© houghton mifflin harcourt publishing...
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Number and Operations in Base Ten
Understand place value.
Lesson 19 CC.2.NBT.1 Explore 3-Digit Numbers . . . . . . . . . . . . . . . 37Lesson 20 CC.2.NBT.1 Model 3-Digit Numbers . . . . . . . . . . . . . . . 39Lesson 21 CC.2.NBT.1 Hundreds, Tens, and Ones . . . . . . . . . . . . . . 41Lesson 22 CC.2.NBT.1 Place Value to 1,000 . . . . . . . . . . . . . . . . . 43Lesson 23 CC.2.NBT.1a Group Tens as Hundreds . . . . . . . . . . . . . . . 45
CC.2.NBT.1bLesson 24 CC.2.NBT.2 Counting Patterns Within 100 . . . . . . . . . . . . 47Lesson 25 CC.2.NBT.2 Counting Patterns Within 1,000 . . . . . . . . . . . 49Lesson 26 CC.2.NBT.3 Understand Place Value . . . . . . . . . . . . . . . 51Lesson 27 CC.2.NBT.3 Expanded Form . . . . . . . . . . . . . . . . . . . 53Lesson 28 CC.2.NBT.3 Different Ways to Write Numbers . . . . . . . . . . 55Lesson 29 CC.2.NBT.3 Algebra • Different Names for Numbers . . . . . . 57Lesson 30 CC.2.NBT.3 Problem Solving • Tens and Ones . . . . . . . . . 59Lesson 31 CC.2.NBT.3 Number Names . . . . . . . . . . . . . . . . . . . 61Lesson 32 CC.2.NBT.3 Different Forms of Numbers . . . . . . . . . . . . . 63Lesson 33 CC.2.NBT.3 Algebra • Different Ways to Show Numbers . . . . 65Lesson 34 CC.2.NBT.4 Problem Solving • Compare Numbers . . . . . . . 67Lesson 35 CC.2.NBT.4 Algebra • Compare Numbers . . . . . . . . . . . . 69
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Use place value understanding and properties of operations to add and subtract.
Lesson 36 CC.2.NBT.5 2-Digit Addition . . . . . . . . . . . . . . . . . . . 71Lesson 37 CC.2.NBT.5 Practice 2-Digit Addition . . . . . . . . . . . . . . . 73Lesson 38 CC.2.NBT.5 Rewrite 2-Digit Addition . . . . . . . . . . . . . . . 75Lesson 39 CC.2.NBT.5 Algebra • Break Apart Ones to Subtract . . . . . . 77Lesson 40 CC.2.NBT.5 Algebra • Break Apart Numbers to Subtract . . . . 79Lesson 41 CC.2.NBT.5 Model and Record 2-Digit Subtraction . . . . . . . . 81Lesson 42 CC.2.NBT.5 2-Digit Subtraction . . . . . . . . . . . . . . . . . 83Lesson 43 CC.2.NBT.5 Practice 2-Digit Subtraction . . . . . . . . . . . . . 85Lesson 44 CC.2.NBT.5 Rewrite 2-Digit Subtraction . . . . . . . . . . . . . 87Lesson 45 CC.2.NBT.5 Add to Find Differences . . . . . . . . . . . . . . . 89Lesson 46 CC.2.NBT.6 Break Apart Ones to Add . . . . . . . . . . . . . . 91Lesson 47 CC.2.NBT.6 Use Compensation . . . . . . . . . . . . . . . . . 93Lesson 48 CC.2.NBT.6 Break Apart Addends as Tens and Ones . . . . . . . 95Lesson 49 CC.2.NBT.6 Model and Record 2-Digit Addition . . . . . . . . . 97Lesson 50 CC.2.NBT.6 Algebra • Find Sums for 3 Addends . . . . . . . . 99Lesson 51 CC.2.NBT.6 Algebra • Find Sums for 4 Addends . . . . . . . .101Lesson 52 CC.2.NBT.7 Draw to Represent 3-Digit Addition . . . . . . . . .103Lesson 53 CC.2.NBT.7 Break Apart 3-Digit Addends . . . . . . . . . . . .105Lesson 54 CC.2.NBT.7 3-Digit Addition: Regroup Ones . . . . . . . . . . .107Lesson 55 CC.2.NBT.7 3-Digit Addition: Regroup Tens . . . . . . . . . . .109Lesson 56 CC.2.NBT.7 Addition: Regroup Ones and Tens . . . . . . . . . .111Lesson 57 CC.2.NBT.7 Problem Solving • 3-Digit Subtraction . . . . . . .113Lesson 58 CC.2.NBT.7 3-Digit Subtraction: Regroup Tens . . . . . . . . . .115Lesson 59 CC.2.NBT.7 3-Digit Subtraction: Regroup Hundreds . . . . . . .117Lesson 60 CC.2.NBT.7 Subtraction: Regroup Hundreds and Tens . . . . . .119Lesson 61 CC.2.NBT.7 Regrouping with Zeros . . . . . . . . . . . . . . . .121Lesson 62 CC.2.NBT.8 Count On and Count Back by 10 and 100 . . . . . .123Lesson 63 CC.2.NBT.8 Algebra • Number Patterns . . . . . . . . . . . . .125Lesson 64 CC.2.NBT.9 Model Regrouping for Addition . . . . . . . . . . .127Lesson 65 CC.2.NBT.9 Model Regrouping for Subtraction . . . . . . . . . .129
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CC.2.NBT.1
Name
tens
hundred ten
tens
hundred tens
tens
hundred tens
Circle tens to make 1 hundred. Write the number in different ways.
1. tens
hundred tens
2. tens
hundred tens
Explore 3-Digit NumbersOBJECTIVE Write 3-digit numbers that are represented by groups of tens.
LESSON 19
10 tens
10 tens
10 tens
11
12
13
2
3
110
120
130
1
1
1
1
14
1 5
150
15
140
41
Check children’s work.
Number and Operations in Base Ten 37
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CC.2.NBT.1
Explore 3-Digit NumbersCircle tens to make 1 hundred. Write the number in different ways.
1. tens
hundred tens
2. tens
hundred tens
3. tens
hundred tens
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?
trains of 10 cubes
Check children’s work.
13
130
31
14
140
41
16
160
61
17
38 Lesson 19
1
Tens OnesHundreds
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Show 243.
With blocks:
In a chart: With a quick picture:
Write how many hundreds, tens, and ones. Show with . Then draw a quick picture.
1. 138 2. 217
3. 352 4. 174
Model 3-Digit NumbersOBJECTIVE Use concrete and pictorial models to represent 3-digit numbers.
LESSON 20
Hundreds Tens Ones
Hundreds Tens Ones
Hundreds Tens Ones
Hundreds Tens Ones
Hundreds Tens Ones
2 4 3
1 3 8
Check children’s drawings. Check children’s drawings.
Check children’s drawings. Check children’s drawings.
Possible answers are given.
3 5 2
2 1 7
1 7 4
Number and Operations in Base Ten 39
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CC.2.NBT.1
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5. Write the number that matches the clues.
• My number has 2 hundreds.
• The tens digit is 9 more than the ones digit.
My number is .
Model 3-Digit NumbersWrite how many hundreds, tens, and ones.Show with . Then draw a quick picture.
1. 118 2. 246
3. 143 4. 237
Problem Solving
Hundreds Tens Ones
Hundreds Tens Ones
Hundreds Tens Ones
Hundreds Tens Ones
Check children’s drawings.
Check children’s drawings.
Possible answers are given.
Check children’s drawings.
Check children’s drawings.
2
2
1
1
290
4
3
1
4
6
7
8
3
Hundreds Tens Ones
2 9 0
40 Lesson 20
1
Tens OnesHundreds
TensHundreds
2 53Ones
TensHundreds
1 32
Ones
TensHundreds
2 61
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CC.2.NBT.1Hundreds, Tens, and OnesOBJECTIVE Apply place value concepts to write 3-digit numbers that are represented
by pictorial models.
LESSON 21
How many are there in all?
hundreds tens ones
Write how many in the chart.
Write the number as hundreds plus tens plus ones.
3 hundreds 2 tens 5 ones is the same as .
Write how many hundreds, tens, and ones are in the model. Write the number in two ways.
1.
2.
3 2 5
+ +
+ +
+ + 300325
20 5
200
100 20 6
10 3
213
126
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Hundreds, Tens, and OnesWrite how many hundreds, tens, and ones are in the model. Write the number in two ways.
1.
2.
3.
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 Tens Ones
Hundreds Tens Ones
Hundreds Tens Ones
Hundreds Tens Ones
+ +
+ +
+ +
143
245
206
236
1
2
2
2
4
4
0
3
3
5
6
6
100
200
200
40
40
0
3
5
6
42 Lesson 21
1
Tens OnesHundreds
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CC.2.NBT.1Place Value to 1,000OBJECTIVE Use place value to describe the values of digits in numbers to 1,000.
LESSON 22
The value of each digit in 426 is shown by its place in the number.
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
4 hundreds 2 tens 6 ones
400
426
20 6
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Place Value to 1,000Circle the value or the meaning of the underlined digit.
1. 337 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
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. The number is .454
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CC.2.NBT.1a, CC.2.NBT.1b
Group Tens as HundredsOBJECTIVE Understand that each group of 10 tens is equivalent to 1 hundred.
LESSON 23
There are ones in this stack.
There are stacks.
10 stacks of 10 ones is 100 ones.
tens hundred
Write how many tens. Circle groups of 10 tens. Write how many hundreds. Write the number.
1. tens
hundreds
blocks
2. tens
hundreds
blocks
10
10
10 1 100
Check children’s work.
20
40
2
4
200
400
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CC.2.NBT.1a, CC.2.NBT.1bGroup Tens as Hundreds
Write how many tens. Circle groups of 10 tens. Write how many hundreds. Write the number.
1. tens
hundreds
blocks
2. tens
hundreds
blocks
3. tens
hundreds
blocks
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? seeds
50
60
90
5
6
9
500
600
900
Check children’s work.
300
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CC.2.NBT.2Counting Patterns Within 100OBJECTIVE Extend counting sequences within 100, counting by 1s, 5s, and 10s.
LESSON 24
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.
1. 5, 10, 15, 20, , ,
2. 20, 25, 30, 35, , ,
3. 55, 60, 65, 70, , ,
Count by tens.
4. 10, 20, 30, , ,
5. 30, 40, 50, 60, , ,
25
40
75
40
70
30
45
80
50
80
35
50
85
60
90
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Counting Patterns Within 100Count by ones.
1. 58, 59, , , , ,
Count by fives.
2. 45, 50, , , , ,
3. 20, 25, , , , ,
Count by tens.
4. 20, , , , , ,
Count back by ones.
5. 87, 86, 85, , ,
Problem Solving
6. Tim counts his friends’ fingers by fives. He counts six hands. What numbers does he say?
5, , , , ,
60
55
30
30
84
10 15 2520 30
83 82
61
60
35
40
62
65
40
50
63
70
45
60
64
75
50
70 80
48 Lesson 24
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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.
1. 410, 420, 430, , ,
2. 730, 740, , ,
3. 250, 260, , ,
Count by hundreds.
4. 100, 200, 300, , ,
5. 500, 600, , ,
Counting Patterns Within 1,000OBJECTIVE Extend counting sequences within 1,000, counting by 1s, 5s, 10s, and 100s.
LESSON 25
440
400
700
750
270
450 460
500 600
800 900
760
280
770
290
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Counting Patterns Within 1,000Count by fives.
1. 415, 420, , , , ,
2. 675, 680, , , , ,
Count by tens.
3. 210, 220, , , , ,
4. 840, 850, , , , ,
Count by hundreds.
5. 300, 400, , , , ,
Count back by ones.
6. 953, 952, , , , ,
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?
, , , ,
425
685
230
860
500
951
110
430
690
240
870
600
950
120
435
695
250
880
700
949
130
440 445
700
260
890
800
948
140
705
270
900
900
947
150
50 Lesson 25
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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.
The digit is in the tens place.
The digit 5 shows tens.
Its value is .
The digit is in the ones place.
The digit 2 shows ones.
Its value is .
Circle the value of the underlined digit.
1. 27
20 2
2. 18
1 10
3. 56
60 6
4. 30
30 3
5. 75
5 50
6. 41
4 40
Understand Place ValueOBJECTIVE Use place value to describe the values of digits in 2-digit numbers.
LESSON 26
5 2
22
550
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Understand Place ValueCircle the value of the underlined digit.
1. 23
20 2
2. 48
8 80
3. 18
10 1
4. 43
40 4
5. 54
5 50
6. 65
50 5
7. 70
7 70
8. 37
70 7
9. 22
20 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 .91
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Show tens and ones in 43.
How many tens? tens How many ones? ones
is tens ones
is +
Describe the number in two ways.
1. 35
tens ones
+
2. 63
tens ones
+
3. 57
tens ones
+
4. 19
ten ones
+
Expanded FormOBJECTIVE Write 2-digit numbers in expanded form.
LESSON 27
Tens Ones
4
43
43 40 3
4 3
3
3
5
30
50
5
7
5
7
6
1
60
10
3
9
3
9
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Expanded FormDraw a quick picture to show the number. Describe the number in two ways.
1. 68
tens ones
+
2. 21
tens one
+
3. 70
tens ones
+
4. 53
tens ones
+
5. 35
tens ones
+
6. 47
tens ones
+
Problem Solving
7. Circle the ways to write the number shown by the model.
4 tens 6 ones 40 + 6 64
6 tens 4 ones 60 + 4 46
6 2
7
3
60 20
70
30
8
Possible answers are given.
1
0
5
8 1
0
5
5
4
50
40
3
7
3
7
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You can write numbers in different ways.
+
tens ones
ones teen words tens1 one 11 eleven 1 ten 1 one 10 ten 1 ten2 two 12 twelve 1 ten 2 ones 20 twenty 2 tens3 three 13 thirteen 1 ten 3 ones 30 thirty 3 tens
4 four 14 fourteen 1 ten 4 ones 40 forty 4 tens
5 five 15 fifteen 1 ten 5 ones 50 fifty 5 tens6 six 16 sixteen 1 ten 6 ones 60 sixty 6 tens
7 seven 17 seventeen 1 ten 7 ones 70 seventy 7 tens
8 eight 18 eighteen 1 ten 8 ones 80 eighty 8 tens
9 nine 19 nineteen 1 ten 9 ones 90 ninety 9 tens
Write the number another way.
1. twenty
2. 37
tens ones
3. 40 + 5
4. eighty-one
5. 56
6. 9 tens 2 ones
Dif ferent Ways to Write NumbersOBJECTIVE Write 2-digit numbers in word form, expanded form, and standard form.
LESSON 28
202
6 twenty-six
6 26
20
45
fifty-six
3
81
92
7
Possible answers are given.
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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 40 + 3 30 + 4
Different Ways to Write NumbersWrite the number another way.
1. 32
tens ones
2. forty-one
3. 9 tens 5 ones
4. 80 + 3
5. 57
tens ones
6. seventy-two
+
7. 60 + 4
8. 4 tens 8 ones
9. twenty-eight
+
10. 80
tens ones
Problem Solving
3 2
ninety-five 83
48
41
5
8
64
10
70
18
27
0
Possible answers are given.
56 Lesson 28
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Here are some ways to show 28.
Describe the blocks in two ways.
1. 32
tens ones
+
tens ones
+
tens ones
+
Algebra • Different Names for NumbersOBJECTIVE Apply place value concepts to find equivalent representations of numbers.
LESSON 29
Describe the tens and ones with
words and addition.
Describe the tens and ones with
words and addition.
Describe the tens and ones with
words and addition.
tens ones
+
tens ones
+
tens ones
+
2 1 0
20 10 0
8 18 28
8 18 28
1 22 3 2 2 12
20 1230 22210
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Algebra • Different Names for NumbersThe blocks show the number in different ways.Describe the blocks in two ways.
1. 24
tens ones
+
tens ones
+
tens ones
+
2. 36
tens ones
+
tens ones
+
tens ones
+
3. 45
tens ones
+
tens ones
+
tens ones
+
Problem Solving
4. Toni has these blocks. Circle the blocks that she could use to show 34.Check children’s work.
2
2
3 4 2
1 3
1 04
16
15 5 25
26 6
14 24
4
16
15 5 25
26 6
14 2420
20
30 40 20
10 30
10 0
58 Lesson 29
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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?
Anya can put away the toys
What information do I need to use?
She can put them away in
toys or as
toys.
Look for a pattern.
2 tens + 5 ones
1 ten + 15 ones
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?
Problem Solving • Tens and OnesOBJECTIVE Solve problems by finding different combinations of tens and ones to represent
2-digit numbers using the strategy find a pattern.
LESSON 30
the different ways
singleboxes of 10
Boxes of 10 toys
Single toys
2 5
1 15
Packs of 10 apples
Single apples
2
1
0
0 25
29
19
9
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Problem Solving • Tens and OnesFind a pattern to solve.
1. Ann is grouping 38 rocks. She can put 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?
Groups of 10 rocks
Single rocks
Packs of 10 pieces
Single pieces
Stacks of 10 books
Single books
3
3
2
2
2
1
1
1
0
0
0
8
0
2
18
10
12
28
20
22
38
30
60 Lesson 30
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You can write a number using words.
What is shown with the What is shown with the hundreds blocks? tens and ones blocks?
So you write 257 as .
Write the number using words.
1. 163
2. 427
Write the number.
3. two hundred nine
4. five hundred seventy-nine
257
Number NamesOBJECTIVE Read and write 3-digit numbers in word form.
LESSON 31
two hundred fifty-seventwo hundred fifty-seven
one hundred sixty-three
four hundred twenty-seven
209 579
Number and Operations in Base Ten 61
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Number NamesWrite the number.
1. two hundred thirty-two
2. five hundred forty-four
3. one hundred fifty-eight
4. nine hundred fifty
5. four hundred twenty
6. six hundred seventy-eight
Write the number using words.
7. 317
8. 457
Problem Solving
Circle the answer.
9. Six hundred twenty-six children attend Elm Street School. Which is another way to write this number?
266 626 662
232
158
three hundred seventeen
four hundred fifty-seven
420
544
950
678
62 Lesson 31
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There is more than one way to show and write a number.
three hundred sixty-two
hundreds tens ones.
+ +
Read the number and draw a quick picture. Then write the number in different ways.
1. four hundred thirty-two
2. two hundred seventy-five
Different Forms of NumbersOBJECTIVE Write 3-digit numbers in expanded form and in standard form.
LESSON 32
3 660 2300362
2
hundreds tens ones
+ +
hundreds tens ones
+ +
4
2
3
7
2
Possible answers are shown.
5
2
5
30
70
400
200
432
275
Number and Operations in Base Ten 63
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Different Forms of NumbersRead the number and draw a quick picture. Then write the number in different ways.
1. two hundred fifty-one hundreds tens ones
+ +
2. three hundred twelve hundreds tens ones
+ +
3. two hundred seven hundreds tens ones
+ +
Problem Solving
Write the number another way.
4. 200 + 30 + 7 5. 895
Answers will vary. Possible answers are given.
2
3
2
200
300
200
5
1
0
1
2
7
50
10
0
251
312
207
237 800 + 90 + 5
1
2
7
Possible answers are shown.
64 Lesson 32
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These two models can both be used to show the number 124.
Write how many hundreds, tens, and ones are in the model.
1. 132
2. 246
Algebra • Different Ways to Show NumbersOBJECTIVE Apply place value concepts to find equivalent representations of numbers.
LESSON 33
1 ten has the same value as 10 ones.
Hundreds Tens Ones
1 2 4
Hundreds Tens Ones
1 1 14
Hundreds Tens Ones Hundreds Tens Ones
Hundreds Tens Ones Hundreds Tens Ones
1
2
3
4
2
6
1
2
2
3
12
16
Number and Operations in Base Ten 65
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Algebra • Different Ways to Show NumbersWrite how many hundreds, tens, and ones are in the model.
1. 135
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.
Hundreds Tens Ones Hundreds Tens Ones
Hundreds Tens Ones Hundreds Tens Ones
Check children’s work.
1
1
1
2
2
11
3
1
15
6
5
6
66 Lesson 33
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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?
I need to find if there are
more or .
What information do I need to use?
There are birds.
There are reptiles.
Show how to solve the problem.
Birds Reptiles
The number of hundreds is the same. There are more tens in the number of reptiles.
So, there are more 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?
There are more .
Problem Solving • Compare NumbersOBJECTIVE Solve problems involving number comparisons by using the strategy make a model.
LESSON 34
birds
reptiles
reptiles137
142
Check children’s drawings.
birds
Number and Operations in Base Ten 67
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Problem Solving • Compare NumbersModel the numbers. Draw quick pictures to show how you solved the problem.
1. Lauryn has 128 marbles. Kristin has 118 marbles. Who has more marbles?
2. Nick has 189 trading cards. Kyle has 198 trading cards. Who has fewer cards?
3. A piano has 36 black keys and 52 white keys. Are there more black keys or white keys on a piano?
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?
Check children’s drawings.
Lauryn
Nick
more white keys
fewer in the bag
68 Lesson 34
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LESSON 35
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
If hundreds and tens are equal, then compare ones.
212 = 212
Compare the numbers. Write >, <, or =.
1. 317 326
2. 582 634
CC.2.NBT.4Algebra • Compare NumbersOBJECTIVE Compare 3-digit numbers using the >, =, and < symbols.
<
<
Number and Operations in Base Ten 69
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Algebra • Compare NumbersCompare the numbers. Write >, <, or =.
1. 489605
489 605
2. 719719
719 719
3. 370248
370 248
4. 645654
645 654
5. 205250
205 250
6. 813781
813 781
7. 397393
397 393
8. 504405
504 405
Problem Solving
Solve. Write or draw to explain.
9. Toby has 178 pennies. Bella has 190 pennies. Who has more pennies?
has more pennies.Bella
<
>
<
> >
>
<
=
70 Lesson 35
1
Tens Ones Tens Ones Tens Ones
B2 7
� 3 6
Tens Ones
B2 73
1
6
3
Tens Ones
+
B2 73
1
6
36
Tens Ones
+
B5 42
1
9
38
Tens Ones
+
B1 76 1
87
Tens Ones
+
B4 12
1
9
07
Tens Ones
+
B3 53 2
76
Tens Ones
+
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Add 27 and 36.
Model 27 and 36. Add the ones.7 + 6 = 13
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
Regroup if you need to. Write the sum.
1. 2. 3. 4.
2-Digit AdditionOBJECTIVE Record 2-digit addition using the standard algorithm.
LESSON 36
STEP 1 STEP 2 STEP 3
Number and Operations in Base Ten 71
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2-Digit AdditionRegroup if you need to. Write the sum.
1. 2. 3. 4.
5. 6. 7. 8.
9. 10. 11. 12.
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?
flowers
4 7 + 2 5
__
1 7 + 2 6
__
5 2 + 2 9
__
6 6 + 2 4
__
3 6 + 5 3
__
5 8 + 2 5
__
7 4 + 1 4
__
3 7 + 3 7
__
3 7 + 4 9
__
3 3 + 1 8
__
2 8 + 6 4
__
1 3 + 6 5
__
41
1 1
1
1
1 1
1
1
1
7 5
8
9
9
8 8
78
7
4
8
2 1
9
0
2
3 6
48
8
3
1
72 Lesson 36
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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.
7 + 5 = 12
Regroup.
12 ones = 1 ten and 2 ones
Add the tens.
1 + 4 + 6 = 11
Write the sum.
1. 2. 3. 4.
5. 6. 7. 8.
Practice 2-Digit AdditionOBJECTIVE Practice 2-digit addition with and without regrouping.
LESSON 37
4 7
+ 6 5
__
2
4 3
+ 6 9
__
7 6
+ 5 8
__
8 1
+ 1 7
__
3 8
+ 4 2
__
2 7
+ 8 6
__
8 5
+ 6 8
__
5 1
+ 3 8
__
8 2
+ 4 7
__
4 7
+ 6 5
__
11
4 7
+ 6 5
__
2
1 1
1
1 1 2
1 2 9
1 3 4
9 8
8 0
1 1 3
1 5 3
8 9
1 1
1
1
Number and Operations in Base Ten 73
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Practice 2-Digit AdditionWrite the sum.
1. 2. 3.
4. 5. 6.
7. 8. 9.
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?
books
5 8
+ 1 7
_
4 9
+ 7 2
_
7 7
+ 5 8
_
4 4
+ 8 6
_
5 8
+ 8 7
_
4 5
+ 4 5
_
3 6
+ 1 3
_
3 2
+ 5 9
_
5 4
+ 2 8
_
82
7 5
1
1
1
1
1
1
1
1
1 2 1
1 3 5
1 3 0
1 4 5
9 0
4 9
9 1
8 2
74 Lesson 37
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Add. 43 + 19 = ?
Rewrite the numbers. Then add.
1. 26 + 9
+
2. 16 + 43
+
3. 32 + 38
+
4. 23 + 26
+
Rewrite 2-Digit AdditionOBJECTIVE Rewrite horizontal addition problems vertically in the standard algorithm format.
LESSON 38
What is the tens digit in 43? Write 4 in the tens column. Write the ones digit, 3, in the ones column.
What is the tens digit in 19?
Write 1 in the tens column. Write the ones digit, 9, in the ones column.
Add the ones. Regroup if you need to.
Add the tens.
B4 3
+
Tens Ones
B4 3
1 9
Tens Ones
+
B4 31
1
9
26
Tens Ones
+
STEP 1 STEP 2 STEP 3
4 1
2 6 1 6 3 2 2 3 9 4 3 3 8 2 6
3 5 5 9 7 0 4 9
1 1
Number and Operations in Base Ten 75
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Rewrite 2-Digit AdditionRewrite the numbers. Then add.
1. 27 + 19
+
2. 36 + 23
+
3. 31 + 29
+
4. 48 + 23
+
5. 53 + 12
+
6. 69 + 13
+
7. 24 + 38
+
8. 46 + 37
+
Problem Solving
Use the table. Show how you solved the problem.
9. How many pages in all did Sasha and Kara read?
pages
Pages Read This Week
Sasha 62
Kara 29
Juan 50Check children’s work.
1 1 12 7 3 6 3 1 4 81 9 2 3 2 9 2 3
4 6 5 9 6 0 7 1
1 1 15 3 6 9 2 4 4 61 2 1 3 3 8 3 7
6 5 8 2 6 2 8 3
91
76 Lesson 38
1
37 38 39 40 41 42 43 44 45 46 47 48 49 5036353433323130
-4-3
37 38 39 40 41 42 43 44 45 46 47 48 49 5036353433323130
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LESSON 39
Algebra • Break Apart Ones to SubtractOBJECTIVE Break apart a 1-digit subtrahend to subtract it from a 2-digit number.
CC.2.NBT.5
To subtract a one-digit number, break it apart.
Break apart ones in 7.
• Use 4 because 44 hasa 4 in the ones place.
• The other part is 3.
Start at 44. Subtract 4, and then subtract 3.
So, 44 - 7 = .
Break apart ones to subtract. Write the difference.
1. 42 - 8 = 2. 47 - 8 =
3. 43 - 5 = 4. 41 - 8 =
37
44 - 7 = ?
4 3
34 39
3338
Number and Operations in Base Ten 77
1
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 502120
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Algebra • Break Apart Ones to SubtractBreak apart ones to subtract. Write the difference.
1. 36 - 7 = 2. 35 - 8 =
3. 37 - 9 = 4. 41 - 6 =
5. 44 - 5 = 6. 33 - 7 =
7. 32 - 4 = 8. 31 - 6 =
9. 46 - 9 = 10. 43 - 5 =
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?
marbles35
6 51 3
29 27
28 35
39 26
28 25
37 38
78 Lesson 39
1
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 553635
-10-4-2
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 603130
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CC.2.NBT.5Algebra • Break Apart Numbers to SubtractOBJECTIVE Break apart a 2-digit subtrahend to subtract it from a 2-digit number.
LESSON 40
To subtract a two-digit number, break it apart.
First, break apart 16 into tens and ones.
Now, break apart the ones in 6.
• Use 4 because 54 has a 4 in the ones place.
• The other part is 2.
Use the number line to subtract the three parts.
So, 54 - 16 = .
Break apart the number you are subtracting. Write the difference.
1. 51 - 16 = 2. 57 - 18 =
3. 54 - 17 = 4. 52 - 18 =
38
54 - 16 = ?
10 6
4 2
35 39
3437
Number and Operations in Base Ten 79
1
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
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Algebra • Break Apart Numbers to SubtractBreak apart the number you are subtracting. Write the difference.
1. 81 - 14 = 2. 84 - 16 =
3. 77 - 14 = 4. 83 - 19 =
5. 81 - 17 = 6. 88 - 13 =
7. 84 - 19 = 8. 86 - 18 =
9. 84 - 17 = 10. 76 - 15 =
11. 86 - 12 = 12. 82 - 19 =
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?
plants29
10 104 6
67 68
63 64
64 75
65 68
67
74
61
63
80 Lesson 40
1
Tens Ones Tens Ones
3
2
1 4
11
1- 71
Tens Ones
4
3
2 7
13
3- 61
Tens Ones
Tens Ones
B B5 4
- 51
Tens Ones
Tens Ones
B B5
4 14
4- 51
Tens Ones
Tens Ones
B B5
4
3 9
14
4- 51
Tens Ones
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Subtract. 54 - 15
_
Are there enough
ones to subtract 5?
Regroup 1 ten as 10 ones.
Write the new number of tens and ones.
Subtract the ones.
14 ones - 5 ones = ones
Write that number in the ones place.
Subtract the tens.
4 tens - 1 ten = tens
Write that number in the tens place.
Draw a quick picture to solve. Write the difference.
1. 2.
Model and Record 2-Digit SubtractionOBJECTIVE Draw quick pictures and record 2-digit subtraction using the standard algorithm.
LESSON 41
no
9
3
Check children’s drawings.
Number and Operations in Base Ten 81
1
41
2 6
3- 7
Tens Ones OnesTens
B B32
9
8- 9
Tens Ones OnesTens
B B53
51
2- 7
Tens Ones OnesTens
B B31
61
5- 9
Tens Ones TensOnesTens
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Model and Record 2-Digit SubtractionDraw a quick picture to solve. Write the difference.
1. 2.
3. 4.
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?
more stickers6
3
4 2
213
12 15
18
Check children’s drawings.
82 Lesson 41
1
Tens Ones
B B5 4
- 82
Tens Ones
Tens Ones
54 14
4- 82
Tens Ones
Tens Ones
54
6
144
- 82
Tens Ones
Tens Ones
B B54
62
144
- 82
Tens Ones
B B7
6
2 7
12
2- 54
Tens Ones
/ /B B5
4
3 8
11
1- 31
Tens Ones
/ /B B3
2 2
8- 61
OnesTens
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Subtract. 54 - 28
_
Are there enough
ones to subtract 8?
Regroup 1 ten as 10 ones.
Write the new number of tens and ones.
Subtract the ones.
14 ones - 8 ones = ones
Write that number in the ones place.
Subtract the tens.
4 tens - 2 tens = tens
Write that number in the tens place.
Regroup if you need to. Write the difference.1. 2. 3.
2-Digit SubtractionOBJECTIVE Record 2-digit subtraction using the standard algorithm.
LESSON 42
no
6
2
Number and Operations in Base Ten 83
1
B BTens Ones
B BTens Ones
B BTens Ones
B BTens Ones
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2-Digit SubtractionRegroup if you need to. Write the difference.
1. 2. 3. 4.
5. 6. 7. 8.
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?
erasers
4 7 - 2 8
3 3 - 1 8
7 7 - 2 6
5 8 - 3 4
5 2 - 2 5
8 7 - 4 9
6 6 - 1 9
2 8 - 1 4
13
3 17
1 9
2 13
1 5 1 4
5 16
4 7
5 1 2 4 2 7
7 17
3 8
4 12
84 Lesson 42
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Practice 2-Digit SubtractionOBJECTIVE Practice 2-digit subtraction with and without regrouping.
LESSON 43
STEP 1 STEP 2 STEP 3
Subtract in the ones column.
Subtract in the tens column.
More ones are needed. Regroup 8 tens 0 ones as 7 tens 10 ones.
Clay scored 80 points. Meg scored 61 points. How many more points did Clay score than Meg?
Write the difference.
1. 2. 3.
4. 5. 6.
8 0 - 6 1
7/ / 8 0
- 6 1
10 8 0
- 6 1
7 710 10
919
6 0 - 2 7
_
6 1 - 4 8
_
7 0 - 2 6
_
3 7 - 1 9
_
5 5 -1 4
_
3 7 - 2 2
_
3 3
4 4
1 5
1 8
1 3
4 1
5 10 5 11
2 176 10
Number and Operations in Base Ten 85
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Practice 2-Digit SubtractionWrite the difference.
1. 2. 3.
4. 5. 6.
7. 8. 9.
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?
sheets of paper
5 0 - 1 8
_
4 3 - 1 7
_
7 5 - 1 8
_
2 2 - 6
_
6 0 - 3 5
_
6 1 - 3 7
_
3 9 - 2 7
_
2 1 - 8
_
4 2 - 3 4
_
25
4 10 3 13 6 15
1 12
1 11 5 11
5 10 3 12
3 2 2 6 5 7
1 6
1 3 2 41 2
2 5 8
86 Lesson 43
1
B B6 2
-
Tens Ones
B B6 2
- 83
Tens Ones
65
2 4
122
- 83
Tens Ones
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62 - 38 = ?
Rewrite 62 first.
Then rewrite 38.
Now the ones digits are in a column and the tens digits are in a column.
Subtract. Write the difference.
Rewrite the subtraction problem. Find the difference.
1. 56 - 24 2. 74 - 37 3. 43 - 15
Rewrite 2-Digit SubtractionOBJECTIVE Rewrite horizontal subtraction problems vertically in the standard algorithm format.
LESSON 44
B B5 6
3 2
- 42
Tens Ones
B B7
6
3 7
14
4
- 73
Tens Ones
/ /B B
4
3
2 8
13
3
- 51
Tens Ones
/ /
62
The 6 is in the tens place.
Write it in the tens column.
The 2 is in the ones place.
Write it in the ones column.
38
The 3 is in the tens place.
Write it in the tens column.
The 8 is in the ones place.
Write it in the ones column.
Number and Operations in Base Ten 87
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Rewrite 2-Digit SubtractionRewrite the subtraction problem. Then find the difference.
1. 35 - 19
-
2. 47 - 23
-
3. 55 - 28
-
4. 22 - 15
-
5. 61 - 32
-
6. 70 - 37
-
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?
more plastic trains18
3 5 1 9 1 6
2 2 1 5 7
6 1 3 2 2 9
7 0 3 7 3 3
4 7 2 3 2 4
5 5 2 8 2 7
2 15
1 12 5 11 6 10
4 15
88 Lesson 44
1
32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 503130
32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 503130
22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 402120
+3
22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 402120
+4+3
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Count up to solve. 34 – 27 = ?Start at 27. Count up 3 to 30.
To get to 34 from 30, count up 4 more.
So, 34 – 27 = .
Count up to find the difference.
1. 41 - 37 =
2. 43 - 38 =
Add to Find DifferencesOBJECTIVE Use addition to find differences.
LESSON 45
7 was added to get to 34.
7
4
5
Number and Operations in Base Ten 89
1
22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 402120
32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 503130
62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 806160
52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 705150
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Add to Find DifferencesUse the number line. Count up to find the difference.
1. 36 - 29 =
2. 43 - 35 =
3. 76 - 68 =
Problem Solving
Solve. You may wish to use the number line.
4. Jill has 63 index cards. She uses 57 of them for a project. How many index cards does Jill have now?
index cards6
Check children’s work.
7
8
8
90 Lesson 45
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CC.2.NBT.6Break Apart Ones to AddOBJECTIVE Find a sum by breaking apart a 1-digit addend to make a 2-digit addend a multiple of 10.
LESSON 46
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?
Decide how many you need to add to the ones digit to make 10.
7 + = 10, and 37 + = 40
Break apart that number from the one-digit addend, 8.
8 - 3 = 5
Finally, write the new number sentence. 40 + 5 =
Break apart ones to make a ten. Then add and write the sum.
1. 28 + 6 = 2. 34 + 7 =
3 3
45
7
4134
Check children’s work.
Number and Operations in Base Ten 91
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Break Apart Ones to AddBreak apart ones to make a ten. Then add and write the sum.
1. 62 + 9 = 2. 27 + 7 =
3. 28 + 5 = 4. 17 + 8 =
5. 57 + 6 = 6. 23 + 9 =
7. 39 + 7 = 8. 26 + 5 =
9. 13 + 8 = 10. 18 + 7 =
11. 49 + 8 = 12. 27 + 5 =
13. 39 + 4 = 14. 18 + 8 =
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?
toy airplanes25
71 34
33 25
63 32
46 31
21
57
25
32
2643
92 Lesson 46
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CC.2.NBT.6Use CompensationOBJECTIVE Use compensation to develop flexible thinking for 2-digit addition.
LESSON 47
This is a way to add 2-digit numbers. Take ones from one addend to make the other addend a tens number.
27 + 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 to make .
Next, take that many ones away from the other addend.
27 - 2 = 25 The two new addends are and .
Write the new addition sentence to find the sum.
+ =
Show how to make one addend the next tens number. Complete the new addition sentence.
1. 28 + 16 = ?
+ =
2. 37 + 24 = ?
+ =
40
40
2
25
40 6525
38
14
21
44
61
30
40
Check children’s work.
Number and Operations in Base Ten 93
1
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Use CompensationShow how to make one addend the next tens number. Complete the new addition sentence.
1. 15 + 37 = ?
+ =
2. 22 + 49 = ?
+ =
3. 38 + 26 = ?
+ =
4. 27 + 47 = ?
+ =
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?
feet tall52
12
40
21
24
30 + 44 = 74
40
24
50
50
or
52
64
71
74
Check children’s work.
Check children’s work.
Check children’s work.
Check children’s work.
Possible answers are given.
94 Lesson 47
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CC.2.NBT.6Break Apart Addends as Tens and OnesOBJECTIVE Apply place-value concepts when using a break-apart strategy for 2-digit addition.
LESSON 48
25 + 46 = ?
Break apart 25 into tens and ones. Break apart 46 into tens and ones.
25 + 46
20 + 5 + 40 + 6
Then, add the tens from the two addends. + =
Add the ones from the two addends. + =
Add the two sums. + =
So, 25 + 46 = .
Break apart the addends to find the sum.
1. 12 + 48 = ?
+ + +
Add the tens. + =
Add the ones. + =
How many? + =
So, 12 + 48 = .
406
11
6011
71
71
205
60
2 40 810
40
8
10
10
2
50
50
10
60
60
Number and Operations in Base Ten 95
1
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Break Apart Addends as Tens and OnesBreak apart the addends to find the sum.
1. 18 +
+ 21 +
+ =
2. 33 +
+ 49 +
+ =
3. 72 +
+ 18 +
+ =
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? baseball cards
10 8
20
30
1
9 39
30 3
40
70
9
12 82
70 2
10
80
8
10 90
46
96 Lesson 48
1
Tens Ones
B3 3
+ 1 9
Tens Ones
B3 3
+ 1
1
9
2
Tens OnesTens Ones
Tens Ones
B3 3
+ 1
1
9
25
Tens Ones
B3 6
+
1
64
28
Tens OnesTens Ones
B4 7
+ 2
1
5
27
Tens Ones Tens Ones
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Model 33 + 19.
How many ones are there in all? ones
Can you make a ten?
Regroup 10 ones as 1 ten. Write a 1 in the tens column to show the regrouped ten.
How many ones are left
after regrouping? ones
Write that number in the ones place.
How many tens
are there in all? tens
Write that number in the tens place.
Draw quick pictures to help you solve. Write the sum.
1. 2.
Model and Record 2-Digit AdditionOBJECTIVE Draw quick pictures and record 2-digit addition using the standard algorithm.
LESSON 49
yes
5
12
2
Check children’s drawings.
Number and Operations in Base Ten 97
1
Tens Ones
B1
+
3 8
1 7 __
5 5
Tens Ones Tens Ones
B1
+ 2 6
5 8
8 4
Tens Ones
Tens Ones
B
+
4 2
3 7 __
7 9
Tens Ones Tens Ones
B1
5 3
3 8__
9 1
+
Tens Ones
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Model and Record 2-Digit AdditionDraw quick pictures to help you solve. Write the sum.
1. 2.
3. 4.
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? children62
Check children’s drawings.
98 Lesson 49
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Algebra • Find Sums for 3 AddendsOBJECTIVE Find sums of three 2-digit numbers.
LESSON 50
You can add three numbers in different ways. Start by adding the ones first.
So, 14 + 22 + 36 = 72.
Add.
1. 2. 3. 4.
Look at the column of ones digits. Choose two of the digits to add first. Then add the other digit.
Start at the top of the ones column. Add the first two digits, and then add the third digit.
14 22 + 36 ____
72
1
14 22 + 36 _____
72
1
4 + 6 = 10
10 + 2 =
4 + 2 = 6
6 + 6 = 12 12 Then add the tens.
1 + 1 + 2 + 3 = 7
Then add the tens.
1 + 1 + 2 + 3 = 7
18 25 + 32 ____
40 37 +16 ____
26 22 + 23 ____
13 21 + 34 ____
Check children’s work.
1 1 1
75 93 7168
Number and Operations in Base Ten 99
1
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Algebra • Find Sums for 3 AddendsAdd.
1. 2. 3.
4. 5. 6.
7. 8. 9.
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?
pencils
23 20 + 25 ____
15 22 + 38 ____
13 52 + 34 ____
27 40 + 19 ____
31 45 + 24 ____
34 11 + 28 ____
18 22 + 34 ____
42 36 + 11 ____
53 19 + 25 ____
48
68 75
86
7489
100 73
97
99
1
1
1
1 1
1
100 Lesson 50
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You can add 4 numbers in different ways. One way is to add pairs of digits in the ones column.
Then add the digits in the tens column.
So, 16 + 22 + 31 + 16 = 85.
Add.
1. 2. 3.
Algebra • Find Sums for 4 AddendsOBJECTIVE Find sums of four 2-digit numbers.
LESSON 51
43
57 32 + 2 ____
24
21 19 + 32 ____
21
14 20 + 42 ____
Add a pair of digits. 6 + 2 = 8Add the other pair. 1 + 6 = 7
1 6 22 31 + 16 ____
Then add these two sums. 8 + 7 = 15
85
1
97
11
96134
Number and Operations in Base Ten 101
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Algebra • Find Sums for 4 AddendsAdd.
1. 2. 3.
4. 5. 6.
Problem Solving
1 8
3 2 2 3
+ 3 _____
4 5
3 1 2 9
+ 7 2 _____
2 4 6 2
7 0
+ 3 3 _____
8 3 3 2
6 1
+ 2 2 _____
3 7
1 5 3 1
+ 1 2 _____
2 1
1 3 9 6
+ 1 8 _____
Solve. Show how you solved the problem.
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?
minutes
7 6
1 1
1 1
1 7 7 1 8 9
1 9 8 9 5 1 4 8
Check children’s work.
58
102 Lesson 51
1
Hundreds Tens Ones
Hundreds Tens Ones
Hundreds Tens Ones
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Add 213 and 124. Draw quick pictures of 213 and 124. Count the hundreds, tens, and ones.
hundreds tens ones
Write the number.
Draw quick pictures. Write how many hundreds, tens, and ones. Write the number.
1. Add 135 and 214.
hundreds tens ones
2. Add 121 and 143.
hundreds tens ones
Draw to Represent 3-Digit AdditionOBJECTIVE Draw quick pictures to represent 3-digit addition.
LESSON 52
3 7
337
3
3 4 9
349
2 6 4
264
Possible drawings are shown.
Number and Operations in Base Ten 103
1
Hundreds Tens Ones
Hundreds Tens Ones
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Draw to Represent 3-Digit AdditionDraw quick pictures. Write how many hundreds, tens, and ones. Write the number.
1. Add 142 and 215.
hundreds tens ones
2. Add 263 and 206.
hundreds tens ones
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?
pieces of fruit579
3 5 7
357
4 6 9
469
Possible drawings are shown.
Check children’s drawings.
104 Lesson 52
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743 + 124
_
Break apart each addend. Write the value of each digit.
Add the hundreds, tens, and ones. Then add these sums together.
Break apart the addends to find the sum.
1.
Break Apart 3-Digit AddendsOBJECTIVE Apply place value concepts when using a break apart strategy for 3-digit addition.
LESSON 53
700
700
40
40
20100
800
+ +
+ +
+ + =
743 = + +
124 = + +
Hundreds Tens Ones
+ +
+ +
+ + =
Hundreds Tens Ones
743
+ 124
60
3
3
4
7 867
20100 4
253
+ 536
200 50 3
630500
700 78980 9
Possible answers are given.
Number and Operations in Base Ten 105
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Break Apart 3-Digit AddendsBreak apart the addends to find the sum.
1.
2.
3.
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?
crayons
+ +
+ +
+ + =
+ +
+ +
+ + =
+ +
+ +
+ + =
518
+ 221
438
+ 142
324
+ 239
270
Possible answers are given.
500
400
300
10
30
20
8
8
4
1
2
9
20
40
30
200
100
200
700
500
500
739
580
563
30
70
50
9
10
13
106 Lesson 53
1
Tens OnesHundreds
Tens OnesHundreds
Tens OnesHundreds
1
5
3
2
8
6
TensHundreds Ones
B+
4
11
5
3
2
8
6+
TensHundreds Ones
B
45 7
1
1
5
3
2
8
6
TensHundreds Ones
B+
B
27 9
1
5
3
4
3
7
5+
TensHundreds Ones
B
86 6
2
4
5
1
6
2+
TensHundreds Ones
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Add. 318 + 256
_
Add the ones.
8 + 6 =
Do you need to
regroup?
Regroup 10 ones as 1 ten.
Add the tens.
1 + 1 + 5 =
Add the hundreds.
3 + 2 =
So, 318 + 256 = 574.
Write the sum.
1. 2.
3-Digit Addition: Regroup OnesOBJECTIVE Record 3-digit addition using the standard algorithm with possible regrouping
of ones.
LESSON 54
yes14
7
5
Number and Operations in Base Ten 107
1
4 83
12 4
TensHundreds Ones
+
23 8
B1
1 47
41 9
TensHundreds Ones
+
35 9
B10 25
62 8
TensHundreds Ones
+
08 6
B1
2 11
33 8
TensHundreds Ones
+
96 3
B
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3-Digit Addition: Regroup OnesWrite the sum.
1. 2.
3. 4.
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?
daisies393
108 Lesson 54
1
Tens OnesHundreds
9
75
21
18
TensHundreds Ones
BB+
Tens OnesHundreds
Tens OnesHundreds
92
175
21
18
TensHundreds Ones
BB+
924
1
7
5
2
1
1
8
TensHundreds Ones
BB+
B
904
1
64
21
45+
TensHundreds Ones
B B
838
30
26
26+
TensHundreds Ones
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Add. 271 + 158
_
Add the ones.
1 + 8 =
Add the tens.
7 + 5 =
Do you need to
regroup?
Regroup 12 tens as 1 hundred 2 tens.
Add the hundreds.
1 + 2 + 1 =
Write the sum.1. 2.
3-Digit Addition: Regroup TensOBJECTIVE Record 3-digit addition using the standard algorithm with possible regrouping
of tens.
LESSON 55
yes
12
9
4
Number and Operations in Base Ten 109
1
8 73
12 2
TensHundreds Ones
+
94 1
B1 B2 25
33 6
TensHundreds Ones
+
86 7
BB8 53
25 1
TensHundreds Ones
+
68 1
B B1
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3-Digit Addition: Regroup TensWrite the sum.
1. 2. 3.
4. 5. 6.
7. 8. 9.
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?
toy cars
4 4 5 + 3 4
_
6 2 0
+ 2 8 8
__
6 7 1
+ 1 5 4
__
5 5 7
+ 1 8 0
__
4 6 3
+ 4 8 1
__
7 4 6 + 1 3 3
__
435
4 7 9
8 2 5
9 0 8
9 4 4
7 3 7
8 7 9
1
1 1
1
110 Lesson 55
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Sometimes, you may need to regroup more than once.
Step 1 Add the ones. There are 12 ones in all. Regroup 12 ones as 1 ten 2 ones.
Step 2 Add the tens. There are 11 tens in all. Regroup 11 tens as 1 hundred 1 ten.
Step 3 Add the hundreds.There are 8 hundreds in all.
Write the sum.
1. 2. 3.
CC.2.NBT.7
Name
Addition: Regroup Ones and TensOBJECTIVE Record 3-digit addition using the standard algorithm with possible regrouping of
both ones and tens.
LESSON 56
189 + 623
_
1
1
8
2
1
2
21
1
11
2 7 8 + 4 6 5
__
1 5 7 + 7 7 1
__
3 6 4 + 4 1 9
__
1 8 9 + 6 2 3
__
1 8 9 + 6 2 3
__
1 8 9 + 6 2 3
__
1 1 1
7 9 7
1
4 2 83 8 3
Number and Operations in Base Ten 111
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Addition: Regroup Ones and TensWrite the sum.
1. 2. 3.
4. 5. 6.
7. 8. 9.
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?
points
5 4 7 + 4 3 5
__
1 8 7 + 3 0 6
__
2 5 5 + 2 3 1
__
3 6 7 + 2 8 4
__
6 4 7 + 1 2 8
__
2 9 4 + 1 7 6
__
4 8 5 + 4 5 6
__
5 2 3 + 1 7 4
__
3 7 5 + 3 6 4
__
9 8 2
4 9 3
4 8 6
6 5 1
7 7 5
4 7 0
9 4 1
6 9 7
7 3 9
334
1
1
1
1
1
11
1
1
1
112 Lesson 56
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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?
were still on the shelves.
What information do I need to use?
There were books on the shelves.
Mr. Davies took books off the shelves.
Show how to solve the problem.
There were books still on the shelves.
Make a model to solve. Then draw a quick picture of your model.
1. Mr. Cho has 256 pencils. Then he sells 132 pencils. How many pencils does he have now?
pencils
CC.2.NBT.7
Name
Problem Solving • 3-Digit SubtractionOBJECTIVE Solve problems involving 3-digit subtraction by using the strategy make a model.
LESSON 57
237
126
111
how many books
Check children’s work.
124
Number and Operations in Base Ten 113
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Problem Solving • 3-Digit SubtractionMake a model to solve. Then draw a quick picture of your model.
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?
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?
cups
3. There were 576 bottles of water at the snack shop. People bought 469 bottles of water. How many bottles of water are at the snack shop now?
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?
bags145
107
142
218
Check children’s work.
114 Lesson 57
1
61
43
37-
TensHundreds Ones
BB
6
5
6
13
143
37-
TensHundreds Ones
BB
6
5
641
13
143
37-
TensHundreds Ones
BB
Tens OnesHundreds
Tens OnesHundreds
Tens OnesHundreds
6
5
435
12
283
28-
TensHundreds Ones
BB7
334
462
85-
TensHundreds Ones
BB© H
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Subtract. 463 - 317
_
Are there enough ones to subtract 7? Regroup 1 ten as 10 ones.
There are ones
and tens.
Subtract the ones.
13 - 7 =
Subtract the tens.
5 - 1 =
Subtract the hundreds.
4 - 3 =
So, 463 - 317 = 146.
Solve. Write the difference.
1. 2.
3-Digit Subtraction: Regroup TensOBJECTIVE Record 3-digit subtraction using the standard algorithm with possible
regrouping of tens.
LESSON 58
no
135
6
4
1
Number and Operations in Base Ten 115
1
14
7 43
72 6
TensHundreds Ones
-
85 3
6
8 97
42 3
TensHundreds Ones
-
62 1
126
7 25
72 4
TensHundreds Ones
-
85 1
11
5 11
51 3
TensHundreds Ones
-
84 3
4
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3-Digit Subtraction: Regroup TensSolve. Write the difference.
1. 2.
3. 4.
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?
pencils426
116 Lesson 58
1
Tens OnesHundreds
Tens OnesHundreds
2
2
2
12
731
64
TensHundreds Ones
B BB-
2
2
251
12
731
64
TensHundreds Ones
B BB-
7
814
662
91
TensHundreds Ones
B BB-
2
4
232
12
952
53
TensHundreds Ones
B BB-
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Subtract. 326 - 174
_
Subtract the ones.
6 - 4 =
Are there enough tens to subtract 7 tens?
Regroup 1 hundred as 10 tens.
Now there are tens
and hundreds.
Subtract the tens.
12 - 7 =
Subtract the hundreds.
2 - 1 =
So, 326 - 174 = 152.
Solve. Write the difference.
1. 2.
3-Digit Subtraction: Regroup HundredsOBJECTIVE Record 3-digit subtraction using the standard algorithm with possible regrouping
of hundreds.
LESSON 59
no
2
122
5
1
Number and Operations in Base Ten 117
1
12
2 75
72 6
TensHundreds Ones
-
14 7
6
13
3 97
64 2-
71 6
5 14
4 86
43 3-
58
3
6 75
91 3
TensHundreds Ones
-
48 1
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3-Digit Subtraction: Regroup HundredsSolve. Write the difference.
1. 2.
3. 4.
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?
people283
118 Lesson 59
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Subtraction: Regroup Hundreds and TensOBJECTIVE Record 3-digit subtraction using the standard algorithm with possible regrouping
of both hundreds and tens.
LESSON 60
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.
Solve. Write the difference.
1. 2. 3.
4. 5. 6.
4 8 1 - 1 7 6
__
7 4 6 - 2 8
__
2 8 2 - 1 9 8
__
2 8 2 - 1 9 8
__
2 8 2 - 1 9 8
__
7 4 8 - 6 0 3
__
5 2 4 - 2 6 5
__
3 9 5 - 1 3 1
__
3 3 1 - 1 4 8
__
4
17 1217
?/ / / / /??
84 84
7 12 1 7 1217
? ?
3 0 5
7 11 3 16
4 1 14
2 2 11
7 1 8 1 8 3
2 6 4 2 5 9 1 4 5
12
11
/
/
/
/
/
/
/////
Number and Operations in Base Ten 119
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Subtraction: Regroup Hundreds and TensSolve. Write the difference.
1. 2. 3.
4. 5. 6.
Problem Solving
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?
pages
8 1 6 - 3 4 5
__
5 4 7 - 2 8 9
__
9 8 6 - 7 1 2
__
7 2 3 - 5 4 3
__
7 9 6 - 4 6 8
__
9 4 2 - 1 6 3
__
254
4 7 1 7 7 9
8 3 12 8 1613
13
3 2 8
2 5 8
4 3 17
2 7 41 8 0
7 11
6 12
/
/ //
/
/ // //
/
/ /
/
120 Lesson 60
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Regrouping with ZerosOBJECTIVE Record subtraction using the standard algorithm when there
are zeros in the minuend.
LESSON 61
Subtract 138 from 305.
There are not enough ones to subtract 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.
Subtract the ones.
15 - 8 = 7
Subtract the tens.
9 - 3 = 6
Subtract the hundreds.
2 - 1 = 1
So, 305 - 138 = .
Solve. Write the difference.
1. 2. 3.
8 0 1 - 3 7 5
__
6 9 3 - 2 4 1
__
9 0 7 - 6 2 4
__
3 0 5 - 1 3 8
__
2 10
9
7
1 6167
7
15
? ?
?
3 0 5 - 1 3 8
__
Tens OnesHundreds
Tens OnesHundreds
OnesTensHundreds
2 10?
3 0 5 - 1 3 8
__
2 10 15 9
4 2 6 2 8 3
8 10
4 5 2
7 10 119
Number and Operations in Base Ten 121
1
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Regrouping with ZerosSolve. Write the difference.
1. 2. 3.
4. 5. 6.
Problem Solving
Solve.
7. There are 303 students.There are 147 girls. How many boys are there?
boys
8 0 6 - 3 4 5
__
3 0 7 - 1 5 4
__
5 0 5 - 1 6 7
__
6 8 7 - 1 4 4
__
7 9 4 - 2 6 8
__
9 0 2 - 7 8 3
__
156
4 6 1 1 1 9
8 10 12
4 10 15
8 14
2 10
9
9
5 2 6
1 5 33 3 85 4 3
7 10
/
/
/ // //
// //
/
/
/
122 Lesson 61
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10 less than 234
2 hundreds 2 tens 4 ones.
10 more than 234
2 hundreds 4 tens 4 ones.
100 less than 234
1 hundred 3 tens 4 ones.
100 more than 234
3 hundreds 3 tens 4 ones.
Write the number.
1. 10 more than 719 2. 10 less than 246
3. 100 more than 291 4. 100 less than 687
5. 10 less than 568 6. 100 more than 649
CC.2.NBT.8
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Count On and Count Back by 10 and 100OBJECTIVE Identify 10 more, 10 less, 100 more, or 100 less than a given number.
LESSON 62
224
244
134
334
Notice what digit changes.
729
391
558
236
587
749
Number and Operations in Base Ten 123
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Count On and Count Back by 10 and 100Write the number.
1. 10 more than 451 2. 10 less than 770
3. 100 more than 367 4. 100 less than 895
5. 10 less than 812 6. 100 more than 543
7. 10 more than 218 8. 100 more than 379
9. 100 less than 324 10. 10 less than 829
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?
stickers
461
467
802
228
224
118
760
795
643
479
819
124 Lesson 62
1
401 402 403 404 405 406 407 408
411 412 413 414 415 416 417 419
421 422 423 424 425 426 428 429
431 432 433 434 435 437 438 439
441 442 443 444 446 447 448 449
451 452 453 455 456 457 458 459
461 462 464 465 466 467 468 469
471 473 474 475 476 477 478 479
482 483 484 485 486 487 488 489
491 492 493 494 495 496 497 498 499
409
420
430
440
450
460
470
480
490
500
410
418
427
436
445
454
463
472
481
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Find a counting pattern.
421, 431, 441, 451, ■, ■Which digit changes from number to number?
The digit changes.
How does it change?
by each time
Look at the chart. Find the next two numbers in the pattern.
The next two numbers are and .
Look at the digits to find the next two numbers.
1. 937, 947, 957, 967, ■, ■
The next two numbers are and .
2. 135, 235, 335, 435, ■, ■
The next two numbers are and .
CC.2.NBT.8
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Algebra • Number PatternsOBJECTIVE Extend number patterns by counting on by tens or hundreds.
LESSON 63
tens
one
461 471
977
535
987
635
Number and Operations in Base Ten 125
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Algebra • Number PatternsLook at the digits to find the next two numbers.
1. 232, 242, 252, 262, ■, ■
The next two numbers are and .
2. 185, 285, 385, 485, ■, ■
The next two numbers are and .
3. 428, 528, 628, 728, ■, ■
The next two numbers are and .
4. 654, 664, 674, 684, ■, ■
The next two numbers are and .
5. 333, 433, 533, 633, ■, ■
The next two numbers are and .
Problem Solving
6. What are the missing numbers in the pattern?
431, 441, 451, 461, ■, 481, 491, ■
The missing numbers are and .
272
585
828
694
733
471
282
685
928
704
833
501
126 Lesson 63
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Tens Ones
Tens Ones
Tens Ones
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Add 18 and 25. Show 18 and 25 with . Count the ones. How many ones are there? ones
Can you make a ten?
Trade 10 ones for 1 ten. This is called regrouping.
Count the tens. How many tens are there? tens
Count the ones. How many ones are there? ones
tens ones is the same as .
Write how many tens and ones in the sum. Write the sum.
1. Add 46 and 19.
tens ones
2. Add 45 and 27.
tens ones
3. Add 58 and 38.
tens ones
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Model Regrouping for AdditionOBJECTIVE Model 2-digit addition with regrouping.
LESSON 64
yes13
4
34334
Tens Ones Tens Ones Tens Ones
6 7 95 2 6
65 72 96
Number and Operations in Base Ten 127
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Model Regrouping for AdditionDraw to show the regrouping. Write how many tens and ones in the sum. Write the sum.
1. Add 63 and 9.
tens ones
2. Add 25 and 58.
tens ones
3. Add 58 and 18.
tens ones
4. Add 64 and 26.
tens ones
5. Add 17 and 77.
tens ones
6. Add 16 and 39.
tens ones
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? leaves
Tens OnesTens OnesTens Ones
Tens Ones Tens Ones Tens Ones
7 8 7
599
2 3 6
Check children’s work.
540
72 83 76
559490
81
128 Lesson 64
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Subtract 37 from 65.
Are there enough ones to subtract 7? So, you will need to regroup.
Trade 1 ten for 10 ones.
Subtract the ones. Then subtract the tens.
15 ones - 7 ones = ones
5 tens - 3 tens = tens
tens ones is the same as .
The difference is .
Draw to show the regrouping. Write the tens and ones that are in the difference. Write the number.
1. Subtract 18 from 43.
tens ones
2. Subtract 19 from 55.
tens ones
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Model Regrouping for SubtractionOBJECTIVE Model 2-digit subtraction with regrouping.
LESSON 65
no
82
2 8 28
28
Tens Ones
Tens Ones
Tens OnesTens Ones
2 35 6
Check children’s work.
25 36
Number and Operations in Base Ten 129
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Model Regrouping for SubtractionDraw to show the regrouping. Write the difference two ways. Write the tens and ones. Write the number.
1. Subtract 9 from 35.
tens ones
2. Subtract 14 from 52.
tens ones
3. Subtract 17 from 46.
tens ones
4. Subtract 28 from 63.
tens ones
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? cookies
Tens OnesTens Ones
Tens Ones Tens Ones
2 3
32
6 8
59
26 38
3529
Check children’s work.
37
130 Lesson 65