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Number and Operations in Base Ten → Understand place value. 19 20 21 22 23 Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson 24 25 26 27 28 29 30 31 32 33 34 35 CC.2.NBT.1 CC.2.NBT.1 CC.2.NBT.1 CC.2.NBT.1 CC.2.NBT.1a CC.2.NBT.1b CC.2.NBT.2 CC.2.NBT.2 CC.2.NBT.3 CC.2.NBT.3 CC.2.NBT.3 CC.2.NBT.3 CC.2.NBT.3 CC.2.NBT.3 CC.2.NBT.3 CC.2.NBT.3 CC.2.NBT.4 CC.2.NBT.4 Explore 3-Digit Numbers . Model 3-Digit Numbers . Hundreds, Tens, and Ones Place Value to 1,000 . . . Group Tens as Hundreds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 39 41 43 45 Counting Patterns Within 100 . . . . . . . . Counting Patterns Within 1,000 . . . . . . . Understand Place Value . . . . . . . . . . . Expanded Form . . . . . . . . . . . . . . . Different Ways to Write Numbers . . . . . . Algebra • Different Names for Numbers . . Problem Solving • Tens and Ones . . . . . Number Names . . . . . . . . . . . . . . . Different Forms of Numbers . . . . . . . . . Algebra • Different Ways to Show Numbers Problem Solving • Compare Numbers . . . Algebra • Compare Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 49 51 53 55 57 59 61 63 65 67 69 © Houghton Mifflin Harcourt Publishing Company Lesson Lesson Lesson Lesson Lesson iv → Use place value understanding and properties of operations © Houghton Mifflin Harcourt Publishing Company to add and subtract. Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 CC.2.NBT.5 CC.2.NBT.5 CC.2.NBT.5 CC.2.NBT.5 CC.2.NBT.5 CC.2.NBT.5 CC.2.NBT.5 CC.2.NBT.5 CC.2.NBT.5 CC.2.NBT.5 CC.2.NBT.6 CC.2.NBT.6 CC.2.NBT.6 CC.2.NBT.6 CC.2.NBT.6 CC.2.NBT.6 CC.2.NBT.7 CC.2.NBT.7 CC.2.NBT.7 CC.2.NBT.7 CC.2.NBT.7 CC.2.NBT.7 CC.2.NBT.7 CC.2.NBT.7 CC.2.NBT.7 CC.2.NBT.7 CC.2.NBT.8 CC.2.NBT.8 CC.2.NBT.9 CC.2.NBT.9 2-Digit Addition . . . . . . . . . . . . . . . Practice 2-Digit Addition . . . . . . . . . . . Rewrite 2-Digit Addition . . . . . . . . . . . Algebra • Break Apart Ones to Subtract . . Algebra • Break Apart Numbers to Subtract Model and Record 2-Digit Subtraction . . . . 2-Digit Subtraction . . . . . . . . . . . . . Practice 2-Digit Subtraction . . . . . . . . . Rewrite 2-Digit Subtraction . . . . . . . . . Add to Find Differences . . . . . . . . . . . Break Apart Ones to Add . . . . . . . . . . Use Compensation . . . . . . . . . . . . . Break Apart Addends as Tens and Ones . . . Model and Record 2-Digit Addition . . . . . Algebra • Find Sums for 3 Addends . . . . Algebra • Find Sums for 4 Addends . . . . Draw to Represent 3-Digit Addition . . . . . Break Apart 3-Digit Addends . . . . . . . . 3-Digit Addition: Regroup Ones . . . . . . . 3-Digit Addition: Regroup Tens . . . . . . . Addition: Regroup Ones and Tens . . . . . . Problem Solving • 3-Digit Subtraction . . . 3-Digit Subtraction: Regroup Tens . . . . . . 3-Digit Subtraction: Regroup Hundreds . . . Subtraction: Regroup Hundreds and Tens . . Regrouping with Zeros . . . . . . . . . . . . Count On and Count Back by 10 and 100 . . Algebra • Number Patterns . . . . . . . . . Model Regrouping for Addition . . . . . . . Model Regrouping for Subtraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 . 73 . 75 . 77 . 79 . 81 . 83 . 85 . 87 . 89 . 91 . 93 . 95 . 97 . 99 .101 .103 .105 .107 .109 .111 .113 .115 .117 .119 .121 .123 .125 .127 .129 v Name LESSON 19 CC.2.NBT.1 OBJECTIVE Write 3-digit numbers that are represented by groups of tens. 10 tens 10 tens 10 tens © Houghton Mifflin Harcourt Publishing Company 1 Explore 3-Digit Numbers 11 tens 1 hundred 1 110 12 tens 1 hundred 2 120 13 tens 1 hundred 3 130 ten tens tens Circle tens to make 1 hundred. Write the number in different ways. Check children’s work. 1. 14 tens 1 hundred 4 tens 5 tens 140 2. 15 tens 1 hundred 150 Number and Operations in Base Ten 37 Name 1 CC.2.NBT.1 Explore 3-Digit Numbers Circle tens to make 1 hundred. Write the Check children’s work. number in different ways. 1. 13 tens 1 hundred 3 tens 4 tens 6 tens 130 2. 14 tens 1 hundred 140 16 3. 1 tens hundred © Houghton Mifflin Harcourt Publishing Company 160 Problem Solving Solve. Write or draw to explain. 4. Millie has a box of 1 hundred cubes. She also has a bag of 70 cubes. How many trains of 10 cubes can she make? 17 38 trains of 10 cubes Lesson 19 Name 1 Model 3-Digit Numbers LESSON 20 CC.2.NBT.1 OBJECTIVE Use concrete and pictorial models to represent 3-digit numbers. Show 243. Hundreds Tens Ones With blocks: In a chart: Hundreds With a quick picture: Tens 2 Ones 4 3 Write how many hundreds, tens, and ones. . Then draw a quick picture. Show with © Houghton Mifflin Harcourt Publishing Company 1. 138 Possible answers are given. 2. 217 Hundreds Tens Ones Hundreds Tens Ones 1 3 8 2 1 7 Check children’s drawings. 3. 352 Check children’s drawings. 4. 174 Hundreds Tens Ones Hundreds Tens Ones 3 5 2 1 7 4 Check children’s drawings. Number and Operations in Base Ten Check children’s drawings. 39 Name 1 CC.2.NBT.1 Model 3-Digit Numbers Write how many hundreds, tens, and ones. Show with . Then draw a quick picture. Possible answers are given. 1. 118 2. 246 Hundreds Tens Ones Hundreds Tens Ones 1 1 8 2 4 6 Check children’s drawings. Check children’s drawings. 4. 237 Hundreds Tens Ones Hundreds Tens Ones 1 4 3 2 3 7 © Houghton Mifflin Harcourt Publishing Company 3. 143 Check children’s drawings. Check children’s drawings. Problem Solving 5. Write the number that matches the clues. • My number has 2 hundreds. Hundreds Tens Ones • The tens digit is 9 more than the ones digit. 2 9 0 My number is 40 290 . Lesson 20 Name LESSON 21 1 Hundreds, Tens, and Ones CC.2.NBT.1 OBJECTIVE Apply place value concepts to write 3-digit numbers that are represented by pictorial models. How many are there in all? Hundreds 3 hundreds Tens 2 Ones tens 5 Write how many in the chart. ones Hundreds Tens Ones 3 2 5 Write the number as hundreds plus 300 + 20 + 5 tens plus ones. 3 hundreds 2 tens 5 ones is the same as 325 . © Houghton Mifflin Harcourt Publishing Company Write how many hundreds, tens, and ones are in the model. Write the number in two ways. 1. Hundreds Tens Ones 2 1 3 200 2. 10 + 3 Hundreds Tens Ones 1 2 6 100 Number and Operations in Base Ten + + 20 + 213 126 6 41 Name 1 CC.2.NBT.1 Hundreds, Tens, and Ones Write how many hundreds, tens, and ones are in the model. Write the number in two ways. Hundreds Tens Ones 1 4 3 + 100 2. 3 Hundreds Tens Ones 2 4 5 + 200 3. + 40 40 + Tens Ones 2 0 6 + 0 + 245 5 Hundreds 200 143 206 6 © Houghton Mifflin Harcourt Publishing Company 1. Problem Solving 4. Write the number that answers the riddle. Use the chart. A model for my number has 6 ones blocks, 2 hundreds blocks, and 3 tens blocks. What number am I? Hundreds 2 42 Tens 3 Ones 6 236 Lesson 21 Name LESSON 22 1 Place Value to 1,000 CC.2.NBT.1 OBJECTIVE Use place value to describe the values of digits in numbers to 1,000. The value of each digit in 426 is shown by its place in the number. Hundreds Tens 4 hundreds Ones 2 tens 6 ones 400 20 6 426 © Houghton Mifflin Harcourt Publishing Company Circle the value or the meaning of the underlined digit. 1. 782 800 80 8 2. 352 3 hundreds 3 tens 3 ones 3. 742 4 40 400 4. 419 9 hundreds 9 tens 9 ones 5. 584 500 50 5 Number and Operations in Base Ten 43 Name 1 CC.2.NBT.1 Place Value to 1,000 Circle the value or the meaning of the underlined digit. 3 30 300 2. 462 200 20 2 3. 572 5 50 500 4. 567 7 ones 7 tens 7 hundreds 5. 462 4 hundreds 4 ones 4 tens 6. 1,000 1 ten 1 hundred 1 thousand © Houghton Mifflin Harcourt Publishing Company 1. 337 Problem Solving 7. Write the 3-digit number that answers the riddle. • I have the same hundreds digit as my ones digit. • The value of my tens digit is 50. • The value of my ones digit is 4. 44 The number is 454 . Lesson 22 Name LESSON 23 1 Group Tens as Hundreds CC.2.NBT.1a, CC.2.NBT.1b OBJECTIVE Understand that each group of 10 tens is equivalent to 1 hundred. There are 10 ones in this stack. There are 10 stacks. 10 stacks of 10 ones is 100 ones. 10 tens 1 hundred 100 Write how many tens. Circle groups of 10 tens. Write how many hundreds. Write the number. © Houghton Mifflin Harcourt Publishing Company 1. 2. Check children’s work. 20 tens 2 hundreds 200 blocks 40 tens 4 hundreds 400 Number and Operations in Base Ten blocks 45 Name 1 CC.2.NBT.1a, CC.2.NBT.1b Group Tens as Hundreds 1. 2. Check children’s work. 50 tens 5 hundreds 500 blocks 60 tens 6 hundreds 600 3. blocks 90 tens 9 hundreds 900 blocks © Houghton Mifflin Harcourt Publishing Company Write how many tens. Circle groups of 10 tens. Write how many hundreds. Write the number. Problem Solving Solve. Write or draw to explain. 4. Farmer Gray has 30 flowerpots. He planted 10 seeds in each pot. How many seeds did he plant? 46 300 seeds Lesson 23 Name LESSON 24 Counting Patterns Within 100 OBJECTIVE Extend counting sequences within 100, counting by 1s, 5s, and 10s. 1 CC.2.NBT.2 You can count different ways. Count by fives. 5, 10, 15, 20, 25, 30, 35 Count by tens. 10, 20, 30, 40, 50, 60 Count by fives. 25 © Houghton Mifflin Harcourt Publishing Company 1. 5, 10, 15, 20, 30 , 35 , 2. 20, 25, 30, 35, 40 , 45 , 50 3. 55, 60, 65, 70, 75 , 80 , 85 , 50 , 60 70 , 80 , Count by tens. 4. 10, 20, 30, 40 5. 30, 40, 50, 60, Number and Operations in Base Ten 90 47 Name 1 CC.2.NBT.2 Counting Patterns Within 100 Count by ones. 60 1. 58, 59, , 61 , 62 , 63 , 64 Count by fives. 2. 45, 50, 55 , 60 , 65 , 70 , 75 3. 20, 25, 30 , 35 , 40 , 45 , 50 40 , 50 , 60 , 70 , , 83 , 82 Count by tens. 4. 20, 30 , 80 84 5. 87, 86, 85, © Houghton Mifflin Harcourt Publishing Company Count back by ones. Problem Solving 6. Tim counts his friends’ fingers by fives. He counts six hands. What numbers does he say? 5, 48 10 , 15 , 20 , 25 , 30 Lesson 24 Name LESSON 25 Counting Patterns Within 1,000 OBJECTIVE Extend counting sequences within 1,000, counting by 1s, 5s, 10s, and 100s. 1 CC.2.NBT.2 You can count in different ways. Look for a pattern to use. Count by tens. 500, 510, 520, 530, 540, 550 Count by hundreds. 300, 400, 500, 600, 700, 800 Count by tens. © Houghton Mifflin Harcourt Publishing Company 1. 410, 420, 430, 440 , 450 , 2. 730, 740, 750 , 760 , 770 3. 250, 260, 270 , 280 , 290 460 Count by hundreds. 4. 100, 200, 300, 5. 500, 600, 700 Number and Operations in Base Ten 400 , , 800 500 , , 600 900 49 Name 1 CC.2.NBT.2 Counting Patterns Within 1,000 Count by fives. 1. 415, 420, 425 , 430 , 435 , 440 , 445 2. 675, 680, 685 , 690 , 695 , 700 , 705 3. 210, 220, 230 , 240 , 250 , 260 , 270 4. 840, 850, 860 , 870 , 880 , 890 , 900 , 600 , 700 , 800 , 900 950 , 949 , 948 , 947 Count by tens. Count by hundreds. 5. 300, 400, 500 6. 953, 952, 951 , © Houghton Mifflin Harcourt Publishing Company Count back by ones. Problem Solving 7. Lee has a jar of 100 pennies. She adds groups of 10 pennies to the jar. She adds 5 groups. What numbers does she say? 110 50 , 120 , 130 , 140 , 150 Lesson 25 Name LESSON 26 1 Understand Place Value CC.2.NBT.3 OBJECTIVE Use place value to describe the values of digits in 2-digit numbers. 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 are digits. A digit’s place in a number shows the value of the digit. 52 has two digits. 52 5 The digit place. is in the tens The digit 5 shows Its value is 50 . 5 The digit place. Its value is © Houghton Mifflin Harcourt Publishing Company 2 30 4. 30 1 Number and Operations in Base Ten 5 2 2 56 60 6 41 6. 50 ones. . 3. 10 75 5. 3 is in the ones The digit 2 shows tens. Circle the value of the underlined digit. 1. 27 2. 18 20 2 4 40 51 Name 1 CC.2.NBT.3 Understand Place Value Circle the value of the underlined digit. 20 2 43 4. 40 7 8 4 10 50 70 1 65 6. 50 37 8. 70 80 5 18 3. 54 5. 70 7. 48 2. 22 9. 7 5 20 © Houghton Mifflin Harcourt Publishing Company 23 1. 2 Problem Solving Write the 2-digit number that matches the clues. 10. My number has a tens digit that is 8 more than the ones digit. Zero is not one of my digits. My number is 52 91 . Lesson 26 Name LESSON 27 1 Expanded Form CC.2.NBT.3 OBJECTIVE Write 2-digit numbers in expanded form. Show tens and ones in 43. Tens 4 How many tens? tens Ones 3 How many ones? 43 is 4 tens 3 43 is 40 + 3 ones ones Describe the number in two ways. © Houghton Mifflin Harcourt Publishing Company 1. 35 2. 63 3 tens 30 5 + 6 ones 5 tens + 60 3. 57 3 ones 3 4. 19 5 tens 50 Number and Operations in Base Ten + 7 ones 7 1 ten 10 + 9 ones 9 53 Name 1 CC.2.NBT.3 Expanded Form Draw a quick picture to show the number. Describe the number in two ways. 1. 68 2. 21 6 tens 60 8 + Possible answers are given. 2 ones tens 8 20 3. 70 1 + one 1 4. 53 7 tens 70 0 + 5 ones 0 tens 50 + ones 3 6. 47 3 tens 30 + 5 ones 5 4 tens 40 + 7 ones 7 Problem Solving 7. Circle the ways to write the number shown by the model. 54 4 tens 6 ones 40 + 6 64 6 tens 4 ones 60 + 4 46 Lesson 14 © Houghton Mifflin Harcourt Publishing Company 5. 35 3 Name LESSON 28 1 Different Ways to Write Numbers CC.2.NBT.3 OBJECTIVE Write 2-digit numbers in word form, expanded form, and standard form. You can write numbers in different ways. 20 + 6 2 tens 6 © Houghton Mifflin Harcourt Publishing Company 1 2 3 4 5 6 7 8 9 ones one two three four five six seven eight nine 11 12 13 14 15 16 17 18 19 twenty-six teen words eleven 1 ten 1 one twelve 1 ten 2 ones thirteen 1 ten 3 ones fourteen 1 ten 4 ones fifteen 1 ten 5 ones sixteen 1 ten 6 ones seventeen 1 ten 7 ones eighteen 1 ten 8 ones nineteen 1 ten 9 ones Write the number another way. 1. twenty 26 ones tens 10 20 30 40 50 60 70 80 90 ten twenty thirty forty fifty sixty seventy eighty ninety 1 ten 2 tens 3 tens 4 tens 5 tens 6 tens 7 tens 8 tens 9 tens Possible answers are given. 2. 37 20 3. 40 + 5 3 tens 7 ones 4. eighty-one 81 45 5. 56 6. 9 tens 2 ones fifty-six Number and Operations in Base Ten 92 55 Name 1 CC.2.NBT.3 Different Ways to Write Numbers Write the number another way. 1. 32 Possible answers are given. 2. forty-one 3 tens 2 41 ones 4. 80 + 3 3. 9 tens 5 ones ninety-five 83 5. 57 6. seventy-two 5 tens 7 70 ones 7. 60 + 4 + 2 8. 4 tens 8 ones 48 64 10 10. 80 + 8 18 tens 0 ones Problem Solving 11. A number has the digit 3 in the ones place and the digit 4 in the tens place. Which of these is another way to write this number? Circle it. 3+4 56 40 + 3 30 + 4 Lesson 28 © Houghton Mifflin Harcourt Publishing Company 9. twenty-eight Name 1 Algebra • Different Names for Numbers LESSON 29 CC.2.NBT.3 OBJECTIVE Apply place value concepts to find equivalent representations of numbers. Here are some ways to show 28. Describe the tens and ones with words and addition. 2 Describe the tens and ones with words and addition. 8 ones 1 tens 18 ones 20 + 8 10 + 18 tens Describe the tens and ones with words and addition. 0 28 ones 0 + 28 tens Describe the blocks in two ways. © Houghton Mifflin Harcourt Publishing Company 1. 32 1 tens 10 + 22 22 Number and Operations in Base Ten ones 3 tens 30 + 2 ones 2 2 tens 20 + 12 ones 12 57 Name 1 CC.2.NBT.3 Algebra • Different Names for Numbers The blocks show the number in different ways. Describe the blocks in two ways. 1. 24 2 tens 20 + 4 ones 1 4 tens 10 + 14 ones 0 14 tens 0 + 24 ones 24 2. 36 2 tens 20 + 16 ones 1 16 tens 10 26 + ones 3 26 tens 30 + 6 ones 6 3 tens 30 + 15 ones 15 4 tens 40 + 5 ones 5 2 tens 20 + 25 ones 25 Problem Solving 4. Toni has these blocks. Circle the blocks that she could use to show 34. Check children’s work. 58 Lesson 29 © Houghton Mifflin Harcourt Publishing Company 3. 45 Name LESSON 30 1 Problem Solving • Tens and Ones CC.2.NBT.3 OBJECTIVE Solve problems by finding different combinations of tens and ones to represent 2-digit numbers using the strategy find a pattern. Anya has 25 toys. She can put them away in boxes of 10 toys or as single toys. What are the different ways Anya can put away the toys? Unlock the Problem What do I need to find? the different ways What information do I need to use? She can put them away in Anya can put away the toys boxes of 10 toys or as single toys. Look for a pattern. © Houghton Mifflin Harcourt Publishing Company 2 tens + 5 ones 1 ten + 15 ones Boxes of 10 toys Single toys 2 5 1 15 0 25 0 tens + 25 ones Find a pattern to solve. 1. Mr. Moore is buying 29 apples. He can buy them in packs of 10 apples or as single apples. What are the different ways Mr. Moore can buy the apples? Number and Operations in Base Ten Packs of 10 apples Single apples 2 9 1 19 0 29 59 Name 1 CC.2.NBT.3 Problem Solving • Tens and Ones Find a pattern to solve. them into groups of 10 rocks or as single rocks. What are the different ways Ann can group the rocks? 2. Mr. Grant needs 30 pieces of felt. He can buy them in packs of 10 or as single pieces. What are the different ways Mr. Grant can buy the felt? 3. Ms. Sims is putting away 22 books. She can put them on the table in stacks of 10 or as single books. What are the different ways Ms. Sims can put away the books? 60 Groups of 10 rocks Single rocks 3 8 2 18 1 28 0 38 Packs of 10 pieces Single pieces 3 0 2 10 1 20 0 30 Stacks of 10 books Single books 2 2 1 12 0 22 © Houghton Mifflin Harcourt Publishing Company 1. Ann is grouping 38 rocks. She can put Lesson 30 Name 1 Number Names LESSON 31 CC.2.NBT.3 OBJECTIVE Read and write 3-digit numbers in word form. You can write a number using words. 257 What is shown with the hundreds blocks? What is shown with the tens and ones blocks? fifty-seven two hundred two hundred fifty-seven . So you write 257 as Write the number using words. © Houghton Mifflin Harcourt Publishing Company 1. 163 one hundred sixty-three 2. 427 four hundred twenty-seven Write the number. 3. two hundred nine 209 Number and Operations in Base Ten 4. five hundred seventy-nine 579 61 Name 1 CC.2.NBT.3 Number Names Write the number. 1. two hundred thirty-two 2. five hundred forty-four 232 544 3. one hundred fifty-eight 4. nine hundred fifty 158 950 5. four hundred twenty 6. six hundred seventy-eight 420 678 Write the number using words. 7. 317 three hundred seventeen 8. 457 © Houghton Mifflin Harcourt Publishing Company four hundred fifty-seven Problem Solving Circle the answer. 9. Six hundred twenty-six children attend Elm Street School. Which is another way to write this number? 266 62 626 662 Lesson 31 Name LESSON 32 1 Different Forms of Numbers CC.2.NBT.3 OBJECTIVE Write 3-digit numbers in expanded form and in standard form. There is more than one way to show and write a number. three hundred sixty-two 3 6 tens 2 300 + 60 + 2 362 hundreds ones. Read the number and draw a quick picture. Possible answers are shown. Then write the number in different ways. 1. four hundred thirty-two 4 hundreds © Houghton Mifflin Harcourt Publishing Company 400 + 3 tens 30 + 2 ones 5 ones 2 432 2. two hundred seventy-five 2 hundreds 200 + 7 tens 70 + 5 275 Number and Operations in Base Ten 63 Name 1 CC.2.NBT.3 Different Forms of Numbers Read the number and draw a quick picture. Then write the number in different ways. Possible answers are shown. 1. two hundred fifty-one 2 200 5 hundreds + 50 + tens 1 ones tens 2 ones tens 7 ones 1 251 2. three hundred twelve 3 300 1 hundreds + 10 + 2 312 3. two hundred seven 200 0 hundreds + 0 + 7 © Houghton Mifflin Harcourt Publishing Company 2 207 Problem Solving Write the number another way. 4. 200 + 30 + 7 237 5. 895 800 + 90 + 5 Answers will vary. Possible answers are given. 64 Lesson 32 Name 1 Algebra • Different Ways to Show Numbers LESSON 33 CC.2.NBT.3 OBJECTIVE Apply place value concepts to find equivalent representations of numbers. These two models can both be used to show the number 124. Hundreds Tens Ones 1 2 4 Hundreds Tens Ones 1 ten has the same value as 10 ones. 1 1 14 © Houghton Mifflin Harcourt Publishing Company Write how many hundreds, tens, and ones are in the model. 1. 132 Hundreds Tens Ones Hundreds Tens Ones 1 3 2 1 2 12 Hundreds Tens Ones Hundreds Tens Ones 2 4 6 2 3 16 2. 246 Number and Operations in Base Ten 65 Name 1 CC.2.NBT.3 Algebra • Different Ways to Show Numbers Write how many hundreds, tens, and ones are in the model. 1. 135 Hundreds Tens Ones Hundreds Tens Ones 1 3 5 1 2 15 Hundreds Tens Ones Hundreds Tens Ones 2 1 6 1 11 6 © Houghton Mifflin Harcourt Publishing Company 2. 216 Problem Solving Markers are sold in boxes, packs, or as single markers. Each box has 10 packs. Each pack has 10 markers. 3. Draw pictures to show two ways to buy 276 markers. Check children’s work. 66 Lesson 33 Name LESSON 34 Problem Solving • Compare Numbers OBJECTIVE Solve problems involving number comparisons by using the strategy make a model. 1 CC.2.NBT.4 At the zoo, there are 137 birds and 142 reptiles. Are there more birds or more reptiles at the zoo? Unlock the Problem What do I need to find? What information do I need to use? 137 birds. birds or reptiles. There are 142 reptiles. I need to find if there are more There are Show how to solve the problem. © Houghton Mifflin Harcourt Publishing Company Birds Reptiles The number of hundreds is the same. There are more tens in the number of reptiles. So, there are more reptiles at the zoo. Draw quick pictures to model the numbers. 1. There are 153 birds and 149 fish at the nature center. Are there more birds or more fish? Check children’s drawings. There are more Number and Operations in Base Ten birds . 67 Name 1 CC.2.NBT.4 Problem Solving • Compare Numbers Model the numbers. Draw quick pictures to show how you solved the problem. Check children’s drawings. 1. Lauryn has 128 marbles. Kristin has 118 marbles. Who has more marbles? Lauryn 2. Nick has 189 trading cards. Kyle has 198 trading cards. Who has fewer cards? Nick 3. A piano has 36 black keys and 52 white © Houghton Mifflin Harcourt Publishing Company keys. Are there more black keys or white keys on a piano? more white keys 4. There are 253 cookies in a bag. There are 266 cookies in a box. Are there fewer cookies in the bag or in the box? fewer in the bag 68 Lesson 34 Name LESSON 35 1 Algebra • Compare Numbers CC.2.NBT.4 OBJECTIVE Compare 3-digit numbers using the >, =, and < symbols. To compare 3-digit numbers, first compare hundreds. 212 has more hundreds than 112. 212 > 112 If hundreds are equal, then compare tens. 212 has fewer tens than 221. 212 < 221 © Houghton Mifflin Harcourt Publishing Company If hundreds and tens are equal, then compare ones. 212 = 212 Compare the numbers. Write >, <, or =. 1. 2. < 317 582 Number and Operations in Base Ten 326 < 634 69 Name 1 CC.2.NBT.4 Algebra • Compare Numbers Compare the numbers. Write >, <, or =. 2. 719 605 719 489 < 605 3. 370 4. 645 248 654 370 > 248 5. 205 6. 813 250 781 205 < 250 7. 397 8. 504 393 405 397 > 393 719 = 719 645 < 654 813 > 781 504 > 405 Bella has more pennies. © Houghton Mifflin Harcourt Publishing Company 1. 489 Problem Solving Solve. Write or draw to explain. 9. Toby has 178 pennies. Bella has 190 pennies. Who has more pennies? 70 Lesson 35 Name 1 2-Digit Addition LESSON 36 CC.2.NBT.5 OBJECTIVE Record 2-digit addition using the standard algorithm. Add 27 and 36. STEP 1 Model 27 and 36. Add the ones. 7 + 6 = 13 Tens STEP 2 STEP 3 If you can make a 10, regroup 10 ones for 1 ten. 13 ones =1 ten 3 ones Add the tens. Remember to add the regrouped ten. 1+2+3=6 Ones Tens Tens Tens Ones B © Houghton Mifflin Harcourt Publishing Company Tens Ones B 1 2 3 ⫹ Ones 7 6 2 3 + Ones Tens Ones 2 3 7 6 6 3 4. Tens 1 B 7 6 + 3 Regroup if you need to. Write the sum. 1. Tens Ones B 2. Tens B 1 + 5 2 4 9 8 3 Number and Operations in Base Ten Ones + 3. Tens Ones B B 1 1 6 7 1 7 8 + 4 2 1 9 7 0 Ones + 3 3 5 2 6 7 71 Name 1 CC.2.NBT.5 2-Digit Addition Regroup if you need to. Write the sum. 1. 2. 1 4 7 +2 5 __ 7 5. 5 1 7 +2 6 __ 9. 8 10. 5 2 +2 9 __ 8 7. 1 8. 3 7 +4 9 __ 0 8 12. 7 4 +1 4 __ 8 8 1 3 11. 6 6 +2 4 __ 9 7 2 1 8 9 1 1 3 +6 5 __ 5 8 +2 5 __ 3 6 +5 3 __ 3 1 9 1 6. 4. 1 2 8 +6 4 __ 3 3 +1 8 __ 2 1 4 3. 1 6 1 3 7 +3 7 __ 7 8 4 © Houghton Mifflin Harcourt Publishing Company Problem Solving Solve. Write or draw to explain. 13. Angela drew 16 flowers on her paper in the morning. She drew 25 more flowers in the afternoon. How many flowers did she draw in all? 41 72 flowers Lesson 36 Name 1 Practice 2-Digit Addition LESSON 37 CC.2.NBT.5 OBJECTIVE Practice 2-digit addition with and without regrouping. Eliza sold 47 pencils in one week. She sold 65 pencils the next week. How many pencils did she sell in both weeks? Add 47 and 65. Add the ones. Regroup. Add the tens. 12 ones = 1 ten and 2 ones 7 + 5 = 12 1 4 7 4 +6 5 __ 1 + 4 + 6 = 11 1 7 7 4 +6 5 __ +6 5 __ 2 11 2 © Houghton Mifflin Harcourt Publishing Company Write the sum. 1. 1 2. +6 9 __ 1 1 2 +4 7 __ 1 2 9 Number and Operations in Base Ten +1 7 __ 9 8 4. 1 2 7 +8 6 __ 1 1 3 1 8 5 +4 2 __ 8 0 7. 8 1 1 3 8 +5 8 __ 1 3 4 6. 8 2 3. 7 6 4 3 5. 1 +6 8 __ 1 5 3 8. 5 1 +3 8 __ 8 9 73 Name 1 CC.2.NBT.5 Practice 2-Digit Addition Write the sum. 4. 7. 1 2. 1 3. 58 44 36 + 17 _ + 86 _ + 13 _ 7 5 1 3 0 4 9 1 5. 1 6. 1 49 58 32 + 72 _ + 87 _ + 59 _ 1 2 1 1 4 5 1 8. 1 9 1 9. 1 77 45 54 + 58 _ + 45 _ + 28 _ 1 3 5 9 0 8 2 © Houghton Mifflin Harcourt Publishing Company 1. Problem Solving Solve. Write or draw to explain. 10. There are 45 books on the shelf. There are 37 books on the table. How many books in all are on the shelf and the table? 82 74 books Lesson 37 Name 1 Rewrite 2-Digit Addition LESSON 38 CC.2.NBT.5 OBJECTIVE Rewrite horizontal addition problems vertically in the standard algorithm format. Add. 43 + 19 = ? STEP 1 STEP 2 4 What is the tens digit in 43? Write 4 in the tens column. Write the ones digit, 3, in the ones column. Tens B © Houghton Mifflin Harcourt Publishing Company + STEP 3 1 What is the tens digit in 19? Add the ones. Regroup if you need to. Write 1 in the tens column. Add the tens. Write the ones digit, 9, in the ones column. Tens Ones Ones B 4 3 4 + Tens Ones B 1 3 1 9 + 4 1 3 9 6 2 Rewrite the numbers. Then add. 1. 26 + 9 2. 16 + 43 3. 32 + 38 1 1 + 4. 23 + 26 2 6 9 3 5 Number and Operations in Base Ten + 1 4 6 3 5 9 + 3 3 2 8 7 0 + 2 2 3 6 4 9 75 Name 1 CC.2.NBT.5 Rewrite 2-Digit Addition Rewrite the numbers. Then add. 1. 27 + 19 2. 36 + 23 3. 31 + 29 4. 48 + 23 1 9 1 4 +2 8 3 0 7 1 1 2 +1 7 9 +2 3 6 3 1 3 +2 4 6 5 9 6 5. 53 + 12 6. 69 + 13 7. 24 + 38 8. 46 + 37 5 +1 3 2 1 6 +1 9 3 1 2 +3 4 8 1 4 +3 6 7 6 5 8 2 6 2 8 3 Use the table. Show how you solved the problem. 9. How many pages in all did Sasha and Kara read? Check children’s work. 91 76 © Houghton Mifflin Harcourt Publishing Company Problem Solving Pages Read This Week $IJME /VNCFSPG1BHFT Sasha 62 Kara 29 Juan 50 pages Lesson 38 Name LESSON 39 1 Algebra • Break Apart Ones to Subtract CC.2.NBT.5 OBJECTIVE Break apart a 1-digit subtrahend to subtract it from a 2-digit number. To subtract a one-digit number, break it apart. 44 - 7 = ? Break apart ones in 7. • Use 4 because 44 has a 4 in the ones place. 4 3 • The other part is 3. Start at 44. Subtract 4, and then subtract 3. -3 -4 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 So, 44 - 7 = 37 . © Houghton Mifflin Harcourt Publishing Company Break apart ones to subtract. Write the difference. 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 1. 42 - 8 = 34 2. 47 - 8 = 39 3. 43 - 5 = 38 4. 41 - 8 = 33 Number and Operations in Base Ten 77 Name 1 CC.2.NBT.5 Algebra • Break Apart Ones to Subtract Break apart ones to subtract. Write the difference. 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 29 6 1 2. 35 - 8 = 27 5 3 3. 37 - 9 = 28 4. 41 - 6 = 35 5. 44 - 5 = 39 6. 33 - 7 = 26 7. 32 - 4 = 28 8. 31 - 6 = 25 9. 46 - 9 = 37 10. 43 - 5 = 38 © Houghton Mifflin Harcourt Publishing Company 1. 36 - 7 = Problem Solving Choose a way to solve. Write or draw to explain. 11. Beth had 44 marbles. She gave 9 marbles to her brother. How many marbles does Beth have now? 35 78 marbles Lesson 39 Name LESSON 40 1 Algebra • Break Apart Numbers to Subtract CC.2.NBT.5 OBJECTIVE Break apart a 2-digit subtrahend to subtract it from a 2-digit number. To subtract a two-digit number, break it apart. 54 - 16 = ? First, break apart 16 into tens and ones. Now, break apart the ones in 6. 10 6 • Use 4 because 54 has a 4 in the ones place. • The other part is 2. 4 2 Use the number line to subtract the three parts. -2 35 36 37 38 -4 39 So, 54 - 16 = 40 41 42 -10 43 44 45 46 47 48 49 50 51 52 53 54 55 38 . © Houghton Mifflin Harcourt Publishing Company Break apart the number you are subtracting. Write the difference. 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 1. 51 - 16 = 35 2. 57 - 18 = 39 3. 54 - 17 = 37 4. 52 - 18 = 34 Number and Operations in Base Ten 79 Name 1 CC.2.NBT.5 Algebra • Break Apart Numbers to Subtract Break apart the number you are subtracting. Write the difference. 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 10 67 2. 84 - 16 = 10 4 68 6 3. 77 - 14 = 63 4. 83 - 19 = 64 5. 81 - 17 = 64 6. 88 - 13 = 75 7. 84 - 19 = 65 8. 86 - 18 = 68 9. 84 - 17 = 67 10. 76 - 15 = 61 11. 86 - 12 = 74 12. 82 - 19 = 63 © Houghton Mifflin Harcourt Publishing Company 1. 81 - 14 = Problem Solving Solve. Write or draw to explain. 13. Mr . Pearce bought 43 plants. He gave 14 plants to his sister . How many plants does Mr . Pearce have now? 29 80 plants Lesson 40 Name CC.2.NBT.5 OBJECTIVE Draw quick pictures and record 2-digit subtraction using the standard algorithm. Subtract. Tens 54 - 15 _ Ones - no ones to subtract 5? Tens Regroup 1 ten as 10 ones. Ones Write the new number of tens and ones. Subtract the ones. 14 ones - 5 ones = 4 tens - 1 ten = Ones 5 1 4 5 Tens Ones 3 4 B 14 B 5 - 1 9 Tens Ones 4 5 Tens Ones 5 1 4 5 3 9 14 4 B B ones Write that number in the ones place. Subtract the tens. Tens B B Are there enough © Houghton Mifflin Harcourt Publishing Company 1 Model and Record 2-Digit Subtraction LESSON 41 - tens Write that number in the tens place. Check children’s drawings. Draw a quick picture to solve. Write the difference. 1. 2. Tens Ones 13 2 11 4 - 1 3 6 3 1 1 7 2 7 1 4 Tens Ones 3 Number and Operations in Base Ten Tens Ones - Tens Ones 81 Name 1 CC.2.NBT.5 Model and Record 2-Digit Subtraction Draw a quick picture to solve. Write the difference. Check children’s drawings. 1. - 3. Tens Ones 3 13 4 1 3 7 2 6 Tens Ones 4 12 5 3 2 7 1 5 B B - Tens Ones 2. Tens Ones 2 18 3 2 8 9 B B - Tens Ones Tens Tens Ones 9 Tens Ones 4. Tens Ones 2 15 3 1 5 9 1 6 B B - © Houghton Mifflin Harcourt Publishing Company Problem Solving Solve. Write or draw to explain. 5. Kendall has 63 stickers. Her sister has 57 stickers. How many more stickers does Kendall have than her sister? 6 82 more stickers Lesson 41 Name 1 2-Digit Subtraction LESSON 42 CC.2.NBT.5 OBJECTIVE Record 2-digit subtraction using the standard algorithm. Subtract. 54 - 28 _ Are there enough ones to subtract 8? Tens Ones Tens Ones B B 5 - 2 no Regroup 1 ten as 10 ones. Tens Ones Tens Ones 4 14 Write the new number of tens and ones. Subtract the ones. 5 - 2 6 14 ones - 8 ones = Tens Ones 4 5 - 2 ones © Houghton Mifflin Harcourt Publishing Company 4 tens - 2 tens = 2 Tens 4 8 Tens Ones Write that number in the ones place. Subtract the tens. 4 8 Ones 14 4 8 6 Tens Ones 4 14 B B tens 5 - 2 Write that number in the tens place. 2 4 8 6 Regroup if you need to. Write the difference. 1. Tens Ones 6 12 B B - /7 /2 4 5 2 7 Number and Operations in Base Ten 2. Tens Ones 4 11 B B - /5 /1 1 3 3 8 3. - Tens Ones 3 1 8 6 2 2 B B 83 Name 1 CC.2.NBT.5 2-Digit Subtraction Regroup if you need to. Write the difference. Tens Ones 3 17 4 -2 1 2. 3. Tens Ones 2 13 7 8 3 -1 3 8 2 -1 9 1 5 B B 5. B B 6. Tens Ones 5 16 8 4 6 -1 6 9 1 4 4 7 4 12 7 17 8 B B 7. 4. Tens Ones B B 8. 7 -2 7 6 5 -3 8 4 5 -2 2 5 8 -4 5 1 2 4 2 7 3 7 9 © Houghton Mifflin Harcourt Publishing Company 1. Problem Solving Solve. Write or draw to explain. 9. Mrs. Paul bought 32 erasers. She gave 19 erasers to students. How many erasers does she still have? 13 84 erasers Lesson 42 Name LESSON 43 1 Practice 2-Digit Subtraction CC.2.NBT.5 OBJECTIVE Practice 2-digit subtraction with and without regrouping. Clay scored 80 points. Meg scored 61 points. How many more points did Clay score than Meg? STEP 1 STEP 2 More ones are needed. Regroup 8 tens 0 ones as 7 tens 10 ones. 7 /8 -6 STEP 3 Subtract in the ones column. 10 0 / 7 8 -6 1 Subtract in the tens column. 10 0 1 9 7 10 8 -6 0 1 9 1 © Houghton Mifflin Harcourt Publishing Company Write the difference. 1. 4. 5 10 2. 3. 5 11 6 0 - 2 7 _ 3 7 - 2 2 _ 6 1 - 4 8 _ 3 3 1 5 1 3 6 10 5. 2 17 6. 7 0 - 2 6 _ 3 7 - 1 9 _ 5 5 1 4 _ 4 4 1 8 4 1 Number and Operations in Base Ten 85 Name 1 CC.2.NBT.5 Practice 2-Digit Subtraction Write the difference. 1. 4. 7. 4 10 2. 3 13 3. 6 15 5 0 - 1 8 _ 4 3 - 1 7 _ 7 5 - 1 8 _ 3 2 2 6 5 7 1 12 5. 5 10 2 2 - 6 _ 6 0 - 3 5 _ 1 6 2 5 1 11 2 1 - 8 _ 8. 3 9 - 2 7 _ 1 3 6. 3 12 4 2 - 3 4 _ 8 9. 5 11 6 1 - 3 7 _ 2 4 1 2 © Houghton Mifflin Harcourt Publishing Company Problem Solving Solve. Write or draw to explain. 10. Julie has 42 sheets of paper. She gives 17 sheets to Kari. How many sheets of paper does Julie have now? 25 86 sheets of paper Lesson 43 Name LESSON 44 1 Rewrite 2-Digit Subtraction 62 - 38 = ? 62 The 6 is in the tens place. Write it in the tens column. Then rewrite 38. The 2 is in the ones place. Write it in the ones column. Ones 6 2 Tens Ones 6 2 - 38 The 3 is in the tens place. Write it in the tens column. Tens B B Rewrite 62 first. B B The 8 is in the ones place. Write it in the ones column. 3 8 Tens Ones - Now the ones digits are in a column and the tens digits are in a column. 5 12 Subtract. Write the difference. © Houghton Mifflin Harcourt Publishing Company CC.2.NBT.5 OBJECTIVE Rewrite horizontal subtraction problems vertically in the standard algorithm format. 6 - 3 2 8 2 4 Rewrite the subtraction problem. Find the difference. 1. 56 - 24 Tens 2. 74 - 37 Ones B B - 5 6 2 4 3 2 Number and Operations in Base Ten 3. 43 - 15 Tens Ones 6 14 B B - /7 /4 3 7 3 7 Tens Ones 3 13 /4 /3 1 5 2 8 B B - 87 Name 1 CC.2.NBT.5 Rewrite 2-Digit Subtraction Rewrite the subtraction problem. Then find the difference. 1. 35 - 19 2 3 - 1 1 15 5 9 6 4. 22 - 15 1 2 - 1 12 2 5 7 2. 47 - 23 4 - 2 2 4 5 - 2 2 7 3 4 5. 61 - 32 5 6 - 3 2 3. 55 - 28 15 5 8 7 6. 70 - 37 6 7 - 3 3 11 1 2 9 10 0 7 3 © Houghton Mifflin Harcourt Publishing Company Problem Solving Solve. Write or draw to explain. 7. Jimmy went to the toy store. He saw 23 wooden trains and 41 plastic trains. How many more plastic trains than wooden trains did he see? 18 88 more plastic trains Lesson 44 Name LESSON 45 1 Add to Find Differences CC.2.NBT.5 OBJECTIVE Use addition to find differences. Count up to solve. 34 – 27 = ? Start at 27. Count up 3 to 30. +3 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 To get to 34 from 30, count up 4 more. +3 +4 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 7 was added to get to 34. So, 34 – 27 = 7 . © Houghton Mifflin Harcourt Publishing Company Count up to find the difference. 1. 41 - 37 = 4 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 2. 43 - 38 = 5 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Number and Operations in Base Ten 89 Name 1 CC.2.NBT.5 Add to Find Differences Use the number line. Count up Check children’s work. to find the difference. 1. 36 - 29 = 7 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 2. 43 - 35 = 8 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 3. 76 - 68 = 8 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 © Houghton Mifflin Harcourt Publishing Company Problem Solving Solve. You may wish to use the number line. 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 4. Jill has 63 index cards. She uses 57 of them for a project. How many index cards does Jill have now? 6 90 index cards Lesson 45 Name LESSON 46 1 Break Apart Ones to Add OBJECTIVE Find a sum by breaking apart a 1-digit addend to make a 2-digit addend a multiple of 10. CC.2.NBT.6 Sometimes when you are adding, you can break apart ones to make a ten. 37 + 8 = ? Look at the two-digit addend, 37. What digit is in the ones place? 7 Decide how many you need to add to the ones digit to make 10. 7+ 3 = 10, and 37 + 3 = 40 Break apart that number from the one-digit addend, 8. 8-3=5 © Houghton Mifflin Harcourt Publishing Company Finally, write the new number sentence. 40 + 5 = 45 Break apart ones to make a ten. Then add and write the sum. Check children’s work. 1. 28 + 6 = 34 Number and Operations in Base Ten 2. 34 + 7 = 41 91 Name 1 CC.2.NBT.6 Break Apart Ones to Add Break apart ones to make a ten. Then add and write the sum. 71 2. 27 + 7 = 34 3. 28 + 5 = 33 4. 17 + 8 = 25 5. 57 + 6 = 63 6. 23 + 9 = 32 7. 39 + 7 = 46 8. 26 + 5 = 31 9. 13 + 8 = 21 10. 18 + 7 = 25 11. 49 + 8 = 57 12. 27 + 5 = 32 13. 39 + 4 = 43 14. 18 + 8 = 26 © Houghton Mifflin Harcourt Publishing Company 1. 62 + 9 = Problem Solving Solve. Write or draw to explain. 15. Jimmy had 18 toy airplanes. His mother bought him 7 more toy airplanes. How many toy airplanes does he have now? 25 92 toy airplanes Lesson 46 Name LESSON 47 1 Use Compensation CC.2.NBT.6 OBJECTIVE Use compensation to develop flexible thinking for 2-digit addition. This is a way to add 2-digit numbers. Take ones from one addend to make the other addend a tens number. 27 + 38 = ? 38 First, find the addend with the greater ones digit. How many ones would you need to add to make it a tens number? 38 + = 40 Add 2 to make 40 . Next, take that many ones away from the other addend. 27 - 2 = 25 The two new addends are 25 and 40 . Write the new addition sentence to find the sum. © Houghton Mifflin Harcourt Publishing Company 25 + 40 = 65 Show how to make one addend the next tens number. Complete the new addition sentence. Check children’s work. 1. 28 + 16 = ? 30 + 14 = 44 40 + 21 = 61 2. 37 + 24 = ? Number and Operations in Base Ten 93 Name 1 CC.2.NBT.6 Use Compensation Show how to make one addend the next tens number. Complete the new addition sentence. Possible answers are given. 1. 15 + 37 = ? Check children’s work. 12 + 40 = 52 21 + 50 = 71 40 + 24 = 64 30 + 44 = 74 = 74 2. 22 + 49 = ? Check children’s work. 3. 38 + 26 = ? Check children’s work. or Check children’s work. 24 + 50 Problem Solving Solve. Write or draw to explain. 5. The oak tree at the school was 34 feet tall. Then it grew 18 feet taller. How tall is the oak tree now? 52 94 feet tall Lesson 47 © Houghton Mifflin Harcourt Publishing Company 4. 27 + 47 = ? Name LESSON 48 1 Break Apart Addends as Tens and Ones CC.2.NBT.6 OBJECTIVE Apply place-value concepts when using a break-apart strategy for 2-digit addition. 25 + 46 = ? Break apart 25 into tens and ones. + 25 20 Break apart 46 into tens and ones. + 46 + 5 40 + 6 60 + = 11 + = 71 So, 25 + 46 = 71 . 20 5 60 Then, add the tens from the two addends. Add the ones from the two addends. Add the two sums. + 40 6 11 = © Houghton Mifflin Harcourt Publishing Company Break apart the addends to find the sum. + 12 1. 10 + 2 48 = ? + 40 + 8 Add the tens. 10 + 40 = 50 Add the ones. 2 + 8 = 10 How many? 50 + 10 = 60 So, 12 + 48 = Number and Operations in Base Ten 60 . 95 Name 1 CC.2.NBT.6 Break Apart Addends as Tens and Ones 1. 2. 3. 18 10 + 8 + 21 20 + 1 30 + 9 33 30 + 3 + 49 40 + 9 70 + 12 72 70 + 2 + 18 10 + 8 80 + 10 = 39 = 82 = 90 © Houghton Mifflin Harcourt Publishing Company Break apart the addends to find the sum. Problem Solving Choose a way to solve. Write or draw to explain. 4. Christopher has 28 baseball cards. Justin has 18 baseball cards. How many baseball cards do they have? 96 46 baseball cards Lesson 48 Name 1 Model and Record 2-Digit Addition LESSON 49 CC.2.NBT.6 OBJECTIVE Draw quick pictures and record 2-digit addition using the standard algorithm. Model 33 + 19. How many ones are there in all? Tens 12 Can you make a ten? Ones Tens B 3 + 1 ones yes Regroup 10 ones as 1 ten. Write a 1 in the tens column to show the regrouped ten. Tens Ones Tens B 1 3 + 1 How many ones are left after regrouping? Ones 2 3 9 Ones 3 9 2 ones Write that number in the ones place. How many tens © Houghton Mifflin Harcourt Publishing Company are there in all? 5 Tens Ones Tens 1 B tens 3 + 1 Write that number in the tens place. 5 Ones 3 9 2 Draw quick pictures to help you solve. Write the sum. Check children’s drawings. 1. Tens Ones Tens Ones 2. 1 B + Tens Ones Tens Ones 1 B 4 2 7 5 7 2 Number and Operations in Base Ten + 3 4 6 6 8 2 97 Name 1 CC.2.NBT.6 Model and Record 2-Digit Addition Draw quick pictures to help you solve. Write the sum. Check children’s drawings. Tens B Ones Tens Ones 2. Tens B 8 + 1 7 __ 3. 5 5 Tens Ones B 4 + Tens Ones 4. Ones 5 8 2 6 8 4 Tens B Ones Tens Ones 1 2 + 3 7 __ 7 Tens 1 1 3 Ones 9 5 3 + 3 8 __ 9 1 © Houghton Mifflin Harcourt Publishing Company 1. Problem Solving Choose a way to solve. Write or draw to explain. 5. There were 37 children at the park on Saturday and 25 children at the park on Sunday. How many children were at the park on those two days? 98 62 children Lesson 49 Name 1 Algebra • Find Sums for 3 Addends LESSON 50 CC.2.NBT.6 OBJECTIVE Find sums of three 2-digit numbers. You can add three numbers in different ways. Start by adding the ones first. Look at the column of ones digits. Choose two of the digits to add first. Then add the other digit. 1 14 22 + 36 ____ 72 Start at the top of the ones column. Add the first two digits, and then add the third digit. 1 14 22 + 36 _____ 72 4 + 6 = 10 10 + 2 = 4+2=6 12 12 Then add the tens. 6+6= Then add the tens. 1+1+2+3=7 1+1+2+3=7 © Houghton Mifflin Harcourt Publishing Company So, 14 + 22 + 36 = 72. Add. 1. Check children’s work. 1 18 25 + 32 ____ 75 Number and Operations in Base Ten 2. 1 40 37 +16 ____ 93 3. 13 21 + 34 ____ 68 4. 1 26 22 + 23 ____ 71 99 Name 1 CC.2.NBT.6 Algebra • Find Sums for 3 Addends Add. 1. 23 20 + 25 ____ 2. 68 4. 1 27 40 + 19 ____ 42 36 + 11 ____ 3. 13 52 + 34 ____ 75 5. 86 7. 1 15 22 + 38 ____ 1 31 45 + 24 ____ 99 6. 1 34 11 + 28 ____ 100 8. 89 1 18 22 + 34 ____ 73 9. 1 53 19 + 25 ____ 97 74 © Houghton Mifflin Harcourt Publishing Company Problem Solving Solve. Write or draw to explain. 10. Liam has 24 yellow pencils, 15 red pencils, and 9 blue pencils. How many pencils does he have altogether? 48 100 pencils Lesson 50 Name 1 Algebra • Find Sums for 4 Addends LESSON 51 CC.2.NBT.6 OBJECTIVE Find sums of four 2-digit numbers. You can add 4 numbers in different ways. One way is to add pairs of digits in the ones column. 1 16 22 31 + 16 ____ 85 Add a pair of digits. 6+2=8 Add the other pair. 1+6=7 Then add these two sums. 8 + 7 = 15 Then add the digits in the tens column. So, 16 + 22 + 31 + 16 = 85. Add. © Houghton Mifflin Harcourt Publishing Company 1. 1 2. 1 3. 43 57 32 + 2 ____ 24 21 19 + 32 ____ 21 14 20 + 42 ____ 134 96 97 Number and Operations in Base Ten 101 Name 1 CC.2.NBT.6 Algebra • Find Sums for 4 Addends Add. 1. 1 4. 2. 3. 1 18 32 23 + 3 _____ 45 31 29 + 72 _____ 24 62 70 + 33 _____ 7 6 1 7 7 1 8 9 83 32 61 + 2 2 _____ 1 9 8 5. 1 37 15 31 + 12 _____ 9 5 6. 1 21 13 96 + 18 _____ 148 Solve. Show how you solved the problem. Check children’s work. 7. Kinza jogs 16 minutes on Monday, 13 minutes on Tuesday, 9 minutes on Wednesday, and 20 minutes on Thursday. What is the total number of minutes she jogged? 58 102 minutes Lesson 51 © Houghton Mifflin Harcourt Publishing Company Problem Solving Name LESSON 52 1 Draw to Represent 3-Digit Addition CC.2.NBT.7 OBJECTIVE Draw quick pictures to represent 3-digit addition. Add 213 and 124. Draw quick pictures of 213 and 124. Hundreds Tens Ones Count the hundreds, tens, and ones. 3 hundreds Write the number. 3 tens 7 ones 337 Draw quick pictures. Write how many hundreds, tens, and ones. Write the number. 1. Add 135 and 214. Hundreds Possible drawings are shown. Tens Ones © Houghton Mifflin Harcourt Publishing Company 3 hundreds 4 tens 9 ones tens 4 ones 349 2. Add 121 and 143. Hundreds Tens Ones 2 hundreds 6 264 Number and Operations in Base Ten 103 Name 1 CC.2.NBT.7 Draw to Represent 3-Digit Addition Draw quick pictures. Write how many hundreds, tens, and ones. Write the number. Possible drawings are shown. 1. Add 142 and 215. Hundreds Tens Ones 3 hundreds 5 tens 7 ones tens 9 ones 357 2. Add 263 and 206. Hundreds Tens Ones 4 hundreds 6 © Houghton Mifflin Harcourt Publishing Company 469 Problem Solving Solve. Write or draw to explain. 3. A farmer sold 324 lemons and 255 limes. How many pieces of fruit did the farmer sell altogether? Check children’s drawings. 104 579 pieces of fruit Lesson 52 Name 1 Break Apart 3-Digit Addends LESSON 53 CC.2.NBT.7 OBJECTIVE Apply place value concepts when using a break apart strategy for 3-digit addition. 743 + 124 _ Break apart each addend. Write the value of each digit. 700+ 40 + 3 124 = 100 + 20 + 4 743 = Add the hundreds, tens, and ones. Then add these sums together. Hundreds 743 © Houghton Mifflin Harcourt Publishing Company + 124 Tens 700 + 40 100 + 20 800 + 60 Ones + + + 3 4 7 = 867 Break apart the addends to find the sum. Possible answers are given. Hundreds 1. Tens Ones 253 200 + 50 + 3 + 536 500 + 30 + 6 700 + 80 + 9 Number and Operations in Base Ten = 789 105 Name 1 CC.2.NBT.7 Break Apart 3-Digit Addends Break apart the addends to find the sum. Possible answers are given. 1. 2. 3. 518 500 + 10 + 8 + 221 200 + 20 + 1 700 + 30 + 9 438 400 + 30 + 8 + 142 100 + 40 + 2 500 + 70 + 10 324 300 + 20 + 4 + 239 200 + 30 + 9 500 + 50 + 13 = 739 = 580 = 563 © Houghton Mifflin Harcourt Publishing Company Problem Solving Solve. Write or draw to explain. 4. There are 126 crayons in a bucket. A teacher puts 144 more crayons in the bucket. How many crayons are in the bucket now? 270 106 crayons Lesson 53 Name LESSON 54 Add. 1 3-Digit Addition: Regroup Ones CC.2.NBT.7 OBJECTIVE Record 3-digit addition using the standard algorithm with possible regrouping of ones. 318 + 256 _ Hundreds Tens Ones Hundreds 3 2 + Hundreds Add the ones. 8+6= Tens Ones Hundreds 14 Do you need to 3 2 + yes regroup? Tens B Ones 1 5 8 6 Tens Ones 1 5 8 6 1 B 4 Regroup 10 ones as 1 ten. Hundreds Add the tens. Tens Ones 7 1+1+5= © Houghton Mifflin Harcourt Publishing Company Add the hundreds. 3+2= Hundreds 3 2 + 5 5 So, 318 + 256 = 574. Tens Ones 1 5 8 6 7 4 1 B Write the sum. 1. Hundreds + 5 1 6 Tens B Ones Hundreds Tens B Ones 5 3 7 5 9 2 1 2 4 6 2 6 8 Number and Operations in Base Ten 2. + 4 3 7 107 Name 1 CC.2.NBT.7 3-Digit Addition: Regroup Ones Write the sum. 1. Hundreds Tens B Ones 2. Hundreds Tens Ones 3 3 2 1 1 8 6 3 9 Hundreds Tens Ones 1 + 3. 1 2 4 3 8 4 3 8 2 Hundreds Tens Ones B + 4. 1 + B B 1 4 1 1 7 4 9 5 9 3 + 6 2 0 5 2 8 8 6 0 © Houghton Mifflin Harcourt Publishing Company Problem Solving Solve. Write or draw to explain. 5. In the garden, there are 258 yellow daisies and 135 white daisies. How many daisies are in the garden altogether? 393 108 daisies Lesson 54 Name LESSON 55 Add. 1 3-Digit Addition: Regroup Tens CC.2.NBT.7 OBJECTIVE Record 3-digit addition using the standard algorithm with possible regrouping of tens. 271 + 158 _ Hundreds Tens Ones Add the ones. 1+8= 9 2 1 7 5 1 8 9 Hundreds Tens Ones Hundreds Tens Ones B 1 B 12 2 1 7 5 1 8 2 9 Tens Ones 2 1 7 5 1 8 4 2 9 + Do you need to regroup? BB + Add the tens. 7+5= Hundreds Tens Ones yes Regroup 12 tens as 1 hundred 2 tens. Hundreds Add the hundreds. Ones Hundreds 1 B B 4 1+2+1= © Houghton Mifflin Harcourt Publishing Company Tens + Write the sum. 1. Hundreds Tens Ones 1 B B + 2 1 6 4 4 5 4 0 9 Number and Operations in Base Ten 2. Hundreds Tens Ones BB + 2 6 3 0 2 6 8 3 8 109 Name 1 CC.2.NBT.7 3-Digit Addition: Regroup Tens Write the sum. Hundreds Tens B B Ones 2. Hundreds B B 1 + 4. 1 2 8 3 7 2 4 1 9 4 4 5 + 3 4 _ 4 7. 7 6 7 1 + 1 5 4 __ 2 5 2 6 6 7 8 1 0 1 4 6 3 + 4 8 1 __ 9 4 4 3. Tens Hundreds B B Ones 1 2 5 9 8. Ones 3 3 6 2 0 + 2 8 8 __ 9 1 8 + 5. Tens + 6. 2 5 8 3 5 1 8 1 6 1 5 5 7 + 1 8 0 __ 7 8 9. 3 7 7 4 6 + 1 3 3 __ 8 7 9 © Houghton Mifflin Harcourt Publishing Company 1. Problem Solving Solve. Write or draw to explain. 10. There are 142 blue toy cars and 293 red toy cars at the toy store. How many toy cars are there? 435 110 toy cars Lesson 55 Name LESSON 56 1 Addition: Regroup Ones and Tens CC.2.NBT.7 OBJECTIVE Record 3-digit addition using the standard algorithm with possible regrouping of both ones and tens. Sometimes, you may need to regroup more than once. 189 + 623 _ 1 1 8 9 + 6 2 3 __ Step 1 Add the ones. There are 12 ones in all. Regroup 12 ones as 1 ten 2 ones. 2 Step 2 Add the tens. There are 11 tens in all. Regroup 11 tens as 1 hundred 1 ten. 1 1 1 8 9 + 6 2 3 __ 1 2 © Houghton Mifflin Harcourt Publishing Company Step 3 Add the hundreds. There are 8 hundreds in all. 1 1 1 8 9 + 6 2 3 __ 1 2 8 Write the sum. 1. 2. 1 1 2 7 8 + 4 6 5 __ 7 4 3. 1 3 Number and Operations in Base Ten 1 1 5 7 + 7 7 1 __ 9 2 8 3 6 4 + 4 1 9 __ 7 8 3 111 Name 1 CC.2.NBT.7 Addition: Regroup Ones and Tens Write the sum. 1. 2. 1 1 1 4. 8 2 6 5. 1 1 8 7 + 3 0 6 __ 4 9 4 8 4 8 5 + 4 5 6 __ 1 9 7 7 7 6 9. 2 9 4 + 1 7 6 __ 4 1 5 2 3 + 1 7 4 __ 5 1 1 6 4 6. 6 4 7 + 1 2 8 __ 8. 2 5 5 + 2 3 1 __ 5 1 3 7. 1 1 3 6 7 + 2 8 4 __ 5 4 7 + 4 3 5 __ 9 3. 0 9 7 1 3 7 5 + 3 6 4 __ 7 3 9 © Houghton Mifflin Harcourt Publishing Company Problem Solving Solve. Write or draw to explain. 10. Saul and Luisa each scored 167 points on a computer game. How many points did they score? 334 112 points Lesson 56 Name LESSON 57 1 Problem Solving • 3-Digit Subtraction CC.2.NBT.7 OBJECTIVE Solve problems involving 3-digit subtraction by using the strategy make a model. There were 237 books on the shelves. Mr. Davies took 126 books off the shelves. How many books were still on the shelves? Unlock the Problem What do I need to find? how many books were still on the shelves. What information do I need to use? 237 books on There were the shelves. Mr. Davies took off the shelves. 126 books © Houghton Mifflin Harcourt Publishing Company Show how to solve the problem. There were 111 books still on the shelves. Make a model to solve. Then draw a quick picture of your model. Check children’s work. 1. Mr. Cho has 256 pencils. Then he sells 132 pencils. How many pencils does he have now? 124 Number and Operations in Base Ten pencils 113 Name 1 CC.2.NBT.7 Problem Solving • 3-Digit Subtraction Make a model to solve. Then draw a quick picture of your model. Check children’s work. 1. On Saturday, 770 people went to the snack shop. On Sunday, 628 people went. How many more people went to the snack shop on Saturday than on Sunday? 142 more people 2. There were 395 lemon ice cups at the snack shop. People bought 177 lemon ice cups. How many lemon ice cups are still at the snack shop? 218 cups snack shop. People bought 469 bottles of water. How many bottles of water are at the snack shop now? 107 bottles 4. There were 279 bags of apple chips at the snack shop. Then 134 bags of apple chips were bought. How many bags of apple chips are at the snack shop now? 145 114 bags Lesson 57 © Houghton Mifflin Harcourt Publishing Company 3. There were 576 bottles of water at the Name LESSON 58 CC.2.NBT.7 OBJECTIVE Record 3-digit subtraction using the standard algorithm with possible regrouping of tens. Subtract. 463 - 317 _ Hundreds Tens Ones Hundreds Are there enough ones to subtract 7? Regroup 1 ten as 10 ones. There are 13 and tens. 5 ones Hundreds Tens Ones Hundreds Subtract the ones. - 6 13 - 7 = Hundreds 4 Tens Ones 6 1 3 7 Tens Ones 6 1 3 7 5 B 13 B Hundreds Subtract the hundreds. Tens Ones 5 13 6 1 3 7 6 BB 4 3 - 1 4-3= Ones 6 Subtract the tens. 5-1= 4 3 Tens BB 4 3 - no © Houghton Mifflin Harcourt Publishing Company 1 3-Digit Subtraction: Regroup Tens 1 So, 463 - 317 = 146. 4 Solve. Write the difference. 1. Hundreds - 8 3 5 Tens Ones 5 12 6 2 2 8 3 4 BB Number and Operations in Base Ten 2. Hundreds - 6 2 4 Tens Ones 7 4 8 5 3 3 BB 115 Name 1 CC.2.NBT.7 3-Digit Subtraction: Regroup Tens Solve. Write the difference. 1. Hundreds - 3. - Tens Ones 6 14 7 2 7 3 4 6 5 3 8 Hundreds Tens Ones 4 2 8 7 9 3 2 1 6 2. Hundreds - 4. - Tens Ones 4 11 5 1 5 1 1 3 4 3 8 Hundreds Tens Ones 6 12 7 2 7 5 2 4 5 1 8 © Houghton Mifflin Harcourt Publishing Company Problem Solving Solve. Write or draw to explain. 5. There were 985 pencils. Some pencils were sold. Then there were 559 pencils left. How many pencils were sold? 426 116 pencils Lesson 58 Name LESSON 59 1 3-Digit Subtraction: Regroup Hundreds CC.2.NBT.7 OBJECTIVE Record 3-digit subtraction using the standard algorithm with possible regrouping of hundreds. Subtract. 326 174 _ Hundreds Tens Ones 2 Tens Ones 3 1 2 7 6 4 2 B 12 B B Subtract the ones. 6-4= Hundreds - Are there enough tens to subtract 7 tens? 2 no Regroup 1 hundred as 10 tens. 12 Now there are and 2 tens hundreds. Hundreds Tens Ones 12 - 7 = Tens Ones 3 1 2 7 1 5 6 4 2 12 B 2 B B Subtract the tens. 5 Hundreds - © Houghton Mifflin Harcourt Publishing Company Subtract the hundreds. 2-1= 1 So, 326 - 174 = 152. Solve. Write the difference. 1. Hundreds Tens Ones B BB - 6 2 7 6 9 1 4 1 8 Number and Operations in Base Ten 2. Hundreds Tens Ones 4 12 5 2 2 9 5 3 2 3 2 B BB - 117 Name 1 CC.2.NBT.7 3-Digit Subtraction: Regroup Hundreds Solve. Write the difference. 1. - Hundreds Tens Ones 6 12 7 2 2 5 7 6 4 7 1 5 13 6 4 3 7 9 2 1 6 7 3. 2. Hundreds Tens Ones 9 1 6 5 7 3 8 1 4 - 4. - - 3 14 4 3 4 6 8 3 8 5 © Houghton Mifflin Harcourt Publishing Company Problem Solving Solve. Write or draw to explain. 5. There were 537 people in the parade. 254 of these people were playing an instrument. How many people were not playing an instrument? 283 118 people Lesson 59 Name 1 Subtraction: Regroup Hundreds and Tens LESSON 60 CC.2.NBT.7 OBJECTIVE Record 3-digit subtraction using the standard algorithm with possible regrouping of both hundreds and tens. You may need to regroup more than once. 282 198 _ Regroup 1 ten as 10 ones. Subtract the ones. Regroup 1 hundred as 10 tens. Subtract the tens. Subtract the hundreds. 17 17 1 ? 7 12 1? 7 12 2 8 2 ? 7 12 2 ?? 8 2 1 9 8 __ /2 /8 /2 // 1 9 8 __ 1 9 8 __ 3 16 12 2 /2 11 84 4 84 Solve. Write the difference. © Houghton Mifflin Harcourt Publishing Company 1. 7 11 // 4 8 1 1 7 6 __ 2. 3 0 5 4. 2 6 4 Number and Operations in Base Ten 3. 11 4 1 14 /5 /2 /4 2 6 5 __ 2 5 9 /3 /3 /1 1 4 8 __ 1 8 3 7 1 8 5. 3 9 5 1 3 1 __ // 7 4 6 2 8 __ 6. 7 4 8 6 0 3 __ 1 4 5 119 Name 1 CC.2.NBT.7 Subtraction: Regroup Hundreds and Tens Solve. Write the difference. 1. 2. 7 11 /8 /1 6 3 4 5 __ 4 7 / /9 /4 /2 7 7 3 5 4 3 __ 1 8 0 7 / 9 / 6 4 6 8 __ 3 6. 12 /7 /2 8 16 9 5. 6 3. 1 6 3 __ 1 4. 13 8 3 12 9 8 6 7 1 2 __ 2 7 4 2 8 13 4 3 17 / /5 /4 /7 2 8 9 __ 2 5 8 Solve. 7. Anne’s coloring book has 432 pages. She has already colored 178 pages. How many pages in the book are left to color? 254 120 pages Lesson 60 © Houghton Mifflin Harcourt Publishing Company Problem Solving Name LESSON 61 1 Regrouping with Zeros CC.2.NBT.7 OBJECTIVE Record subtraction using the standard algorithm when there are zeros in the minuend. Subtract 138 from 305. There are not enough ones to subtract 8. Hundreds Tens Ones Hundreds Tens Ones 2 10 3 ? 0 5 ? 1 3 8 __ Since there are 0 tens, regroup 3 hundreds as 2 hundreds 10 tens. Then regroup 10 tens 5 ones as 9 tens 15 ones. 9 2 10 ?15 3 0 ? 5 1 3 8 __ Subtract the ones. 7 15 - 8 = 7 Subtract the tens. Hundreds 9-3=6 Tens Ones 3 0 5 1 3 8 __ 16 7 © Houghton Mifflin Harcourt Publishing Company Subtract the hundreds. 2-1=1 So, 305 - 138 = 9 2 10 15 167 . Solve. Write the difference. 1. 9 7 10 11 2. 3. 8 10 8 0 1 3 7 5 __ 6 9 3 2 4 1 __ 9 0 7 6 2 4 __ 4 2 6 4 5 2 2 8 3 Number and Operations in Base Ten 121 Name 1 CC.2.NBT.7 Regrouping with Zeros Solve. Write the difference. 2. 7 / 9 / /0 /2 10 /8 /0 6 3 4 5 __ 4 6 3. 9 8 10 12 1 1 9 5. 6 8 7 1 4 4 __ 4 3 5 2 6 6. 9 4 10 15 5 7 / 9 / 4 2 6 8 __ 7 8 3 __ 1 4. 8 14 / /5 /0 /5 1 6 7 __ 3 3 8 2 10 /3 /0 7 1 5 4 __ 1 5 3 © Houghton Mifflin Harcourt Publishing Company 1. Problem Solving Solve. 7. There are 303 students. There are 147 girls. How many boys are there? 156 122 boys Lesson 61 Name LESSON 62 Count On and Count Back by 10 and 100 OBJECTIVE Identify 10 more, 10 less, 100 more, or 100 less than a given number. 10 less than 234 2 hundreds 4 tens 4 ones. © Houghton Mifflin Harcourt Publishing Company 1 hundred 3 tens 4 ones. Notice what digit changes. 10 more than 234 244 CC.2.NBT.8 100 less than 234 2 hundreds 2 tens 4 ones. 224 1 134 100 more than 234 3 hundreds 3 tens 4 ones. 334 Write the number. 1. 10 more than 719 729 3. 100 more than 291 391 5. 10 less than 568 558 Number and Operations in Base Ten 2. 10 less than 246 236 4. 100 less than 687 587 6. 100 more than 649 749 123 Name 1 CC.2.NBT.8 Count On and Count Back by 10 and 100 Write the number. 2. 10 less than 770 760 461 3. 100 more than 367 4. 100 less than 895 467 5. 10 less than 812 795 6. 100 more than 543 643 802 7. 10 more than 218 8. 100 more than 379 479 228 9. 100 less than 324 10. 10 less than 829 224 819 © Houghton Mifflin Harcourt Publishing Company 1. 10 more than 451 Problem Solving Solve. Write or draw to explain. 11. Sarah has 128 stickers. Alex has 10 fewer stickers than Sarah. How many stickers does Alex have? 118 124 stickers Lesson 62 Name LESSON 63 1 Algebra • Number Patterns CC.2.NBT.8 OBJECTIVE Extend number patterns by counting on by tens or hundreds. Find a counting pattern. 421, 431, 441, 451, ■, ■ 401 402 403 404 405 406 407 408 409 410 Which digit changes from number to number? The tens 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 digit changes. How does it change? by one 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 each time 461 462 463 464 465 466 467 468 469 470 Look at the chart. Find the next two numbers in the pattern. 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 © Houghton Mifflin Harcourt Publishing Company The next two numbers are 461 and 471 . Look at the digits to find the next two numbers. 1. 937, 947, 957, 967, ■, ■ The next two numbers are 2. 135, 235, 335, 435, and 987 . 535 and 635 . ■, ■ The next two numbers are Number and Operations in Base Ten 977 125 Name 1 CC.2.NBT.8 Algebra • Number Patterns Look at the digits to find the next two numbers. ■, ■ The next two numbers are 2. 185, 285, 385, 485, . 585 and 685 . 828 and 928 . 694 and 704 . 733 and 833 . ■, ■ The next two numbers are 5. 333, 433, 533, 633, 282 ■, ■ The next two numbers are 4. 654, 664, 674, 684, and ■, ■ The next two numbers are 3. 428, 528, 628, 728, 272 ■, ■ The next two numbers are © Houghton Mifflin Harcourt Publishing Company 1. 232, 242, 252, 262, Problem Solving 6. What are the missing numbers in the pattern? 431, 441, 451, 461, ■, 481, 491, ■ The missing numbers are 126 471 and 501 . Lesson 63 Name LESSON 64 Can you make a ten? 4 tens Count the ones. How many ones are there? 3 ones 3 Ones Tens Ones 13 ones yes Count the tens. How many tens are there? tens Tens . Trade 10 ones for 1 ten. This is called regrouping. © Houghton Mifflin Harcourt Publishing Company CC.2.NBT.9 OBJECTIVE Model 2-digit addition with regrouping. Add 18 and 25. Show 18 and 25 with Count the ones. How many ones are there? 4 1 Model Regrouping for Addition Tens Ones 43 . ones is the same as Write how many tens and ones in the sum. Write the sum. 1. Add 46 and 19. Tens 6 2. Add 45 and 27. Ones tens 5 65 Number and Operations in Base Ten Tens ones 7 tens 72 3. Add 58 and 38. Tens Ones 2 ones 9 Ones tens 6 ones 96 127 Name 1 CC.2.NBT.9 Model Regrouping for Addition Draw to show the regrouping. Write how many tens and ones in the sum. Write the sum. Check children’s work. Tens 7 2. Add 25 and 58. Tens Ones tens 2 ones 8 tens 72 Tens ones 7 Ones Tens 0 ones 90 9 ones 6. Add 16 and 39. Ones tens 6 tens 76 5. Add 17 and 77. Ones tens 3 Tens 83 4. Add 64 and 26. 9 Ones 3. Add 58 and 18. 4 ones Tens 5 Ones 5 tens 94 ones 55 Problem Solving Choose a way to solve. Write or draw to explain. 7. Cathy has 43 leaves in her collection. Jane has 38 leaves. How many leaves do the two children have? 128 81 leaves Lesson 64 © Houghton Mifflin Harcourt Publishing Company 1. Add 63 and 9. Name LESSON 65 1 Model Regrouping for Subtraction CC.2.NBT.9 OBJECTIVE Model 2-digit subtraction with regrouping. Subtract 37 from 65. Are there enough ones to subtract 7? So, you will need to regroup. Tens Ones Tens Ones no Trade 1 ten for 10 ones. Subtract the ones. Then subtract the tens. 15 ones - 7 ones = 5 tens - 3 tens = 2 8 tens © Houghton Mifflin Harcourt Publishing Company The difference is 2 8 ones tens ones is the same as 28 . 28 . Draw to show the regrouping. Write the tens and ones that are in the difference. Write the number. Check children’s work. 1. Subtract 18 from 43. Tens 2 2. Subtract 19 from 55. Tens Ones tens 25 Number and Operations in Base Ten 5 ones 3 Ones tens 6 ones 36 129 Name 1 CC.2.NBT.9 Model Regrouping for Subtraction Draw to show the regrouping. Write the difference two ways. Write the tens and ones. Write the number. Check children’s work. 1. Subtract 9 from 35. 2 Ones tens 6 Tens 3 ones 26 2 8 ones 4. Subtract 28 from 63. Tens Ones tens tens 38 3. Subtract 17 from 46. Tens Ones 9 ones 3 29 Ones tens 5 © Houghton Mifflin Harcourt Publishing Company Tens 2. Subtract 14 from 52. ones 35 Problem Solving Choose a way to solve. Write or draw to explain. 5. Mr. Ortega made 51 cookies. He gave 14 cookies away. How many cookies does he have now? 130 37 cookies Lesson 65
