Grade 2, Unit 3

_________________
Name
 Lesson 3-2
Domino Facts DATE

Write addition and subtraction facts for each domino.

1 2
4 2 6 6
+ 2 + 4 - 2 - 4 + + - -

6 6 4 2
3 4

+ + - - + + - -

5 6

+ + - - + + - -

7 Try This
8

+ -
+ + - -

forty-seven 47
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 258.

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 Lesson 3-3
Addition Facts Inventory DATE

Record, Part 1
Addition Know Don't
How I Can Figure It Out
Fact It Know It

10 + 3

4+6

7+7

3+2

3+4

10 + 2

9+9

2+2

4 + 10

6+6

10 + 5

5+2

3+7

4+4

94 ninety-four

TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 265.

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 Lesson 3-3
Addition Facts Inventory DATE

Record, Part 1 (continued)

Addition Know Don't
How I Can Figure It Out
Fact It Know It

10 + 6

5+5

8 + 10

2+4

3+3

10 + 7

7+2

8+8

9 + 10

9+2

2+6

10 + 10

2+8

ninety-five 95
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 265.

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 Lesson 3-7
What’s My Rule? DATE

In Problems 1–4, follow the rule. Fill in the missing numbers.

1 in out 2 in out
in in
2 8 6 2
Rule 3 9 Rule 8
+6 -4
5 10
out 9 out 5

3 in out 4 in out
in in
1 6
Rule 5 15 Rule 3
+ 10 -5
20 5
out 100 out 12

In Problems 5 6, find the rule. Write it in the box.

Then fill in any missing numbers.
5 in out 6 in out
in in
6 13 12 10
Rule 1 8 Rule 6 4

3 11
out 4 out 6

56 fifty-six

TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 289.

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 Lesson 3-8
Using Doubles to Subtract DATE

1 Solve the doubles fact. Then use it to help you solve

the two subtraction facts.

a. 4 + 4 = b. 9 + 9 =
8 -4 = 18 - 9 =
9-4= 17 - 9 =

2 Think of a doubles fact that can help you solve each problem.
Record your helper fact and then solve the problem.
a. 9 - 5 = ? b. 13 - 7 = ?
Helper fact: Helper fact:

9-5= 13 - 7 =

3 Explain how to solve 15 - 8 = ? using a doubles helper fact.

58 fifty-eight

TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 296.

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 Lesson 3-9
The Going-Back-Through-10 DATE

Strategy
Use the going-back-through-10 strategy to solve each fact. Show
your work on the number line. Then explain your work to a partner.
Example: 15 - 6 = 9
–5
What do I need
to subtract
to get 10?
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

How many –1 –5
more do I need
to subtract?
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

1 14 - 5 =

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

2 13 - 8 =

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

3 17 - 8 =

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

60 sixty

TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 302.

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 Lesson 3-10
Using 10 as a Friendly Number DATE

Use the number line to solve the problem. Do not count by 1s.
1 Anna’s father likes to run. Today he will run 1 7 miles. He has
run 8 miles so far. How many more miles will he run today?

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Answer: miles
For Problems 2 4, use the number lines to show how
Unit
to solve each problem using the “friendly number” 10.
Explain how you solved the problems to a partner. miles

2 15 - 7 =

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

3 16 - 9 =

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

4 14 - 5 =

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

sixty-three 63
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 308.

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Program: EM4 Component: Math Journal

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Vendor: Quad Graphics Grade: 2