Grade 2 Student Edition - Volume II

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 7 Lesson 7 93

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 B94 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 7 Lesson 8 95

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.96

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 7 Lesson 9 97

The distance from the floor to the windowsill is about 1 meter high.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 meter98

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, centimeters 200 centimeters = 2 meters metersMeasure each real-life object in two ways.1. centimeters 2. 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 7 Lesson 10 2.0A.1 99

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 meterstick.__________________________________________________________________________________________________________________100

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 inches more red yarn than blue yarn.Dawn has fewer inches of blue yarn than red yarn.Chapter 7 Lesson 11 101

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. LongerShorter centimeters longer than the shorter stick. centimeters shorter than the longer stick.Each block = 1 centimeter.The longer stick isThe shorter stick is2. Eric measures two boards. The longer board is 30 inches long. The shorter board is 12 inches long. Longer boardShorter board inches longer than the shorter board. inches shorter than the longer board. Each block = 1 inch.The longer board isThe 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. 102

Subtracting to Compare Mentally 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 poster inches wider than Sue’s poster. inches narrower than Warren’s poster. Each block = 1 inchNumber sentence:Warren’s poster isSue’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 7 Lesson 12 103

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 rodShorter rod centimeters longer than the shorter rod. centimeters shorter than the longer rod.Each block = 1 centimeter.Number sentence:The longer rod isThe shorter rod is2. Fiona’s room measures 18 feet wide. Pat’s room is 12 feet wide. Fiona’s roomPat’s room feet wider than Pat’s room. feet narrower than Fiona’s room. Each block = 1 foot.Number sentence:Fiona’s room isPat’s room is3. 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 104

Problem Solving: Subtracting to CompareSolve each story problem. Can you solve it mentally?If you can, circle the P. If not, circle the O.1. Beth is 48 inches tall. Francis is 36 inches tall. How much taller is Beth than Francis?PO Beth is inches taller than Francis.2. Jesse’s marker is 18 centimeters long. His pen is 14 centimeters long. How much shorter is the penP than the marker?O The pen is centimeters shorter than the marker.3. George has 27 stamps in his collection. Mike has 25 stamps.P How many more stamps does George have?O George has more stamps in his collection.4. There are 50 orange kites and 37 blue kites on the shelf in the toy store. How many fewer blueP kites are there than orange kites?O There are fewer blue kites than orange kites.Chapter 7 Lesson 13 105

Solve each story problem. Can you solve it mentally?If you can, circle the P. If not, circle the O.1. Matt’s backyard is 32 meters long. Gregg’s backyard is 20 meters long. How many meters shorter isP Gregg’s backyard?O The length of Gregg’s backyard is metersless than the length of Matt’s backyard.2. Sarah has 62 stickers in her collection. Camila has 53 stickers in her collection. How many fewerP stickers does Camila have?O Camila has fewer stickers than Sarah.3. Ariel’s painting is on a canvas that is 48 inches wide. Abe’s painting is on a canvas that is 42 inches wide. P How much wider is Ariel’s canvas than Abe’s canvas?O Ariel’s canvas is inches wider than Abe’s canvas. 5.4. There are 86 children who come to school by bus. There are 37 children who walk to school. How many more children come to school by bus than those P who walk to school? O There are more children who come to school by bus than those who walk to school.106

End-of-Chapter ReviewUse a ruler to measure the length of these objects to the nearest inch.1.2. inches inchesUse a paper clip to estimate the length of these objects. inches3. about4. about inches5. Draw a line from point A to point B. About how long is the line?AB about inchesSolve the story problem.6. Owen and Benjamin are next-door neighbors. Their yards are connected, so they have lots of room to play. Owen’s yard is 24 feet long. Benjamin’s yard is 19 feet long. How long are the two yards together?Together, their yards are ___ feet long.Chapters 7 Lesson 14 107

UXsxexa. centimeter ruler to measure the length of these objects.1. centimeters2. centimetersUse your fingernail, or a unit block, to estimate the lengthof the arrow in centimeters.3. 1 cm about centimeters 5.Circle the best estimate.4.less than 1 meter less than 1 meterabout 1 meter about 1 metermore than 1 meter more than 1 meterSolve the story problem.6. Janet and Leah are painting posters to decorate their classroom. Janet’s poster is 96 centimeters wide. Leah’s poster is 78 centimeters wide. How much wider is Janet’s poster than Leah’s poster? Janet’s poster is centimeters wider than Leah’s poster.108

Cumulative ReviewFill in the missing addend to complete the number sentence.1. 7 + = 10 2. 5 + = 1057 + = 60 15 + = 20Complete the number line. Use two or three jumps. Write the sum.Circle how many jumps. +333. 67 + 33 = +302 jumps 673 jumps4. 47 + 36 = +362 jumps 47 +303 jumpsComplete the number line. Write the difference. –45. 80 – 4 = 806. 9 3 –6 –6 –3 93Solve the story problem. ¢. 7. Sue has 4 quarters. She has ¢. Wendy has 8 dimes. She hasHow much more money does Sue have?Sue has ¢ more.Chapter 7 Lesson 15 109

Compare. Write >, <, or =.1. 2. 3.469 502 831 829 705 706Write the numbers that come just before and just after.4. , 610, 5. , 890, 6. , 300,Write the number that is 10 more and 10 less.4. 794 5. , 702, 6. , 519,Write the amount of money. Show the amount in a different way.7.Add. Regroup, if necessary. ¢8. H T O 9. H TO 10. H T O 37 9 53 7 68 8+ 15 3 + 24 8 +15 4Subtract. Regroup, if necessary. 13. H T O11. H T O 12. H T O 30 3 – 87 79 9 90 7–48 5 –52 3110

XxxXxx CHAPTER8 TimeChapter 8 Lesson 2.0A.1 Xxx. 111

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O’clXoxckxThe short hand The long hand tells the hour. tells the minutes. 7:00 When the long hand is exactly on the 12, we say o’clock. The time on the clock is 7 o’clock.Write the time. 1. 2. 3. :: : o’clock o’clock o’clock4. 5. 6. :: :Chapter 8 o’clock 2.MD.7 o’clock o’clock Lesson 1 113

Draw the hands to show the time. 3.1. 2. 2:00 8:00 12:004. 5. 6. 5 o’clock 11 o’clock 3 o’clockWrite the time that the clock tells.7. 6 o’clock 8. 9 o’clock 9. 7 o’clock :: :Look at the hour hand and circle A or B for the correct clock.10. 11.Which clock Which clockshows almost shows after2:00? 10:00? A B A B114

There are 30 minutes Half Hour in a half hour. When the long hand is on the 6, it is half past the hour. The time on the clock is 2:30.Write the time. 2. 3. 1. : : : thirty half past minutes after4. 5. 6. : : : thirty half past minutes afterChapter 8 Lesson 2 2.MD.7 115

Draw the hands to show the time. 3. 1. 2. 1:30 4:30 10:304. 5. 6. 12:30 2:30 6:307. 8. 9. seven thirty half past 5 30 minutes after 810. 11. 12. nine thirty half past 11 30 minutes after 3116

30 Minutes: Before and AfterWrite the time. Time Now 30 Minutes After 30 Minutes Before 1. : :2. : :3. : :4. : :5. : :Chapter 8 Lesson 3 2.MD.7 117

Write the time. Time Now 30 Minutes After 30 Minutes Before 1. : : : : :2. : :3. :4. :5. :118

Time to the Five Minutes When we read the long hand on a clock, each number represents 5 minutes. 55 0 5 The time on the clock is 3:25.50 10 The time can also be read as: n 25 minutes after 345 15 n three twenty-five n 25 after 340 20 25 3. 35 30 2.Write the time. 1. :: :7 minutes after 10 minutes after minutes after 5. 6.4. :: : minutes after minutes after minutes afterChapter 8 Lesson 4 119 2.MD.7

Write the time. 2. 3. 1. :: :minutes after minutes after minutes afterDraw the hands to show the time. 6.4. 5. 6:35 12:05 8:557. 8. 9. four fifty forty minutes after 5 25 minutes after 5Look at the hour hand, and circle A or B for the correct clock.10. 11.Which clock Which clockshows almost shows after9:00? 11:00?120

Write the time. Practice Time to the Five Minutes 1. 2. 3.:: :40 minutes after 7 minutes after minutes after 5. 6. 4. : : : minutes after minutes after minutes after7. 8. 9.:: : minutes after minutes after minutes afterChapter 8 Lesson 5 121 2.MD.7

Draw the hands to show the time. 3. 1. 2. four oh five eight forty two fifty4. 5. 6. three fifteen seven thirty-five eleven fifty-five7. 8. 9. five forty-five nine twenty-five two thirty10. 11. 12. ten ten twelve twenty eight oh fiveLook at the hour hand, and circle A or B for the correct clock.13. 14.Which clock Which clockshows after shows almost6:00? 12:00?122

Quarter After, Quarter to There are 15 minutes in a quarter hour.When the long hand is on the 3, When the long hand is on the 9,it is a quarter after the hour. it is a quarter to the next hour.The time on the clock is 4:15. The time on the clock is 4:45.The time can also be written The time can also be writtenin these ways: in these ways:n four fifteen n four forty-fiven 15 minutes after 4 n 45 minutes after 4n a quarter after 4 n 15 minutes before 5n a quarter past 4 n a quarter to 5Write the time. 2. 3. 1.::: a quarter after 2 a quarter 7 a quarter 8 minutes after minutes before minutes afterChapter 8 Lesson 6 2.0A.1 123

Write the time. 2. 3. 1. :: :a quarter 11 a quarter 12 a quarter 4minutes before minutes after minutes beforeDraw the hands to show the time.4. 5. 6. 1:15 9:45 11:157. 8. 9. seven forty-five a quarter after 5 a quarter to 12124

AM and PMThere are 24 hours in a day. A clock shows only 12 hours.A day is divided into two equal parts.The time from 12 midnight to 12 noon is called AM.The time from 12 noon to 12 midnight is called PM.The sun can be seen at 12 noon.The moon can be seen at 12 midnight.Circle the time that makes sense. 8:30 am1. The time school starts 8:30 pm2. 7:00 am The time you go to sleep 7 :00 pm3. 12:30 am The time you eat lunch 12:30 pm4. 10:30 am The time you go to a museum 10:30 pm 7:30 am5. 7:30 pm The time you eat breakfast 4:00 am6. 4:00 pm The time you return home from school 1:00 am7. 1:00 pm The time you may have math class 125Chapter 8 Lesson 7 2.MD.7

Circle the time that makes sense. 5:30 am 1. 5:30 pm The time you eat dinner 4:30 am 4:30 pm 2. 5:30 am The time soccer practice starts 5:30 pm 3. 6:00 am The time you do your homework 6:00 pm 6:00 am 4. 6:00 pm The time the sun rises 4:30 am 4:30 pm 5. 10:00 am The time the sun sets 10:00 pm 6. 2:00 am The time you go to the park 2:00 pm 4:00 am 7. 4:00 pm The time you go to the zoo 6. The time you go to visit relatives 7. The time you are sleeping 126

Write the time. 2. End-of-Chapter Review1. 3. : :: o’clock minutes after a quarter 114. 5. 6. : : : half past minutes after minutes after 8. 9.7. :: : a quarter 7 o’clock minutes afterChapter 8 Lesson 8 127

Draw the hands to show the time. 3.1. 2. five fifteen seven forty nine fifty-five4. 5. 6. 3:35 11::10 10::50Write the time. Time Now 30 Minutes After 30 Minutes Before :7. 7:00: am 7:00: am 7:00 am8. 7:00 pm 7:0:0 amCircle the time that makes sense. 9. The time you brush your teeth in the morning 128

XxxXxx CHAPTER9 Geometry and FractionsChapter 9 Lesson 2.0A.1 Xxx. 129

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PolygXoxnxsA Polygon is a closed figure with straight sides.This polygon is a triangle. This is a non-polygon. This is a non-polygon.It is closed and has It is not closed. It does not havestraight sides. straight sides.Trace the name of the polygon. Write the number of sides.1. 2. triangle sides square sides3. 4.hexagon sides rectangle sides 131Chapter 9 Lesson 1

Circle polygon or non-polygon. 2.1. polygon non-polygon polygon non-polygon3. 4. polygon non-polygon polygon non-polygon5. 6. polygon non-polygon polygon non-polygon7. 8. polygon non-polygon polygon non-polygon132

Halves, Thirds, and Fourths Equal parts are the same size. halves thirds fourths2 equal parts 3 equal parts 4 equal parts1. Circle the shape that shows halves.2. Circle the shape that shows thirds.3. Circle the shape that shows fourths.Chapter 9 Lesson 2 133

Circle to show what part is shaded.1. 2. one-half one-half one-third one-third one-fourth one-fourth3. 4. one-half one-half one-third one-third one-fourth one-fourth5. 6. one-half one-half one-third one-third one-fourth one-fourthFill in the number of equal parts.Write the name of the equal parts. 9.7. 8. equal parts equal parts equal parts name: name: name:134

Practice: Equal Parts; Halves, Thirds, and FourthsOne-half of the One-third of the One-fourth of thecircle is shaded. circle is shaded. circle is shaded.Write the part of the shape that is shaded.1. 2. one-half 4.3.5. 6.Chapter 9 Lesson 3 135

Write the number of equal parts.Draw dividing lines on each shape to make that fraction.1.halves equal parts2.thirds equal parts3.fourths equal parts4. How many halves do we need to make 1 whole? halves5. How many thirds do we need to make 1 whole? thirds6. How many fourths do we need to make 1 whole? fourths 136

ArraysArrays show equal groups in rows and columns. 4 8 12 4 +4 12 There are 12 stars.Circle each row. Add to find how many shapes are in each array.1. 2. 3 + 3 squares. 3 +3 12There are triangles. There are3. 4. + + There are pentagons. There are hexagons.Chapter 9 Lesson 4 137

Circle each row. Add to find how many shapes are in each array. 1. 2. There are + There are +3. 4. circles. squares. ♥♥♥♥ There are + ♥♥♥♥ ♥♥♥♥ + stars. There are hearts. 7.Let’s Review!Write the time.5. 6. : : : minutes after minutes after minutes after138

Partitioning a RectangleA rectangle can be divided into equal parts. We cancount the number of graph paper squares in a dividedrectangle to see how much space it takes up.How many squares? Divide the Add to find the rectangle into rows. number of squares. 3 3 3 3 +3 15Divide the rectangle into rows of squares.Add to find the number of squares.1. 4 rows of 2 2. 3 rows of 4 + +Chapter 9 number of squares number of squares Lesson 5 139

Divide the rectangle into rows of squares.Add to find the number of squares.1. 4 rows of 3 2. 4 rows of 5 ++number of squares number of squares3. 5 rows of 5 4. 4 rows of 4 ++number of squares number of squaresLet’s Review!5. Write the value of each group of coins. Compare. Write >, <, or =. ¢¢140

Equal Shares Can Look DifferentEqual shares of the same shape may not always look the same. These rectangles are divided into equal parts. Each share has the same number of boxes.These parts look different, but they are all equal shares ofthe rectangle.Count the number of squares in each part to see if the shape isdivided into equal shares. Circle the correct answer.1. 2. equal not equal equal not equal3. 4.equal not equal equal not equal 141Chapter 9 Lesson 6

Count the number of squares in each part to see if the shape isdivided into equal shares. Circle the correct answer.1. 2.equal not equal equal not equalShow two ways to divide each shape:3. In half 4. In fourths Each share has boxes. Each share has boxes.5. In thirds 6. In halfEach share has boxes. Each share has boxes.LET’S WRITE!How do you know if a shape is divided into equal shares?___________________________________________________________________________________________________________________________________________________________________________142