Student Activity Book - Grade 2

Dr. Karen C.
Fuson
Volume 1
This material is based upon work supported by the

National Science Foundation
under Grant Numbers
ESI-9816320, REC-9806020, and RED-935373.
Any opinions, findings, and conclusions, or recommendations expressed in this material

are those of the author and do not necessarily reflect the views of the National Science Foundation.
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VOLUME 1 CONTENTS
UNIT 1 Addition and Subtraction Within 20

BIG IDEA 1 Strategies for Addition and Subtraction
1 Represent Addition and Subtraction

CC.2.OA.1, CC.2.OA.2, CC.2.NBT.9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Family Letter FAMILY LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2 Relate Addition and Subtraction

CC.2.OA.1, CC.2.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Family Letter FAMILY LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Math Mountain Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3 Make-a-Ten Strategies
CC.2.OA.2, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Coin Strips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
4 Relate Unknown Addends and Subtraction
CC.2.OA.1, CC.2.OA. 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
5 More Practice with Unknown Addends and Teen Totals

CC.2.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *
6 Odd and Even Numbers

CC.2.OA.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
7 Strategies Using Doubles

CC.2.OA.2, CC.2.OA.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
8 Equations, Equation Chains, and Vertical Form

CC.2.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
9 Add Three or Four Addends

CC.2.OA.2, CC.2.NBT.5, CC.2.NBT.6, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Dive the Deep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
© Houghton Mifflin Harcourt Publishing Company
* This lesson consists only of activities from the Teacher Edition.

VOLUME 1 CONTENTS iii
VOLUME 1 CONTENTS (continued)
BIG IDEA 2 Addition and Subtraction Situations
10 Add To and Take From Word Problems

CC.2.OA.1, CC.2.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Family Letter FAMILY LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
11 Add To and Take From Problems—Unknown in All Positions

CC.2.OA.1, CC.2.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
12 Put Together/Take Apart Problems

CC.2.OA.1, CC.2.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
13 Special Put Together/Take Apart Problems

CC.2.OA.1, CC.2.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
14 Compare Word Problems

CC.2.OA.1, CC.2.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
15 More Compare Word Problems

CC.2.OA.1, CC.2.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
16 Mixed Word Problems

CC.2.OA.1, CC.2.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Green Make-a-Ten Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
BIG IDEA 3 More Complex Situations
17 Problems with Not Enough, Extra, or Hidden Information

CC.2.OA.1, CC.2.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
18 More Complex Compare Problems

CC.2.OA.1, CC.2.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
19 Two-Step Word Problems

CC.2.OA.1, CC.2.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

CC.2.OA.1, CC.2.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Blue Make-a-Ten Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

21 Focus on Mathematical Practices
CC.2.OA.1, CC.2.OA.2, CC.2.OA.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
UNIT 1 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
UNIT 2 Addition Within 200

BIG IDEA 1 Use Place Value
1 Ones, Tens, and Hundreds

CC.2.NBT.1, CC.2.NBT.1a, CC.2.NBT.2, CC.2.NBT.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
iv VOLUME 1 CONTENTS
2 Draw Quick Tens and Quick Hundreds
CC.2.NBT.1, CC.2.NBT.1a, CC.2.NBT.2, CC.2.NBT.3, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Secret Code Cards (1–100) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
3 Represent Numbers in Different Ways
CC.2.NBT.1, CC.2.NBT.1a, CC.2.NBT.2, CC.2.NBT.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
4 Combine Ones, Tens, and Hundreds
CC.2.NBT.3, CC.2.NBT.5, CC.2.NBT.7, CC.2.NBT.8, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
5 Compare Numbers Within 200
CC.2.NBT.1, CC.2.NBT.3, CC.2.NBT.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
BIG IDEA 2 Add 2-Digit Numbers
6 Explore 2-Digit Addition

7 Addition—Show All Totals Method

CC.2.OA.1, CC.2.NBT.1, CC.2.NBT.1a, CC.2.NBT.7, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
8 Addition—New Groups Below Method
CC.2.NBT.1, CC.2.NBT.1a, CC.2.NBT.6, CC.2.NBT.7, CC.2.NBT.9 .................................. *
9 Practice Addition with Sums over 100
10 Choose an Addition Method
BIG IDEA 3 Money and Fluency for Addition Within 100
11 Buy with Pennies and Dimes

CC.2.NBT.1, CC.2.NBT.1a, CC.2.NBT.7, CC.2.MD.8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Dollar Bills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
12 Pennies, Nickels, and Dimes
CC.2.NBT.2, CC.2.MD.8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
13 Fluency: Addition Within 100

CC.2.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
New Ten Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

14 Add Three or Four 2-Digit Addends
CC.2.NBT.5, CC.2.NBT.6, CC.2.NBT.7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

CC.2.OA.1, CC.2.NBT.2, CC.2.NBT.4, CC.2.NBT.5, CC.2.MD.8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
UNIT 2 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

VOLUME 1 CONTENTS v
UNIT 3 Length and Shapes

BIG IDEA 1 Length and Shapes
1 Measure Length
CC.2.OA.2. CC.2.MD.1, CC.2.MD.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Family Letter FAMILY LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
2 Recognize and Draw Shapes

CC.2.OA.2. CC.2.G.1, CC.2.MD.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
3 Estimate and Measure

CC.2.OA.2, CC.2.NBT.6, CC.2.MD.1, CC.2.MD.3, CC.2.G.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
4 Draw, Estimate, and Measure
CC.2.OA.2, CC.2.NBT.6, CC.2.MD.1, CC.2.MD.3, CC.2.G.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
5 Draw Using Faces
CC.2.G.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Rectangular Prisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
BIG IDEA 2 Estimate, Measure, and Make Line Plots
6 Estimate and Measure with Centimeters

CC.2.MD.1, CC.2.MD.3, CC.2.MD.4, CC.2.MD.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

Meter Tape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
7 Estimate and Measure with Inches
Inch Ruler. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Yardstick. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
8 Measure for and Make Line Plots
CC.2.NBT.5, CC.2.MD.1, CC.2.MD.2, CC.2.G.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
UNIT 3 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Student Resources
Problem Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S1
Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S4
vi VOLUME 1 CONTENTS
Dear Family:
Family Letter
Your child is learning math in a program called Math Expressions,
which links mathematical ideas to a child’s everyday experiences.
This helps children understand math better.
In this program, your child will learn math and have fun by
• working with objects and making drawings of math situations.
• listening to and working with other children and sharing ways
to solve problems.
• writing and solving problems and connecting math to daily life.
• helping classmates learn.
Your child will have homework almost every day. He or she
needs a Homework Helper. The helper may be anyone—a family
member, an older brother or sister, a neighbor, or a friend. Set
aside a definite time for homework and provide your child with
a quiet place to work where there are no distractions. Encourage
your child to talk about what is happening in math class. If your
child is having problems with math, please talk to me to see how
you might help.
Please cut, fill in, and return the bottom part of this letter.
Thank you. You are very important to your child’s learning.
Sincerely,
Your child’s teacher
Unit 1 includes the Common Core Standards for Mathematical Content for Operations and Algebraic Thinking 2.OA.1,
2.OA.2, 2.OA.3, Numbers and Operations in Base Ten 2.NBT.5, 2.NBT.6, 2.NBT.9, and all Mathematical Practices.
My child will have

(child’s name)
as a Homework Helper.
(name of homework helper)
This person is my child’s .

(relationship to child)
signature of parent or guardian
UNIT 1 LESSON 1 Represent Addition and Subtraction 1

Estimada familia:
Carta a la familia
Su niño está aprendiendo matemáticas con un programa llamado
Math Expressions, que relaciona conceptos matemáticos abstractos
con la experiencia diaria de los niños. Esto ayuda a los niños a
entender mejor las matemáticas.
Con este programa, su niño va a aprender matemáticas y se
divertirá mientras:
• trabaja con objetos y hace dibujos de situaciones matemáticas.
• escucha y trabaja con otros estudiantes y comparte con ellos
estrategias para resolver problemas.
• escribe y resuelve problemas, y relaciona las matemáticas con
la vida diaria.
• ayuda a sus compañeros de clase a aprender.
Su niño tendrá tarea casi todos los días y necesitará que alguna
persona lo ayude. Esa persona puede ser, usted, un hermano
mayor, un vecino o un amigo. Establezca una hora para la tarea
y ofrezca a su niño un lugar donde trabajar sin distracciones.
Anímelo a comentar lo que está aprendiendo en la clase de
matemáticas. Si él tiene problemas con las matemáticas, hable por
favor con el maestro para ver cómo puede usted ayudar.
Por favor recorte, complete y devuelva el formulario al maestro.
Muchas gracias. Usted es imprescindible en el aprendizaje de su niño.
Atentamente,
El maestro de su niño
La Unidad 1 incluye los Common Core Standards for Mathematical Content for Operations and Algebraic © Houghton Mifflin Harcourt Publishing Company
Thinking 2.OA.1, 2.OA.2, 2.OA.3, Numbers and Operations in Base Ten 2.NBT.5, 2.NBT.6, 2.NBT.9, and all
Mathematical Practices.
La persona que ayudará a mi niño es

(nombre del niño )
. Esta persona es
(nombre de la persona)
de mi niño.
(relación con el niño)
Su firma
2 UNIT 1 LESSON 1 Represent Addition and Subtraction

1-1 Name
Class Activity
VOCABULARY
equation
partners
► Relate Math Mountains and total
Equations for Addition Math Mountain
addends
8+6=
8 6
Discuss the Math Mountain and the equation.
1. Where is the total? Where are the partners
or addends?
2. Tell word problems for both.
3. Solve both and compare your strategies.
► Relate Math Mountains and Equations
for Subtraction
15
9+ = 15
9 15 - 9 =
Discuss this Math Mountain and the equations.

4. Where is the total? Where are the partners
or addends?
5. Tell word problems for all.
6. Solve all and compare your strategies.
1-1 Name
Class Activity
► Count On for Addition or Subtraction

7. For addition, I pretend I already counted 9. Then
I count on 3 more to get the total. I stop when I
see/feel 3. I hear 12, the unknown total.
9 + 3 = 12 11 12
Stop when
Already I hear 12. 10
9 10 11 12 Already 9
9 + 3 = 12 3 more to
make 12.
8. For subtraction, I pretend I already counted 9.
I count on until I get to 12. I stop when I hear 12.
I see/feel 3, the unknown partner.
12 - 9 = 3
11 12
10
I took 9 I took 9
away. 101112 away.
3 more to 3 more to
12 – 9 = 3 make 12. make 12.
► Patterns in Equations for Math Mountains © Houghton Mifflin Harcourt Publishing Company
9. Discuss patterns in the eight equations for the Math

Mountain with total 12 and partners 9 and 3.
9 + 3 = 12 12 = 9 + 3
3 + 9 = 12 12 = 3 + 9
12 - 9 = 3 3 = 12 - 9
12 - 3 = 9 9 = 12 - 3
1-1 Name
Class Activity
► Write Equations for Math Mountains

10. Write two equations for each Math Mountain.
12 17
9 5 8 9
9+5=
16 14
8 7 9 7

1-1 Name
Class Activity
► Draw Math Mountains

11. Draw a Math Mountain and write one more equation.
9+6= 9+ = 12 8+ = 16
5+6= 13 - 4 = 15 - 7 =

Dear Family:
Family Letter
Your child is exploring addition and subtraction equations with
Math Mountain Cards. The cards have a large number at the top
and two smaller numbers at the bottom. From the cards, children
can see that two smaller numbers can be added together to make
a larger number. They can also see that a large number can be
broken apart into two smaller numbers.
Children will write addition and subtraction equations that they
can make from the cards, as shown in the example. The two
partners, 9 and 6, can be added to make the total, 15. They can
be switched (6 and 9) and still make 15.
9 + 6 = 15 15 = 9 + 6
15
6 + 9 = 15 15 = 6 + 9
15 - 9 = 6 6 = 15 - 9
– –
15 - 6 = 9 9 = 15 - 6
9 + 6
Students see and write all eight equations. It is important for
understanding algebra that they sometimes see equations with
only one number on the left.
Please call if you need practice materials. Thank you for helping
your child learn about the relationship between addition and

subtraction.
Sincerely,
Unit 1 includes the Common Core Standards for Mathematical Content for Operations and Algebraic
UNIT 1 LESSON 2 Relate Addition and Subtraction 7

Estimada familia:
Carta a la familia
Su niño está aprendiendo ecuaciones de suma y resta usando las
tarjetas Math Mountain. Las tarjetas tienen un número grande
en la parte superior y dos números más pequeños en la parte
inferior. En las tarjetas los niños pueden ver que se pueden sumar
dos números más pequeños para obtener un número más grande.
También pueden ver que un número grande se puede separar en
dos números más pequeños.
Los niños escribirán ecuaciones de suma y resta que puedan hacer
a partir de las tarjetas, según se muestra en el ejemplo. Se pueden
sumar las dos partes, 9 y 6, para obtener el total, 15. También se
pueden intercambiar (6 y 9) y todavía obtener 15.
9 + 6 = 15 15 = 9 + 6
6 + 9 = 15
15 15 = 6 + 9
15 - 9 = 6 6 = 15 - 9
– –
15 - 6 = 9 9 = 15 - 6
9 + 6
Los estudiantes ven y escriben las ocho ecuaciones. Para
comprender álgebra es importante que vean ecuaciones con un
solo número a la izquierda.

Por favor comuníquese conmigo si necesita materiales para
practicar. Gracias por ayudar a su niño a aprender la relación
entre suma y resta.
Atentamente,
La Unidad 1 incluye los Common Core Standards for Mathematical Content for Operations and Algebraic
8 UNIT 1 LESSON 2 Relate Addition and Subtraction

0 + 1 0 + 3 0 + 5
0 – –
2 – –
4 – –
6
– – – – – – – –
1 3 5
0 + 0 0 + 2 0 + 4 0 + 6
0 + 7 0 + 9 1 + 2 1 + 4
– –
8 – –
2 – –
4 – –
– – – – – –
7 9 3 5
0 + 8 1 + 1 1 + 3
1 + 6 1 + 8 2 + 2
6 – –
8 – –
10 – –
5
– – – – – – – –
7 9 4
1 + 5 1 + 7 1 + 9 3 + 2
4 + 2 6 + 2 8 + 2 3 + 3
– –
7 – –
9 – –
10 – –
– – – – – –
6 8 10 6
5 + 2 7 + 2 5 + 5
UNIT 1 LESSON 2 Math Mountain Cards 9

Math Mountain Cards

UNIT 1 LESSON 2
10
5 + 3 7 + 3 4 + 5
7 – –
9 – – 10 – –
8
– – – – – – – –
8 10 9
4 + 3 6 + 3 4 + 6 4 + 4
9 + 3 4 + 7 4 + 9 5 + 6
– –
11 – –
12 – – 11 – –
– – – – – –
12 11 13 11
8 + 3 4 + 8 9 + 2
5 + 8 6 + 6 8 + 6
12 – –
14 – –
13 – –
15
– – – – – – – –
13 12 14
5 + 7 5 + 9 7 + 6 9 + 6
7 + 7 9 + 7 9 + 8
– –
15 – –
16 – –
18
– – – – – –
14 16 17
8 + 7 8 + 8 9 + 9
UNIT 1 LESSON 2 Math Mountain Cards 11

Math Mountain Cards

UNIT 1 LESSON 2
12
Cut on the dotted lines.

Fold on the solid lines.
UNIT 1 LESSON 3 Coin Strips 13

Coin Strips
UNIT 1 LESSON 3
14
1-4 Name
Class Activity
VOCABULARY
unknown addend
► Find the Unknown Addend
7+ 5 = 12 12 - 7 = 5
10
7
7 5
3+2=5
Find the unknown addend (unknown partner).
1. 8+ = 11 15 - 6 = 8+ = 14
2. 7+ = 13 12 - 8 = 3+ = 12
3. 5+ = 14 16 - 9 = 9+ = 17
4. 9+ = 14 18 - 9 = 7+ = 11
5. 8+ = 13 13 - 9 = 15 - = 8
13 13 15
8 9 8
6. Find the partner for 11 - 6 = .

Make a math drawing to show what you did.
UNIT 1 LESSON 4 Relate Unknown Addends and Subtraction 15
1-4 Name
Class Activity
► Practice Finding Teen Totals and Unknown

Addends
Are we looking for a partner or total?
Ring the P or the T for each column.
P or T P or T P or T
1. 5+8= 7+ = 11 11 - 9 =
2. 4+8= 9+ = 17 16 - 8 =
3. 7+9= 7+ = 12 13 - 7 =
4. 5+6= 8+ = 16 14 - 7 =
5. 7+6= 9+ = 13 15 - 7 =
6. 8+3= 9+ = 18 14 - 9 = © Houghton Mifflin Harcourt Publishing Company
7. 8+4= 6+ = 15 12 - 5 =
15 12
8 4 6 5
16 UNIT 1 LESSON 4 Relate Unknown Addends and Subtraction

1-6 Name
Class Activity
VOCABULARY
pairs
► Count by 2s
1. Loop pairs of sleeping bags.
1 3 5 7 9
11 13 15 17 19
21 23 25 27 29
31 33 35 37 39
41 43 45 47 49
2. Number the sleeping bags from 1 to 50.

3. Count by 2s from 2 to 50.
2, , 6, , 10, , , 16, , ,
, 24, , , , , , 36, ,
, , , , , 50
UNIT 1 LESSON 6 Odd and Even Numbers 17

1-6 Name
Class Activity
VOCABULARY
pattern
► Patterns
Count by 2s to complete each pattern.
4. 6, 8, , , 14
5. 12, , , , 20
6. 26, , , ,
7. , , , , 50
8. 50, , , , 58
9. 76, , , ,
► What’s the Error?

I counted
by 2s to 28.
2, 4, 6, 8, 12, 14, 16, 18, Did I count
correctly?
22, 24, 26, 28

10. Show how to count by 2s from 2 to 28.
2, , , , , , , , ,
, , , , 28
18 UNIT 1 LESSON 6 Odd and Even Numbers

1-6 Name
Class Activity
VOCABULARY
odd
even
► Make Pairs
Draw lines to make pairs.
Ring odd or even.
11. 12.
odd even odd even
13. 14.
odd even odd even
15. 16.
odd even odd even
17. 18.
odd even odd even
19. 20.
odd even odd even
UNIT 1 LESSON 6 Odd and Even Numbers 19

1-6 Name
Class Activity
VOCABULARY
addition doubles
► Make Equal Groups
Try to make equal groups.
Ring odd or even.
21. 9 22. 6
1 3 5 7 9
2 4 6 8
odd even odd even
23. 12 24. 7
odd even odd even
► Write Addition Doubles © Houghton Mifflin Harcourt Publishing Company
Complete the addition doubles equation.
25. + = 8 26. + = 10
27. + = 18 28. + = 16
20 UNIT 1 LESSON 6 Odd and Even Numbers

1-7 Name
Class Activity
VOCABULARY
addition subtraction
doubles doubles
► Use Doubles doubles doubles
plus 1 minus 1
doubles doubles
plus 2 minus 2
Addition Doubles and Doubles Plus 1 and Doubles Plus 2 and

Subtraction Doubles Doubles Minus 1 Doubles Minus 2
1. 5+5= 5+6= 5+7=
10 - 5 = 5+4= 5+3=
2. 6+6= 6+7= 6+8=
12 - 6 = 6+5= 6+4=
3. 7+7= 7+8= 7+9=
14 - 7 = 7+6= 7+5=
4. 8+8= 8+9= 8 + 10 =
16 - 8 = 8+7= 8+6=
5. 9+9= 9 + 10 = 9 + 11 =
18 - 9 = 9+8= 9+7=
UNIT 1 LESSON 7 Strategies Using Doubles 21

1-7 Name
Class Activity
► Use Doubles (continued)

Add. Use doubles.
6. 9+9= 8+6= 6+5=
7. 7+7= 7+6= 9 + 11 =
8. 11 + 9 = 6+8= 6+6=
9. 7+9= 5+5= 8+7=
10. 9+8= 5+7= 6+4=
11. 8+8= 8 + 10 = 9+7= © Houghton Mifflin Harcourt Publishing Company
12. 5+4= 6+7= 5+6=
13. 7+8= 8+9= 7+5=
22 UNIT 1 LESSON 7 Strategies Using Doubles

1-8 Name
Class Activity
VOCABULARY
equation
equation chain
1. Help Puzzled Penguin.
Did I make
a mistake?
6+3= 9 - 5
► Use Equations to Make an Equation Chain

2. Solve the equations.
If the answer is 8, color the block .
8+9= 12 - 6 = 7+5=
5+3= 17 - 9 = 13 - 5 =
5+4= 1+7= 15 - 8 =
11 - 3 = 4+4= 3+8=
16 - 8 = 6+6= 5+7=
3. Use the blocks you colored to make an equation chain.
UNIT 1 LESSON 8 Equations, Equation Chains, and Vertical Form 23

1-8 Name
Class Activity
VOCABULARY
vertical form
► Show Three Ways
Write the equation, the vertical form, and the Math Mountain.
Use a to show the unknown number.
4. 8 and 5 make how many?
5. 7 and what number make 15?
6. 18 take away 8 equals what number?
7. 17 minus 8 makes what number?
24 UNIT 1 LESSON 8 Equations, Equation Chains, and Vertical Form

Dive the Deep
11 - 6 = 5 12 - 6 = 6 13 - 8 = 5
12 - 7 = 5 17 - 8 = 9 15 - 6 = 9
12 - 9 = 3 13 - 5 = 8 11 - 9 = 2
13 - 4 = 9 14 - 6 = 8 13 - 9 = 4
11 - 5 = 6 17 - 9 = 8 15 - 7 = 8
14 - 9 = 5 11 - 8 = 3 14 - 8 = 6
14 - 7 = 7 12 - 4 = 8 12 - 5 = 7
16 - 7 = 9 16 - 8 = 8 11 - 3 = 8
11 - 7 = 4 15 - 7 = 8 13 - 6 = 7
12 - 3 = 9 16 - 9 = 7 18 - 9 = 9
13 - 7 = 6 11 - 4 = 7 12 - 8 = 4
UNIT 1 LESSON 9 Dive the Deep 25

Dive the Deep
11 - 5 = 6 12 - 6 = 6 13 - 5 = 8
12 - 5 = 7 17 - 9 = 8 15 - 9 = 6
12 - 3 = 9 13 - 8 = 5 11 - 2 = 9
13 - 9 = 4 14 - 8 = 6 13 - 4 = 9
11 - 6 = 5 17 - 8 = 9 15 - 8 = 7
14 - 5 = 9 11 - 3 = 8 14 - 6 = 8
14 - 7 = 7 12 - 8 = 4 12 - 7 = 5
16 - 9 = 7 16 - 8 = 8 11 - 8 = 3
11 - 4 = 7 15 - 8 = 7 13 - 7 = 6
12 - 9 = 3 16 - 7 = 9 18 - 9 = 9 © Houghton Mifflin Harcourt Publishing Company
13 - 6 = 7 11 - 7 = 4 12 - 4 = 8
26 UNIT 1 LESSON 9 Dive the Deep

1-9 Name
Class Activity
► Find a Sum of 10
Ring two addends that make ten. Then write the total.
1. 6+9+1= 2. 5+7+3=
3. 5+9+5= 4. 6+4+7=
5. 4+1+6= 6. 1+9+4=
7. 3+2+8= 8. 3+2+7=
► Add in Any Order

Write the total.
9. 9+3+5= 10. 9+7+2=

11. 8+9+2= 12. 7+8+5=
13. 7+5+2= 14. 7+7+2=
15. 3+9+6= 16. 3+8+2=
UNIT 1 LESSON 9 Add Three or Four Addends 27

1-9 Name
Class Activity
► Add Four Addends

Add in any order. Write the sum.
17. 4+4+5+2= 18. 8+8+5+2=
19. 5+5+3+9= 20. 3+6+5+4=
21. 4+8+9+3= 22. 1+8+8+4=
► PATH to
FLUENCY Add and Subtract Within 20
Add.
23. 6+8= 24. 9+9= 25. 7+0=
26. 9 27. 8 28. 8 29. 9

+ + + + © Houghton Mifflin Harcourt Publishing Company
_7 _5 _2 _9
Subtract.
30. 15 31. 9 32. 9 33. 12

-
_8 -
_7 -
_0 -
_4
28 UNIT 1 LESSON 9 Add Three or Four Addends

Dear Family:
Family Letter
Your child is learning to solve word problems called Add To
and Take From problems. These problems begin with a quantity
that is then modified by change—something is added or
subtracted—which results in a new quantity.
Proof drawings show what your child was thinking when solving
the problem. It is important that children label their drawings to
link them to the problem situation.
Add To Problem
Joe has 9 toy cars.

Then he gets 3 more.
How many toy cars does he have now?
1112
11
10
9 + 3 = 12 12 now 9
has gets now
has 9 3 gets 9+3= 12
Take From Problem

Sue has 12 books.
Then she gives her friend 9 books.
How many books does Sue have now?
12 - 9 = 3 has 12 has 12
has gives now gives 9 10 11 12
3 now
gives 9 3 now
Please call if you have any questions or concerns.
Sincerely,
Unit 1 includes the Common Core Standards for Mathematical Content for Operations and Algebraic Thinking
2.OA.1, 2.OA.2, 2.OA.3, Numbers and Operations in Base Ten 2.NBT.5, 2.NBT.6, 2.NBT.9, and all Mathematical
Practices.
UNIT 1 LESSON 10 Add To and Take From Word Problems 29

Estimada familia:
Carta a la familia
Su niño está aprendiendo a resolver problemas conocidos como
problemas de cambio al sumar o de cambio al restar. Estos
empiezan con una cantidad que luego es modificada por un
cambio (algo que se suma o se resta), lo que resulta en una nueva
cantidad.
Los dibujos muestran lo que su niño estaba pensando mientras
resolvía el problema. Es importante que los niños rotulen sus
dibujos para relacionarlos con la situación del problema.
Problema de Cambio al sumar
José tenía 9 carros de juguete.

Luego recibió 3 más.
¿Cuántos carros de juguete tiene ahora?
1112
11
10
9 + 3 = 12 12 ahora 9
tenía recibió ahora
tenía 9 3 recibió 9+3= 12
Problema de Cambio al restar

Susana tenía 12 libros.
Luego le dio 9 libros a su amigo.
¿Cuántos libros tiene ahora Susana?
12 - 9 = 3 tenía 12 tenía 12
dio 9 10 11 12
tenía dio ahora
3 ahora
dio 9 ahora © Houghton Mifflin Harcourt Publishing Company
3
Si tiene alguna pregunta o algún comentario, por favor

comuníquese conmigo.
Atentamente,
30 UNIT 1 LESSON 10 Add To and Take From Word Problems

1-10 Name
Class Activity
► Solve and Discuss

Make a drawing. Write an equation. Show your work.
Solve the problem.
1. The school has 5 computers in

the library. They buy some more
computers. Now there are 12. school
How many computers does
the school buy?
label
2. Alina has 17 beads. She uses 9 of

them to make a bracelet. How many
beads does she have left? beads
label
3. Erin wraps 6 party favors. She needs

to wrap 15 favors in all. How many
favors does she still need to wrap? party favors
label
UNIT 1 LESSON 10 Add To and Take From Word Problems 31

1-10 Name
Class Activity
► Solve and Discuss (continued)

Solve the problem.
4. There are 16 children at the playground.

Some children go home. Now there
children
are 7 children at the playground.
How many children went home?
label
5. Lila has 6 stamps. Sam gives her

some more stamps. Now Lila has
14 stamps. How many stamps does stamp
Sam give Lila?
label
6. There are 5 deer in the forest. 6 more

deer enter the forest. How many deer
are in the forest now? forest
label
32 UNIT 1 LESSON 10 Add To and Take From Word Problems

1-11 Name
Class Activity

Make a drawing. Write an equation.
Solve the problem. Show your work.
1. Moshe has 5 toy cars. Mary gives him

7 more toy cars. How many toy cars
does Moshe have now? car
label
2. Heather buys 5 puzzles at a yard sale.

Then her brother gives her some more.
Now she has a total of 11 puzzles. puzzle
How many puzzles did her brother
give her?
label
3. The cook has 16 bags of potatoes.

He uses some to make potato salad.
Now he has 7 bags of potatoes left. potatoes
How many bags did he use?
label
UNIT 1 LESSON 11 Add To and Take From Problems—Unknown in All Positions 33

1-11 Name
Class Activity

4. Charisa buys 4 new books. Now she has

13 books. How many books did Charisa
have before? book
label
5. Shahla has 16 dolls. She gives 8 dolls

to her sister. How many dolls does
Shahla have now? doll
label

6. Brian has some tomato plants in his
garden. 9 of the plants are eaten by
bug
bugs. 4 plants are left. How many
plants did Brian have in the beginning?
label
34 UNIT 1 LESSON 11 Add To and Take From Problems—Unknown in All Positions

1-12 Name
Class Activity

Solve the problem.
1. There are 13 people in a bike race. 8 are on

top of the hill. The rest are at the bottom of
the hill. How many people are at the bottom hill
of the hill?
label
2. 4 horses are in the barn. 8 horses are in

the field. How many horses are on the
farm altogether? horse
label
3. Andrew makes some sandwiches.

6 are turkey sandwiches and 7 are ham
sandwiches. How many sandwiches sandwich
does Andrew make in all?
label
4. Keisha has 11 cousins. 4 are boys and

the rest are girls. How many are girls?
girl
label
UNIT 1 LESSON 12 Put Together/Take Apart Problems 35

1-12 Name
Class Activity

Solve the problem.
5. Latisha has 16 bags. 8 are small and the rest

are large. How many large bags does
Latisha have? bag
label
6. There are 7 books on the shelf and

5 on the table. How many books are
there altogether? book
label
7. Mandy sews 8 blue beads and 6 red

beads on a ribbon. How many beads
are on the ribbon? ribbon
label
8. Lisa has 5 green pencils and some

yellow pencils. She has 13 pencils in all.
How many yellow pencils does Lisa have? pencil
label
36 UNIT 1 LESSON 12 Put Together/Take Apart Problems

1-13 Name
Class Activity

Solve the problem.
1. I have 12 flowers in a vase. 8 are daisies.

The rest are roses. How many are roses?
rose
label
2. There are 13 animals at the animal shelter.

7 of them are dogs. The rest are cats. animal
How many cats are at the shelter? shelter
label
3. Walt saw 4 crows. Then he saw some finches

at the feeder. He saw 12 birds in all. How many
finch
finches were there?
label
► You Decide
Complete this problem.
4. Jenna has 4 and Bill
has 6 . How many
do they have altogether?
label
UNIT 1 LESSON 13 Special Put Together/Take Apart Problems 37
1-13 Name
Class Activity
► Both Addends Unknown

5. Saira wants to put 7 flowers in a vase. She wants to
use lilies and tulips. How many of each flower could
she use?
and 7= +
lilies tulips
and 7= +
lilies tulips
and 7= +
lilies tulips
and 7= +
lilies tulips
and 7= +
lilies tulips
and 7= +
lilies tulips
38 UNIT 1 LESSON 13 Special Put Together/Take Apart Problems

1-14 Name
Class Activity
VOCABULARY
more fewer
Make a matching drawing or draw comparison bars. Show your work.
Write an equation. Solve the problem.
1. Ben has 11 library books. If Ben returns 4 books,

he will have as many library books as Dale. How
many library books does Dale have? library
label
2. Shelley washes 14 cars. Amir washes 9 cars.

How many more cars does Shelley wash
than Amir? car
label
3. Gale has 6 peaches in a basket. If Gale gets

5 more peaches, he will have as many peaches
as Carl. How many peaches does Carl have? basket
label
4. Rob has 12 stamps. Ann has 5 fewer stamps.

How many stamps does Ann have?
stamp
label
UNIT 1 LESSON 14 Compare Word Problems 39

1-14 Name
Class Activity

Make a matching drawing or draw comparison bars.
5. Helena has 8 toys. If she gets 3 more, she will

have as many toys as Matt. How many toys
does Matt have? toy
label
6. Martin has 14 plants in his garden. Jacob has

5 fewer plants. How many plants does Jacob have?
garden
label
7. Jana has 12 coins in her coin collection. Ari has

5 fewer coins. How many coins does Ari have?
coin
label
► PATH to
Add.
8. 5+6= 9. 8+7= 10. 13 + 0 =

Subtract.
11. 14 - 6 = 12. 12 - 3 = 13. 11 - 9 =
40 UNIT 1 LESSON 14 Compare Word Problems

1-15 Name
Class Activity

Solve the problem.
1. Haley has 13 books in her bag. Gabrielle

has 8 books in her bag. How many fewer
books does Gabrielle have in her bag book
than Haley?
label
2. Hannah has 11 stickers. Nat has 3 stickers.

How many fewer stickers does Nat have
than Hannah? sticker
label
3. An eraser costs 7 cents. A pencil costs

9 cents more than an eraser. How many
cents does a pencil cost? pencil
label
4. Linda has 11 cherries. If she eats 4 cherries,

she will have the same number as Sally.
How many cherries does Sally have? cherries
label
UNIT 1 LESSON 15 More Compare Word Problems 41

1-15 Name
Class Activity

Solve the problem.
5. John has 8 notebooks. He has to get 6 more

notebooks to have as many as Ben.
How many notebooks does Ben have? notebook
label
6. Rasha solves 3 more puzzles than Leena.

Leena solves 9 puzzles. How many
puzzles does Rasha solve? puzzle
label

Latoya has 12 buttons. If she gives away 5 buttons,
she will have as many as Ron. How many buttons
does Ron have?
Did I make © Houghton Mifflin Harcourt Publishing Company
a mistake?
R ?
L 12 5
7. Draw comparison bars to help Puzzled Penguin.
42 UNIT 1 LESSON 15 More Compare Word Problems

1-16 Name
Class Activity

1. Erica has 13 color pencils. She has 8 at

home and some at school. How many
are at school? school
label
2. Joan has 15 toy guitars. Delia has 7 toy

guitars. How many fewer toy guitars
does Delia have than Joan? guitar
label
3. Ed has 14 puppets. He gives some to

his brother. Now Ed has 5 puppets left.
puppet
How many puppets does Ed give to
his brother?
label
4. Yolanda has a box of tennis balls. Alvin

takes 7 of them. Now Yolanda has 5 left.
How many tennis balls does Yolanda box
have in the beginning?
label
UNIT 1 LESSON 16 Mixed Word Problems 43
1-16 Name
Class Activity

5. Meena has 6 cherries. Anika gives

her some more cherries. Meena has
cherry
13 cherries now. How many cherries
does Anika give Meena?
label
6. Shane has 16 stamps. Dan has

7 fewer stamps than Shane. How
many stamps does Dan have? stamp
label
7. Lisha wants to put 15 apples in a bowl.

She wants to use both green apples
and red apples. How many of each could bowl
she use? Show three answers. © Houghton Mifflin Harcourt Publishing Company
green apples and red apples
44 UNIT 1 LESSON 16 Mixed Word Problems

5 + 7= 6 + 7= 9 + 9=
8 + 7= 9 + 7= 3 + 8=
4 + 8= 5 + 8= 6 + 8=
7 + 8= 8 + 8= 9 + 8=
3 + 9= 4 + 9= 5 + 9=
UNIT 1 LESSON 16 Green Make-a-Ten Cards 45

9 + 9 = 18 6 + 7 = 13 5 + 7 = 12
9 7 7
9 + 1 + 8 7 + 3 + 3 7 + 3 + 2
3 + 8 = 11 9 + 7 = 16 8 + 7 = 15
8 9 8
8 + 2 + 1 9 + 1 + 6 8 + 2 + 5
6 + 8 = 14 5 + 8 = 13 4 + 8 = 12
8 8 8
8 + 2 + 4 8 + 2 + 3 8 + 2 + 2
9 + 8 = 17 8 + 8 = 16 7 + 8 = 15
9 8 8
9 + 1 + 7 8 + 2 + 6 8 + 2 + 5
5 + 9 = 14 4 + 9 = 13 3 + 9 = 12
9 9 9
9 + 1 + 4 9 + 1 + 3 9 + 1 + 2
46 UNIT 1 LESSON 16 Green Make-a-Ten Cards

6+9= 7+9= 7+4=
8+4= 9+4= 6+5=
7+5= 8+5= 9+5=
5+6= 8+9= 7+6=
8+6= 9+6= 4+7=
UNIT 1 LESSON 16 Green Make-a-Ten Cards 47

7 + 4 = 11 7 + 9 = 16 6 + 9 = 15
7 9 9
7 + 3 + 1 9 + 1 + 6 9 + 1 + 5
6 + 5 = 11 9 + 4 = 13 8 + 4 = 12
6 9 8
6 + 4 + 1 9 + 1 + 3 8 + 2 + 2
9 + 5 = 14 8 + 5 = 13 7 + 5 = 12
9 8 7
9 + 1 + 4 8 + 2 + 3 7 + 3 + 2
7 + 6 = 13 8 + 9 = 17 5 + 6 = 11
7 9 6
7 + 3 + 3 9 + 1 + 7 6 + 4 + 1
4 + 7 = 11 9 + 6 = 15 8 + 6 = 14
7 9 8
7 + 3 + 1 9 + 1 + 5 8 + 2 + 4
48 UNIT 1 LESSON 16 Green Make-a-Ten Cards

1-17 Name
Class Activity
► Complete and Solve Word Problems

Add information so you can solve the problems. Show your work.
Then solve the problem.
1. Shannon makes a pitcher of lemonade. She uses

8 lemons. How many lemons does she have left?
pitcher
label
2. Sam walks his dog in the morning and again in

the afternoon. Altogether Sam and the dog walk dog
15 blocks. How far do they walk in the morning?
label
3. Kari makes a bracelet with blue and purple beads.

6 beads are blue. How many beads are purple? beads
label
UNIT 1 LESSON 17 Problems with Not Enough, Extra, or Hidden Information 49

1-17 Name
Class Activity
VOCABULARY
extra information
► Solve Problems with Extra Information
Show your work.
Cross out the extra information. Solve.
4. The dentist has 8 red toothbrushes and 6 green ones.

Then she buys 9 more red ones. How many red toothbrush
toothbrushes does she have now?
label
5. Rosa has 5 gold coins and 6 silver coins in her

collection. Her brother gives her 7 more gold coins. coin
How many gold coins does Rosa have in all?
label
6. Pam has 7 long ribbons and 9 short ribbons. She

gives away 5 short ones. How many short ribbons ribbon
does Pam have now?
label
7. Franny has 8 kittens and 2 dogs. 4 kittens are asleep.

How many kittens are awake?
dog
label
50 UNIT 1 LESSON 17 Problems with Not Enough, Extra, or Hidden Information

1-17 Name
Class Activity
► Find Information in a Story
Use the story to solve the problems. Show your work.
8. How many more monkeys than tigers did

Robbie see? monkey
label
9. How many more penguins than elephants did

Robbie see? elephant
label
10. How many fewer tigers than penguins did

Robbie see? penguin
label
UNIT 1 LESSON 17 Problems with Not Enough, Extra, or Hidden Information 51

1-17 Name
Class Activity
VOCABULARY
hidden information
► Practice Solving Word Problems
Cross out extra information or write missing or Show your work.
hidden information. Solve the problem.
11. Chris washes some cars at the car wash. His friend
Kelly washes some cars at the car wash. They
wash a total of 16 cars. How many cars did car wash
Kelly wash?
label
12. Shanna puts 13 markers and 6 crayons in her

book bag. When she gets to school, she gives
4 of the markers to her friend. How many markers marker
does Shanna have left?

label
13. There are 9 children and a set of triplets in the

library. How many children are in the library?
library
label
52 UNIT 1 LESSON 17 Problems with Not Enough, Extra, or Hidden Information

1-18 Name
Class Activity

Draw comparison bars. Write an equation. Show your work.
Solve the problem.
1. Darnell has 6 pens. That is 5 fewer pens

than Natasha. How many pens does
Natasha have? pen
label
2. There are 8 tigers at the Smithfield Zoo.

The zoo has 9 more lions than tigers.
How many lions does the zoo have? tiger
label
3. Sherean saves $7 more in October than

in September. She saves $15 in October.
dollar
How many dollars does she save
in September?
label
4. Nayoki makes 8 fewer airplane models

than Maria. If Nayoki makes 9 airplane airplane
models, how many does Maria make? model
label
UNIT 1 LESSON 18 More Complex Compare Problems 53

1-18 Name
Class Activity

Draw comparison bars. Write an equation. Show your work.
Solve the problem.
5. Chris catches 15 fish. Sean catches

9 fewer fish than Chris. How many fish
does Sean catch? fish
label
6. There are 9 more apples in the basket

than bananas. There are 17 apples in
the basket. How many bananas are in the basket
basket?
label
7. Maya has 8 fewer pennies than nickels.

How many nickels does she have if she
has 7 pennies? nickel
label
8. There are 5 more horses in the barn

than the field. There are 12 horses in the
barn. How many horses are in the field? barn
label
54 UNIT 1 LESSON 18 More Complex Compare Problems

1-19 Name
Class Activity
► Model Two-Step Word Problems

Solve the two-step word problem. Show your work.
1. Lindsay brings in 5 cans for the school food drive.

Olivia brings in 4 more cans than Lindsay. Matt
brings in 6 more cans than Olivia. How many cans
does Matt bring?
A. How many cans does Olivia bring?
label
B. How many cans does Matt bring?

label
UNIT 1 LESSON 19 Two-Step Word Problems 55
1-19 Name
Class Activity
► Model Two-Step Word Problems (continued)

Solve the two-step word problem. Show your work.
2. There are 14 computers in the school library. 5 girls

and 3 boys are each using a computer right now.
How many more children can use a computer?
A. How many children are using computers right now?
label
B. How many more children can use a computer?

label
56 UNIT 1 LESSON 19 Two-Step Word Problems

1-19 Name
Class Activity
► Solve Two-Step Word Problems

Think about the first-step question. Show your work.
3. Mari has 17 tomatoes. She uses 9 tomatoes to make

a sauce. Then she makes a salad with 4 tomatoes.
tomato
How many tomatoes does she have left?
label
4. There are 16 robins in a tree. 9 robins fly away. Then

4 blue jays fly into the tree. How many birds are in robin
the tree now?
label
5. Julie has 6 red pencils. She has 2 more blue pencils

than red pencils. How many pencils does she have pencil
in all?
label
UNIT 1 LESSON 19 Two-Step Word Problems 57

1-19 Name
Class Activity
► Solve Two-Step Word Problems (continued)

Think about the first-step question. Show your work.
6. Lana had 9 sheep and some horses on her farm.

Altogether there were 17 animals. Her grandmother
sheep
gives her 3 more horses. How many horses does
she have on the farm now?
label
7. Rafa has 13 marbles. He has 6 red marbles and

the rest are green. Mia gives him some more green marbles
marbles. Now Rafa has 12 green marbles. How
many green marbles does Mia give Rafa?
label
► PATH to
Add.
8. 4+6= 9. 5+7= 10. 9+6=

Subtract.
11. 18 - 9 = 12. 12 - 8 = 13. 11 - 3 =

58 UNIT 1 LESSON 19 Two-Step Word Problems
1-20 Name
Class Activity

1. Mina buys some new shirts. She returns 4 shirts

to the store. Now she has 8 new shirts. How many
shirts does Mina buy at first? store
label
2. Marie buys 8 peaches and a dozen apples.

That is 6 fewer peaches than Rubin buys.
How many peaches does Rubin buy? peach
label
3. There are 17 children in the class play.

9 are boys and the rest are girls.
Then 3 more girls join the play. How many children
girls are in the play?
label
4. Ed buys 9 books at one store and 3 books at another.

He buys 8 more books than Brenda. How many
books does Brenda buy? book
label

1-20 Name
Class Activity

5. There are some cows in a field. 4 horses join them.

Now there are 12 animals in the field. How many
cows are in the field? horse
label
6. Rob sells 6 skateboards on Friday, 3 skateboards on

Saturday, and 2 skateboards on Sunday. How many
skateboards does he sell altogether? skateboard
label

Felix has 7 white potatoes, 8 purple potatoes,
and 5 green apples. He uses all the potatoes to
make a soup. How many potatoes does Felix use?
7 + 8 + 5 = 20 potatoes Did I make a

w p g mistake?
7. Help Puzzled Penguin.

15 - 6 = 16 - 7 = 11 - 7 =
12 - 8 = 13 - 9 = 11 - 6 =
12 - 7 = 13 - 8 = 14 - 9 =
11 - 5 = 17 - 8 = 13 - 7 =
14 - 8 = 15 - 9 = 11 - 4 =
UNIT 1 LESSON 20 Blue Make-a-Ten Cards 61

11- 7 = 4 16 - 7 = 9 15- 6 = 9
3 3 4
1 6 5
11- 6 = 5 13 - 9 = 4 12 - 8 = 4
4 1 2
1 3 2
14 - 9 = 5 13 - 8 = 5 12 - 7 = 5
1 2 3
4 3 2
13 - 7 = 6 17 - 8 = 9 11- 5 = 6
3 2 5
3 7 1
11- 4 = 7 15 - 9 = 6 14 - 8 = 6
6 1 2
1 5 4
62 UNIT 1 LESSON 20 Blue Make-a-Ten Cards

12 - 5 = 13 - 6 = 18 - 9 =
15 - 8 = 16 - 9 = 11 - 3 =
12 - 4 = 13 - 5 = 14 - 6 =
15 - 7 = 16 - 8 = 17 - 9 =
12 - 3 = 13 - 4 = 14 - 5 =
UNIT 1 LESSON 20 Blue Make-a-Ten Cards 63

18- 9 = 9 13 - 6 = 7 12- 5 = 7
1 4 5
8 3 2
11- 3 = 8 16 - 9 = 7 15 - 8 = 7
7 1 2
1 6 5
14 - 6 = 8 13 - 5 = 8 12 - 4 = 8
4 5 6
4 3 2
17 - 9 = 8 16 - 8 = 8 15- 7 = 8
1 2 3
7 6 5
14- 5 = 9 13 - 4 = 9 12 - 3 = 9
5 6 7
4 3 2
64 UNIT 1 LESSON 20 Blue Make-a-Ten Cards

1-21 Name
Class Activity
► Math and Healthy Food

Beren and her friends are making funny face pizzas.
1. Darryl uses 2 green olives for eyes and 9 black olives

to make a big smile. How many olives does he use?
label
2. Sarah uses 6 fewer mushroom slices than

Darryl. Sarah uses 8 slices. How many slices
does Darryl use?
label
3. When they start making the pizzas, there are a dozen

small tomatoes. Darryl uses 2 tomatoes. Beren and
Dawn each use 1 tomato. No one else uses any. How
many tomatoes are left?
label
UNIT 1 LESSON 21 Focus on Mathematical Practices 65
1-21 Name
Class Activity
► Problems with Extra Information

Solve. Cross out the information you do not need. Show your work.
4. Beren makes a fruit salad. She uses 2 strawberries,

8 blueberries, 7 raspberries, and 3 apples.
How many berries does she use?
label
5. Darryl makes a snack mix. He uses 2 cups of cereal,

4 cups of raisins, 3 cups of dried cherries, and
2 cups of walnuts. How many more cups of dried fruit
does he use than cups of nuts?
label
► Write and Solve a Problem

“Ants on a Log” is a snack made with celery, peanut butter,
and raisins.
Beren’s Snack Darryl’s Snack Sarah’s Snack
6. Use the pictures. On a separate sheet of paper, write

a problem.
Exchange with a classmate. Solve each other’s problem.
66 UNIT 1 LESSON 21 Focus on Mathematical Practices

UNIT 1 Name
Review/Test
Solve.
1. 8+0= 2. = 7+8
3. = 9+5 4. 7+5=
5. 6+ = 13 6. + 9 = 11
7. 17 - 8 = 8. 16 - 8 =
9. 4+7+6= 10. 9+4=

11. 7+4+3+6=
Add. Subtract.
12. 9 13. 11
+
_3 -
_6
UNIT 1 TEST 67
UNIT 1 Name
Review/Test
Solve. Show your work.
14. Jenna has 11 balloons. She gives some balloons to

her friend. Now she has only 7 balloons. How many
balloons does she give to her friend?
label
15. There are 12 sheep at a farm. 5 sheep are in the

pen. The rest are in the field. How many sheep are
in the field?
label
16. Jaya has 16 dolls. Reba has 7 dolls. How many

fewer dolls does Reba have?

label
17. Jim has 4 roses, 8 tulips, and 8 daisies. He puts all

the roses and the tulips in a vase. How many flowers
does he put in the vase?
label
68 UNIT 1 TEST
UNIT 1 Name
Review/Test
18. Makala buys 9 plums. That is 7 fewer plums than

Trin buys. How many plums does Trin buy?
label
19. Joey has a bag of peanuts. He gives 8 peanuts

to Sandy. Now he has 7 peanuts left. How many
peanuts are in the bag in the beginning?
label
20. There are 6 elephants, 4 lions, and 4 horses at

an animal park. How many animals are at the
animal park?
label
21. Clint picks 13 apples. Tim picks 5 fewer apples than

Clint picks. How many apples does Tim pick?
label
UNIT 1 TEST 69
UNIT 1 Name
Review/Test
22. There are some puzzle pieces on the table. Kay

puts 9 more on the table. Now there are 17 pieces
on the table. How many puzzle pieces were on the
table at first?
label
23. Darnell sells 14 baseball caps. He sells 5 more than

Amelia. How many baseball caps does Amelia sell?
label
24. There are 5 puppies, 3 rabbits, and some kittens at an

animal shelter. There are a total of 15 animals at the
shelter. How many kittens are at the animal shelter?
label
25. Extended Response Choose an even number. Write
a doubles addition equation for your number. Explain
how you know the number is even.
70 UNIT 1 TEST
Dear Family:
Family Letter
Your child is learning about place value and will use this
knowledge to add 2- and 3-digit numbers.
As we begin this unit, your child will represent numbers using
drawings like this one:
Then, children will begin to represent numbers using Quick

Hundreds and Quick Tens.
Quick Hundred Quick Tens Ones
Name a 2- or 3-digit number and ask your child to make a

drawing to represent that number.
Later in this unit, children will work on adding 2-digit numbers
using the drawings to help them.
Thank you. Please call or write if you have any questions.
Sincerely,
Unit 2 includes the Common Core Standards for Mathematical Content for Operations and Algebraic Thinking,
2.OA.1, 2.OA.2; Number and Operations in Base Ten, 2.NBT.1, 2.NBT.1a, 2.NBT.1b, 2.NBT.2, 2.NBT.3, 2.NBT.4,
2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.8, 2.NBT.9; Measurement and Data, MD.8; and all Mathematical Practices.
UNIT 2 LESSON 1 Ones, Tens, and Hundreds 71

Estimada familia:
Carta a la familia
Su niño está aprendiendo acerca del valor posicional y usará esos
conocimientos para sumar números de 2 y 3 dígitos.
Cuando comencemos con esta unidad, su niño representará
números usando dibujos como este:
Luego, los niños comenzarán a representar números usando

“Centenas rápidas” y “Decenas rápidas”.
Centena rápida Decenas rápidas Unidades
Diga un número de 2 ó 3 dígitos y pida a su niño que haga un

dibujo para representar ese número.
Más adelante, los niños trabajarán sumando números de 2 dígitos
y usarán los dibujos como ayuda.
Gracias. Si tiene alguna pregunta, por favor comuníquese
conmigo.
Atentamente,
Thinking, 2.OA.1, 2.OA.2; Number and Operations in Base Ten, 2.NBT.1, 2.NBT.1a, 2.NBT.1b, 2.NBT.2, 2.NBT.3,
2.NBT.4, 2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.8, 2.NBT.9; Measurement and Data, 2.MD.8; and all Mathematical
Practices.
72 UNIT 2 LESSON 1 Ones, Tens, and Hundreds

2-1 Name
Class Activity
► Write the Numbers 101 to 200

1. Write the numbers going down to see the tens.
101 111
102 122 152
103 163 193
144
185
116 156
128
189
110 120 150 170 200
UNIT 2 LESSON 1 Ones, Tens, and Hundreds 73

2-1 Name
Class Activity
► Word Problem Practice: Addition and

Subtraction Within 20
2. Sara has some marbles. Shane gives her 8 more

marbles. Now Sara has 17 marbles. How many
marbles did Sara have at first? marbles
label
3. There are 14 children on the soccer field. There are

8 boys and the rest are girls. Then 2 girls leave the
soccer field. How many girls are on the soccer soccer field
field now?
label
4. Tom has 6 fewer pencils than Ari. Tom has 7 pencils.

How many pencils does Ari have?
pencil
label
5. In the lunchroom, 16 children have apples. Nine of

these children have red apples and the rest have
green apples. Then 5 more children come with green apple
apples. How many children have green apples now?
label
74 UNIT 2 LESSON 1 Ones, Tens, and Hundreds

1 2 10 20
1 2 1 0 2 0
3 4 30 40
3 4 3 0 4 0
5 6 50 60
5 6 5 0 6 0
7 8 70 80
7 8 7 0 8 0
9 90 100
9 9 0 1 0 0
UNIT 2 LESSON 2 Secret Code Cards (1–100) 75
Secret Code Cards (1–100)

UNIT 2 LESSON 2
76
2-2 Name
Class Activity
► Add Tens or Ones

Add.
1. 10 + 20 = 70 + 20 = 60 + 30 =
1+2= 7+2= 6+3=
2. 20 + 70 = 30 + 50 = 40 + 50 =
2+7= 3+5= 4+5=
3. 30 + 60 = 20 + 80 = 50 + 40 =
3+6= 2+8= 5+4=
4. 50 + 50 = 80 + 20 = 40 + 60 =
5+5= 8+2= 4+6=

5. 90 + 10 = 90 + 20 = 40 + 30 =
9+1= 9+2= 4+3=
6. 50 + 20 = 20 + 30 = 60 + 70 =
5+2= 2+3= 6+7=

UNIT 2 LESSON 2 Draw Quick Tens and Quick Hundreds 77
2-2 Name
Class Activity

7. There are 18 children in the library. 9 children

leave the library. Then 3 more children come.
How many children are in the library now? library
label
8. Some crayons are on the table. Mrs. Spain takes

5 of the crayons. Now there are 8 crayons on the
table. How many crayons were on the table before? crayon
label
9. The jewelry store has 8 red bracelets and some

blue bracelets. There are 15 bracelets in all.
Then 3 blue bracelets are sold. How many blue bracelet
bracelets are still in the store?
label
10. Mr. Rivera bakes 7 banana muffins and 9 orange

muffins. He gives some muffins to his friends. Now
he has 8 muffins. How many muffins does he give muffin
to his friends?
label
78 UNIT 2 LESSON 2 Draw Quick Tens and Quick Hundreds
2-3 Name
Class Activity
VOCABULARY
expanded form
► Hundreds, Tens, and Ones
Draw the number using hundred boxes, ten sticks, and
circles. Then write the expanded form.
1. 2. 3.
106 122 139
100 + 0 + 6 + + + +
What number is shown? H = Hundreds, T = Tens, O = Ones
4. 5.
1 H 4 T 7 O H T O
147 = 100 + 40 + 7 = + +
6. 7.
H T O H T O
= + + = + +
UNIT 2 LESSON 3 Represent Numbers in Different Ways 79

2-3 Name
Class Activity
VOCABULARY
number name
► Read and Write Number Names
1 one 11 eleven 10 ten 100 one hundred

2 two 12 twelve 20 twenty
3 three 13 thirteen 30 thirty
4 four 14 fourteen 40 forty
5 five 15 fifteen 50 fifty
6 six 16 sixteen 60 sixty
7 seven 17 seventeen 70 seventy
8 eight 18 eighteen 80 eighty
9 nine 19 nineteen 90 ninety
Write the number.

8. thirty-five 9. seventy-two
10. fifty-four 11. eighty-nine
12. sixty-three 13. ninety-one
Write the number name.

14. 47 15. 62
16. 85 17. 94
18. 28 19. 86
Represent Write the number name, then
draw Quick Tens and ones in the box.
20. 60
21. 72
80 UNIT 2 LESSON 3 Represent Numbers in Different Ways
2-4 Name
Class Activity
► Word Problems with Groups of Ten

Solve. Make a proof drawing. Show your work.
1. Remah has 34 stickers. Only 10 stickers fit on a

page in her scrapbook. How many pages can she fill
with stickers? How many stickers will be left over?
pages stickers left over
2. David has 42 beads. He wants to make some

necklaces that use 10 beads each. How many
necklaces can he make? How many beads will
be left over?
necklaces beads left over
3. The team wants to buy T-shirts that cost 10 dollars

each. They have 57 dollars. How many T-shirts can
they buy? How many dollars will be left over?
T-shirts dollars left over
4. The store has 163 apples. Each basket can hold

10 apples. How many baskets can they fill with
apples? How many apples will be left over?
baskets apples left over
UNIT 2 LESSON 4 Combine Ones, Tens, and Hundreds 81

2-4 Name
Class Activity
► Add 1, 10, or 100

Add.
5. 38 + 1 = 6. 9 + 10 =
7. 24 + 100 = 8. 150 + 1 =
9. 7 + 100 = 10. 92 + 10 =
11. 59 + 1 = 12. 166 + 10 =
13. 10 + 10 = 14. 143 + 1 =
15. 98 + 100 = 16. 46 + 10 = © Houghton Mifflin Harcourt Publishing Company
17. 11 + 100 = 18. 195 + 1 =
19. 104 + 10 = 20. 30 + 100 =
82 UNIT 2 LESSON 4 Combine Ones, Tens, and Hundreds

2-5 Name
Class Activity
VOCABULARY
is less than (<)
is greater than (>)
► Use Drawings to Compare Numbers is equal to (=)
Use these symbols to compare numbers.

< is less than > is greater than = is equal to
Make a drawing for each number. Write <, >, or =.
1. 56 81 2. 123 109
3. 101 101 4. 98 150

5. 67 76 6. 120 102
UNIT 2 LESSON 5 Compare Numbers Within 200 83

2-5 Name
Class Activity
► Compare Numbers
Write <, >, or =.
7. 135 137 8. 83 83
9. 119 87 10. 127 172
11. 62 57 12. 51 15
13. 111 111 14. 37 74
15. 192 191 16. 100 10
I know that 9 is
greater than 6.
149 > 176 Did I make a
mistake?
17. Draw a proof drawing to help Puzzled Penguin.

Write <, >, or =.
149 176
84 UNIT 2 LESSON 5 Compare Numbers Within 200

Dear Family:
Family Letter
Your child is now learning how to add 2-digit numbers. The
“big mystery” in adding is making a new ten or a new hundred.
Children can write this new group in several ways.
Show All Totals New Groups Below
45 45
+ 28 + 28
Add tens. 60 1
73
Add ones. 13 New ten New ten
73
Find total tens. Find total ones. Find total ones. (13) Write 3 and put the
new ten in the tens column ready to add.
Add the tens. (4 + 2 = 6, 6 + 1 = 7)
Children usually find it easier to write the new ten below because
then they add the new ten last. They add 4 + 2 = 6 and then
6 + 1 = 7.
New Groups Traditionally, most children have learned to write the new ten
Above above. With this method, you add 1 + 4 = 5 and then 5 + 2 = 7.
This is more difficult for many children, but some children may
1
still choose this method, particularly if they have been taught to
45
do so previously.
+
_ 28
Thank you for helping your child learn mathematics.
73
Sincerely,
2.OA.1, 2.OA.2; Number and Operations in Base Ten, 2.NBT.1, 2.NBT.1a, 2.NBT.1b, 2.NBT.2, 2.NBT.3, 2.NBT.4,
2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.8, 2.NBT.9; Measurement and Data, MD.8; and all Mathematical Practices.
UNIT 2 LESSON 6 Explore 2-Digit Addition 85

Estimada familia:
Carta a la familia
Su niño está aprendiendo a sumar números de 2 dígitos. El “gran
misterio” en la suma de números de 2 dígitos consiste en formar
una nueva decena o una nueva centena. Los niños pueden anotar
este nuevo grupo de varias maneras.
Mostrar todos los totales Grupos nuevos abajo
45 45
+ 28 + 28
Sumar decenas. 60 1
73
Sumar unidades. 13 Nueva decena Nueva decena
73
Hallar el total de unidades. (13)
Hallar el total de decenas. Hallar el total de unidades. Escribir 3 y poner la nueva decena
en la columna de las decenas,
lista para sumar.
Sumar las decenas. (4 + 2 = 6,
6 + 1 = 7)
Por lo general a los niños les resulta más fácil escribir la nueva
decena abajo, porque entonces suman la nueva decena al final.
Grupos nuevos Suman 4 + 2 = 6 y luego 6 + 1 = 7.
arriba Tradicionalmente, la mayoría de los estudiantes han aprendido a
escribir la nueva decena arriba. Con ese método, se suma
1
1 + 4 = 5 y luego 5 + 2 = 7. Para muchos niños ese método
45
resulta más difícil pero algunos siguen escogiéndolo, en especial
+
_ 28 si ya lo han aprendido.
73
Gracias por ayudar a su niño a aprender matemáticas.
Atentamente,
Thinking, 2.OA.1, 2.OA.2; Number and Operations in Base Ten, 2.NBT.1, 2.NBT.1a, 2.NBT.1b, 2.NBT.2, 2.NBT.3,
2.NBT.4, 2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.8, 2.NBT.9; Measurement and Data, 2.MD.8; and all Mathematical
Practices.
86 UNIT 2 LESSON 6 Explore 2-Digit Addition

2-6 Name
Class Activity
► The New Ten

Show your work.
Solve each word problem.
1. Mr. Green puts 56 red peppers in the

vegetable bin. Mrs. Green puts 28 yellow
peppers in the bin. How many peppers
do they put in the bin altogether?
label
2. Mrs. Green stacks 43 tomatoes.

Mr. Green adds 39 more. How
many tomatoes do they stack in all?
label
► The New Hundred

3. Mr. Green counts 65 cans. Mrs.
Green counts 82 cans. How many
cans do they count in all?
label
4. Mrs. Green counts 57 bags of beans.

Mr. Green counts 71 bags of beans. How
many bags of beans do they count in all?
label
UNIT 2 LESSON 6 Explore 2-Digit Addition 87
2-6 Name
Class Activity
► Make a Ten or Hundred

Show your work.
5. Mrs. Green stacks 37 boxes of mushrooms.

Mr. Green stacks 29 boxes of mushrooms.
How many boxes do they stack altogether?
label
6. Mr. Green sells 65 bananas.

Mrs. Green sells 54 bananas.
How many bananas do they sell in all?
label
► PATH to
Add.
7. 6+8= 8. 9+7= 9. 6 + 10 =
10. 9 11. 10 12. 7 © Houghton Mifflin Harcourt Publishing Company
+
_4 +
_1 +
_6
Subtract.
13. 15 - 7 = 14. 20 - 10 = 15. 18 - 9 =
16. 11 17. 15 18. 16
- 6
_ -
_8 -
_7
88 UNIT 2 LESSON 6 Explore 2-Digit Addition

2-7 Name
Class Activity
► Show All Totals Method

Solve. Make a proof drawing. Show your work.
1. Mr. Green orders 25 jars of grape jelly

and 48 jars of strawberry jelly. How many
jars of jelly does he order?
label
2. Mrs. Green orders 65 pounds of bananas.

That is not enough, so she orders
29 more pounds. How many pounds does
she order altogether?
label
3. Mrs. Green orders 78 pounds of white

rice and 57 pounds of brown rice. How
many pounds of rice does she order?
label
4. Mr. Green orders 49 jars of plain

peanut butter and 86 jars of chunky
peanut butter. How many jars of peanut
butter does he order in all?
label
UNIT 2 LESSON 7 Addition–Show All Totals Method 89

2-7 Name
Class Activity
► Word Problem Practice: Two-Step Problems

5. There were 17 plums on the table. Nine plums

were sold. Mr. Green puts some more plums on the
table. Now there are 13 plums. How many plums plum
did Mr. Green put on the table?
label
6. Some carrots are in a basket. Fran adds 5 more

carrots to the basket. James places 4 more
carrots there. Now there are 13 carrots. How carrots
many carrots were in the basket in the beginning?
label
7. Jane buys 8 bananas. Damon buys 4 fewer bananas

than Jane. How many bananas do they buy in all?
bananas
label
8. There were 7 bags of green grapes and some bags

of red grapes. There were 15 bags of grapes in all.
Then 3 bags of red grapes were sold. How many grapes
bags of red grapes are left?
label
90 UNIT 2 LESSON 7 Addition–Show All Totals Method

2-9 Name
Class Activity
► Practice and Share

Add. Use any method.
86 86
+
_ 57 +
_ 57
or 11
130 143
+
_ 13
143
130 + 13 = 143
1. 39 83
+
_ 97 +
_ 39
2. 58 72
+
_ 87 +
_ 37
3. 49 94
+
_ 85 +
_ 52
UNIT 2 LESSON 9 Practice Addition with Sums Over 100 91

2-9 Name
Class Activity
► Predict New Ten or New Hundred

4. 61 53
+
_ 37 +
_ 98
5. 42 66
+
_ 80 +
_ 27
I know that 3 tens

38 plus 4 tens equals
+
_ 46 7 tens. Did I make
a mistake?
74
6. Show Puzzled Penguin how you would add the numbers.

Draw a proof diagram to check your work.
38
+
_ 46
92 UNIT 2 LESSON 9 Practice Addition with Sums Over 100

2-10 Name
Class Activity
Did I make a
32 mistake?
+
_ 25
1
67
1. Add. Make a proof drawing.
32
+
_ 25
48 Is this
correct?
+
_ 43
811
48
+
_ 43
UNIT 2 LESSON 10 Choose an Addition Method 93

2-10 Name
Class Activity
► What’s the Error? (continued)
1
17 Is this one
correct?
+
_ 66
74

17
+
_ 66
3 Did I add
39 correctly this
+
_ 54 time?
11 1

39
+
_ 54
► Choose a Method
5. 73 26 58
+
_ 42 +
_ 85 +
_ 34
94 UNIT 2 LESSON 10 Choose an Addition Method

Cut along the dashed lines.
UNIT 2 LESSON 11 Dollar Bills 95

Dollar Bills
UNIT 2 LESSON 11
96
2-11 Name
Class Activity
► Find the Amount

Write the answer using ¢.
Then write the answer using $. Show your work.
1. Joe has 11 dimes and 4 pennies. How

much money does Joe have?
2. Bekah has one dollar, 3 dimes, and 8 pennies.

How much money does Bekah have?
3. Tim has 14 dimes and 15 pennies. How

much money does Tim have?
4. Dinah has 2 dimes, 6 pennies, and 1 dollar.

How much money does Dinah have?
5. Lou has 1 dollar, 8 dimes, and 19 pennies.

How much money does Lou have?
UNIT 2 LESSON 11 Buy with Pennies and Dimes 97

2-11 Name
Class Activity
► The Farm Stand
Potatoes Corn Bananas Peaches

65¢ 56¢ 89¢ 77¢
Radishes Lemons Celery Peppers

76¢ 88¢ 57¢ 78¢
Mushrooms Carrots Tomatoes Grapes

67¢ 86¢ 97¢ 98¢
Watermelon Oranges Raspberries Green Beans

59¢ 85¢ 99¢ 87¢
98 UNIT 2 LESSON 11 Buy with Pennies and Dimes

2-12 Name
Class Activity
► Practice Counting by 5s
1. Go across. Loop groups of 5 bags. Write the numbers.
1 2 3 4 6 7 8 9
11 12 13 14 16 17 18 19
21 22 23 24 26 27 28 29
31 32 33 34 36 37 38 39
41 42 43 44 46 47 48 49
51 52 53 54 56 57 58 59
61 62 63 64 66 67 68 69
71 72 73 74 76 77 78 79
81 82 83 84 86 87 88 89
91 92 93 94 96 97 98 99
UNIT 2 LESSON 12 Pennies, Nickels, and Dimes 99

2-12 Name
Class Activity
► How Many Cents?

Under the coins, write the total amount of money so far.
Then write the total using $. The first one is done for you.
2. 5¢ 5¢ 5¢
5¢ 10¢ 15¢ $ 0 . 1 5
total
3. 5¢ 5¢ 5¢ 5¢
$ .
total
4. 5¢ 5¢ 5¢ 5¢ 5¢
$ .
total
5. Pedro has 9 nickels. Draw 5 s.
Write the total amount of money. $ .

total
100 UNIT 2 LESSON 12 Pennies, Nickels, and Dimes
2-12 Name
Class Activity
► Nickels and Pennies

6. 5¢ 5¢ 1¢
5¢ 10¢ 11¢ $ 0 . 1 1
total
7. 5¢ 5¢ 1¢ 1¢ 1¢
$ .
total
8. 5¢ 5¢ 5¢ 1¢ 1¢
$ .
total
9. Maneka has 3 nickels and 6 pennies.

Draw the 5 s and 1 s.

total
UNIT 2 LESSON 12 Pennies, Nickels, and Dimes 101
2-12 Name
Class Activity
► Dimes, Nickels, and Pennies

10. 10¢ 5¢ 1¢
10¢ 15¢ 16¢ $0.1 6

total
11. 10¢ 5¢ 5¢ 1¢ 1¢
$ .
total
12. 10¢ 10¢ 10¢ 10¢ 5¢ 1¢
$ .
total
13. Cathy has 3 dimes, 4 nickels, and 2 pennies.

Draw 10 s, 5 s, and 1 s.

total
102 UNIT 2 LESSON 12 Pennies, Nickels, and Dimes
2-13 Name
Class Activity
► PATH to
FLUENCY Add Within 100
Add.
1. 36 2. 64 3. 13
+
_ 15 +
_ 23 +
_ 22
4. 47 5. 60 6. 11
+
_ 46 +
_ 18 +
_ 63
7. 28 8. 76 9. 33
+
_ 39 +
_ 23 +
_ 58
10. 63 11. 44 12. 45

+
_ 32 +
_ 27 +
_ 54
UNIT 2 LESSON 13 Fluency: Addition Within 100 103

2-13 Name
Class Activity
► PATH to
FLUENCY Add Within 100 (continued)
Add.
13. 49 14. 58 15. 12
+
_ 51 +
_ 26 +
_ 85
16. 28 17. 65 18. 42

+
_ 31 +
_ 16 +
_ 26
19. 77 20. 27 21. 35

+ 19
_ +
_ 53 +
_ 40
22. 33 23. 24 24. 82

+
_ 67 +
_ 19 +
_7
104 UNIT 2 LESSON 13 Fluency: Addition Within 100

2-13 Name
Class Activity
► PATH to
FLUENCY New Ten Challenge
Work in . Lay out Secret Code Cards like this.
10 60 1 6
1 0 6 0 1 6
20 70 2 7
2 0 7 0 2 7
30 80 3 8
3 0 8 0 3 8
40 90 4 9
4 0 9 0 4 9
50 5
5 0 5
1. 1 Use Secret Code Cards

40 3
43
to help you make a 2-digit
4 0 3 + 29
20 9
addition (sum less than 100).
2 0 9 72
2 Make another 2-digit addition.

• Use the same tens cards.

• If 1 made a new ten, 40 3
43
use ones cards that 4 0 3 + 25
do not make a new ten. 20 5
2 0 5 68
• If 1 did not make a new ten,
use ones cards that
make a new ten.
Activity continues on next page.
UNIT 2 LESSON 13 Fluency: Addition Within 100 105
2-13 Name
Class Activity
► PATH to
FLUENCY New Ten Challenge (continued)
2. Work together to check your work.
Correct any errors.
3. Put the Secret Code Cards back. Switch roles and
repeat. Continue until time is up.
To play as a game and compete with another pair,
use the Scoring Rules below.
Scoring Rules
for
New Ten Challenge
6TCFGRCRGTUYKVJCPQVJGTRCKT
2WVC✓PGZVVQGCEJEQTTGEVCPUYGT
2WVCP:PGZVVQGCEJKPEQTTGEVCPUYGT
)KXGRQKPVHQTGCEJ✓
5WDVTCEVRQKPVUHQTGCEJ:
6JGRCKTYKVJOQTGRQKPVUYKPU
106 UNIT 2 LESSON 13 Fluency: Addition Within 100

2-14 Name
Class Activity
► Practice Adding Three Addends

Add.
1. 15 + 29 + 36 =
2. 24 + 27 + 34 =
3. 36 + 33 + 39 =
4. 35 + 26 + 17 =
UNIT 2 LESSON 14 Add Three or Four 2-Digit Addends 107

2-14 Name
Class Activity
► Practice Adding Four Addends

Add.
5. 18 + 23 + 34 + 17 =
6. 38 + 32 + 14 + 25 =
7. 20 + 16 + 33 + 27 =
8. 26 + 41 + 35 + 12 =
108 UNIT 2 LESSON 14 Add Three or Four 2-Digit Addends

2-15 Name
Class Activity
► Math and Recycling

To recycle means to use again. The second graders
at Center School are collecting trash. They will
recycle the trash to make musical instruments.
ed So Far
Col l ect s
e r b ot t le
102 wat
lat es
88 pi e p oll s Pie Plate
r towel r
63 pa p e Tambourine
Water Bottle Paper Towel
Maracas Roll Kazoo
1. Forty-eight children each want to make a pie

plate tambourine. Each tambourine is made with
2 pie plates. Do they have enough pie plates?
Circle yes or no. yes no

2. If they collect 10 more water bottles, how many
water bottles will they have?
label
3. If they collect 29 more paper towel rolls, will they

have enough to make 75 kazoos?
Circle yes or no. yes no
2-15 Name
Class Activity
► Money for Cans and Bottles

Some states help people recycle by giving money back
when they return a bottle or can. This fleece jacket, this
yo-yo, and this park bench are all made from recycled
plastic bottles.
4. Suzanne and Jing get 5 cents for each can or bottle

they return. Suzanne returns 29 cans and 18 bottles.
Jing returns 15 cans and 34 bottles. Who gets more
money back?
5. Malia returns 12 bottles. She gets one nickel for each © Houghton Mifflin Harcourt Publishing Company
bottle. How much money does she get?
6. Roberto gets 5 cents for every can he returns.

He gets $1.20. How many cans does he return?
label

UNIT 2 Name
Review/Test
Draw each number using hundred boxes, ten sticks,

and circles. Then write the number in expanded form.
1. 148 2. 163
What number is shown?

Write the number and the number name.
3. 4.
Add.
5. 83 + 1 = 6. 80 + 10 =
7. 60 + 40 = 8. 100 + 7 =
Compare. Write >, <, or =.
9. 35 124 10. 126 126
11. 178 139
UNIT 2 TEST 111

UNIT 2 Name
Review/Test
Add.
12. 75 13. 86
+
_ 24 +
_ 32
14. 59 15. 78
+
_ 37 +
_ 95
16. 34 + 29 + 75 =
17. 27 + 48 + 11 + 15 =
112 UNIT 2 TEST

UNIT 2 Name
Review/Test
18. Skip count by 5s.

15 45
19. 5¢ 5¢ 5¢ 5¢ 1¢ 1¢ 1¢
5¢ 10¢
20. 10¢ 10¢ 5¢ 5¢ 5¢ 5¢ 1¢
10¢ 20¢
Solve each word problem. Show your work.
21. Ned has 2 dimes, 3 nickels, and 2 pennies.

How much money does Ned have?
Use ¢ in your answer.
22. Milan has 1 dollar, 2 dimes, and 6 pennies.

How much money does Milan have?
Use $ in your answer.
UNIT 2 TEST 113

UNIT 2 Name
Review/Test
23. Arnez and Jada count insects in the

park. Arnez counts 56 ants. Jada
counts 37 ladybugs. How many insects
do they count altogether?
label
24. Terrel scored 88 points in a computer

game. He scored 43 points in the next
game. How many points did he score
altogether?
label
25. Extended Response Explain how you find the sum of

29 and 84. Then make a proof drawing.
114 UNIT 2 TEST

Dear Family:
Family Letter
Your child is working on a geometry and measurement unit.
In this unit, children will use centimeter rulers to measure line
segments and draw shapes.
You can help your child link geometry concepts learned in school
with the real world. Encourage your child to find examples of
different shapes (triangles, quadrilaterals including rectangles
and squares, pentagons, and hexagons) in your home or
neighborhood. This will help your child enjoy and understand
geometry.
In Lesson 1 of this unit, your child will be asked to find the
partner lengths of a line segment. An example is shown below.
Partners Partner Lengths Equations
6 cm
1 and 5 6 cm = 1 cm + 5 cm
1 cm 5 cm
2 and 4 6 cm = 2 cm + 4 cm
2 cm 4 cm
3 and 3 6 cm = 3 cm + 3 cm
3 cm 3 cm
If you have any questions or comments, please call or write to me.

Thank you.
Sincerely,
2.OA.2, Number and Operations in Base Ten 2.NBT.4, 2.NBT.5, 2.NBT.6, Geometry 2.G.1, Measurement and Data
2.MD.1, 2.MD.2, 2.MD.3, 2.MD.4, 2.MD.9, and all Mathematical Practices.
UNIT 3 LESSON 1 Measure Length 115

Estimada familia:
Carta a la familia
Su niño está trabajando en una unidad que trata sobre geometría
y medidas. En esta unidad los niños usarán reglas en centímetros
para medir segmentos y trazar figuras.
Usted puede ayudar a su niño a relacionar los conceptos de
geometría que aprenda en la escuela con el mundo real. Anímelo
a buscar ejemplos de diferentes figuras (triángulos, cuadriláteros
incluyendo rectángulos y cuadrados, pentágonos y hexágonos),
en su casa o en el vecindario. Esto ayudará a su niño a disfrutar y
a comprender la geometría.
En la Lección 1 de esta unidad se le pedirá a su niño que halle
las partes de la longitud de un segmento. Abajo se muestra un
ejemplo.
Partes Partes de la longitud Ecuaciones
6 cm
1y5 6 cm = 1 cm + 5 cm
1 cm 5 cm
2y4 6 cm = 2 cm + 4 cm
2 cm 4 cm
3y3 6 cm = 3 cm + 3 cm
3 cm 3 cm

comuníquese conmigo. Gracias.
Atentamente,
Thinking 2.OA.2, Number and Operations in Base Ten 2.NBT.4, 2.NBT.5, 2.NBT.6, Geometry 2.G.1, Measurement
and Data 2.MD.1, 2.MD.2, 2.MD.3, 2.MD.4, 2.MD.9, and all Mathematical Practices.
116 UNIT 3 LESSON 1 Measure Length

3-1 Name
Class Activity
VOCABULARY
centimeter
length
► Count Centimeter Lengths line segment
A centimeter is a unit of measure for length.

The short way to write centimeters is cm.
1 cm
You can make a 6-cm line segment by pushing

together six 1- cm line lengths.
You can mark the 1-cm lengths.
To find the measure of the line segment, count the

1-cm lengths.
Use a centimeter ruler to mark the 1-cm lengths.

Count the 1-cm lengths.
1. cm
2. cm
3. cm
4. cm

3-1 Name
Class Activity
VOCABULARY
line segment
horizontal
► Draw Line Segments vertical
You can use a ruler to draw a line segment 7 cm long.

Begin drawing at the zero edge of your ruler. Stop
when you have counted seven 1-cm lengths.
0
1 2 3 4 5 6 7 8
Use your centimeter ruler to draw a horizontal line

segment with the length given. Mark off and count
1-cm lengths to check the length.
5. 8 cm
6. 5 cm

7. Draw a vertical line segment 3 cm long.
Mark off and count 1-cm lengths to check the length.

3-1 Name
Class Activity
► The Ruler as a Group of Lengths
You can think of a ruler as a group of line segments

with different lengths.
8. Copy this group of line segments.
9. Next, draw the same group of line segments

closer together.
10. Write the number of centimeters at the end of

each line segment in Exercise 9.
11. Imagine that you drew the segments so close

together that they were on top of each other.
What would the segments start to look like?
12. Place a centimeter ruler under your diagram.

What do the numbers on the ruler mean?

3-1 Name
Class Activity
VOCABULARY
partner lengths
► Explore Partner Lengths
13. Show the partner lengths for a 6-cm line segment.
Partners Partner Lengths Equations
and 6 cm = cm + cm
and 6 cm = cm + cm
and 6 cm = cm + cm
14. How many different pairs of partner lengths does

the 6-cm line segment have?
different pairs

3-2 Name
Class Activity
VOCABULARY
square
angle
► Draw and Identify Squares right angle
A square is a shape with four equal sides and four

right angles.
1. Use your centimeter ruler. Draw a square with sides

that are each 3 cm long.
Look at these shapes.
2. Are any of these shapes squares?

3. How are the angles of these shapes different
from the angles of squares?
4. How are the sides of these shapes different from the

sides of squares?
5. Is this shape a square? Explain why or why not.
UNIT 3 LESSON 2 Recognize and Draw Shapes 121

3-2 Name
Class Activity
VOCABULARY
rectangle
opposite sides
► Draw and Identify Rectangles
A rectangle is a shape with opposite sides that are

equal in length and four right angles.
6. Use your centimeter ruler to draw a rectangle that is

6 cm long and 3 cm wide.
Look at these shapes.
7. Are these shapes rectangles? Explain why or why not.
8. Is a square a rectangle? Explain why or why not.
122 UNIT 3 LESSON 2 Recognize and Draw Shapes

3-2 Name
Class Activity
VOCABULARY
triangle
► Compare Lengths of Sides of Triangles
A triangle is a shape with three angles and three

straight sides. All of these shapes are triangles.
A B C
9. Measure each side of Triangle A. What did you

discover about the sides?
10. Measure each side of Triangle B. What did you

11. Measure each side of Triangle C. What did you

12. Draw a loop to show how much longer the longest side
of Triangle C is than the shortest side. The longest side
of Triangle C is cm longer than its shortest side.
UNIT 3 LESSON 2 Recognize and Draw Shapes 123

3-2 Name
Class Activity
VOCABULARY
quadrilateral
pentagon
► Describe Shapes hexagon
A quadrilateral is a shape with four sides. A pentagon

is a shape with five sides. A hexagon is a shape with
six sides.
13. 14.
How many sides? How many sides?

How many angles? How many angles?
Loop the shape. Loop the shape.
quadrilateral quadrilateral
square pentagon
hexagon triangle
15. 16.
How many sides? How many sides?

How many angles? How many angles?
Loop the shape. Loop the shape.
hexagon rectangle
triangle pentagon
rectangle quadrilateral
124 UNIT 3 LESSON 2 Recognize and Draw Shapes

3-3 Name
Class Activity
► Estimate and Measure Around a Square

Find the distance around each square.
1. A
cm
cm
B cm + cm + cm + cm
D
= cm
cm
cm
C
2. I cm J
cm + cm + cm + cm
cm cm
= cm
L cm K
Estimate and then measure each side.

Then find the distance around the square.
3. a. Complete the table. Use a cm
E F
centimeter ruler to measure.
Side Estimate Measure

EF cm cm
FG
GH
H G
HE cm
b. Find the distance around the square.

cm + cm + cm + cm = cm
UNIT 3 LESSON 3 Estimate and Measure 125
3-3 Name
Class Activity
► Estimate and Measure Around a Rectangle

Find the distance around each rectangle.
4. B
cm
cm
A cm + cm + cm + cm
C
cm = cm
cm
D
5. cm
Q R cm + cm + cm + cm
cm cm
T S = cm
cm

Then find the distance around the rectangle.
6. a. Complete the table. Use a W
centimeter ruler to measure.
cm
Side Estimate Measure cm

X
WX
XY
Z
YZ cm
ZW cm
b. Find the distance around the rectangle.

cm + cm + cm + cm = cm
126 UNIT 3 LESSON 3 Estimate and Measure

3-4 Name
Class Activity
► Estimate and Measure

Find the distance around each triangle.
1. A 2. cm
W X
cm cm
C B
cm cm cm
cm + cm + cm cm + cm + cm
= cm = cm

Then find the distance around the triangle.
3. a. Complete the table.
H
HI cm cm
IJ
JH J I
cm
b. Find the distance around the triangle.

cm + cm + cm = cm
UNIT 3 LESSON 4 Draw, Estimate, and Measure 127

3-4 Name
Class Activity
► Estimate and Measure (continued)

4. a. Complete the table. L

LM cm cm
MO O M
OL cm

cm + cm + cm = cm
5. a. Complete the table. D

DE
EF cm cm
FD
b. Find the distance around the triangle. F E

cm
cm + cm + cm = cm
6. a. Complete the table. © Houghton Mifflin Harcourt Publishing Company

P

PQ cm cm
QR
RP R Q
cm
cm + cm + cm = cm
128 UNIT 3 LESSON 4 Draw, Estimate, and Measure

3-5 Name
Class Activity
► Rectangular Prisms
Cut on solid lines.

Fold on dashed lines.
UNIT 3 LESSON 5 Rectangular Prisms 129
Rectangular Prisms
UNIT 3 LESSON 5
130
3-5 Name
Class Activity
VOCABULARY
rectangular prism
views
► Build and Draw Rectangular Prisms
Using unit cubes, build a rectangular prism to match
each description. Draw the rectangular prism from the
top, front, and side views.
1. two rows of three unit cubes.
top view front view side view
2. one row of two unit cubes stacked on top of

another row of two unit cubes.
top view front view side view
► Build Rectangular Prisms from Drawings

Build a rectangular prism to match each set of views.
3. top view front view side view

4. top view front view side view
UNIT 3 LESSON 5 Draw Using Faces 131

3-5 Name
Class Activity
► Identify Shapes
A B C
D E F
G H I
J K L
132 UNIT 3 LESSON 5 Draw Using Faces

Dear Family:
Family Letter
In this unit, your child will be collecting measurement data and
using that data to make line plots. A line plot is a display that
uses a number line and dots (or other marks) to represent data.
For this reason, line plots are sometimes called dot plots.
Your child will be asked to bring one or two pencils to school.
The length of each pencil should be more than 1 inch and less
than 8 inches. Children will work in small groups. They will
measure each pencil brought in by the members of their group
and then make a line plot similar to the one shown below.
0 1 2 3 4 5 6 7 8
Length of Pencils (inches)

In this unit, your child will also be given several experiences
that will help build understanding that the smaller the unit used
to measure a given length or distance, the more of those units
will be needed.
So, for example, since centimeters are shorter than inches, when
the paintbrush below is measured in both centimeters and inches,
the number of centimeters is more than the number of inches.
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14
0 1 2 3 4 5
Sincerely,
2.OA.2, Numbers and Operations in Base Ten 2.NBT.4, 2.NBT.5, 2.NBT.6, Geometry 2.G.1, Measurement and Data
2.MD.1, 2.MD.2, 2.MD.3, 2.MD.4, 2.MD.9, and all Mathematical Practices.
UNIT 3 LESSON 6 Estimate and Measure with Centimeters 133

Estimada familia:
Carta a la familia
En esta unidad, su niño reunirá datos sobre medidas y usará esos
datos para hacer diagramas de puntos. Un diagrama de puntos es
un diagrama que usa una recta numérica y puntos u otras marcas
para representar datos.
Se le pedirá a su niño que traiga uno o dos lápices a la escuela.
Cada lápiz debe medir más de 1 pulgada de longitud pero menos
de 8. Los niños trabajarán en grupos pequeños. Medirán los
lápices de cada miembro de su grupo y luego, harán un diagrama
de puntos como el que se muestra debajo.
0 1 2 3 4 5 6 7 8
Longitud de los lápices (pulgadas)
También en esta unidad, a su niño se le brindarán diversas

experiencias que lo ayudarán a comprender que entre más
pequeña sea la unidad que se use para medir una determinada
longitud o distancia, más de esas unidades se necesitarán.
Entonces, por ejemplo, como los centímetros son más cortos que
las pulgadas, cuando el pincel de abajo se mide en centímetros y
en pulgadas, el número de centímetros es mayor que el número
de pulgadas.
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14
0 1 2 3 4 5
Atentamente,
Thinking 2.OA.2, Numbers and Operations in Base Ten 2.NBT.4, 2.NBT.5, 2.NBT.6, Geometry 2.G.1, Measurement
and Data 2.MD.1, 2.MD.2, 2.MD.3, 2.MD.4, 2.MD.9, and all Mathematical Practices.
134 UNIT 3 LESSON 6 Estimate and Measure with Centimeters

25 50 75 100
24 49 74 99
23 48 73 98
22 47 72 97
Step 1: Cut out on the
21 46 71 96 dashed lines.
100
50
20 45 70 95 Step 2: Put the sections
in order.
19 44 69 94 Step 3: Tape or paste
the sections
18 43 68 93 together.
17 42 67 92
16 41 66 91
70
20
15 40 65 90
14 39 64 89 100
13 38 63 88
12 37 62 87
76
11 36 61 86 Tape or paste
74
40
90
10 35 60 85
9 34 59 84
33 58 51
8 83 Tape or paste
49
7 32 57 82
6 31 56 81
60
30 55
10
5 80 26
Tape or paste
24
4 29 54 79
3 28 53 78
2 27 52 77 1
1 26 51 76
30
80
25 50 75
UNIT 3 LESSON 6 Meter Tape (Vertical) 135

3-6 Name
Class Activity
► Estimate and Measure

Find a part of your hand that is about each length.
1. 1 cm
2. 10 cm
Find a part of your body that is about 1 meter long.
3. 1 m
Find the real object. Estimate and measure its length.
Choose the nearest centimeter endpoint.
4. 5.
Estimate: about cm Estimate: about cm

Measure: cm Measure: cm
6. 7.
Estimate: about cm Estimate: about m

Measure: cm Measure: m
Draw a line segment to show each length.
8. 1 cm
9. 10 cm
3-6 Name
Class Activity
► Measure Heights
When you measure a length greater than 1 meter, you
place two meter sticks end to end. The first meter stick
is 100 cm. You add 100 to the number of centimeters
you read from the second meter stick.
10. Complete the table for each person in your group.
Difference Between
Estimated Actual
Person’s Name Estimated and Actual
Height (cm) Height (cm)
Height (cm)
Use the table you collected to answer these questions.

11. Who is the tallest person in your group?
12. How much taller is the tallest person than the © Houghton Mifflin Harcourt Publishing Company
shortest person? Measure this difference and

check by adding.
13. Whose estimated height was closest to his or her
actual height?
14. On a separate sheet of paper, use the table to write
four more questions. Trade your questions with
another group and answer each other’s questions.

3-6 Name
Class Activity
VOCABULARY
line plot
► Introduce Line Plots
Look at this line plot.
0 104 106 108 110 112 114 116 118 120 122 124 126 128 130 132 134 136 138 140
Height of Children in Group (centimeters)
► Make a Line Plot

15. Draw dots for the heights of the children in your
group. Use data from the table on page 138.
0 104 106 108 110 112 114 116 118 120 122 124 126 128 130 132 134 136 138 140
Height of Children in Our Group (centimeters)

3-6 Name
Class Activity
► Discuss a Line Plot
0 104 106 108 110 112 114 116 118 120 122 124 126 128 130 132 134 136 138 140
Height of Children in Mr. Nelson’s Class (centimeters)
► Show Class Data on a Line Plot

16. Draw dots for the heights of the children
in your class.
0 104 106 108 110 112 114 116 118 120 122 124 126 128 130 132 134 136 138 140
Height of Children in Class (centimeters)

3-7 Name
Class Activity
► Make an Inch Ruler

Directions: Step 1: Cut along the dashed lines.
Step 2: Place the sections in the correct order.
Step 3: Tape or glue together the sections at the tab.
Step 4: Write a 6 where the two strips meet.
TAB TAB
12
12
11
5 11
10
4 10
4
3 9
9
3
2 8
8
2
1 7
7
1
0
0
UNIT 3 LESSON 7 Inch Ruler 141

Inch Ruler
UNIT 3 LESSON 7
142
3-7 Name
Class Activity
VOCABULARY
inch (in.)
► Measure to the Nearest Inch
To measure to the nearest inch (in.), place the zero
mark on your ruler at the left end of the object. Find the
inch mark that is closest to the right end of the object.
0 1 2
To the nearest inch, the length of this toy car is 2 inches.

Measure the length of each object to the nearest inch.
1.
2.
3.
4. Draw a horizontal line that is 2 in. long.
5. Draw a horizontal line that is 6 in. long.
UNIT 3 LESSON 7 Estimate and Measure with Inches 143

3-7 Name
Class Activity
► Estimate and Measure in Inches

6. Describe a part of your hand that measures about 2 in.
Estimate and measure the length of each line segment.

9.
Estimated length: Measured length:
10.
Estimated length: Measured length:
11. Find four classroom objects that you can measure in
inches and then in centimeters. Choose two objects
with a length between 12 inches and 24 inches.
Complete the table.
Estimated Measured Measured

Object
length (in.) length (in.) length (cm)
144 UNIT 3 LESSON 7 Estimate and Measure with Inches

3-7 Name
Class Activity
► Make a Yardstick
Directions:
Step 1: Cut along the dashed lines.
Step 2: Place the sections in the correct order.
Step 3: Tape or glue together the sections at the tab.
TAB TAB TAB TAB TAB

36 3 ft
1 ft 2 ft
5 11 17 23 29 35
4 10 16 22 28 34
3 9 15 21 27 33
2 8 14 20 26 32
1 7 13 19 25 31
6 18 30
0
UNIT 3 LESSON 7 Yardstick 145

Yardstick
UNIT 3 LESSON 7
146
3-7 Name
Class Activity
VOCABULARY
foot (ft)
yard (yd)
► Measure in Feet and Yards
Find each length to the nearest foot (ft).
12. width of your desk 13. length from your knee to your ankle
Find each length to the nearest yard (yd).
14. height of the classroom door 15. length of a bookshelf
Measure each length to the nearest foot and to the

nearest yard.
16. width of the classroom door 17. length of the classroom board
ft ft
yd yd
18. What do you notice about the numbers when you
measure in yards instead of feet? Why?
► Estimate and Measure Height

Estimate your height in inches. Then work with a partner
to find your actual height.
19. Estimate:
20. Actual height:
UNIT 3 LESSON 7 Estimate and Measure with Inches 147

3-7 Name
Class Activity
► Height in Centimeters and Inches

Draw a dot to show your height in centimeters.
0 104 106 108 110 112 114 116 118 120 122 124 126 128 130 132 134 136 138 140
Height (centimeters)
Draw a dot to show your height in inches.

0 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55
Height (inches)
148 UNIT 3 LESSON 7 Estimate and Measure with Inches

3-8
UNIT 3 LESSON 8
Class Activity
Name
► Lengths of Pencils
0 1 2 3 4 5 6 7 8
Length of Pencils (inches)
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Measure for and Make Line Plots

Length of Pencils (centimeters)
149
150
3-8
Class Activity
UNIT 3 LESSON 8
► Width of Books
Name
0 1 2 3 4 5 6 7 8
Width of Books (inches)
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Width of Books (centimeters)

3-8
UNIT 3 LESSON 8
Class Activity
Name
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Length (inches)
► Measurement Data on Line Plots
0 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 51 54 57 60 63
Length (centimeters)

151
3-8 Name
Class Activity
► Compare Measurement Units

Ring more or less.
1. Arul measures the celery stick in inches.
6 inches
Liam measures the same celery stick in centimeters.
The number of centimeters will be more less than the
number of inches.
2. Jael measures the car in centimeters.
6 centimeters
Desmond measures the same car in inches.
The number of inches will be more less than the
number of centimeters.
3. Rue measures a carrot in inches and Peter

measures the same carrot in centimeters. Whose
measurement will have the larger number of units?
152 UNIT 3 LESSON 8 Measure for and Make Line Plots

3-9 Name
Class Activity
► Math and Quilts

A patchwork quilt is made by sewing pieces of cloth
together. Look for shapes in these patchwork quilts.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©D. Hurst/Alamy Images
1. Color each shape a different color.
Shape triangle quadrilateral pentagon hexagon

Color red orange blue yellow

3-9 Name
Class Activity
► Make Quilts
2. Continue the pattern to complete this quilt square.

3. Use centimeter grid paper. Draw a square that is
16 centimeters long on each side. Use your square to
make a quilt pattern. Color your quilt square.
When you finish, count the shapes.
triangles quadrilaterals
pentagons hexagons

UNIT 3 Name
Review/Test
Measure each string to the nearest centimeter.

1. 2.
cm cm
3. 4.
cm cm
5. 6.
cm cm
7. Show the lengths of the strings on this line plot.
0 1 2 3 4 5 6 7 8
Lengths of Strings (centimeters)
8. Estimate and then measure the paintbrush in inches.

Estimate
inches
Measure
inches
UNIT 3 TEST 155

UNIT 3 Name
Review/Test
9. Draw a loop and then measure to find how much

longer the blue pencil is than the yellow pencil.
The blue pencil is inches longer than the
yellow pencil.
10. Draw a shape with 5 angles. 11. Draw a shape with 6 sides.
12. Draw a shape with 3 angles. 13. Draw a shape with 4 right angles
and 4 equal sides.
14. Draw a shape with 6 equal faces.
156 UNIT 3 TEST

UNIT 3 Name
Review/Test
Name each shape. Choose a word from the box.
cube hexagon triangle

pentagon quadrilateral
15. 16. 17.
18. 19.
UNIT 3 TEST 157

UNIT 3 Name
Review/Test
20. Extended Response
a. Measure the paintbrush in centimeters. cm
b. Measure the paintbrush in inches. in.
c. Ring more or less.

The number of centimeters is more less than the
number of inches.
Explain why.
158 UNIT 3 TEST

Problem Types
Result Unknown Change Unknown Start Unknown
Aisha has 46 stamps Aisha has 46 stamps in Aisha has some stamps
in her collection. Then her collection. Then her in her collection. Then
her grandfather gives grandfather gives her her grandfather gives her
her 29 stamps. How some stamps. Now she 29 stamps. Now she has
many stamps does she has 75 stamps. How 75 stamps. How many
have now? many stamps did her stamps did she have
Add To
Situation and Solution grandfather give her? to start?
Equation1: Situation Equation : Situation Equation :
46 + 29 = ■ 46 + ■ = 75 ■ + 29 = 75
Solution Equation : Solution Equation :
■ = 75 − 46 ■ = 75 − 29
A store has 43 bottles of A store has 43 bottles A store sells 25 bottles of

water at the start of the of water at the start water during one day. At
day. During the day, the of the day. The store the end of the day
store sells 25 bottles. How has 18 bottles left at 18 bottles are left. How
many bottles do they have the end of the day. How many bottles did the store
at the end of the day? many bottles does the have at the beginning of
Take From
Situation and Solution store sell? the day?
Equation : Situation Equation : Situation Equation :
43 - 25 = ■ 43 − ■ = 18 ■ − 25 = 18
■ = 43 − 18 ■ = 25 + 18
1
A situation equation represents the structure (action) in the problem situation. A solution equation shows the operation
used to find the answer.
Problem Types continued
Problem Types S1
Problem Types (continued)
Both Addends
Total Unknown Addend Unknown Unknown
A clothing store has Of the 84 shirts in a Pam has 24 roses. How
39 shirts with short clothing store, 39 have many can she put in her
sleeves and 45 shirts with short sleeves. The rest red vase and how many in
long sleeves. How many have long sleeves. her blue vase?
shirts does the store have How many shirts have Math Drawing :
in all? long sleeves?
24
Math Drawing2: Math Drawing :
Put 84
Together/
Take Apart
39 Situation Equation :
39 45
24 = ■ + ■
Situation and Solution Situation Equation :
Equation : 84 = 39 + ■
39 + 45 = ■ Solution Equation :
84 - 39 = ■
2
These math drawings are called Math Mountains in Grades 1–3 and break-apart drawings in
Grades 4 and 5.
S2 Problem Types
Difference Unknown Greater Unknown Smaller Unknown
Alex has 64 trading cards. Leading Language Leading Language
Lucy has 48 trading cards. Lucy has 48 trading cards. Alex has 64 trading cards.
How many more trading Alex has 16 more trading Lucy has 16 fewer trading
cards does Alex have cards than Lucy. How cards than Alex. How
than Lucy? many trading cards does many trading cards does
Lucy has 48 trading cards. Alex have? Lucy have?
Alex has 64 trading cards.
How many fewer trading
Misleading Language Misleading Language
cards does Lucy have
Lucy has 48 trading cards. Alex has 64 trading cards.
than Alex?
Lucy has 16 fewer trading Alex has 16 more trading
Math Drawing: cards than Alex. How cards than Lucy. How
many trading cards does many trading cards does
Compare1 A 64 Alex have? Lucy have?
Math Drawing: Math Drawing:
L 48 ?
A ? A 64
Situation Equation :
48 + ■ = 64 or L 48 16 L ? 16
■ = 64 − 48
Solution Equation : Situation and Solution Situation Equation :
■ = 64 − 48 Equation : ■ + 16 = 64 or
48 + 16 = ■ ■ = 64 − 16
Solution Equation :
■ = 64 − 16
1
A comparison sentence can always be said in two ways. One way uses more, and the other uses fewer or less.
Misleading language suggests the wrong operation. For example, it says Lucy has 16 fewer trading cards than Alex,
but you have to add 16 cards to the number of cards Lucy has to get the number of cards Alex has.
Problem Types S3
Glossary
5-groups A.M.
tens in 5-groups Use A.M. for times between midnight

and noon.
ones in 5-groups
analog clock
A
11 12 1
add 10 2
9 3
4 + 2 = 6 8
7 6 5
4
addend
angle
5 + 6 = 11
addends
These are angles.

Adding Up Method
(for Subtraction)
array
144 68 + 22 = 70
-
_ 68 70 + 30 = 100
___
76 100 + 44 = 144
76 © Houghton Mifflin Harcourt Publishing Company
This rectangular array has

3 rows and 5 columns.
addition doubles
Both addends (or partners) are the same.
4+4=8
S4 Glossary
B centimeter (cm)
bar graph
Coins in My Collection
horizontal 0
United States
bar graph 1 2 3 4
Canada
Mexico
Japan
India cent sign
0 1 2 3 4 5 6 7 8 9 10 56¢
Flowers in My Garden
10
vertical cent sign
9
8 bar graph
7
6 clock
5
4
3
2 11 12 1
1 10 2
0 analog clock 9 3
Roses Daisies Violets Tulips Lilies
8 4
7 6 5
break-apart
10
You can break apart a
larger number to get two
digital clock 12:30
smaller amounts called 6 4
break-aparts.
break-aparts of 10 column
This rectangular array has 4 columns with
C
3 tiles in each column.
cent
front back
1 cent or 1¢ or $0.01
Glossary S5
Glossary (continued)
compare numbers cube

Compare numbers using >, <, or =.
52 > 25
25 < 52
25 = 25 D
data
comparison bars
Sisters Brothers
Mike Kendra 2 1
data
Scott 2 0
Sue
Ida 0 1
You can add labels and fill in numbers to The data in the table show how many
help you solve Compare problems. sisters and how many brothers each
child has.
count all
decade numbers
5+3=
12345 678 10, 20, 30, 40, 50, 60, 70, 80, 90
5+3= 8 decimal point

$4.25
count on
decimal point
5+3= 78
6
5+ =8 diagonal
8-5= Already 5
diagonal
S6 Glossary
difference dollar sign
11 - 3 = 8 $4.25
11 dollar sign
- 3
_
difference 8 doubles minus 1
7 + 7 = 14, so
digital clock
7 + 6 = 13, 1 less than 14.
12:30 doubles minus 2

7 + 7 = 14, so
digits
7 + 5 = 12, 2 less than 14.
0, 1, 2, 3, 4, 5, 6, 7, 8, 9
15 is a 2-digit number. doubles plus 1
The 1 in 15 means 1 ten. 6 + 6 = 12, so
The 5 in 15 means 5 ones. 6 + 7 = 13, 1 more than 12.
dime doubles plus 2

6 + 6 = 12, so
6 + 8 = 14, 2 more than 12.
front back E
10 cents or 10¢ or $0.10
equal shares
dollar 2 halves 4 fourths
100 cents or front
100¢ or $1.00
back
Glossary S7
equal to (=) expanded form

5+3=8 283 = 200 + 80 + 3
5 plus 3 is equal to 8.
Expanded Method (for Addition)
equation 78 = 70 + 8
+ 57 = 50 + 7
4+3=7 7=4+3
9-5=4 4+5=8+1 120 + 15 = 135
An equation must have an = sign.
Expanded Method
(for Subtraction)
equation chain
50 14
3+4=5+2=8-1=7 64 = 60 + 4
- 28 = 20 + 8
even number 30 + 6 = 36
A number is even if you can make
groups of 2 and have none left over. extra information
Franny has 8 kittens and 2 dogs. 4 kittens
are asleep. How many kittens are awake?
8-4= 4
8 is an even number.
The number of dogs is extra information.
It is not needed to solve the problem.
exact change
¢ F
43
fewer
I will pay with 4 dimes and 3 pennies.

That is the exact change. I won’t get any There are fewer than .
money back.
S8 Glossary
foot (ft) H
foot
half
0 1 2 3 4 5 6 7 8 9 10 11 12
12 inches = 1 foot (not drawn to scale)
fourth
square The picture shows
2 halves. A half of the
square is shaded.
half hour
4 fourths. A fourth of 5 minutes
10 minutes
the square is shaded.
11 12 1
10 2 15 minutes
G 9 3
8 4 20 minutes
greater than (>) 7 6 5
25 minutes
30 minutes
30 minutes = 1 half hour

34 > 25
34 is greater than 25. hexagon
greatest
25 41 63
63 is the greatest number. A hexagon has 6 sides and 6 angles.
group name
daisies roses
flowers
tulips
group name
Glossary S9
hidden information hour hand

Heather bought a dozen eggs. She used
11 12 1
7 of them to make breakfast. How many 10 2
eggs does she have left? 9 3
hour hand
12 - 7 = 5 8
7 6 5
4
The hidden information is that a dozen

means 12.
hundreds
horizontal
4+5=9 3 hundreds
horizontal form horizontal line 347 has 3 hundreds.
horizontal bar graph hundreds
I
United States
Canada inch (in.)
Mexico 1 inch
Japan
India
0 1 2 3 4 5 6 7 8 9 10
0 1 2
hour
L © Houghton Mifflin Harcourt Publishing Company
60 minutes 5 minutes
11 12 1
least
50 minutes 10 2 15 minutes
9 3
14 7 63
45 minutes 8 4 20 minutes 7 is the least number.
7 6 5
60 minutes = 1 hour
S10 Glossary
length matching drawing
fewer
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 more
The length of the pencil is about 17 cm.
(not to scale) Math Mountain
sum
less than (< ) 9 or
total
45 < 46 partner 7 2 partner

or or
45 is less than 46. addend addend
line plot meter(m)

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200 210 220 230 240 250 260 270 280 290 300
metric
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36
100 centimeters = 1 meter
Length of Shoelaces (inches)
(not drawn to scale)
line segment minus

8-3=5 8
M -3
_
8 minus 3 equals 5. 5
make a ten
8+6= minute
1 minute
8
11 12 1
10 + 4 10 2
9 3
10 + 4 = 14, 8 4
so 8 + 6 = 14 7 6 5
60 seconds = 1 minute
Glossary S11
minute hand not equal to (≠)

11 12 1 6+4≠8
10 2
9 3 6 + 4 is not equal to 8.
8 4
minute hand: points to
7 6 5 the minutes
number line diagram
more 0 1 2 3 4 5 6 7 8 9 10
This is a number line diagram.
There are more than .

number name
12
N twelve number name
New Groups Above Method
1
O
56 6 + 8 = 14 odd number
+ 28 The 1 new ten in 14 goes up
A number is odd if you can make groups
to the tens place.
84 of 2 and have one left over.
New Groups Below Method

56 6 + 8 = 14
9 is an odd number.
+ 28 The 1 new ten in 14 goes
1 below in the tens place.
84 ones
nickel
7 ones
347 has 7 ones.
ones
front back
5 cents or 5¢ or $0.05
S12 Glossary
opposite operations partner lengths
Addition and subtraction are opposite partner lengths of 4 cm
operations. 4 cm
5 + 9 = 14
14 - 9 = 5 1 cm 3 cm
Use addition to check subtraction. Use

subtraction to check addition. 2 cm 2 cm
opposite sides partners

9 + 6 = 15
opposite sides
partners (addends)
penny
order
2, 5, 6
The numbers 2, 5, and 6 are in order from
least to greatest. front back
1 cent or 1¢ or $0.01
P
pair pentagon
A group of 2 is a pair.
A pentagon has 5 sides and 5 angles.

The picture shows 4 pairs of counters.
Glossary S13
picture graph quarter

Flowers
Vases
plus front back

3+2=5 3
25 cents or 25¢ or $0.25
A quarter is another name for a fourth.
+
_ 2
3 plus 2 equals 5. A quarter is a fourth of a dollar.
5
quick hundreds
P.M.
347
Use P.M. for times between noon and
midnight.
quick hundreds
proof drawing
quick tens
162
quick tens
86 + 57 = 143
R
Q
quadrilateral rectangle
A rectangle has 4 sides and 4 right angles.

Opposite sides have the same length.
A quadrilateral has 4 sides and 4 angles.
S14 Glossary
rectangular prism S
scale
United States
Canada
right angle Mexico
Japan
India
0 1 2 3 4 5 6 7 8 9 10
scale
right angle
The numbers along the side or the bottom
A right angle is sometimes called a of a graph.
square corner.
Show All Totals Method
row 25 724
+ 48
_ + 158
60 800
13 70
73 12
882
situation equation
This rectangular array has 3 rows with

4 tiles in each row. A baker baked 100 loaves of bread. He
sold some loaves. There are 73 loaves
left. How many loaves of bread did
ruler
he sell?
0 25
100 - = 73
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
0 1 2 3 4 5 6 7 8 9 10 11 12
A ruler is used to measure length. situation equation
Glossary S15
skip count sum

skip count by 2s: 2, 4, 6, 8, . . . 4+3=7
skip count by 5s: 5, 10, 15, 20, . . . 4
skip count by 10s: 10, 20, 30, 40, 50, . . . +
_ 3
sum 7
solution equation
A baker baked 100 loaves of bread. He survey
sold some loaves. There are 73 loaves When you collect data by asking people
left. How many loaves of bread did questions, you are taking a survey.
he sell?
100 - 73 = T
teen number
solution equation
any number from 11 to 19
square 11 12 13 14 15 16 17 18 19
tens
A square has 4 equal sides
and 4 right angles.
4 tens
347 has 4 tens.

subtract
tens
8-5=3 third
subtraction doubles
Both addends or partners are the same.
8-4=4
3 thirds. A third of the
square is shaded.
S16 Glossary
thousand Ungroup First Method
64 1. Check to see if there
–28
_ are enough tens and
ones to subtract.
yes no
1,000 = ten hundreds 5 14 2. You can get more
64 ones by taking from
total –28
_ the tens and putting
them in the ones
10 total
5 14 place.
64 3. Subtract from either
–28
_ right to left or left
8 2
36 to right.
triangle
unknown addend
3+ =9
unknown addend
A triangle has 3 sides and 3 angles.
U unknown total
ungroup 3+6=
12
0/2 14 unknown total
Ungroup when you
134
- 78
need more ones or V
tens to subtract.
56 vertical
4
+3
_
7
vertical form vertical line
Glossary S17
vertical bar graph

10
9
8
7
6
5
4
3
2
1
0
view
This is the side view of the

rectangular prism above.
W
width
width or length
length width

Y
yard (yd)
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
yard stick
3 feet = 1 yard (not drawn to scale)
S18 Glossary
Dr. Karen C. Fuson
Volume 2
This material is based upon work supported by the

National Science Foundation
under Grant Numbers
ESI-9816320, REC-9806020, and RED-935373.
Any opinions, findings, and conclusions, or recommendations expressed in this material

are those of the author and do not necessarily reflect the views of the National Science Foundation.
Cover Credit: (Tiger) ©Matteo Colombo/Getty Images
Copyright © 2013 by Houghton Mifflin Harcourt Publishing Company
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Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing,
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electronic format.
VOLUME 2 CONTENTS
UNIT 4 Subtract 2-Digit Numbers

BIG IDEA 1 Totals of Mixed Coins and Bills
1 Explore Quarters
CC.2.NBT.7, CC.2.MD.8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Coin Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Quarter Squares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
2 Explore Dollars
CC.2.NBT.7, CC.2.MD.8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Dollar Equivalents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
BIG IDEA 2 Multidigit Subtraction Strategies
3 Addends and Subtraction

CC.2.OA.1, CC.2.NBT.1a, CC.2.NBT.5, CC.2.NBT.7, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
4 Subtraction Word Problems
CC.2.OA.1, CC.2.OA.1a, CC.2.NBT.5, CC.2.NBT.9 ........................................... *
5 Two Methods of Subtraction
CC.2.OA.1, CC.2.NBT.5, CC.2.NBT.7, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
6 Practice and Explain a Method

CC.2.NBT.5, CC.2.NBT.7, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
7 Subtract from 200
CC.2.NBT.1, CC.2.NBT.1a, CC.2.NBT.1b, CC.2.NBT.7, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
8 Ungroup from the Left or from the Right
CC.2.NBT.1, CC.2.NBT.1a, CC.2. NBT.7, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
9 Zero in the Ones or Tens Place
CC.2.NBT.1, CC.2.NBT.1a, CC.2.NBT.7, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
10 Model Subtraction with Money

CC.2.NBT.1, CC.2.NBT.1a, CC.2.NBT.7, CC.2.NBT.9, CC.2.MD.8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
11 Fluency: Subtraction Within 100
CC.2.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Ungroup Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187

VOLUME 2 CONTENTS iii
BIG IDEA 3 Word Problems: Addition and Subtraction Within 100
12 Word Problems with Addition and Subtraction

13 Equations with Greater Numbers

CC.2.OA.1, CC.2.OA.2, CC.2.NBT.5, CC.2.NBT.7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
14 Practice Addition and Subtraction
CC.2.OA.1, CC.2.NBT.1, CC.2.NBT.1a, CC.2.NBT.5, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
15 Buy and Sell with One Dollar
CC.2.NBT.2, CC.2.NBT.5, CC.2.NBT.6, CC.2.NBT.7, CC.2.MD.8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
16 Word Problems with Unknown Addends
17 More Word Problems with Unknown Addends
18 Start Unknown Problems

CC.2.OA.1, CC.2.NBT.5, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
19 Compare Word Problems
CC.2.OA.1, CC.2.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

CC.2.OA.1, CC.2.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
21 Two-Step Problems
CC.2.OA.1, CC.2.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
22 More Two-Step Word Problems

CC.2.OA.1, CC.2.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

CC.2.NBT.7, CC.2.MD.1, CC.2.MD.3, CC.2.MD.4, CC.2.MD.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
UNIT 4 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
UNIT 5 Time, Graphs, and Word Problems

BIG IDEA 1 Time
1 Hours and A.M. or P.M

CC.2.MD.7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Paper Clock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
2 Hours and Minutes
CC.2.NBT.2, CC.2.MD.7, CC.2.G.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
iv VOLUME 2 CONTENTS
BIG IDEA 2 Picture Graphs
3 Discuss Picture Graphs

CC.2.OA.1, CC.2.OA.2, CC.2.MD.10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
4 Read Picture Graphs

CC.2.OA.1, CC.2.OA.2, CC.2.MD.10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
BIG IDEA 3 Bar Graphs
5 Introduce Bar Graphs

CC.2.OA.1, CC.2.OA.2, CC.2.MD.10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
6 Read Bar Graphs
CC.2.OA.1, CC.2.NBT.5, CC.2.MD.10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
7 Solve Problems Using a Bar Graph
CC.2.OA.1, CC.2.NBT.5, CC.2.NBT.6, CC.2.MD.10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
8 Collect and Graph Data
CC.2.MD.10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
9 Make Graphs and Interpret Data

CC.2.OA.1, CC.2.OA.2, CC.2.MD.10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245

CC.2.OA.1, CC.2.OA.2, CC.2.NBT.5, CC.2.MD.10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
UNIT 5 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
UNIT 6 3-Digit Addition and Subtraction

BIG IDEA 1 Understanding Numbers to 1,000
1 Count Numbers to 1,000

CC.2.NBT.1a, CC.2.NBT.1b, CC.2.NBT.2, CC.2.NBT.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
2 Place Value
CC.2.NBT.1, CC.2.NBT.3, CC.2.NBT.7, CC.2.NBT.8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Secret Code Cards (200–1,000). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
3 Compare Numbers Within 999
CC.2.NBT.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
4 Count by Ones and by Tens

CC.2.NBT.1a, CC.2.NBT.2, CC.2.NBT.3, CC.2.NBT.8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
5 Add Ones, Tens, and Hundreds
CC.2.NBT.7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
VOLUME 2 CONTENTS v
BIG IDEA 2 Adding to 1,000
6 3-Digit Addition
CC.2.NBT.7, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
7 Discuss 3-Digit Addition

CC.2.NBT.7, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
8 Word Problems: Unknown Addends

CC.2.OA.1, CC.2.NBT.7, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
BIG IDEA 3 3-Digit Subtraction
9 Subtract from Hundreds Numbers

CC.2.OA.1, CC.2.NBT.7, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
10 Subtract from Numbers with Zeros

CC.2.NBT.7, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
11 Subtract from Any 3-Digit Number

CC.2.NBT.7, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *
12 Practice Ungrouping
CC.2.NBT.7, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *
BIG IDEA 4 3-Digit Addition and Subtraction
13 Relationships Between Addition and Subtraction Methods

CC.2.NBT.7, CC.2.NBT.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285
14 Mixed Addition and Subtraction Word Problems

CC.2.OA.1, CC.2.NBT.5, CC.2.NBT.7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287


UNIT 6 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
UNIT 7 Arrays, Equal Shares, and Adding or Subtracting Lengths

BIG IDEA 1 Arrays and Equal Shares
1 Arrays, Partitioned Rectangles, and Equal Shares

CC.2.OA.3, CC.2.OA.4, CC.2.MD.1, CC.2.G.2, CC.2.G.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297

Square-Inch Tiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
2 Find Equal Shares
CC.2.G.1, CC.2.G.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305

vi VOLUME 2 CONTENTS
BIG IDEA 2 Relate Addition and Subtraction to Length
3 Length Word Problems and Number Line Diagrams

CC.2.OA.1, CC.2.MD.5, CC.2.MD.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
4 Add Three and Four Lengths

CC.2.OA.1, CC.2.NBT.5, CC.2.NBT.6, CC.2.MD.5, CC.2.G.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313
5 More Length Word Problems
CC.2.OA.1, CC.2.NBT.5, CC.2.NBT.6, CC.2.MD.5, CC.2.MD.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317
CC.2.OA.4, CC.2.G.2, CC.2.G.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321
UNIT 7 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323
Student Resources
Problem Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S1
Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S4
VOLUME 2 CONTENTS vii

Dear Family:
Family Letter
In this unit, your child will find the value of various coin
combinations. Children will also combine different coins
to equal one dollar.
25¢ + 25¢ + 10¢ + 10¢ + 10¢ + 10¢ + 10¢ = 100¢
Then your child will count both dollars and coins.
+ + +
Say: $1.00 $1.25 $1.35 $1.40
You can help at home by providing opportunities for your child to

practice counting money. Begin with amounts less than $1.00.
Please call if you have any questions or concerns. Thank you for
helping your child to learn mathematics.
Sincerely,
2.OA.1, 2.OA.2; Number and Operations in Base Ten, 2.NBT.4, 2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.8, 2.NBT.9;
Measurement and Data, 2.MD.8; and all Mathematical Practices.
UNIT 4 LESSON 1 Explore Quarters 159

Estimada familia:
Carta a la familia
En esta unidad su niño va a hallar el valor de diversas
combinaciones de monedas. Los niños también combinarán
diferentes monedas para igualar el valor de un dólar.
25¢ + 25¢ + 10¢ + 10¢ + 10¢ + 10¢ + 10¢ = 100¢
Luego, su niño contará billetes de dólares y monedas.
+ + +
Se dice: $1.00 $1.25 $1.35 $1.40
Usted puede ayudar a su niño proporcionándole en casa

oportunidades de practicar contando dinero. Empiece con
cantidades menores que $1.00.
Si tiene alguna duda o algún comentario, por favor comuníquese
conmigo. Gracias por ayudar a su niño a aprender matemáticas.
Atentamente,
Thinking, 2.OA.1, 2.OA.2; Number and Operations in Base Ten, 2.NBT.4, 2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.8,
2.NBT.9; Measurement and Data, 2.MD.8; and all Mathematical Practices.
160 UNIT 4 LESSON 1 Explore Quarters

Cut on dashed lines.
UNIT 4 LESSON 1 Coin Cards 161

Coin Cards
UNIT 4 LESSON 1
162
UNIT 4 LESSON 1 Quarter Squares (front) 163

Cut only on dashed lines.
164 UNIT 4 LESSON 1 Quarter Squares (back)

UNIT 4 LESSON 2 Dollar Equivalents (front) 165

Cut only on dashed lines.
166 UNIT 4 LESSON 2 Dollar Equivalents (back)

4-2 Name
Class Activity
► Count Coins and Bills

Under each picture, write the total amount of money so far.
1. 25¢ 25¢ 10¢ 5¢
25¢ 50¢ 60¢ 65¢ $ 0.6 5

total
2. 25¢ 10¢ 10¢ 1¢ 1¢
$ .
total
3. 100¢ 25¢ 5¢ 5¢
$ .
total
4. Bo has 1 dollar, 2 quarters, 1 dime, 4 nickels, and 3 pennies.

Draw 100 s, 25 s, 10 s, 5 s, and 1 s.

total
UNIT 4 LESSON 2 Explore Dollars 167
4-2 Name
Class Activity

100¢ 1¢ 1¢ I wrote the total.
Did I make a
mistake?
$ 1 . 2
5. Show Puzzled Penguin how you would find the total amount of
money. Under each picture, write the total amount so far.
100¢ 1¢ 1¢
$ .
total
► More Practice Writing Totals
Under each picture, write the total amount of money so far.
Then write the total using $.
6. 100¢ 5¢
$ .
total
7. 100¢ 5¢ 1¢ 1¢
$ .
total
168 UNIT 4 LESSON 2 Explore Dollars
4-3 Name
Class Activity
VOCABULARY
ungroup
► Word Problems: Ungrouping 100
When you subtract, you can use the following drawings
to help you ungroup.
Use Dollars to Ungroup Use Quick Tens to Ungroup

100¢ 100
0 10
100
9
0 10 10
100
Solve the word problems. Show your work.
1. The baker bakes 100 loaves of

bread. He sells 73 loaves. How
many loaves are left?
label
2. Jim has 100 flowers in his garden.

He gives 35 of them away. How many
flowers are left in Jim’s garden?
label
3. The letter carrier has 100 letters in

her bag. She delivers 52 letters.
How many letters are left in her bag?
label
UNIT 4 LESSON 3 Addends and Subtraction 169
4-3 Name
Class Activity
► Subtract from 100

Solve. Rewrite the hundred or make a drawing.
4. 100 - 62 = 5. 100 - 83 =
6. 100 - 79 = 7. 100 - 54 =
170 UNIT 4 LESSON 3 Addends and Subtraction

Dear Family:
Family Letter
In this program, children learn these two methods for 2-digit
subtraction. However, children may use any method that they
understand, can explain, and can do fairly quickly.
Expanded Method Ungroup First Method

Step 1 “Expand” each number to show that Step 1 Check to see if there are enough ones
it is made up of tens and ones. to subtract from. If not, ungroup by opening
up one of the 6 tens in 64 to be 10 ones.
64 = 60 + 4 4 ones plus these new 10 ones make 14 ones.
We draw a magnifying glass around the
-
_ 28 = 20
__ +8 top number to help children focus on the
regrouping.
Step 2 Check to see if there are enough ones

to subtract from. If not, ungroup a ten into
10 ones and add it to the existing ones. 5 14
64
50 14
-
__28
64 = 60 + 4
-
_ 28 = 20
__ +8
Step 2 Subtract to find the answer. Children
may subtract from left to right or from right
Step 3 Subtract to find the answer. Children
to left.
may subtract from left to right or from right
to left.
50 14 5 14
64 = 60 + 4 64
-
_ 28 = 20
__ +8 -
__28
30 + 6 = 36 36
In explaining any method they use, children are expected to use

“tens and ones” language. This shows that they understand they
are subtracting 2 tens from 5 tens (not 2 from 5) and 8 ones from
14 ones.
Please call if you have any questions or comments.
Sincerely,
2.OA.1, 2.OA.2; Number and Operations in Base Ten, 2.NBT.4, 2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.8, 2.NBT.9;
Measurement and Data, 2.MD.8; and all Mathematical Practices.
UNIT 4 LESSON 5 Two Methods of Subtraction 171

Estimada familia:
Carta a la familia
En este programa, los niños aprenden estos dos métodos para
restar con números de 2 dígitos. Sin embargo, pueden usar
cualquier método que comprendan, puedan explicar y puedan
hacer relativamente rápido.
Método extendido Método de desagrupar primero

Paso 1 “Extender” cada número para mostrar Paso 1 Observar si hay suficientes unidades
que consta de decenas y unidades. para restar. Si no las hay, desagrupar una
de las 6 decenas en 64 para obtener 10
unidades. 4 unidades más las 10 unidades
64 = 60 + 4 nuevas son 14 unidades. Dibujamos una lupa
-
_ 28 = 20
__ +8 alrededor del número superior para ayudar a
los niños a concentrarse en desagrupar.
Paso 2 Observar si hay suficientes unidades

para restar. Si no las hay, desagrupar una
decena para formar 10 unidades y sumarla a 5 14
las unidades existentes.
50 14
64
-
__28
64 = 60 + 4
-
_ 28 = 20
__ +8
Paso 2 Restar para hallar la respuesta. Los
niños pueden restar de izquierda a derecha o
Paso 3 Restar para hallar la respuesta. Los
de derecha a izquierda.
niños pueden restar de izquierda a derecha o
de derecha a izquierda.
50 14 5 14
64 = 60 + 4 64
-
_ 28 = 20
__ +8 -
__28
30 + 6 = 36 36
Cuando los niños expliquen el método que usan, deben hacerlo

usando un lenguaje relacionado con “decenas y unidades”. Esto
demuestra que comprenden que están restando 2 decenas de
5 decenas (no 2 de 5) y 8 unidades de 14 unidades.
conmigo.
Atentamente,
Thinking, 2.OA.1, 2.OA.2; Number and Operations in Base Ten, 2.NBT.4, 2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.8,
2.NBT.9; Measurement and Data, 2.MD.8; and all Mathematical Practices.
172 UNIT 4 LESSON 5 Two Methods of Subtraction

4-5 Name
Class Activity
VOCABULARY
Expanded Method
► Explain the Expanded Method
Mr. Green likes this method. Explain what he does.
Step 1 Step 2 Step 3
50 14 50 14
64 = 60 + 4 64 = 60 + 4 64 = 60 + 4
- 28 = 20 + 8 - 28 = 20 + 8 - 28 = 20 + 8
30 + 6 = 36
► Try the Expanded Method

Show your work numerically and with a proof drawing.
1. 42
-
_ 19
2. 75
-
_ 46
3. 81
-
_ 37
UNIT 4 LESSON 5 Two Methods of Subtraction 173

4-5 Name
Class Activity
VOCABULARY
Ungroup First Method
► Explain the Ungroup First Method
Mrs. Green likes this method. Explain what she does.

Step 1 Step 2 Step 3
514 514
64 64 64
-
_ 28 -
_ 28 -
_ 28
36
► Try the Ungroup First Method

Show your work numerically and with a proof drawing.
4. 42
-
_ 19
5. 75
-
_ 46
6. 81
-
_ 37
174 UNIT 4 LESSON 5 Two Methods of Subtraction

4-6 Name
Class Activity
VOCABULARY
difference
Subtract to find the difference.
1. 75 2. 54 3. 94
-
_ 47 -
_ 18 -
_ 36
4. 66 5. 85 6. 89
-
_ 34 -
_ 58 -
_ 69
7. 82 8. 97 9. 65
-
_ 59 -
_ 78 -
_ 28
10. 78 11. 53 12. 91

-
_ 19 -
_ 26 -
_ 46
UNIT 4 LESSON 6 Practice and Explain a Method 175

4-6 Name
Class Activity

Did I make
13 a mistake?
83
-_
55
38
13. Show Puzzled Penguin how you would subtract.

Draw a proof diagram to check your work.
83
-
_ 55
► PATH to
Add.
14. 9+4= 15. 6+5= 16. 3+4=
17. 8 18. 4 19. 5

+ + + © Houghton Mifflin Harcourt Publishing Company
_7 _8 _9
Subtract.
20. 17 - 8 = 21. 13 - 5 = 22. 14 - 7 =
23. 9 24. 15 25. 16

-
_6 -
_6 -
_8
176 UNIT 4 LESSON 6 Practice and Explain a Method

4-7 Name
Class Activity
► Explain Ungrouping 200

Use this drawing to explain why 200 = 100 + 90 + 10.
► Review Both Methods
Expanded Method
90 10
100 100 100 90 10
200 = 200 + 0 + 0 or 200 + 0 + 0
- 68 = 60 + 8
100 + 30 + 2 = 132
Ungroup First Method

Ungroup in two steps. or Ungroup all at once.
9
1 1010 1 9 10
Step 1. Ungroup 200 200 Ungroup
1 hundred to or 1 hundred
-
_ 68 -
_ 68
make 10 tens. to make
Step 2. Ungroup 1 ten 132 132 9 tens and
to make 10 ones. 10 ones.
200 = 100 + 90 + 10
Explain how ungrouping and subtraction work.

Relate the steps used in these methods to the drawing at the top of the page.
UNIT 4 LESSON 7 Subtract from 200 177

4-7 Name
Class Activity
► Practice the Ungroup First Method

Use the Ungroup First Method to find each difference.
1. 200 2. 200
- 87
__ -
__ 89
3. 200 4. 200
-
__ 46 -
__ 38
5. 200 6. 200 © Houghton Mifflin Harcourt Publishing Company
- 27
__ - 82
__
178 UNIT 4 LESSON 7 Subtract from 200

4-8 Name
Class Activity
► Decide When to Ungroup

Decide if you need to ungroup. Then subtract.
1. 134 2. 134
- 78
__ - 73
__
Did you ungroup a ten to Did you ungroup a ten to get

get more ones? more ones?
Did you ungroup a hundred Did you ungroup a hundred
to get more tens? to get more tens?
3. 158 4. 138
- 37
__ - 59
__
Did you ungroup a ten to get Did you ungroup a ten to get
more ones? more ones?
5. 146 6. 146
- 57 - 35
__
__
UNIT 4 LESSON 8 Ungroup from the Left or from the Right 179
4-8 Name
Class Activity
► Decide When to Ungroup (continued)

7. 167 8. 148
- 42
__ - 39
__
9. 124 10. 150

- 86
__ - 27
__
11. 139 12. 172

- 75
__ - 68
__
180 UNIT 4 LESSON 8 Ungroup from the Left or from the Right
4-9 Name
Class Activity
► Subtract with Zeros

1. 108 2. 103 3. 150

- 46
__ - 65
__ - 79
__
4. 102 5. 160 6. 107

- 83
__ - 92
__ - 61
__
7. 106 8. 170 9. 180

- 38
__ - 40
__ - 93
__
10. 140 11. 150 12. 106

- 57
__ - 84
__ - 43
__
UNIT 4 LESSON 9 Zero in the Ones or Tens Place 181

4-9 Name
Class Activity

13. 106 14. 110 15. 190

- 81
__ - 18
__ - 72
__
16. 107 17. 130 18. 120

- 38
__ - 22
__ - 63
__
Solve each word problem. Make a

math drawing if you need more help. Show your work.
19. Mr. Gordon sells cars. He wants to sell 109 cars

this month. So far he has sold 34 cars. How many
more cars does he need to sell?
label
20. Mrs. Dash grilled 110 burgers for the

school picnic. 79 were eaten. How many
burgers are left?
label
182 UNIT 4 LESSON 9 Zero in the Ones or Tens Place

4-10 Name
Class Activity
► Act it Out
First, see how much money you have. Then decide
what to buy. Pay for the item. Then write how much
money you have left.
Yard Sale
Cork Board Toy Rabbit Toy Guitar Perfume Knit Cap

78¢ 84¢ 75¢ 89¢ 99¢
1. I have 162¢ in my pocket. 2. I have 143¢ in my pocket.

I bought the . I bought the .
1 6 2¢ 1 4 3¢
- -
__¢ __¢
I have ¢ left. I have ¢ left.
3. I have 154¢ in my pocket. 4. I have 126¢ in my pocket.

I bought the . I bought the .
1 5 4¢ 1 2 6¢
- -
__¢ __¢
I have ¢ left. I have ¢ left.
UNIT 4 LESSON 10 Model Subtraction with Money 183

4-10 Name
Class Activity
► Use a Dollar Sign

Write the money amount. The first one is done for you.
5. 134¢ = 1 dollar 3 dimes 4 pennies = $ 1 . 3 4
6. 76¢ = dollars dimes pennies = $ .
7. 179¢ = dollar dimes pennies = $ .
8. 58¢ = dollars dimes pennies = $ .
Find the difference. Use play money to help you

ungroup, if you wish.
9. 10. 11.
$1 . 4 4 $1 . 2 5 $1 . 6 3
-
__ . 2 3 -
__ . 9 5 -
__ . 9 5
12. 13. 14.
$1 . 5 8 $1 . 3 6 $1 . 9 2
-
__ . 4 5 -
__ . 7 5 -
__ . 9 5
184 UNIT 4 LESSON 10 Model Subtraction with Money

4-11 Name
Class Activity
► PATH to
FLUENCY Subtract Within 100
Subtract.
1. 65 2. 58 3. 20
-
_ 16 -
_ 37 -
_ 14
4. 74 5. 19 6. 50
-
_ 23 -
_ 17 -
_ 13
7. 87 8. 91 9. 31
-
_ 30 -
_ 45 -
_9
10. 97 11. 20 12. 46

-
_ 79 -
_7 -
_ 36
UNIT 4 LESSON 11 Fluency: Subtraction Within 100 185

4-11 Name
Class Activity
► PATH to
FLUENCY Subtract Within 100 (continued)
Subtract.
13. 100 14. 67 15. 55
- 48 - 31 - 16
_ _ _
16. 83 17. 40 18. 19

-
_8 -
_ 26 -
_ 11
19. 14 20. 25 21. 100

- 11 - 12 - 19
_ _ _
22. 94 23. 20 24. 77

-
_ 76 -
_8 -
_ 24
186 UNIT 4 LESSON 11 Fluency: Subtraction Within 100

4-11 Name
Class Activity
► PATH to
FLUENCY Ungroup Challenge
Work in . Lay out Secret Code Cards like this.
10 60 1 6
1 0 6 0 1 6
20 70 2 7
2 0 7 0 2 7
30 80 3 8
3 0 8 0 3 8
40 90 4 9
4 0 9 0 4 9
50 5
5 0 5
1. 1 Use Secret Code Cards

5 12
60 2
to help you make a 2-digit 6 0 2

subtraction (top number less
62
30 7
–37
than 100). 3 0 7 25
2 Make another 2-digit subtraction.

• Use the same tens cards.
• If 1 ungrouped a ten,
60 4
use ones cards that do
not need more ones. 6 0 4 64
30 1
–31
• If 1 did not ungroup 3 0 1 33
a ten, use ones cards that
need more ones.
Activity continues on next page.

UNIT 4 LESSON 11 Fluency: Subtraction Within 100 187
4-11 Name
Class Activity
► PATH to
FLUENCY Ungroup Challenge (continued)
2. Work together to check your work.

Correct any errors.
3. Put the Secret Code Cards back. Switch
roles and repeat. Continue until time is up.
To play as a game and compete with another pair,
use the Scoring Rules below.
Scoring Rules
for
Ungroup Challenge
• Trade papers with another pair.
• Put a ✓ next to each correct answer.

Put an X next to each incorrect answer.
• Give 1 point for each ✓.

Subtract 3 points for each X.
• The pair with more points wins.

188 UNIT 4 LESSON 11 Fluency: Subtraction Within 100

4-12 Name
Class Activity
► Addition and Subtraction Word Problems

Draw a Math Mountain to solve each word Show your work.
problem. Show how you add or subtract.
1. Teresa has 45 blocks. Then she

finds 29 more under the couch.
How many blocks does Teresa
have now?
label
2. Krina’s class makes 163 masks. They

hang 96 of the masks in the library.
How many masks do they have left?
label
3. There are 12 girls and 8 boys in

the library. How many children are
in the library altogether?
label
4. The school store has 90 glue sticks.

Then 52 glue sticks are sold. How
many glue sticks are left?
label
UNIT 4 LESSON 12 Word Problems with Addition and Subtraction 189

4-12 Name
Class Activity
► Addition and Subtraction Word Problems

(continued)
Draw a Math Mountain to solve each word Show your work.

problem. Show how you add or subtract.
5. Sam has 47 marbles. Hank has 53 marbles.

How many marbles do they have in all?
label
6. Mrs. Snap has 42 pencils. She gives 29 pencils to

her students and puts the rest in a box. How many
pencils does she put in the box?
label
7. At the park, Pam collects 25 leaves. Eighteen are

oak leaves and the rest are maple leaves. How
many are maple leaves?
label
8. Mr. Vazquez has 64 paintbrushes. He gives

the art teacher 8 paintbrushes. How many
paintbrushes does Mr. Vazquez have left?
label
190 UNIT 4 LESSON 12 Word Problems with Addition and Subtraction
4-13 Name
Class Activity
► Find Equations for Math Mountains

1. Write all of the equations for 83, 59, and 24.
83
59 24
59 + 24 = 83 83 = 59 + 24
2. Write all of the equations for 142, 96, and 46.
142
96 46
96 + 46 = 142 142 = 96 + 46
UNIT 4 LESSON 13 Equations with Greater Numbers 191

4-13 Name
Class Activity

Make a drawing. Write an equation. Solve. Show your work.
3. There are 7 children at the lunch table.

Some more children sit down. Then
there are 11 children at the table. How
many children sit down?
label
4. Some leaves are on the ground. The children

pick up 9 leaves. Then there are 3 leaves on
the ground. How many leaves were on the
ground at the start?
label
5. Teri has 5 more pencils than Adam.

Adam has 6 pencils. How many pencils
does Teri have? © Houghton Mifflin Harcourt Publishing Company
label
6. Stevie has 8 more stickers than Ari.

Stevie has 13 stickers. How many stickers
does Ari have?
label
192 UNIT 4 LESSON 13 Equations with Greater Numbers
4-14 Name
Class Activity
► PATH to
FLUENCY Practice Addition and Subtraction Within 100
Add or subtract. Watch the sign!
1. 91 2. 36 3. 100
-
_ 63 +
_9 - 74
_
4. 45 5. 64 6. 33
+
_ 39 -
_ 23 +
_ 66
7. 20 8. 34 9. 52
-
_4 +
_ 38 -
_ 38
10. 43 11. 96 12. 13

+ 57 -
_ 78 +
_ 79
_
UNIT 4 LESSON 14 Practice Addition and Subtraction 193

4-14 Name
Class Activity

Show your work.
13. Tamyra bakes 48 muffins on Monday. On Tuesday

she bakes 24 muffins. How many muffins does she
bake during those two days?
label
14. Mrs. Jennings gets 75 new books for the class

library. She places 37 of them on the shelf. How
many new books are left to place on the shelf?
label
15. Isaac has 64 toy cars. Twenty-five of them are in

a box. How many cars are not in the box?
label
16. In June, Sarah reads 18 books. In July,

she reads 35 books. How many books
does she read in June and July?
label
194 UNIT 4 LESSON 14 Practice Addition and Subtraction

4-15 Name
Class Activity
► Introduce the Juice Bar
Grapefruit Red Apple Lemon Juice Pear Juice

Juice Juice 20¢ 22¢
11¢ 41¢
Green Apple Peach Juice Orange Juice Cantaloupe

Juice 40¢ 18¢ Juice 10¢
25¢
Pineapple Raspberry Banana Juice Watermelon

Juice Juice 39¢ Juice
47¢ 33¢ 15¢
Grape Juice Celery Juice Tomato Juice Carrot Juice

50¢ 36¢ 30¢ 29¢
UNIT 4 LESSON 15 Buy and Sell with One Dollar 195

4-15 Name
Class Activity
► Continue Buying and Selling

Choose two juice samples from the Juice Bar you would
like to mix together. Find the total cost. Then find the
change from one dollar.
1. I pick 2. I pick
and . and .
Juice 1 price: ¢ Juice 1 price: ¢

Juice 2 price: + ¢ Juice 2 price: + ¢
Total: Total:
100¢ - = 100¢ - =
My change is ¢. My change is ¢.
3. I pick 4. I pick
and . and .
Juice 1 price: ¢ Juice 1 price: ¢
Juice 2 price: + ¢ Juice 2 price: + ¢

Total: Total:
100¢ - = 100¢ - =
My change is ¢. My change is ¢.
196 UNIT 4 LESSON 15 Buy and Sell with One Dollar

4-16 Name
Class Activity
► Practice the Adding Up Method

Add up to solve each word problem. Show your work.
1. Doug has 62 baseball cards. After

he goes shopping today, he will
have 86 baseball cards. How many
baseball cards is Doug going to buy?
label
2. Myra has 87 dollars. She buys some gifts.

Then she has 68 dollars. How much money
does Myra spend on gifts?
label
3. There are 15 apples in a basket. Some

more apples are put in. Now there are
23 apples in the basket. How many
apples are put in?
label
4. Mr. Azim finds 113 golf balls. After he

gives some to Carey, he has 54 golf balls
left. How many golf balls does Mr. Azim
give to Carey?
label
UNIT 4 LESSON 16 Word Problems with Unknown Addends 197

4-16 Name
Class Activity
► Practice the Adding Up Method

(continued)
Show your work.
Add up to solve each word problem.
5. Frank has 27 sheets of green paper. He uses some

to wrap presents. Then he has 18 sheets of green
paper. How many sheets does he use?
label
6. There are 25 bikes at a store. Then some

more bikes are brought to the store. Now there
are 48 bikes at the store. How many bikes are
brought to the store?
label
7. There are 95 pieces of popcorn in a bag.

Jennifer eats some of the pieces. Now there
are 52 pieces in the bag. How many pieces does
Jennifer eat? © Houghton Mifflin Harcourt Publishing Company
label
8. In a package of stickers, there are 45 red stickers

and some blue stickers. There are 100 stickers
in all. How many stickers are blue?
label
198 UNIT 4 LESSON 16 Word Problems with Unknown Addends

4-17 Name
Class Activity
►Practice the Adding Up Method

1. Justin reads 27 comics. Trina reads some

comics. In all, they read 86 comics. How
many comics does Trina read?
label
2. Maya and Phillip draw 73 pictures. Maya draws 38 of

the pictures. How many pictures does Phillip draw?
label
3. There are 82 birds in the zoo. The zoo gets

some more birds. Now they have 100 birds.
How many birds does the zoo get?
label
4. Mrs. Clark has 94 pens. She gives some

pens to her friends. Now she has 75 pens.
How many pens does Mrs. Clark give away?
label
UNIT 4 LESSON 17 More Word Problems with Unknown Addends 199
4-17 Name
Class Activity
► Practice the Adding Up Method (continued)

Add up to solve each word problem. Show your work.
5. Austin has 54 crayons. His sister gives him

some more crayons. Now he has 82 crayons.
How many crayons does his sister give him?
label
6. In Robert’s classroom, there are 39 books on a red shelf.

There are some books on a green shelf. There are 78 books
on the two shelves. How many books are on the green shelf?
label
► PATH to
Add.
7. 22 8. 17 9. 51 10. 86
+ 30
_ + 3
_ +
_ 34 + 9
_
Subtract.
11. 100 12. 92 13. 83 14. 54
-
_ 68 - 15 - 77 - 29
_ _ _
200 UNIT 4 LESSON 17 More Word Problems with Unknown Addends

4-18 Name
Class Activity
► Solve Complex Word Problems

1. Marian has a collection of 2. In September, Mr. Shaw planted

toy cars. She gives 28 cars some tulip bulbs. In October,
to her brother Simon. he planted 35 more bulbs.
Marian has 57 cars left. Altogether he planted 81 bulbs.
How many cars did she How many bulbs did he plant in
have to begin with? September?
label label
3. Mrs. Lyle has a collection 4. Tarik picks 41 flowers. He

of 19 mugs. She buys some gives some of the flowers
more. Now she has 34 mugs. to his aunt. He has 24 flowers
How many mugs did left. How many flowers did Tarik
Mrs. Lyle buy? give to his aunt ?
label label
UNIT 4 LESSON 18 Start Unknown Problems 201

4-18 Name
Class Activity
► Solve Complex Word Problems (continued)

5. Frank has some markers. 6. Kiki has 74 stickers. She gives

He buys 15 more markers. some stickers to her friends.
Now he has 62 markers. How Now she has 29 stickers.
many markers did Frank have How many stickers did Kiki give
to begin with? to her friends?
label label
7. Miss Harrod has a jar with some 8. Josef has 59 sports cards. His
paperclips in it. She gives 53 friend Tara gives him some more
paperclips to the science teacher. cards. Now Josef has 78 sports
There are 37 paperclips left in the cards. How many cards did
jar. How many paperclips were Tara give him?
in the jar before?
label label
202 UNIT 4 LESSON 18 Start Unknown Problems

4-19 Name
Class Activity
► Solve Compare Word Problems

Draw comparison bars and write an equation
to solve each problem.
1. Tia has 65 stamps. Stan has 2. Dora has 27 fewer grapes than
29 stamps. How many more Jerry. Jerry has 72 grapes. How
stamps does Tia have than Stan? many grapes does Dora have?
label label
3. Lila has 34 snow globes in her 4. One year the Ricos planted 97
collection, which is 18 fewer flowers. This was 29 more than
than her friend Betty has. the Smiths planted. How many
How many snow globes does flowers did the Smiths plant?
Betty have in her collection?
label label
UNIT 4 LESSON 19 Compare Word Problems 203
4-19 Name
Class Activity
► Solve Compare Word Problems (continued)

Draw comparison bars and write an equation
to solve each problem.
5. Pippa has 48 more beads than 6. In the classroom, there are
Jeremy. Jeremy has 38 beads. 25 fiction books and 64 nonfiction
How many beads does books. How many fewer fiction
Pippa have? books than nonfiction books are
in the classroom?
label label
7. Boris has 16 more cherries than 8. Mrs. Karimi has 36 fewer

Solongo. Boris has 60 cherries. crayons than Mr. Cabral.
How many cherries does Mrs. Karimi has 57 crayons.
Solongo have? How many crayons does © Houghton Mifflin Harcourt Publishing Company
Mr. Cabral have?
label label
204 UNIT 4 LESSON 19 Compare Word Problems
4-20 Name
Class Activity

Make a drawing. Write an equation. Solve.
1. Maxine cuts out 48 squares to make a quilt.

She needs 16 more squares to complete the quilt.
How many squares will be in the quilt altogether?
label
2. Mr. Adams buys 93 paper plates for a party.

He buys 43 large plates. The rest are small.
How many small plates does he buy?
label
3. Chad collects stamps. He has 32 stamps. Loren gives

him some more stamps. Now Chad has 51 stamps.
How many stamps did Loren give Chad?
label
4. Trina’s team scores 56 points at the basketball game.

This is 30 more points than the other team scores.
How many points does the other team score?
label

4-20 Name
Class Activity

5. Maura gives 19 trading cards to Jim. Now she

has 24 trading cards. How many trading cards
did Maura have to start?
label
6. Jamal has 63 toy cars. Luis has 24 fewer toy cars

than Jamal. How many toy cars does Luis have?
label
7. Anna has some red balloons and some blue balloons.

Altogether she has 46 balloons. How many balloons
of each color could she have?
and
label label
8. Jon has 71 stickers. Ken has 53 stickers. How

many fewer stickers does Ken have than Jon?
label

4-20 Name
Class Activity

9. Amanda has 22 more color pencils than Troy.

Troy has 38 color pencils. How many color
pencils does Amanda have?
label
10. Nicole is matching spoons and forks. She finds

36 spoons and 50 forks. How many more spoons
does Nicole need to have the same number of
spoons as forks?
label
11. Kristi has some shells. Then she finds 24 more

shells at the beach. Now Kristi has 100 shells.
How many shells did she start with?
label
12. Gabby has 84 beads. She uses some beads to

make a necklace. Now she has 45 beads left.
How many beads does Gabby use to make
the necklace?
label

4-20 Name
Class Activity

Sona has 63 balloons. That is 16 more balloons
than Molly. How many balloons does Molly have?
Did I make
a mistake?
63 + 16 = 79
Sona more Molly
13. Draw comparison bars to help Puzzled Penguin.

Write an equation to solve the problem.
Molly has balloons.
► PATH to
Add. © Houghton Mifflin Harcourt Publishing Company
14. 34 15. 13 16. 49

+ 46
_ +
_ 78 +
_ 26
Subtract.
17. 95 18. 61 19. 60

-
_ 38 -
_ 28 -
_ 33

4-21 Name
Class Activity
► Solve Two-Step Problems

Think about the first-step question.
1. A farmer has two crates of milk bottles for sale.

Each crate has 24 bottles. He sells 35 bottles.
How many bottles of milk are left?
label
2. There are 26 children at the library. 12 are girls and

the rest are boys. Then 7 more boys come to the
library. How many boys are at the library now?
label
3. Jeff has 2 boxes of crayons and 15 other

crayons. Each box contains 36 crayons.
How many crayons does Jeff have altogether?
label
UNIT 4 LESSON 21 Two-Step Problems 209

4-21 Name
Class Activity
► Solve Two-Step Problems (continued)

4. Whitney collects 18 cans for recycling. Tara

collects 9 cans. Julia collects 12 more cans
than Whitney and Tara collect together. How
many cans does Julia collect?
label
5. Margie has 17 balloons. Logan has 9 more balloons

than Margie. Bonnie has 12 fewer balloons than
Logan. How many balloons does Bonnie have?
label
6. Mr. Tyson makes 75 rings to sell at a fair. He sells

16 rings on the first day. He sells some more on the
second day. Now he has 22 rings left. How many
rings did Mr. Tyson sell on the second day?
label
210 UNIT 4 LESSON 21 Two-Step Problems

4-22 Name
Class Activity
► Solve Two-Step Problems

1. Lin gets $38 for babysitting. She spends $12 on a

present for her mother and puts the rest in a money
jar. She then gives some money to her sister. Now
she has $18. How many dollars did Lin give her sister?
label
2. Russell has 28 marbles. Ridge has 12 fewer marbles

than Russell. Natasha has as many marbles as
Russell and Ridge together. How many marbles does
Natasha have?
label
3. Mr. Verdi is sewing costumes for the school play.

He needs 26 blue buttons. He also needs 16 green
buttons and 34 red buttons. How many buttons does
Mr. Verdi need in all?
label
UNIT 4 LESSON 22 More Two-Step Problems 211

4-22 Name
Class Activity
► Solve Two-Step Problems (continued)

4. Jolinda starts with 56 patches for her quilt. 25 are red

and the rest are green. She adds some more green
patches to the quilt. Now there are 36 green patches
in her quilt. How many green patches does Jolinda
add to the quilt?
label
5. Gabe and Juan find 32 feathers. Mari and Kaila find

12 more feathers than Gabe and Juan. If Mari finds
19 feathers, how many feathers does Kaila find?
label
6. Kyle plants 15 seeds in the first pot. He plants

12 seeds in the second pot and 18 seeds in the third
pot. The fourth pot is large. He plants as many seeds
in the fourth pot as in all the other three pots. How
many seeds does Kyle plant in the four pots altogether?
label
212 UNIT 4 LESSON 22 More Two-Step Problems

4-23 Name
Class Activity
► Math and Dinosaurs

The Stegosaurus was a large plant-eating dinosaur.
It had two rows of plates running along its back
and long spikes on its tail.
The feet of the Stegosaurus were short and wide.
The forefeet (the feet on the front legs) had
five short, wide toes with short hoof-like
tips. The rear feet had three short,
wide toes with hooves.
1. The rear foot of a Stegosaurus was about

35 centimeters long. Use scissors and tape to make
a paper strip that is 35 centimeters long. Write on the
strip: Foot of Stegosaurus.
2. Now measure your own foot in centimeters.

My foot is centimeters long.
Make a paper strip that is the same length as your

foot. Write on the strip: My Foot.
3. How much longer is the foot of the Stegosaurus than

your foot?
centimeters

4-23 Name
Class Activity
► Measure Stride
4. Work with a partner to measure your stride.
STEP 1. Put a piece of tape on the floor.

STEP 2. Line up your right and left heels with the edge
of the tape.
STEP 3. Take a normal walking step with your left foot. Stride
STEP 4. Take a normal walking step with your right foot.

STEP 5. Use tape to mark where the heel of your right
foot lands.
STEP 6. Measure the distance in centimeters between
the two pieces of tape. This is your stride.
My stride is centimeters long.
Make a paper strip that is the same length as your stride.

Write on the strip: My Stride.
5. The stride of the Stegosaurus is measured using

footprints from its right hind leg. Its stride was about
190 centimeters. Make a paper strip that is 190
centimeters long. Write on it: Stride of Stegosaurus. © Houghton Mifflin Harcourt Publishing Company
6. How much longer is the stride of the Stegosaurus

than your stride?
centimeters
7. Compare your stride with your partner’s stride.

Who has the longer stride?
How much longer is it? centimeters

UNIT 4 Name
Review/Test
Subtract.
1. 19 2. 20 3. 32
-
_ 5 -
_ 7 -
_ 8
4. 63 5. 84
-
_ 27 -
_ 19
6. 92 7. 57
-
_ 46 -
_ 25
Under each picture, write the total amount of money so far. Use ¢.
Then write the total using $.
8. 25¢ 25¢ 25¢ 10¢ 10¢ 5¢ 1¢
25¢ 50¢
$ .
total
9. Faith has 2 dollars, 1 quarter, 3 dimes, 1 nickel, and 1 penny.
Draw 100 s, 25 s, 10 s, 5 s, and 1 s. Write the total
amount of money.
$ .
total
UNIT 4 TEST 215

UNIT 4 Name
Review/Test
Subtract.
10. 100 11. 200

-
__ 18 -
__ 43
12. 179 13. 198

-
__ 81 -
__ 56
14. 130 15. 104

-
__ 67 -
__ 13
16. 156 17. 143

-
__ 39 -
__ 84
216 UNIT 4 TEST

UNIT 4 Name
Review/Test
18. Vince has 32 purple bicycles and some red

bicycles in his store. He has 67 bicycles
altogether. How many red bicycles does he have?
label
19. Bonita has 19 more raisins than Peter. Peter

has 25 raisins. How many does Bonita have?
label
20. There are 35 birds in the yard. Some more birds fly
into the yard. Now there are 77 birds. How many
birds fly into the yard?
label
21. Jeffrey buys paper cups for his party. He uses

46 paper cups at the party. There are 29 paper
cups left. How many paper cups did Jeffrey buy
for his party?
label
UNIT 4 TEST 217
UNIT 4 Name
Review/Test
22. Amy, Ben, and Cho bring apples to school.

Amy brings 25 apples. Ben brings 11 more
apples than Amy. Cho brings 16 fewer apples
than Ben. How many apples does Cho bring?
label
23. Jackie, Corban, and Shaun play basketball on

the same team. During a game, Jackie scores
15 points, Corban scores 30 points, and Shaun
scores 21 points. How many points do they score
in all?
label
24. Margo has 46 more marbles than Kyle. Margo has

72 marbles. How many marbles does Kyle have?

label
25. Extended Response Explain all the steps you do

to subtract 59 from 78.
218 UNIT 4 TEST

Dear Family:
Family Letter
Your child is beginning a new unit on time.
You can help your child link the time concepts learned in school
with the real world.
Together, look for clocks in your home. You might search for
watches, alarm clocks, digital clocks, and clocks on appliances.
Talk about time throughout your family’s day. For example, you
can point to the clock during breakfast and say, “We usually eat
breakfast at this time. It is 7:30 A.M.”
In this unit, your child will learn to tell time to the hour, half hour,
and five minutes. Your child will practice writing the time.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
4:00 1:30 11:10
If you have any questions or comments, please call or write to me.

Thank you.
Sincerely,
2.OA.1, 2.OA.2; Number and Operations in Base Ten, 2.NBT.2, 2.NBT.5; Measurement and Data, 2.MD.7, 2.MD.10;
Geometry, 2.G.3 and all Mathematical Practices.
UNIT 5 LESSON 1 Hours and A.M. or P.M. 219

Estimada familia:
Carta a la familia
Su niño está empezando una unidad donde aprenderá sobre la
hora.
Usted puede ayudarlo a que conecte los conceptos relacionados
con la hora que aprendió en la escuela, con el mundo real.
Busquen juntos relojes en la casa. Puede buscar relojes de pulsera,
relojes con alarma, relojes digitales y relojes que estén en
los electrodomésticos.
Durante un día en familia, hablen de la hora. Por ejemplo, puede
señalar un reloj durante el desayuno y decir: “Generalmente
desayunamos a esta hora. Son las 7:30 a.m.”
En esta unidad su niño aprenderá a leer la hora en punto, la
media hora y los cinco minutos para la hora. Su niño practicará
cómo escribir la hora.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
4:00 1:30 11:10

comuníquese conmigo. Gracias. © Houghton Mifflin Harcourt Publishing Company
Atentamente,
Thinking, 2.OA.1, 2.OA.2; Number and Operations in Base Ten, 2.NBT.2, 2.NBT.5; Measurement and Data, 2.MD.7,
2.MD.10; Geometry, 2.G.3 and all Mathematical Practices.
220 UNIT 5 LESSON 1 Hours and A.M. or P.M.

5-1 Name
Class Activity
VOCABULARY
clock minute hand
analog clock hour hand
► Features of Clocks
Clocks are tools that we use to measure time.
1. Describe some clocks that you have seen.
Place the missing numbers on the analog clocks.

2. 3. 4.
12 1 12 12
9 3 9 3
7 6 5 6
An analog clock has a long hand that is the minute hand

and a short hand that is the hour hand.
Ring the hour hand on the clocks.
5. 12
6. 12
7.
11 1 11 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 5
6
Ring the minute hand on the clocks.

8. 9. 10.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5

5-1 Name
Class Activity
VOCABULARY
A.M.
P.M.
► Times of Daily Activities
We use A.M. for the hours after 12:00 midnight and before 12:00 noon.
9:00 A.M. is 9 o’clock in the morning.
We use P.M. for the hours after 12:00 noon and before 12:00 midnight.
9:00 P.M. is 9 o’clock in the evening.
11. Complete the chart. For each time listed, write

whether it is dark or light outside; whether it is
morning, afternoon, or evening; and an activity
you might be doing at that time.
Time Sunlight Part of the Day Activity
4:00 A.M. dark morning sleeping
12:30 P.M.
9:00 P.M.
For each activity, ring the most appropriate time.

12. brush your teeth in the morning
1:30 P.M. 3:00 P.M. 7:30 A.M.
13. eat dinner at night
5:00 A.M. 12:00 noon 6:00 P.M.
14. watch an afternoon movie
3:00 A.M. 2:00 P.M. 6:00 P.M.
5-1 Name
Class Activity
► Model a Clock
Attach the clock hands using a prong fastener.
12 1
11
10 2
9 FPO 3
8 4
7 6 5
hour minute
UNIT 5 LESSON 1 Paper Clock 223

Paper Clock
UNIT 5 LESSON 1
224
5-1 Name
Class Activity
VOCABULARY
digital clock
► Write Time
On a digital clock, the number on the left shows the

hour, and the number on the right shows the minutes
after the hour.
6:00
hour minutes
Write the time in two different ways.

15. 16. 17. 18.
11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5
o’clock o’clock
:00 :00 : :
19. 20. 21. 22.

11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5
: : : :
5-1 Name
Class Activity
► Draw Clock Hands

Draw the hands on each analog clock, and write
the time on each digital clock below.
23. 24. 25.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
7 o’clock 11 o’clock 2 o’clock
: : :
26. 27. 28.

11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4
8 4
7 6 5 7 6 5 7 6 5
3 o’clock 5 o’clock 10 o’clock
: : :

5-2 Name
Class Activity
► 5-Minute Intervals
1. Count by 5s around the clock.
1 2 3
4
6
12 7
8
11 1 9
10 2
9 3
8 4
7 5
6
UNIT 5 LESSON 2 Hours and Minutes 227

5-2 Name
Class Activity
► Read Time to 5 Minutes

Write the time on the digital clocks.
2. 3. 4. 5.
11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5
: : : :
6. 7. 8. 9.
11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 5 7 5 7 5
6 6 6
: : : :
10. 11. 12. 13.

11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5
: : : :
228 UNIT 5 LESSON 2 Hours and Minutes

5-2 Name
Class Activity
► Show Times to 5 Minutes

Draw hands on each clock to show the time.
14. 15. 16. 17.

11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 5 7 6 5
6
10:35 9:20 2:25 4:50
18. 19. 20. 21.

11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5
7:05 3:30 5:50 8:00

22. 23. 24. 25.

11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5
10:15 12:25 3:55 4:30
UNIT 5 LESSON 2 Hours and Minutes 229

5-2 Name
Class Activity
Did I make
11 12 1 a mistake?
10 2
9 3
8 4
7 6 5
5: 55
26. What is the correct time?
► A.M. or P.M.?
For each activity, ring the appropriate time.
27. picnic 28. school 29. afternoon 30. going to the
recess snack playground

5:30 A.M. 10:00 A.M. 3:15 A.M. 9:25 A.M.
5:30 P.M. 10:00 P.M. 3:15 P.M. 9:25 P.M.
31. lunch 32. sunset 33. wake up 34. math class
12:10 A.M. 7:05 A.M. 6:45 A.M. 8:30 A.M.

12:10 P.M. 7:05 P.M. 6:45 P.M. 8:30 P.M.
230 UNIT 5 LESSON 2 Hours and Minutes

Dear Family:
Family Letter
Your child is learning how to show information in various ways.
In this unit, children will learn how to create and read picture
graphs and bar graphs.
Picture Graph Bar Graph

Pennies Coins in My Collection
United States
Jamal Canada
Ron Mexico
Japan
Mario
India
Sam 0 1 2 3 4 5 6 7 8 9 10
An important feature of Math Expressions is its emphasis on

real world connections. Children will collect and represent data
on graphs. They will also interpret the graph to answer questions
about the data shown.
Children also explore the language of comparison by using such
words as same, more, less, and fewer. The connection between
pairs of terms is emphasized. For example: Carlos has 8 stickers.
Maria has 3. Carlos has 5 more stickers than Maria. Maria has
5 fewer stickers than Carlos has.
helping your child learn how to create, read, and interpret
graphs.
Sincerely,
2.OA.1, 2.OA.2; Number and Operations in Base Ten, 2.NBT.2, 2.NBT.5; Measurement and Data, 2.MD.7, 2.MD.10;
Geometry, 2.G.3 and all Mathematical Practices.
UNIT 5 LESSON 3 Discuss Picture Graphs 231

Estimada familia:
Carta a la familia
Su niño está aprendiendo a mostrar información de varias
maneras. En esta unidad los niños aprenderán a crear y a leer
gráficas de dibujos y gráficas de barras.
Gráfica de dibujos Gráfica de barras

Monedas de 1 centavo Monedas de mi colección
Estados Unidos
Jamal Canadá
Ron México
Mario Japón
India
Sam
0 1 2 3 4 5 6 7 8 9 10
Un aspecto importante de Math Expressions es su énfasis en las

conexiones con situaciones de la vida cotidiana. Los niños reunirán
datos y los representarán en gráficas. También interpretarán las
gráficas para responder preguntas acerca de los datos que se
muestran.
Los niños también estudiarán palabras que se usan para comparar,
tales como igual, mismo, más y menos. Se hará énfasis en la
conexión entre los pares de términos. Por ejemplo: Carlos tiene
8 adhesivos. María tiene 3. Carlos tiene 5 adhesivos más que
María. María tiene 5 adhesivos menos que Carlos.
comuníquese conmigo. Gracias por ayudar a su niño a aprender
cómo crear, leer e interpretar gráficas.
Atentamente,
Thinking, 2.OA.1, 2.OA.2; Number and Operations in Base Ten, 2.NBT.2, 2.NBT.5; Measurement and Data,
2.MD.7, 2.MD.10; Geometry, 2.G.3 and all Mathematical Practices.
232 UNIT 5 LESSON 3 Discuss Picture Graphs

5-4 Name
Class Activity
VOCABULARY
picture graph
► Use Picture Graphs to Compare Amounts
Read the picture graph.
Write the number. Ring more or fewer.
Number of Balloons
Carla
Peter
Hanna
1. Carla has more fewer balloons than Peter.
2. Hanna has more fewer balloons than Carla.
Read the picture graph. Write the number.
Leaves Collected
Amari
Sam
Marco
3. Amari needs more leaves to have as many

as Sam has.
4. If Sam gives away leaves, he will have as many

leaves as Marco has.
UNIT 5 LESSON 4 Read Picture Graphs 233

5-4 Name
Class Activity
► Solve Put Together/Take Apart Problems

This picture graph shows the number of apples
Mrs. Reid bought at the store.
5. How many apples did Mrs. Reid

Apples Bought
buy altogether?
Red
Green
label Yellow
6. There are 2 green apples, 1 yellow apple, and 1 red

apple in the bowl. The rest are in Mrs. Reid’s bag.
How many apples are in the bag?
label
This picture graph shows the number of Books Read

books that four children read.
Pablo
7. Two children read 6 books altogether. Janis
Who are the two children? Helen
Ray
and
8. Two of the books the children read are about cars and
2 books are about trains. The rest of the books are about
animals. How many books are about animals?
label
234 UNIT 5 LESSON 4 Read Picture Graphs

5-5 Name
Class Activity
VOCABULARY
bar graph
► Make a Picture Graph
Title:
► Make a Bar Graph
Title:
UNIT 5 LESSON 5 Introduce Bar Graphs 235

5-5 Name
Class Activity
► PATH to
Add.
1. 46 + 4 = 2. 3 + 39 = 3. 26 + 71 =
4. 56 5. 11 6. 36 7. 78
+ 36 + 47 + 53 +
_6
_ _ _
8. 25 9. 18 10. 44 11. 13
+ 61 + 60 +
_ 17 +
_5
_ _
Subtract.
12. 74 - 8 = 13. 51 - 12 = 14. 60 - 15 =

15. 42 16. 78 17. 43 18. 50
-
_ 34 -
_ 29 -
_ 28 -
_ 18
19. 80 20. 64 21. 28 22. 56

-
_ 37 -
_ 45 -
_ 14 -
_ 27
236 UNIT 5 LESSON 5 Introduce Bar Graphs

5-6 Name
Class Activity
VOCABULARY
horizontal bar graph
► Read a Horizontal Bar Graph vertical bar graph
United States
Canada
Mexico
Japan
India
0 1 2 3 4 5 6 7 8 9 10
► Read a Vertical Bar Graph
10
9
8
7
6
5
4
3
2
1
0
UNIT 5 LESSON 6 Read Bar Graphs 237

5-6 Name
Class Activity
► Write Comparison Statements

Awards We Earned
Hal
Jory
Kari
Pat
0 1 2 3 4 5 6 7 8 9 10
1. Use the horizontal bar graph.

Write an is greater than statement.
► Make a Vertical Bar Graph

2. Make a vertical bar graph
from the horizontal
bar graph above.
238 UNIT 5 LESSON 6 Read Bar Graphs

5-7 Name
Class Activity
► Solve Put Together/Take Apart and

Compare Problems
Animals at the Wildlife Park
Lions
Bears
Tigers
Monkeys
0 1 2 3 4 5 6 7 8 9 10
Use the bar graph to solve the problems. Show your work.
1. Four of the monkeys are adults and the rest are

babies. How many of the monkeys are babies?
label
2. How many fewer bears are there than monkeys?
label
3. There are 2 fewer lions than elephants. How many

elephants are there?
label
UNIT 5 LESSON 7 Solve Problems Using a Bar Graph 239

5-7 Name
Class Activity
► Solve Word Problems with More Than One Step

Jenny’s Bead Collection
8
7
6
5
4
3
2
1
0
Blue Red Green Purple
4. Jenny has 4 fewer purple beads than Morgan.

How many purple beads do Jenny and Morgan
have in all?
label
5. Morgan has 11 red beads. Then she gives 2 red

beads to Arun. How many more red beads does
Morgan have now than Jenny?
label
6. Five of Jenny’s beads are large and the rest

are small. She buys some small yellow beads.
Now she has 18 small beads. How many small
yellow beads does she buy?
label
240 UNIT 5 LESSON 7 Solve Problems Using a Bar Graph
5-7 Name
Class Activity

Children’s Favorite Snacks
Nuts
Grapes
Apples
Pretzels
0 1 2 3 4 5 6 7 8 9
How many more children

choose fruit than nuts?
Fruit 8
Nuts 5 ? Am I correct?
8-5=3
3 more children
7. Show Puzzled Penguin how you

would solve the problem.
more children
UNIT 5 LESSON 7 Solve Problems Using a Bar Graph 241

5-7 Name
Class Activity
► Organize and Graph Information

Here are some shapes for you to graph.
8. First make a table. 9. Then make a bar graph.
Number
242 UNIT 5 LESSON 7 Solve Problems Using a Bar Graph

5-8 Name
Class Activity
VOCABULARY
survey
► Record the Collected Data data
1. Show the results of your survey in the table.

Your teacher will help you.
Number of Children
2. Show the data on a picture graph.
3. Show the data on a bar graph.

4. Use the data to write a 2-step word problem.
UNIT 5 LESSON 8 Collect and Graph Data 243

5-8 Name
Class Activity
Favorite Subject Number of Children

Reading 6
Math 7
Science 4
Art 4
Puzzled Penguin made a graph from the table.
Favorite Subject
Reading
Math
Science
Art
1 2 3 4 5 6 7 8 9 10 11
5. Fix Puzzled Penguin’s errors.

► PATH to
Add.
6. 76 7. 49 8. 12
+
_ 17 +
_ 21 +
_ 51
Subtract.
9. 86 10. 60 11. 46
-
_ 28 -
_ 37 -
_ 19
244 UNIT 5 LESSON 8 Collect and Graph Data

5-9 Name
Class Activity
► Make Graphs Using Data from a Table

The table shows the number of bicycles sold at a store
on four days last week.
Bicycle Sales
Day Number Sold
Saturday 8
Sunday 9
Monday 3
Tuesday 4
1. Make a picture graph using data from the table.

2. Make a bar graph using data from the table.
UNIT 5 LESSON 9 Make Graphs and Interpret Data 245

5-9 Name
Class Activity
► Solve Problems Using a Bar Graph

Books in the Class Library
8
7
6
5
4
3
2
1
0
Mystery Picture History Science
3. Children are reading 3 history books.
The rest are on the shelf in the library.
How many history books are on the shelf?
label
4. The class library has 2 more science books than

math books. How many more math books must
the library get so there is the same number of
math books as mystery books?
label
5. Children are reading some of the mystery books.

The rest are on the shelf. The library gets 6 new
mystery books. Now there are 10 mystery books on the
shelf. How many mystery books are children reading?
label
246 UNIT 5 LESSON 9 Make Graphs and Interpret Data
5-9 Name
Class Activity
► Solve Problems Using a Bar Graph (continued)

Animals at a Farm
Sheep
Rabbits
Goats
Cows
0 1 2 3 4 5 6 7 8
6. The farm has 4 more rabbits than

horses. How many horses does
the farm have?
label
7. The farm has 5 fewer goats than chickens. How many

chickens does the farm have?
label
8. There are 3 cows in the barn. The rest of the cows

are in the field with the goats and the sheep. How
many animals are in the field?
label
UNIT 5 LESSON 9 Make Graphs and Interpret Data 247
5-9 Name
Class Activity
► Solve Compare Problems with

2-Digit Numbers
Solve. Draw comparison bars for each.
9. A park has 46 maple trees. It has

18 fewer elm trees. How many
elm trees are in the park?
label
10. There are 62 pine trees in the

park. There are 13 fewer pine
trees than birch trees. How many
birch trees are in the park?
label
11. The park has 27 fir trees. There are © Houghton Mifflin Harcourt Publishing Company
16 more spruce trees than fir trees.

The park has 28 fewer spruce trees
than oak trees. How many oak
trees are in the park?
label
248 UNIT 5 LESSON 9 Make Graphs and Interpret Data

5-10 Name
Class Activity
► Math and Pets

Mrs. Pratt asks the children in her class to tell which
kitten they think is the cutest of these four kittens.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) © Life on white/Alamy Images; (tcl) © TongRo Image Stock/Alamy Images;
Fluffy Mink Odin Simba
The results of the survey are shown in this table.

Which Kitten Do You Think Is the Cutest?
(tcr) © Juniors Bildarchiv/Alamy Images; (tr) © GK Hart/Vikki Hart/PhotoDisc/Getty Images
Fluffy
Mink
Odin
Simba
1. Use the information in the table to make a bar graph.

5-10 Name
Class Activity
► Take a Survey
Your teacher will ask all of the children in the class
to tell which puppy they think is the cutest of these
four puppies.
(tcr) © Life on white/PhotoDisc/Getty Images (tr) © Life on white/Alamy Images

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) © Life on white/Alamy Images; (tcl) © GK Hart/Vikki Hart/PhotoDisc/Getty Images;
Romy Parker Domino Bernie
Show the results of the survey in this table.

Which Puppy Do You Think Is the Cutest?
Romy
Parker
Domino
Bernie
2. Use the information in the table to make a bar graph
on your MathBoard.
3. Write a 2-step word problem that can be solved by
using the graph. Trade problems with a classmate.
Solve each other’s problems.

UNIT 5 Name
Review/Test
Roses Picked
Roses Picked
Brad 7
Mark 9
Pam 8
Luis 5
1. Make a picture graph to show the data

in the table.
Title:
2. Make a bar graph to show the data

in the table.
Title:
UNIT 5 TEST 251

UNIT 5 Name
Review/Test
Strawberries
Paula
Reynaldo
Use the picture graph. Write the number.

Ring more or fewer.
3. Paula has more fewer strawberries than Reynaldo.
Solve these word problems. Show your work.
4. Ray has 34 peaches in his basket.

Maria has 19 peaches in her basket.
How many more peaches does Ray
have than Maria?
label
5. Michelle picks 28 apples. She

picks 12 fewer than Hakim. How
many apples does Hakim pick? © Houghton Mifflin Harcourt Publishing Company
label
6. Kevin picks 12 more apples than Brendan.

Kevin picks 50 apples. How many
apples does Brendan pick?
label
252 UNIT 5 TEST
UNIT 5 Name
Review/Test
Use the bar graph. Write the number. Animals at Mr. Brown's Farm
10
Ring more or fewer.
9
8
7. There are more fewer
7
chickens than pigs. 6
5
8. There are animals at
4
Mr. Brown’s farm in all. 3
2
1
0
Horses Cows Pigs Chickens
Use the bar graph to solve the problems.
9. Two of the cows are calves. The rest are adult

cows. How many adult cows are there?
label
10. There are 2 fewer chickens at Mrs. Smith’s farm

than at Mr. Brown’s farm. How many chickens are

there in all at the two farms?
label
11. If Mr. Brown’s farm gets 3 more horses, how many

more horses than cows will there be?
label
UNIT 5 TEST 253
UNIT 5 Name
Review/Test
Write the time on each digital clock.

12. 13. 14.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
: : :
Draw hands on each clock to show the time.

15. 16. 17.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
8:10 2:30 12:00
For each activity, ring the time that makes sense.

18. wake up in the morning 19. go to the beach in the afternoon
7:00 P.M. 6:30 A.M. 9:00 A.M. 2:00 P.M.
20. Extended Response Explain how you can use skip

counting to find the time shown on the clock. 11 12 1
10 2
9 3
8 4
7 6 5
254 UNIT 5 TEST

Dear Family:
Family Letter
In this unit, children will learn how to add 3-digit numbers that
have totals up to 1,000.
Children begin the unit by learning to count to 1,000. They count
by ones from a number, over the hundred, and into the next
hundred. For example, 498, 499, 500, 501, 502, 503. You can help
your child practice counting aloud to 1,000. Listen carefully as he
or she crosses over the hundred.
Children will learn to write numbers to 1,000. Some children will
write 5003 instead of 503 for five hundred three. Using Secret
Code Cards will help children write the numbers correctly.
500 3
5 0 0 3
500 3
5 0 3
Help your child count small objects by making groups of 10 and
then groups of 100. When the groups are made, help your child
write the number of objects. This is a good way to help children
recognize the difference between 5,003 and 503.
helping your child learn about numbers to 1,000.
Sincerely,
2.OA.1, Number and Operations in Base Ten 2.NBT.1, 2.NBT.1a, 2.NBT.1b, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.5,
2.NBT.7, 2.NBT.8, 2.NBT.9, Measurement and Data 2.MD.8, and all Mathematical Practices.
UNIT 6 LESSON 1 Count Numbers to 1,000 255

Estimada familia:
Carta a la familia
En esta unidad los niños aprenderán cómo sumar números de 3
dígitos con totales de hasta 1,000.
Los niños comienzan la unidad aprendiendo a contar hasta
1,000. Cuentan de uno en uno a partir de un número, llegan a
la centena y comienzan con la siguiente centena. Por ejemplo,
498, 499, 500, 501, 502, 503. Puede ayudar a su niño a practicar,
contando en voz alta hasta 1,000. Ponga atención cada vez que
llegue a una nueva centena.
Los niños aprenderán a escribir los números hasta 1,000. Tal vez,
algunos niños escriban 5003 en vez de 503 al intentar escribir
quinientos tres. Usar las Tarjetas de código secreto los ayudará a
escribir correctamente los números.
500 3
5 0 0 3
500 3
5 0 3
Ayude a su niño a contar objetos pequeños formando grupos de
10 y luego, grupos de 100. Cuando formen los grupos, ayúdelo
a escribir el número de objetos. Esta es una buena manera de
ayudar a los niños a reconocer la diferencia entre 5,003 y 503.
Si tiene alguna duda o pregunta, por favor comuníquese conmigo.
Gracias por ayudar a su niño a aprender a contar hasta 1,000.
Atentamente,
Thinking 2.OA.1, Number and Operations in Base Ten 2.NBT.1, 2.NBT.1a, 2.NBT.1b, 2.NBT.2, 2.NBT.3, 2.NBT.4,
2.NBT.5, 2.NBT.7, 2.NBT.8, 2.NBT.9, Measurement and Data 2.MD.8, and all Mathematical Practices.
256 UNIT 6 LESSON 1 Count Numbers to 1,000

6-1 Name
Class Activity
► Count to 1,000 by Hundreds

UNIT 6 LESSON 1 Dollars with Penny Array (front) 257

258 UNIT 6 LESSON 1 Dollars with Penny Array (back)

200 300
2 0 0 3 0 0
400 500
4 0 0 5 0 0
600 700
6 0 0 7 0 0
800 900
8 0 0 9 0 0
1000
1 0 0 0
UNIT 6 LESSON 2 Secret Code Cards (200–1000) 259
260 UNIT 6 LESSON 2 Secret Code Cards (200–1000)

6-2 Name
Class Activity
► Review the Use of Boxes, Sticks, and

Circles to Represent Numbers
Write the number that is shown by the drawing.
1.
Total
Hundreds Tens Ones
2.
Total
Hundreds Tens Ones
3.
Total
Hundreds Tens Ones
Draw boxes, sticks, and circles to show the number.

4. 740
5. 876
6. 294
7. 502
UNIT 6 LESSON 2 Place Value 261

6-2 Name
Class Activity
► Expanded Form
Write the hundreds, tens, and ones.
8. 382 = 300 + 80 + 2
H TO
9. 738 = + +
10. 526 = + +
11. 267 = + +
Write the number.
12. 400 + 50 + 9 = 459 13. 800 + 10 + 3 =

H TO
14. 100 + 70 + 5 = 15. 600 + 40 + 1 =
Write the number that makes the equation true.
16. = 5 + 900 + 40 17. 7 + 200 =
18. = 400 + 6 + 80 19. 800 + 40 = © Houghton Mifflin Harcourt Publishing Company
20. = 70 + 300 21. 60 + 500 + 3 =
22. = 2 + 400 23. 9 + 90 + 200 =
24. 462 = 2 + 400 + 25. + 90 + 700 = 798
26. 523 = 20 + 3 + 27. + 4 + 200 = 224
262 UNIT 6 LESSON 2 Place Value

6-3 Name
Class Activity

Write <, >, or =.
1. 635 735 2. 527 527
3. 820 518 4. 327 372
5. 975 987 6. 321 567
7. 267 267 8. 271 172
9. 654 564 10. 750 507
I know that 3 is
greater than 2. Did
35 > 245 I make a mistake?
11. Draw boxes, sticks, and circles to help Puzzled Penguin.
35 245
UNIT 6 LESSON 3 Compare Numbers Within 999 263

6-3 Name
Class Activity
► Compare Numbers
Write <, >, or =.
12. 620 62 13. 510 150
14. 852 852 15. 854 984
16. 71 315 17. 357 218
18. 418 387 19. 482 501
20. 359 359 21. 376 476
22. 291 191 23. 333 9
► PATH to
FLUENCY Add or Subtract Within 100
Add.
24. 35 + 7 = 25. 6 + 77 = 26. 12 + 4 =
27. 19 28. 35 29. 27 30. 58

+
_ 60 +
_ 42 +
_ 73 +
_4
Subtract.
31. 100 32. 98 33. 83 34. 71
-
_ 52 -
_ 35 -
_ 78 -
_ 35
264 UNIT 6 LESSON 3 Compare Numbers Within 999

6-4 Name
Class Activity
► Count Over a Hundred by Ones and by Tens

Count by ones. Write the numbers.
1. 396 397 398 399 400 401 402 403 404
2. 594 595 602
3. 297 298 305
4. 495 503
5. 598 606
6. 697 705
Count by tens. Write the numbers.
7. 460 470 480 490 500 510 520 530 540
370 380 450

8.
9. 640 650 720
10. 580 660
11. 750 830
12. 830 910

UNIT 6 LESSON 4 Count by Ones and by Tens 265
6-4 Name
Class Activity
► Read and Write Number Names

You can write numbers with words or symbols.
1 one 11 eleven 10 ten 100 one hundred
2 two 12 twelve 20 twenty 200 two hundred
3 three 13 thirteen 30 thirty 300 three hundred
4 four 14 fourteen 40 forty 400 four hundred
5 five 15 fifteen 50 fifty 500 five hundred
6 six 16 sixteen 60 sixty 600 six hundred
7 seven 17 seventeen 70 seventy 700 seven hundred
8 eight 18 eighteen 80 eighty 800 eight hundred
9 nine 19 nineteen 90 ninety 900 nine hundred
1,000 one thousand
Write each number.

13. one hundred twenty-five 14. four hundred fifty-eight
15. six hundred thirty-one 16. nine hundred sixty-two
17. eight hundred forty 18. seven hundred three
Write each number name.

19. 500
20. 592
21. 650
22. 605
23. 1,000
266 UNIT 6 LESSON 4 Count by Ones and by Tens
6-5 Name
Class Activity
► Add Numbers with 1, 2, and 3 Digits

Solve.
1. 200 + 200 = 200 + 20 = 200 + 2 =
300 + 300 = 300 + 30 = 300 + 3 =
400 + 400 = 400 + 40 = 400 + 4 =
500 + 500 = 500 + 50 = 500 + 5 =
2. 600 + 200 = 20 + 600 = 2 + 600 =
700 + 300 = 30 + 700 = 3 + 700 =
800 + 100 = 10 + 800 = 1 + 800 =
900 + 100 = 10 + 900 = 1 + 900 =
100 + 900 = 90 + 100 = 9 + 100 =

3. 100 + 134 = 100 + 34 = 4 + 100 =
200 + 245 = 200 + 45 = 200 + 5 =
300 + 356 = 56 + 300 = 6 + 300 =
400 + 467 = 400 + 67 = 400 + 7 =
500 + 478 = 78 + 500 = 8 + 500 =
UNIT 6 LESSON 5 Add Ones, Tens, and Hundreds 267

6-5 Name
Class Activity

Solve each word problem. Use Secret Code Cards
or draw proof drawings if you wish.
4. A camping club buys some 5. Two friends want to make
raisins. They buy 3 cartons necklaces. They buy 1 package
that have 100 bags each. They of one hundred red beads,
also have 24 bags left from their 1 package of one hundred blue
last trip. How many bags of beads, and 1 package of one
raisins does the club have? hundred green beads. They
already have 12 loose beads.
How many beads do they have
altogether?
label label
6. Mia and Bo want to advertise 7. All of the students at a school

their yard sale. They decide go out on the playground. They
to make fliers. They buy form 8 groups of one hundred
2 packs of paper. Each pack students and 6 groups of ten.
has 200 sheets in it. They have There are 5 students left. © Houghton Mifflin Harcourt Publishing Company
32 sheets in their art box. How many students go to this

How many sheets of paper school?
do they have?
label label
268 UNIT 6 LESSON 5 Add Ones, Tens, and Hundreds
Dear Family:
Family Letter
Your child is now learning how to add 3-digit numbers. The
methods children use are similar to those used for adding
2-digit numbers.
New Groups Below
Step 1 Step 2 Step 3 100 10

456 456 456
400
+
_ 278 +
_ 278 +
_ 278
1 11 11
4 34 734 200
Children put the new 1 hundred or 1 ten on the line instead of at the
top of the column. Many children find this less confusing because:
• They can see the 14.
• It is easier to add the 1 after they add the 5 and the 7.
Show All Totals

456 Children see the hundreds, tens, and ones they are
+
_ 278 adding. These also can be seen when they make
a math drawing like the one above.
hundreds 600
tens 120
ones
_ 14
734
Children may use any method that they understand, can explain,
and can do fairly quickly. They should use hundreds, tens, and
ones language to explain. This shows that they understand that
they are adding 4 hundreds and 2 hundreds and not 4 and 2.
Please call if you have questions or comments.
Sincerely,
UNIT 6 LESSON 6 3-Digit Addition 269

Estimada familia:
Carta a la familia
Ahora su niño está aprendiendo a sumar números de 3 dígitos.
Los métodos que los niños usarán son semejantes a los usados
para sumar numeros de 2 dígitos.
Grupos nuevos abajo
Paso 1 Paso 2 Paso 3 100 10

456 456 456 400
+
_ 278 +
_ 278 +
_ 278
1 11 11
4 34 734 200
Los niños ponen la nueva centena o decena en la línea en vez de ponerla
arriba de la columna. A muchos niños esto les resulta menos confuso porque:
• Pueden ver el 14.
• Es más fácil sumar el 1 después de que sumaron 5 y 7.
Mostrar todos los totales
456 Los niños ven las centenas, las decenas y las

unidades que están sumando. Esto también
+
_ 278 se puede observar cuando hacen un dibujo
matemático como el de arriba.
centenas 600
decenas 120
unidades _ 14
734
Los niños pueden usar cualquier método que comprendan,
puedan explicar y puedan hacer relativamente rápido. Para
explicar deben usar un lenguaje relacionado con centenas,
decenas y unidades. Esto demuestra que entienden que están
sumando 4 centenas y 2 centenas, y no 4 y 2.
Si tiene alguna duda o pregunta, por favor comuníquese conmigo.
Atentamente,
2.NBT.5, 2.NBT.7, 2.NBT.8, 2.NBT.9, Measurement and Data 2.MD.8, and all Mathematical Practices.
270 UNIT 6 LESSON 6 3-Digit Addition

6-6 Name
Class Activity

Be ready to explain what you did.
1. Milo makes a display of plant 2. The nature club plants some
and fish fossils for the library. pine and birch trees. They plant
He puts in 478 plant fossils. He 496 birch trees. Then they plant
puts in 67 fish fossils. How many 283 pine trees. How many trees
fossils are in the display? does the club plant in all?
label label
3. There are 818 ducks entered 4. There are 189 children at

in the Rubber Duck River Race. Camp Sunshine. There are 375
Then 182 more are added. children at Camp Bluebird. How
How many ducks are in many children are there at the
the race now? two camps?
label label
UNIT 6 LESSON 6 3-Digit Addition 271

6-6 Name
Class Activity
► Practice 3-Digit Addition

Add using any method. Make a proof drawing if it helps.
Step 1 Step 2 Step 3 100 10

456 456 456
+ + + 400
_ 278 _ 278 _ 278
1 11 11
4 34 734 200
5. 375 6. 148 7. 584

+
__482 +
__236 +
__ 61
8. 168 9. 89 10. 563

+
__674 +
__376 +
__157
11. 497 12. 124 13. 348

+
__259 +
__563 +
__239
272 UNIT 6 LESSON 6 3-Digit Addition

6-7 Name
Class Activity
► New Ten or New Hundred

Add. Use any method. Make a proof drawing if it helps.
1. 236 2. 183 + 517 =

+
__478
Make a new ten? Make a new ten?

Make a new hundred? Make a new hundred?
3. 93 + 485 = 4. 368
+
__257

5. 347 + 37 = 6. 645 + 87 =
UNIT 6 LESSON 7 Discuss 3-Digit Addition 273

6-7 Name
Class Activity
► New Ten, New Hundred, or New Thousand

Add. Use any method. Draw a proof drawing if it helps.
7. 195 8. 300
+
__172 +700
__

Make a new thousand? Make a new thousand?
9. 360 + 640 = 10. 75 + 823 =

11. 905 + 95 = 12. 413 + 587 =

274 UNIT 6 LESSON 7 Discuss 3-Digit Addition

6-7 Name
Class Activity
► Find the Hidden Animal

Directions for the puzzle on page 276.
1. Start by coloring in the six dotted squares. These are
“free” squares. They are part of the puzzle solution.
2. Find one of the sums below. Then look for that sum in
the puzzle grid. Color in that puzzle piece.
3. Find all 20 sums. Color the puzzle pieces with the sums.
Color in all 20 correct answers.
4. Name the hidden animal. It is a(n) .
524 287 384 456 327

+
__247 +
__164 +
__375 +
__174 +
__265
207 248 282 548 233

+
__595 +
__376 +
__457 +
__387 +
__288
367 293 284 537 138

+
__265 +
__595 +
__376 +
__463 +
__327
286 407 503 78 192

+
__ 78 +
__266 +
__148 +65
__ +
__339
UNIT 6 LESSON 7 Discuss 3-Digit Addition 275

276
6-7
Class Activity
UNIT 6 LESSON 7
712 632 935 739 441 871
133
1,000 825 629
Name
759
143 663 521 341
622 614 761
673 659
531 888 624 451
612
431 788 771
550
421 773 614 520
630
773 465 660 802
871
641 364 892 792 592
650
See page 275 for directions on how to solve the puzzle.
651 455 692 769

645
354 812 542
Discuss 3-Digit Addition

6-8 Name
Class Activity
► Adding Up to Solve Word Problems

1. Mr. Cruz has 750 yams to sell. He sells

some and has 278 yams left. How many
yams does he sell?
label
2. At the end of February there are 692 houses

in our town. Some new houses are built in
March. At the end of March there are 976
houses. How many houses are built in March?
label
3. Delia has 524 rocks in her collection. She

gives some to her sister. Now she has 462
rocks. How many rocks did she give away?
label
4. On Saturday, 703 people go to a movie.

194 go in the afternoon. The rest go in
the evening. How many people go in the
evening?
label
UNIT 6 LESSON 8 Word Problems: Unknown Addends 277

6-8 Name
Class Activity
► Adding Up to Solve Word Problems

(continued)
5. Jeremy makes 525 coasters that are circles

or squares as gifts for his family. 347 coasters
are circles. How many coasters are squares?
label
6. Analisse has 419 marbles. 287 of the marbles

are blue. How many marbles are other colors?
label
► PATH to
Add.
7. 32 8. 42 9. 57 10. 44
+
_ 50 +
_ 57 +
_ 43 +
_7
Subtract.
11. 98 12. 100 13. 43 14. 61
-
_ 24 -
_ 31 -
_ 38 -
_ 29
278 UNIT 6 LESSON 8 Word Problems: Unknown Addends

Dear Family:
Family Letter
Your child is now learning how to subtract 3-digit numbers. The
most important part is understanding and being able to explain
a method. Children may use any method that they understand,
can explain, and can perform fairly quickly.
Expanded Method Ungroup First Method

Step 1 Step 2 Step 1 Check to see if there are enough ones
and tens to subtract from. Ungroup
120 where needed.
300 20 12
432 = 400 + 30 + 2 = 400 + 30 + 2 Look inside 432. Ungroup 432 and
_ 200 + 70 + 3 = 200
- 273 = __ __ + 70 + 3 rename it as 3 hundreds, 12 tens,
Step 3
=159 {
100 + 50 + 9 and 12 ones.
Ungroup from
the left:
Ungroup from
the right:
Step 1 “Expand” each number to show that it

is made up of hundreds, tens, and ones. 12 12
3 13 12 3 2 12
Step 2 Check to see if there are enough ones to 432 432
subtract from. If not, ungroup a ten into
- 273
__ - 273
__
10 ones and add it to the existing ones.
Check to see if there are enough tens to
subtract from. If not, ungroup a hundred Step 2 Subtract to find the answer. Children
into 10 tens and add it to the existing may subtract from the left or from
tens. Children may also ungroup from the right.
the left.
Step 3 Subtract to find the answer. Children 12
may subtract from left to right or right 3 2 12
432
to left. -
__27 3
159
In explaining any method they use, children are expected to use

“hundreds, tens, and ones” language and drawings to show that
they understand place value.
Please call if you have questions or comments.
Sincerely,
2.NBT.8, 2.NBT.9, Measurement and Data 2.MD.8, and all Mathematical Practices.
UNIT 6 LESSON 9 Subtract from Hundreds Numbers 279

Estimada familia:
Carta a la familia
Su niño está aprendiendo a restar números de 3 dígitos. Lo más
importante es comprender y saber explicar un método. Los niños
pueden usar cualquier método que comprendan, puedan explicar
y puedan hacer relativamente rápido.
Método extendido Método de desagrupar primero

Paso 1 Paso 2 Paso 1 Observar si hay suficientes unidades
y decenas para restar. Desagrupar
120
300 20 12 cuando haga falta.
432 = 400 + 30 + 2 = 400 + 30 + 2 Mirar dentro de 432. Desagrupar 432
- 273 = 200
_ __ + 70 + 3 = 200
__ + 70 + 3 y volver a nombrarlo como 3 centenas,
100 + 50 + 9
Paso 3
=159 { Desagrupar
12 decenas y 12 unidades.
Desagrupar
por la izquierda: por la derecha:
Paso 1 “Extender” cada número para mostrar

que consta de centenas, decenas y 12 12
unidades. 3 13 12 3 2 12
432 432
Paso 2 Observar si hay suficientes unidades para - 273
__ - 273
__
restar. Si no, desagrupar una decena
para formar 10 unidades y sumarlas a
las unidades existentes. Observar si hay Paso 2 Restar para hallar la respuesta. Los
suficientes decenas para restar. Si no, niños pueden restar empezando por
desagrupar una centena para formar la izquierda o por la derecha.
10 decenas y sumarlas a las decenas
existentes. Los niños también pueden
desagrupar por la izquierda. 12
3 2 12
Paso 3 Restar para hallar la respuesta. Los niños 432
pueden restar de izquierda a derecha o -
__27 3
de derecha a izquierda. 15 9
Para explicar cualquier método que usen, los niños deben usar
lenguaje y dibujos relacionados con centenas, decenas y unidades
para demostrar que comprenden el valor posicional.
Si tiene alguna duda o comentario, por favor comuníquese
conmigo.
Atentamente,
280 UNIT 6 LESSON 9 Subtract from Hundreds Numbers

6-9 Name
Class Activity
► Discuss Subtraction Problems

Solve each word problem. Use any method.
Make a proof drawing.
1. A teacher buys 200 erasers for 2. The school cafeteria has 500
his students. He gives 152 of apples. Some of them are served
them away. How many erasers with lunch. After lunch, there
does he have left over? are 239 apples left. How many
apples does the cafeteria serve?
label label
3. Teresa sells guitars. She has 600 4. Jorge is on a basketball team.

guitars. She sells 359. How many He scores 181 points one year.
guitars does she have left? He scores some points in a
second year, too. He scores
a total of 400 points over the two
years. How many points does he

score the second year?
label label
UNIT 6 LESSON 9 Subtract from Hundreds Numbers 281

6-9 Name
Class Activity
► Practice Subtracting from 1,000

Subtract. Use any method.
5. 1,0 0 0 6. 1,0 0 0
-
__ 772 -
__ 526
7. 1,0 0 0 8. 1,0 0 0
-
__ 843 -
__ 293
9. 1,0 0 0 10. 1,0 0 0

-
__ 95 -
__ 157
11. Elliot has 1,000 pennies. He 12. Marta’s class plans to collect
puts 350 pennies in penny rolls. 1,000 cans this year. They
How many pennies are left? have 452 cans so far. How
many more cans do they plan
to collect?
label label
282 UNIT 6 LESSON 9 Subtract from Hundreds Numbers

6-10 Name
Class Activity
VOCABULARY
ungroup
► Do I Need to Ungroup?
Decide if you need to ungroup. If you need to ungroup,
draw a magnifying glass around the top number. Then
find the answer.
1. 508 2. 500
-
__346 -
__306
Ungroup to get 10 ones? Ungroup to get 10 ones?
Ungroup to get 10 tens? Ungroup to get 10 tens?
3. 670 4. 570
-
__340 -
__390
Ungroup to get 10 ones? Ungroup to get 10 ones?
Ungroup to get 10 tens? Ungroup to get 10 tens?
UNIT 6 LESSON 10 Subtract from Numbers with Zeros 283

6-10 Name
Class Activity
► Subtract from 3-Digit Numbers with Zeros

Subtract.
5. 4 06 6. 790
-
__181 -
__272
7. 340 8. 507
-
__118 -
__438
9. 400 10. 500

-
__263 -
__234
► PATH to
Add.
11. 38 12. 61 13. 36 14. 78
+
_ 44 +
_ 17 +
_ 64 +
_ 19
Subtract.
15. 100 16. 92 17. 64 18. 81
-
_ 57 -
_ 40 -
_ 25 -
_ 19
284 UNIT 6 LESSON 10 Subtract from Numbers with Zeros

6-13 Name
Class Activity
► Review Addition and Subtraction

Ring add or subtract. Check if you need to ungroup or
make a new ten or hundred. Then find the answer.
1. 762 2. 395
-
__395 +
__367
Subtract Subtract
Ungroup to get 10 ones Ungroup to get 10 ones
Ungroup to get 10 tens Ungroup to get 10 tens

Add Add
Make 1 new ten Make 1 new ten
Make 1 new hundred Make 1 new hundred
3. 287 4. 437
-
__193 +
__324
Subtract Subtract
Ungroup to get 10 ones Ungroup to get 10 ones
Ungroup to get 10 tens Ungroup to get 10 tens

Add Add
Make 1 new ten Make 1 new ten
Make 1 new hundred Make 1 new hundred
UNIT 6 LESSON 13 Relationships Between Addition and Subtraction Methods 285

6-13 Name
Class Activity
VOCABULARY
opposite operation
► Relate Addition and Subtraction
Decide whether you need to add or subtract.
Draw a Math Mountain. Check your answer by using
the opposite operation.
5. 532 ✓ 6. 532 ✓
-
__181 +
__181
7. 528 ✓ 8. 1,0 0 0 ✓
+
__357 -
__ 438
9. 571 ✓ 10. 904 ✓

+
__287 -
__458
286 UNIT 6 LESSON 13 Relationships Between Addition and Subtraction Methods

6-14 Name
Class Activity

Solve the problem.
1. Lucero spills a bag of marbles. 2. Al counts bugs in the park.

219 fall on the floor. 316 are He counts 561 on Monday.
still in the bag. How many were He counts 273 fewer than that
in the bag in the beginning? on Tuesday. How many bugs
does he count on Tuesday?
label label
3. Happy the Clown gives out 4. Charlie the Clown gives out 842
balloons. She gives out 285 at balloons at the fun fair. He gives
the zoo and then she gives out out 194 at the store. He gives
some more at the amusement out 367 at the playground. How
park. Altogether she gives out many more balloons does he
503. How many balloons does give out at the fun fair than at the
she give out at the amusement playground?
park?
label label
UNIT 6 LESSON 14 Mixed Addition and Subtraction Word Problems 287
6-14 Name
Class Activity

Make a drawing. Write an equation. Solve the problem.
5. Damon collects stamps. He has 6. Mr. Lewis sells 438 melons.

383 stamps. Then he buys 126 Now he has 294 melons left.
more at a yard sale. How many How many melons did he have
stamps does he have now? at the start?
label label
7. Ali is giving out ribbons for a 8. Cora collected 542 sports cards
race. She gave out 57 ribbons last year. She collected 247
so far, and she has 349 ribbons fewer than that this year. How
left. How many ribbons did she many cards did she collect in
have at the start? both years together?
label label
288 UNIT 6 LESSON 14 Mixed Addition and Subtraction Word Problems

6-14 Name
Class Activity

9. Tanya is working on a puzzle. 10. In March the Shaws plant some
She has placed 643 pieces. flowers. In April they plant
There are 1,000 pieces in the 178 more flowers. In the two
puzzle. How many more pieces months they plant a total of
does she have to place? 510 flowers. How many flowers
do they plant in March?
label label
11. Jeremy has 48 action 12. Pawel gives out fliers about a
figures. Jeremy has 14 more play. He gives out 194 fliers at
action figures than Keith. How the bakery. He gives out 358 at
many action figures does Keith the grocery store. How many
have? fewer fliers does he give out at

the bakery than at the grocery
store?
label label
UNIT 6 LESSON 14 Mixed Addition and Subtraction Word Problems 289
6-14 Name
Class Activity

13. Rue has 842 buttons. Then 14. Last week Jan sold some tickets
she gives some to a friend. to a play. She sells 345 more
Now she has 263 buttons. this week. Altogether she sells
How many buttons does Rue 500 tickets. How many tickets
give to her friend? did she sell last week?
label label
15. April has 98 fewer pennies 16. There are 675 plastic cups and
than Julie has. April has 521 300 paper plates in a cabinet.
pennies. How many pennies Jaime puts more cups and plates
does Julie have? in the cabinet. Now there are
850 cups. How many cups does © Houghton Mifflin Harcourt Publishing Company
Jaime add?
label label
290 UNIT 6 LESSON 14 Mixed Addition and Subtraction Word Problems

6-15 Name
Class Activity
► Math and Artists

Many artists sell their
work at art fairs.
Solve.
1. On one weekend, 489 people come to the art fair on

Saturday and 511 people come to the fair on Sunday.
How many people come to the fair in all?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: © Justin Kase z10z/Alamy Images
label
2. Wendy uses silver and blue beads to make

necklaces to sell. She uses 72 blue beads.
She uses 38 more blue beads than silver beads.
How many silver beads does she use?
label
3. LeBron uses tiny seed beads to make bracelets.

He buys a package of seed beads with 350 red
beads and 250 white beads. After he makes
the bracelets for the fair, he has just 6 beads left.
How many beads does he use?
label

6-15 Name
Class Activity
► Caricatures
A caricature is a drawing of a person.
The drawing looks like a cartoon.
• Last week, an artist drew

146 children and 84 adults.
• This week, the artist drew
167 children and 55 adults.
Solve. Use the information in the box above.
4. How many people did the artist draw last week?
label
5. How many people did the artist draw this week?

label
6. How many fewer people did the artist draw

this week than last week?
label
7. Did the artist draw more children or more adults?

more

UNIT 6 Name
Review/Test
1. Write the number that is shown by the

drawing.
Total
Hundreds Tens Ones
Write the hundreds, tens, and ones.

Then write the number name.
Example: 456 = 400 + 50 + 6 four hundred fifty-six
2. 915 = + +
3. 263 = + +
4. Count by 1s. Write the numbers.
294 295 302

340 350 420
200 300 1,000

UNIT 6 TEST 293
UNIT 6 Name
Review/Test
Write <, >, or =.
7. 265 256 8. 95 509 9. 815 815
Add.
10. 745 11. 377
+
__138 +
__623
12. 394 + 10 = 13. 198 + 56 =
Subtract. © Houghton Mifflin Harcourt Publishing Company
14. 596 - 100 = 15. 603 - 10 =
16. 782 17. 447

-
__528 -
__178
294 UNIT 6 TEST

UNIT 6 Name
Review/Test
Subtract.
18. 505 19. 300
-
__371 -
__239
20. 618 - 73 = 21. 1,000 - 272 =
22. Mia has 45 cards in her collection. This is 39 fewer

cards than her friend Letty has. How many cards
does Letty have in her collection?
label
23. This morning 256 books were returned to

the library. 596 more were returned
this afternoon. How many books were
returned altogether?
label
UNIT 6 TEST 295
UNIT 6 Name
Review/Test
24. Ada read 124 pages in a book.

The book has 300 pages. How many
more pages does she still have to
read to finish the book?
label
25. Extended Response Show and explain how to

subtract 279 from 458. Use the words hundreds,
tens, and ones. Explain how and why you can use
addition to check your answer.
296 UNIT 6 TEST

Dear Family:
Family Letter
In this unit, your child will learn about rectangular arrays and
how to use addition to count the number of objects in an array.
The array below has 2 rows and 3 columns. It can be described
as 2 rows with 3 tiles in each row or 3 columns with 2 tiles in
each column.
3
3+3=6
3
2 2 2
2+2+2=6
You can help your child by working with him or her to practice
using the words array, rows, and columns. For example, ask your
child to use pennies or other small objects to make an array that
has 4 rows with 5 objects in each row. Ask your child to write the
addition equations that show the total number of objects in the
array. (5 + 5 + 5 + 5 = 20 and 4 + 4 + 4 + 4 + 4 = 20)
Your child will also be learning about equal parts of circles and
rectangles: 2 halves, 3 thirds, and 4 fourths. You can practice using
this vocabulary at home. For example, “I am cutting this pizza into
4 fourths.”
Please call if you have any questions or concerns.
Sincerely,
2.OA.1, 2.OA.3, 2.OA.4, Geometry 2.G.1, 2.G.2, 2.G.3, Measurement and Data 2.MD.5, 2.MD.6, and all
UNIT 7 LESSON 1 Arrays, Partitioned Rectangles, and Equal Shares 297

Estimada familia:
Carta a la familia
En esta unidad, su niño aprenderá acerca de las matrices
rectangulares y aprenderá cómo usar la suma para contar el
número de objetos en una matriz. La matriz de abajo tiene 2
hileras y 3 columnas. Puede describirse así: 2 hileras con 3 fichas
en cada columna, o 3 columnas con 2 fichas en cada columna.
3
3+3=6
3
2 2 2
2+2+2=6
Usted puede ayudar a su niño practicando el uso de las palabras

matriz, hileras y columnas. Por ejemplo, pídale que use monedas
de un centavo u otros objetos pequeños para hacer una matriz
que tenga 4 hileras con 5 objetos en cada una. Pida a su niño
que escriba la ecuación de suma que muestra el número total de
objetos en la matriz. (5 + 5 + 5 + 5 = 20 y 4 + 4 + 4 + 4 + 4 = 20)
Su niño también aprenderá acerca de partes iguales de círculos
y rectángulos: 2 medios, 3 tercios y 4 cuartos. Pueden practicar
usando este vocabulario en casa. Por ejemplo: “Estoy cortando
esta pizza en 4 cuartos”.
conmigo.
Atentamente,
Thinking 2.OA.1, 2.OA.3, 2.OA.4, Geometry 2.G.1, 2.G.2, 2.G.3, Measurement and Data 2.MD.5, 2.MD.6, and
all Mathematical Practices.
298 UNIT 7 LESSON 1 Arrays, Partitioned Rectangles, and Equal Shares

UNIT 7 LESSON 1
Square-Inch Tiles
299
Square-Inch Tiles
UNIT 7 LESSON 1
300
7-1 Name
Class Activity
VOCABULARY
array
rows
► Rows and Columns columns
1. Loop the rows. 2. Loop the columns.
► Write Equations for Arrays

Write how many in each row and in each column.
Then write two equations for each array.
3. 4.

7-1 Name
Class Activity
► Measure to Partition Rectangles

Measure in inches. Draw rows and columns.
Write the number of small squares.
5. 6.
squares squares
Measure in centimeters. Draw rows and columns.

7. 8. 9.
squares squares squares

7-1 Name
Class Activity
VOCABULARY
halves
thirds
► Shade Equal Shares fourths
Shade to show halves, thirds, and fourths.
10. halves 11. thirds 12. fourths

13. Shade to show halves two different ways.
14. Shade to show fourths two different ways.

15. Shade to show halves two different ways.

7-1 Name
Class Activity
VOCABULARY
equal shares
► More Practice with Partitions and
Equal Shares
16. 17. 18.
squares squares squares
19. 20. 21.
squares squares squares © Houghton Mifflin Harcourt Publishing Company
Shade to show equal shares.

22. 2 halves 23. 3 thirds 24. 4 fourths

UNIT 7 LESSON 2
Find Equal Shares
305
Find Equal Shares

UNIT 7 LESSON 2
306
7-2 Name
Class Activity
► Different Shapes of a Half of the

Same Rectangle
1. Make two halves. Show different ways.
Shade half of each rectangle.
► Different Shapes of a Third of the

Same Rectangle
2. Make three thirds. Show different ways.
Shade a third of each rectangle.
► Different Shapes of a Fourth of the

Same Rectangle
3. Make four fourths. Show different ways.
Shade a fourth of each rectangle.
UNIT 7 LESSON 2 Find Equal Shares 307

7-2 Name
Class Activity
► Equal Shares Using the Same Square

4. Make 2 equal shares. Show 5. Make 3 equal shares. Show
different ways. Shade half of different ways. Shade a third of
each square. each square.
6. Make 4 equal shares. Show different ways.

Shade a fourth of each square.
► Equal Shares Using the Same Circle

7. Make 2 equal shares. 8. Make 3 equal shares. 9. Make 4 equal shares.
Shade half of the Shade a third of the Shade a fourth of the
circle. circle. circle.
► Different Shape but Same Size

10. Use Drawings 1, 2, and 3 to
explain why the blue and yellow
1 2 3
shares are equal.
308 UNIT 7 LESSON 2 Find Equal Shares

7-3 Name
Class Activity

1. Carl draws a line that is 18 centimeters long. Then

he makes it 14 centimeters longer. How long is the
line now?
unit
2. Samantha runs 45 meters, stops, and then she runs

some more. She runs a total of 95 meters. How many
meters does she run after her stop?
unit
3. A ribbon is 48 inches long. Taylor uses 32 inches of

the ribbon to make a bow. How much ribbon is left?
unit
4. Mr. Parker cut 9 feet from the end of a pole. The pole
is now 22 feet long. How long was the pole before
Mr. Parker cut it?
unit
UNIT 7 LESSON 3 Length Word Problems and Number Line Diagrams 309
7-3 Name
Class Activity

5. A race course is 99 meters long. There are trees

along 38 meters of the course. How long is the part
of the course without trees?
unit
6. Michelle paints a fence that is 81 feet long. Huck

paints a fence that is 56 feet long. How much longer
is the fence Michelle paints?
unit
7. O’Shanti has a necklace that is 24 centimeters long.

She makes the necklace 36 centimeters longer.
How long is the necklace now?
unit
8. A giant flag is 6 meters long. Vern adds 4 meters to

its length. How long is the flag now?
unit
310 UNIT 7 LESSON 3 Length Word Problems and Number Line Diagrams
7-3 Name
Class Activity

9. Kelly has a piece of red yarn that is 25 centimeters

long. She also has a piece of blue yarn that is
11 centimeters long. How much longer is the red
yarn than the blue yarn?
unit
10. Paco swims 41 meters. Kenny swims 4 meters less

than Paco. How far does Kenny swim?
unit
11. Leonard walks 28 meters. Then he walks 56 more

meters. How many meters does he walk in all?
unit
12. A tree is 72 inches tall now. It is 12 inches taller

than it was last year. How tall was the tree last year?
unit
UNIT 7 LESSON 3 Length Word Problems and Number Line Diagrams 311
7-3 Name
Class Activity
► Number Line Diagrams

Use the number line diagram to add or subtract.
13. Loop 17 and 28. Loop the difference D.

How long is it?
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

How long is it?
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50

How long is it?

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
16. Loop 67. Add 26 to it. Loop the total T.

How long is it?
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
312 UNIT 7 LESSON 3 Length Word Problems and Number Line Diagrams
7-4 Name
Class Activity
► Lengths at the Grocery Store

Choose a method to solve the problems. Does your
method work for all of them? Be ready to explain your
method to the class.
1. Someone breaks a jug of milk in

the store. Mr. Green cleans it up. 37 24
Then he blocks off the wet spot inches inches
with tape. How long is the tape?
48 inches
unit
2. Mrs. Chang wants to decorate

the table she uses for free food 36 inches
samples. She wants to put gold
27 27
trim around the top of the table.
inches inches
How much trim will she need?
36 inches
unit
3. Here is the route a customer

takes while shopping at the store. Door
26 feet
How far does the customer walk Bakery
35 feet
altogether?
24 feet
Meat
Farm 38 feet
Counter
Stand
unit
UNIT 7 LESSON 4 Add Three and Four Lengths 313
7-4 Name
Class Activity
►Playground Lengths
4. The basketball court has sides 5. The fence around the picnic area
that are 42 feet, 37 feet, 42 feet, has sides with lengths of 33 yards,
and 37 feet and four right angles. 56 yards, and 61 yards. What is
What is the distance around the the total length of the fence?
court?
unit unit
6. A playground game is outlined 7. The sandbox has a wood border.

in chalk. Each of the four sides The border has sides that are
is 48 inches long and there are 32 feet, 45 feet, 29 feet, and
four right angles. What is the 61 feet. What is distance around
total length of the outline? the sandbox?
unit unit
314 UNIT 7 LESSON 4 Add Three and Four Lengths

7-4 Name
Class Activity
► Distance Around Shapes at Home

8. A border outlines a flowerbed.

How long is the border? 55 inches
29 inches 32 inches
60 inches
unit
9. The pantry has a tiled floor. 49 inches
What is the distance around

the tiled floor?
24 inches 24 inches
unit
49 inches
10. In spring, all of the wood floors

get waxed. This part of the
kitchen was waxed. What is the
distance around the waxed part? 13 feet 12 feet
21 feet
unit
UNIT 7 LESSON 4 Add Three and Four Lengths 315

7-4 Name
Class Activity
► Distance Around Shapes at School

11. A picture hanging in the library 12. The second grade makes an art
has sides that are 39 inches, project. The lengths of the sides
28 inches, 39 inches, and 28 of the project are 18 inches,
inches. What is the distance 24 inches, and 19 inches. The
around the picture? teacher wants to frame the
project with tape. How much
tape does she need?
unit unit
13. The cafeteria is a square room. 14. The school patio has 4 sides.
Each side measures 47 feet. The lengths of the sides are
What is the distance around the 22 feet, 18 feet, 27 feet, and
room? 16 feet. What is the distance
around the patio?
unit unit
316 UNIT 7 LESSON 4 Add Three and Four Lengths

7-5 Name
Class Activity

1. Jorge is building shelves. The bottom shelf is

64 inches long. The top shelf is 27 inches longer.
How long is the top shelf?
2. The top of a bookcase is 24 inches from the ceiling.

The ceiling is 96 inches tall. How tall is the bookcase?
3. Henry is putting a border of rocks around his garden.

The lengths of the sides of the garden are 12 feet,
19 feet, and 27 feet. How long will the border be?
4. Brendan is knitting a scarf. It is 28 centimeters long.

Then he knits 18 centimeters more. How long is the
scarf now?
UNIT 7 LESSON 5 More Length Word Problems 317

7-5 Name
Class Activity
► Length Word Problems

5. Hannah has a red ribbon and a blue ribbon. The red

ribbon is 17 cm long. The blue ribbon is 13 cm long.
How much longer is the red ribbon than the blue ribbon?
6. A roll of tape is 76 feet long to start. Karl uses 24 feet

of the tape. How much tape is left?
7. Nick and Ben are running a relay race. Nick runs

48 meters. Ben runs 37 meters. How many fewer
meters does Ben run?
8. Candace is putting a fence around her garden. The

garden has 4 sides and 4 right angles. Each side of the
garden is 23 feet long. How long will the fence be?
318 UNIT 7 LESSON 5 More Length Word Problems

7-5 Name
Class Activity
► Length Word Problems

9. Caroline uses tape to mark off the space where new

grass was planted. The lengths of the sides of the
space are 16 feet, 28 feet, 36 feet, and 18 feet.
How much tape is needed?
10. Lauren pulls the shade down. It covers 24 inches of

the window. Jessica pulls it down 48 more inches.
What is the length of the shade now?
11. A flagpole is 62 feet tall. The flag covers 11 feet

of the pole. How long is the part not covered by
the flag?
12. Miguel is putting a string of lights around a sign.

The lengths of the sides of the sign are 26 inches,
18 inches, 26 inches, and 18 inches. What length
of lights does he need?
UNIT 7 LESSON 5 More Length Word Problems 319

7-5 Name
Class Activity

I’m trying to
add 57 and 29.
I’m not sure what
57 + 29 = to do next.
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
13. Show how to use the number line diagram to find the total.
57 + 29 =
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
► Number Line Diagrams

Represent each equation on the number line diagram.
Then find the difference or the total.
14. 43 + = 72 © Houghton Mifflin Harcourt Publishing Company
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
15. + 28 = 86
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
320 UNIT 7 LESSON 5 More Length Word Problems

7-6 Name
Class Activity
► Math and Flags

Ships can use flags to send messages.
A flag can be used alone to send a message.
A group of flags can be used to spell out
a message.
This flag means “I have a pilot on board.”

It can also be used for the letter H.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Artifacts Images/PhotoDisc/Getty Images
1. How many parts does the flag have?

parts
2. Does the flag show equal parts?
yes no
This flag means “Return to ship.”

It can also be used for the letter P.
3. How many parts does the flag have?

parts
4. Does the flag show equal parts?
yes no
7-6 Name
Class Activity
► Square Flags
5. Draw a square flag. Show halves. 6. Draw a square flag. Show thirds.
Color the flag. Color a half of the Color the flag. Color a third of the
flag blue. flag red.
► Rectangular Flags
7. Show 4 equal shares that are rectangles.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Adams Picture Library t/a apl/Alamy Images
8. Show 4 equal shares that are triangles.
9. On a separate sheet of paper, design your own flag.

Use equal parts. Color your flag.

UNIT 7 Name
Review/Test
Write how many in each row and in each column.

Then write two addition equations for the array.
1. 2.
3. Measure in centimeters. 4. Measure in inches.

Draw rows and columns. Write Draw rows and columns. Write
the number of small squares. the number of small squares.
squares
squares
5. Shade half of 6. Shade a third of 7. Shade a fourth of

the circle. the circle. the circle.
UNIT 7 TEST 323

UNIT 7 Name
Review/Test
Show different ways.
8. Make two halves. 9. Make three thirds. 10. Make four fourths.
Show each equation on the number line diagram.

Then find the difference or the total.
11. 43 + = 62
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
12. 49 + 24 =
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
13. + 36 = 81
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
324 UNIT 7 TEST

UNIT 7 Name
Review/Test
14. Amani has 42 inches of gold lace. She has 18 more

inches of silver lace than gold lace. How many
inches of silver lace does Amani have?
unit
15. Nelson uses 16 inches of ribbon for each of three

gifts he wraps. He uses 24 inches for the fourth gift.
How many inches of ribbon does Nelson use in all?
unit
16. The fence is 60 meters long. Dani has 24 more

meters of the fence to paint. How many meters
of the fence has she painted already?
unit
17. Ymar has 22 meters of green fabric. She uses

some of the fabric to make curtains. Now she has
14 meters left. How many meters of fabric does
Ymar use for curtains?
unit
UNIT 7 TEST 325

UNIT 7 Name
Review/Test
18. Omar uses a blue ribbon around a square photo

frame. Each side of the square is 16 centimeters
long. How many centimeters of blue ribbon does
Omar need?
unit
19. Malia puts a fence around her vegetable garden.

The garden has 3 sides. One side is 12 feet. The
second side is 15 feet long. The third side is 8 feet
long. How many feet of fencing does Malia use?
unit
20. Extended Response Look at these shapes.
a. Are the shaded parts the same shape?
b. Are the shaded parts the same size?
326 UNIT 7 TEST

Problem Types
Result Unknown Change Unknown Start Unknown
Aisha has 46 stamps Aisha has 46 stamps in Aisha has some stamps
in her collection. Then her collection. Then her in her collection. Then
her grandfather gives grandfather gives her her grandfather gives her
her 29 stamps. How some stamps. Now she 29 stamps. Now she has
many stamps does she has 75 stamps. How 75 stamps. How many
have now? many stamps did her stamps did she have
Add To
Situation and Solution grandfather give her? to start?
Equation1: Situation Equation : Situation Equation :
46 + 29 = ■ 46 + ■ = 75 ■ + 29 = 75
■ = 75 − 46 ■ = 75 − 29
A store has 43 bottles of A store has 43 bottles A store sells 25 bottles of

water at the start of the of water at the start water during one day. At
day. During the day, the of the day. The store the end of the day
store sells 25 bottles. How has 18 bottles left at 18 bottles are left. How
many bottles do they have the end of the day. How many bottles did the store
at the end of the day? many bottles does the have at the beginning of
Take From
Situation and Solution store sell? the day?
Equation : Situation Equation : Situation Equation :
43 - 25 = ■ 43 − ■ = 18 ■ − 25 = 18
■ = 43 − 18 ■ = 25 + 18
1
A situation equation represents the structure (action) in the problem situation. A solution equation shows the operation
used to find the answer.
Problem Types continued
Problem Types S1
Problem Types (continued)
Both Addends
Total Unknown Addend Unknown Unknown
A clothing store has Of the 84 shirts in a Pam has 24 roses. How
39 shirts with short clothing store, 39 have many can she put in her
sleeves and 45 shirts with short sleeves. The rest red vase and how many in
long sleeves. How many have long sleeves. her blue vase?
shirts does the store have How many shirts have Math Drawing :
in all? long sleeves?
24
Math Drawing2: Math Drawing :
Put 84
Together/
Take Apart
39 Situation Equation :
39 45
24 = ■ + ■
Situation and Solution Situation Equation :
Equation : 84 = 39 + ■
39 + 45 = ■ Solution Equation :
84 - 39 = ■
2
These math drawings are called Math Mountains in Grades 1–3 and break-apart drawings in
Grades 4 and 5.
S2 Problem Types
Difference Unknown Greater Unknown Smaller Unknown
Alex has 64 trading cards. Leading Language Leading Language
Lucy has 48 trading cards. Lucy has 48 trading cards. Alex has 64 trading cards.
How many more trading Alex has 16 more trading Lucy has 16 fewer trading
cards does Alex have cards than Lucy. How cards than Alex. How
than Lucy? many trading cards does many trading cards does
Lucy has 48 trading cards. Alex have? Lucy have?
Alex has 64 trading cards.
How many fewer trading
Misleading Language Misleading Language
cards does Lucy have
Lucy has 48 trading cards. Alex has 64 trading cards.
than Alex?
Lucy has 16 fewer trading Alex has 16 more trading
Math Drawing: cards than Alex. How cards than Lucy. How
many trading cards does many trading cards does
Compare1 A 64 Alex have? Lucy have?
Math Drawing: Math Drawing:
L 48 ?
A ? A 64
Situation Equation :
48 + ■ = 64 or L 48 16 L ? 16
■ = 64 − 48
Solution Equation : Situation and Solution Situation Equation :
■ = 64 − 48 Equation : ■ + 16 = 64 or
48 + 16 = ■ ■ = 64 − 16
Solution Equation :
■ = 64 − 16
1
A comparison sentence can always be said in two ways. One way uses more, and the other uses fewer or less.
Misleading language suggests the wrong operation. For example, it says Lucy has 16 fewer trading cards than Alex,
but you have to add 16 cards to the number of cards Lucy has to get the number of cards Alex has.
Problem Types S3
Glossary
5-groups A.M.
tens in 5-groups Use A.M. for times between midnight

and noon.
ones in 5-groups
analog clock
A
11 12 1
add 10 2
9 3
4 + 2 = 6 8
7 6 5
4
addend
angle
5 + 6 = 11
addends
These are angles.

Adding Up Method
(for Subtraction)
array
144 68 + 22 = 70
-
_ 68 70 + 30 = 100
___
76 100 + 44 = 144
76 © Houghton Mifflin Harcourt Publishing Company
This rectangular array has

3 rows and 5 columns.
addition doubles
Both addends (or partners) are the same.
4+4=8
S4 Glossary
B centimeter (cm)
bar graph
horizontal 0
United States
bar graph 1 2 3 4
Canada
Mexico
Japan
India cent sign
0 1 2 3 4 5 6 7 8 9 10 56¢
10
vertical cent sign
9
8 bar graph
7
6 clock
5
4
3
2 11 12 1
1 10 2
0 analog clock 9 3
8 4
7 6 5
break-apart
10
You can break apart a
larger number to get two
digital clock 12:30
smaller amounts called 6 4
break-aparts.
break-aparts of 10 column
This rectangular array has 4 columns with
C
3 tiles in each column.
cent
front back
1 cent or 1¢ or $0.01
Glossary S5
compare numbers cube

Compare numbers using >, <, or =.
52 > 25
25 < 52
25 = 25 D
data
comparison bars
Sisters Brothers
Mike Kendra 2 1
data
Scott 2 0
Sue
Ida 0 1
You can add labels and fill in numbers to The data in the table show how many
help you solve Compare problems. sisters and how many brothers each
child has.
count all
decade numbers
5+3=
12345 678 10, 20, 30, 40, 50, 60, 70, 80, 90
5+3= 8 decimal point

$4.25
count on
decimal point
5+3= 78
6
5+ =8 diagonal
8-5= Already 5
diagonal
S6 Glossary
difference dollar sign
11 - 3 = 8 $4.25
11 dollar sign
- 3
_
difference 8 doubles minus 1
7 + 7 = 14, so
digital clock
7 + 6 = 13, 1 less than 14.
12:30 doubles minus 2

7 + 7 = 14, so
digits
7 + 5 = 12, 2 less than 14.
0, 1, 2, 3, 4, 5, 6, 7, 8, 9
15 is a 2-digit number. doubles plus 1
The 1 in 15 means 1 ten. 6 + 6 = 12, so
The 5 in 15 means 5 ones. 6 + 7 = 13, 1 more than 12.
dime doubles plus 2

6 + 6 = 12, so
6 + 8 = 14, 2 more than 12.
front back E
10 cents or 10¢ or $0.10
equal shares
dollar 2 halves 4 fourths
100 cents or front
100¢ or $1.00
back
Glossary S7
equal to (=) expanded form

5+3=8 283 = 200 + 80 + 3
5 plus 3 is equal to 8.
Expanded Method (for Addition)
equation 78 = 70 + 8
+ 57 = 50 + 7
4+3=7 7=4+3
9-5=4 4+5=8+1 120 + 15 = 135
An equation must have an = sign.
Expanded Method
(for Subtraction)
equation chain
50 14
3+4=5+2=8-1=7 64 = 60 + 4
- 28 = 20 + 8
even number 30 + 6 = 36
A number is even if you can make
groups of 2 and have none left over. extra information
Franny has 8 kittens and 2 dogs. 4 kittens
are asleep. How many kittens are awake?
8-4= 4
8 is an even number.
The number of dogs is extra information.
It is not needed to solve the problem.
exact change
¢ F
43
fewer
I will pay with 4 dimes and 3 pennies.

That is the exact change. I won’t get any There are fewer than .
money back.
S8 Glossary
foot (ft) H
foot
half
0 1 2 3 4 5 6 7 8 9 10 11 12
12 inches = 1 foot (not drawn to scale)
fourth
2 halves. A half of the
square is shaded.
half hour
4 fourths. A fourth of 5 minutes
10 minutes
the square is shaded.
11 12 1
10 2 15 minutes
G 9 3
8 4 20 minutes
greater than (>) 7 6 5
25 minutes
30 minutes
30 minutes = 1 half hour

34 > 25
34 is greater than 25. hexagon
greatest
25 41 63
63 is the greatest number. A hexagon has 6 sides and 6 angles.
group name
daisies roses
flowers
tulips
group name
Glossary S9
hidden information hour hand

Heather bought a dozen eggs. She used
11 12 1
7 of them to make breakfast. How many 10 2
eggs does she have left? 9 3
hour hand
12 - 7 = 5 8
7 6 5
4
The hidden information is that a dozen

means 12.
hundreds
horizontal
4+5=9 3 hundreds
horizontal form horizontal line 347 has 3 hundreds.
horizontal bar graph hundreds
I
United States
Canada inch (in.)
Mexico 1 inch
Japan
India
0 1 2 3 4 5 6 7 8 9 10
0 1 2
hour
L © Houghton Mifflin Harcourt Publishing Company
11 12 1
least
50 minutes 10 2 15 minutes
9 3
14 7 63
45 minutes 8 4 20 minutes 7 is the least number.
7 6 5
60 minutes = 1 hour
S10 Glossary
length matching drawing
fewer
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 more
The length of the pencil is about 17 cm.
(not to scale) Math Mountain
sum
less than (< ) 9 or
total
45 < 46 partner 7 2 partner

or or
45 is less than 46. addend addend
line plot meter(m)

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200 210 220 230 240 250 260 270 280 290 300
metric
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36
100 centimeters = 1 meter
Length of Shoelaces (inches)
(not drawn to scale)
line segment minus

8-3=5 8
M -3
_
8 minus 3 equals 5. 5
make a ten
8+6= minute
1 minute
8
11 12 1
10 + 4 10 2
9 3
10 + 4 = 14, 8 4
so 8 + 6 = 14 7 6 5
60 seconds = 1 minute
Glossary S11
minute hand not equal to (≠)

11 12 1 6+4≠8
10 2
9 3 6 + 4 is not equal to 8.
8 4
minute hand: points to
7 6 5 the minutes
number line diagram
more 0 1 2 3 4 5 6 7 8 9 10
This is a number line diagram.
There are more than .

number name
12
N twelve number name
New Groups Above Method
1
O
56 6 + 8 = 14 odd number
+ 28 The 1 new ten in 14 goes up
A number is odd if you can make groups
to the tens place.
84 of 2 and have one left over.
New Groups Below Method

56 6 + 8 = 14
9 is an odd number.
+ 28 The 1 new ten in 14 goes
1 below in the tens place.
84 ones
nickel
7 ones
347 has 7 ones.
ones
front back
5 cents or 5¢ or $0.05
S12 Glossary
opposite operations partner lengths
Addition and subtraction are opposite partner lengths of 4 cm
operations. 4 cm
5 + 9 = 14
14 - 9 = 5 1 cm 3 cm
Use addition to check subtraction. Use

subtraction to check addition. 2 cm 2 cm
opposite sides partners

9 + 6 = 15
opposite sides
partners (addends)
penny
order
2, 5, 6
The numbers 2, 5, and 6 are in order from
least to greatest. front back
1 cent or 1¢ or $0.01
P
pair pentagon
A group of 2 is a pair.
A pentagon has 5 sides and 5 angles.

The picture shows 4 pairs of counters.
Glossary S13
picture graph quarter

Flowers
Vases
plus front back

3+2=5 3
25 cents or 25¢ or $0.25
A quarter is another name for a fourth.
+
_ 2
3 plus 2 equals 5. A quarter is a fourth of a dollar.
5
quick hundreds
P.M.
347
Use P.M. for times between noon and
midnight.
quick hundreds
proof drawing
quick tens
162
quick tens
86 + 57 = 143
R
Q
quadrilateral rectangle
A rectangle has 4 sides and 4 right angles.

Opposite sides have the same length.
A quadrilateral has 4 sides and 4 angles.
S14 Glossary
rectangular prism S
scale
United States
Canada
right angle Mexico
Japan
India
0 1 2 3 4 5 6 7 8 9 10
scale
right angle
The numbers along the side or the bottom
A right angle is sometimes called a of a graph.
square corner.
Show All Totals Method
row 25 724
+ 48
_ + 158
60 800
13 70
73 12
882
situation equation
This rectangular array has 3 rows with

4 tiles in each row. A baker baked 100 loaves of bread. He
sold some loaves. There are 73 loaves
left. How many loaves of bread did
ruler
he sell?
0 25
100 - = 73
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
0 1 2 3 4 5 6 7 8 9 10 11 12
A ruler is used to measure length. situation equation
Glossary S15
skip count sum

skip count by 2s: 2, 4, 6, 8, . . . 4+3=7
skip count by 5s: 5, 10, 15, 20, . . . 4
skip count by 10s: 10, 20, 30, 40, 50, . . . +
_ 3
sum 7
solution equation
A baker baked 100 loaves of bread. He survey
sold some loaves. There are 73 loaves When you collect data by asking people
left. How many loaves of bread did questions, you are taking a survey.
he sell?
100 - 73 = T
teen number
solution equation
any number from 11 to 19
square 11 12 13 14 15 16 17 18 19
tens
A square has 4 equal sides
and 4 right angles.
4 tens
347 has 4 tens.

subtract
tens
8-5=3 third
subtraction doubles
Both addends or partners are the same.
8-4=4
3 thirds. A third of the
square is shaded.
S16 Glossary
thousand Ungroup First Method
64 1. Check to see if there
–28
_ are enough tens and
ones to subtract.
yes no
1,000 = ten hundreds 5 14 2. You can get more
64 ones by taking from
total –28
_ the tens and putting
them in the ones
10 total
5 14 place.
64 3. Subtract from either
–28
_ right to left or left
8 2
36 to right.
triangle
unknown addend
3+ =9
unknown addend
A triangle has 3 sides and 3 angles.
U unknown total
ungroup 3+6=
12
0/2 14 unknown total
Ungroup when you
134
- 78
need more ones or V
tens to subtract.
56 vertical
4
+3
_
7
vertical form vertical line
Glossary S17
vertical bar graph

10
9
8
7
6
5
4
3
2
1
0
view
This is the side view of the

rectangular prism above.
W
width
width or length
length width

Y
yard (yd)
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
yard stick
3 feet = 1 yard (not drawn to scale)
S18 Glossary

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Printed in the U.S.A.

UNIT 1 Addition and Subtraction Within 20

1 Represent Addition and Subtraction

Family Letter FAMILY LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2 Relate Addition and Subtraction

Family Letter FAMILY LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

5 More Practice with Unknown Addends and Teen Totals

6 Odd and Even Numbers

7 Strategies Using Doubles

8 Equations, Equation Chains, and Vertical Form

9 Add Three or Four Addends

* This lesson consists only of activities from the Teacher Edition.

BIG IDEA 2 Addition and Subtraction Situations

10 Add To and Take From Word Problems

Family Letter FAMILY LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

11 Add To and Take From Problems—Unknown in All Positions

12 Put Together/Take Apart Problems

13 Special Put Together/Take Apart Problems

14 Compare Word Problems

15 More Compare Word Problems

16 Mixed Word Problems

Green Make-a-Ten Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

BIG IDEA 3 More Complex Situations

17 Problems with Not Enough, Extra, or Hidden Information

18 More Complex Compare Problems

19 Two-Step Word Problems

20 Mixed Word Problems

Blue Make-a-Ten Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

© Houghton Mifflin Harcourt Publishing Company

UNIT 2 Addition Within 200

1 Ones, Tens, and Hundreds

BIG IDEA 2 Add 2-Digit Numbers

6 Explore 2-Digit Addition

7 Addition—Show All Totals Method

BIG IDEA 3 Money and Fluency for Addition Within 100

11 Buy with Pennies and Dimes

13 Fluency: Addition Within 100

New Ten Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

15 Focus on Mathematical Practices

* This lesson consists only of activities from the Teacher Edition.

UNIT 3 Length and Shapes

2 Recognize and Draw Shapes

3 Estimate and Measure

Rectangular Prisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

BIG IDEA 2 Estimate, Measure, and Make Line Plots

6 Estimate and Measure with Centimeters

Family Letter FAMILY LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

UNIT 3 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

My child will have

This person is my child’s .

signature of parent or guardian

UNIT 1 LESSON 1 Represent Addition and Subtraction 1

La persona que ayudará a mi niño es

2 UNIT 1 LESSON 1 Represent Addition and Subtraction

Discuss this Math Mountain and the equations.

► Count On for Addition or Subtraction

9. Discuss patterns in the eight equations for the Math

► Write Equations for Math Mountains

UNIT 1 LESSON 1 Represent Addition and Subtraction 5