Grade 2 Student Edition

Practice: 3-Digit AdditionAdd. Use the models to help. 1. H T O l 35 7 +2 3 6 59 3 2. H TO 34 3 +2 2 4 3. H TO 24 6 +1 3 6 4. H TO 25 9 +2 5 3Chapter 7 Lesson 7 2.NBT.7 239

Add. Use the models to help.1. H TO 24 4 +2 3 72. H TO 16 7+1 5 5Add. Regroup if necessary.3. 4. 5. H TO H TO H TO 33 4 38 6 42 7+1 5 3 +2 5 4 +3 2 5Make a simple drawing to help you add. Solve. 6. Ms. Lewis drove 76 miles last week. She drove 46 miles this week. How many miles has Ms. Lewis driven in all? H TO+ Ms. Lewis has driven miles.

Adding Four 2-Digit NumbersAdd 36 + 75 + 42 + 54. You can add in any order. Here is one way.Find two addends A dd the other Add the two sums.with ones that make two addends.a ten, and add them.The 6 in 36 and the 4 in54 together make a 10. H TO H TO H TO l l l 36 75 l l7+ 54 + 42 + 90 90 l l7 207First find the sum of two addends. Then add the rest.You can add in any order.1. 63 + 28 + 77 + 41H TO H TO H TO 63 + ++2. 54 + 37 + 25 + 66 H TO H TO H TO + + 54 + 241Chapter 7 Lesson 8 2.NBT.6

First find the sum of two addends. Then add the rest.You can add in any order. 1. 84 + 38 + 65 + 46H TO H TO H TO+++2. 71 + 35 + 55 + 64 H TO H TO H TO ++ +3. Add to find the value of 4 quarters. H TO H TO25¢ + 25¢ + 25¢ + 25¢ H T O +++LET’S WRITE!Look at exercise 2. Which two addends did you add first? Explain why.

Subtraction with Three-Digit NumbersWe can use models to help us subtract.Dan has 338 tickets H T O in his bin.He gives 214 tickets to his sister. How many tickets l2 4does Dan have left? 338 – 214 = 124Cross off to subtract. Write the difference. 2. H TO 47 6 –1 3 2 3. 243 H TO 34 8 –1 1 5Chapter 7 Lesson 9 2.NTB.7

Cross off to subtract. Write the difference. 1. H T O 45 6 –2 2 4 2. H T O 38 7 –1 3 23. H T O 56 6 –2 1 3 4. H T O 47 5 –2 3 5 5. H T O 34 7 –2 3 3

Drawing to SubtractMake a simple math drawing to subtract. Write the difference.1. H T O HT O 37 4–2 1 3l6l2. H T O HTO 54 2 –2 3 03. H T O HTO 46 8 –2 0 4Chapter 7 Lesson 10 2.NBT.7 245

Make a simple math drawing to subtract. Write the difference.1. H T O HTO 44 5 –2 0 52. H T O HTO 28 7 –2 0 4Subtract. 4. H T O 5. H TO3. H T O 54 6 45 3 36 9 –2 1 1 –2 2 1 –1 4 2 9.Let’s Review! Subtract. 626. 3 7. 8. –28 41 6 53 80 –19 –3 5 –33 27

3-Digit Subtraction: Regrouping Tens H TO 1. Subtract the ones. When there are not enough ones 3 to subtract, we regroup a ten as 10 ones to form a teen number. 3 4 l6–1 2 7 2. Subtract the tens. 3. Subtract the hundreds. 219Regroup a ten as 10 ones to form a teen number. Draw the new ones.Write the new numbers. Cross off to subtract. Write the difference. 1. H T O 44 2 –2 1 9 2. H T O 46 4 –1 2 6 3. H T O 247 35 1 –2 1 4Chapter 7 Lesson 11 2.NBT.7

Regroup a ten as 10 ones to form a teen number. Draw the new ones. Writethe new numbers. Cross off to subtract. Write the difference. 1. H T O 43 6 –1 2 82. H TO 36 3 – 49Subtract. Regroup if necessary. 5. H TO3. H T O 4. H T O 45 5 97 2 68 0 –2 3 6 –5 2 8 –4 2 3Make a simple drawing to help you subtract. Solve. 6. Jasmine’s book is 342 pages. She has read 126 pages. How many pages does Jasmine have left to read? H TO– Jasmine has pages left to read.

Subtracting from 100When we need to subtract tens, and we have only hundreds, we regroup 1 hundred as 10 tens. 100 – 40 H TO l0 tens– 4 tens 1 l0 0 6 tens – 40 60Fill in the blanks to solve. Regroup 1 hundred as 10 tens. Draw the newtens. Write the new numbers. Cross off to subtract. Write the difference.1. 100 – 20 H TO tens 10 0 – tens – 20tens2. 100 – 50 H TO tens 10 0 – tens – 50 tens3. H TO 100 – 70 10 0 tens – 70 – tens tensChapter 7 Lesson 12 2.NBT.5 249

Fill in the blanks to solve. Regroup 1 hundred as 10 tens. Draw the newtens. Write the new numbers. Cross off to subtract. Write the difference.1. 100 – 60 H TO tens 10 0 – tens – 60tens2. 100 – 80 H TO tens 10 0 – tens – 80 tens3. 100 – 30 H TO tens 10 0 – tens – 30 tensSubtract. Regroup if necessary.4. H T O 5. H T O 6. H T O 10 0 10 0 10 0– 90 – 40 – 10Let’s Review! Subtract.7. 8. 9. 10. 56 74 90 77–2 8 –4 9 –2 4 –39

3-Digit Subtraction: Regrouping Hundreds H TO 1. S ubtract the ones. 2. S ubtract the tens. 2 When we do not have enough 3 l2 7 tens to subtract, we regroup–15 2 1 hundred as 10 tens. 3. S ubtract the hundreds. 175Regroup, draw, and cross off to subtract. Write the difference. 251 1. H T O 42 5 –16 2 2. H T O 44 8 –26 3 3. H T O 35 9 –18 3Chapter 7 Lesson 13 2.NBT.2

Regroup, draw, and cross off to subtract. Write the difference. 1. H T O 36 7 –19 42. H T O 45 6–19 2Subtract. Regroup if necessary.3. H T O 4. H T O 5. H T O 41 5 68 9 77 5–17 1 –29 4 –39 4Make a simple drawing to help you subtract. Solve. 6. Lynn’s family has to drive 225 miles to visit their family. They have driven 184 miles already. How many more miles do they have left to drive? H TO– They have miles left to drive.

3-Digit Subtraction: Regrouping Tens and Hundreds H TO Sometimes we need to regroup twice. 1. Subtract the ones. 2l When there are not enough ones to 3 2 l5 subtract, we regroup a ten as 10 ones–13 7 to form a teen number. 2. S ubtract the tens. 18 8 When we do not have enough tens to subtract, we regroup 1 hundred as 10 tens. 3. S ubtract the hundreds.Regroup, draw, and cross off to subtract. Write the difference. 1. H TO 33 7 –16 8 2. H TO 43 4 –17 7Chapter 7 Lesson 14 2.NBT.2 253

Regroup, draw, and cross off to subtract. Write the difference.1. H TO 41 7 –28 92. H TO 34 3 –16 83. H TO 45 0 –27 44. H TO 36 2 –28 8

3-Digit Subtraction: Regrouping with 0 in the Tens Place H TO Sometimes we need to regroup twice. 1. Subtract the ones. 29 When there are not enough ones to subtract, 3 l0 l7 and there are no tens to regroup, we need–16 8 two steps: First, regroup 1 hundred as 10 tens. 139 Then, regroup a ten as 10 ones to form a teen number. 2. S ubtract the tens. 3. S ubtract the hundreds.first secondRegroup, draw and cross off to subtract. Write the difference.1. H T O 30 5 –15 92. H T O 40 2 –24 3Chapter 7 Lesson 15 2.NBT.2 255

Regroup, draw, and cross off to subtract. Write the difference. 1. H TO 40 0 –24 22. H TO 30 4 –15 83. H TO 40 6 –12 9Subtract. Regroup if necessary. H TO 6. 4. 5. H TO H TO 70 0 –22 3 30 1 60 2–21 2 –35 9

Practice: 3-Digit SubtractionRegroup, draw, and cross off to subtract. Write the difference. 1. H TO 45 6 –23 22. H TO 37 4 –13 63. H TO 32 2 –17 9 4. 257 H TO 40 6 – 69Chapter 7 Lesson 16 2.NBT.7

Regroup, draw, and cross off to subtract. Write the difference. 1. H T O 34 0 –24 7 2. H TO 50 0 –24 2Make a simple drawing to help you subtract. Solve. 3. Mr. Cooper received 304 orders last week. He shipped 168 of the orders. How many orders does Mr. Cooper still need to ship? H TO– Mr. Cooper needs to ship more orders.LET’S WRITE!How did you solve exercise 3?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

End-of-Chapter RevXiexwxAdd. Regroup if necessary. You can use the models to help.1. H T O 23 8 +22 7Add. Regroup if necessary.2. H T O 3. H TO 4. H T O 26 4 45 7 32 6+ 15 3 + 45 7 +15 4First find the sum of two addends. Then add the rest.You can add in any order.5. H TO H TO H TO 63 + 54 + 38 + 47 + ++LET’S WRITE!How many ones are in the answer to exercise 4? Explain why.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________Chapter 7 Lesson 17 259

Subtract. Regroup, if necessary. You can use the models to help.1. H T O 35 0 –12 62. H T O 44 1 –27 0Subtract. Regroup, if necessary.3. H T O 4. H T O 5. H T O 99 3 86 7 60 5–48 5 –52 3 – 87Make a simple drawing to help you subtract. Solve. 6. Mr. Baylor is mailing invitations to all his friends. He wants to send 250 invitations. He’s already mailed out 180 invitations. How many invitations does Mr. Baylor still have to send? H TO – Mr. Baylor has to send ____ more invitations.260

Cumulative ReviewComplete the number line. Fill in the sum.1. 57 + 40 = 40 572. 68 + 32 = +32 30 683. 38 + 33 = +33 30 38Complete the number line. Write the difference. –54. 53 – 5 = 3 535. 20 – 4 = 4 206. Write the time. 7. Draw the hands to show the time. : 10:10 minutes after 261Chapter 7 Lesson 18

Write the number in expanded form.1. 485 = 2. 709 =Compare. Write >, <, or =.3. 4. 5. 906 769 804 431 429 903Write the numbers that come just before and after.6. 7. 8. , 510, , 499, , 800,Write the numbers that are 100 less and 100 more.9. 10. 11. , 728, , 193, , 802,Write the numbers that are 10 less and 10 more.12. 13. 14 . , 194, , 345, , 719,Count by fives. Fill in the numbers.15. 485,490,495, , ,Write the amount of money. Show the amount in a different way.16. ¢262

8Xxx CHAPTER XxxMeasurementVOCABULARY Inches Feet Yardstick Centimeters MetersChapter 2 Lesson CCSS1.0A.1 Xxx. 1

Xxx. w2

Measure in IncXhxexs We can use a ruler to measure the length of an object.The numbers on the ruler represent inches.Each number is 1 inch away from the number next to it.An inch ruler can measure lengths up to 12 inches.To use a ruler, line up the left end of the object with the left edge ofthe ruler. Read the number that lines up with the right end of the object.That is the length in inches.The length of this marker is 4 inches.Use a ruler to measure the length of these objects to the nearest inch. 1. inches2. inches3. inchesChapter 8 Lesson 1 265

Use a ruler to measure the length of these objects. inches 1. 2. inches inches 3. inches 4.Draw a line to the length that is given. 5. 5 inches6. 3 inches266

Estimate in Inches We can use objects to estimate length. An estimate is close to an exact answer.This pencil is about 5 inches long.Use a paper clip to estimate the length of each object.Then use a ruler to measure each object.1. estimate: inches actual: inches2. estimate: inches actual: inches 3. estimate: inchesChapter 8 Lesson 2 actual: inches 267

Use a paper clip to estimate the length of each object.1. Circle the piece of chalk that is about 8 inches long.2. Circle the arrow that is about 4 inches long.3. Circle the ribbon that is about 6 inches long.4. Draw a line from point A to point B. About how long is the line? A B inches268 about

Measure in Feet and YardsWe can measure lengths up to 12 inches, or 1 foot, using a ruler.1 foot = 12 inches.For lengths up to 3 feet, or 1 yard, we can use a yardstick.A yardstick is 3 feet long. 1 yard = 3 feet.For lengths greater than 3 feet, we can use a tape measure.A tape measure is sometimes easier to use than a yardstick.It also takes up much less space.Measure these objects in your classroom.1. 2. about feet 3.about feet about feet 269Chapter 8 Lesson 3

Measure these objects in your classroom. 3.1. 2.bookshelf book bulletin board feet feet feetSolve the story problem.4 . Laura has 46 inches of ribbon to use for gift wrapping. She uses 18 inches on her first gift.How many inches of ribbondoes she have left?She has inches of ribbonleft.LET’S WRITE!A poster is 1 yard long. What is the length of the poster in feet?Explain your answer.___________________________________________________________________________________________________________________________________________________________________________270

Estimate in Feet and Yards We can use benchmarks to estimate longer lengths.For example, the unit foot got its name from a person’s foot.So, a person’s foot is about 1 foot long. A person’s foot can be used asa benchmark for 1 foot.This book is also about 1 foot long from topto bottom. This book can also be used as abenchmark for 1 foot.Benchmarks may not be exact, but they willbe close. You can use rulers, yardsticks, or tapemeasures to get a closer measure.Estimate the length of each object. Then use a tape measureto get an exact measure.1. 2. estimate: feet estimate: feet feet actual: feet actual: 2713. Which is the best estimate for the length of a classroom? Circle the answer.6 feet 10 feet 20 feetChapter 8 Lesson 4

Circle the real-life object that matches the estimate of the length.1. 6 feet2. 3 feet3. Circle the real-life objects that are about 1 foot long. Solve the story problem.4. Ken started building a fence on Monday. He used 23 feet of fencing on Monday, and he used another 19 feet of fencing on Tuesday.How many feet of fencing did he use altogether?Ken used feet of fencing altogether.272

Measure in Two WaysWe can use different units to measure length. 24 inches = 2 feetBecause 12 inches = 1 foot, 24 inches = 2 feet.Measure each real-life object in two ways.1. 2. feet feet inches inches3. 4.feet feetinches inchesLET’S WRITE!A sub sandwich is 1 foot long. What is the length of thesub sandwich in inches? Explain your answer.___________________________________________________________________________________________________________________________________________________________________________Chapter 8 Lesson 5 Regrouping with Dot Cards 273

Circle the tool that would be best to measure the length. 1. 2. ruler ruleryardstick yardsticktape measure tape measure3. 4.ruler ruleryardstick yardsticktape measure tape measureLET’S WRITE!Describe when you would use a ruler and when you would usea yardstick.___________________________________________________________________________________________________________________________________________________274

Measure in Centimeters We can use a centimeter ruler to measure the length of an object in centimeters.The numbers on the centimeter ruler represent centimeters.Each number is 1 centimeter away from the number next to it.To measure an object in centimeters, line up the left end of the objectyou want to measure with the left edge of the centimeter ruler. Readthe number that lines up with the right end of the object. That is thelength in centimeters. The length of this pen is 11 centimetersUse a ruler to measure the length of these objects to thenearest centimeter.1. centimeters2. centimeters3. centimetersChapter 8 Lesson 6 275

Use a centimeter ruler to measure the length of each object.1. centimeters2. centimeters3. centimeters4. centimetersDraw a line to the length that is given.5. 12 centimeters6. 7 centimeters 276

Estimate in Centimeters We can use objects to estimate length. An estimate is close to an exact answer.A unit cube is 1 centimeter wide. Your fingernail is also about1 centimeter wide. 1 cm This pen is about 12 centimeters long.Estimate the length of each object to the nearest centimeter.Then use a ruler to check your estimate.1. 1 cm estimate: centimeters actual: centimeters2. 1 cm estimate: centimeters actual: centimeters3. 1 cm estimate: centimeters actual: centimetersChapter 8 Lesson 7 277

Use your fingernail to estimate the length of each object.1. Circle the paintbrush that is about 12 centimeters long.2. Circle the ribbon that is about 10 centimeters long.3. Circle the arrow that is about 15 centimeters long.4. Draw a line from point A to point B. About how long is the line? A B278 about centimeters

Measure in MetersWe can measure lengths in centimeters using a ruler.For lengths up to 1 meter, we can use a meter stick.A meter stick is 1 meter long. 1 meter = 100 centimeters.For lengths greater than 1 meter, we can use a tape measurethat measures in meters.Measure these objects in your classroom.1. 2.about meters about metersChapter 8 Lesson 8 279

Measure these objects in your classroom. about meters1.2. 3. about meters about metersSolve the story problem. 4. Margie bought 85 centimeters of material to sew a dress and hat for her doll. She used 66 centimeters of material for the dress. How much material does she have left to use for the hat?Margie has ____ centimeters of material left.LET’S WRITE!A display case in the hallway is 2 meters long. How many centimeterslong is the display case? Explain your answer.280

Estimate in MetersWe can use benchmarks to estimate longer lengths. A classroom doorway is about 1 meter wide.Circle the best estimate for the width of each real-life object.1. 2. 3. less than 1 meter less than 1 meter less than 1 meter about 1 meter about 1 meter about 1 meter more than 1 meter more than 1 meter more than 1 meter4. 5. 6. less than 1 meter less than 1 meter less than 1 meter about 1 meter about 1 meter about 1 meter more than 1 meter more than 1 meter more than 1 meterChapter 8 Lesson 9 281

The distance from the floor to the windowsill is about 1 meter.Circle the best estimate for the height of each real-life object.1. 2. 3. less than 1 meter less than 1 meter less than 1 meter about 1 meter about 1 meter about 1 meter more than 1 meter more than 1 meter more than 1 meter4. 5. 6.less than 1 meter less than 1 meter less than 1 meterabout 1 meter about 1 meter about 1 metermore than 1 meter more than 1 meter more than 1 meter282

Measure in Two WaysWe can use different units to measure length. 200 centimeters = 2 meters0 10 20 30 40 50 60 70 80 90 100 0 10 20 30 40 50 60 70 80 90 100ONE METER ONE METERBecause 100 centimeters = 1 meter, 200 centimeters = 2 metersMeasure each real-life object in two ways. centimeters1. centimeters 2. meters meters3. centimeters 4. centimeters meters metersLET’S WRITE!Mr. Smith is 2 meters tall. How tall is he in centimeters? Whichnumber is smaller—the number of centimeters or the number ofmeters? Explain your answer.___________________________________________________________________________________________________________________________________________________________________________Chapter 8 Lesson 10 2.0A.1 283

Circle the tool that would be best to measure the length. 1. 2. ruler rulermeter stick meter sticktape measure tape measure3. 4.ruler rulermeter stick meter sticktape measure tape measureLET’S WRITE!Give examples of when you would use a ruler and whenyou would use a meter stick.___________________________________________________________________________________________________________________________________________________________________________284

Subtracting to Compare When we want to compare two numbers, we subtract. We take away the amount that is the same. The difference tells us how much more or how much less one number is than the other. Bill’s chain is 38 inches long. Each block = 1 inch. Mike’s chain is 21 inches long.Bill’s chainMike’s chainBill’s chain is inches longer than Mike’s chain.Mike’s chain is inches shorter than Bill’s chain.Compare the lengths. Circle and cross off the part that is the same.Subtract. Then fill in the blanks to compare.1. Dawn has 32 inches of red yarn and 18 inches of blue yarn.Red yarnBlue yarnDawn has more inches of red yarn than of blue yarn.Dawn has fewer inches of blue yarn than of red yarn.Chapter 8 Lesson 11 285

Compare the lengths. Circle and cross off the part that is the same.Subtract. Then fill in the blanks to compare.1. Debbie measures two sticks. The longer stick is 28 centimeters long. The shorter stick is 19 centimeters long. LongerShorterEach block = 1 centimeter.The longer stick is centimeters longer than the shorter stick.The shorter stick is centimeters shorter than the longer stick.2. Eric measures two boards. The longer board is 30 inches long. The shorter board is 12 inches long. Longer boardShorter board Each block = 1 inch. inches longer than the shorter board.The longer board is inches shorter than the longer board.The shorter board is3. Measure each line. Subtract. Then fill in the blanks to compare.The top line is inches longer than the bottom line.The bottom line is inches shorter than the top line. 286

Subtracting Mentally to Compare When the numbers we want to compare are in the same ten, we can subtract mentally.Compare the lengths. Circle and cross off the part that is the same.Write the number sentence and solve.1. Warren’s poster is 28 inches wide. Sue’s poster is 24 inches wide. Warren’s posterSue’s posterEach block = 1 inch.Number sentence: inches wider than Sue’s poster.Warren’s poster is inches narrower than Warren’s poster.Sue’s poster is2. Jim’s stack of newspapers is 19 inches tall. Brian’s stack is 16 inches tall.Number sentence: inches taller than Brian’s stack.Jim’s stack isBrian’s stack is inches shorter than Jim’s stack. Jim’s Brian’s stack stackChapter 8 Lesson 12 287

Compare the lengths. Circle and cross off the part that is the same.Write the number sentence and solve. Then fill in the blanks to compare.1. Carl measures two wooden rods. The longer rod is 26 centimeters long. The shorter rod is 21 centimeters long. Longer rodEach block = 1 centimeter.Shorter rodNumber sentence: centimeters longer than the shorter rod.The longer rod isThe shorter rod is centimeters shorter than the longer rod.2. Fiona’s room is 18 feet wide. Pat’s room is 12 feet wide. Fiona’s roomPat’s roomEach block = 1 foot.Number sentence:Fiona’s room is feet wider than Pat’s room.Pat’s room is feet narrower than Fiona’s room.3. Measure each line. Subtract. Then fill in the blanks to compare.Number sentence: centimeters longer than the bottom line.The top line is centimeters shorter than the top line.The bottom line is 288