Eureka Math® Grade 2 Modules 1–3
Published by Great Minds PBC
Student Name:
What does this painting have to do with math? Turn this book over to find out.
Learn Eureka Math® Grade 2 Modules
1–3
VIRGINIA EDITION
Great Minds © is the creator of Eureka Math® , Wit & Wisdom® , Alexandria Plan™, and PhD Science®
Published by Great Minds PBC. greatminds.org
© 2022 Great Minds PBC. All rights reserved. No part of this work may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying or information storage and retrieval systems—without written permission from the copyright holder.
Printed in the USA
10 9 8 7 6 5 4 3 2 1
ISBN 978-1-64497-874-0
Learn ♦ Practice ♦ Succeed
Eureka Math® student materials for A Story of Units® (K–5) are available in the Learn, Practice, Succeed trio. This series supports differentiation and remediation while keeping student materials organized and accessible. Educators will find that the Learn, Practice, and Succeed series also offers coherent—and therefore, more effective—resources for Response to Intervention (RTI), extra practice, and summer learning.
Learn
Eureka Math Learn serves as a student’s in-class companion where they show their thinking, share what they know, and watch their knowledge build every day. Learn assembles the daily classwork—Application Problems, Exit Tickets, Problem Sets, templates—in an easily stored and navigated volume.
Practice
Each Eureka Math lesson begins with a series of energetic, joyous fluency activities, including those found in Eureka Math Practice. Students who are fluent in their math facts can master more material more deeply. With Practice, students build competence in newly acquired skills and reinforce previous learning in preparation for the next lesson.
Together, Learn and Practice provide all the print materials students will use for their core math instruction.
Succeed
Eureka Math Succeed enables students to work individually toward mastery. These additional problem sets align lesson by lesson with classroom instruction, making them ideal for use as homework or extra practice. Each problem set is accompanied by a Homework Helper, a set of worked examples that illustrate how to solve similar problems.
Teachers and tutors can use Succeed books from prior grade levels as curriculum-consistent tools for filling gaps in foundational knowledge. Students will thrive and progress more quickly as familiar models facilitate connections to their current grade-level content.
Students, families, and educators:
Thank you for being part of the Eureka Math® community, where we celebrate the joy, wonder, and thrill of mathematics.
In the Eureka Math classroom, new learning is activated through rich experiences and dialogue. The Learn book puts in each student’s hands the prompts and problem sequences they need to express and consolidate their learning in class.
What is in the Learn book?
Application Problems: Problem solving in a real-world context is a daily part of Eureka Math. Students build confidence and perseverance as they apply their knowledge in new and varied situations. The curriculum encourages students to use the RDW process—Read the problem, Draw to make sense of the problem, and Write an equation and a solution. Teachers facilitate as students share their work and explain their solution strategies to one another.
Problem Sets: A carefully sequenced Problem Set provides an in-class opportunity for independent work, with multiple entry points for differentiation. Teachers can use the Preparation and Customization process to select “Must Do” problems for each student. Some students will complete more problems than others; what is important is that all students have a 10-minute period to immediately exercise what they’ve learned, with light support from their teacher.
Students bring the Problem Set with them to the culminating point of each lesson: the Student Debrief. Here, students reflect with their peers and their teacher, articulating and consolidating what they wondered, noticed, and learned that day.
Exit Tickets: Students show their teacher what they know through their work on the daily Exit Ticket. This check for understanding provides the teacher with valuable real-time evidence of the efficacy of that day’s instruction, giving critical insight into where to focus next.
Templates: From time to time, the Application Problem, Problem Set, or other classroom activity requires that students have their own copy of a picture, reusable model, or data set. Each of these templates is provided with the first lesson that requires it.
Where can I learn more about Eureka Math resources?
The Great Minds® team is committed to supporting students, families, and educators with an ever-growing library of resources, available at eureka-math.org. The website also offers inspiring stories of success in the Eureka Math community. Share your insights and accomplishments with fellow users by becoming a Eureka Math Champion.
Best wishes for a year filled with aha moments!
Jill Diniz Director of Mathematics Great Minds
The Read–Draw–Write Process
The Eureka Math curriculum supports students as they problem-solve by using a simple, repeatable process introduced by the teacher. The Read–Draw–Write (RDW) process calls for students to
1. Read the problem.
2. Draw and label.
3. Write an equation.
4. Write a word sentence (statement).
Educators are encouraged to scaffold the process by interjecting questions such as
■ What do you see?
■ Can you draw something?
■ What conclusions can you make from your drawing?
The more students participate in reasoning through problems with this systematic, open approach, the more they internalize the thought process and apply it instinctively for years to come.
Grade 2 Module 1
Name
1. Add or subtract. Complete the number bond to match.
9 + 1 = 1 + 9 =
2. Solve.
10 + 3 = b. 30 + 4 =
60 + 5 =
90 + 1 =
= 10 + 7
= 20 + 9
= 70 + 6
= 90 + 8
R (Read the problem carefully.)
The teacher has 48 folders. She gives 6 folders to the first table. How many folders does she have now?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Add and subtract like units.
1. Solve. a. 30 + 6 = 30 + 60 = 35 + 40 = 35 + 4 = b. 50 − 30 = 51 − 30 = 57 − 4 = 57 − 40 =
2. Solve. a. 24 + 5 =
24 + 50 =
78 − 3 =
78 − 30 =
c.
3. Solve. a. 38 + 10 = 18 + 30 = b. 35 − 10 = 35 − 20 = c. 56 + 40 = 46 + 50 =
4. Compare 57 − 2 to 57 − 20. How are they different? Use words, drawings, or numbers to explain.
Extension!
5. Andy had $28. He spent $5 on a book. Lisa had $20 and got $3 more. Lisa says she has more money.
Prove her right or wrong using pictures, numbers, or words.
Add and subtract like units.
23 + 5 =
43 + 30 =
R (Read the problem carefully.)
Mark had a stick of 9 green linking cubes. His friend gave him 4 yellow linking cubes. How many linking cubes does Mark have now?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.) Make
9 + 3 =
13. Lisa has 2 blue beads and 9 purple beads. How many beads does Lisa have in all?
Lisa has beads in all.
14. Ben had 8 pencils and bought 5 more. How many pencils does Ben have altogether?
9 + 6 =
R (Read the problem carefully.)
Mia counted all the fish in a tank. She counted 38 goldfish and 4 black fish. How many fish were in the tank?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
1. Solve.
a.
19 + 3 =
c. 18 + 4 =
38 + 7 =
e. 37 + 5 = f. 57 + 6 =
g. 6 + 68 = h. 8 + 78 =
2. Maria solved 67 + 5 as shown. Show Maria a faster way to solve 67 + 5.
3. Use the RDW process to solve.
Jessa collected 78 shells on the beach. Susan collected 6 more shells than Jessa. How many shells did Susan collect?
a. 39 + 4 =
b. 58 + 7 =
R (Read the problem carefully.)
Mary buys 30 stickers. She puts 7 in her friend’s backpack. How many stickers does Mary have left?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Subtract single-digit numbers from multiples of 10 within 100.
10 − 9 = 1
+ 1 = 11
20 − 8 =
30 − 9 =
Subtract single-digit numbers from multiples of 10 within 100.
Solve.
i. 70 - 4 = j. 60 - 2 =
2. Fill in the number bond and solve.
3. Show how 10 - 6 helps you solve 50 − 6.
4. Carla has 70 paper clips. She gives 6 away. How many paper clips does Carla have left?
Carla has paper clips left.
Subtract single-digit numbers from multiples of 10 within 100.
Subtract single-digit numbers from multiples of 10 within 100.
R (Read the problem carefully.)
Ricardo gave 5 tacos to his sister. He started with 13. How many tacos does Ricardo have left?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Solve.
2. Solve.
14 − 6 =
11 − 5 =
16 − 7 =
Solve.
3. Shane has 12 pencils. He gives some pencils to his friends. Now, he has 7 left. How many pencils did he give away?
4. Victoria gave 6 celery sticks to her mom. She started with 13. How many celery sticks does she have left?
R (Read the problem carefully.)
Emma has 45 pencils. Eight pencils are sharpened. How many pencils are not sharpened?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Solve.
3. Mrs. Watts had 17 tacos. The children ate some. Nine tacos were left. How many tacos did the children eat?
2. Solve.
Grade 2 Module 2
R (Read the problem carefully.)
Vincent counts 30 dimes and 87 pennies in a bowl. How many more pennies than dimes are in the bowl?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.) Connect
Name Date
Use centimeter cubes to find the length of each object.
1. The picture of the fork and spoon is about centimeter cubes long.
2. The picture of the hammer is about centimeters long.
3. The length of the picture of the comb is about centimeters.
4. The length of the picture of the shovel is about ________ centimeters.
5. The head of a grasshopper is 2 centimeters long. The rest of the grasshopper’s body is 7 centimeters long. What is the total length of the grasshopper?
6. The length of a screwdriver is 19 centimeters. The handle is 5 centimeters long.
a. What is the length of the top of the screwdriver?
b. How much shorter is the handle than the top of the screwdriver?
Name
Date
Sara lined up her centimeter cubes to find the length of the picture of the paintbrush.
Sara thinks the picture of the paintbrush is 5 centimeter cubes long.
Is her answer correct? Explain why or why not.
R (Read the problem carefully.)
With one push, Brian’s toy car traveled 40 centimeters across the rug. When pushed across a hardwood floor, it traveled 95 centimeters. How many more centimeters did the car travel on the hardwood floor than across the rug?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Use iteration with one physical unit to measure.
Name Date
Find the length of each object using one centimeter cube. Mark the endpoint of each centimeter cube as you measure.
1. The picture of the eraser is about ________ centimeters long.
2. The picture of the calculator is about ________ centimeters long.
3. The length of the picture of the envelope is about ________ centimeters.
4. Jayla measured her puppet’s legs to be 23 centimeters long. The stomach is 7 centimeters long, and the neck and head together are 10 centimeters long. What is the total length of the puppet?
5. Elijah begins measuring his math book with his centimeter cube. He marks off where each cube ends. After a few times, he decides this process is taking too long and starts to guess where the cube would end and then mark it.
Explain why Elijah’s answer will be incorrect.
Lesson 2: Use iteration with one physical unit to measure.
Name Date
Matt measured his index card using a centimeter cube. He marked the endpoint of the cube as he measured. He thinks the index card is 10 centimeters long.
a. Is Matt’s work correct? Explain why or why not.
b. If you were Matt’s teacher what would you tell him?
Lesson 2: Use iteration with one physical unit to measure.
R (Read the problem carefully.)
Jamie has 65 flash cards. Harry has 8 more cards than Jamie. How many flash cards does Harry have?
D (Draw a picture.)
W (Write and solve an equation.)
Apply concepts to create unit rulers and measure lengths using unit rulers.
W (Write a statement that matches the story.)
Apply concepts to create unit rulers and measure lengths using unit rulers.
Name Date
Use your centimeter ruler to measure the length of the objects below.
1. The picture of the animal track is about ________ cm long.
2. The picture of the turtle is about ________ cm long.
3. The picture of the sandwich is about cm long.
Apply concepts to create unit rulers and measure lengths using unit rulers.
Lesson 3:
4. Measure and label the length of each side of the triangle using your ruler.
a. Which side is the shortest? Side A Side B Side C
b. What is the length of Sides A and B together? centimeters
c. How much shorter is Side C than Side B? ________ centimeters
Apply concepts to create unit rulers and measure lengths using unit rulers.
Name Date
1. Use your centimeter ruler. What is the length in centimeters of each line?
a. Line A is ________ cm long.
Line A
b. Line B is ________ cm long.
Line B
c. Line C is ________ cm long.
Line C ________
2. Find the length across the center of the circle.
The length across the circle is ________ cm.
R (Read the problem carefully.)
Caleb has 37 more pennies than Richard. Richard has 40 pennies. Joe has 25 pennies. How many pennies does Caleb have?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Measure various objects using centimeter rulers and meter sticks.
Name Date
1. Measure five things in the classroom with a centimeter ruler. List the five things and their length in centimeters.
Object Name Length in Centimeters
2. Measure four things in the classroom with a meter stick or meter tape. List the four things and their length in meters.
Object Name Length in Meters
Measure various objects using centimeter rulers and meter sticks.
3. List five things in your house that you would measure with a meter stick or meter tape.
Why would you want to measure those five items with a meter stick or meter tape instead of a centimeter ruler?
4. The distance from the cafeteria to the gym is 14 meters. The distance from the cafeteria to the playground is double that distance. How many times would you need to use a meter stick to measure the distance from the cafeteria to the playground?
Measure various objects using centimeter rulers and meter sticks.
Name Date
1. Circle cm (centimeter) or m (meter) to show which measurement you would use to measure the length of each object.
a. Length of a train cm or m
b. Length of an envelope cm or m
c. Length of a house cm or m
2. Would it take more meters or more centimeters to measure the length of a playground? Explain your answer.
R (Read the problem carefully.)
Ethan has 8 fewer playing cards than Tristan. Tristan has 50 playing cards. How many playing cards does Ethan have?
D (Draw a picture.)
W (Write and solve an equation.)
Develop estimation strategies by applying prior knowledge of length and using mental benchmarks.
W (Write a statement that matches the story.)
Develop
mental benchmarks.
Name Date
First, estimate the length of each line in centimeters using mental benchmarks. Then, measure each line with a centimeter ruler to find the actual length.
Develop estimation strategies by applying prior knowledge of length and using mental benchmarks.
1.
a. Estimate: cm
b. Actual length: cm
2.
a. Estimate: cm
b. Actual length: cm
3.
a. Estimate: cm
b. Actual length: cm 4.
a. Estimate: cm
b. Actual length: cm
5.
a. Estimate: cm
b. Actual length: cm
6. Circle the correct unit of measurement for each length estimate.
a. The height of a door is about 2 (centimeters/meters) tall.
What benchmark did you use to estimate?
b. The length of a pen is about 10 (centimeters/meters) long.
What benchmark did you use to estimate?
c. The length of a car is about 4 (centimeters/meters) long.
What benchmark did you use to estimate?
d. The length of a bed is about 2 (centimeters/meters) long.
What benchmark did you use to estimate?
e. The length of a dinner plate is about 20 (centimeters/meters) long.
What benchmark did you use to estimate?
7. Use an unsharpened pencil to estimate the length of 3 things in your desk.
a. is about cm long.
b. is about cm long.
c. is about cm long.
Name Date
1. Circle the most reasonable estimate for each object.
a. Length of a push pin 1 cm or 1 m
b. Length of a classroom door 100 cm or 2 m
c. Length of a pair of student scissors 17 cm or 42 cm
2. Estimate the length of your desk. (Remember, the width of your pinky is about 1 cm.)
My desk is about cm long.
3. How does knowing that an unsharpened pencil is about 20 cm long help you estimate the length of your arm from your elbow to your wrist?
Develop estimation strategies by applying prior knowledge of length and
R (Read the problem carefully.)
Eve is 7 centimeters shorter than Joey. Joey is 91 centimeters tall.
How tall is Eve?
D (Draw a picture.)
W (Write and solve an equation.)
Lesson 6: Measure and compare lengths using centimeters and meters.
W (Write a statement that matches the story.)
Lesson 6: Measure and compare lengths using centimeters and meters.
Name Date
Measure each set of lines in centimeters, and write the length on the line. Complete the comparison sentences.
Line
is about cm longer than Line B.
Line
is about cm shorter than Line D.
Lesson 6: Measure and compare lengths using centimeters and meters.
1. Line A
Line B
a. Line A
Line B
b.
A
2. Line C
Line D
a. Line C
Line D
b.
C
3. Line E
Line F
Line G
a. Line E Line F Line G
b. Lines E, F, and G are about cm combined.
c. Line E is about cm shorter than Line F.
d. Line G is about cm longer than Line F.
e. Line F doubled is about cm longer than Line G.
4. Daniel measured the heights of some young trees in the orchard. He wants to know how many more centimeters are needed to have a height of 1 meter. Fill in the blanks.
a. 90 cm + cm = 1 m
b. 80 cm + cm = 1 m
c. 85 cm + cm = 1 m
d. 81 cm + cm = 1 m
Lesson 6: Measure and compare lengths using centimeters and meters.
5. Carol’s ribbon is 76 centimeters long. Alice’s ribbon is 1 meter long. How much longer is Alice’s ribbon than Carol’s?
6. The cricket hopped a distance of 52 centimeters. The grasshopper hopped 9 centimeters farther than the cricket. How far did the grasshopper jump?
7. The pencil box is 24 centimeters in length and 12 centimeters wide. How many more centimeters is the length than the width? more cm
Draw the rectangle and label the sides. What is the total length of all four sides? cm
Lesson 6: Measure and compare lengths using centimeters and meters.
Name Date
Measure the length of each line and compare.
Line M
Line N
Line O
Line N doubled would be about cm (longer/shorter) than Line M.
6: Measure and compare lengths using centimeters and meters.
Lesson
1. Line M is about cm longer than Line O.
2. Line N is about cm shorter than Line M.
3.
R (Read the problem carefully.)
Luigi has 9 more books than Mario. Luigi has 52 books. How many books does Mario have?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Lesson 7: Measure and compare lengths using standard metric length units and non-standard length units; relate measurement to unit size.
Name Date
Measure each set of lines with one small paper clip, using mark and move forward. Measure each set of lines in centimeters using a ruler.
1. Line A
Line B
a. Line A paper clips cm
b. Line B paper clips cm
c. Line B is about paper clips shorter than Line A.
d. Line A is about cm longer than Line B.
a. Line L paper clips cm
b. Line M paper clips cm
c. Line L is about paper clips longer than Line M.
d. Line M doubled is about cm shorter than Line L.
Lesson 7: Measure and compare lengths using standard metric length units and non-standard length units; relate measurement to unit size.
2.
Line L
Line M
3. Draw a line that is 6 cm long and another line below it that is 15 cm long. Label the 6 cm line C and the 15 cm line D.
a. Line C Line D paper clips paper clips
b. Line D is about cm longer than Line C.
c. Line C is about paper clips shorter than Line D.
d. Lines C and D together are about paper clips long.
e. Lines C and D together are about centimeters long.
4. Christina measured Line F with quarters and Line G with pennies.
Line F is about 6 quarters long. Line G is about 8 pennies long. Christina said Line G is longer because 8 is a bigger number than 6.
Explain why Christina is incorrect.
Lesson 7: Measure and
Name Date
Measure the lines with small paper clips and then with a centimeter ruler. Then, answer the questions below.
Line 1
Line 2
Line 3
a. Line 1 paper clips
b. Line 2 paper clips
c. Line 3 paper clips
Explain why each measurement required more centimeters than paper clips.
Lesson 7: Measure and compare lengths using standard metric length units and non-standard length units; relate measurement to unit size.
R (Read the problem carefully.)
Bill the frog jumped 7 centimeters less than Robin the frog. Bill jumped 55 centimeters. How far did Robin jump?
D (Draw a picture.)
W (Write and solve an equation.)
8: Solve addition and subtraction word problems using the ruler as a number line.
Lesson
W (Write a statement that matches the story.)
Lesson 8: Solve addition and subtraction word problems using the ruler as a number line.
Name Date
1.
a. Line A is cm long.
b. Line B is cm long.
c. Together, Lines A and B measure cm.
d. Line A is cm (longer/shorter) than Line B.
2. A cricket jumped 5 centimeters forward and 9 centimeters back, and then stopped. If the cricket started at 23 on the ruler, where did the cricket stop? Show your work on the broken centimeter ruler.
8: Solve addition and subtraction word problems using the ruler as a number line.
Lesson
3. Each of the parts of the path below is 4 length units. What is the total length of the path? length units
4. Ben took two different ways home from school to see which way was the quickest. All streets on Route A are the same length. All streets on Route B are the same length.
a. How many meters is Route A? m
b. How many meters is Route B? m
c. What is the difference between Route A and Route B? m
Lesson 8: Solve addition and subtraction word problems using the ruler as a number line.
Name Date
1. Use the ruler below to draw one line that begins at 2 cm and ends at 12 cm. Label that line R. Draw another line that begins at 5 cm and ends at 11 cm. Label that line S.
a. Add 3 cm to Line R and 4 cm to Line S.
b. How long is Line R now? cm
c. How long is Line S now? cm
d. The new Line S is cm (shorter/longer) than the new Line R.
addition and subtraction word problems using the ruler as a number line.
Lesson 8: Solve
R (Read the problem carefully.)
Richard’s sunflower is 9 centimeters shorter than Oscar’s. Richard’s sunflower is 75 centimeters tall. How tall is Oscar’s sunflower?
D (Draw a picture.)
W (Write and solve an equation.)
Lesson 9: Measure lengths of string using measurement tools, and use tape diagrams to represent and compare lengths.
W (Write a statement that matches the story.)
Lesson 9: Measure lengths of string using measurement tools, and use tape diagrams to represent and compare lengths.
Name Date
1. Complete the chart by first estimating the measurement around a classmate’s body part and then finding the actual measurement with a meter strip.
Student Name
Neck Wrist Head
a. Which was longer, your estimate or the actual measurement around your classmate’s head?
b. Draw a tape diagram to compare the lengths of two different body parts.
9: Measure lengths of string using measurement tools, and use tape diagrams to represent and compare lengths.
Lesson
2. Use a string to measure all three paths.
a. Which path is the longest?
b. Which path in the shortest?
c. Draw a tape diagram to compare two of the lengths.
9: Measure lengths of string using measurement tools, and use tape diagrams to represent and compare lengths.
Lesson
3. Estimate the length of the path below in centimeters.
a. The path is about cm long.
Use your piece of string to measure the length of the path. Then, measure the string with your meter strip.
b. The actual length of the path is cm.
c. Draw a tape diagram to compare your estimate and the actual length of the path.
9: Measure lengths of string using measurement tools, and use tape diagrams to represent and compare lengths.
Lesson
Name Date
1. Use your string to measure the two paths. Write the length in centimeters.
Path M is cm long.
Path N is cm long.
2. Mandy measured the paths and said both paths are the same length. Is Mandy correct? Yes or No?
Explain why or why not.
3. Draw a tape diagram to compare the two lengths.
Lesson 9: Measure lengths of string using measurement tools, and use tape diagrams to represent and compare lengths.
Name Date
Use the RDW process to solve. Draw a tape diagram for each step. Problem 1 has been started for you.
1. Maura’s ribbon is 26 cm long. Colleen’s ribbon is 14 cm shorter than Maura’s ribbon. What is the total length of both ribbons?
Step 1: Find the length of Colleen’s ribbon.
Step 2: Find the length of both ribbons.
Lesson 10: Apply conceptual understanding of measurement by solving two-step word problems.
2. Jesse’s tower of blocks is 30 cm tall. Sarah’s tower is 9 cm shorter than Jessie’s tower. What is the total height of both towers?
Step 1: Find the height of Sarah’s tower.
Step 2: Find the height of both towers.
3. Pam and Mark measured the distance around each other’s wrists. Pam’s wrist measured 10 cm. Mark’s wrist measured 3 cm more than Pam’s. What is the total length around all four of their wrists?
Step 1: Find the distance around both Mark’s wrists.
Step 2: Find the total measurement of all four wrists.
Lesson 10: Apply conceptual understanding of measurement by solving two-step word problems.
Name Date
Steven has a black leather strip that is 13 centimeters long. He cut off 5 centimeters. His teacher gave him a brown leather strip that is 16 centimeters long. What is the total length of both strips?
Lesson 10: Apply conceptual understanding of measurement by solving two-step word problems.
Grade 2 Module 3
Name Date
Draw models of ones, tens, and hundreds. Your teacher will tell you which numbers to model.
Name
1. Draw lines to match and make each statement true.
10 tens = 1 thousand
10 hundreds = 1 ten
10 ones = 1 hundred
2. Circle the largest unit. Box the smallest.
4 tens 2 hundreds 9 ones
3. Draw models of each, and label the following number.
2 tens 7 ones 6 hundreds
R (Read the problem carefully.)
Ben and his dad have sold 60 chocolate chip cookies at the school bake sale. If they baked 100 cookies, how many cookies do they still need to sell?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Count up and down between 100 and 220 using ones and tens.
1. Draw, label, and box 100. Draw pictures of the units you use to count from 100 to 124.
2. Draw, label, and box 124. Draw pictures of the units you use to count from 124 to 220. Count
3. Draw, label, and box 85. Draw pictures of the units you use to count from 85 to 120.
4. Draw, label, and box 120. Draw pictures of the units you use to count from 120 to 193.
Count up and down between 100 and 220 using ones and tens.
1. These are bundles of hundreds, tens, and ones. How many straws are in each group? straws straws
2. Count from 96 to 140 with ones and tens. Use pictures to show your work.
3. Fill in the blanks to reach the benchmark numbers.
R (Read the problem carefully.)
Kinnear decided that he would bike 100 miles this year. If he has biked 64 miles so far, how much farther does he have to bike?
D (Draw a picture.)
W (Write and solve an equation.)
Count up and down between 90 and 1,000 using ones, tens, and hundreds.
W (Write a statement that matches the story.)
Count up and down between 90 and 1,000 using ones, tens, and hundreds.
Name Date
1. Draw, label, and box 90. Draw pictures of the units you use to count from 90 to 300.
2. Draw, label, and box 300. Draw pictures of the units you use to count from 300 to 428.
Count up and down between 90 and 1,000 using ones, tens, and hundreds.
3. Draw, label, and box 428. Draw pictures of the units you use to count from 428 to 600.
4. Draw, label, and box 600. Draw pictures of the units you use to count from 600 to 1,000.
Count up and down between 90 and 1,000 using ones, tens, and hundreds.
Name Date
1. Draw a line to match the numbers with the units you might use to count them.
300 to 900 ones, tens, and hundreds
97 to 300 ones and tens
484 to 1,000 ones and hundreds
743 to 800 hundreds
2. These are bundles of hundreds, tens, and ones. Draw to show how you would count to 1,000.
Count up and down between 90 and 1,000 using ones, tens, and hundreds.
R (Read the problem carefully.)
At his birthday party, Joey got $100 from each of his two grandmothers, $40 from his dad, and $5 from his little sister. How much money did Joey get for his birthday?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Count up to 1,000 on the place value chart.
Name Date
Work with your partner. Imagine your place value chart. Write down how you might count from the first number up to the second number. Underline the numbers where you bundled to make a larger unit.
1. 476 to 600 2. 47 to 200
3. 188 to 510
Count up to 1,000 on the place value chart.
4. 389 to 801
1. These are bundles of 10. If you put them together, which unit will you make?
one
ten
hundred
thousand
2. These are bundles of hundreds, tens, and ones. How many sticks are there in all?
3. Imagine the place value chart. Write the numbers that show a way to count from 187 to 222.
hide zero cards
Count up to 1,000 on the place value chart.
Lesson 4:
Count up to 1,000 on the place value chart.
Lesson 4:
hundreds place value chart
Count up to 1,000 on the place value chart.
Lesson 4:
R (Read the problem carefully.)
Freddy has $250 in ten-dollar bills.
a. How many ten-dollar bills does Freddy have?
b. He gave 6 ten-dollar bills to his brother. How many ten-dollar bills does he have left?
D (Draw a picture.)
W (Write and solve an equation.)
(Write a statement that matches the story.)
Write base ten three-digit numbers in unit form; show the value of each digit.
Name Date
Your teacher will tell you a number to write in each box. In a whisper voice, say each number in word form. Use number bonds to show how many ones, tens, and hundreds are in the number.
Write base ten three-digit numbers in unit form; show the value of each digit.
Name Date
1. Look at the Hide Zero cards. What is the value of the 6?
600
60
2. What is another way to write 5 ones 3 tens 2 hundreds?
325
523
253
235
3. What is another way to write 6 tens 1 hundred 8 ones?
618
4. Write 905 in unit form.
168
individual place value charts
Write base ten three-digit numbers in unit form; show the value of each digit.
Lesson 5:
R (Read the problem carefully.)
Timmy the monkey picked 46 bananas from the tree. When he was done, there were 50 bananas left. How many bananas were on the tree at first?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Write base ten numbers in expanded form.
Name Date
Write each number in expanded form, separating the total value of each of the units.
Write base ten numbers in expanded form.
Write the answer in number form.
9. 2 + 30 + 100 =
300 + 2 + 10 =
Write base ten numbers in expanded form.
15. 700 + 5 =
7 + 500 =
Name Date
1. Write in number form.
a. 10 + 10 + 1 + 1 + 100 + 100 + 100 =
b. 400 + 70 + 6 =
c. = 9 + 700 + 10
d. = 200 + 50
e. 2 + 600 =
f. 300 + 32 =
2. Write in expanded form.
a. 974 =
b. 435 =
c. 35 =
d. 310 =
e. 703 =
Write base ten numbers in expanded form.
Name Date
Spell Numbers: How many can you write correctly in 2 minutes?
number spelling activity sheet
Write, read, and relate base ten numbers in all forms.
R (Read the problem carefully.)
Billy found a briefcase full of money. He counted up 23 ten-dollar bills, 2 hundred-dollar bills, and 4 one-dollar bills. How much money was in the briefcase?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Write, read, and relate base ten numbers in all forms.
Name Date
Match Part 1
Match the word form or unit form with standard form. Problem A is done for you as an example.
Write, read, and relate base ten numbers in all forms.
Lesson 7:
Match Part 2
Match all the ways of expressing each number.
a. 500 + 9
b. 4 hundreds + 34 ones
c. 60 + 800 + 3 ● 434
d. 9 + 500
e. Eight hundred sixty-three
f. 9 ones + 50 tens ● 863
g. Four hundred thirty-four
h. 86 tens + 3 ones
i. 400 + 4 + 30 ● 509
j. 6 tens + 8 hundreds + 3 ones
k. Five hundred nine
l. 4 ones + 43 tens
Write, read, and relate base ten numbers in all forms.
Name Date
1. Write 342 in word form.
2. Write in standard form.
a. Two hundred twenty-six
b. Eight hundred three
c. 5 hundreds + 56 ones
d. 60 + 800 + 3
3. Write the value of 17 tens three different ways. Use the largest unit possible.
a. Standard form
b. Expanded form
c. Unit form
Write, read, and relate base ten numbers in all forms.
R (Read the problem carefully.)
Stacey has $154. She has 14 one-dollar bills. The rest is in ten-dollar bills. How many ten-dollar bills does she have?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Name Date
Show each amount of money using 10 bills: $100, $10, and $1 bills. Whisper and write each amount of money in expanded form. Write the total value of each set of bills as a number bond.
Bills
$460 = 6. = $406
=
= $541
=
=
= $100
Name Date
1. Write the total value of the money shown below in standard and expanded form.
Standard form: Expanded form:
2. What is the value of 3 ten-dollar bills and 9 one-dollar bills?
3. Draw money to show 2 different ways to make $142, using only $1, $10, and $100 bills. Count the
unlabeled hundreds place value chart Count the total value of $1, $10, and $100 bills up to $1,000.
Lesson 8:
R (Read the problem carefully.)
Sarah earns $10 each week for weeding the garden. If she saves all of the money, how many weeks will it take her to save up $150?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Count from $10 to $1,000 on the place value chart and the empty number line.
Name Date
First, model the count using ones, tens, and hundreds on your place value chart. Then, record your count on the empty number line.
Empty Number Lines
Count from $10 to $1,000 on the place value chart and the empty number line.
1. 70 to 300
2. 300 to 450
3. 160 to 700
4. 700 to 870
5. 68 to 200
6. 200 to 425
7. 486 to 700
8. 700 to 982
Count from $10 to $1,000 on the place value chart and the empty number line.
Name Date
1. Jeremy counted from $280 to $435. Use the number line to show a way that Jeremy could have used ones, tens, and hundreds to count.
2. Use the number line to show another way that Jeremy could have counted from $280 to $435.
3. Use the number line to show how many hundreds, tens, and ones you use when you count from $776 to $900.
To count from $776 to $900, I used hundreds tens ones.
Count from $10 to $1,000 on the place value chart and the empty number line.
R (Read the problem carefully.)
Jerry is a second grader. He was playing in the attic and found an old, dusty trunk. When he opened it, he found things that belonged to his grandfather. There was a cool collection of old coins and bills in an album. One bill was worth $1,000. Wow! Jerry lay down and started daydreaming. He thought about how good it would feel to give as many people as he could a ten-dollar bill. He thought about how he had felt on his birthday last year when he got a card from his uncle with a ten-dollar bill inside. But even more, he thought about how lucky he felt one snowy, cold day walking to school when he found a ten-dollar bill in the snow. Maybe he could quietly hide the ten-dollar bills so that lots of people could feel as lucky as he did on that cold day! He thought to himself, “I wonder how many ten-dollar bills are equal to a thousand-dollar bill? I wonder how many people I could bring a lucky day to?”
Name Date
Jerry wonders, “How many $10 bills are equal to a $1,000 bill?”
Work with your partner to answer Jerry’s question. Explain your solution using words, pictures, or numbers. Ask yourselves: Can I draw something? What can I draw? What can I learn from my drawing? Remember to write your answer as a statement.
Name Date
Jerry wonders, “How many $10 bills are equal to a $1,000 bill?”
Think about the different strategies your classmates used to answer Jerry’s question. Answer the problem again using a strategy you liked that is different from yours. Use words, pictures, or numbers to explain why that strategy also works.
R (Read the problem carefully.)
Samantha is helping the teacher organize the pencils in her classroom. She finds 41 yellow pencils and 29 blue pencils. She throws away 12 that are too short. How many pencils are left in all?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Count the total value of ones, tens, and hundreds with place value disks.
1. Model the numbers on your place value chart using the fewest number of blocks or disks possible.
Partner A, use base ten blocks.
Partner B, use place value disks. Compare the way your numbers look.
Whisper the numbers in standard form and unit form.
a. 12
b. 124
c. 104
d. 299
e. 200
2. Take turns using the place value disks to model the following numbers using the fewest place value disks possible. Whisper the numbers in standard form and unit form.
25
250
520
502
205
36
630
306
the total value of ones, tens, and hundreds with place value disks.
a.
b.
c.
d.
Name Date
1. Tell the value of the following numbers.
2. Fill in the sentences below to tell about the change from 36 to 360.
a. I changed to . b. I changed to
R (Read the problem carefully.)
How many packages of 10 cookies can Collette make using 124 cookies?
How many cookies does she need to complete another package of 10?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Change 10 ones for 1 ten, 10 tens for 1 hundred, and 10 hundreds for 1 thousand.
Count from 582 to 700 using place value disks. Change for a larger unit when necessary.
When you counted from 582 to 700: Did you make a larger unit at... Yes, I changed to make: No, I Need
1. 590? 1 ten 1 hundred ones. tens. 2. 600? 1 ten 1 hundred ones. tens.
618? 1 ten 1 hundred ones. tens. 4. 640? 1 ten 1 hundred ones. tens. 5. 652? 1 ten 1 hundred ones. tens.
700? 1 ten 1 hundred ones. tens. Change 10 ones for 1 ten, 10 tens for 1 hundred, and 10 hundreds for 1 thousand.
1. Match to show the equivalent value.
a. 10 ones 1 hundred
b. 10 tens 1 thousand
c. 10 hundreds 1 ten
2. Draw disks on the place value chart to show 348.
a. How many more ones to make a ten? ones
b. How many more tens to make a hundred? tens
c. How many more hundreds to make a thousand? hundreds
R (Read the problem carefully.)
Sarah’s mom bought 4 boxes of crackers. Each box had 3 smaller packs of 10 inside. How many crackers were in the 4 boxes?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Read and write numbers within 1,000 after modeling with place value disks.
Name
Draw place value disks to show the numbers.
713
187
705
When you have finished, use your whisper voice to read each number out loud in both unit and word form. How much does each number need to change for a ten?
For 1 hundred?
1. Draw place value disks to show the numbers. a. 560 b. 506
2. Draw and label the jumps on the number line to move from 0 to 141.
Read and write numbers within 1,000 after modeling with place value disks.
Read and write numbers within 1,000 after modeling with place value disks. empty number line
Lesson 13:
R (Read the problem carefully.)
A second grade class has 23 students. What is the total number of fingers of all the students?
D (Draw a picture.)
W (Write and solve an equation.)
Model numbers with more than 9 ones or 9 tens; write in expanded, unit, standard, and word forms.
W (Write a statement that matches the story.)
Model numbers with more than 9 ones or 9 tens; write in expanded, unit, standard, and word forms.
Name Date
1. Whisper count as you show the numbers with place value disks. a. b.
Model numbers with more than 9 ones or 9 tens; write in expanded, unit, standard, and word forms.
Lesson 14:
2. Whisper-talk the numbers and words as you fill in the blanks. Start by using the place value charts from Problem 1 to help you.
a. 18 = hundreds tens ones
18 = ones
b. 315 = hundreds tens ones
315 = hundreds ones
c. 206 = hundreds tens ones
206 = tens ones
d. 419 = hundreds tens ones
419 = tens ones
Model numbers with more than 9 ones or 9 tens; write in expanded, unit, standard, and word forms.
e. 570 = hundreds tens
570 = tens
f. 748 = hundreds ones
748 = tens ones
g. 909 = hundreds ones
909 = tens ones
3. Mr. Hernandez’s class wants to trade 400 tens rods for hundreds flats with Mr. Harrington’s class. How many hundreds flats are equal to 400 tens rods?
Model numbers with more than 9 ones or 9 tens; write in expanded, unit, standard, and word forms.
Name Date
1. Whisper count as you show the numbers with place value disks.
a. Draw 241 using hundreds, tens, and ones.
b. Draw 241 using only tens and ones.
2. Fill in the blanks.
a. 45 = hundreds tens ones
45 = ones
b. 682 = hundreds tens ones
682 = hundreds ones
Model numbers with more than 9 ones or 9 tens; write in expanded, unit, standard, and word forms.
Names Date
Pencils come in boxes of 10.
There are 14 boxes.
1. How many pencils are there in all? Explain your answer using words, pictures, or numbers.
2. The principal wants to have 300 pencils for the second graders for October, November, and December. How many more boxes of pencils does he need? Explain your answer using words, pictures, or numbers.
3. The principal found 7 boxes in the supply closet and 4 boxes in a desk drawer. Now does he have what he wants for the second graders? Explain your answer using words, pictures, or numbers.
4. How many boxes of pencils do you think your class will need for January, February, March, and April? How many pencils is that? Explain your answer using words, pictures, or numbers.
Explore a situation with more than 9 groups of ten.
Name Date
Think about the different strategies and tools your classmates used to answer the pencil question. Explain a strategy you liked that is different from yours using words, pictures, or numbers.
Explore a situation with more than 9 groups of ten.
R (Read the problem carefully.)
At recess Diane skipped rope 65 times without stopping. Peter skipped rope 20 times without stopping. How many more times did Diane skip rope than Peter?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Compare two three-digit numbers using <, >, =, and ≠
Name Date
1. Draw the following numbers using place value disks on the place value charts. Answer the questions below.
a. 132 b. 312 c. 213
d. Which is the greatest number?
e. Which is the least number?
f. Order the numbers from least to greatest: , ,
2. Circle the words that make the sentence true. Whisper the complete sentence.
a. 97 is less than / greater than 102. f. 100 + 30 + 8 is equal to / not equal to 183.
b. 184 is less than / greater than 159. g. 705 is less than / greater than 698.
c. 213 is less than / greater than 206. h. 465 is less than / greater than 456.
d. 299 is less than / greater than 300. i. 100 + 30 + 8 is less than / greater than 183.
e. 523 is less than / greater than 543. j. 3 tens and 5 ones is equal to / not equal to 32.
3. Write >, <, or =. Whisper the complete number sentences as you work.
a. 900 899
b. 267 269
c. 537 527
d. 419 491
e. 908 nine hundred eighty
f. 130 80 + 40
g. two hundred seventy-one
4. Write = or ≠.
+ 200 + 1
a. 500 + 40 504
b. 10 tens
c. 4 tens 2 ones 30 + 12
d. 36 – 10 2 tens 5 ones
5. Noah and Charlie have a problem.
Noah thinks 42 tens is less than 390.
Charlie thinks 42 tens is greater than 390. Who is correct? Explain your thinking below.
Compare two three-digit numbers using <, >, =, and ≠
Name Date Write >, <, or =. 1. 499 500 2. 179 177 3. 431 421 4. 703 seven hundred three Write = or ≠ . 5. 6 tens 7 ones 50 + 17 6. 300 + 60 306 Write the letter to match the symbol with the correct meaning.
R (Read the problem carefully.)
Walking on the beach on Tuesday, Darcy collected 35 rocks. The day before, she collected 28. How many fewer rocks did she collect on Monday than on Tuesday?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Compare two three-digit numbers using <, >, =, and ≠ when there are more than 9 ones or 9 tens.
1. Whisper count as you show the numbers with place value disks. Circle >, <, or =.
Compare two three-digit numbers using <, >, =, and ≠ when there are more than 9 ones or 9 tens.
Lesson 17:
2. Circle the words or symbol that make the sentence true. Whisper the complete sentence.
a. 9 tens is 88. b. 132 is 13 tens 2 ones.
c. 102 is 15 tens 2 ones. d. 199 is 20 tens.
e. 62 tens 3 ones is = ≠ 623.
f. 80 + 700 + 2 is < = > eight hundred seventy-two.
g. 8 + 600 is < = > 68 tens.
h. Seven hundred thirteen is < = > 47 tens + 23 tens.
i. 18 tens + 4 tens is = ≠ 29 tens - 5 tens.
j. 300 + 40 + 9 is < = > 34 tens. equal to not equal to less than equal to greater than less than equal to greater than less than equal to greater than
Compare two three-digit numbers using <, >, =, and ≠ when there are more than 9 ones or 9 tens.
3. Write >, <, or = .
a. 99 10 tens
b. 116 11 tens 5 ones
c. 2 hundreds 37 ones 237
d. three hundred twenty 34 tens
e. 5 hundreds 2 tens 4 ones 53 tens
f. 104 1 hundred 4 tens
g. 40 + 9 + 600 9 ones 64 tens
h. 700 + 4 74 tens
i. twenty-two tens two hundreds twelve ones
j. 7 + 400 + 20 42 tens 7 ones
k. 5 hundreds 24 ones 400 + 2 + 50
l. 69 tens + 2 tens 710
m. 20 tens two hundred ten ones
n. 72 tens – 12 tens 60
o. 84 tens + 10 tens 9 hundreds 4 ones
p. 3 hundreds 21 ones 18 tens + 14 tens
1. Whisper count as you show the numbers with place value disks. Circle >, <, or = .
a. Draw 142 using hundreds, tens, and ones. b. Draw 12 tens 4 ones.
2. Write >, <, or =.
a. 1 hundred 6 tens 106
b. 74 tens 700 + 4
c. thirty tens 300
d. 21 ones 3 hundreds 31 tens
3. Write = or ≠.
a. 73 tens + 10 ones 75 tens − 10
b. 5 ones 3 tens 53 ones
Compare two three-digit numbers using <, >, =, and ≠ when there are more than 9 ones or 9 tens.
R (Read the problem carefully.)
For an art project, Daniel collected 15 fewer maple leaves than oak leaves. He collected 60 oak leaves. How many maple leaves did he collect?
D (Draw a picture.)
W (Write and solve an equation.)
Order numbers in different forms. (Optional)
W (Write a statement that matches the story.)
Order numbers in different forms. (Optional)
Name Date
1. Draw the following values on the place value charts as you think best.
a. 1 hundred 19 ones b. 3 ones 12 tens c. 120
d. Order the numbers from least to greatest: , ,
2. Order the following from least to greatest in standard form.
a. 436 297 805 , ,
b. 317 three hundred seventy 307 , ,
c. 826 2 + 600 + 80 200 + 60 + 8 , ,
d. 5 hundreds 9 ones 51 tens 9 ones 591 , , e. 16 ones 7 hundreds 6 + 700 + 10 716 , ,
Order numbers in different forms. (Optional)
3. Order the following from greatest to least in standard form. a. 731 598 802 , , b. 82 tens eight hundreds twelve ones 128 , , c. 30 + 3 + 300 30 tens 3 ones 300 + 30 , ,
ones
ones 6 hundreds
4. Write >, <, or = . Whisper the complete number sentences as you work.
four hundred nine 9 + 400
63 tens + 9 tens seven hundred twenty 720
12 ones 8 hundreds 2 + 80 + 100 128 e. 9 hundreds 3 ones 390 three hundred nine
80 tens + 2 tens
Order numbers in different forms. (Optional)
Name Date
1. Order the following from least to greatest in standard form.
a. 426 152 801 , ,
b. six hundred twenty 206 60 tens 2 ones , ,
c. 300 + 70 + 4 3 + 700 + 40 473 , ,
2. Order the following from greatest to least in standard form.
a. 4 hundreds 12 ones 421 10 + 1 + 400 , ,
b. 8 ones 5 hundreds 185 5 + 10 + 800 , ,
Order numbers in different forms. (Optional)
R (Read the problem carefully.)
Mr. Palmer’s second-grade class is collecting cans for recycling. Adrian collected 362 cans, Jade collected 392 cans, and Isaiah collected 562 cans.
How many more cans did Isaiah collect than Adrian?
Extension: How many fewer cans did Adrian collect than Jade?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Lesson 19: Model and use language to tell about 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less.
Name Date
1. Model each change on your place value chart. Then, fill in the chart. Whisper the complete sentence: “ more/less than is .”
2. Fill in the blanks. Whisper the complete sentence.
a. 1 more than 314 is .
b. 10 more than 428 is .
c. 100 less than 635 is
d. more than 243 is 343.
e. less than 578 is 568.
f. less than 199 is 198.
g. 1 more than is 405.
h. 10 less than is 372.
i. 100 less than is 739.
j. 10 more than is 946.
Lesson 19: Model and use language to tell about 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less.
3. Whisper the numbers as you count:
a. Count by 1s from 367 to 375.
b. Skip-count by 10s from 422 to 492.
c. Skip-count by 100s from 156 to 856.
d. Count by 1s from 269 to 261.
e. Skip-count by 10s from 581 to 511.
f. Skip-count by 100s from 914 to 314.
g. I found letter to be challenging because
4. My starting number is 217.
I skip-count up by 100s seven times. What is the last number I count?
Explain your thinking below.
Name Date
Fill in the blanks.
a. 10 more than 239 is .
b. 100 less than 524 is .
c. more than 352 is 362.
d. more than 467 is 567.
e. 1 more than is 601.
f. 10 less than is 241.
g. 100 less than is 878.
h. 10 more than is 734.
Lesson 19: Model and use language to tell about 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less.
R (Read the problem carefully.)
399 jars of baby food are sitting on the shelf at the market. Some jars fall off and break. 389 jars are still on the shelf. How many jars broke?
D (Draw a picture.)
W (Write and solve an equation.)
W (Write a statement that matches the story.)
Name Date
1. Model each problem with a partner on your place value chart. Then, fill in the blanks, and circle all that apply. Explain your thinking.
a. 1 more than 39 is .
We made a .
b. 10 more than 190 is We made a
c. 10 more than 390 is .
We made a .
d. 1 more than 299 is
We made a
e. 10 more than 790 is . We made a .
2. Fill in the blanks. Whisper the complete sentence.
a. 1 less than 120 is .
b. 10 more than 296 is .
c. 100 less than 229 is .
d. more than 598 is 608.
e. more than 839 is 840. f. less than 938 is 838. g. 10 more than is 306. h. 100 less than is 894. i. 10 less than is 895.
j. 1 more than is 1,000. one ten hundred one ten hundred one ten hundred one ten hundred one ten hundred
Lesson 20: Model 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less when changing the hundreds place.
3. Whisper the numbers as you count:
a. Count by 1s from 106 to 115.
b. Count by 10s from 467 to 527.
c. Count by 100s from 342 to 942.
d. Count by 1s from 325 to 318.
e. Skip-count by 10s from 888 to 808.
f. Skip-count by 100s from 805 to 5.
4. Jenny loves jumping rope.
Each time she jumps, she skip-counts by 10s.
She starts her first jump at 77, her favorite number. How many times does Jenny have to jump to get to 147?
Explain your thinking below.
Name
1. Fill in the blanks, and circle the correct answer.
1 more than 209 is .
We made a .
2. Fill in the blanks. Whisper the complete sentence.
a. 1 less than 150 is .
b. 10 more than 394 is .
c. less than 607 is 597.
Date
f. 1 more than is 900. one ten hundred
d. 10 more than is 716.
e. 100 less than is 894.
Lesson 20: Model 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less when changing the hundreds place.
R (Read the problem carefully.)
Rahim is reading a really exciting book! He’s on page 98. If he reads 10 pages every day, on what page will he be in 3 days?
D (Draw a picture.)
W (Write and solve an equation.)
Lesson 21: Complete a pattern counting up and down.
W (Write a statement that matches the story.)
Lesson 21: Complete a pattern counting up and down.
Name Date
1. Whisper the numbers as you count:
a. Count by 1s from 326 to 334.
b. Skip-count by 10s from 472 to 532.
c. Skip-count by 10s from 930 to 860.
d. Skip-count by 100s from 708 to 108.
2. Find the pattern. Fill in the blanks.
a. 297, 298, , , ,
b. 143, 133, , , ,
c. 357, 457, , , ,
d. 578, 588, , , ,
e. 132, , 134 , , 137
f. 409, , , 709, 809,
g. 210, , 190, , , 160, 150
Lesson 21: Complete a pattern counting up and down.
3. Fill in the charts.
Lesson 21: Complete a pattern counting up and down.
Name Date
Find the pattern. Fill in the blanks.
, 111, , , 114
Lesson 21: Complete a pattern counting up and down.
1. 109
2. 710, , 690, , , 660, 650
3. 342, , , 642, 742, 4. 902, , , 872, , 852
Credits
Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module.
Modules 1–3: Credits
A Story of Units®
Eureka Math helps students truly understand mathematics and connect it to the real world, preparing them to solve problems they have not encountered. Great Minds teachers and mathematicians believe that it is not enough for students to know the process for solving a problem; they need to understand why that process works.
Eureka Math presents mathematics as a story, one that develops from grades PK through 12. In A Story of Units, our elementary curriculum, this sequencing has been joined with methods of instruction that have been proven to work, in this nation and abroad.
Great Minds is here to make sure you succeed with an ever-growing library of resources, including free tip sheets, resource sheets, and full grade-level modules at eureka-math.org.
Sequence of Grade 2 Modules
Module 1: Sums and Differences to 100
Module 2: Addition and Subtraction of Length Units
Module 3: Place Value, Counting, and Comparison of Numbers to 1,000
Module 4: Addition and Subtraction Within 200 with Word Problems to 100
Module 5: Addition and Subtraction Within 1,000 with Word Problems to 100
Module 6: Foundations of Multiplication and Division
Module 7: Problem Solving with Measurement, Money, and Data
Module 8: Time, Shapes, and Fractions as Equal Parts of Shapes
On the cover
Vincent van Gogh (1853–1890), Flower Beds in Holland, 1883. Oil on canvas on wood, 48.9 x 66 cm (19 1/4 x 26 in.); framed: 71.1 x 88.9 x 8.3 cm (28 x 35 x 3 1/4 in.). Collection of Mr. and Mrs. Paul Mellon (1983.1.21).
Photo Credit: Courtesy National Gallery of Art, Washington, D.C.
What does this painting have to do with math?
In an effort to take advantage of every opportunity to build students’ cultural literacy, Great Minds features an important work of art or architecture on the cover of each book we publish. We select images that we know students and teachers will love to look at again and again. These works also relate, in visual terms, to ideas taken up in the book. Quantity, grouping, arrangement, and order are among the many fascinating concepts we discover in mathematics and—as Vincent van Gogh showed in this painting of tulip beds—in the world around us.
Published by Great Minds PBC