Math G2 M5678 Student WB S2

New York State Common Core
1
GRADE
Mathematics Workbook
GRADE 2 • MODULE 5
Addition and Subtraction Within 1,000
with Word Problems to 100
Foundations of Multiplication and Division
Problem Solving with
Length, Money, and Data
Time, Shapes, and Fractions as
Equal Parts of Shapes
This work is licensed under a

© 2015 Great Minds. eureka-math.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
G1-M1-TE-1.3.0-06.2015
2
GRADE
Addition and Subtraction
Within 1,000 with
Word Problems to 100
Module 5: Addition and Subtraction Within 1,000 with Word Problems to 100
© 2015 Great Minds. eureka-math.org This work is licensed under a

G2-M5-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 2 5
Name Date
1. Complete each more or less statement.
a. 10 more than 175 is _______. b. 100 more than 175 is _______.
c. 10 less than 175 is _______. d. 100 less than 175 is _______.
e. 319 is 10 more than _______. f. 499 is 100 less than _______.
g. _______ is 100 less than 888. h. _______ is 10 more than 493.
i. 898 is ____________ than 998. j. 607 is ___________ than 597.
k. 10 more than 309 is _______. l. 309 is __________ than 319.
2. Complete each regular number pattern.
a. 170, 180, 190, ______, ______, ______
b. 420, 410, 400, ______, ______, ______
c. 789, 689, ______, ______, ______, 289
d. 565, 575, ______, ______, ______, 615
e. 724, ______, ______, ______, 684, 674
f. ______, ______, ______, 886, 876, 866
Lesson 1: Relate 10 more, 10 less, 100 more, and 100 less to addition and
subtraction of 10 and 100. 20

3. Complete each statement.

+10 -100 -10
a. 389 ⟶ _____ +100
⟶ _____ b. 187 ⟶ _____ ⟶ _____
+ ____
-10 -_____ +10
c. 609 ⟶ _____ ⟶ 499 ⟶ _____ ⟶ 519
-10 -10 +100 +10 +100

d. 512 ⟶ _____ ⟶ _____ ⟶ _____ ⟶ _____ ⟶ _____
4. Solve using the arrow way.
a. 210 + 130 = ________
b. 320 + ________ = 400
c. _______ + 515 = 735

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Exit Ticket 2 5
Name Date
Solve using the arrow way.
1. 440 + 220 = ___________
2. 670 + __________ = 890
3. _________ + 765 = 945

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set 2•5
Name Date
1. Solve each addition problem using place value strategies. Use the arrow way or
mental math, and record your answers. You may use scrap paper if you like.
a. 2 hundreds 4 tens + 3 hundreds = _____ hundreds _____ tens
240 + 300 = _____
b. 340 + 300 = _____ 140 + 500 = _____ 200 + 440 = _____
c. 400 + 374 = _____ 274 + 500 = _____ 700 + 236 = _____
d. 571 + _____ = 871 _____ + 349 = 749 96 + _____ = 696
e. _____ + 562 = 862 300 + _____ = 783 600 + _____ = 726
2. Solve each subtraction problem using place value strategies. Use the arrow way or
mental math, and record your answers. You may use scrap paper if you like.
a. 6 hundreds 2 ones − 4 hundreds = ____ hundreds ____ tens ____ ones
602 − 400 = _____
b. 640 − 200 = _____ 650 − 300 = _____ 750 − _____ = 350
c. 462 − 200 = _____ 667 − 500 = _____ 731 − 400 = _____
d. 431 − _____ = 131 985 − _____ = 585 768 − _____ = 68
e. _____ − 200 = 662 _____ − 300 = 653 734 − _____ =234
Lesson 2: Add and subtract multiples of 100, including counting on to subtract.

33

3. Fill in the blanks to make true number sentences. Use place value strategies,
number bonds, or the arrow way to solve.
a. 200 more than 389 is ___________.
b. 300 more than ___________ is 568.
c. 400 less than 867 is __________.
d. __________ less than 962 is 262.
4. Jessica’s lemon tree had 526 lemons. She gave away 300 lemons. How many does
she have left? Use the arrow way to solve.

34

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Exit Ticket 2•5
Name Date
Solve using place value strategies. Use the arrow way or mental math, and record your
answers. You may use scrap paper if you like.
1. 760 − 500 = _____ 880 − 600 = _____ 990 − _____ = 590
2. 534 − 334 = _____ _____ − 500 = 356 736 − _____ = 136

35

Name Date
1. Solve each set of problems using the arrow way.
a.
380 + 200
380 + 220
380 + 230
b.
470 + 400
470 + 430
470 + 450
c.
650 + 200
650 + 250
650 + 280
d.
430 + 300
430 + 370
430 + 390
Lesson 3: Add multiples of 100 and some tens within 1,000.

48

2. Solve using the arrow way or mental math. Use scrap paper if needed.
a. 490 + 200 = 210 + 490 = _ 490 + 220 =
b. 230 + 700 = 230 + 710 = _ 730 + 230 =
c. 260 + 240 = 260 + 260 = 280 + 260 =
d. 160 + 150 = 370 + 280 = 380 + 450 =
e. 430 + 290 = 660 + 180 = 370 + 270 =
3. Solve.
a. 66 tens + 20 tens = tens b. 66 tens + 24 tens = tens
c. 66 tens + 27 tens = tens d. 67 tens + 28 tens = tens
e. What is the value of 86 tens?

49

Name Date
Solve each set of problems using the arrow way.
1.
440 + 300
360 + 440
440 + 380
2.
670 + 230
680 + 240
250 + 660

50

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set 2
Name Date
1. Solve using the arrow way.
a.
570 − 200
570 − 270
570 − 290
b.
760 − 400
760 − 460
760 − 480
c.
950 − 500
950 − 550
950 − 580
d.
820 − 320
820 − 360
820 − 390
Lesson 4: Subtract multiples of 100 and some tens within 1,000.

60

2. Solve using the arrow way or mental math. Use scrap paper if needed.
a.
530 − 400 = _______ 530 − 430 = _______ 530 − 460 = ________
b.
950 − 550 = _______ 950 − 660 = _______ 950 − 680 = ________
c.
640 − 240 = _______ 640 − 250 = _______ 640 − 290 = ________
d.
740 − 440 = _______ 740 − 650 = _______ 740 − 690 = ________
3. Solve.
a. 88 tens − 20 tens = _________ b. 88 tens − 28 tens = ________
c. 88 tens − 29 tens = _________ d. 84 tens − 28 tens = ________
e. What is the value of 60 tens? ________________
f. What is the value of 56 tens? _________________

61

Name Date
1. Solve using a simplifying strategy. Show your work if needed.
830 − 530 = _______ 830 − 750 = _______ 830 − 780 = ________
2. Solve.
a. 67 tens − 30 tens = _____ tens. The value is ______.
b. 67 tens − 37 tens = _____ tens. The value is ______.
c. 67 tens − 39 tens = _____ tens. The value is ______.

62

Name Date
1. Solve.
a. 30 tens = ___________ b. 43 tens = ___________
c. 18 tens + 12 tens = ______ tens d. 18 tens + 13 tens = ______ tens
e. 24 tens + 19 tens = ______ tens f. 25 tens + 29 tens = ______ tens
2. Add by drawing a number bond to make a hundred. Write the simplified equation
and solve.
a. 190 + 130
10 120
200 + 120 =
b. 260 + 190
c. 330 + 180
Lesson 5: Use the associative property to make a hundred in one addend.

71

d. 440 + 280
_____________ = _________
e. 199 + 86
______________ = _________
f. 298 + 57
______________ = _________
g. 425 + 397
______________ = _________

72

Name Date
1. Add by drawing a number bond to make a hundred. Write the simplified equation
and solve.
a. 390 + 210
b. 798 + 57
2. Solve.
53 tens + 38 tens = _______________

73

Name Date
1. Draw and label a tape diagram to show how to simplify the problem. Write the new
equation , and then subtract.
a. 220 − 190 = 230 – 200 =
+ 10 220
+ 10 190
b. 320 − 190 = =
c. 400 − 280 = =
d. 470 − 280 = =
e. 530 − 270 = =
Lesson 6: Use the associative property to subtract from three-digit numbers and
verify solutions with addition. 82

2. Draw and label a tape diagram to show how to simplify the problem. Write a new
equation, and then subtract. Check your work using addition.
a. 451 − 199 = 452 − 200 =
Check:
+1 451
+1 199
b. 562 − 299 = =
Check:
c. 432 − 298 = =
Check:
d. 612 − 295 = =
Check:

Name Date
Draw and label a tape diagram to show how to simplify the problem. Write the new
equation, and then subtract.
1. 363 − 198 = =
2. 671 − 399 = =
3. 862 − 490 = =

Name Date
1. Circle the student work that shows a correct solution to 543 + 290.
Explain the mistake in any of the

incorrect solutions.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
2. Circle the student work that correctly shows a strategy to solve 721 – 490.
Fix the work that is incorrect by making a new drawing in the space below with a
matching number sentence.
Lesson 7: Share and critique solution strategies for varied addition and
subtraction problems within 1,000. 92

3. Two students solved 636 + 294 using two different strategies.
Explain which strategy would be easier to use when solving and why.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. Circle one of the strategies below, and use the circled strategy to solve 290 + 374.
a. b. Solve:
arrow way / number bond
c. Explain why you chose that strategy.
______________________________________________________________
______________________________________________________________
______________________________________________________________

Name Date
Circle one of the strategies below, and use the circled strategy to solve 490 + 463.
a. b. Solve:
arrow way / number bond
c. Explain why you chose that strategy.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Name Date
1. Solve the following problems using your place value chart, place value disks, and
vertical form. Bundle a ten or hundred, when necessary.
a. 301 + 49 b. 402 + 48
c. 315 + 93 d. 216 + 192
e. 545 + 346 f. 565 + 226
g. 222 + 687 h. 164 + 745
Lesson 8: Relate manipulative representations to the addition algorithm.

109

2. Solve.
a. 300 + 200 = _____
b. 320 + 200 = _____
c. 320 + 230 = _____
d. 320 + 280 = _____
e. 328 + 286 = _____
f. 600 + 80 = _____
g. 600 + 180 = _____
h. 620 + 180 = _____
i. 680 + 220 = _____
j. 680 + 230 = _____

110

Name Date
Solve the following problems using your place value chart, place value disks, and vertical
form. Bundle a ten or hundred, when necessary.
1. 378 + 113
2. 178 + 141

111

Name Date
1. Solve the following problems using place value disks, a place value chart, and vertical
form.
a. 417 + 293 b. 526 + 185
c. 338 + 273 d. 625 + 186
e. 250 + 530 f. 243 + 537
g. 376 + 624 h. 283 + 657

121

2. Solve.
a. 270 + 430 = _____
b. 260 + 440 = _____
c. 255 + 445 = _____
d. 258 + 443 = _____
e. 408 + 303 = _____
f. 478 + 303 = _____
g. 478 + 323 = _____

122

Name Date
Solve the following problems using your place value chart, place value disks, and vertical
form. Bundle a ten or hundred, when necessary.
1. 375 + 197
2. 184 + 338

123

Name Date
1. Solve using vertical form, and draw chips on the place value chart. Bundle as
needed.
hundreds tens ones

a. 117 + 170 = _______
hundreds tens ones

b. 217 + 173 = ________
hundreds tens ones

c. 371 + 133 = _______
Lesson 10: Use math drawings to represent additions with up to two

compositions and relate drawings to the addition algorithm. 133

hundreds tens ones

d. 504 + 269 = _______
2. Solve using vertical form, and draw chips on a place value chart. Bundle as needed.
a. 546 + 192 = _______
b. 546 + 275 = _______


Name Date
Solve using vertical form, and draw chips on a place value chart. Bundle as needed.
1. 436 + 509 = ________
2. 584 + 361 = ________


Name Date
1. Solve using vertical form, and draw chips on the place value chart. Bundle as
needed.
hundreds tens ones

a. 227 + 183 = ______
hundreds tens ones

b. 424 + 288 = _______
hundreds tens ones

c. 638 + 298 = _______


hundreds tens ones

d. 648 + 289 = _______
2. Solve using vertical form, and draw chips on a place value chart. Bundle as needed.
a. 307 + 187
b. 398 + 207


Name Date
Solve using vertical form, and draw chips on a place value chart. Bundle as needed.
1. 267 + 356 = _________
2. 623 + 279 = _________


Name Date
1. Tracy solved the problem 299 + 399 four different ways.
hundreds tens ones
Explain which strategy is most efficient for Tracy to use and why.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Lesson 12: Choose and explain solution strategies and record with a written
addition method. 156

2. Choose the best strategy and solve. Explain why you chose that strategy.
a. 221 + 498 Explanation:

_____________________________
_____________________________
_____________________________
_____________________________
b. 467 + 200 Explanation:

_____________________________
_____________________________
_____________________________
_____________________________
c. 378 + 464 Explanation:

_____________________________
_____________________________
_____________________________
_____________________________

Name Date
Choose the best strategy and solve. Explain why you chose that strategy.
1. 467 + 298 Explanation:

________________________________
________________________________
________________________________
________________________________
2. 300 + 524 Explanation:

________________________________
________________________________
________________________________
________________________________

Name Date
1. Solve using mental math.
a. 8 − 6 = _____ 80 − 60 = _____ 180 − 60 = ____ 180 − 59 = ____
b. 6 − 3 = _____ 60 − 30 = _____ 760 − 30 = ____ 760 − 28 = ____
2. Solve using mental math or vertical form with place value disks. Check your work
using addition.
a. 138 − 17 = 121 b. 138 − 19 = _______
138 121
−17 + 17
121 138
c. 445 − 35 = _______ d. 445 − 53 = _______
Lesson 13: Relate manipulative representations to the subtraction algorithm, and

use addition to explain why the subtraction method works. 181

e. 863 − 170 = _______ f. 845 − 152 = _______
g. 472 − 228 = _______ h. 418 − 274 = _______
i. 567 − 184 = _______ j. 567 − 148 = _______


Name Date
Solve using mental math or vertical form with place value disks. Check your work using
addition.
1. 378 − 117 = _______ 2. 378 − 119 = _______
3. 853 − 433 = _______ 4. 853 − 548 = _______


Name Date
1. Solve by drawing place value disks on a chart. Then, use addition to check your
work.
a. 469 − 170 Solve vertically Check:

or mentally:
b. 531 − 224 Solve vertically Check:

or mentally:
c. 618 − 229 Solve vertically Check:

or mentally:
Lesson 14: Use math drawings to represent subtraction with up to two

decompositions, relate drawings to the algorithm, and use addition to 197
explain why the subtraction method works.
d. 838 − 384 Solve vertically Check:

or mentally:
e. 927 − 628 Solve vertically Check:

or mentally:
2. If 561 − 387 = 174, then 174 + 387 = 561. Explain why this statement is true using
numbers, pictures, or words.

Name Date
Solve by drawing place value disks on a chart. Then, use addition to check your work.
1. 375 − 280 Solve vertically Check:

or mentally:

or mentally:

Name Date
1. Solve by drawing chips on the place value chart. Then, use addition to check your
work.
a. 699 − 210 Solve vertically Check:
or mentally:
hundreds tens ones
b. 758 − 387 Solve vertically Check:

or mentally:
hundreds tens ones
c. 788 − 299 Solve vertically Check:

or mentally:
hundreds tens ones

d. 821 − 523 Solve vertically Check:

or mentally:
hundreds tens ones
e. 913 − 558 Solve vertically Check:

or mentally:
hundreds tens ones
2. Complete all of the if…then statements. Draw a number bond to represent the
related facts.
a. If 762 − ________ = 173, then 173 + 589 = _________.
b. If 631 − ________ = 273, then _______ + 273 = 631.

Name Date
Solve by drawing chips on the place value chart. Then, use addition to check your work.

or mentally:
hundreds tens ones

or mentally:
hundreds tens ones

Name Date
1. Solve vertically or using mental math. Draw chips on the place value chart and
unbundle, if needed.
hundreds tens ones
a. 304 − 53 = __________
b. 406 − 187 = __________ hundreds tens ones
c. 501 − 316 = __________ hundreds tens ones
Lesson 16: Subtract from multiples of 100 and from numbers with zero in the tens
place. 221

d. 700 − 509 = __________

hundreds tens ones
e. 900 − 626 = __________

hundreds tens ones
2. Emily said that 400 − 247 is the same as 399 − 246. Write an explanation using
pictures, numbers, or words to prove Emily is correct.
place. 222

Name Date
Solve vertically or using mental math. Draw chips on the place value chart and
hundreds tens ones

1. 604 − 143 = __________
2. 700 − 568 = __________ hundreds tens ones
place. 223

Name Date
1. Solve vertically or using mental math. Draw chips on the place value chart and
hundreds tens ones

a. 200 − 113 = __________
b. 400 − 247 = __________ hundreds tens ones
c. 700 − 428 = __________ hundreds tens ones
place. 233

d. 800 − 606 = __________ hundreds tens ones
e. 901 − 404 = __________ hundreds tens ones
2. Solve 600 − 367. Then, check your work using addition.
Solution: Check:
place. 234

Name Date
Solve vertically or using mental math. Draw chips on the place value chart and
place. 235

Name Date
1. Use the arrow way and counting on to solve.
a. 300 − 247 b. 600 − 465
2. Solve vertically, and draw a place value chart and chips. Rename in one step.
a. 507 − 359 b. 708 − 529
3. Choose a strategy to solve, and explain why you chose that strategy.
a. 600 − 437 Explanation:
Lesson 18: Apply and explain alternate methods for subtracting from multiples of
100 and from numbers with zero in the tens place. 243

b. 808 − 597 Explanation:
4. Prove the student’s strategy by solving both problems to check that their solutions
are the same. Explain to your partner why this way works.
5. Use the simplifying strategy from Problem 4 to solve the following two problems.
a. 600 − 547 b. 700 − 513

Name Date
Choose a strategy to solve, and explain why you chose that strategy.
1. 400 − 265 Explanation:
2. 507 − 198 Explanation:

Name Date
1. Explain how the two strategies to solve 500 − 211 are related.
a. b.
addition or subtraction method. 255

2. Solve and explain why you chose that strategy.
a. 220 + 390 = _____ Explanation:
b. 547 − 350 = ______ Explanation:
c. 464 + 146 = _______ Explanation:
d. 600 − 389 = _______ Explanation:

Name Date
Solve and explain why you chose that strategy.
1. 400 + 590 = ______ Explanation:
2. 775 − 497 = _______ Explanation:

Name Date
Step 1: Show your strategy to solve.

Step 2: Find a classmate who used a different strategy, and copy his work into the
box.
Step 3: Discuss which strategy is more efficient.
1. 399 + 237 = _________
a. My strategy b. ________’s strategy
2. 400 − 298 = ________

3. 548 + 181 = _________
4. 360 + ______ = 754
5. 862 − ______ = 690

Name Date
Solve each problem using two different strategies.
1. 299 + 156 = _________
a. First Strategy b. Second Strategy
2. 547 + ______ = 841
a. First Strategy b. Second Strategy

2 Mathematics Workbook
GRADE
Foundations of
Multiplication and Division
Module 6: Foundations of Multiplication and Division

Name Date
1. Circle groups of two apples.
There are _____ groups of two apples.
2. Circle groups of three balls.
There are _____ groups of three balls.
3. Redraw the 12 oranges into 4 equal groups.
4 groups of _____ oranges
4. Redraw the 12 oranges into 3 equal groups.
3 groups of _____ oranges
Lesson 1: Use manipulatives to create equal groups.

21

5. Redraw the flowers to make each of the 3 groups have an equal number.
3 groups of ______ flowers = _____ flowers.
6. Redraw the lemons to make 2 equal size groups.
2 groups of _____ lemons = _____ lemons.

22

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Exit Ticket 2
Name Date
1. Circle groups of 4 hats.
2. Redraw the smiley faces into 2 equal groups.
2 groups of _____ = _____.

23

Name Date
1. Write a repeated addition equation to show the number of objects in each group.
Then, find the total.
a.
____ + ____ + ____ = ____
3 groups of ____ = ____
b.
____ + ____ + ____ + ____ = ____
4 groups of ____ = ____
2. Draw 1 more group of four. Then, write a repeated addition equation to match.
____ + ____ + ____ + ____ + ____ = ____
5 groups of ____ = ____
Lesson 2: Use math drawings to represent equal groups, and relate to repeated
addition. 32

3. Draw 1 more group of three. Then, write a repeated addition equation to match.
____ + ____ + ____ + ____ = ____
____ groups of 3 = ____
4. Draw 2 more equal groups. Then, write a repeated addition equation to match.
____ + ____ + ____ + ____ + ____ = ____
____ groups of 2 = ____
5. Draw 3 groups of 5 stars. Then, write a repeated addition equation to match.
addition. 33

Name Date
1. Draw 1 more equal group.
____ + ____ + ____ + ____ = ____
4 groups of ____ = ____
2. Draw 2 groups of 3 stars. Then, write a repeated addition equation to match.
addition. 34

Name Date
1. Write a repeated addition equation to match the picture. Then, group the addends
into pairs to show a more efficient way to add.
a.
____ + ____ + ____ + ____ = ____
\ / \ /
______ + ______ = _____
4 groups of _____ = 2 groups of _____
b.
____ + ____ + ____ + ____ = ____
____ + ____ = ____
4 groups of ____ = 2 groups of ____
addition. 44

c.
____ + ____ + ____ + ____ + ____ + ____ + ____ + ____ = ____
____ + ____ + ____ + ____ = ____
8 groups of ____ = 4 groups of ____
2. Write a repeated addition equation to match the picture. Then, group addends into
pairs, and add to find the total.
a.
____ + ____ + ____ + ____ + ____ = ____
____ + ____ + 3 = ____
____ + 3 = ____
b.
____ + ____ + ____ = ____
____ + 3 = ____
addition. 45

Name Date
Write a repeated addition equation to match the picture. Then, group the addends into
pairs to show a more efficient way to add.
_____ + _____ + _____ + _____ = _____
_____ + _____ = _____
4 groups of _____ = 2 groups of _____
addition. 46

Name Date
1. Write a repeated addition equation to find the total of each tape diagram.
a.
_____ + _____ + _____ + _____ = _____
4 groups of 2 = _____
b.
_____ + _____ + _____ + _____ + _____ = _____
5 groups of _____ = _____
c. 5 5 5
_____ + _____ + _____ = _____
3 groups of _____ = _____
d. 3 3 3 3 3 3
_____ + _____ + _____ + _____ + _____ + _____ = _____
_____ groups of _____ = _____
Lesson 4: Represent equal groups with tape diagrams, and relate to repeated
addition. 56

2. Draw a tape diagram to find the total.
a. 3 + 3 + 3 + 3 = _____
b. 4 + 4 + 4 = _____
c. 5 groups of 2
d. 4 groups of 4
e.
addition. 57

Name Date
Draw a tape diagram to find the total.
1.
2. 3 groups of 3
3. 2 + 2 + 2 + 2 + 2
addition. 58

Name Date
1. Circle groups of four. Then, draw the triangles into 2 equal rows.
2. Circle groups of two. Redraw the groups of two as rows and then as columns.
3. Circle groups of three. Redraw the groups of three as rows and then as columns.
Lesson 5: Compose arrays from rows and columns, and count to find the total
using objects. 70

4. Count the objects in the arrays from left to right by rows and by columns. As you
count, circle the rows and then the columns.
a. b.
5. Redraw the circles and stars in Problem 4 as columns of two.
6. Draw an array with 15 triangles.
7. Show a different array with 15 triangles.
using objects. 71

Name Date
1. Circle groups of three. Redraw the groups of three as rows and then as columns.
2. Complete the array by drawing more triangles. The array should have 12 triangles in
all.
using objects. 72

Name Date
1. Complete each missing part describing each array.

Circle rows. Circle columns.
a. b.
5 rows of _____ = _____ 3 columns of _____ = _____
___ + ___ + ___ + ___ + ___ = ____ ____ + ____ + ____ = ____
Circle rows. Circle columns.
c. d.
4 rows of _____ = _____ 5 columns of _____ = _____
___ + ___ + ___ + ___ = ___ ___ + ___ + ___ + ___ + ___ = ___
Lesson 6: Decompose arrays into rows and columns, and relate to repeated
addition. 81

2. Use the array of triangles to answer the questions below.
a. ____ rows of ____ = 12
b. ____ columns of ____ = 12
c. _____ + _____ + _____ = _____
d. Add 1 more row. How many triangles are there now? _____
e. Add 1 more column to the new array you made in 2(d). How many triangles are
there now? _____
3. Use the array of squares to answer the questions below.
a. _____ + _____ + _____ + _____ + _____ = _____
b. ____ rows of ____ = ____
c. ____ columns of ____ = ____
d. Remove 1 row. How many squares are there now? _____
e. Remove 1 column from the new array you made in 3(d). How many squares are
there now? _____
addition. 82

Name Date
Use the array to answer the questions below.
a. ____ rows of ____ = _____
b. ____ columns of ____ = _____
c. _____ + _____ + _____ + _____ = _____
d. Add 1 more row. How many stars are there now? _____
e. Add 1 more column to the new array you made in (d). How many stars are there
now? _____
addition. 83

Name Date
1. a. One row of an array is drawn below. Complete the array with X’s to make 3 rows
of 4. Draw horizontal lines to separate the rows.
X X X X
b. Draw an array with X’s that has 3 columns of 4. Draw vertical lines to separate
the columns. Fill in the blanks.
____ + ____ + ____ = _____
3 rows of 4 = _____
3 columns of 4 = _____
2. a. Draw an array of X’s with 5 columns of three.
b. Draw an array of X’s with 5 rows of three. Fill in the blanks below.
____ + ____ + ____ + ____ + ____ = ____
5 columns of three = _____
5 rows of three = _____
Lesson 7: Represent arrays and distinguish rows and columns using math
drawings. 94

In the following problems, separate the rows or columns with horizontal or vertical
lines.
3. Draw an array of X’s with 4 rows of 3.
_____ + _____ + _____ + _____ = _____
4 rows of 3 = _____
4. Draw an array of X’s with 1 more row of 3 than the array in Problem 3. Write a
repeated addition equation to find the total number of X’s.
5 Draw an array of X’s with 1 less column of 5 than the array in Problem 4. Write a
repeated addition equation to find the total number of X’s.
drawings. 95

Name Date
Use horizontal or vertical lines to separate the rows or columns.

1. Draw an array of X’s with 3 rows of 5.
___ + ___ + ___ = ___
3 rows of 5 = ____
2. Draw an array of X’s with 1 more row than the above array. Write a repeated
addition equation to find the total number of X’s.
drawings. 96

Name Date
1. Create an array with the squares.
2. Create an array with the squares from the set above.
a. There are ____ squares in each row.
b. ____ + ____ = ____
c. There are ____ squares in each column.
d. ____ + ____ + ____ + ____ + ____ = ____
Lesson 8: Create arrays using square tiles with gaps.

107

a. There are ____ squares in one row.
b. There are ____ squares in one column.
c. ____ + ____ + ____ = ____
d. 3 columns of ____ = ____ rows of ____ = ____ total
5. a. Draw an array with 8 squares that has 2 squares in each column.
b. Write a repeated addition equation to match the array.
c. Draw a tape diagram to match your repeated addition equation and array.

108

Name Date
a. There are ____ squares in one row.
b. There are ____ squares in one column.
c. ____ + ____ + ____ = ____
d. 3 columns of ____ = ____ rows of ____ = ____ total

109

Name Date
Draw an array for each word problem. Write a repeated addition equation to match
each array.
1. Jason collected some rocks. He put them in 5 rows with 3 stones in each row. How
many stones did Jason have altogether?
2. Abby made 3 rows of 4 chairs. How many chairs did Abby use?
3. There are 3 wires and 5 birds sitting on each of them. How many birds in all are on
the wires?
4. Henry’s house has 2 floors. There are 4 windows on each floor that face the street.
How many windows face the street?
Lesson 9: Solve word problems involving addition of equal groups in rows and
columns. 117

Draw a tape diagram for each word problem. Write a repeated addition equation to
match each tape diagram.
5. Each of Maria’s 4 friends has 5 markers. How many markers do Maria’s friends
have in all?
6. Maria also has 5 markers. How many markers do Maria and her friends have in all?
Draw a tape diagram and an array. Then, write a repeated addition equation to match.
7. In a card game, 3 players get 4 cards each. One more player joins the game. How
many total cards should be dealt now?
columns. 118

Name Date
Draw a tape diagram or an array for each word problem. Then, write a repeated
addition equation to match.
1. Joshua cleans 3 cars every hour at work. He worked 4 hours on Saturday. How
many cars did Joshua clean on Saturday?
2. Olivia put 5 stickers on each page in her sticker album. She filled 5 pages with
stickers. How many stickers did Olivia use?
columns. 119

Name Date
Use your square tiles to construct the following rectangles with no gaps or overlaps.
Write a repeated addition equation to match each construction.
1. a. Construct a rectangle with 2 rows of 3 tiles.
__________________________________
b. Construct a rectangle with 2 columns of 3 tiles.
__________________________________
__________________________________
b. Construct a rectangle with 5 columns of 2 tiles.
__________________________________
Lesson 10: Use square tiles to compose a rectangle, and relate to the array model.
143

3. a. Construct a rectangle of 9 tiles that has equal rows and columns.
__________________________________
b. Construct a rectangle of 16 tiles that has equal rows and columns.
__________________________________
4. a. What shape is the array pictured below? _________________________
b. Redraw the above shape with one column removed in the space below.
c. What shape is the array now? _________________________
144

Name Date
On this sheet, use your square tiles to construct the following arrays with no gaps or
overlaps on this sheet. Write a repeated addition equation to match your construction.
b. Write the repeated addition equation. ___________________________
2. a. Construct a rectangle with 5 columns of 2 tiles.
b. Write the repeated addition equation. ___________________________
145

Name Date
Use your square tiles to construct the following arrays with no gaps or overlaps. Write
a repeated addition equation to match each construction.
1. a. Place 8 square tiles in a row.
b. Construct an array with the 8 square tiles.
c. Write a repeated addition equation to match the new array.
___________________________
2. a. Construct an array with 12 squares.
a. Write a repeated addition equation to match the array.
___________________________
c. Rearrange the 12 squares into a different array.
d. Write a repeated addition equation to match the new array.
___________________________
155

3. a. Construct an array with 20 squares.
___________________________
c. Rearrange the 20 squares into a different array.
d. Write a repeated addition equation to match the new array.
___________________________
4. Construct 2 arrays with 6 squares.

a. 2 rows of _____ = _____
b. 3 rows of _____ = 2 rows of _____
5. Construct 2 arrays with 10 squares.

a. 2 rows of _____ = _____
b. 5 rows of _____ = 2 rows of _____
156

Name Date
a. Construct an array with 12 square tiles.
___________________________
157

Name Date
1. Draw without using a square tile to make an array with 2 rows of 5.
2 rows of 5 = ______
____ + ____ = ____
2. Draw without using a square tile to make an array with 4 columns of 3.
4 columns of 3 = ______
____ + ____ + ____ + ____ = _____
Lesson 12: Use math drawings to compose a rectangle with square tiles.
171

3. Complete the following arrays without gaps or overlaps. The first tile has been
drawn for you.
a. 3 rows of 4
b. 5 columns of 3
c. 5 columns of 4
172

Name Date
Draw an array of 3 columns of 3 starting with the square below without gaps or
overlaps.
173

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Problem Set
Name Date
Use your square tiles to complete the steps for each problem.
Problem 1
Step 1: Construct a rectangle with 4 columns of 3.

Step 2: Separate 2 columns of 3.
Step 3: Write a number bond to show the whole and two parts. Then, write a
repeated addition sentence to match each part of the number bond.
Problem 2
Step 1: Construct a rectangle with 5 rows of 2.

Step 2: Separate 2 rows of 2.
Step 3: Write a number bond to show the whole and two parts. Write a repeated
addition sentence to match each part of the number bond.
Problem 3

Lesson 13: Use square tiles to decompose a rectangle.

181

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Problem Set
4. Use 12 square tiles to construct a rectangle with 3 rows.
a. _____ rows of _____ = 12
b. Remove 1 row. How many squares are there now? _____
c. Remove 1 column from the new rectangle you made in 4(b). How many squares
are there now? _____
5. Use 20 square tiles to construct a rectangle.
a. _____ rows of _____ = _____
6. Use 16 square tiles to construct a rectangle.
a. _____ rows of _____ = _____

182

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Exit Ticket
Name Date
Use your square tiles to complete the steps for each problem.

183

Name Date
Cut out Rectangles A, B, and C. Then, cut according to directions. Answer each of the
following using Rectangles A, B, and C. 1
1. Cut out each row of Rectangle A.

a. Rectangle A has _____ rows.
b. Each row has ______ squares.
c. _____ rows of _____ = _____
d. Rectangle A has ______ squares.
2. Cut out each column of Rectangle B.

a. Rectangle B has _____ columns.
b. Each column has ______ squares.
c. _____ columns of _____ = _____
d. Rectangle B has ______ squares.
1
Note: This Problem Set is used with a template of three identical 2 by 4 arrays. These arrays are labeled as Rectangles A, B, and C.
Lesson 14: Use scissors to partition a rectangle into same-size squares, and
compose arrays with the squares. 193

3. Cut out each square from both Rectangles A and B.

a. Construct a new rectangle using all 16 squares.
b. My rectangle has ______ rows of ______.
c. My rectangle also has _____ columns of ______.
d. Write two repeated addition number sentences to match your rectangle.
4. Construct a new array using the 24 squares from Rectangles A, B, and C.

a. My rectangle has ______ rows of ______.
b. My rectangle also has _____ columns of ______.
c. Write two repeated addition number sentences to match your rectangle.
Extension: Construct another array using the squares from Rectangles A, B, and C.
a. My rectangle has ______ rows of ______.
b. My rectangle also has _____ columns of ______.
c. Write two repeated addition number sentences to match your rectangle.

Name Date
With your tiles, show 1 rectangle with 12 squares. Complete the sentences below.
I see _____ rows of ____.
In the exact same rectangle, I see _____ columns of _____.

Name Date
1. Shade in an array with 2 rows of 3.
Write a repeated addition

equation for the array.
________________________
2. Shade in an array with 4 rows of 3.

________________________
3. Shade in an array with 5 columns of 4.

________________________
Lesson 15: Use math drawings to partition a rectangle with square tiles, and
relate to repeated addition. 206

4. Draw one more column of 2 to make a new array.

equation for the new array.
________________________
5. Draw one more row of 4 and then one more column to make a new array.

________________________
6. Draw one more row and then two more columns to make a new array.

________________________

Name Date
Shade in an array with 3 rows of 5.

________________________

Name Date
Use your square tiles and grid paper to complete the following problems.
Problem 1
a. Cut out 10 square tiles.

b. Cut one of your square tiles in half diagonally.
c. Create a design.
d. Shade in your design on grid paper.
Problem 2
a. Use 16 square tiles.

b. Cut two of your square tiles in half diagonally.
c. Create a design.
d. Shade in your design on grid paper.
e. Share your second design with your partner.
f. Check each other’s copy to be sure it matches the tile design.
Problem 3
a. Create a 3 by 3 design with your partner in the corner of a new piece of grid
paper.
b. With your partner, copy that design to fill the entire paper.
Lesson 16: Use grid paper to create designs to develop spatial structuring.
217

Name Date
Use your square tiles and grid paper to complete the following.
a. Create a design with the paper tiles you used in the lesson.
b. Shade in your design on the grid paper.
Lesson 16: Use grid paper to create designs to develop spatial structuring.
218

Name Date
1. Draw to double the group you see. Complete the sentence, and write an addition
equation.
a. There is ______ cloud in each group.
________ + _______ = ________
b. There are ______ clouds in each group.
________ + _______ = ________
c. There are ______ clouds in each group.
________ + _______ = ________
d. There are ______ clouds in each group.
________ + _______ = ________
e. There are ______ clouds in each group.
________ + _______ = ________
Lesson 17: Relate doubles to even numbers, and write number sentences to
express the sums. 228

2. Draw an array for each set. Complete the sentences. The first one has been drawn
for you.
a. 2 rows of 6 b. 2 rows of 7
2 rows of 6 = _____ 2 rows of 7 = _____
_____ + _____ = _____ _____ + _____ = _____
6 doubled is _____. 7 doubled is _____.
c. 2 rows of 8 d. 2 rows of 9
2 rows of 8 = _____ 2 rows of 9 = _____
_____ + _____ = _____ _____ + _____ = _____
8 doubled is _____. 9 doubled is _____.
e. 2 rows of 10
2 rows of 10 = _____
_____ + _____ = _____
10 doubled is _____.
3. List the totals from Problem 1. ____________________________________
List the totals from Problem 2. ____________________________________
Are the numbers you have listed even or not even? ________________
Explain in what ways the numbers are the same and different.

Name Date
Draw an array for each set. Complete the sentences.
a. 2 rows of 5
2 rows of 5 = _____
_____ + _____ = _____
Circle one: 5 doubled is even/not even.
b. 2 rows of 3
2 rows of 3 = _____
_____ + _____ = _____
Circle one: 3 doubled is even/not even.

Name Date
1. Pair the objects to decide if the number of objects is even.
Even/Not Even
Even/Not Even
Even/Not Even
2. Draw to continue the pattern of the pairs in the space below until you have drawn 10
pairs.
Lesson 18: Pair objects and skip-count to relate to even numbers.

240

3. Write the number of dots in each array in Problem 2 in order from least to
greatest.
4. Circle the array in Problem 2 that has 2 columns of 7.
5. Box the array in Problem 2 that has 2 columns of 9.
6. Redraw the following sets of dots as columns of two or 2 equal rows.
a. b.
There are _________ dots. There are _________ dots.
Is ____ an even number? ________ Is ____ an even number? ________
7. Circle groups of two. Count by twos to see if the number of objects is even.
a. There are _______ twos. There are ______ left over.

b. Count by twos to find the total.
_____, _____, _____, _____, _____, ______, _____, _____, ______
c. This group has an even number of objects: True or False

241

Name Date
Redraw the following sets of dots as columns of two or 2 equal rows.

1. 2.
There are _________ dots. There are _________ dots.
Is ____ an even number? ________ Is ____ an even number? ________

242

Name Date
1. Skip-count the columns in the array. The first one has been done for you.
2. a. Solve.
1 + 1 = ______
2 + 2 = _____
3 + 3 =______
4 + 4 = ______
5 + 5 = ______
6 + 6 = ______
7 + 7 = ______
8 + 8 = ______
9 + 9 = _______
10 + 10 = ______
b. Explain the connection between the array in Problem 1 and the answers in
Problem 2(a).
____________________________________________________________
____________________________________________________________
____________________________________________________________
Lesson 19: Investigate the pattern of even numbers: 0, 2, 4, 6, and 8 in the ones
place, and relate to odd numbers. 252

3. a. Fill in the missing numbers on the number path.
20, 22, 24, ____, 28, 30, ____, ____, 36, ____, 40, ____, ____, 46, ____, ____
b. Fill in the odd numbers on the number path.
0, ___, 2, ___, 4, ___, 6, ___, 8 ___, 10, ___, 12, ___, 14, ___, 16, ___, 18, ___, 20, ___
4. Write to identify the bold numbers as even or odd. The first one has been done for
you.
a. b. c.
6+1= 7 24 + 1 = 25 30 + 1 = 31
even + 1 = odd ____ + 1 = ____ ____ + 1 = ____
e. f.
d.
24 – 1 = 23 30 – 1 = 29
6–1= 5
____ - 1 = ____ ____ - 1 = ____
____ - 1 = ____
5. Are the bold numbers even or odd? Circle the answer, and explain how you know.
a. 28 Explanation:
even/odd
b. 39 Explanation:
even/odd
c. 45 Explanation:
even/odd
d. 50 Explanation:
even/odd

Name Date
Are the bold numbers even or odd? Circle the answer, and explain how you know.
a. Explanation:
18
even/odd
b. Explanation:
23
even/odd

Name Date
1. Use the objects to create an array.
a. Array Redraw your picture with 1 less

circle.
There are an even/odd (circle There are an even/odd (circle

one) number of circles. one) number of circles.
b. Array Redraw your picture with 1

more circle.

c. Array Redraw your picture with 1 less

circle.

Lesson 20: Use rectangular arrays to investigate odd and even numbers.
263

2. Solve. Tell if each number is odd (O) or even (E). The first one has been done for
you.
a. 6 + 4 = 10 d. 14 + 8 =
E + E = E + =
b. 17 + 2 = e. 3 + 9 =
+ = + =
c. 11 + 13 = f. 5 + 14 =
+ = + =
3. Write two examples for each case. Write if your answers are even or odd. The
first one has been started for you.
a. Add an even number to an even number.
32 + 8 = 40 even ___________________________
b. Add an odd number to an even number.
____________________________ ___________________________
c. Add an odd number to an odd number.
____________________________ ___________________________
264

Name Date
Use the objects to create an array.
Array Redraw your picture with 1 less

circle.
There are an even/odd

(circle one) number of There are an even/odd (circle
circles. one) number of circles.
265

2
GRADE
Problem Solving with
Length, Money, and Data
Module 7: Problem Solving with Length, Money, and Data

Name Date
1. Count and categorize each picture to complete the table with tally marks.
No Legs 2 Legs 4 Legs
2. Count and categorize each picture to complete the table with numbers.
Fur Feathers
Lesson 1: Sort and record data into a table using up to four categories; use
category counts to solve word problems. 25

3. Use the Animal Habitats table to answer the following questions.
Animal Habitats
Forest Wetlands Grasslands
a. How many animals have habitats on grasslands and wetlands?
b. How many fewer animals have forest habitats than grasslands habitats?
c. How many more animals would need to be in the forest category to have the
same number as animals in the grasslands category?
d. How many total animal habitats were used to create this table?

4. Use the Animal Classification table to answer the following questions about the
types of animals Ms. Lee’s second-grade class found in the local zoo.
Animal Classification
Birds Fish Mammals Reptiles
6 5 11 3
a. How many animals are birds, fish, or reptiles?
b. How many more birds and mammals are there than fish and reptiles?
c. How many animals were classified?
d. How many more animals would need to be added to the chart to have 35 animals
classified?
e. If 5 more birds and 2 more reptiles were added to the table, how many fewer
reptiles would there be than birds?

Name Date
Use the Animal Classification table to answer the following questions about the types
of animals at the local zoo.
Animal Classification
9 4 17 8
1. How many animals are birds, fish, or reptiles?
2. How many more mammals are there than fish?
3. How many animals were classified?
4. How many more animals would need to be added to the chart to have 45 animals
classified?

Name Date
1. Use grid paper to create a picture graph below using data provided in the table.
Then, answer the questions.
Central Park Zoo Animal Title: __________________

Classification
6 5 11 3
a. How many more animals are

mammals than fish? ______
b. How many more animals are

mammals and fish than birds and
reptiles? ______
c. How many fewer animals are

reptiles than mammals? ______
____ ____ ____ ____
Legend: __________________
d. Write and answer your own comparison question based on the data.
Question: ________________________________________________
Answer: __________________________________________________
Lesson 2: Draw and label a picture graph to represent data with up to four
categories. 41

2. Use the table below to create a picture graph in the space provided.
Animal Habitats
Desert Tundra Grasslands
Title: ___________________________
Legend: ________________________________
a. How many more animal habitats are in the grasslands than in the desert? ____
b. How many fewer animal habitats are in the tundra than in the grasslands and
desert combined? ____
c. Write and answer your own comparison question based on the data.
Question: ___________________________________________________
Answer: ____________________________________________________
categories. 42

Name Date
Use grid paper to create a picture graph below using data provided in the table. Then,
answer the questions.
Fairview Park Zoo Animal Title: ________________________

Classification
8 4 12 5
a. How many more animals are mammals

than birds? ________
b. How many more animals are mammals

and reptiles than birds and fish?
________
c. How many fewer animals are fish than

birds? ________
____ ____ ____ ____
Legend: ________________________
categories. 43

Name Date
1. Complete the bar graph below using data Animal Classification

provided in the table. Then, answer the
questions about the data. Birds Fish Mammals Reptiles
6 5 11 3
Title: ______________________________
0 __ __ __ __ __ __ __ __ __ __ __ __
a. How many more animals are birds than reptiles? _____
b. How many more birds and mammals are there than fish and reptiles? _____
c. How many fewer animals are reptiles and fish than mammals? _____
d. Write and answer your own comparison question based on the data.
Question: _________________________________________________
Answer: __________________________________________________
Lesson 3: Draw and label a bar graph to represent data; relate the count scale to
the number line. 56

2. Complete the bar graph below using data Animal Habitats

provided in the table.
Desert Arctic Grasslands
Title: ________________________
14
13
12
11
10
_____ _____ _____
a. How many more animals live in the grasslands and arctic habitats combined than
in the desert? _____
b. If 3 more grasslands animals and 4 more arctic animals are added to the graph,
how many grasslands and arctic animals would there be? _____
c. If 3 animals were removed from each category, how many animals would there
be? _____
d. Write your own comparison question based on the data, and answer it.
Question:
Answer:
the number line. 57

Name Date
Complete the bar graph below using data Animal Classification

provided in the table. Then, answer the
questions about the data. Birds Fish Mammals Reptiles
7 12 8 6
Title: _________________________________
0 __ __ __ __ __ __ __ __ __ __ __ __ __ __
a. How many more animals are fish than reptiles?
b. How many more fish and mammals are there than birds and reptiles?
the number line. 58

Name Date
1. Complete the bar graph using the table with the types of bugs Alicia counted in the
park. Then, answer the following questions.
Types of Bugs
Butterflies Spiders Bees Grasshoppers
5 14 12 7
Title: _________________________________
0 __ __ __ __ __ __ __ __ __ __ __ __ __ __
a. How many butterflies were counted in the park?
b. How many more bees than grasshoppers were counted in the park?
c. Which bug was counted twice as many times as grasshoppers?
d. How many bugs did Alicia count in the park?
e. How many fewer butterflies than bees and grasshoppers were counted in
the park?
Lesson 4: Draw a bar graph to represent a given data set.

70

2. Complete the bar graph with labels and numbers using the number of farm animals
on O’Brien’s farm.
O’Brien’s Farm Animals
Goats Pigs Cows Chickens
13 15 7 8
Title: ______________________________
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
a. How many more pigs than chickens are on O’Brien’s farm? ______
b. How many fewer cows than goats are on O’Brien’s farm? ______
c. How many fewer chickens than goats and cows are on O’Brien’s farm? ______
d. Write a comparison question that can be answered using the data on the
bar graph.

71

Name Date
Complete the bar graph using the table with the types of bugs Jeremy counted in his
backyard. Then, answer the following questions.
Types of Bugs
Butterflies Spiders Bees Grasshoppers
4 8 10 9
Title: _________________________________
0 __ __ __ __ __ __ __ __ __ __ __ __ __ __
a. How many more spiders and grasshoppers were counted than bees and butterflies?
_______
b. If 5 more butterflies were counted, how many bugs would have been counted?
______

72

Name Date
1. Use the table to complete the bar graph. Then, answer the following questions.
Number of Dimes
Emily Andrew Thomas Ava
8 12 6 13
Title: _________________________________
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __
a. How many more dimes does Andrew have than Emily? _____
b. How many fewer dimes does Thomas have than Ava and Emily? ______
c. Circle the pair with more dimes, Emily and Ava or Andrew and Thomas.
How many more? ______
d. What is the total number of dimes if all the students combine all their money?
___________________________________________________________
Lesson 5: Solve word problems using data presented in a bar graph.

83

2. Use the table to complete the bar graph. Then, answer the following questions.
Number of Dimes Donated
Madison Robin Benjamin Miguel
12 10 15 13
Title: ______________________________
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
a. How many more dimes did Miguel donate than Robin? ______
b. How many fewer dimes did Madison donate than Robin and Benjamin? _____
c. How many more dimes are needed for Miguel to donate the same as Benjamin
and Madison? ______
d. How many dimes were donated? ______

84

Name Date
Use the table to complete the bar graph. Then, answer the following questions.
Number of Dimes
Lacy Sam Stefanie Amber
6 11 9 14
Title: _________________________________
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __
a. How many more dimes does Amber have than Stefanie? _____
b. How many dimes will Sam and Lacy need to save to equal Stefanie and Amber?
_________

85

Name Date
Count or add to find the total value of each group of coins.

Write the value using the ¢ or $ symbol.
1.
2.
3.
4.
5.
6.
7.
Lesson 6: Recognize the value of coins and count up to find their total value.
97

8. 9.
______________ ______________
10. 11.
______________ ______________
12. 13.
______________ ______________
14. 15.
______________ ______________
98

Name Date
Count or add to find the total value of each group of coins.

Write the value using the ¢ or $ symbol.
1. 2.
______________ _______________
3. 4.
______________ _______________
99

Name Date
Solve.
1. Grace has 3 dimes, 2 nickels, and 12 pennies. How much money does she have?
2. Lisa has 2 dimes and 4 pennies in one pocket and 4 nickels and 1 quarter in the other
pocket. How much money does she have in all?
3. Mamadou found 39 cents in the sofa last week. This week, he found 2 nickels,
4 dimes, and 5 pennies. How much money does Mamadou have altogether?
Lesson 7: Solve word problems involving the total value of a group of coins.
111

4. Emanuel had 53 cents. He gave 1 dime and 1 nickel to his brother. How much money
does Emanuel have left?
5. There are 2 quarters and 14 pennies in the top drawer of the desk and 7 pennies,
2 nickels, and 1 dime in the bottom drawer. What is the total value of the money in
both drawers?
6. Ricardo has 3 quarters, 1 dime, 1 nickel, and 4 pennies. He gave 68 cents to his
friend. How much money does Ricardo have left?
112

Name Date
Solve.
1. Greg had 1 quarter, 1 dime, and 3 nickels in his pocket. He found 3 nickels on the
sidewalk. How much money does Greg have?
2. Robert gave Sandra 1 quarter, 5 nickels, and 2 pennies. Sandra already had
3 pennies and 2 dimes. How much money does Sandra have now?
113

Name Date
Solve.
1. Patrick has 1 ten-dollar bill, 2 five-dollar bills, and 4 one-dollar bills. How much
money does he have?
2. Susan has 2 five-dollar bills and 3 ten-dollar bills in her purse and 11 one-dollar bills
in her pocket. How much money does she have in all?
3. Raja has $60. He gave 1 twenty-dollar bill and 3 five-dollar bills to his cousin. How
much money does Raja have left?
Lesson 8: Solve word problems involving the total value of a group of bills.
125

4. Michael has 4 ten-dollar bills and 7 five-dollar bills. He has 3 more ten-dollar bills
and 2 more five-dollar bills than Tamara. How much money does Tamara have?
5. Antonio had 4 ten-dollar bills, 5 five-dollar bills, and 16 one-dollar bills. He put $70
of that money in his bank account. How much money was not put in his bank
account?
6. Mrs. Clark has 8 five-dollar bills and 2 ten-dollar bills in her wallet. She has
1 twenty-dollar bill and 12 one-dollar bills in her purse. How much more money does
she have in her wallet than in her purse?
126

Name Date
Solve.
1. Josh had 3 five-dollar bills, 2 ten-dollar bills, and 7 one-dollar bills. He gave Suzy
1 five-dollar bill and 2 one-dollar bills. How much money does Josh have left?
2. Jeremy has 3 one-dollar bills and 1 five-dollar bill. Jessica has 2 ten-dollar bills and
2 five-dollar bills. Sam has 2 ten-dollar bills and 4 five-dollar bills. How much
money do they have together?
127

Name Date
Write another way to make the same total value.
1. 26 cents Another way to make 26 cents:
2 dimes 1 nickel 1 penny is 26 cents.
3 dimes and 1 nickel make 35 cents.
2 quarters and 1 nickel make 55 cents.
The total value of 3 quarters is 75 cents.
Lesson 9: Solve word problems involving different combinations of coins with the
same total value. 135

5. Gretchen has 45 cents to buy a yo-yo. Write two coin combinations she could have
paid with that would equal 45 cents.
6. The cashier gave Joshua 1 quarter, 3 dimes, and 1 nickel. Write two other coin
combinations that would equal the same amount of change.
7. Alex has 4 quarters. Nicole and Caleb have the same amount of money. Write two
other coin combinations that Nicole and Caleb could have.

Name Date
Smith has 88 pennies in his piggy bank. Write two other coin combinations he could
have that would equal the same amount.

Name Date
1. Kayla showed 30 cents two ways. Circle the way that uses the fewest coins.
a. b.
What two coins from (a) were changed for one coin in (b)?
_______________________________________________________________
2. Show 20¢ two ways. Use the fewest possible coins on the right below.
Fewest coins:
Fewest coins:
Lesson 10: Use the fewest number of coins to make a given value.
145

Fewest coins:
Fewest coins:
Fewest coins:
7. Kayla gave three ways to make 56¢. Circle the correct ways to make 56¢, and star
the way that uses the fewest coins.
a. 2 quarters and 6 pennies
b. 5 dimes, 1 nickel, and 1 penny
c. 4 dimes, 2 nickels, and 1 penny
8. Write a way to make 56¢ that uses the fewest possible coins.
146

Name Date
1. Show 36 cents two ways. Use the fewest possible coins on the right below.
Fewest coins:
2. Show 74 cents two ways. Use the fewest possible coins on the right below.
Fewest coins:
147

Name Date
1. Count up using the arrow way to complete each number sentence. Then, use your
coins to show your answers are correct.
a. 45¢ + ________ = 100¢ b. 15¢ + _______ = 100¢
+5 +____
45 ⟶ ____ ⟶ 100
c. 57¢ + ________ = 100¢ d. ________ + 71¢ = 100¢
2. Solve using the arrow way and a number bond.

a. 79¢ + ________ = 100¢ $1
79¢
b. 64¢ + ________ = 100¢
c. 100¢ – 30¢ = _______
Lesson 11: Use different strategies to make $1 or make change from $1.
158

3. Solve.
a. _______ + 33¢ = 100¢

$1
? 33¢
b. 100¢ – 55¢ = ________
c. 100¢ – 28¢ = ________
d. 100¢ – 43¢ = ________
e. 100¢ – 19¢ = ___________
159

Name Date
Solve.
1. 100¢ – 46¢ = ________
2. _______ + 64¢ = 100¢
3. _______ + 13 cents = 100 cents
160

Name Date
Solve using the arrow way, a number bond, or a tape diagram.

1. Jeremy had 80 cents. How much more money does he need to have $1?
2. Abby bought a banana for 35 cents. She gave the cashier $1. How much change did
she receive?
3. Joseph spent 75 cents of his dollar at the arcade. How much money does he have
left?
Lesson 12: Solve word problems involving different ways to make change from $1.
170

4. The notepad Elise wants costs $1. She has 4 dimes and 3 nickels. How much more
money does she need to buy the notepad?
5. Dane saved 26 cents on Friday and 35 cents on Monday. How much more money will
he need to save to have saved $1?
6. Daniel had exactly $1 in change. He lost 6 dimes and 3 pennies. What coins might
he have left?
171

Name Date
Solve using the arrow way, a number bond, or a tape diagram.

Jacob bought a piece of gum for 26 cents and a newspaper for 61 cents. He gave the
cashier $1. How much money did he get back?
172

Name Date
Solve with a tape diagram and number sentence.
1. Josephine has 3 nickels, 4 dimes, and 12 pennies. Her mother gives her 1 coin.
Now Josephine has 92 cents. What coin did her mother give her?
2. Christopher has 3 ten-dollar bills, 3 five-dollar bills, and 12 one-dollar bills.

Jenny has $19 more than Christopher. How much money does Jenny have?
3. Isaiah started with 2 twenty-dollar bills, 4 ten-dollar bills, 1 five-dollar bill, and
7 one-dollar bills. He spent 73 dollars on clothes. How much money does he have
left?
Lesson 13: Solve two-step word problems involving dollars or cents with totals
within $100 or $1. 181

4. Jackie bought a sweater at the store for $42. She had 3 five-dollar bills and
6 one-dollar bills left over. How much money did she have before buying the
sweater?
5. Akio found 18 cents in his pocket. He found 6 more coins in his other pocket.
Altogether he has 73 cents. What were the 6 coins he found in his other pocket?
6. Mary found 98 cents in her piggy bank. She counted 1 quarter, 8 pennies, 3 dimes,
and some nickels. How many nickels did she count?
within $100 or $1. 182

Name Date
Solve with a tape diagram and number sentence.

Gary went to the store with 4 ten-dollar bills, 3 five-dollar bills, and 7 one-dollar bills.
He bought a sweater for $26. What bills did he leave the store with?
within $100 or $1. 183

Name Date
1. Measure the objects below with an inch tile. Record the measurements in the table
provided.
Object Measurement
Pair of scissors
Marker
Pencil
Eraser
Length of worksheet
Width of worksheet
Length of desk
Width of desk
Lesson 14: Connect measurement with physical units by using iteration with an
inch tile to measure. 203

2. Mark and Melissa both measured the same marker with an inch tile but came up with
different lengths. Circle the student work that is correct, and explain why you
chose that work.
Melissa’s Work
6 in
Mark’s Work
7 in
Explanation:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Name Date
Measure the lines below with an inch tile.
Line A ___________________
Line A is about ________ inches.
Line B _____________________________
Line B is about ________ inches.
Line C ________________________
Line C is about ________ inches.

Name Date
Use your ruler to measure the length of the objects below in inches. Using your ruler,
draw a line that is the same length as each object.
1. a. A pencil is ________ inches.

b. Draw a line that is the same length as the pencil.
2. a. An eraser is ________ inches.

b. Draw a line that is the same length as the eraser.
3. a. A crayon is ________ inches.

b. Draw a line that is the same length as the crayon.
4. a. A marker is ________ inches.

b. Draw a line that is the same length as the marker.
5. a. What is the longest item that you measured? _________________

b. How long is the longest item? __________________ inches
c. How long is the shortest item? _________________ inches
d. What is the difference in length between the longest and the shortest items?
___________________ inches
e. Draw a line that is the same as the length you found in (d).
Lesson 15: Apply concepts to create inch rulers; measure lengths using inch rulers.
221

6. Measure and label the length of each side of the triangle using your ruler.
Side A
Side C
_____ inches
_____ inches
Side B
_____ inches
a. Which side is the shortest? Side A Side B Side C
b. What is the length of Side A? _________ inches
c. What is the length of Sides C and B together? _________ inches
d. What is the difference between the shortest and longest sides?

_________ inches
7. Solve.
a. ______ inches = 1 foot
b. 5 inches + ______ inches = 1 foot
c. ______ inches + 4 inches = 1 foot
222

Name Date
Measure and label the sides of the shape below.
Side A is ____ inches.
Side B is Side C is
____ inches. ____ inches.
Side D is ____ inches.
What is the sum of the length of Side B and the length of Side C? _________ inches
223

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Recording Sheet 2
Center 1: Measure and Compare Shin Lengths

Choose a measuring unit to measure the shins of everyone in your group.
Measure from the top of the foot to the bottom of the knee.
I chose to measure using _________________.
Record the results in the table below. Include the units.
Name Length of Shin
What is the difference in length between the longest and shortest shins? Write a
number sentence and statement to show the difference between the two lengths.
Center 2: Compare Lengths to a Yardstick
Fill in your estimate for each object using the words more than, less than, or about the
same length as. Then, measure each object with a yardstick, and record the
measurement on the chart.
1. The length of a book is
Object Measurement
_______________ the yardstick.
Length of book
2. The height of the door is
_______________ the yardstick. Height of door
3. The length of a student desk is Length of student

desk
_______________ the yardstick.
What is the length of 4 student desks pushed together with no gaps in between? Use
the RDW process to solve on the back of this paper.
Lesson 16: Measure various objects using inch rulers and yardsticks.
233

Center 3: Choose the Units to Measure Objects
Name 4 objects in the classroom. Circle which unit you would use to measure each item,
and record the measurement in the chart.
Object Length of the Object
inches/feet/yards
inches/feet/yards
inches/feet/yards
inches/feet/yards
Billy measures his pencil. He tells his teacher it is 7 feet long. Use the back of this
paper to explain how you know that Billy is incorrect and how he can change his answer
to be correct.
Center 4: Find Benchmarks
Look around the room to find 2 or 3 objects for each benchmark length. Write each
object in the chart, and record the exact length.
Objects That Are About an Objects That Are About a Objects That Are About a
Inch Foot Yard
1. 1. 1.
_____ inches _____ inches _____ inches
2. 2. 2.
3. 3. 3.
234

Center 5: Choose a Tool to Measure

Circle the tool used to measure each object. Then, measure and record the length in
the chart. Circle the unit.
Object Measurement Tool Measurement
12-inch ruler /
Length of the rug _______ inches/feet
yardstick
12-inch ruler /
Textbook _______ inches/feet
yardstick
12-inch ruler /
Pencil _______ inches/feet
yardstick
Length of the 12-inch ruler /

_______ inches/feet
chalkboard yardstick
12-inch ruler /
Pink eraser _______ inches/feet
yardstick
Sera’s jump rope is the length of 6 textbooks. On the back of this paper, make a tape
diagram to show the length of Sera’s jump rope. Then, write a repeated addition
sentence using the textbook measurement from the chart to find the length of Sera’s
jump rope.
235

Name Date
Circle the unit that would best measure each object.
Marker inch / foot / yard
Height of a car inch / foot / yard
Birthday card inch / foot / yard
Soccer field inch / foot / yard
Length of a computer
inch / foot / yard
screen
Height of a bunk bed inch / foot / yard
236

Name Date
Estimate the length of each item by using a mental benchmark. Then, measure the item
using feet, inches, or yards.
Item Mental Benchmark Estimation Actual Length
a. Width of the
door
b. Width of the
white board or
chalkboard
c. Height of a desk
d. Length of a desk
e. Length of a
reading book
Lesson 17: Develop estimation strategies by applying prior knowledge of length

and using mental benchmarks. 244

f. Length of a
crayon
g. Length of the
room
h. Length of a pair
of scissors
i. Length of the
window


Name Date
Estimate the length of each item by using a mental benchmark. Then, measure the item
using feet, inches, or yards.
a. Length of an
eraser
b. Width of this
paper


Name Date
Measure the lines in inches and centimeters. Round the measurements to the nearest
inch or centimeter.
1.
______ cm ______ in
2.
______ cm ______ in
3.
______ cm ______ in
4.
______ cm ______ in
5. a. Did you use more inches or more centimeters when measuring the lines above?
_______________________________
b. Write a sentence to explain why you used more of that unit.
____________________________________________________________
____________________________________________________________
Lesson 18: Measure an object twice using different length units and compare;
relate measurement to unit size. 254

6. Draw lines with the measurements below.

a. 3 centimeters long
b. 3 inches long
7. Thomas and Chris both measured the crayon below but came up with different
answers. Explain why both answers are correct.
Thomas: 8 cm
Chris: 3 in
Explanation: __________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Name Date
Measure the lines in inches and centimeters. Round the measurements to the nearest
inch or centimeter.
1.
______ cm ______ in
2.
______ cm ______ in

Name Date
Measure each set of lines in inches, and write the length on the line. Complete the
comparison sentence.
1. Line A _____________________________
Line B ___________
Line A measured about ____ inches. Line B measured about _____ inches.
Line A is about _____ inches longer than Line B.
2. Line C _________________
Line D __________________________________
Line C measured about ____ inches. Line D measured about ____ inches.
Line C is about _____ inches shorter than Line D.
Lesson 19: Measure to compare the differences in lengths using inches, feet, and
yards. 266

3. Solve the following problems:
a. 32 ft + _______ = 87 ft
b. 68 ft – 29 ft = _______
c. _______ – 43 ft = 18 ft
4. Tammy and Martha both built fences around their properties. Tammy’s fence is
54 yards long. Martha’s fence is 29 yards longer than Tammy’s.
Tammy’s Fence Martha’s Fence
54 yards ________ yards
a. How long is Martha’s fence? _________ yards
b. What is the total length of both fences? _________ yards
yards. 267

Name Date
Measure the set of lines in inches, and write the length on the line. Complete the
comparison sentence.
Line A _____________________________
Line B ___________________________________
Line A measured about ____ inches. Line B measured about ____ inches.
Line A is about _____ inches longer/shorter than Line B.
yards. 268

Name Date
Solve using tape diagrams. Use a symbol for the unknown.

1. Mr. Ramos has knitted 19 inches of a scarf he wants to be 1 yard long. How many
more inches of scarf does he need to knit?
2. In the 100-yard race, Jackie has run 76 yards. How many more yards does she have
to run?
3. Frankie has a 64-inch piece of rope and another piece that is 18 inches shorter than
the first. What is the total length of both ropes?
Lesson 20: Solve two-digit addition and subtraction word problems involving
length by using tape diagrams and writing equations to represent 281
the problem.

4. Maria had 96 inches of ribbon. She used 36 inches to wrap a small gift and 48
inches to wrap a larger gift. How much ribbon did she have left?
5. The total length of all three sides of a triangle is 96 feet. The triangle has two
sides that are the same length. One of the equal sides measures 40 feet. What is
the length of the side that is not equal?
6. The length of one side of a square is 4 yards. What is the combined length of all
four sides of the square?
the problem.

Name Date
Solve using a tape diagram. Use a symbol for the unknown.

Jasmine has a jump rope that is 84 inches long. Marie’s is 13 inches shorter than
Jasmine’s. What is the length of Marie’s jump rope?
the problem.

Name Date
Find the value of the point on each part of the meter strip marked by a letter.
For each number line, one unit is the distance from one hash mark to the next.
1.
20 cm A 50 cm
Each unit has a length of __________ centimeters.
A = _____________
2.
35 cm B 85 cm
Each unit has a length of __________ centimeters.
B = _____________
3.
C 75 cm 90 cm
Each unit on the meter strip has a length of __________ centimeters.
C = _____________
Lesson 21: Identify unknown numbers on a number line diagram by using the
distance between numbers and reference points. 293

4. Each hash mark represents 5 more on the number line.
45 D
D = _____________
What is the difference between the two endpoints? _________________.
E 180
E = _____________
F 95
F = _____________

Name Date
Find the value of the point on each number line marked by a letter.
50 A 110
1. Each unit has a length of __________ centimeters.

A = _____________
23 B 73
2. What is the difference between the two endpoints? _____________.
B = ______________

Name Date
1. Each unit length on both number lines is 10 centimeters.

(Note: Number lines are not drawn to scale.)
a. Show 30 centimeters more than 65 centimeters on the number line.
b. Show 20 centimeters more than 75 centimeters on the number line.
c. Write an addition sentence to match each number line.
2. Each unit length on both number lines is 5 yards.

a. Show 25 yards less than 90 yards on the following number line.
b. Show 35 yards less than 100 yards on the number line.
c. Write a subtraction sentence to match each number line.
Lesson 22: Represent two-digit sums and differences involving length by using the
ruler as a number line. 305

3. Vincent’s meter strip got cut off at 68 centimeters. To measure the length of his
screwdriver, he writes “81 cm – 68 cm.” Alicia says it’s easier to move the
screwdriver over 2 centimeters. What is Alicia’s subtraction sentence? Explain
why she’s correct.
Vincent’s Idea
68 cm 81 cm
Alicia’s Idea
68 cm 81 cm
4. A large flute is 71 centimeters long, and a small flute is 29 centimeters long. What
is the difference between their lengths?
5. Ingrid measured her garden snake’s skin to be 28 inches long using a yardstick but
didn’t start her measurement at zero. What might be the two endpoints of her
snakeskin on her yardstick? Write a subtraction sentence to match your idea.

Name Date
Each unit length on both number lines is 20 centimeters.

(Note: Number lines are not drawn to scale.)
1. Show 20 centimeters more than 25 centimeters on the number line.
2. Show 40 centimeters less than 45 centimeters on the number line.
3. Write an addition or a subtraction sentence to match each number line.

Name Date
1. Measure the lines below in inches. Record the data using tally marks on the table
provided.
Line A
Line B _____________________________
Line C ________________________________________________
Line D ______________________________________
Line E ___________________
Line F __________
Line G ________________________________________________
Line Length Number of Lines
Shorter than 5 inches
Longer than 5 inches
Equal to 5 inches
2. How many more lines are shorter than 5 inches than are equal to 5 inches?
____________________
3. What is the difference between the number of lines that are shorter than
5 inches and the number that are longer than 5 inches? __________________
4. Ask and answer a comparison question that could be answered using the data above.
Question: ____________________________________________________
____________________________________________________________
Switch papers with a partner. Have your partner answer your question on the back.
Lesson 23: Collect and record measurement data in a table; answer questions and
summarize the data set. 321

Name Date
1. The lines below have been measured for you. Record the data using tally marks on
the table provided, and answer the questions below.
Line A 5 inches
Line B 6 inches
Line C 4 inches
Line D 6 inches
Line E 3 inches
Line Length Number of Lines
Shorter than 5 inches
5 inches or longer
2. If 8 more lines were measured to be longer than 5 inches and 12 more lines were
measured to be shorter than 5 inches, how many tallies would be in the chart?
____________________________________________________________
Lesson 23: Collect and record measurement data in a table; answer questions and
summarize the data set. 322

Name Date
Use the data in the tables to create a line plot and answer the questions.
1. Pencil Length
Number of Pencils
(inches)
2
3
4
5
6
7
8
Length of Pencils in the Class Bin
0 1 2 3 4 5 6 7 8
Pencil Length (inches)
Describe the pattern you see in the line plot:
_________________________________________________________________
_________________________________________________________________
Lesson 24: Draw a line plot to represent the measurement data; relate the
measurement scale to the number line. 333

2.
Length of
Number of
Ribbon Scraps
Ribbon Scraps
(centimeters)
14
16
18
20
22
Scraps of Ribbon in the Arts and Crafts Bin
Line Plot
a. Describe the pattern you see in the line plot.
____________________________________________________________
____________________________________________________________
b. How many ribbons are 18 centimeters or longer? _______________________
c. How many ribbons are 16 centimeters or shorter? ______________________
d. Create your own comparison question related to the data.
____________________________________________________________
____________________________________________________________

Name Date
Use the data in the table to create a line plot.
Length of Crayons in a Class Bin
Crayon Length
Number of Crayons
(inches)
1
2
3
4
0 1 2 3 4
Crayon Length (inches)

Name Date
Use the data in the chart provided to create a line plot and answer the questions.
1. The chart shows the heights of the second-grade students in Mr. Yin’s homeroom.
Height of Second- Number of

Grade Students Students
40 inches 1
41 inches 2
42 inches 2
43 inches 3
44 inches 4
45 inches 4
46 inches 3
47 inches 2
48 inches 1
Title ________________________________
Line Plot
a. What is the difference between the tallest student and the shortest student?
b. How many students are taller than 44 inches? Shorter than 44 inches?
Lesson 25: Draw a line plot to represent a given data set; answer questions and
draw conclusions based on measurement data. 343

2. The chart shows the length of paper second-grade students used in their art
projects.
Length of Paper Number of Students

3 ft 2
4 ft 11
5 ft 9
6 ft 6
Title ________________________________
Line Plot
a. How many art projects were made? ________

b. What paper length occurred most often? __________
c. If 8 more students used 5 feet of paper and 6 more students used 6 feet of
paper, how would it change how the line plot looks?
____________________________________________________________
____________________________________________________________
d. Draw a conclusion about the data in the line plot.

____________________________________________________________
____________________________________________________________

Name Date
Answer the questions using the line plot below.
Number of Students in Each Grade at the School Baseball Game
X
X
X
X X
X X
X X X
X X X
X X X
X X X X X
X X X X X X
X X X X X X
X X X X X X
Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade
Grade
1. How many students went to the baseball game? ____________
2. What is the difference between the number of first-grade students and the
number of fourth-grade students who went to the baseball game? _________
3. Come up with a possible explanation for why most of the students who attended are
in the upper grades.
____________________________________________________________
____________________________________________________________

Name Date
Use the data in the table provided to answer the questions.
1. The table below describes the heights of basketball players and audience members
who were polled at a basketball game.
Height Number of
(inches) Participants
25 3
50 4
60 1
68 12
74 18
a. How tall are most of the people who were polled at the basketball game?
____________
b. How many people are 60 inches or taller? _______________
c. What do you notice about the people who attended the basketball game?
____________________________________________________________
d. Why would creating a line plot for these data be difficult?
____________________________________________________________
____________________________________________________________
e. For these data, a line plot / table (circle one) is easier to read because …
____________________________________________________________
____________________________________________________________

Use the data in the table provided to create a line plot and answer the questions.
2. The table below describes the length of pencils in Mrs. Richie’s classroom
in centimeters.
Length (centimeters) Number of Pencils
12 1
13 4
14 9
15 10
16 10
__________________________________________________
a. How many pencils were measured? __________
b. Draw a conclusion as to why most pencils were 15 and 16 cm:
____________________________________________________________
____________________________________________________________
c. For these data, a line plot / table (circle one) is easier to read because…
____________________________________________________________
____________________________________________________________

Name Date
Use the data in the table provided to create a line plot.

The table below describes the heights of second-grade students on the soccer team.
Height (inches) Number of Students
35 3
36 4
37 7
38 8
39 6
40 5
__________________________________________________

2
GRADE
Time, Shapes, and Fractions as
Equal Parts of Shapes
Module 8: Time, Shapes, and Fractions as Equal Parts of Shapes

Name Date
1. Identify the number of sides and angles for each shape. Circle each angle as you
count, if needed. The first one has been done for you.
a. b. c.
sides sides sides
angles angles angles
d. e. f.
sides sides sides
g. h. i.
sides sides sides
Lesson 1: Describe two-dimensional shapes based on attributes.

19

2. Study the shapes below. Then, answer the questions.
A B C D E F
a. Which shape has the most sides?
b. Which shape has 3 more angles than shape C?
c. Which shape has 3 fewer sides than shape B?
d. How many more angles does shape C have than shape A?
e. Which of these shapes have the same number of sides and angles?
3. Ethan said the two shapes below are both six-sided figures but just different
sizes. Explain why he is incorrect.
_______________________________________________________________
_______________________________________________________________

20

Name Date
Study the shapes below. Then, answer the questions.
A B C D
1. Which shape has the most sides?
2. Which shape has 3 fewer angles than shape C?
3. Which shape has 3 more sides than shape B?
4. Which of these shapes have the same number of sides and angles?

21

Name Date
1. Count the number of sides and angles for each shape to identify each polygon.
The polygon names in the word bank may be used more than once.
Hexagon Quadrilateral Triangle Pentagon
a. b. c.
d. e. f.
g. h. i.
j. k. l.
Lesson 2: Build, identify, and analyze two-dimensional shapes with specified

attributes. 32

2. Draw more sides to complete 2 examples of each polygon.
Example 1 Example 2
a. Triangle
For each example, line was added.
A triangle has total sides.
b. Hexagon
For each example, lines were added.
A hexagon has total sides.
c. Quadrilateral
A quadrilateral has total sides.
d. Pentagon
A pentagon has total sides.
3.
a. Explain why both polygons A and B are hexagons.
A B
b. Draw a different hexagon than the two that are shown.
4. Explain why both polygons C and D are quadrilaterals. C

D

attributes. 33

Name Date
Count the number of sides and angles for each shape to identify each polygon.
The polygon names in the word bank may be used more than once.
Hexagon Quadrilateral Triangle Pentagon
1. 2. 3.
4. 5. 6.

attributes. 34

Name Date
1. Use a straightedge to draw the polygon with the given attributes in the space to
the right.
a. Draw a polygon with 3 angles.

Number of sides:
Name of polygon:
b. Draw a five-sided polygon.

Number of angles:
Name of polygon:
c. Draw a polygon with 4 angles.

Number of sides:
Name of polygon:
d. Draw a six-sided polygon.

Number of angles:
Name of polygon:
e. Compare your polygons to those of your partner.

Copy one example that is very different from your own in the space to the right.
Lesson 3: Use attributes to draw different polygons including triangles,

quadrilaterals, pentagons, and hexagons. 50

2. Use your straightedge to draw 2 new examples of each polygon that are different
from those you drew on the first page.
a. Triangle
b. Pentagon
c. Quadrilateral
d. Hexagon


Name Date
Use a straightedge to draw the polygon with the given attributes in the space to the
right.
Draw a five-sided polygon.
Number of angles:
Name of polygon:


Name Date
1. Use your ruler to draw 2 parallel lines that are not the same length.
2. Use your ruler to draw 2 parallel lines that are the same length.
3. Trace the parallel lines on each quadrilateral using a crayon. For each shape with
two sets of parallel lines, use two different colors. Use your index card to find
each square corner, and box it.
a. b. c. d.
e. f. g. h.
4. Draw a parallelogram with no square corners.
Lesson 4: Use attributes to identify and draw different quadrilaterals including

rectangles, rhombuses, parallelograms, and trapezoids. 63

5. Draw a quadrilateral with 4 square corners.
6. Measure and label the sides of the figure to the right with
your centimeter ruler. What do you notice? Be ready to talk
about the attributes of this quadrilateral. Can you
remember what this polygon is called?
7. A square is a special rectangle. What makes it special?


Name Date
Use crayons to trace the parallel sides on each quadrilateral. Use your index card to
find each square corner, and box it.
1. 2. 3. 4.


Name Date
1. Circle the shape that could be the face of a cube.
2. What is the most precise name of the shape you circled?
3. How many faces does a cube have?
4. How many edges does a cube have?
5. How many corners does a cube have?
6. Draw 6 cubes, and put a star next to your best one.
First cube Second cube
Third cube Fourth cube
Fifth cube Sixth cube
Lesson 5: Relate the square to the cube, and describe the cube based on
attributes. 77

7. Connect the corners of the squares to make a different kind of drawing of a cube.
The first one is done for you.
8. Derrick looked at the cube below. He said that a cube only has 3 faces.
Explain why Derrick is incorrect.
attributes. 78

Name Date
Draw 3 cubes. Put a star next to your best one.
attributes. 79

Name Date
1. Identify each polygon labeled in the tangram as

precisely as possible in the space below. a. b.
a. ______________________
c.
b. ______________________
c. ______________________
2. Use the square and the two smallest triangles of your tangram pieces to make the
following polygons. Draw them in the space provided.
a. A quadrilateral with 1 pair of b. A quadrilateral with no square

parallel sides. corners.
c. A quadrilateral with 4 square d. A triangle with 1 square corner.

corners.
Lesson 6: Combine shapes to create a composite shape; create a new shape

from composite shapes. 91

3. Use the parallelogram and the two smallest triangles of your tangram pieces to make
the following polygons. Draw them in the space provided.
a. A quadrilateral with 1 pair of b. A quadrilateral with no square

parallel sides. corners.
c. A quadrilateral with 4 square d. A triangle with 1 square corner.

corners.
4. Rearrange the parallelogram and the two smallest triangles to make a hexagon.
Draw the new shape below.
5. Rearrange your tangram pieces to make other polygons! Identify them as you work.


Name Date
Use your tangram pieces to make two new polygons. Draw a picture of each new
polygon, and name them.
1.
2.


Name Date
1. Solve the following puzzles using your tangram pieces. Draw your solutions in the
space below.
a. Use the two smallest triangles to b. Use the two smallest triangles to
make one larger triangle. make a parallelogram with no square
corners.
c. Use the two smallest triangles to d. Use the two largest triangles to
make a square. make a square.
e. How many equal shares do the f. How many halves make up the
larger shapes in Parts (a–d) have? larger shapes in Parts (a–d)?
2. Circle the shapes that show halves.
Lesson 7: Interpret equal shares in composite shapes as halves, thirds, and

fourths. 102

3. Show how 3 triangle pattern blocks form a trapezoid with one pair of parallel lines.
Draw the shape below.
a. How many equal shares does the trapezoid have? ________

b. How many thirds are in the trapezoid? _______
4. Circle the shapes that show thirds.
5. Add another triangle to the trapezoid you made in Problem 3 to make a

parallelogram. Draw the new shape below.
a. How many equal shares does the shape have now? ________
b. How many fourths are in the shape? _______
6. Circle the shapes that show fourths.

fourths. 103

Name Date
1. Circle the shapes that show thirds.
2. Circle the shapes that show fourths.

fourths. 104

Name Date
1. Use one pattern block to cover half the rhombus.
a. Identify the pattern block used to cover half of the rhombus. _____________
b. Draw a picture of the rhombus formed by the 2 halves.
2. Use one pattern block to cover half the hexagon.
a. Identify the pattern block used to cover half of a hexagon. _______________

b. Draw a picture of the hexagon formed by the 2 halves.
3. Use one pattern block to cover 1 third of the hexagon.
a. Identify the pattern block used to cover 1 third of a hexagon. _____________

b. Draw a picture of the hexagon formed by the 3 thirds.
4. Use one pattern block to cover 1 third of the trapezoid.
a. Identify the pattern block used to cover 1 third of a trapezoid. ___________

b. Draw a picture of the trapezoid formed by the 3 thirds.

fourths. 112

5. Use 4 pattern block squares to make one larger square.
a. Draw a picture of the square formed in the space below.
b. Shade 1 small square. Each small square is 1 __________ (half / third / fourth)
of the whole square.
c. Shade 1 more small square. Now, 2 __________ (halves / thirds / fourths) of

the whole square is shaded.
d. And 2 fourths of the square is the same as 1 _________ (half / third / fourth)
of the whole square.
e. Shade 2 more small squares. ____ fourths is equal to 1 whole.
6. Use one pattern block to cover 1 sixth of the hexagon.
a. Identify the pattern block used to cover 1 sixth of a hexagon. _____________

b. Draw a picture of the hexagon formed by the 6 sixths.

fourths. 113

Name Date
Name the pattern block used to cover half the rectangle. __________________
Use the shape below to draw the pattern blocks used to cover 2 halves.

fourths. 114

Name Date
1. Circle the shapes that have 2 equal shares with 1 share shaded.
2. Shade 1 half of the shapes that are split into 2 equal shares. One has been done for
you.
a. b. c. d.
e. f. g. h.
i. j. k.
Lesson 9: Partition circles and rectangles into equal parts, and describe those
parts as halves, thirds, or fourths. 132

3. Partition the shapes to show halves. Shade 1 half of each. Compare your halves to
your partner’s.
a.
b.

Name Date
Shade 1 half of the shapes that are split into 2 equal shares.
a. b. c. d.
e. f. g.

Name Date
1. a. Do the shapes in Problem 1(a) show halves or thirds? __________
b. Draw 1 more line to partition each shape above into fourths.
2. Partition each rectangle into thirds. Then, shade the shapes as indicated.
3 thirds 2 thirds 1 third
3. Partition each circle into fourths. Then, shade the shapes as indicated.
4 fourths 3 fourths 2 fourths 1 fourth

4. Partition and shade the following shapes as indicated. Each rectangle or circle is
one whole.
a. 1 fourth b. 1 third c. 1 half
d. 2 fourths e. 2 thirds f. 2 halves
g. 3 fourths h. 3 thirds i. 3 halves
5. Split the pizza below so that Maria, Paul, Jose, and Mark each have an equal share.
Label each student’s share with his or her name.
a. What fraction of the pizza was eaten by each of the boys?
b. What fraction of the pizza did the boys eat altogether?

Name Date
Partition and shade the following shapes as indicated. Each rectangle or circle is one
whole.
1. 2 halves 2. 2 thirds 3. 1 third
4. 1 half 5. 2 fourths 6. 1 fourth

Name Date
1. For Parts (a), (c), and (e), identify the shaded area.
a.
_______ half _______ halves
b. Circle the shape above that has a shaded area that shows 1 whole.
c.
_______ third _______ thirds _______ thirds
d. Circle the shape above that has a shaded area that shows 1 whole.
e.
______ fourth _____ fourths _____ fourths _____ fourths
f. Circle the shape above that has a shaded area that shows 1 whole.
Lesson 11: Describe a whole by the number of equal parts including 2 halves, 3
thirds, and 4 fourths. 158

2. What fraction do you need to color so that 1 whole is shaded?
a. b.
c. d.
e. f.
3. Complete the drawing to show 1 whole.
a. This is 1 half. b. This is 1 third. c. This is 1 fourth.

Draw 1 whole. Draw 1 whole. Draw 1 whole.

Name Date
What fraction do you need to color so that 1 whole is shaded?
1. 2.
3.
4.

Name Date
1. Partition the rectangles in 2 different ways to show equal shares.

a. 2 halves
b. 3 thirds
c. 4 fourths
2. Build the original whole square using the rectangle half and the half represented by
your 4 small triangles. Draw it in the space below.
Lesson 12: Recognize that equal parts of an identical rectangle can have different
shapes. 172

3. Use different-colored halves of a whole square.

a. Cut the square in half to make 2 equal-size rectangles.
b. Rearrange the halves to create a new rectangle with no gaps or overlaps.
c. Cut each equal part in half to make 4 equal-size squares.
d. Rearrange the new equal shares to create different polygons.
e. Draw one of your new polygons from Part (d) below.
Extension
4. Cut out the circle.
a. Cut the circle in half.
b. Rearrange the halves to create a new shape with no gaps or overlaps.
c. Cut each equal share in half.
d. Rearrange the equal shares to create a new shape with no gaps or overlaps.
e. Draw your new shape from Part (d) below.
shapes. 173

Name Date
Partition the rectangles in 2 different ways to show equal shares.

1. 2 halves
2. 3 thirds
3. 4 fourths
shapes. 174

Name Date
1. Tell what fraction of each clock is shaded in the space below using the words
quarter, quarters, half, or halves.
2. Write the time shown on each clock.

a. b.
c. d.
Lesson 13: Construct a paper clock by partitioning a circle into halves and
quarters, and tell time to the half hour or quarter hour. 187

3. Match each time to the correct clock by drawing a line.

 Quarter to 4
 Half past 8
 8:30
 3:45
 1:15
3. Draw the minute hand on the clock to show the correct time.
3:45 11:30 6:15

Name Date
Draw the minute hand on the clock to show the correct time.
Half past 7 12:15 A quarter to 3

Name Date
1. Fill in the missing numbers.
60, 55, 50, ____, 40, ____, _____, _____, 20, ____, _____, _____, ____
2. Fill in the missing numbers on the face of the clock to show the minutes.
_______or ________
____ ____
____ ____
____ ____
____
_____
_____ ____
_____
Lesson 14: Tell time to the nearest five minutes.

200

3. Draw the hour and minute hands on the clocks to match the correct time.
3:05 3:35
4:10 4:40
6:25 6:55
4. What time is it?

201

Name Date
Draw the hour and minute hands on the clocks to match the correct time.
12:55 5:25

202

Name Date
1. Decide whether the activity below would happen in the a.m. or the p.m. Circle your
answer.
a. Waking up for school a.m. / p.m.
b. Eating dinner a.m. / p.m.
c. Reading a bedtime story a.m. / p.m.
d. Making breakfast a.m. / p.m.
e. Having a play date after school a.m. / p.m.
f. Going to bed a.m. / p.m.
g. Eating a piece of cake a.m. / p.m.
h. Eating lunch a.m. / p.m.
Lesson 15: Tell time to the nearest five minutes; relate a.m. and p.m. to
time of day. 210

2. Draw the hands on the analog clock to match the time on the digital clock. Then,
circle a.m. or p.m. based on the description given.
a. Brushing your teeth after you wake up
7:10 a.m. or p.m.
b. Finishing homework
5:55 a.m. or p.m.
3. Write what you might be doing if it were a.m. or p.m.
a. a.m. ________________________
b. p.m. ________________________
4. What time does the clock show?
_____ : _____
time of day. 211

Name Date
Draw the hands on the analog clock to match the time on the digital clock. Then, circle
a.m. or p.m. based on the description given.
1. The sun is rising.
6:10 a.m. or p.m.
2. Walking the dog
3:40 a.m. or p.m.
time of day. 212

Name Date
1. How much time has passed?

a. 6:30 a.m.  7:00 a.m. _____________
b. 4:00 p.m.  9:00 p.m. _____________
c. 11:00 a.m.  5:00 p.m. _____________
d. 3:30 a.m.  10:30 a.m. _____________
e. 7:00 p.m.  1:30 a.m. _____________
f.
p.m. a.m.
g.
a.m. p.m.
h.
a.m. a.m.
Lesson 16: Solve elapsed time problems involving whole hours and a half hour.
231

2. Solve.
a. Tracy arrives at school at 7:30 a.m. She leaves school at 3:30 p.m. How long is
Tracy at school?
b. Anna spent 3 hours at dance practice. She finished at 6:15 p.m. What time did
she start?
c. Andy finished baseball practice at 4:30 p.m. His practice was 2 hours long.
What time did his baseball practice start?
d. Marcus took a road trip. He left on Monday at 7:00 a.m. and drove until
4:00 p.m. On Tuesday, Marcus drove from 6:00 a.m. to 3:30 p.m. How long did
he drive on Monday and Tuesday?
232

Name Date
How much time has passed?
1. 3:00 p.m.  11:00 p.m. _____________
2. 5:00 a.m.  12:00 p.m. (noon) _____________
3. 9:30 p.m.  7:30 a.m. _____________
233


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Math G2 M5678 Student WB S2

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New York State Common Core

This work is licensed under a

© 2015 Great Minds. eureka-math.org This work is licensed under a

1. Complete each more or less statement.

a. 10 more than 175 is _______. b. 100 more than 175 is _______.

c. 10 less than 175 is _______. d. 100 less than 175 is _______.

e. 319 is 10 more than _______. f. 499 is 100 less than _______.

g. _______ is 100 less than 888. h. _______ is 10 more than 493.

i. 898 is ____________ than 998. j. 607 is ___________ than 597.

k. 10 more than 309 is _______. l. 309 is __________ than 319.

2. Complete each regular number pattern.

a. 170, 180, 190, ______, ______, ______

b. 420, 410, 400, ______, ______, ______

c. 789, 689, ______, ______, ______, 289

d. 565, 575, ______, ______, ______, 615

e. 724, ______, ______, ______, 684, 674

f. ______, ______, ______, 886, 876, 866

© 2015 Great Minds. eureka-math.org This work is licensed under a

3. Complete each statement.

-10 -10 +100 +10 +100

4. Solve using the arrow way.

a. 210 + 130 = ________

b. 320 + ________ = 400

c. _______ + 515 = 735

© 2015 Great Minds. eureka-math.org This work is licensed under a

Solve using the arrow way.

1. 440 + 220 = ___________

2. 670 + __________ = 890

3. _________ + 765 = 945

© 2015 Great Minds. eureka-math.org This work is licensed under a

a. 2 hundreds 4 tens + 3 hundreds = _____ hundreds _____ tens

240 + 300 = _____

b. 340 + 300 = _____ 140 + 500 = _____ 200 + 440 = _____

c. 400 + 374 = _____ 274 + 500 = _____ 700 + 236 = _____

d. 571 + _____ = 871 _____ + 349 = 749 96 + _____ = 696

e. _____ + 562 = 862 300 + _____ = 783 600 + _____ = 726

a. 6 hundreds 2 ones − 4 hundreds = ____ hundreds ____ tens ____ ones

602 − 400 = _____

b. 640 − 200 = _____ 650 − 300 = _____ 750 − _____ = 350

c. 462 − 200 = _____ 667 − 500 = _____ 731 − 400 = _____

d. 431 − _____ = 131 985 − _____ = 585 768 − _____ = 68

e. _____ − 200 = 662 _____ − 300 = 653 734 − _____ =234

Lesson 2: Add and subtract multiples of 100, including counting on to subtract.

© 2015 Great Minds. eureka-math.org This work is licensed under a

a. 200 more than 389 is ___________.

b. 300 more than ___________ is 568.

c. 400 less than 867 is __________.

d. __________ less than 962 is 262.

Lesson 2: Add and subtract multiples of 100, including counting on to subtract.

© 2015 Great Minds. eureka-math.org This work is licensed under a

1. 760 − 500 = _____ 880 − 600 = _____ 990 − _____ = 590

2. 534 − 334 = _____ _____ − 500 = 356 736 − _____ = 136

Lesson 2: Add and subtract multiples of 100, including counting on to subtract.

© 2015 Great Minds. eureka-math.org This work is licensed under a

1. Solve each set of problems using the arrow way.

Lesson 3: Add multiples of 100 and some tens within 1,000.

© 2015 Great Minds. eureka-math.org This work is licensed under a

a. 490 + 200 = 210 + 490 = _ 490 + 220 =

b. 230 + 700 = 230 + 710 = _ 730 + 230 =

c. 260 + 240 = 260 + 260 = 280 + 260 =

d. 160 + 150 = 370 + 280 = 380 + 450 =

e. 430 + 290 = 660 + 180 = 370 + 270 =

c. 66 tens + 27 tens = tens d. 67 tens + 28 tens = tens

e. What is the value of 86 tens?

a. 10 more than 175 is _. b. 100 more than 175 is _.

c. 10 less than 175 is _. d. 100 less than 175 is _.

e. 319 is 10 more than _. f. 499 is 100 less than _.

g. _ is 100 less than 888. h. _ is 10 more than 493.

i. 898 is __ than 998. j. 607 is _ than 597.

k. 10 more than 309 is _. l. 309 is ____ than 319.

a. 170, 180, 190, , , __

b. 420, 410, 400, , , __

c. 789, 689, , , __, 289

d. 565, 575, , , __, 615

e. 724, , , __, 684, 674

f. , , __, 886, 876, 866

a. 2 hundreds 4 tens + 3 hundreds = _ hundreds _ tens

b. 340 + 300 = ___ 140 + 500 = _ 200 + 440 = ___

c. 400 + 374 = ___ 274 + 500 = _ 700 + 236 = ___

d. 571 + ___ = 871 _ + 349 = 749 96 + ___ = 696

e. ___ + 562 = 862 300 + _ = 783 600 + ___ = 726

a. 6 hundreds 2 ones − 4 hundreds = hundreds tens ones

b. 640 − 200 = ___ 650 − 300 = _ 750 − ___ = 350

c. 462 − 200 = ___ 667 − 500 = _ 731 − 400 = ___

d. 431 − ___ = 131 985 − _ = 585 768 − ___ = 68

e. ___ − 200 = 662 _ − 300 = 653 734 − ___ =234

1. 760 − 500 = ___ 880 − 600 = _ 990 − ___ = 590

2. 534 − 334 = ___ _ − 500 = 356 736 − ___ = 136

c. 88 tens − 29 tens = _ d. 84 tens − 28 tens =

830 − 530 = ___ 830 − 750 = _ 830 − 780 = ______

a. 67 tens − 30 tens = _ tens. The value is __.

b. 67 tens − 37 tens = _ tens. The value is __.

c. 67 tens − 39 tens = _ tens. The value is __.

a. 30 tens = _ b. 43 tens = _

c. 18 tens + 12 tens = tens d. 18 tens + 13 tens = tens

e. 24 tens + 19 tens = tens f. 25 tens + 29 tens = tens