
ie = | -
“ r € 2» € )
Cre Ww
about 10 about 40
about 30 10 butterflies | about 60
twenty-seven 7
Then go to Lesson 2-12, pages 89-90 in the Student Book. Y e
Round to the Name
Nearest Ten
round down round up

i D
20: 21. 22 23 24 25 268227 28) =29ee

halfway
22 rounds down to 20. 25 and 28 round up fo 30.
Look for the halfway mark.

Round each number to the nearest ten.
I 74 74 rounds to Fae
— 10 Li el2 13°°/ 7 Opa meee L7 ie ee
ae UA |7 rounOSSiataae
Y
Bea ee tS) liter Me RS) =:
3. 52 55 roundsuig geen
Pie Ammen 2 Ree

3 83 83 roundsg@ ===,
ee ae ee Oo oor Oe. aoem a Copyri

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Hees) __.. rounds1Gaaaaan
HOt] AieaES att |SDM Gia eet net one

28 twenty-eight € Then go to Lesson 2-12A, pages 187-188 in this Workbook.
Ordinals to 3ist Name
ALYKSE
aS
eleventh |thirteenth |fifteenth |seventeenth | nineteenth |
twelfth fourteenth sixteenth eighteenth twentieth
twenty-first
Find the position of each wind-up toy.

Write the ordinal number.
iF 2.
* ee
oot
ea
a
.
twenty-fourth f
twenty-fifth
twenty-sixth
twenty-seventh ‘
twenty-eighth
twenty-ninth
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thirtieth rip.
thirty-first

thirty-one 31
Use Logical Reasoning
Read | The number of balloons at the party is y
uss Bate
between 21 and 25. You say \. reasoning.
the number when you count by 4s from 0. ~—
How many balloons are at the party?
{=> What are the numbers between 21 and 25?

iy ee ‘,
What number do you say when you count by 4s?
&
%
a o” Bam ©
$ s 8
There are 24 balloons at the party.
~*» Make sure the clues match your answer.
I. Maria thinks of a number between 30 and 35.

It has a greater number of ones than tens.
What is the number? re sy
The number is
SEAS SIRES EST DRIED LSE OE GATES PILE FIRE ESET VANES AA Sa CU EIEIO ELLE AITO
2. Cy sees an odd number of shells.

The number he sees has 3 tens.
Circle the number of shells it could be.
34 3/7 2omeeae
RE SRO ELIMITE OPS IONE PLATES SND ESE AIT RIG ORION AI PERS TESTIS ESDP STE I AOE ATBE TREE
ASN TSAI EAES SO
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3. Bo picks between 41 and 51 flowers.

The number he picks is odd.
Circle the number of flowers it cannot be.
u4 49 45 43
32 thirty-two Use with Lesson 2-17, pages 101-102 in the Student Book.
y Then go to Lesson 2-18, pages 103-104 in the Student Book.
Line Plots Name
This line plot shows the number Xx

, 4 X
of points scored by the Hilltown Kom oX
soccer team in each game last x ES eas
season. PY EEN Re ean
6 8 10 12 14
Points Scored
Use the line plot above to answer the questions.
I. How many games did the Hilltown soccer team play?
N. What was the least number of points

the soccer team scored?
i). What was the greatest number of points

scored in a soccer game?
c=. In how many games did the team score 8 points?
on. What was the number of points scored most

often?
oOo. What was the range of points scored by the

team?
7. In how many games did the soccer team

score between |0 and 1/4 points?
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8. What is the mode of the points scored?
9. In how many games did the team score fewer

than 10 points?
€ Use with Lesson 3-9, : pages 133-134 in the Student Book. ; :
thirty-nine
Then go to Lesson 3-10, pages 135-136 in the Student Book. Y 39
Venn Diagrams Nome
Venn diagrams show when data is shared.

Action Comedy
. What kind of movies do you like?
a
Rudy, Cass) Jin, Ellen) Paul Jin
Gil, Sally, Ellen) Finn a
au
Both
I. Use the data below to make a Venn diagram.

Sports Clothing
What type of store do you like?

Type of Store
Amy,®eth) Ian,
Both
2. Which of the children like only sports stores?
3. Which of the children like only clothing stores?
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4. Which of the children like both sports stores and clothing stores?
3. How many children were surveyed in all? —— children
UO _ fort Use with Lesson 3-10, pages 135-136 in the Student Book.
Y € Then go to Lesson 3-11, pages 137-138 in the Student Book.
Regroup Ones as Tens: Nanic
Use Models
There are more) {Regroup 10 ones |Complete
Bio egtoup:
than 9 ones. as | ten. | | eters
| 1. tenenanea sneer
sled halal atadtd
a i a td 24
Hwee =6e
mi tens atones =
2 tens 13 ones = 3 tens 3 ones JE “s
Pas? _ tens ones
H posfifoxBeaFesPesBoepeisFT
' Pibebe
biprpe fee reps
5 tel | Hadad = 1
niall fe stale i eR hpe pekchake he Boga
Salida te |
eA es SiSt a
7 tens || ones= | 5 tens 15 ones =
peices! = one ie ante fens ones
uy. ts5.
Ei FessssFeFe fs ss fi | Pere gr
ef els pa atinpesPeeBeefe eoBe | poe|
| ten 17 ¢ones = 2 2 tens 16 ones =
_ Se iens ones __— tens ones
6. 3 tens 19 ones= d7. 8 tens |4 ones =
tens ones : _*s— fens ones
8. 7 tens 10 ones = 9. 6 tens 18 ones =
by
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Inc. ____ «fens ones __ «fens ones
10. 2 tens |7 ones = II. 5 tens 13 ones =
_____ ‘tens ones ___ «tens _____ ones
€ Use with Lesson 4-3, pages 159-160 in the Student Book. forty-five 4S
@ Then go to Lessons 4-4 and 4-5, pages 161-164 in the Student Book.
Regroup Ones as Tens: Name
Model and Record
28+
15 = ?
First
First add
add the
the ones.
ones. Regroup.
Regroup. Then add the tens.
tens |or Cadac a
13 ones = | ten 3 ones
SN fs et ow a a
Prrerreern
ee
ee
HE ee ee
afeloat h ht Ow 5
Maleate ae oe i ase eee
5a] wade
2S) ssi ©
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BsbsFsPosBesosBesBsBB
ls. a
daddies
Bape seb

46 forty-six
Rewrite Two-Digit Name
Addition
Co
AlS =?
Line up the tens and ones. | ‘Add. Oe as needed. |
Rewrite the addends. Add. Regroup as needed.
‘ja ta
FS SENET DALI
DETTE ESOL EEA SSL LSE EE SSD ESS IED GEESE IIE ESI DELETED OO EEG EEE EOLA,
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fee +24 | 2 +90 |
eS
CG Use with Lesson 4-8, pages 171-172 in the Student Book. forty-nine U9
© Then go to Lesson 4-9, pages 173-174 in the Student Book.
Three Addends Name
Add. Regroup as needed. f

l6+15+8=? | 7 3
[Add tens.} || 32 2 3. :
r>
|)
a 8
ss
See
OG
OE
|
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lau, 293 |25.. \2 6: )2eneee

2 bo]. oo |
' ‘ §
pearl 2| aie +2
{ i i

50 fit € Then go to Lesson 4-9A, pages 193-194 in this Workbook and then
Y to Lessons 4-10 and 4-11, pages 177-180 in the Student Book.
Mental Math Subtraction = \vome
Subtract 55 — 3 mentally. Subtract 55 — 30 mentally.
Count back by ones. ‘Count back

by tens.
Start at 55. Count back 3. Start at 55. Count back 30.
54, 53, 52 45, 35, 25
1S) a 55 — 30 = 25
Subtract mentally. Write the difference.
I. Subtract 2 from: 2. Subtract 3 from:
( Lh” F ,
i | ;
‘ °
7 Ji
dl a . _ rs
ooo ————————oe eee
RL PEELE POE LOELOIS LORE ILE IIE IEINOS LETTE DY IEEE EIEN LEE BA IS EDIE 0B
4. Subtract 3 from:
vsti rm eee yf oa litaan.

a ot fi al
23 ; iy
aes 5 14 a.
j ) BRR,
-
A }
| y,= /) nt
J 3 tS 4
- SESE L TELIA. LIBEL IEAOE EE IED DEINE DON ENE EEA LOO OIE OLE
_ 5. Subtract 20 from: 6. Subtract 30 from:
Were 77 SR ys ~
”
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7
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8. Subtract 20 from:
€ Use with Lesson 5-2, pages 197-198 in the Student Book. fifty-five 55
Ways to Make Name
Numbers
You can make 14 in different ways.

oe as
Pasha Pas: BE fete
aa .
e o® 2 &
c — 4
e ” at ne o* °
Senna
v
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| Sas
dio 18-2 ile 16-4
9.eue6 Co zt (ee)
UID ARPA GPE ARE ARE: EISEN SNS PSE TATE SIRE EAMES SNES ESI SS SESE I SEITE SETI ETIIIT LEDEICIDE SRL LR LEER LIED LICL SEND LEAN AA IIIT ELE ERA LS LE DEEL SEIIL CLES CELENPDES
IETAT
Circle the number needed to make the top number.
5. tio. 6. gii3>
ee, ores | 619-7 6 Gen
23 -? “Wor 5 | 8+? 5 or 6
7+? e
(i| 21-7.’ ca
WaT RA EU NL RIEPIE RETEST
IIN ODOE AE ISOELASONSITE ET RL OTIS LORS
if tlio. | ©
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6+2+? 7or 8 31 — ? 10
or II
ON pee 5 or 6
ZO me 9 or 10 l+9+? 9 or 10
56 fifty-six € Use with Lesson 5-3, pages 199-200 in the Student Book.
y € Then go to Lesson 5-4, pages 201-202 in the Student Book.
Explore Plane NAR
Figures
ee ; a :
j i |
| |
|| || ae ae |
|
}
|| to makea
|
| fo makea
ON’
} |
__ to makea |
|
ae
square.
||
||
El
rectangle.
|
||
||
A
triangle.
|
1| -O
circle.
Trace the flat surfaces of the shapes. Write how many.

Solid Figure |Shapes of Flat Surfaces Traced |Number of Flat Surfaces
I cylinder ™% fa} ee
2. Cube
rectangular
prism
4. pyramid
Imagine folding these flat surfaces on the dashed

lines. Draw a line to the solid figure that these flat
surfaces would make.
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seventy-one 71
€ Then go to Lesson 6-4, pages 253-254 in the Student Book. Y
Plane Figures Name
Plane figures with straight lines Plane figures with curved lines
have sides, vertices, and angles.. _have 0 sides, 0 vertices, and
Oangles.
«— side
vertex —>( <— curved line

\
XN angle
Draw lines to make each closed plane figure.

Write how many sides, vertices, and angles.
I. pentagon 2. triangle 3. rectangle
a | Q
& Se
EEOC oe] 8
Se fe]
sides sides sides
vertices vertices vertices
"angles angles angles

EC TSMR RECLAME
ERNE TO NI
Draw each figure on the dot paper below.

¥. square 5. circle 6. pentagon
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72 seventy-two
€ Then go to Lessons 6-4A and 6-4B, pages 197-200 in this Workbook.
Sort Figures Name
These solid figures have These solid figures have curved

flat surfaces and edges. _—_surfaces
and no edges.
SISTINE
PDT RSL EERIE PORNEES IAI TALE MEY EOD PINDIOCESE EELS RTE INI BT PTI
ES LAT NIE PIL AO NABER SSSI TRE EEE LEROY SOLID ETD
AES EIDE RE
2. Circle figures with more than one face.
[ASL SPARS ECR SRL ITENELSIE TEST DCLLIER IESIA SOI LIE LA SEVERE LEE SOLELY EAN SEI FAAS ESA FEET BREESEPS ISON SR EE REFN NTCDA CENA EEE EES I AE SPEEA STEN
3. Circle figures with curved SandflatSurfaceet
4. Circle figures with 5 or more faces.
»> 4 ©
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5. Circle figures that have no vertices.
1 &> 3
C Use with Lesson 6-5, : pages 255-256 in the Student Book. venty-three
Then go to Lessons 6-6 and 6-7, pages 259-262 in the Student Book. a ¥ 73
Congruent Figures; Name
Lines of Symmetry
congruent more than one

figures line of symmetry
Draw a figure that is congruent to the given figure.

I. Z. 3.
ae |
Draw one line of symmetry.
4. 5.
Draw all the lines of symmetry for each figure.
7. 8. 9.
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SC RS ENO
Use after Lessons 6-6 and 6-7, pages 259-262 in the Student Book.
74 seventy-four
Slides and Flips; Name
Turns
Circle to predict the position of the figure after it is moved.

am
o* "
EBLLFE ETT DE IE TLE DIA PIETER

ASTI ROG SAREE IIE SOLS
S LEPSAPS TI ETTETEN SN AP UN IER SNCS 2 SEMEL aoee se 2 —— " sees ra
ae
slide
STASI
EIR NEHRU IE ELT IE ET EOE ISLA TEC LO ITS ONY
4.
A TS SEE ST SS FS DESEO A ccna
Circle the next figure in the slid

PS
oe = ~ D> } ;
4 fh
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seventy-five 75
Find a Pattern Name
You can use shapes to make patterns.
Draw the figure that is most likely to come next.
TBOLRNO.
‘O@QO@OO.
‘E@Omies.
Name and color the next move in each pattern.
(OX OX OY
‘tip slide te ‘slide i
THES
eil e
turn tip tun oe tum Copyr

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fan bike fide Ae ats

SPREE OE EER OE AA IS OIA CT
76 seventy-six -
Use with Lesson 6-10, pages 269-270 in the Student t Book.
Book
Ways to Make Figures Name
You can separate| You can put together 2 trapezoids

a trapezoid into | to make | hexagon.
3 triangles. we aie a
Use pattern blocks to cover each figure.

Trace the blocks to separate the figure into a iN, or Z_\.
I Use Ll. 2. Use Z\ and Z_\. |3. Use A.
age
¥. Draw a triangle and a 5. Draw 6 triangles to make
square to make a pentagon. a hexagon.
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oe (RE ATED PERE

LEIRN FORE ICRI DBE PORES LENE STEEL ANE IRL ISIE SO ALINE NEALE OR ES

seventy-seven 77
€ Then go to Lessons 6-12 and 6-13, pages 273-276 in the Student Book. Y
Ordered Pairs Name
Look at the grid.

What figure is at point (5, 2)?
To find out,
|. Start at O.
2. Move across.
3. Move up.
The O is at point (5, 2).
Use the grid above. Write the

ordered pair for each figure.
rved.
7s (23th ls. (1, 2) 19. (8, 6)
10. (4, 6) ©
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13. (3, 4) IM. (2, 6) 15. (7, 8)

4
i

78 seventy-eight Then go to Lesson 6-14, pages 277-278 in the Student Book.
Use a Pattern
jE» How can you show this pattern using
ACUACHACH “ey
letters or colors?
FEEL
,
Look for the pattern rule. 8 You can show
Use the same rule to make a new the same pattern @
pattern with letters, then with colors. in different ways.
The rule is | figure, then | of a a
different figure, then | of a third figure. qe
AOU AON AOU
~'» Do the letters and colors

follow the same pattern rule?
Show each pattern another way.
: UB SC SAR Sa a wa ae
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SEPP IAD PD TEI, EI TEER ELITR 8 TERETE EIEN LEE AT LEELA EEE Sra ERO SY A EDIT PEPE FOIE DEES EYEE EIS
reo)
re On C= Cab? DD

seventy-nine 79
Problem-Solving Applications: Name
Mixed Strategies
Strategy File ie
cra chee, Use Logical Reasoning
TUse
oea strategy you have learned. Choose the Operation
__Use More Than One Ste
I. There are 3! bananas in a barrel. E (ea. a Pattern a
Mara uses 6 bananas for lunch. weneen on
She puts a dozen-more bananas into the barrel. r
How many bananas are in the barrel then? J
~ A
ae
f 7
——— bananas are in the barrel then.
2. Sal’s puzzle piece has more than 5 sides.

Del’s has 2 less corners than Sal’s.
Color Sal’s puzzle piece blue, Del’s piece
yellow, and Trudy’s piece red.
RIO SARE ETE ST TOIL MCE DERE POSIT LEI OIE HEL,
3. Todd writes an even number.

It has more ones than tens. 6/ 44 12 86
Circle Todd’s number. ?
ERASED AEDS SISA — ere - oz ae < aes oo NE eee
4. Gil finds 19 rulers in the supply closet.

He gives 6 rulers to his classmates. |
How many rulers are in the supply closet then? a
There are rulers in the closet.

a aR 8 ARE EIR BT IEC SIE SAE mee Pee ane mer e CL UPR:
5. Show the same pattern with letters or colors. H.

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O: Ef ls @ 1a ea Oa aaa
80
|
Le| |
eighty € Use with Lesson 6-15, pages 279-280 in the Student Book.
Pennies, Nickels,
and Dimes
Count on by les Count on by 5s Count on by Is

for dimes. | for nickels. for pennies. |
Count on. Find the total amount.

<
rNIE TR OTE 5 RET DIESE

SLICE EOSEOEE LE 2K LESLIE LOE ELA EIIES. -*
Circle the amount.

_
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Use with Lesson 7-1, pages 291-292 in the Student Book. eighty-one Sl
Quarters Name
Count on by 25s -Then count on

for quarters. by 10s, 5s, and Is.
ai | Kt )
aS) Sere
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82 eighty-two
Half Dollar
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Equal Amounts Name
These are equal amounts.
Show equal amounts. Use coins to help.

Il. Show |7¢ in three ways. |2. Show 35¢ in three ways.
a
ee
SSS
ASISUS
=
AF80ST
NATE
vy|
PRIS
CELI DIRE PEL IO INEPT ESSAI SREA 2ST RRL EEN DER IESE SOE SET GLI TESEE ENTE EEE PSWRI NEI ER SCGET IE SEITE NRL LOE LIE IEP IEPA
DAEI
3. Show 6l¢ in three ways. |a. Show 90¢ in three ways.
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Sy eighty-four
Compare Money Name
ae
Find the total amount.. |Then compare the Decide if the total
total to the price. is enough money.
ey
Bs
——
5
6l>¢58¢
Write the total amount. Circle Yes or No to show
if the total is enough money to buy the toy.
Coins Price Enough Money?
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Th Use with Lesson 7-5, pages 301-302 in the Student Book.

eighty-five 85
Make Change Name
Your change Is 3¢.
Count up from the price to the amount given to

find the change. Write the amount of change.
Amount Given
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C ie 7 € Use with Lesson 7-6, pages 303-304 in the Student Book.

J -
} -
net ; v/s € Then go to Lesson 7-7, pages 305-306 in the Student Book.
Add and Subtract Name
Money w
Find the sum or difference. Regroup where Beem

I 28¢.! | 2 U5¢ ee Sle ¥ 43 1¢ /s)48¢
+14e +52¢ | +31¢_ Ms ocd +37¢
hinayo**.
eS AYt 6 ne ;d () ) | f { } Ssi | A '
ee a° H : x
: i
: ; f
/
f 4
(aPE
RISE
t ' s O ae i t J & \&
oe ee oT ee = wheat h eS } nine Ae B
> |! ,
} 5
: | j
|
“Io. U3¢
saecKtr
§
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rie | i i}
et * ee iH
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f
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14. Vche
me 9G Cae67) =—3
6¢ |
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*;
3,
~~ bl
esl= “i e oe \ / ‘4 Fe ; 3
mronens ORE EMT ARES Pe a Se Sn 2 Tiles:pd IEEE TL
le 77¢ |W. b Boje 18.(fre agessl

| FRE ¢ | an Ose
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2. 60¢ 22. 66¢6 23. 72¢ | =:250m/ C
-40¢ ee, Cmts al 2 Ce | Be
iis tame
|
J 4) ff ;
: pm
ee ee ee ee Ee eed
€ Use with Lesson 7-7, pages 305-306 in the Student Book. eighty-seven 87
One Dollar Name
100¢ = | dollar
| dollar = $1.00 or $1
‘dollar sign} decimal point
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Use with Lesson 7-8, pages 307-308 in the Student Book. |

88 eighty-eight
Calendar Name
Acalendar shows days, weeks, and months.

{ year = l2 months or 52 weeks _‘or 365 do
days.
January or tee oh MOICh Se
eee 2218] 441.5 | Hoy

pis} iy}is|ie}iz{isis} |10 | 14|15|16 ropirietiefitiea)
: relelalfeal 17 |18|19 |20|21|22|23|
far|ea{aefaofai| |_| [as[er[ee| |
| Ei a Se od
7 fie} [o [15 | 16| 17 |

ieli7i
(25) [efi7 fie}ie[20[21[ee 22 |23 | 24 |
iH 28 {29{a0}ai{
| | | (25 |2626| 27| 28|29 IE30 [ar
31
2a Oe eea a
September
Simi tTiwiTiFis |
eee
[9 [topit |12}ia|4 | ctrtete Pete hoheheps he
ee ere 18 ||19 pelirfiefetefisl ie Te |
aoe 19 [22 |[23|24 |25 | 26 | 27 |28 |
perce) a7 peter i{sotsi| fT} L125)
au |25 |26 lefaotat Tt i]
|. What is the first Monday in May? _ii= *

2. What month comes before September?
3. What is the day before March |?
4. What is the fourth Thursday in November?
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5. What date is two weeks before July 4?
6. How many Mondays are there in September?
7. What is the shortest month of the year?
8. On which day is August | |?
Use with Lesson 7-17, pages 329-330 in the Student Book. nitiehieive
G Then go to Lesson 7-18, pages 331-332 in the Student Book. on 95
Guess and Test
tC)» Mary has 5 coins totaling 37¢.
Circle the coins Mary has.
Guess which 5 coins might have

a sum of 37¢. Test each guess.
°5 dimes will be too much.

:5 nickels or 5 pennies will not be enough.:
: Try coin groups with | quarter.
Guess __| quarter, 2 dimes, | nickel, | penny
Pee i ae 31 3 a * = © too much

Guess | quarter, | dime, 2 nickels, | penny
: ME ae vs RO wags See eee <3) too much

Guess | quarter, 2 nickels, 2 pennies
eo : 9 taf Gis
Use real coins to check.
Guess and test to solve.
I. Fred has 4 coins in his hand.

They total 60¢. Circle the coins
Fred has in his hand.
2. Ruth finds 3 coins in the sofa.

They total 35¢. Circle the
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SA 2 SRD ETNIES ELT EONS
3. Josh gives 5 coins to his dad.

They total 81¢. Circle the
coins Josh gives his dad.
96 ninety-six € Then go to Lesson 7-19, pages 333-334 in the Student Book.
Expanded Form with
Hundreds, Tens, and Ones ““'"©
3 ae HT arte [hundreds [fens [ones

expanded form — 200 + 40 + 2
Complete the place-value chart.

Then write the number in expanded form.
L 797 ‘hundreds |tens|ones| 2. [28
5. 4466 — [hundreds |tens|ones| 6 93] /hundreds

|tens |ones|
Write each number in expanded form.

Then write the number.
7. 3 hundreds 5 tens 3 ones an ; he
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Inc. e . Baas 4 ae a! na | +. 4.
9.7 ae 8 od 4 bale | 4 | 4-
ae sues
Gomer se EEE: Ee. PACES TESS
aie
ITD ENTE
9 a
EIEIO NORTE
|
LAINIE ELS OA EERE IETS
at | +
C€ Use with Lesson 8-4, pages 355-356 in the Student Book.
one hundred one 10]
Counting Patterns
with 3-Digit Numbers oe
ees The chart shows counting by 50s to

Co [a]en [a ce aed
Circled numbers show counting by 100s.
Write the missing numbers. Then circle the counting pattern.
7, 107, 207, ay aR
2. 638, , 658, 678, 688 «ell :
3. 575, 300, | 375; eee Co BY 105255505
: , 500, 550, 650, 255 505

Ts
5. 701, 702. 704 ema IS |0s 25s |
ELLEN LOTTI,
Countby |Os, 25s, 50s, or 100s. Write the missing numbers.
350, ; oO meu , 000
7.
260, 270, 5, en
an ern , 320,
8.
pilaksy LS; 618, 718
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9.
ifaee Hue) 4eF 4219)0) , 900, ees
10.
cat
Mas«Wiaid hel eles 2LO , 200, 300, 350,
SRP LEP IOP LEA TIN IIE NLS FIER BEUSAR NEDOOIE PLETE AIEEE IRE DIOCLIAI 2s.

102 OMPaHUNGre Cane € Then go to Lesson 8-5A, pages 209-210 in this Workbook.
Mixed Strategies
Strate File
Use a strategy you have learned. “ay
Use Logical Reasoning
I. Gia has 39 books. She can fit __ Make a Table
10 books on each
ea).
shelf. How many Bee Cure
Make an Organized List
shelves does Gia fill completely? | Use More Than One Step
Gia fills complete shelves. —" | mr
2. Jodi writes all the numbers

between 300 and 400 with
fewer than 2 ones. How many
numbers does Jodi write?
ued. writes numbers.
3. Polo writes a 3-at number. eo eae ——~

It has more than 5 ones. |27 606
It has fewer than 3 tens. se i 2d) eee
Which number does Polo write? aes |
Polo writes :
139
tee
225,
—
4. Richard has 16 blue and |3 red

sweaters. Thomas has ||! blue
and |7 red sweaters. Who has
more sweaters?
has more sweaters.

PAELLA
AEH NE IT OE AEE NEITLEIL BEIE ESE EELIVEEL LOO LILO LE SEL TIT IT SEIT IGNEYN EID
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5. Each mother in the carPookiedrives
a car that can hold 4 children. If
there are 7 mothers in the car pool,
how many children can ride in all?
children can ride in all.
Use with Lesson 8-11, pages 371-372 in the Student Book. one hundred seven 107
Add Hundreds, Tens,
and Ones One
ed.
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= EE
9. 539 |20 YOO 2b | 25 |22 gd] (23 540

+ 60] + 89] 4350] +106 | eine
Sear D ORESES

108 one hundred eight € Then go to Lesson 9-2, pages 385-386 in the Student Book.
Compare Fractions;
Order Fractions Name
Color to show each fraction.

Compare the fractions. Write <, =,
1
m
a
2
pla 15
nm 2D
6 I2 ne N|—
Model each with fraction bars.

Color to show each fraction.
5. Write the fractions in order _ Write the fractions in order

from least to greatest. from greatest to least.
+ [ETEELETELELETE
+ LSBBISIBBDIETEEIE
8
ie
3 22a lala} la fla |2} lata }l2
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fe 2 2
Ce ¢
LEDS a STARR
SEE MRSA RATE NIECES. PORES MEEVEE AIMS LPR STREAMERS OE I TCR iO
one hundred twenty-nine 129
Other Fractions
Name
_4 parts shaded 2 parts shaded

6 equal parts 3 equal parts
Z four sixths = two thirds

Write the fraction for the shaded part of each whole.
X | a 28 3.
Qa im * 6. ff
Color the parts. Write the fraction

for the colored part of each whole.
7. +32pans 8. 4 parts 9. 2 parts
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10. 5 parts Il. 6 parts I2. 7 parts
130
Mi _ EH_ ae
one hundred thirty
Equal Fractions
of a Whole like
ER | of 4 equal parts
LY} || 2 of 8 equal parts
Count the number of parts in each whole.

Then count how many parts are shaded.
Write the equal fractions.
ee | Gee
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2. aS
2 1] |
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ftSREB SERRE DEISELEN PRSROTA SORES TL LOT RE PRY SEILER

ILS PETE RIA
RPROS AIOE IIE FOSS
Use with Lesson 10-8, pages 461—462 in the Student Book. ‘ |33
one hundred thirty-three
Then go to Lesson 10-9, pages 463-464 in the Student Book. Y
Part of a Set Name
GJ 2greycircles | 4444 3 grey triangles

5 circles inall | ) 7 triangles in all
€ of the circles are grey. | 3 of the triangles are grey.
Write the fraction for the part of the set shaded.

Fi
ee a
Sales, aT of ae - to itd ali eran =

7. «8. , | , | y | 9.
bead e
5
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two fifths five ninths i one half

SPAT SADR IAT LAE LTCC LEI STEAL
LOLS ELS PENI N IE TIONS TTR

134 onesnunared thirty-four Then go to Lesson 10-10, pages 465-466 in the Student Book.
Equal Fractions of a Set Name
peeccce 4 ! 1 1 i] ! i] “4
4 and < are equal fractions.
ii
D shaded ie
Tmshaded
Color to show the equal fraction.

Write the equal fraction.
' 1
beow 1 1 ae1 : 1 1
———<— i
1 i r 1 1 ' l
ae
ee
ee
eget
1
Pigg
1
1
bee
1
I
'
bonne
1
1
1
es
SSE
1
i
'
1
eo
1
'
1
1
sete
ee
'
1
'
1
ay
eee
as
e
=
oto
ree 1 1
a
=
F Fii
{
{
i
' ' ' '

deosend ;1 1 - " i ; fetes!
ee----- 1
pi
oe
i
1
:
5
'
'
!
:
'
6
Siseney
e ee
i
ooee
ae
|
ft
71
1
v4
gt
‘1
7
a1
1 y i 1i
'
1
I
1
1
!
1
1
'
1
i
1
1 i i 1 1 1 ' 1 :' 1
, 4 #1| | fou | yt
fot _ q
1
“
ri
&1
a
OR eon ete
io
1 1 1 1 ro--t---4
1 ' r----
1 r---t---4
H as
1 1 1 1 1 po as
71
1
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1
a
1
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!
ot 1 rate
'
werent e eens
1
poe
ee een a on ees om
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1
1
porwr eee ee eK
SS
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1
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1
poco e eee
1
1
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Bs anit) okie
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LE INE DIFEEL NAN
Use with Lesson 10-10, pages 465-466 in the Student Book. one hundred thirty-five 135
Predict Outcomes Name
2 out of 4 equal sections, or é are black.
| out of 4 equal sections, or 1 iS grey.
| out of 4 equal sections, or ls is white.
- Use the spinner above.

Use a i) and a —. Spin 12 times.
Tally to record each outcome in the chart below.
Write the outcome for each color.

2. ____ out of 12 times the spinner landed on black.
3. _____ out of 12 times the spinner landed on grey.
4. ____ out of |2 times the spinner landed on white.
Complete. Then write a fraction for each kind of part.
. ___. Out of ____ sections is dotted. Ps is dotted.
. __— out of ____ sections is striped. , is striped.
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. ___ out of — _ sections are black. re are black.
8. ____ out of ____ sections are white. = are white.
136. one hundred tiry-ix «én 10-1 pages 8-470 he SR

How Likely? Name
more likely grey

YY
equally likely grey,
€
less likely grey
than black or white black, or white than black or white
Write more likely, less likely, or

equally likely to predict each outcome.
I. The spinner is i&tarr fiR1) to land on
black than on grey.
ene spines fo — land on

grey than on black or white.
3. The spinner is _____—SE—_s«Cfo land on

white than on black or grey.
HoLioespinie miscues
| eee.) sfocland ‘on
or FEF.
9. The spinner is __________ to land on
than on E=.
6. The spinner is ____________ to land on

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white than on fs3s+] FE) or (FFA.
7-siheyspinnemise <ha"> as tovland.on

HEH than on — or white.
Use with Lesson 10-12, pages 471-472 in the Student Book. : |37
one hundred thirty-seven
Then go to Lesson 10-13, pages 473-474 in the Student Book. Y
Certain, Possible,
Name
Impossible
Sl
el
j
;
It is certain to It is possible It is impossible

pick o MB. to pick of. pick a |i
Circle the outcome.

I. Outcome: fe) 2. Outcome: 3. Outcome: N
~ — —
——_, ——,
certain ~«possible possible certain certain impossible

common:
4. Outcome: 4 corners 5. Outcome: no corners’ 6- Outcome: 3 sides

me
~ — —_= -
SS Se.
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certain possible possible impossible | certain impossible

sou?
7. Outcome: triangle 8. Outcome: rectangle |9. Outcom e: triangle
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certain impossible | certain possible |possible impossible

138 one hundred thirty-eight
Draw a Picture
Ly Sara and Tammy share 6 oranges equally.

Each of them gets one half of the oranges.
How many oranges does each girl get?
* » Draw to show the number

of oranges in all.
> means | of 2 equal parts of a set.
Circle to show two equal parts
Count how oe are: inn eachols
Each girl gets 3 oranges.
Use counters to act out the problem.
Draw a picture to solve each problem. stSPDR LUE TU,

I. Essie buys 8 bananas. One half of them are ™-:*:---
in a bowl. How many are not in the bowl?
2 —.- _____ bananas are not in theSON
2. Soot Tey [5 flowers. She puts ‘ of them

in a vase. How many flowers are in the vase?
l ;
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3 ek = flowers are in the vase.
ARATE NINES TE LRP IERIE
ISTO TETOOL EE IE ECE EI LO I a EPS OP EO REE CELIO
3. Barry shares |2 shells equally with 2 friends.

How many shells does each person get?
13 of [as = caer Each person gets —___ shells.
Use with Lesson 10-15, pages 477-478 in the Student Book. ndred thirty-nine
one hund y 139
Mixed Strategies
Use a strategy you have learned.

Draw a Picture
I. Erma stacks 18 cubes. Use Logical Reasoning
Tony stacks 10 more than Erma. Use More Thon Cia ~~~ ew naeents
Raul stacks 9 less than Tony.

Who stacks the least number of cubes?
stacks the least.
2. Enzo the baker makes 24 cookies.

He selis + of the cookies to Rita. oe
How many cookies does ae a
Enzo have left? ote
~e | Gages
Enzo has cookies left.
3. Dawn is eighth in line.

There are 3 fewer people behind her
than in front of her.
How many people are in line?
_____. people are in line.
4. Sam, Josie, and Cy each choose a card. ~

Sam’s card has an odd number of ones. ©
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Josie’s card has the greatest number.

Which number card did Cy choose?
Cy chose
Lf) one hundred forty Use with Lesson 10-16, pages 479-480 in the Student Book.
Nonstandard Units Name
Estimate the length of each picture.

Then use cc=> fo measure.
i
n
i
H
,
s
‘
!
‘
‘
j
Measure: _ ...
qbOuUT= =m. on) about _<.
Estimate: Measure:
about i) (Ee Dour... <
ERIE GAR LIE PZIL SIRE LET BELT N LT ESPON ILETEP ON LE EIEIO REGIE LSE SE ADO ELLOREN LITTER
ADEEELE DALI GE OEE EE GLEE IEEE SALES EES SE LPR TEEY STUER FNS AEST EE
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Estimate: Measure:
ddOuUTiune Boot 3
|
PER TR ASL DT LONE ETSI ALES IET LACED TOI TTS ALI AFR OTR PDI PIL STS

one hundred forty-one ul
GE Then go to Lesson 11-2, pages 493-494 in the Student Book.
Inches Name
ranger SW seenONS A agen
The carrot is about 4 inches long.
Estimate the length or height of each picture.

Then use an inch ruler to measure.
a
a
I Estimate: about __«_ inch

: : B
Measure: about __*_ inch
2. | Le eee Estimate: about ____ inches

estat S | Measure: about _____ inches
Estimate: about ___ inches
Measure: about ____ inches

Saha WO NO COE:
Estimate: about _____ inches
Measure: about ____ inches

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Estimate: about _____ inches
Measure: about _____ inches

142 oneyhundredmortystwo € Then go to Lesson 11-3, pages 495-496 in the Student Book.
Half Inch Name
The green bean is about 25 inches long.
Use an inch ruler. Measure the length of each picture to

the nearest half inch.
': a
I. § u H
, )
t | en
ED eee
i PI 2 4
i .
i “as
i
i
c=
Seineieetasendacereiieal! INCnes
ACR AUR ERA A RE IE PRESEN SLE ENE A LCE REDO PLDSETP ERO RPE STOO LR 8 PAI IEE A RE SIAR NESS OE TE STOR URES NE IETE
sites)2 1NCHeS
inches
SOLS EE LPT LOSE LE IEE EILENEN DERI IETEE TELE IEE EOE SIE YELOSES EIS 6D RE TERESI TORS I AIOE
EESEAT! MIE SDE ME EL SS ILENE
LPS LL TELE LLEET SAL POF LOEELEN ELEN I PO
Start at the mark. Use an inch ruler.

Draw a line for each measure.
4. 3 inches
| {SPO SG SEDO SN EEE. ARISEN IIE DED ? BRINE EA NEEL INL TE IESE TLE OEP LL ONE NEDAEIOOL
IE BEE LDN
ie:
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Inc. 5. 4 D inches
SPS SARE a!GTO MLSNI IO LER EIST
i5%:
6. | D inches
coe
CE Use with Lesson 11-3, pages 495-496 in the Student Book. one hundred forty-three [43
Feet and Yards Name
A football is | A baseball bat is

about | foot long. about | yard long.
Which unit would you use to measure the length or height

of each real object? Write inch, foot, or yard.
Li | {2
ONES ORETE cars arenas Iver PP REPT ae era ROTO SRT ~ Se ete es
Measure each real object.
7. the height 8. the length 9. the height

of a table of a computer | of a child Copyr
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about feet _ about feet | about feet

about yards | about yard | about yards

144 one*hundred: forty-four € Then go to Lessons 11-4A and 11-4B, pages 223-226 in this Workbook.
Cups, Pints, and Quarts Name
| quart
2 pints =
Color to show the same amount. Complete.
Le STR ESR ES |
\ f) . j 1 t os | |) — — —— PSS
a ae — — fe eR Fa [ER ie
9 Sm e Se ne BS a 8 CUDSp= ee. pints

| \) iD l= )
2. EE pees eae: inet: |

MILK MILK é MILK & LK
&; 8 B&B B, 4 pints = quarts
6 pints = —_____ quarts

Lee ee $
About how much does each real container hold?

Circle the better estimate.
y. 5.
about | pint | * about 3 cups
ae neR eee ee =
s a= 7 ty %
at eee) ee
about 3 quarts
2 a®
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6. | 7. =
about | cup | about 4 cups
about | pint | about 4 quarts
Use with Lesson 11-5, pages 501-502 in the Student Book. one hundred forty-five [u5
Gallons Name 2) 3) et
4 quarts = | gallon
Color to show the same amount. Complete.

|
5
[miLk} [MILK [MILK [MILK :
QUART QUART QUART QUART QUART
C . 4
\ Se wep [MIEKP s
QUART
a - *
_=*_ gallons = +“: quarts
[acK [MILK [MILK [MicKBy [MiLKB (MLK (uickP (MiLKD
QUART QUART Quart]? [Quart] [Quart] 7 [QUART] / [QUART
_*) gallons =/44s—

C0 ES
SPO SAAD PILE SEE SEEDS LETT EMELLEE L DIE IAMS LET EDIT A
About how much does each real container hold?

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about 2 quarts about |5 quarts
about 2 gallons about 15 gallons

ia

one hundred forty-six Then go to Lesson 11-8, pages 507-508 in the Student Book.
Ounces and Pounds Name
A pencil weighs about | ounce. A stapler weighs about | pound.
About how much does each real object weigh?

Then use a balance to check.
° HT e
paseeSees=seennme,, 88§=§=6f%
~ “about 3 ounces
° ae wee. oe oe ae-. eef
ve ® 2 a £
about 2 ounces
"fae
Secennsnans
ae = o*
about 2 pounds
about 5 ounces about 10 ounces
about 5 pounds | about 10 pounds
| : 1) about | ounce
about 3 ounces |
about 3 pounds EY about | pound
|
i
RTCA LURE ASBOMUSI AA PELE DEBS TEE LESS RIE LOSE EYOEE NEOELBE A EN SMES EE IA OL ONIN OTN ELIE LLBE IRIE ETAT SEEDS
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about 4 ounces
about 2 ounces
about 4 pounds about 2 pounds
PDE EARS LESLIE

red forty-seven
one hundred forty 47
Centimeters Name
cm means centimeters
rie =| lesa eae |

1234
5 67 8 9 10 1 Berra:
The corn is about 9 centimeters long.
First estimate the length or height of each picture.

Then use a centimeter ruler to measure. ca
2
Estimate: about _‘-*_ centimeters

Measure: about _*="_ centimeters
Estimate: about ____. centimeters
Measure: about ____. centimeters
Estimate: about —— centimeters
Measure: about ___. centimeters
Find these real objects. Estimate their length in centimeters.

Then use a centimeter ruler to measure.
Estimate Measure
4. &
a} a
e ’
about _*=-_ cm about _“=-_ cm

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5.
CbouT=aS en about eae
6.
2 ee es
GDOUT = =5em about __3gm

[48 one hundred forty-eight
Meters Name
about 2 meters
about 20 meters
about | meter | about 2 meters
about !0 centimeters about 20 centimeters
5. How long is a new pencil? 6. How tall is a fence?

apn ralIEICE KES ISOS DATS ET ,
|
Scena rete erp ee are
ry ‘ Sas. Lae ‘ M ie lara ; f
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: |
about 20 meters igs spag About 120 meters
: | about 120 centimeters
about 20 centimeters
€ Use with Lesson 11-10, pages 513-514 in the Student Book. r ’

ty-nine
Then go to Lesson 11-11, pages 515-516 in the Student Book. oneshundtedsiorty 149
Perimeter Name
2 in. + lin. + 2in. + I ins =e

ain
‘perimeter ON
Use an inch ruler or centimeter ruler.

Find the perimeter of each figure.
I.
ii " o™%, a ff
4 ent ta PS H z Ra. oe | .
; acs : #_in.
2.
=___in
3. Cc
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150 one hundred fifty Use with Lesson 11-11, pages 515-516 in the Student Book.
Area Name
GB = | square unit | area = 7 square units
Find the area in square units. Draw a

different figure that has the same area.
i 1
Senene
eee de eas ~--O----~@---@--
oC area =
SLES ESD SEI STL RIOD DOD SESE ERIE ELODIE LETS LER EIDE DDEL LDEDR DE SLE IIE IEELEED ARIEL DIG LOLA
DER IIE AEE EELS SEES SS SISA ISTE I NETO EEE TAO INE SE LATO ES
Estimate the area in square units. | [] = | square unit |

Then draw |_| to find the area.
3. 5. @ @ 8 S @
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@ | | * @ 8
about _” a about ____ [] about []
area t 5. 1S area ay ghott |

SENET
LICL
IES
GE
FE
PLES
SDE
TEED
IR
BS
EIEEEAN
CLE
OE2SBP
ared = ___ [J
SE St EPI ES RAE RAVINE PRE DEE AEG EAETESPIES BEELER DINE SA GREATLY
NLS

one hundred fifty-one I5]
Grams and Kilograms Name
A bee weighs | A small bird weighs

about | gram. about | kilogram.
About how heavy is each real object?

oe
me)et OP Oe Oe etos ee
2 my
6 grams
<5 grams 7»
& = my = “
6 kilograms
a ee he
5 kilograms
3. i
| gram | Cc) 2 cies

| kilogram [5 3 kilograms
5. 6.
10 grams | 2 grams
10 kilograms 2 kilograms
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| gram 6 grams
f
| kilogram 6 kilograms
a RA ESFREES AE SEA A IIE LEN IONICS
ene Use with Lesson 11-13, pages 519-520 in the Student Book.
152 one hundred fifty-two Then go to Lesson 11-14, pages 521-522 in the Student Book.
Liters
ef
tS
a,
less than | liter about | liter more than | liter
About how much does each real object hold?

Circle the best estimate.
ee ee ee, |
“les s
eh” than | liter?
2 ae ; .= less than | liter
about | liter | & er about | liter
more than | liter | = more than | liter
2. ae ks
less than | liter | less than | liter
about | liter " about | liter
more than | liter catittt more than | liter
5. (6.
about about about about

| liter ots iters- Zoe
fi 40 liters
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7. is
about about | about about

8 liters 80 liters | liter 10 liters
one hundred fifty-three 153
Volume Name
O
e
12 cubic units
Find the volume.

Use connecting cubes to model each layer.
Cubic units |= ees

ERASE SRT OER N LST PTE II TE OMNES TORSN IE DORR AIOE
af
e
| 9]
'
= -CuDIC UNS |
LEIP
SIP RTS R OST NGS CARTE
5.
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=____ cubic units | ss

___ =
ee Use with Lesson 11-15, pages 525-526 in the Student Book.

154 halla fr Then go to Lesson 11-16, pages 527-528 in the Student Book.
Temperature Name
Be o
w oO
N io)
10
oO
ks
ks
a
a
Write the temperature.

Remember: Each line stands for 2 degrees.
A" 12wf)
—30 |
1=—30
=—20 ae
ae ae
= =
F—-10 ae
7 C
7
“poaat wh ©, °C
Solve. Use a problem-solving strategy. Yearly Temperatures
3. How much warmer was the temperature [Month| renperd Temperature
[January [SF
in April than October? ee
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Inc. SRA TAIRA DEES SLIDEOLEDREPO LP AGLE ECL PEEING IIE SEPSIS REDE EABES LILES LOE LEN PELL SOLE
ODI ERED GEE
BRALLA LPL GL ESTELIA AEE
uly |OF
4. What was the range of [October [eF
temperature? [December [27°F
PALA SEAL LOST IMEPLP TNE TESTS 8 EASES PONE REIL STAIR ABI BO LATTE LNT PLETE TE
5. What was the coldest month?

€ Use with Lesson 11-16, pages 527-528 in the Student Book. ae
; ne hundred fifty-five 5
Then go to Lesson 11-17, pages 529-530 in the Student Book. sige Y IS
Choose Tools and
Units of Measure Pte
Use an inch ruler to measure , Use a measuring cup to measure
how tall the pitcher is. '
how much the pitcher holds.
2 quarts
Circle the unit of measure you would use.
I. How much will 2. How long is it?

it hold?
yard 1 gallon foot pound | pound quart

<0 SEES ARRAARSE HENRI
Write the name of the tool you would use to measure.
memes YOrdstick je
Ay "ah 4o-=
balance ruler cup thermometer
4. the length of a car
5. the amount of juice in a pitcher

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6. the weight of a pumpkin
7. the temperature on a cold day
8. the amount of water in a fishbowl

I56 one hundred ne € Then go to Lesson 11-17A, pages 229-230 in this Workbook.
Use a Map
Tad walks from the
fence to the bench.
Then he walks to the slide.
How far does Tad walk?
'» Find the numbers you need oe Y ee
on the map. Then add.

i SSR
3 (Cece we
: r
\A :
Tad walks 63 meters in all. a | rey 7 \ A
he order of the addends

to solve the problem again.
Use the map above to solve.
Il. Sonia walks directly from the fence to the slide.

Then she walks to the fountain.
How far does Sonia walk altogether?
Sonia walks meters.
2. Gina walks from the table to the fountain.

Ty walks the shortest route from the fence to the slide.
How much farther does Ty walk than Gina?
Ty walks meters farther than Gina.

SSN RESMELISS PLE LL CL FETE IES DEE SEE LEE LL EE EA TELE.
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3. Paul walks from the fence to the fountain.
Which route is longer, passing
the slide or passing the table?
Passing the ______ is longer.

’ 5
€ Use with Lesson 11-18, pages 531-532 in the Student Book. neh hundred fifty-seven
one fifty I 7
Mixed Strategies
Use a strategy you have learned. peratogy Filea

Tony buys one dozen roses. Use More Than One Siege |
Use a Map
5 of them are red. How many of the
Make a List
of the roses are not red? Draw a Picture
Lilsusatsusiabaeelle iiaisiataitiitaieaaeeeamenemenmeteen
- “ ome
|
of the roses are not red.
. Kyra spends 18 minutes running

and double that time cooking.
Does it take Kyra more or less
than one hour to do both?
It takes Kyra than one hour.
. Bill is at the deli. He wants to go to

the shoe store. How much farther is it
to go past the hardware store than
past the drugstore?
Hardware ‘9 yards
Store
It Is yards farther.
AICP
TLE LD LCS DELL
. Sid needs to go from the grocer

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to the hardware store. What is
the shortest distance he can go?
The shortest distance is yards.

158 one hundred fifty-eight
Multiplication as
Repeated Addition Name
Add. [Muttiply. = |
3 groups of 3 3 groups of 3
i}
|
3 threes | 3 threes
i
ie tee Oee P, et
}
lies xX 3=9
j ||
}
addition
a a
sentence |
Ee Ace
multiplication sentence |
Use ap to model the equal groups.

Complete.
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PH, Oe eu Set Meet

vp
€ Use with Lesson 12-1, pages 549-550 in the Student Book. one hundred fifty-nine 159
Multiply Groups of 2 Name
You can write multiplication two ways. a: eae

~ number in
2 a 2
number | number in | ae ae |
of groups — each group - | Ol Oa
Find how many in all. Multiply.

>
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es .
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: Use with Lesson 12-2, pages 551—552 in the Student Book.

16O one hundred aay Then go to Lessons 12-3, 12-4, and 12-5, pages 553-558 in the Student Book.
Multiply Groups of 3;
igi ge,
Same eee j Mt
GUIS eT
~—number in each group
number | number in | X 2 ‘number
of groups
ofgroups each group Ps
Find the product.

L. : 3
3 4
6 threes — x 6 8 fours x 8
O63 = .-16 Sell aes
Multiply Write the missing numbers.
fa]3]3]2]3]5]2]3]9]3|~n-=
Number:
+f2ls[sfs|6|7
2]. group
el PELLET 1m
2. <— of groups
7
PPP EEE EEE E]-ne ) Number:
Olt} 2]3/4] 5] 617] 8]9]~ crcous

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group
eee |
Use after Lessons 12-3 and 12-5, pages 553-554 and pages 557-558
in the Student Book.
one hundred sixty-one 161
OO) oe 4 equal rows

5 in each group
4 fives = 20
Look at these arrays. Multiply.
Z
2 equal rows
5 in each row
3: 5
as =e x 2 ae — x
3. 4.
| equal row 3 equal rows
5 in each row 5 in each row
ui 5
i as ei Feet)
Number:
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<— in each group

162 one:hundred sbdy-two Then go to Lesson 12-7, pages 561-562 in the Student Book.
Related
Multiplication Facts Name
2 equal rows = 4 equal rows

4 in each row | 2 in each row
9x4=8 livers:
Color each grid. Multiply.
Use grid paper for exercises 5 through 8.
I. 3 rows of 2 2 rows of 3 2. 4rows of 5 5 rows of 4
Borin 2 XS Ol) YX5Se 5x4 =

3. | rowof 4 4 rows of | 4. 3rows of 3 3 rows of 3
1 xXt=_ apn Sie SS Le pera
5. 4 rows of 3 3 rows of 4 6. O rows of 2 2 rows of 0
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All ae Soi OX 2" 5 eee
7.5 rows of 2 2 rows of 5 8.3 rows of 5 5 rows of 3
boos eth OX5=—_|. faecb si - ie

Use with Lesson 12-7, pages 561-562 in the Student Book. one hundred sixty-three 163
Division as Repeated
Name
Subtraction
Subtract. Divide.
to model. Subtract equal groups to reach 0.

Then divide.
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SETS NDRy rae nn TTS NEN:

164 one hundred sixty-four
Separate Groups of 2;
Separate Groups of 3 Name
Separate each group into equal groups of 2 or 3.

Then complete the division sentence.
I. How many threes are in 12? ~~, 2. How many twos are in 14?
O66 | oa
4. How many threes are in 18?

(
!
}
i
|
5-48 rs ‘"s |
1! eee yr = _
5. How many twos are in 16? 6. How many threes are in 21?
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Use after Lessons 12-9 and 12-10, pages 567-570 in the Student Book. n
, -
:
Then go to Lessons 12-11 and 12-12, pages 571-574 in the Student Book. One hundiegmxty-tive 165
Separate Groups of 4;
Separate Groups of 5 Sane
Separate each group into equal groups of 4 or 5.

Then complete the division sentence.
I. How many fours are in 8? |2. How mony, fours are in 24?
we o o
4. How many fives are in 10?

4. th th Be
| sl sh Qed el Qed
I>
= = aii> a> a> sr
gij> 2ap> air A
Ga Get ie
A A
aA aA
H> a> a> oP pica aai> |
02 5 = | 10+5=
5. How many fours are in 327 |(6. How many fives are in 35?
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166 oneshundredsshkty=six Then go to Lesson 12-13, pages 575-576 in the Student Book.
Separate
with Leftovers Name
Put 7 @ in
groups of 3.
2 groups of 3
| left over
Circle equal groups. Then complete.
I. How many groups of 2 in 9? |2. How many groups of 3 in 9?
|
groups of 2 | groups of 3
ue over
SERIES SET ATAETTURTE SLO EA SEN
| ARE
___
ATS AEES
left over
ee
3. How many groups of 4 in 7? 4. How many groups of 5 in 19?

|
YY
yy wry yy '
SSSEsn S3See@
== _.group"oict ____ groups of 5
___ left over ____ left over
SF
AAEM EPSTEIN BEE IEESET SN EOSNEES LEP BOLE IGEN SITLL SEN
EEEERE EIA NEIDIO
EEL ALS TOE CSTR LGETAFE SLIDE LION LET ERTTONLE AES TE IRLEGIL TY
5. How many groups of 2 in 8? |6. How many groups of 4 in 10?
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QQ QQ |
eq @4
= Groups" ot 2 __— groups of 4
____ left over _____ left over
RRR EDI NE LS HEED ENON LAETOLI

Then go to Lesson 12-14, pages 577-578 in the Student Book. CHSADUnimReKsI<hyeseven 167
Share
with Leftovers Name
Share 19 stamps
equally among 4 friends. GOS
AOS
mit TE MM WH
Each friend receives 4 stamps.
There are 3 left over.
Share equally. Tally to solve.

I. Share || strawberries equally |2. Share 26 books equally among
among 3 friends. 5 friends.
©, &
Each receives ict a Each receives ___.

There are sat left over. | There is ___ left over.
3. Share |5 cookies equally 4. Share |2 nickels equally

among 4 friends. among 2 friends.
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Eacn receives Ss; _ Each receives __.

There are ____ left over. There are _____ left over.
PSE ERATE OT SET SORTER OE “3 SET FSO aS ARE
Re a
168 one hundred sixty-eight Use with Lesson 12-14, pages 577-578 in the Student Book.
Relate Multiplication
and Division Nang
om renter
|Related facts |
-use the same
|
& numbers. —
Write the related facts.

How many in all? How many groups?
I.
2 groups of 4 Put 8 Hf in groups of 4.
eS Seen eee ene
ee RRO RRR TKK
Keak /* : - ~ are a*& 2m
4 a o* y
oe \ *, Gm he are one
& os me » math
he a 97 %..7 = Br sesses
2. 5 groups of 38 Put 15 Mf in groups of 3.
Ben] SES eee eee

tte
re
ASANTE
ARTA SEET SERS SERS AGESEERG ES SIP LEP ECCI MELE I LE IPO T CE SG REEIEIE EE IRIN LN TE BLEEP ATE TESTS
3. 8 groupsato2 a Put 16 M@ in groups of 2.

[| | Bee eee
CORCONCLOI BEE eee
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I REA ROREEES IEF EU EIETLEIP RT RO DOE
Use with Lesson 12-15, pages 579-580 in the Student Book. Ie

one hundred sixty-nine
Then go to Lessons 12-16 and 12-17, pages 583-586 in the Student Book. We 9
Symbols for Numbers;
Solve Number Sentences ‘°°
Does @ = 10? |To find the hidden number, divide

_ the product by the given factor.
381+ @=510-@
3x HB= 2!
Does 381 + 10 = 510 — 10?
2l= 3
391 does not equal 500.
No. @ does not equal 10.
i- 7
Solve. Write yes or no.

Il. Does the A = 3?
83x A=-6+A
3. Does the @ = 5? 4. Does the 4 = 4?

25+ @=15+-@ | 3X 47 = |\2-— #7
Find the hidden number in each sentence.
- ux p = 24 5x La = 40
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@™, 8 6
a 2v
s 4? ® 5 numen
o7 bake geal ate = auunan er
meom 3 = Yad
F :
oy —
a ail
al } a
cs STI —
170 one hundred seventy Then go to Lesson 12-18, pages 587-588 in the Student Book.
Choose the Operation
_» Jo has 18 flowers. She puts

an equal number of flowers
into the 3 bunches.
How many flowers are in each bunch?
Decide whether to multiply or divide.
To find how many in each group %
when ais are equal, multiply or: ‘divide:
_ number number
_of groups | (in each group
There are 6 flowers in each bunch.

=! Draw a picture to check your answer
.
Circle multiply or divide.

Solve the problem. multiply divide
I. Each of Sid’s 3 friends | =
SMES seh osielele Stell gee number of number in number
How many stamps do they groups each group in all
give altogether?
ers Clos
2. Gia bakes 24 cookies. She shares multiply divide

them equally among 6 friends.
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reserved. How many cookies does each friend get? ____. cookies
3. Sara has 5 fruit bowls. Each bowl multiply divide

has 3 plums. How many plums
does Sara have altogether? ____ plums

one hundred seventy-one I7]
Mixed Strategies
Strategy File S)_

Use a strategy you have learned. _ Choose the Operation |
AT _ Use Logical Reasoning |
I. Erika puts 28 shirts in 4 stacks. | Use a Pattern |
Each stack has an equal number | Use More Than One Step:
| Guess and Test
of shirts. How many shirts are Leaicnaitianecasntniomnen |
in each stack?
shirts
2. Marah finds 53¢ in her purse.

She gets 4 coins from her mother.
Now Marah has 88¢. Circle the coins
Marah’s mother gave her.
3. Fidel writes a number greater than 60.

It as an odd number with
more ones than tens. Circle Oe 89 93
the number it could be.
4. David has 31 shells in his collection.

He gives 1|2 to his brother. Then
David finds 16 more shells. How many
shells does David have then?
shells
(SORE IG EA POM ELT OIE AS ETRS IPI AEE SEA AIRE TERS PGI REE EAI EIS ETI OCTET
TIS LEILA SELL
ILIIE DAT SEE LNOE EINES PONY TEE SEEN
ISSIE BENISTE TES
9. Use colors to show the ©

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pattern another way.

NLT A AI EZ
172 one hundred seve nty-two Use with Lesson 12-19, pages 589-590 in the Student Book.
BOS 8 @.O,8 28.4. G S668, SOG 4,69
ae : ior della en sa ee Pe pnts
8.6.88 ,6 8 SO 68
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G86 8 SS £GO
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NEL ig ghreme en ene ARTIC
Additional CCSS Lessons

Pages 175-234 of this workbook have additional lessons with content
based on the Common Core State Standards (CCSS). Each lesson has
teaching and practice exercises. These lessons can also be found online at
progressinmathematics.com. The bottom of the second page of every lesson
directs you to another workbook page of more practice of the math taught in the
lesson and also to the next Progress in Mathematics lesson.
Practice for Additional CCSS Lessons
Pages 236-265 have more practice of the math taught in the additional CCSS
lessons. Doing these practice exercises will help you master the work of each
additional CCSS lesson more quickly. The bottom of every practice page
identifies the lesson that is being reviewed by the workbook exercises, and also
identifies the next Progress in Mathematics lesson. Before starting a workbook
page, read the title. If you need to review the work in that lesson, turn to the
page in your workbook where it is taught.
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glpt-3 GS 6% 2-268 Re ee
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ee
S eS
Additional CCSS Lessons

=
-) Addition and ~, Money
e,e | ee
_/ Subtraction Facts | _/ and Time

|© Money Problems (7-9A) ...........:.ccceeeee 201
a eo ate 175 | © AM. ond P.M. (7-13A)..........cs0/seam 203
¢€ Think Addition to Subtract | _
GPU NP tee he Ont: eee 177 | gee
© Make 10 to Subtract (1-16A)............. 179 8, Place Value to 1000
¢€ Writing a Number Sentence | <a
(1=1.6B) :..5ccS0 and eae inean elem ken 1B ipigs ane ee ie 4cet Te
© Use a Bar Model (1-18A) .ccccsssssesseeeeee 183 | € Sacrentnt i Pare rainsoe sap
¢ Two-Step Problems (1-20A) ............... 185 | € (es BEARER He Numeere te
ithe Compare (8-5A) ........:...--..9teennn 209
oe Place Value to 100 ~<», Addition and

= _ @) } Subtraction: Three-
© Model Even and Odd (2-12A).....ces++e. 187 Digit Numbers
ai ee a _ © Draw Pictures to Add (9-5A) vse. 211
yu : Addition: Two-Digit ¢ Using Properties to Add (9-6A).......... 213
oa Numbers € Draw Pictures to Subtract (9-I4A).....215
; _ © Add to Check Subtraction (9-16A) .....217
© Mental Math: Add Two-Digit Numbers
(9 hie”
(LIGA SRR Rie ene Sed fee aie 189 ‘ PARE
oer Te
~My
(EGE) eee Se ee eee, 91

| @ Fractions: 4, 4, 77 (10-1A).cae 219
© Whole Numbers and the Number
a) Subtraction: Two- | Line (10-2A) ...ceccesscec--c
ss 22 |
Digit Numbers
¢ Mental Math: Subtract Two-Digit | ay » Measurement
aes
Numbersi(5-6A) scx oe sekestecses cere 195
|© Measure Length (1 1-4A) .......cccceeeeeee 223
Spero |© Relate Addition and Subtraction to
| Length (1 1-4B) 2c... 225
|© Rectangles and Area (1 1-12A)........... 227 ©
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_© Measurement and Data (1 1-17A)....... 229

¢ Identify and Draw Plane _ © Solve Two-Step Problems (1 1-18A) ...231
Figures: (6-GA)y. «cna nuhiamencsia
ereeeee vere 197 ii
i
¢ Attributes of Plane Figures (6-4B)...... 199 i
25) Multiplication and
8
|
i
‘G4/
pwatueesee
Division
|
j
5 ¢€ Use an Array Model (12-1A).............+. 233
I74
Name
Objective: To use addition and subtraction to solve comparison word problems
Paul has 4 more white marbles Dana has |0 red blocks and
than gray marbles. He has ~ some blue blocks. She has
3 gray marbles. How many 6 fewer blue blocks than red
white marbles does Paul have? blocks. How many blue blocks
does Dana have?
You know the smaller part, 3.
You know the greater part, 10.
QO®@
POG KO KOO HS
When you know the smaller part,
add to find the greater part. When you know the greater part,
subtract to find the smaller part.
OOOG+Ooo@® oe Je ee x Dx Dx Dx Dx
Write a number sentence. Write a number sentence.
B wit Ea? [OIG 6 =?

a 7 lOo-—-6=4
Paul has 7 white marbles. Dana has 4 blue blocks.
Solve the problem.

Il. Nina has 9 oranges. She has 6 apples.
:Will you add or
How many more oranges than apples
: subtract to solve? e
CHOOSES SHHSHESHEHEHHHHEEHESEHEHESESESOEESEEE
does Nina have?

Write a number sentence.
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reserved. Nina has _="*_ more oranges than apples.
2. How do you know whether to add or subtract

when you solve a problem about comparing?
Grade 2, Lesson I-I1A
Name Practice
Problem Solve. Use a problem-solving strategy.
Solving
3. There are 6 robins and 3 blue 4. Josh has 8 green squares.
Jays in a tree. How many more He has 6 more green squares
robins than blue jays are than yellow squares. How
in the tree? many yellow squares does
Josh have?
5. Lea has !0 markers and . Sam saw || cats today.

8 crayons. How many more He saw 4 fewer dogs than
markers than crayons does cats. How many dogs did
Lea have? Sam see?
7. There are 5 crows in the yard. . Tina has 14 yellow beads.

There are 7 more robins than She has 8 fewer green beads.
crows in the yard. How many How many green beads does
robins are there? Tina have?
9. Luke ran 7 miles. Jeff ran 10 . Clare has 2 red pens and
6 miles. Tim ran | more mile 5 blue pens. She has 4 pencils.
than Luke. How many more How many more pens than
miles did Tim run than Jeff? pencils does Clare have?
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Explain Your Reasoning
Ii. Write a number sentence for the drawing. eb & &|
Explain how the number sentence represents De
the drawing.
Grade 2, Lesson I-I1A € For additional Practice, go to page 236 in this Workbook.
Name
Objective: To use addition facts to subtract
You can use addition facts to help you subtract.

> Kim has |2 dimes. She has 7 more dimes
_ than Mia. How many dimes does Mia have?
Find: 12 —7 = ?
What addition fact has 7 as
an addend and a sum of 12?
Delt A =O The missing addend in
PY hep addition is the difference
in subtraction.
SO alia Gat.
Mia has 5 dimes.
Write a related addition fact. Then subtract.
poilOs! = Heo Seo an Vene=an80? =nit bol

& + 4 = 10 8 SeBIRO
TIOS
So. ta y 14 — =
rc ey = ob,
Bel2.7 6 = _. 6...| |seMhg f= Je

=
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te = 12 + 9 =
7. How can you use an addition fact to help

you complete a subtraction sentence?
Grade 2, Lesson I-I4A
Nome: eS ee ee es es Practice
Write the related addition fact. Then subtract.
i Un sei a Pe = Cil bilHae i Aen ==

SO ae oer = =
10). (6:9 een [thm are

Sea ae oe ot, [=e
His, Solve. Use a strategy.
12. Jed has 13 model cars. 13. Some frogs were in a pond.
Kyle has 4 fewer model cars Then 7 frogs jumped into the
than Jed. How many model pond. Now there are 12 frogs
cars does Kyle have? in the pond. How many frogs
were in the pond before?
I4. Rod finds 10 large shells and _ 15. Pat has a sheet of 12 stickers.
8 small shells. How many She uses 3 star and 3 moon
more large shells than small stickers. How many stickers
shells does Rod find? are left on the sheet?
What?’s the Error?

l6. There are 9 apples in the bowl. Lily uses
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2 apples to make a fruit salad. She
decides to use a related addition fact to
find the number of apples left in the
bowl. Lily says there are || apples left
in the bowl. What is her mistake?
178 Meee € For additional Practice, go to page 237 in this Workbook.

Name
Objective: To use the Make |0 strategy to subtract
Find the difference: 16 — 9.
You can break apart a number to lead to easier

subtractions.
16 — 6 = IO, so break
9 into 6 and 3.
516-6 = lOand 10-3=7;

: are easy subtractions.
Make IO to find the difference.
2.14 —-6=?7 Pachd a G.ean0
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j Se a
te brett ,
3. How can you use what you know about

making |0 to subtract?
Grade 2, Lesson 1-16A

NOM@ isk se es ee ee ee | eee
2 Practice
'
Make IO to find the difference.
ul12—-/= B14 -8=_ {oll -Y¥=

1 GANS m2 foe BW eet oy 9. | 5) — See
io. 16 — 8 = Welg2@—-—3= 2. | | —"Sa
[3 :D" —¥ Ome 4.11 —6 = 5.13
— fie
612-5 = 7.16 —7 = iB14—-9=
914 — 7 = 20.11 —3 = 21.16
— 37
i ets Solve. Use a strategy.
22. Jake makes |6 muffins. He 23. There are |3 bees in a hive.

eats | muffin. Then he keeps | more bee comes into the
8 muffins and takes the rest to hive. Then 5 bees fly ouf. a
his grandpa. How many muffins How many bees are left in =
does Jake take to his grandpa? the hive? £
Critical Thinking F
24. Lucy wants to read |5 pages. She reads E
6 pages before school and 3 pages after =
lunch. Explain how Lucy can use the Make 10 =
strategy to find how many pages she has left é
to read before lunch. How many pages does 9
she have left to read after lunch?
€ For additional Practice, go to page 238 in this Workbook.

€ Then go to Lesson 1-16B, pages 181-182 in this Workbook.
Name
Objective: To solve problems involving addition and subtraction
Mr. Jones has |2 stamps. Penny buys 9 red apples.

He uses 8 of the stamps. Then she buys 2 green apples.
How many stamps does How many apples does Penny
Mr. Jones have now? have now?
°
°
.
Mr. Jones has 4 stamps now. | Penny has ||! apples now.
Solve.
I. Ms. Gray has 9 markers. 2. Five ducks are in a pond. Some
3 markers are blue. The rest more ducks jump in. Now there
are red. How many red are 13 ducks. How many ducks
markers does Ms. Gray have? Jump into the pond?
Ms. Gray has red markers. ducks jump into the pond.
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3. There are || books on the shelf. The librarian
takes 4 of the books. How many books are left
on the shelf? How can you write an addition
number sentence to solve? How can you write
a subtraction number sentence to solve?
Grade 2, Lesson |-16B [ED
Name
Write an addition or subtraction sentence to solve.
4. There are some pears in the 5. Twelve marbles are in a bag.

bowl. Fay puts 5 more pears Six are blue and the rest are
in the bowl. Now there are yellow. How many marbles
8 pears in the bowl. How are yellow?
many pears were in the
bowl before?
6. There are 9 parakeets in the 7. Nina has 4 more blue ribbons

pet shop. There are 2 fewer than Clio. Clio has 6 blue
canaries than parakeets. ribbons and 2 red ribbons.
How many canaries are in How many blue ribbons does
the pet shop? Nina have?
8. Luis has 1|2 fish in his tank. 9. The vet saw 7 cats and ih
He has 3 neon fish and 4 glass 9 dogs. How many
fish. The rest are tetras. How more dogs than cats did
many tetras does Luis have? the vet see?
Critical Thinking
Describe two strategies you could use to solve
the following problem.
10. Molly has 14 rocks in her collection. She found Copyri
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9 rocks at the beach and bought the rest at a

gift shop. How many rocks did Molly buy?
it:¥2 Grade 2, Lesson |-16B € For additional Practice, go to page 239 in this Workbook.
Name
Objective: To use bar models and number sentences to solve addition

and subtraction problems
A bar model can help you solve a word

problem. The bar model shows how the a beeene eee
whole and the parts are related.
> Emma picks 6 apples. Arnie > There are |2 apples. Some
picks 8 apples. How many are green and 9 are red. How
apples do they pick in all? many apples are green?
You know the two parts. To You know the whole and one
find the whole, you can add. part. To find the unknown
part, you can subtract.
Terre ee
6+ 8= L225 Se
They pick ifsae in all. There are 3 green apples.
Solve. Use a bar model to help. Write a number sentence.

I. Drew uses 15 beads to make a
key chain. 8 beads are green.
The rest are blue. How many iain
Rieenamarpers|
etn
beads are blue? at-0noet ¢|
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2. There are |6 balloons. Katie uses 9 of the balloons.

How many balloons are left? How can a bar model
help you find the answer?
Grade 2, Lesson I-18A [E&)
Nomet i 2 eae eee eee : Practice
Sarin Solve. Use a strategy.
3. Ray has 12 marbles. Carl has — 4. Julia has 3 fewer rings

5 fewer marbles than Ray. than Rita. Rita has 8 rings.
How many marbles does How many rings does
Carl have? Julia have?
5. Tina has 8 brown eggs and 6. Some ducks are in a pond.

5 white eggs. How many eggs 6 ducks join them. Now
does Tina have in all? there are || ducks in the
pond. How many ducks were
in the pond at the start?
7. Morgan buys 9 oranges. 8. Gus has 3 more cards

He buys 5 fewer lemons than than Mel. Mel has 6 cards.
oranges. How many lemons How many cards does
does he buy? Gus have?
Critical Thinking
9. Use a bar model to show each problem.
Why are the bar models different?
a. There are 9 birds on a fence.
6 of the birds fly away. ©
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How many birds are still on the
fence?
b. There are 9 dogs at the park.
6 more dogs come to the park.
How many dogs are there in all?
Name C ave
Objective: To use bar models and equations to solve two-step addition

and subtraction problems
You can use drawings and number sentences

to solve problems.
There are 1|2 birds in a tree. 6 of the birds fly
away. Then 3 more birds fly away. How many
birds are in the tree now?
Make a bar model.
eeeee le ee
You can solve the problem

Reeds
9
yagi setae eal
P rcreens
@ First find how many birds are © Then find how many birds
in the tree after 6 fly away. are in the tree after 3 more
There are 6 birds in the tree. fly away.
l2-—-6=6 bas O5F- ace O
So, 3 birds are in the tree now.
Make a bar model and write number sentences to solve.
I. There are 18 children at the park.

9 children leave.
Then 5 more children leave.
How many children are at the park now?
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Inc. So, there are _““:_ children at the park now.
2. Why do you sometimes have to write more than

one number sentence to solve a problem?
Name : Practice
Solve. Make a bar model. Write number sentences.
3. Ines has 8 eggs. She eats 4. 9 ducks are in a pond. 4 more

2 eggs. Brad eats 3 eggs. ducks come into the pond. Then
Mel eats the rest of the eggs. 5 ducks fly away. How many
How many eggs does Mel eat? ducks are in the pond now?
5. Rick has |4 shells. He gives 6. Bella has 7 gold stickers and

8 of them away. Then he gets 8 silver stickers. She uses 9
6 more shells. How many of the stickers on a note to her
shells does Rick have now? pen pal. How many stickers
does Bella have left?
22 SEs 5
Aie Solve. Use a problem-solving strategy.

7. Pete has 12 dimes. He uses 8. There are |5 fish and 3 snails
5 dimes to buy a banana and in a tank. 6 fish are sold.
4 dimes to buy milk. Ray has Then 2 more fish and 2
|O0 dimes. He uses 6 dimes to snails are sold. How many
buy an apple. Who has more fish are left in the tank?
dimes left?
Test Preparation
9. Celia has 9 marbles. She finds 3 more marbles.
She gives 7 marbles to Kim. Then Celia finds ©
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5 more marbles.
a. When Celia gives Kim 7 marbles, how many
does she have left? ___——s marbles
b. How many marbles does Celia
have at the end? ___—_—s marbles
Name
To find out if the number of flowers in each

group is even or odd, you can count by 2s
or you can make pairs of flowers.
If none is left over, the number is even.
If there is | left over, the number is odd.
Count by 2s _ Make Pairs
So, 6 is an even number and 7 is an odd number.
Every even number is the sum of two addends

that are the same number.
b+ 1=2/24+2=4/3+3=6)4+4=8/5+5=10
Circle even or odd.

I. Count by 2s. Is 8 even or odd? +2. Make pairs. Is 9 even or odd?
® ® ® ® “even @ 2 @ @ @ even
0 8B oa 2a22 #2
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3. Is the sum of 6 + 6 an even or an odd number?

How do you know?
Name Practice
Write even or odd.
1@@@GO (50000000 |¢@

@©0008 C800000| 080000
Fellas eae [Earnie Pio lO
Find the sum. pal

739+5= £432184+4=_ |95-+
7 ee
08 +3=_ jn9+9=_ 112.2 + 2
13.5:
+5 — Ss Soe 5.6
+ |
TSESCal OPERA REID:
16. Circle all the sums in exercises 7—15 that have

the same addends. What do you notice?
ee Solve. Use a strategy.
I7. A butterfly has 12 spots on Ig. There are 20 hiking boots

its wings. There are 6 spots on a shelf in a shoe store.
on one wing. How many How many pairs of boots
spots are on the other wing? are there?
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What’s the Error?

I9. Meg says 6 is not an even number. She says it is
because you add two addends that are not the same,
4 and 2, to make 6. What Is her mistake?
F3:3] Grade 2, Lesson 2-12A € For additional Practice, go to page 242 in this Workbook.
Objective: To use strategies based on place value to add two-digit numbers
To find the sum you can break apart the sie tsp
addends or add by place value.
Break Apart Add by Place Value
Break apart the 36 + 58 = ?

addends into tens ok [See
3024-6750. Fac
and ones.
Add the tens. 30+ 6+ 50+ 8

Add the ones. BOG 8 Add the tens. Add the
th
Pe TNO cre eso es (uous ree: Ace Me two sums
30 6 80
+50 +8 +14
80 |4 ou
So, 36 + 58 = 94.
Use a strategy. Write the sum.
123+ 42 = ? 28 OSE ceslt/ sree

LAO CE OU a GT 60 + or.
OA oa =
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3. Think about the addition strategies you have used.

If you added the ones first and then the tens,
would you get a different answer? Explain.
Grade 2, Lesson 4-6A [EY

Name | Practice
Use a strategy. Write the sum. Think

:Use these strategies:
i ie <txfbe : © Break Apart into Tens and Ones :
a a : « Add by Place Value :
6. 35 (lis) 8. 76 9. 2S
40) +14 +22 ae
lo. || ll. 30 I2, 26 I3. D5

+81 Hu? +26 eke
ee 5. Ou 6. |7 I7. 3297
+39 +71 +28 +65
Problem
Solving solve. | Use a strategy
Ig. Lily scores 23 points ina ball | 19. There are 74 seats in the
toss game. Then she scores Clowning Around tent. In the
25 more points. Does she front section there are 30
score more or fewer than seats. How many seats are
50 points altogether? in the other sections?
Critical Thinking ©
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20. Look at the solution to the addition problem below.

What 2-digit numbers are most likely being added?
OU 0 eel ay
80+24+9 . i
80+ 11 =9I
TT} Grade 2, Lesson 4-6A € For additional Practice, go to page 243 in this Workbook.
pt a oe
a gs I tt gett,
Objective: To use counting and place value strategies to add

two-digit numbers
To add mentally, you can count on or break

one addend into parts to make the nearest ten 20s fe oa
to find the sum.
Count On Break Apart to Find Tens

@ Count on 2 @ Break apart 25+ 18 =?
to make the one addend. 05 4 6 < 13 me
nearest ten. —2 ei
@ Add. @ Add to make 95 +54 |3=?
the nearest
ten. 30+ 13 =?
© Count back 2.43, 44,45 © Find the sum. 30 + 13 = 48

Ngee
mOecoet 16 y= UG.
Count on to find tens. Break apart to find tens.

Write the sum. Write the sum.
OS, he, 2. I4+

26 =?
SE + ew ENE, “2 + 26 = *
63 a = ©
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nNO a wooo | ie + Noox |
3. How can you decide whether to use the

count-on strategy or the break-apart strategy?
Grade 2, Lesson 4-6B [ED
Nome (2. =< aly ee eee ee : Practice
..... ;
ee eeeeeeteteeeees
Add. Count on or break apart to find tens. .. TRIMK.......
: Use these strategies:
Mie (ome e/a :¢ Count On
: ¢ Break Apart to Find Tens :
5.45 + 29 = 6.62
+ 29 =
fe ips} gs. 18 9. 26 lo. 38
seal, agele: + 45 +552
ne = =24 2, 54 [se ror 4. 29

ae We ap lite: + 46 hes
Is. 15 6. 27 [7am 5 Is. 28

amarots: + 64 amy ame)
I9. Derek has 45 arcade tickets. 20. There are red and blue balloons
Rita gives him 19 more in the shop. The shop carries the
tickets. How many tickets same number of each color. If
does Derek have now? there are 13 red balloons, how
many balloons are in the shop?
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21. Look at exercise 18. Tell which strategy you used
to find the sum. Explain the steps you took to do it.
TP} Grade 2, Lesson 4-6B € For additional Practice, go to page 244 in this Workbook.
Name C |
Objective: To use strategies based on place value and properties

to add four 2-digit numbers
Use different strategies to find a sum. {19 + 30+ II +24 =?

Add Tens, Then Ones Change Order and Groupin
O Break apart the addends @ Change the order of the
into tens and ones. addends.
© Add the tens. © Group two addends.

© Add the ones. © Group again. |When you change
the order, the sum
© Add the sums. © Add. is the same.
19 — eee iol+{9 19 19
30 aes alt 4 30 | +30
[eee (LOS aae LTOl+ I| 30 se Seg
+4 ore 20} + ; OU eyeOlas ee Ole aru
70 + 14= 84 ? ? ? Bu
50, 19 + 30+ If +24
= 8H.

eo ee he O05 2 15 I5~
ieee OO alt 28 5a
Sip) aearre lg) are 5 OB
+10-——~-+10+ 0 +22 +22
? ? ey =
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3. Tell what strategy you would use to find

this sum. Explain why your strategy works. 13 + 15 + 20+ 12 =?
Grade 2, Lesson 4-9A [ER
elt: ae
—— ae ee : Practice
taal 3 tea bays) 6 12 Teese. | s. I4

40 kee; 26 8 24
8 Xe, he) 19 Re)
2 | ail stall eo tral
CW KOs poisfoPisa Ml eats 22 lo. 27 + |7 + |Ole
Hl. Obatt22 +757 aca 2. 18+ 22+ 2| ae
Problem)
Solving sive. Use a strategy i
13. Donna has 50 striped socks I4¥. Calvin has 5 red caps and
and !0 spotted socks. Melanie [2 green caps. Marcus has
has 5 checkered socks and 8 orange caps, |0 blue caps,
25 plain socks. How many and 2 yellow shirts. How many
socks do they have in all? caps do they have in all?

I5. Jaime added 29 + 6+ 24 + 2l.
What error did he make?
29 — 20+9
6 ae OU) ©
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24 ——> 20+4
+ 2] — +20+1
3 120 + 14 = 134
[EI Grade 2, Lesson 4-9A ¢ For additional Practice, go to page 245 in this Workbook.
Tal evicy Shs
2 a C Pes
Objective: To use strategies based on place value to subtract two-digit numbers
To subtract mentally you can count back or gy ites 2

break apart and regroup to find the difference. Se
Count Back Break Apart and Regroup

@ Break apart 43. 62 — 43 = ? @ Break apart
iejes both numbers.
© Count back 4 tens. © Not enough ones to subtract.

Start at 62. Count back 40. Regroup. 62 = 50+ 12
22a BONE UK 5225) 62
er ee AN
© Count back 3 ones. © Subtract the tens.

Start at 22. Count back 3. Subtract the ones.
19 20 21 22 30 Le
lO 9
So, 62 — 43 = 19. G+ set
Subtract. Use the given strategy.
I. Break apart. 88 — 23 = ? (2. Count back. 76 — 54 = ?
sie) aes Start at 76.
—23 — Count back tens.
Count back ones.
hy
38 — 23 = Lf 76. =
54 =
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3. How do you know when you need to regroup

when you use the break-apart strategy?
Name : Practice
Use a strategy. Subtract. ao AHINK................:-0007e

; 5:
:: Use these strategies: :
39 26 : © Count Back ‘
= aa 1 Break Apart and Regroup |

Tao: pee key 9. Cee
eaet — 33 eS 67
—
ee
I. 69 2. 74 3. ea
Dee 16
-—
— 92 a7 pane
16. 55 aa
4. 40 [5.2
— 28 emails SSH
peels
Een Solve. Use a strategy.
Solving
Ig. There are 50 markers in a I9. Ted has a ribbon that is
box. Sue takes out some of 75 inches long. He cuts off
the markers. There are 22 a 3l-inch piece. How long is
markers left. How many did the ribbon now?
Sue take out?
What’s the Error? ©

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20. Dan says to subtract 23 from 56, you first

break 23 into 2 and 3. Next you start at 56 36
and count back 55, 54, 53, 52, 5/. He says | —_ 23
the answer is 51. What is his mistake? ?

eee ee £~
Objective: To recognize, identify, and draw plane figures
You can identify a plane figure by the number of sides it has.

Triangle §$Quadrilateral Pentagon Hexagon
side a @.
iad side‘cw,
“4 sides 5 sides 6 sides

Il. Complete the figure to 2. triangle
make a pentagon.
3. quadrilateral 4. hexagon
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5. How can you tell a pentagon from a hexagon?

Name
Name the figure.
6. 5 sides | 7.6 sides
8. 3 sides | 9. 4 sides
SSE ETT TRALEE SEE DE ON AR
Problem Bei
Solving Solve. Use a problem-solving strategy.
10. Allie has a sticker with 6 sides. | Il. Ken’s picture frame has
What is the shape of the _ 4 sides. What shape is the
sticker? Draw the figure. | frame?Draw the figure.
I2. The sign near Barry’s school I3. Marie draws a picture with
has 5 sides. What shape is the | 3 sides. What shape does
sign? Draw the figure. _ she draw? Draw the figure.

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as
14. Which figure is not a hexagon?
<> Ome
A 3) C D
(EE) Grade 2, Lesson 6-4A € For additional Practice, go to page 247 in this Workbook.
Name
Objective: To use attributes to identify and draw plane figures
You know how to identify a figure

by the number of sides it has.
Count the sides of the hexagon.
A hexagon has 6 sides. sil vertex
Count the angles. A hexagon has 6 angles.
Count the vertices. A hexagon has 6 vertices.
What do you notice?
The number of sides, angles, and vertices is the same.
You can identify a hexagon by the number of its sides,
the number of its angles, or the number of its vertices.
Draw each figure. Then name the figure.

I. 5 angles 2. 4 vertices
@uw 2 =e = = ¥
One ae = = &
Name each figure.

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3. 6 vertices 4. 3 angles
Pai
7 vases ra ae? aolae
4 tito geet ee pa a bs Ts”
LSPP’ fb Seman aa Se &
fF eS
5. Peter draws a triangle and a hexagon. How

are they different? How are they alike?
Grade 2, Lesson 6-4B [ED
Nome. 1. ae eee ee 2 ee | Practice

6. 6 angles 7.3 sides
7 FRR RE STOTT
8.5 vertices 9. 4 angles
Name each figure.

[On o*SidCse a 2 ll. 4 vertices
pees Solve. Use a problem-solving strategy.

Solving
I2. A figure has 4 vertices and I3. How many angles in all are
4 sides. How many more in a triangle and pentagon?
vertices and sides does a
hexagon have than this figure?
Critical Thinking ©
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l4. The words tricycle and triangle both start with

the same three letters, fri. Think about a tricycle.
Think about a triangle. What do you think the
letters fri might tell you about an object?
€i] Grade 2, Lesson 6-4B € For additional Practice, go to page 248 in this Workbook.
Objective: To solve problems involving money
You can count dollars and cents to solve money problems.

Ray has | dollar, | quarter, Lia has 3 quarters and
2 dimes, and 2 pennies. How 2 nickels. She spends | quarter
much money does he have? and | nickel. How much money
does Lia have now?
- ESESTAS PEPE BE AS. SREL SS SCREW ES OES: |
“d
PNEDED STATES OF AMERIC
.
~ at
Count on to find the amount

Count on from | dollar. Start left. Lia has 2 quarters and
with the coin with the greatest | nickel left.
value. | dollar and 47 cents 55 cents
Ray has $1.47. Lia has 55¢ now.
Solve. Write the amount. Use a dollar sign and

a decimal point. You can draw a picture to help.
I. Tim has 2 one-dollar bills, 2. Jill has 3 one-dollar bills, and
| dime, and | nickel. How 2 dimes. She spends | dollar
much money does Tim have? and 2 dimes. How much
: money does Jill have left?
Tim has __ « dollars and
: Jill has dollars and
eee ____ cents left.
$ aie $
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3. How does the decimal point help you read money

amounts? Use the amount $2.35 to explain.
Grade 2, Lesson 7-9A Pi})

Name
Siileen Solve. Use a strategy. Write the amount.

Solving
4. April has 4 one-dollar bills, 5. Jill saves 6 dimes, 5 nickels,
| quarter, and | dime. How and |12 pennies. How much
much money does April have? money does Jill save?
dollars and cents cents
pew eenen mise.

6. Ken has 4 quarters, 2 dimes, 7. Max has 2 one-dollar bills,
and 3 pennies. He spends 3 dimes, and 3 nickels. He
| quarter and | dime. How buys stickers and pays with
much money does he have | one-dollar bill and | nickel.
now? How much money does Max
have now?
cents
‘ dollar and cents
ac
8. Jess has $1.43. She pays for 9. Troy has 3 quarters, 5
a peach with two quarters. dimes, and 4 pennies. Then
How much money does Jess he finds | quarter and |
have left? nickel. How much money
does Troy have now?
cents _ dollar and cents
LES Vp oe

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10. Amal has 3 one-dollar bills and 4 pennies.

He says he has $3.40. What is Amal’s mistake?
How much money does Amal have?
@y] Grade 2, Lesson 7-9A € For additional Practice, go to page 249 in this Workbook.
Name
Objective: To tell and write time from clocks to the nearest five
minutes using A.M. and P.M.
When you write the time, use the letters A.M.

to show the time after midnight and before
noon. Use the letters p.m. to show the time
after noon and before midnight.
P Sofia has a piano lesson in the afternoon.
The clock shows the time her lesson starts.
It is the afternoon, so use P.M. to show the time.
Sofia’s lesson is at 4:15 P.M.
P Mel’s dad gets up early in the morning to get

ready for work. The clock shows the time he
gets up. It is the morning, so use A.M. to show
the time. Mel’s dad gets up at 3:30 A.M.
Write the time. Use A.M. or P.M.
I.
You get up in the morning at You get home from school at

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or just after noon? Explain how you know.
Grade 2, Lesson 7-13A PK)

Name
Write the time for each activity. Use A.M. or P.M.
homework
soccer practice | recess
Problem
Solving Solve. Use a strategy. Use A.M. or P.M.
10. Theo finished dinner at half Il. Mark finished lunch at a
past seven. What time did he quarter past noon. What time
finish dinner? did Mark’s lunch end?
12. The movie starts at ten 13. Haley’s dance class starts at
minutes after two. What time a quarter to ten. What time
does the movie start? does her class start?
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Critical Thinking
14. Gina said she would meet Fay at the track at 8:00.
The next day, both girls were at the track at 8:00,
but they did not meet. What could have happened?
i] Grade 2, Lesson 7-13A C For additional Practice, go to page 250 in this Workbook.
Name
50 tens = ? hundreds Vhong liatinstine

Use place-value models. 20 tens = 2 hundreds =
50 tens
5 hundreds
BEE
a PeEe ktat
2. How many tens are in 400?
if tens
ee
RNNEEENE
cc RE LE
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3. How does using ten rods help you show

a hundreds number? Use 600 to explain.
Grade 2, Lesson 8-IA Bi

Name
Complete.
4. 70 tens = hundreds | 5. 80 tens = hundreds
6. 20 tens = hundreds | 7. 900 = tens

FURIES SUS OS ESI
8. 300 = tens nr 9. 600 = : fens
10. 400 = hundreds ie | I. 200 = ones

OCI
12-6002 — hundreds |13. 500 = ones
Problem
Solving Solve. Use a strategy.
ly. Jett’s sticker book has 8 pages. | I5. Ella has 4 boxes of sports
There are |00 stickers on _ cards. Each box has 100 cards.
each. page. How many stickers | | How many sports cards does
does Jett have in all? Ella have in all?
16. Brittany puts 600 marbles | 17. Ted has 30 boxes of comic
in bags. Each bag holds / books. Each box contains 10
100 marbles. How many - comic books. How many comic
bags does Brittany fill? _ books does Ted have in all?
Critical Thinking
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Ig. What are three different ways you can name
the number 800? Explain your thinking.
(Yq Grade 2, Lesson 8-1A € For additional Practice, go to page 251 in this Workbook.
, € Then go to Lesson 8-2, pages 351-352 in the Student Book.
_ dictcl waht
Sic ses
UULUCUCUCUCUCLCUCCCtC“‘t‘“CCtisSS
ae C | a
Objective: To skip count by 5s, 10s, and 100s to 1000
You can use a chart to see patterns when you

skip count by 5s, 10s, and |00s.
[391 |392|393|394|395|396|397|398|399|00
Skip Count by 5s Skip Count by 10s

Use the chart above. Use the chart above.
385, 390, 395, 400, 390, 400, 410, 420
Oop lO. thom
The skip-count by 5s numbers _— The skip-count by 10s numbers
end in 0 or 5. end in 0.
Skip Count by 100s
Use the number line.
O 100 200 300 400 500 600

The skip-count by 100s numbers end in two Os.
Use the patterns to skip count. Write the missing numbers.

|
I. Start at 575.
cdd,
ss 84, Fa
575, 580, 585, F7 oe
Skip count by 5s to 600.
RE EE CELEI
2eoiOhiOlecyO}
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Skip count by 10s to 420. 370, 380, 390, ,
rere PPR ERT AEE BIDS a DNL STE ALICE TIEDEICEE ATE
‘— aay
tA —
7 ee
iyye Peis Er S
> coh F taewn ht! E. Pf i]
we ' tt pe erene
3. Skip count by 100s to 1000. How is skip counting

by 100s from 100 to 1000 like counting by Is from | to 10?
INOIN@ Ace a es ee 2 ti ee : Practice ;

4. Skip count by 5s. H05;-410;5 sey)
6. Skip count by 5. —=—600, 605, 615, 1a

6. Skip count by 5s. ais eh) ae : 805,
sevens by IOs. 890, aia meet fd :940
8. Skip count by |Os. - S5UROOU: i 530; ae
9. Skip count by |Os. 200, 210, we ee 240,
10. Skip count by 100s. 100, 200, , 400, ;
ee fave Use a strategy.

ll. Evan has 12 dimes. Lucy has_ | 12. There are 10 pencils in each
20 nickels. Who has more box. There are 150 pencils
money? How do you know? _ in all. How many boxes
| are there?

10 points
I3. Alexis plays a ball toss game. She wants to

100 points
score exactly 200 points. How many different Copyr
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ways can she do this? Write or draw to describe

the different ways.
t t
ffi
-
j
I:] Grade 2, Lesson 8-4A € For additional Practice, go to page 252 in this Workbook.
i a Wd Lomb
Objective: To use place-value strategies and benchmark numbers

to compare three-digit numbers
Compare 243 and 247.

Use Place Value Use Benchmark Numbers
Compare the digits in each A benchmark number is easy to
number by place value. Start compare to other numbers.
with the greatest place value.
Compare 243 and 247 to 200.
nt lo. 243 247
40 = 40 benchmark
number
243 is closer to 200 than 247 is.

)
243 < 247 2U3 < 2U7
Compare. Write < or >.

Il. Compare 826 and 812. Use a 2. Compare 530 and 435. Use
benchmark number. place value.
812 826
Sac ee Sd en en es Be a
800 810 820 830
is closer to 800
than is.
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3. What benchmark number would you choose

to help you compare 764 and 758? Explain.
Grade 2, Lesson 8-5A BX)
Nome: 222 3 2. 2 ne ee eee Practice
Compare. Use a method that works for you.

Write <or >.
4. Compare 916 and 630. 5. Compare 778 and 775.
916( )630 bss, ag) WS

6. Compare 410 and 480. 7. Compare |44 and I4I.
rLO 480 [44 [4]
s.696( )835 | 9.162( )126 |10.378(C )386

u516( )4I7 |12.128( )821 13. 745) 754
14.720( )760 15.104 )10Il 16. 4930 ) 399
I7.816( )819 jis. 211 )208 19. 555(_ ) SY

20. Gillian has 287 baseball cards. 21. Kimi has 470 bottle caps. Todd
Dana has 239 baseball cards. has 704 bottle caps. Who has
Who has more baseball cards? fewer bottle caps?
Critical Thinking Copy

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22. Use the digits in the box. Write as 9

many different three-digit numbers as you
can. Circle the number that is closest to 500.
PIN) Grade 2, Lesson 8-5A € For additional Practice, go to page 253 in this Workbook.
You can use a place-value chart
and pictures to help you regroup.
276 + 136
=?
Add the ones.

Regroup.
Meee Be
apap ee |
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3. When would you use drawings to help you find a sum?

Grade 2, Lesson 9-5A BID
Name Practice
Draw to add. Use a] for 100, ! for 10, and o for |.

Write the sum.
a 204 5. /59
E478 ar toys
64 397 T2E5365
+265 +457
8. 566 9. 57
+ 84 +174
ao Solve. Use a strategy.
10. Will scored 145 points in his ll. Gina’s team traveled 138 miles
first bowling game. He scored in May. In June her team
[55 points in his second game. traveled 283 miles. How far
How many points did Will score did the team travel in May
altogether? and June?
Critical Thinking
12. Write the missing digits in the a du b. Du} ©
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ones place. =
a. Make an addition without + 35 | + 35 a
regrouping. Find the sum.
b. Make an addition with
regrouping twice. Find the sum.
Name
Objective: To use strategies based on properties to add three-digit numbers
132 + 295 =?
You can break apart the addends to find the sum.
132 a8 295
ae
@ Break apart the addends. 100 + 30+2+200+90+5
© Order by place value. 100 + 200 + 30+ 90+ 2+5

Add the hundreds.
Add the tens. 300 + 120 + 7
Add the ones.
S00s7 = O0l 4 420r
rs
© Regroup if you need to.
Find the sum. 400 + 20 + 7 = 427
90, 132 + 295 = 427.
Break apart the addends. Find the sum.

lL 143 + 348 = ?
ee PO eee hee INE Biches aban
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2. Explain how you could use the break-apart

strategy to add 63 + 255.
Name
Break apart to add. Show your work on a separate sheet of paper.
Sa en os Ge Ba nl 5ae
9-569 + 294 — eR t twee Te

r 112 |8 Woo 1% [54 10. 33g
+312 56 +240 +329
seh le 3. 176 [eles

se
Re+174 +388 ime “ine

15. There are 315 people skiing. l6. East Peak is 224 meters tall.
There are 191 people West Peak is 258 meters tall.
snowboarding. How many Together, they are half the
people are skiing and height of North Peak. How
snowboarding altogether? tall is North Peak?
Critical Thinking
I7. You have used place-value charts to
add, where you began by adding the ones. reser
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You have used the break-apart strategy,

where you began by adding the hundreds.
Explain why the sum is the same no
matter which strategy you use.
PIT! Grade 2, Lesson 9-6A G For additional Practice, go to page 255 in this Workbook.
Objective: To use pictures to model hundreds as tens in subtraction
You can use a place-value chart

and pictures to help you regroup.
524
— 261 =?
Subtract the ones.
There are not :

enough tens to IOC ILL MMM foee
subtract 6 tens. a
= Regroup hundreds 5 hundreds 2 tens =
as tens. Subtract Es 44 hundreds |2 tens
the tens.
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I. How do you know when you need
to regroup in subtraction?
Grade 2, Lesson 9-I4A EIB

Name
Draw to subtract. Write the difference.

PracticeI
ou |
2, 437 LES Woyope)

=242 sey (ALS
Dire syatel Re 5. 609

= tei7é pe tars!
6. /28 bo VB,
SO mace, |
oe Solve. Use a strategy.

8. Connie needs 160 more points 9. The Sports Spot sold
to reach her goal of 750 points. 234 snowboards, 217 bikes,
How many points does Connie and 143 scooters this year.
have now? How many more bikes than
scooters were sold?
Critical Thinking
10. Here is how Eric subtracts. 529
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a. What is Eric’s mistake? — L |
| 19
b. What is the correct difference?

i a ee
Objective: Use addition to check subtraction
Addition and subtraction are opposite operations.

So you can use addition to check subtraction.
Subtract 684 — 258. Remember to regroup as needed
Add to check the answer. when vou subtract and add.
7 I4 |
634 ao UO6 Start with the difference.
Eee) 258 Add the number subtracted.
U26 684
These numbers are the same.
So the subtraction is correct. |.
So, 684 — 258 = 426.

=<
Subtract. Add to check.
572 ae) 718

—249 +249 -356 +356
4.
ear teee 627
—(62"~ +162 - 83 +83
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5. Why can you use addition to check subtraction?

Name
6. | | 7. rater 82
ot 306 &= = U39 |
—418 +L__J}}) S271 +L = 8 ae
9. ~) |10. eed sh “Vea

825 528 oe 670 Kal
mahal ce 27 3a sue (8)
Qk TORS
Problem
S olving Solve. Use a strategy. Check your work.
12. Mr. Brady sells 186 tickets. I3. The gym holds 500 people.
Mr. Lin sells 243 tickets. How 415 people go to the game on
many more tickets does Saturday. | 19 fewer people
Mr. Lin sell than Mr. Brady? go to the game on Friday than
on Saturday. How many people
go to the game on Friday?
LRAT
14. Ms. Drew has a box of 300 I5. Hugo scores 352 points playing
pencils. She gives 228 pencils a game. Nora scores 95 fewer
to Mr. Taylor. How many poinis than Hugo. How many
pencils does Ms. Drew have points do they score in all?
left?
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I6. You can use addition to check subtraction.
Can you use subtraction to check addition? Explain.
AE} Grade 2, Lesson 9-I6A € For additional Practice, go to page 257 in this Workbook.
Name
Objective: To show and identify halves, thirds, and fourths
You can divide a shape into equal parts

to show fractions.
A shape with 2 equal parts shows halves.
A shape with 3 equal parts shows thirds.
A shape with 4 equal parts shows fourths.
> Use a circle to show thirds.
Divide a circle into 3 equal parts.

The circle shows three thirds.
Each part is one third of the circle, or 7
Use each shape to show equal parts.
|. Divide the rectangle into 2 equal parts. ae
Each part is one of
the rectangle, or
2. Divide the square into 4 equal parts.
Each part is one of
the square, or
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3. How is the rectangle at the right like

the rectangle in exercise |? How is it different?
Grade 2, Lesson 10-1A iq)

Nome: 2 eS Se eee eee | Practice

4. Divide the circle into 2 equal parts.
Each part is one of e
the circle, or
5. Divide the rectangle into 4 equal parts.

Each part is one of
the rectangle, or
6. Divide the square into 3 equal parts. e

Each part is one of
the square, or
7. Divide the circle into 4 equal parts.

Each part is one of
the circle, or

8. A pizza is cut into 4 equal 9. A sheet of paper is folded into
slices. Write the fraction that 3 equal parts. Write the fraction
represents | slice of the pizza. that represents | equal part of
the paper.
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What’s the Error?
10. Abe drew the circle shown at the right. He says
the circle shows thirds. What is Abe’s mistake?
(21) Grade 2, Lesson 10-1A € For additional Practice, go to page 258 in this Workbook.
1 a
, _ MPM Sian
—— liner iter ti
Objective: To represent whole numbers, sums, and differences

as lengths on a number line
A number line shows numbers as points.

The length from one number to the next is one unit.
> Find the length from O for the number 5.
er RI ee The length from one
Hi unit 4 number to the next
number is always
0 | ZEON NGSNS WEE Be En en « eRe YASSESS 3 the same.
The point 5 is 5 units from 0.

So, the length from 0 to 5 is 5 units.
> To add and subtract, use lengths on a number line.
Find the sum: 4 + 2 = ? Find the difference 16 — 4 = ?
@ Start at 0. Move fo 4. @ Find the first number, |6.
@ From 4, move right 2 units. @ From |6, move left 4 units.
Se WINS 2 units NG I ifo e e
a
UR EE |G CST Resid) s aRiy o Meaeaay 4 Moe the 2 oe tee? LO: el Onn oecl
The sum is the total length The difference is the remaining

from 0. length from 0.
So, 4+ 2= 6. Som 6s tHe 2:
Use the number line to answer each question.

7 aad C DE Il. Which point shows a length of
j fe
Bom oe e526 27) 281 299e30 bkSty 32 28 units from 0%
2. Which point shows the sum of
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24 + 6?
3. Explain why on the number line above, point B shows the difference
of 31 — 6. Why does point E show a length of 23 + 8 from 0?
Nomen ee eee eee ee es | Practice
Use the number line to answer exercises 4-7.

U V W xX Y
[So VG: (20) 222 Seo econo ee meee
4. Which point shows the 5. Which point shows a length

difference of 34 — 9? of |7 + 17 units fromioe
6. Which point shows the sum 7. Which point shows a length

of 20v= 87 of |7 units from 0?
Use the number line to answer exercises 8 and 9. Show your work.
Be “HO? 48 50 sr528 Oo FOG. soo roG
8. Label point G at the length of | 9. Find 60 — I5.

46 + 6 units from 0. 60:— 15 =, 2
Problem
Solving Solve. Use a strategy. :
10. Jay starts at O on a path and ll. A dancer starts at O and :
walks 75 steps. Then he walks moves 60 units across a stage z
back 8 steps. How many steps from left to right. Then she 2
from 0 is Jay now? How can moves back and stops 25 units ¢
you use a number line to find from 0. How many units back =
that length? did she move? B
ES
— eee SR ASIA DET 5
A B 8
Test Preparation ~73 a3 gu a5 3 37 38 9) 40
12. Use the numbers at points A and B on the number line.
a. Write an addition number sentence.
b. Write a subtraction number sentence.
c. What is the length in units between points
A and B on this number line?
loTeayet oh Bh 1 eh
Objective: To use different units to measure; to find differences in length
The picture is about |2 inches long.

The picture is about | foot long.
It takes more inches than feet to
measure the same length.
Sp STFA ASSISTANT ATI GGAIDEN AATEC ARES OEE BEE EEG DLE Ea
The teacher’s desk is

5 feet longer than
Taylor’s desk.
8 feet — 3 feet = 5 feet
‘
|{foot oy foot i ‘foot [Tost [ {foot | | foot | 1 foot 14 foot. {foot I 1 foot T ‘41 foot
8 feet 3 feet
Measure each object to the nearest inch and foot.

I. The length of your desk 2. The length of your teacher’s desk
about inches about inches
about feet about feet
3. How much longer is your teacher’s desk than your desk?

about inches longer
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4. Ann measured her height in inches, then in feet. Which

measurement had a greater number? Why?
Nome Practice
5. The length of a keyboard 6. The width of a window
7. The length of a textbook 8. The width of a textbook

9. Which is longer, the length of your textbook

or the width? How much longer?
EB te Solve. Use a problem-solving strategy.
10. Marco’s notebook is 15 inches | Il. Dell’s picture is 9 inches long and
long. Sam’s notebook is [2 inches wide. Jane’s picture is
9 inches long. How much 8 inches long and 12 inches wide.
longer is Marco’s notebook? Will they both fit on a mat that
is 18 inches long and 12 inches
wide? Explain.

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I2. Mark says that 4 inches are longer than | foot

because 4 is greater than |. What is his mistake?
@2] Grade 2, Lesson 11-4A C For additional Practice, go to page 260 in this Workbook.
Name Cc
Objective: To solve word problems about length using drawings and

writing number sentences
Jack draws this picture

to show the length of his
pencil now.
> Jack’s pencil was 2 inches > Suppose the pencil will be just
longer last week. About 3 inches long in a few weeks.
how long was the pencil How much shorter will it be
last week?
54+ 2:= 7
Sate = e/
The pencil was about The pencil will be about
7 inches long last week. 2 inches shorter than it is now.
Solve. Use the drawing. Inches
Co
I. Ben’s straw is | inch longer than | 2. The picture shows Eva's straw
the straw shown in the drawing. after she cut off 2 inches. About
About how long is Ben’s straw? how long was the straw?
oe ee ee ee = =
about inches long about _ inches long
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3. How can a drawing and a number sentence help
you solve a problem about length?
Grade 2, Lesson |1-4B Be

Cl ieee
aa a Practice
Solve. Use the picture. Write a number sentence.
Sael 2 a 4
5
teed 4
4. The drawing shows a star 5. About how long will the star
border that Mia is making. She border that is shown be if Mia
needs |2 inches in all. About adds 6 inches to it?
how much longer does the star
border need to be?
— == oo =
about inches longer about inches long
aie Solve. Use a strategy.
6. Sara’s pet lizard is 7 inches long. | 7. The length of a new table is

Leah’s pet lizard is 10 inches double the length of the old
long. How much longer is Leah’s table. If the old table is 4 feet
pet than Sara’s? long, how long is the new table?
inches feet
1A RE EE IER ee
What's the Error?

8. Regina has two pieces of string. One piece is
36 inches long. The other piece is 24 inches long. ©
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Regina says that the total length is 50 inches.

What error did Regina make?
PYY4 Grade 2, Lesson |1-4B C For additional Practice, go to page 261 in this Workbook.
Ne ee C
ee ee cae a
Objective: Divide a rectangle into square units and count the

total units to find the area
ae er
You can draw square units that are
the same size to find the area of
a rectangle. | square unit
~~
@ Draw a line across to make rows.
© Draw lines down to make columns.
© Count the square units.

The area is 12 square units.
Draw square units. Find the area.

Bi 2.
area = _*_ square units area = square units
Q oH sins4
i
area = square units area = square units

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5. How can skip counting help you find the

area of a rectangle?
Name Practice

6. Bae 2) 7. =

ETT

Draw square units. Add to find the area.
4 square units
square units
Problem Solve. Use a strategy.

Solving Use grid dot paper or paper.
12. Draw as many rectangles as I3. Kara draws a rectangle. It
you can that have an area has 5 square units in each
of 6 square units. How many row. It has 2 rows. What is
rectangles can you draw? the area of the rectangle?
rectangles square units

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What's the Error?

14. Steve draws lines to find the area of this
rectangle. He says the area is 8 square
units. What is his mistake?
al 1
Nog) e -
e :*
Bill measures the lengths of his building

blocks. He makes a tally chart of the data.
> Make a line plot to show the same data.
e Make a number line for the data.
e Draw an X above the number for each
measurement of that length.
e Write a title for the data.
Building Block Lengths

(inches)
I. The tally chart shows how tall sunflowers

grew. Use the data in the tally chart to
make a line plot.
| 2 3 4 5 6
Plant Heights (feet)
2. Use the line plot. How many sunflowers

are more than 4 feet tall?
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Srilie Lp
ay + a Zi "7 E } ' eal x"
3. Why are there no Xs above the 3 on the line plot?
Grade 2, Lesson I1-17A BX)

None: =". ee ee eee Practice
4. Measure the length of each pencil to the nearest inch.

Record each measure in the tally chart below.
LRA AS REISE EE ORE AEE EE IY ET
5. Use the data in the tally chart to

make a line plot.
i a
SN RS AI Re SEW AORN EA PRO LEEN AIE T ROI
6. What pencil length did you measure most often?

SSR DOLE AR NE EASTERN
LOLS LE IEETORII TE ETE LE ILI POPOL
7. How Rony paaicls are shorter than 5 inches?

COIR RE DE ESTE EN IEE CA ERS SalI GI EN RT ©
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Critical Thinking _
8. Compare and contrast the tally chart and
the line plot you made.
PEN] Grade 2, Lesson I1-I7A G For additional Practice, go to page 263 in this Workbook.
Name G < - :e a 1
Objective: To use drawings and number sentences to solve

two-step problems
At a science museum Scott

walks from Gems to Dinosaurs
and then to Machines. He walks
48 meters in all. Kara walks from
Machines to Dinosaurs and then System
to Energy. How far does Kara ap uetele
walk in all? Use the map fo solve.
Step | Find the distance from Step 2 Add to find how far
Machines to Dinosaurs. Kara walks.
Scott walks 48 meters in all. You know it is 18 meters from

It is 30 meters from Gems to Machines to Dinosaurs. It is
Dinosaurs. 9 meters from Dinosaurs to
4g =? + 30 ..Think ap Ene Isy.

= fe SM |
The distance is 18 meters. boro aves
Kara walks 27 meters.
Use more than one step to solve. Use the map above.
I. Meg goes to 4 rooms and walks Bo: =
84 meters in all. She starts at
Gems, walks to Solar System, oe ee a ee ere
and then to Energy. Where does
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2. Explain how you solved problem |.

Grade 2, Lesson I1-18A BED
Name | Practice
Use more than one step to solve. Use the map.

YD
3. The route from Sandy Cove to

South Point that passes Mount
Evans is 46 miles. The other
route passes Eagle Cliffs. How
much longer is the route that
passes Eagle Cliffs than the
route that passes Mount Evans?
______ miles longer
4. Troy takes the shorter route 5. The Lopez family drives to
from the Park Entrance to Eagle Cliffs from South Point
Mount Evans. Does Troy and stops for lunch. If they
pass Rushing Falls or Sandy continue on to Sandy Cove, how
Cove? Explain. many miles will they drive in all?
6. Mike says it is exactly 7. On Monday, Ms. Riley drives

80 miles from Overlook Light from Mount Evans to South
to Rushing Falls. Ava says it Point and then to Overlook Light.
is only 56 miles. Who is right? On Tuesday, she continues
Explain. along the route, and drives
9 fewer miles than she does
on Monday. What is Ms. Riley’s
last stop on Tuesday?

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8. Use the map above.

How many different ways are there to drive
from the Park Entrance to South Point? List the
routes in order from shortest to longest.
€&¥] Grade 2, Lesson |1-18A C For additional Practice, go to page 264 in this Workbook.
Name 3bes i
*‘ m—_—— BY;
Si NEO acme 8 wire penene ss ATTENDS
a At LETT, PWai
Objective: To use an array to find the total number of objects
An array is an arrangement of objects in rows and

columns. Each row has the same number of objects.
An array can help you find the total number
of objects in a group.
Roy has buttons for an art project.
How many buttons does Roy have?
> To find how many buttons,
you can make an array.
There are 3 rows of 5 buttons.
So you can add the same
number, 5, three times.
Write an addition sentence.
5+5+5= 15 <«— addition sentence
Roy has 1|5 buttons.
Write the number in each row. Add to find how many in all.
Then write the addition sentence.
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3. When you make an array and then add,

why are the addends the same number?
Name Practice
Write the addition sentence for each array.
Find how many in all.
: ‘6 iB iB : KKK
NB) We) WB KKKK
ie ie We KKKK
A{B) A{B) A[B)
A
alg Ss ar = ar ar zr ot
- wvVvvVyvYy¥ iF A A
AAAAA
AAAAA
vvvyv AAAAA
ar a5 = a. ee, ee tie aa
fice Solve. Use a strategy.

8. Gina places shells into 4 rows. 9. There are 5 rows of mats.
Each row has 5 shells. How There are 25 mats in all. How
many shells does Gina have? many mats are in each row?
Test Preparation
10. Use 15 cubes to make an array.
a. Put 3 cubes in each row. Draw the array.
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b. Write an addition sentence for the array.

(2E} Grade 2, Lesson 12-1A € For additional Practice, go to page 265 in this Workbook.
eh
9» Addition and
x
BeesGata.
FJ
-@ / Subtraction Facts
| © Make Hundreds (8-1A) ........ccccceeeeeees 25
€ Add or Subtract to Compare (I-I 1A). ..... 236
| © Skip Count to 1000 (8-Y4A) 00... cece 252
€ Think Addition to Subtract (1-I4A) ......... 237 |
GC Use Benchmark Numbers to
© Make 10 to Subtract (1-16A) oo... 238
COMPCrel(S-BAn) a.Avante tadketietktine.
tstetos 255
€ Writing a Number Sentence (1-16B) ...... 239 |
© Use a Bar Model (1-18A) .............ccee 240 |
¢ Two-Step Problems (1-20A) ..............000 24|
»<». Addition and
©) | Subtraction:
Three-Digit Numbers
€ Draw Pictures to Add (9-5A) ........c::cceeee 254
|© Using Properties to Add (9-6A) ..........+ 255
€ Draw Pictures to Subtract (9-14A) .......... 256
© Add to Check Subtraction (9-16A) .......... 25%)
©) 4) Addition: Two-Digit
~ S? / Numbers
., Fractions and
€ Mental Math: Add Two-Digit ' Probability
Prniers (U-GA) VAG recttetes cunesvareneseectes 243 |
© Mental Math: Use | © Fractions) a3 /ay (HOSDA)iC1.Ak 2 258
Compensation (4-6B) .............:ss0sseeees 244 € Whole Numbers and the
© Four Addends (4-9A) ........ccccccseccseeeteeeeees 245 | NU MBS hwlInG sh OSX) piece ntangrcecneren
kena 259
Jee” Subtraction: Two- 3 i| _) Measurement

© Measure PSngthi hl |sHA) pores serepeazores sac 260
_ © Relate Addition and Subtraction to
© Mental Math: Subtract Two-Digit
Length: fit <4E3)t ih0.0. achvdhd
civ ccenonties 26!
PSE OO hn 207 ten eiaes dre atte iesusevessa: 246 |
, © Rectangles and Area (11-12A) ......... 262
| © Measurement and Data (11-17A). ........... 263
_ € Solve Two-Step Problems (1 1-18A). ....... 264
©
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Pugurasa(6-4A)covagawentlinteryirdegaen:
€ Attributes of Plane figures (6-4B)
@ Money Problems (7-9A) .......:cccsseeesseee

GA Maand |PeMs (7-)3A) enn. iid ani. 235
Add or Subtract Name
to Compare
Nina has 6 more gray buttons Louis has 8 blue blocks and
than white buttons. She has some green blocks. He has
2 white buttons. How many gray 5 fewer green blocks than blue
buttons does Nina have? blocks. How many green blocks
ésenBS, Rate 7 “4
Fi aa
Pee. Edie
~ prrsie pm - shii.
does Louis have?
ob
Sak, a Ai} é . 2 matt j eral
24+6=7
Lig > APA? AA A |
ED rt?) MARS! KARR BAB 8} / |
L-
2+6=8 8-5=?
Nina has 8 gray buttons.
38 pO sae
Louis has 3 green blocks.
Problem Solving
- Eli has 3 more red blocks 2. Heather has 9 white marbles.
than blue blocks. He has She has 8 fewer blue marbles.
5 blue blocks. How many red How many blue marbles does
blocks does Eli have? Heather have?
3. Val has 5 pencils and 3 erasers. 4. There are 6 boys at the party.
How many more pencils than There are 3 more girls than
erasers does Val have? boys at the party. How many
girls are there?
9. Bryan has 2 soccer balls and 6. Amelia draws |2 stars on her

6 baseballs. How many more paper. She draws 9 fewer ©
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baseballs than soccer balls hearts on her paper. How many

does Bryan have? hearts does Amelia draw?
236 € Use with Lesson 1-11A, pages 175-176 in this Workbook.

Think Addition Name
to Subtract
Use addition facts to help you subtract.
Eindatet 0. = ?
?+6= [4 The missing addend in
ee sane, addition is the difference
in subtraction.
Soe
= (Occ.
Write the related addition fact. Then subtract.
IL 15
-—- 6 = 22 BS &
iualiea 9 = Deer
gee a
Seal eigch Pues ee WehS Ron 4s euceelaea

ae = ern Serica ey emer ae tae
5 18 — 5 = 64 |e Saye ts ee
Se a re 2S i AONE NS EE |
iol bers apbh i= SinlGoine. IG Fs

8 ou
i Ga retag es ee
G,, Lo booed s hemteslerazaal jo..1./__==8 —=

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Veep aden wie. Peale maw

J a oe a
C Use with Lesson 1-14A, pages 177-178 in this Workbook. 237

Make 10 to Subtract Name
Find the difference: 13 — 8

You can break apart a number to lead to easier subtractions.
13 — 3 = IO, so break8 info 3 and 5.
13
13 — 3 = 10.and 10-5 = 8|
: are easy subtractions.
So, 13 — 8 =
Make 10 to find the difference.

= | 2 T=
L12 —8= s j4-5
- 1615 =
413 = 517-9=.
_ 1 9 1 3 = H
212-6=_
7.11 -—-2=
[or2 te
- 9
= e l e h S n
12
9
—= =9
|6. 1=6__
mI5
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915 —-—6= 5 |
wa

G Then go to Lesson 1-16B, pages 181-182 inthis Workbook.
Writing a Number Name
Sentence
Ed has 13 snowballs. Five of Sandra has 7 toys for her puppy.

the snowballs melt. How many She buys 4 more. How many
snowballs does Ed have now? toys does Sandra have now?
Ed has 8 snowballs now. Sandra has || toys now.
Write an addition or subtraction sentence to solve.
Il. There are some flowers in a 2. There are |3 boxes on a toy

vase. Mariah puts 6 more flowers shelf. Four are puzzles and the
in the vase. Now there are rest are board games. How
| 1 flowers in the vase. How many many boxes are board games?
flowers were in the vase before?
3. There are-8 cars in a parking 4. Casey has 7 more quarters

lot. There are 5 fewer vans than Jane. Jane has 8 quarters
than cars. How many vans are and 3 dimes. How many
in the parking lot? quarters does Casey have?
5. John has 13 marbles. He has 6. A farmer has 9 horses and

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4 blue marbles and 2 yellow 6 cows. How many more
marbles. The rest are green. horses than cows does the
How many green marbles does farmer have?
John have?
€ Use with Lesson 1-16B, pages 181-182 in this Workbook. 239

Use a Bar Model Name____“ss seegs = 0) See
A bar model shows how the whole

and the parts are related.
e Fred has 5 stickers. Bo has e Emily has 14 pencils. Some
7 stickers. How many stickers are silver and 9 are pink. How
do they have in all’? many pencils are silver?
To find the whole, you can add. To find the unknown part,
you can subtract.
——————
5+7=12 I4—-9=5
They have 12 stickers in all. Emily has 5 silver pencils.
|
Problem Solving
|. Randy has 16 balloons. 7 balloons |2. Amanda has 4 fewer Stickers E
are red. The rest are green. How than Taylor. Taylor has :
many balloons are green? |2 stickers. How many s
stickers does Amanda have?
3. Lance walks 6 laps around a 4. Rocco has 5 more pennies :

track. Sean walks 8 laps. How than Abby. Abby has S
many laps do they walk in all? 4 pennies. How many 3
pennies does Rocco have?
SAL POLLO LPT
5. Sally has || red flowers. She has |6. Some cows are in a field.
4 fewer white flowers. How many 8 cows join them. Now there
white flowers does she have? are 13 cows. How many cows
were in the field at the start?
ENE
2u0 C Use with Lesson 1-18A, pages 183-184 in this Workbook.
CG Then go to Lesson 1-19, pages 45-46 in the Student Book.
Two-Step Problems name
There are |5 leaves on J_—_______ 5 —__________

A
off. Then 3 more fall off.
How many leaves are on
the branch now? Make a bar model.
First subtract 6. Then subtract 3.
m0. — 9 9-—-3=6
So, there are 6 leaves now.
Solve. Make a bar model. Write number sentences.
Il. There are 14 children at a 2. |0 bees are on a flower.

playground. 5 of the children 3 more bees land on the
leave. Then 2 more children flower. Then 8 bees fly away.
leave. How many children are How many bees are on the
at the playground now? flower now?
3. Thomas has 12 stickers. 4. Patty has 8 red beads and

He gives 6 of them away. 6 white beads. She uses
Then he gets 4 more stickers. 5 beads to make a bracelet.
How many stickers does How many beads does Patty
Thomas have now? have left?
5. Bess has 5 dolls. She gets 6. Seth has |5 sheets of paper.

3 more dolls. Then she gives He uses 3 sheets of paper.
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2 dolls to her sister. How many He gives 4 sheets of paper to
dolls does Bess have now? some friends. How many sheets
of paper does Seth have now?
© Use with Lesson 1-20A, pages 185-186 in this Workbook. 2u |

CG Then go to Lesson 1-21, pages 49-50 in the Student Book.
Model Even Name
and Odd
Is 4 odd or even?
Is 5 odd or even?
Count by twos or make pairs.

Think: If none is left over, the
number is even.
If there is | left over, the number
is odd.
Count by twos Make Pairs
& ee @ | ne pape x 3
& & @
2 4 2 reel
So, 4 is an even number and 5 is an odd number.
Write odd or even.
-©800®0@ 2.@ \) $Ga) Fr

Ga
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Find the sum. Circle all sums that have the same addends.
¥Soto> [54 45>= _ 165 + oe
7.9. +. | a3. fbB,60.+.

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corer
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2u2 € Use with Lesson 2-12A, pages 187-188 in this Workbook.
Mental Math: Name
Add Two-Digit Numbers
Find the sum. 26 + 45 = ?

Break Apart | Add by Place Value
Break apart the | a ne
addends and add.

lL 67 2. 36 34 TH23 4. 6 63D
+15 +5| +17 +16
5 613 6. 50 7. 23 8. 35
+19 +38 +71 +15
9. 39 0. 23 Thos ye 12, U6
+32 +56 +32 +52
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+33 +59 +2| +45
7 99 is. 38 | 19. 63 (20. 29
+18 } +14 aE) +32
€ Use with Lesson 4-6A, pages 189-190 in this Workbook. 2u 3

Mental Math: Name
Use Compensation
Find the sum. 45 + I7 = ?
Count On Break Apart to Find Tens

Count on 3 Break apart uw +17=?
45
to the one addend. U5 4 sare
1 oe
eles Ash AICP) ALG)
nearest ten.
Sa Ne
Add. a Add to make U5 + 5 + [oem
te) the nearest LJ
65 ten. 50 + |23 ae
Count back 3. 62, 63, 64, 65 Find the sum. 50 + 12 = 62

a
Ae ee
90, 45 + 17 = 62.
Add. Count on or break apart to find tens.
L2o0+ |19= 2 35a.

| Oo
ON Sha sco) i 63%+ 2/°—) ae
547+ 24= 6.22

+ 39 =a
feeies reste)
— g.29-+.
46 .— ae
9. I2 io. 33 HW. 46 iz. 29

+ 39 + 28 + 29 +35
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3. 56 uy. §€668 5. 4 16. 33

+ 17 + 28 teh +Ab9
24y € Use with Lesson 4-6B, pages 191-192 in this Workbook.

Four Addends Nene
Find the sum. 40 + 124+ 18 +21 =?
Tens,
Add Then Ones Change Order and Groupin
HO eon 40]+
pes 18) 10]+ : 12S 1800
Sheree ae 1O) + ; HO)
rel _(20
0 ++1)
1)\20) + epee ned +2
tr =9| te & ve 9|
So, 40+ 12+ 184+2I =9I.
Le es a 4153 See yo QU 5. 3
14 26 26 16 9
25 24 7% 8 18
+ 10 tek el eS eae)
Oem Oapcon.oO—— . 117. .7.+2013+26—=
Peto, 2itlow toe. 11911 SB t54+49]
[Ome OeoOmeeatt IS + 25
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2. B18)tl NO hey22benrace main Say-An foot Inoitl er -X

Ys
iW. 364+234+9+17=__1[6.16+ 18+ l2+30=__
€ Use with Lesson 4-9A, pages 193-194 in this Workbook. 2u5

Mental Math: Name
Subtract Two-Digit Numbers
fi 50.2 |
Count Back Break Apart and Regroup
Break apart 36. Break apart.
74 — 36 = 7
30 +6 Regroup.
Count back 3 tens. Subtract.
Hone
Count back 6 ones. Sap
60
tose)
ee
29 40
So, 74 — 36 = 38.
Use a strategy. Subtract.

1. 38 2 0 yeh eho. 4. MO
— 25 — 58 =19 — 36
5 53 |e 94 |7 65 |ocmmem
alo — 15 = 15 —"87
9. 68 lo. 34 [1ey hat 12: 57 a
Shy —"1%6 — 26 — 35
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2u6 € Use with Lesson 5-6A, pages 195-196 in this Workbook.

identify and Draw Name
Plane Figures
You can identify plane figures by the number

of sides it has.
Triangle Quadrilateral | Pentagon Hexagon
3 sides |
=
U4 sides

I. Complete the figure of a 2. quadrilateral
hexagon.
3. triangle ay ts | 4. pentagon
PAPI
RILIS OR ISSEEIEE SELIG L EAN BELLO IES ARTES
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Name the figure.
5. 6 sides 6.5 sides
RENE RAAT SALTED
PLOT CEE GEES ELLE EELS BSS LIES EEE ERLE IL ADIL DIL EOE BEL LET
7.4sides__ ss C—“C;sés«*dS«#BiC S. Sile’S
€ Use with Lesson 6-4A, pages 197-198 in this Workbook. 2uTZ

Attributes of Name
Plane Figures
Identify the figure.

A pentagon has 5 sides.
A pentagon has 5 angles.
A pentagon has 5 vertices.
|. 4 vertices 2.5 sides
3. 6 angles 4. 3 vertices
2 SEs ep SSE
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Name each figure.
BU SIWGS nce eee 6. 5 vertices
2usg € Use with Lesson 6-4B, pages 199-200 in this Workbook.

Money Problems Namie
You can count dollars and cents to solve money problems.

Miguel has | dollar, 2 quarters, |Debra has 2 quarters and
| dime, and 3 pennies. How 3 dimes. She spends | quarter
much money does he have? and 2 dimes. How much money
|
CSD
SO
1) TALL) WNT SANTIS)OR AMT,
does Debra have now?
<a <7 q
Count on to find the amount

Count on from | dollar. left. Debra has | quarter and
Start with the coin with the | dime left.
greatest value. 35 cents
| dollar and 63 cents. 35¢
Miguel has $1.63. Debra has 35¢ now.
Problem Solving
Il. Cindy has 3 one-dollar bills, 2. Jake saves | quarter, 3 dimes,
2 quarters, and | dime. How and 8 pennies. How much
much money does Cindy have? money does Jake save?
dollars and cents cents
Veta al er a
3. Ben has 5 quarters, 3 dimes, 4. Gerry has 2 one-dollar bills,
and | nickel. He spends 3 dimes, and 6 pennies.
2 quarters and 2 dimes. She buys a toy and pays
How much money does he with | one-dollar bill and
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have now? 2 dimes. How much money
does Gerry have now?
cents
‘s dollar and cents
es
C€ Use with Lesson 7-9A, pages 201-202 in this Workbook. 2u9
A.M. and P.M. Name
The letters a.m. show time after | The letters p.m. show time after
midnight and before noon. noon and before midnight.
6
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Math class: 11:20 a.m.
‘4
el
4
snack time baseball practice
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piano lesson _ homework music class
OPO
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ES
NSE
Foo

Make Hundreds Name
20 tens = ? hundreds
e Use place-value models.

2 hundreds
JS
BP
Fis
Fs
Complete.
I. 30 tens = hundreds 2. 40 tens = hundreds
3. 60 tens = hundreds 4. 90 tens hundreds

eeeproretomnenstes TE
5. |0 tens hundred 6. 50 tens hundreds

IPT ORAL FAO
7. 400 = tens SOs — tens
gr 500" — tens 10. 800 = tens

ete eas
Il. 400 = hundreds I222005— hundreds

POR ELSIE IIS
13. 900 = hundreds 14. 700 = hundreds
I5. 400 = ones 16. 300 = ones

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I7. 600 = ones 118. 500 = ones
19. 800 = ones |20. 700 = ones
€ Use with Lesson 8-1A, pages 205-206 in this Workbook. 251

Skip Count to 1000 Name
Skip count by 5s Skip count by 10s Skip count by 100s
BU ROO VOU ROD, tLUrc/ O 50) 607770), 60290 100, 200, 300, 400, 500

I. Skip count by 5s. SL Ooo
2. Skip count by 5s. 500, 505, —_——__—)
3. Skip count by 5s. O45;,000;
4. Skip count by 5s. 195,200,
5. Skip count by 1|Os. 790, 800,
6. Skip count by |Os. Zoe tu:
7. Skip count by 10s. 160, 170, ——— J
8. Skip count by 10s. BOO +1 0;
9. Skip count by 10s. 340, 350,
10. Skip count by 10s. 620, 630,

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Il. Skip count by 100s. 200, 300,
12. Skip count by 100s. 400, 500,

Use Benchmark one
Numbers to Compare
Compare 324 and 328.

Use Place Value Use Benchmark Numbers
324 328
324 is closer to 300 than 328 is.

324 < 328
324 < 328
Compare. Use a method that works for you. Write < or >.
Il. Compare 826 and 468. 2. Compare 560 and 590.
826 468 560 590

—=
3. Compare 218 and 213. 4. Compare 734 and 743.
218 213 734 743
5.137( )731 9} 6.254( )245 | 7.612( )615

8.205( )203 9.501( )498 10. 345 )355
it, 623 632 —/12. I2| LI 13. 822 228
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7,108 ) 106 | 18. 598 996 =| 19. 385) 853
a a
€ Use with Lesson 8-5A, pages 209-210 in this Workbook. 25 3
Draw Pictures Name
to Add
268 + 148 = ?
You can use a place-value chart. _ You can also use pictures.
Draw to add. Use | for 100, |for 10, and o for |.
L263 ren YEN

+469 + 64
3. 54 4. =385
nner Ke, +427
8. 324 6. 39
+288 oe
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7. 426 8. 763
atidbd + 48
25u € Use with Lesson 9-5A, pages 211-212 in this Workbook.

Using Properties Name
to Add
aoe COD —!
You can break apart the addends to find the sum.
[53 oa 265
prey
Break apart the addends. LOO 50 tae OU = OULD
Order by place value and add. |900 + 200+ 50+ 60+3+5

|________ L—_—__
SOOR a 32 2b LOR = 2.8
Regroup. S004 e00t | OLS

Find the sum. 4Oo0 + 10+
8 = 418
So; }5Gae 205. =. 8:
Break apart to add. Show your work on a separate sheet of paper.
L308 + 182 = re AVA ae Neat
3.262 + 256 = 4.322 + 429 =_
5. 118 6. 439 7 174 | 8. 458

Saetelcl Ten +240 te?
oe ite lo. 136 I. 535 IZ. 239

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CS Use with Lesson 9-6A, pages 213-214 in this Workbook. 255

Draw Pictures Nome
to Subtract
634 — 352 =?
You can use a place-value chart. | You can use pictures.
Draw to subtract. Write the difference.
1 427 2. 549
—234 =ey si)
3 250 y QU7
=e) —38 |
5. 618 eang23
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Use.withizcaon 9-14A,pages215-216 Insen

256. +~—~~~«(‘t«*«(@ € Then go to Lesson 9-15, pages 415-416 in the Student Book.
Add to Check Name
Subtraction
Subtract 462 — 285.

Add to check the answer.
SID12 I|
a5 | +285 Start with the difference.
oo)
e/a
E285
462
These numbers are the same.
So the subtraction is correct.
50, 462 — 285 = 177.
I. 2. 3.
826 = Gh; 489
moon enewsihe = | 64 shWiic piel ee Arieis
| 5. 6.
03/ 865 360

itOs agen) aOOO owe ad 6 9t
2 bho 2)
ri 8. 9.
=a2(8 137 : 323

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=
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: ie lve
Fractions: 2'3'4 Name
You can divide a shape into equal parts

to show fractions.
The rectangle shows four fourths. ap
Each part is one fourth of the rectangle,
ae:
ib
Divide the square into 2 equal parts.
Each part is -
one of the square, or___
2. Divide the circle into 3 equal parts. | a

Each part is €
one of the circle, or__.
3. Divide the square into 4 equal parts.
Each part is
one of the square, or
PCat PLSD RhPEM O Ra SS
one of the rectangle, or

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one of the rectangle, or

Whole Numbers and ss jame
the Number Line
Find the sum: | Find the difference
Pi i? [oe 5 er?
e Start at 0. Move to 2. | e Find the first number, |8.
e From 2, move right 3 units. e From 18, move left 5 units.
5 units————>
So, 18
— 5 = 18.
Use the number line to answer exercises |—4.

U V W X “eo
lGpeleeeeO 2o2] eu 26. 28° 30 32. 34
Il. Which point shows the 2. Which point shows a length

difference of 30 — 9? of 14 + 14 units from 0?
3. Which point shows the sum 4. Which point shows a length

eredey aeiteits of 25 units from 0?
Use the number line to answer exercises 5 and 6. Show your work.
uu 46 48 50 52 54 56 58 60
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5. Label point S at the length of 6Find'56=——12:
44 + 10 units from 0.
56 -— |l2 =
a
259
€ Use with Lesson 10-2A, pages 221-222 in this Workbook.
Measure Length Name
The folder is about 12 inches long.

The folder is about | foot long.
It takes more inches than feet to
measure the same length.

I. The length of a bulletin board 2. The width of a bulletin board
3. The length of a window 4. The width of a window

9. The length of a door 6. The width of a door
7. The length of a poster 8. The width of a poster

about feet about feet ©

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PE ET NN ET Te
9. Which is longer, the length of the bulletin

board or the width? How much longer?

Relate Addition and = jume
Subtraction to Length
The vine plant is

6 inches long. Inches
[
The plant will be about The plant is 4 inches longer
3 inches longer next week. than last week. About how long
About how long will the plant be was the plant last week?
next week? Ree 2
6 3 — ? 6-u=2
Ti 7 The plant was about
The plant will be about 2 inches long last week.
9 inches long next week.
Solve. Use the picture. Write a number sentence.
the row
|. The drawing shows hearts that =2. About how long will
Ashley is making for a poster. of hearts that is shown be if
She needs them to be 10 inches. Ashley adds 3 inches to it?
in all. About how much longer
does the row of hearts need
to be?
4. ——
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inches longer about inches long

about
ae
a 26 |
Workbook.
€ Use with Lesson 11-4B, pages 225-226 in this
Then go to Lesson 11-5, pages 501-50 2 in the Student Book.
Rectangles Name
and Area
The area of the rectangle is

10 square units.
| square unit
I Sethe) 2.
‘ jee . aE
Draw square units. Add fo find the area.
5. Spin 6. -
+ +
square units square units
= iE
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+
+-
square units
square units
Measurement Some
and Data
The tally chart and the line plot show the Paper Clip Chains
same data.
26 os \e *, .
_ a > q Y 4 4
, © e ¢@ —_
E 9 se . A :
Paper Clip Chain Lengths

(feet)
I. Measure the length of each arrow to the nearest inch.

Record each measure in the tally chart below.
ooo
ee
2. Use the data in the tally chart to

make a line plot.
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Solve Two-Step Name
Problems
| :
You can use
and 23 miles Post Office |.
drawings
number sentences
to solve problems.
? miles
Use more than one step to solve. Use the map above.
J. The Jones family drives from 2. Mr. Moore rides his bike from
the library to the post office. If the school to the fire station.
they go on to the school, how He makes one more stop. If
many miles will they drive in all? he rides 32 miles in all, where
else does he go?
3. Mrs. Lansing is at the store. 4. A bus drives from the library

She drives to the post office. to the store and then to the
If she drives exactly 38 miles, school. It drives 51 miles in all.
which path does she take? A car drives from the school to
the store and then to the fire
station. How far does the car
travel in all?
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26u € Use with Lesson 11-18A, pages 231-232 in this Workbook.

Use an Array Model ame
Use an array to find a number

of objects.
There are 3 rows of 4 flowers.
Y+uUu+uU4= 12
addition Raphaceiniecnte 5
There are 12 flowers.
Write an addition sentence for each array.

Find how many in all.
a Et oy |
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PA OFA a| a | 4
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on 12 -1 A, pa ge s 23 3-234 in this Workbo
€ Use with Less
Dear Student,
Pages 268-282 of this workbook have Performance Tasks that let you show your
understanding of the Common Core math taught in Progress in Mathematics.
Each performance task has five parts. The content of each part meets the Common Core
State Standards (CCSS) for Progress in Mathematics lessons. The goal of each performance
task is for you to apply critical thinking skills and various problem-solving strategies to the
math content learned in the chapters. The Performance Tasks are useful tools for evaluating
your understanding of Grade 2 math and the Common Core State Standards. You will find the
Performance Tasks on the following pages.
Performance Task 1: Chapters 1—4 pages 268-272
Performance Task 2: Chapters 5-8 pages 273-277
Performance Task 3: Chapters 9-12 pages 278-282
Your teacher will use a rubric in the Teacher’s Edition of this workbook to record your
understanding of Common Core State Standards.
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Performance Task Contents
€ Performance Task | Prevrrrrrrrrrrrrrr rrr iti t iti ii iii
¢€ Performance Task 2 Prrrrerrrrrrrrrrrrrrrrti ttt iti tir
¢€ Performance Task 3 Prevrrrrrrrrrirer reir itr
—-
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267
€ Performance Task I Name
Nature Walk in the Big Woods
Hurray, the class is going on a field

trip to the Big Woods! Everyone must
wear boots. It could be muddy in the
Big Woods.
The children see 6 birds. They see

3 beetles. They see 4 turtles. They
see 4 squirrels. They see a lot of
trees. How many animals do the
children see?
Here are some strategies you can use.
e Count on.
e Use a number line.
¢ Make 10.
e Use doubles facts.
Show your work.
O!123 4 5 67 8 9 IOI! l2 13 [4 [5a
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The children see animals.
268 Performance Task |

C Performance Task | None mene SONDINTIOMNSS
A Picnic—for Ants!
2 The children have lunch. Everyone eats

a sandwich. Yum!
Ned counts |6 ants ona hill. Fred

counts 9 fewer ants on another hill.
How many ants does Fred count?
e Use the bar model.

e Write a subtraction sentence.
¢e Make 10 to subtract.
e Check your subtraction by adding.
Show your work.
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Fred counts ants.

a nn LEE EEE
Performance Task | 269

C Performance Task | Name
Ella and the Frogs
3 Ella stops at a pond. She sees

many frogs. She counts them. Ella
writes the number in her notebook.
e Write the number of frogs that Ella sees.

¢ Tell whether the number of frogs is even
or odd.
Later, twenty more frogs hop into the pond!
¢ Start with the number that Ella wrote in

her notebook. Count on by 5s to find the
number of frogs there are now.
e Write the number word.
e Write the number in expanded form.
Show your work.
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C Performance Task | Nome_ L_M2D) Sono?
How Many Fish?
4 The children meet a scientist in the Big

Woods. The scientist studies fish. She
catches fish. She tallies the kinds of
fish. Then the scientist lets the fish go.
e Make a bar graph from the

tally chart.
e Then answer the questions.
_ Fish Caught Fish Study

Kinds tally
Poss =Hi
veotT HAT
=
How many sunfish does the Caught

Fish
of
Number
scientist catch? ©
N
OOo
£
O-—-NW
How many fewer bass than Bass Bluegill Sunfish Trout

bluegills does she catch? Kind of Fish
How many fish does the scientist
catch in all?
Show your work.
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The scientist catches sunfish.
She catches fewer bass than bluegills.

She catches fish in all.
a —__
Performance Task | 271

C Performance Task | Name
Field of Flowers
5 The children see a field. There are

32 yellow flowers in the field. There are
20 orange flowers. There are 18 white
flowers. There are |4 blue flowers.
How many flowers are in the field?
e Use mental math.

e Break apart the addends.
e Add by place value.
e Change the order of the addends.
Show your work.
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There are _____ flowers in the field.

¢ Performance Task 2 Name
The Smith Family Vacation
Summer is here! The Smith family is

taking a vacation. They are driving to a
national park.
The Smith children play a game in the

car. Jane counts 73 blue cars. Henry
counts 26 fewer blue cars than Jane. Sue
counts 28 fewer blue cars than Henry.
How many blue cars does Sue count?
e Use mental math.

e Use models. S==isiniuiuiuimat
e Break apart a number.
e Count back.
Show your work.
tens
|ones |
tens |ones.
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Sue counts blue cars.
Performance Task 2 273

¢€ Performance Task 2 Name
Guess the Signs
2 The Smith children look out the car

windows. Sue sees a sign that has an
odd number of angles. The number
of angles is less than 5.
Jane sees a sign that has an even

number of sides. The number of
sides is less than 6.
Henry sees a sign that has an even

number of sides. It has 3 more sides
than Sue's sign.
Draw a sign that each child might

see. What shape is each sign?
Show your work.
Sue’s sign Jane’s sign Henry’s sign
Copy
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274 Performance Task 2

Rest Stop
3 The Smith family stops for a rest. The

children go into a store. Henry has 92¢.
He buys the keychain.
FL) THY UNTOED STDS OF AMET
th"6
Jane has 3 dimes, 2 nickels, and

4 pennies. She does not buy anything.
Jane finds | quarter, | dime, and
| penny on the sidewalk.
How much money does each child

have now?
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Henry has now.

Sue has $ now.
Jane has now.
EEUU EIEEISEIESUUEEEIEISEEEESS EET

€ Performance Task 2 Name
A Fun Day
4 The Smith family drives to an amusement

park. Mr. Smith wants to ride the Ferris
wheel. Mrs. Smith wants to ride the
roller coaster. The children want to
ride everything!
The Smith family arrives at 11:15. They

ride four rides. They leave the park at 2:15.
e Write the time for each ride. Use a.m.

Or P.M.
¢ Draw arrows to show the path the Smith
family takes.
How long does the Smith family stay at

the park?
Show your work.

Water Slide
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The Smith family stays at the park hours.

Oh, The Miles!
5 Henry and Sue keep track of how far

the Smith family drives each day.
They write their numbers in a table.
Help them complete the table.
e Write the number words.

e Write each number in expanded form.
e Compare the numbers for Monday and
Tuesday. Compare the numbers for
Tuesday and Wednesday. Write <, =, or >.
e Write all four numbers in order from
greatest to least.
e Skip count by 10s from the least number to
the greatest number.
How many more miles does the Smith family

drive on Wednesday than on Thursday?
Show your work.
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The Smith family drives more miles on

Wednesday than on Thursday.
The Best Bakery
Mr. Gomez goes to the bakery each

morning. He likes the smell of fresh bread.
And he likes the taste, too!
Today Mr. Gomez buys hot tea for $1.76.

He also buys a breakfast roll for $2.35.
How much do both items cost all together?
e Use m
e Use a money addition frame.

¢ Draw pictures to help you regroup.
e Break apart the addends.
Show your work.
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The tea and the breakfast roll cost _ all together.

SUELL Lll—
GC Performance Task 3 Name
Yummy Biscuits
2 Ms. Crane is known for the yummy

biscuits she makes. Today she makes
535 biscuits. Ms. Crane sells 251 biscuits
in the morning. She sells 198 biscuits in
the afternoon. How many biscuits does
Ms. Crane have left?
¢ Count back.
¢ Use models. ao re Ve isa i a
e Use addition and subtraction frames.
e Draw pictures to help you regroup.
Add to check your subtraction.
Show your work.
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Ms. Crane has biscuits left.

nada Et

C Performance Task 3 Name
Pie and Cakes
3 Ms. Crane makes an apple pie. She cuts

the pie into 4 equal parts. What fraction
describes the whole apple pie?
Ms. Crane also makes a lemon cake. She

cuts the cake into 3 equal parts. She sells
| part. What fraction of the cake does
Ms. Crane sell?
Ms. Crane makes her favorite crumb

cake. She cuts the crumb cake into two
rows of squares. All the squares are the
same size. How many squares of crumb
cake are there?
¢ Show how Ms. Crane cuts the pie

and cakes.
e Write an addition sentence to show how
many squares of crumb cake there are.
Show your work.
Apple Pie Lemon Cake Crumb Cake
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The fraction describes the whole apple pie.

Ms. Crane sells ———————s€=of' the lemon cake.
There are squares of crumb cake.

Sandwich Buns
4 Ms. Crane has an order for long sandwich

buns. She bakes some long buns. She sees
that they are different lengths. Ms. Crane
measures each bun and makes a tally chart.
e Make a line plot to show Ms. Crane’s data.
Long Sandwich Buns

Length
SS
Sa
Sasi |
ee STE
SS Sandwich Bun Lengths (inches)
¢ Make a line plot to show Ms. Crane’s data.
Ms. Crane gives away the 4 shortest buns.

Then she bakes |3 more long sandwich
buns. How many long sandwich buns does
Ms. Crane have now?
e Show your subtraction and addition on the

number line.
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(Omwia oe Oultalselo 4°18 19 20 21 22 23.2425
Ms. Crane has long sandwich buns now.
Performance Task 3 28l

GC Performance Task 3 Name
Two Crayon Cakes
5 It has been a long day. Ms. Crane is

tired. The last customer orders two
cakes. He wants a big cake. He also
wants a small cake. And he wants the
cakes to look like crayons!
e Estimate the length of each cake.

¢ Measure the length of each cake.
Use an inch ruler.
How much longer is the big cake

than the small cake? What is the total
length of both cakes end-to-end?
Show your work.
Estimate: about inches
Measure: about inches
Estimate: about inches

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Measure: about inches
The big cake is about inches longer than the small cake.
The two cakes end-to-end measure about inches.

kn © r) 2 the ° tal2 ShsS
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I4 & j i WO

Copyright © 2014 by William H. Sadlier, Inc.

Jis a registered trademark of William H. Sadlier, Inc.

Printed in the United States of America

5.65728.9) HESS 19) 188716

© Denotes Common Core lesson.

a ee Add and Subtract

© Denotes Common Core lesson.

237 = | o+2- B3+3=5

€ Use with Lesson 1-1, pages 3-4 in the Student Book.

These are related addition facts.

Problem Solve. Use a problem-solving strategy.

___ seeds eee Cite

4 + 2 = ? Start with the greater addend. | UL addend

Ole 2 Oost auc 0: aap gal Ole elie

Circle the greater addend. Find it on the

€ Use with Lesson 1-4, pages 9-10 in the Student Book.

This is an addition sentence.

Find the sum.

ANNE ISIE LALOR ORBEA IEAR DOTT EVENT MRPICEA

Add by making 10.

€ Use with Lesson 1-6, pages 15-16 in the Student Book.

When both addends are the same number,

8.17 4 7 LE 6. foWareay «We? eG BL 6+ 6 =

ae be ee Par 1 141 =__ | 948 =

8= 2 949= |B 10+ 10=__

op els gto as — Sqeslh

Write the answer. “@

12, Double 6. Write | less. i 113. Double 7. Write | more. —_—

Add only two 5

Circle the addends you group first. Then add.

You can subtract to find You can subtract to find

boy 192 ip-a=

18 7 a Fae bay 20 oh 21.| ‘ 22. Lt |

23. 9 24y. 8 25. |2 26. |O 2Toatl|

[2S =a? Start at 12. Count back 3.

Count back to find the difference.

Oe ee 34 5-16 —/[728 9 10 Sil

23. aaa 10 (125.5.6 (|26.-.9 3127 ai

€ Use with Lesson 1-12, pages 29-30 in the Student Book.

If facts use the same numbers, they are related facts.

Subtract. Write the related addition or subtraction fact.

Problem) Read the story. Write two number sentences

peal Mei <a!Z fede hlirstek ck BA)

Se eee tea ene ee I PAERIED PLIES:

€ Use with Lesson 1-15, pages 35-36 in the Student Book.

Count up to find the difference. Then add to check.

Ome ed) oe 4 55 °"6 S749510-11 12 I4 15161718

‘ama Pipers faa? ig; Ooaa o 9 IO TL 12 134415 16 17 18

2 16-9=__ )Check “aan Se

SP Ais so fee eee ) Check 1) BEE rag

OR eae moe OG 89 10 12 IS ES 1617 16

eA ERAN ESD EAT AN ERE SERED

€ Use with Lesson 1-17, pages 41-42 in the Student Book.

To find Ine missing addend, you can

"6 + [ti] = 10 ime +{S)=9 |” 5G

are 4a"% es os fs] a

Complete the pattern. Look for a pattern. Complete it.

2. 77 ones = _ tens __ ones aivek:

3. 61 ones = tens one eee