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other jurisdictions.
Printed in the United States of America
ISBN 13: 978-0-15-356926-5
ISBN 10: 0-15-356926-3
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ENRICH PROJECTS
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Addition ................................... EP1
Subtraction ............................... EP2
Making Groups ........................ EP3
Greater Numbers ..................... EP4
Making Tens ............................. EP5
Exploring Addition .................. EP6
Exploring Subtraction .............. EP7
2-Digit Subtraction .................. EP8
Pictures of the Weather .......... EP9
Counting On .......................... EP10
Make the Same Amount ....... EP11
Make a Solid Figure .............. EP12
Plane Figure Mosaics ............. EP13
Cutting in Half ....................... EP14
Making Groups ...................... EP15
Counting by Tens ................... EP16
Money Amounts .................... EP17
Adding Hundreds .................. EP18
Taking Away Hundreds ......... EP19
Making Groups ...................... EP20
Forming Equal Groups .......... EP21
Measure With Your Shoe ...... EP22
Heavy or Light?...................... EP23
Hands On a Clock .................. EP24
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Chapter 2: Subtraction Facts and Strategies
2.1
2.2
2.3
2.4
2.5
2.6
What is the Difference? .....................EW9
Hopping Back to 0 ...........................EW10
Making Fact Families .......................EW11
Which Number Goes Where ............EW12
Missing Addend Patterns.................EW13
Finish the Problems ..........................EW14
Chapter 3: Place Value to 100
3.1
3.2
3.3
3.4
3.5
3.6
3.7
How Many Points .............................EW15
Get Your Pencils Here! .....................EW16
Least and Greatest ...........................EW17
Follow the Lines ...............................EW18
More Riddles.....................................EW19
Match the Models ............................EW20
Planning a Picnic ..............................EW21
Chapter 4: Number Concepts and Patterns
4.1
4.2
4.3
4.4
4.5
4.6
4.7
Digit Arrangements .........................EW22
Least to Greatest, Greatest
to Least .............................................EW23
Even Sums, Odd Sums ......................EW24
More About Skip-Counting .............EW25
Filling in the Holes ...........................EW26
Patterns and Problems .....................EW27
Two Number Patterns ......................EW28
ENRICH WORKSHEETS
UNIT 2: 2-DIGIT ADDITION AND
SUBTRACTION
UNIT 1: NUMBER AND OPERATIONS
Chapter 5: Explore 2-Digit Addition
Chapter 1: Addition Facts and Strategies
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
More Addition Sentences ..................EW1
A Counting-On Maze .........................EW2
Mystery Number .................................EW3
A Teen Number Chart ........................EW4
Sum Clues ...........................................EW5
Just Fix It!............................................EW6
Some Sums ..........................................EW7
Problems, Problems ............................EW8
5.1
5.2
5.3
5.4
5.5
5.6
What Number Am I? ........................EW29
Story Problem Fun............................EW30
Write the Addition Problem............EW31
What is the Problem? ......................EW32
Oops! Find the Errors .......................EW33
Arrange the Digits ...........................EW34
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Chapter 6: 2-Digit Addition
6.1
6.2
6.3
6.4
6.5
6.6
6.7
How Does It Add Up? ......................EW35
The Lost Digits ..................................EW36
How Many Could There Be?............EW37
What Number Can Make
It True? ..............................................EW38
Mystery Addends..............................EW39
Missing Points ...................................EW40
Which Toys? ......................................EW41
Chapter 7: Explore 2-Digit Subtraction
7.1
7.2
7.3
7.4
7.5
7.6
How Many Tens? ..............................EW42
Subtract to Match ............................EW43
Match the Mats ................................EW44
Follow the Clue ................................EW45
Balancing Act....................................EW46
Wheel of Subtraction.......................EW47
Chapter 8: 2-Digit Subtraction
8.1
8.2
8.3
8.4
8.5
8.6
8.7
8.8
8.9
Fill in the Blanks ...............................EW48
Two-Step Problems...........................EW49
Jumbled Numbers ............................EW50
The Same Difference ........................EW51
Add to Subtract ................................EW52
Estimation Station ............................EW53
Take a Survey ....................................EW54
Where to Start..................................EW55
Double Problems ..............................EW56
UNIT 3: DATA GRAPHS, AND MONEY
Chapter 9: Data and Graphs
9.1
9.2
9.3
9.4
9.5
9.6
9.7
Animal Survey...................................EW57
Missing Data .....................................EW58
Summer Bar Graph...........................EW59
Grocery Basket Graphs.....................EW60
Fill in the Fruit ..................................EW61
Missing Keys .....................................EW62
Complete the Line Plot ....................EW63
Chapter 10: Count Money
10.1
10.2
10.3
10.4
10.5
Buy a Bunch of Flowers ...................EW64
What is the Missing Coin? ...............EW65
Wishing Well ....................................EW66
Matching Change .............................EW67
More Than One Way........................EW68
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Chapter 11: Use Money
11.1
11.2
11.3
11.4
11.5
11.6
Fruit Stand ........................................EW69
Penny Saved, Penny Earned ............EW70
Money Matters .................................EW71
On the Menu ....................................EW72
Dollar Store ......................................EW73
Correct Change.................................EW74
UNIT 4: GEOMETRY AND FRACTIONS
Chapter 12: Solid Figures
12.1
12.2
12.3
12.4
12.5
Solid Colors .......................................EW75
Number Cube Creation ....................EW76
Solid Figure Puzzle ...........................EW77
Making Shapes .................................EW78
Making Models.................................EW79
Chapter 13: Plane Figures and Spatial Sense
13.1
13.2
13.3
13.4
13.5
13.6
Color and Shape ...............................EW80
Shape Search ....................................EW81
Shapes from Shapes .........................EW82
Ship Shape ........................................EW83
Use the Clues ....................................EW84
Figure Hunt.......................................EW85
Chapter 14: Parts of a Whole
14.1
14.2
14.3
14.4
14.5
14.6
14.7
Equal Parts ........................................EW86
Create a Quilt ...................................EW87
Pizza Party ........................................EW88
Missing Problems..............................EW89
Equal Fractions .................................EW90
Whole Pizzas ....................................EW91
Fruit Fractions ...................................EW92
Chapter 15: Parts of a Group
15.1
15.2
15.3
15.4
Organize the Collections .................EW93
Grouping Checkers ...........................EW94
Draw the Equal Groups ...................EW95
What’s the Problem?........................EW96
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UNIT 5: GREATER NUMBERS AND 3-DIGIT
ADDITION AND SUBTRACTION
UNIT 6: MULTIPLICATION, DIVISION,
MEASUREMENT, AND TIME
Chapter 16: Place Value to 1,000
Chapter 20: Multiplication Concepts and Facts
16.1
16.2
16.3
16.4
16.5
16.6
16.7
16.8
Greatest and Least ...........................EW97
Show Me the Numbers! ...................EW98
Value Clues .......................................EW99
Cross-Number Puzzle .....................EW100
To Show or Not to Show ...............EW101
Estimates and Measures ................EW102
What Coins?....................................EW103
All or Nothing ................................EW104
Chapter 17: Compare and Order Greater
Numbers
17.1
17.2
17.3
17.4
17.5
More or Less ...................................EW105
Greater, Less, or Equal? .................EW106
Money and Fractions .....................EW107
The Middle of the Train .................EW108
Hundreds of Points ........................EW109
Chapter 18: 3-Digit Addition
18.1
18.2
18.3
18.4
18.5
18.6
Hundreds in Your Head .................EW110
Scrambled Digits.............................EW111
3-Digit Decisions .............................EW112
Addition Ladders ............................EW113
Make the Sentences True ..............EW114
Use Information .............................EW115
Chapter 19: 3-Digit Subtraction
19.1
19.2
19.3
19.4
19.5
19.6
19.7
How Many Hundreds? ...................EW116
Digits Disappeared!........................EW117
Regroup Tens and Hundreds .........EW118
Subtraction Ladders .......................EW119
Keeping Track .................................EW120
Triple Steps .....................................EW121
Estimate to Check ..........................EW122
20.1 Odds and Evens ..............................EW123
20.2 Counting Toes, Wheels,
and More ........................................EW124
20.3 Make a BIG Array ...........................EW125
20.4 How Many Vertices? ......................EW126
20.5 Write Your Own! ............................EW127
20.6 Double the Recipe..........................EW128
20.7 Writing Letters ...............................EW129
20.8 Walking on the Nature Trail..........EW130
20.9 Evens and Odds ..............................EW131
Chapter 21: Division Concepts
21.1
21.2
21.3
21.4
21.5
Can You Divide It? ..........................EW132
Here Comes the Parade! ................EW133
Remainders with Quarters.............EW134
More Division Sentences................EW135
Finish the Story...............................EW136
Chapter 22: Length
22.1
22.2
22.3
22.4
22.5
22.6
Compare to Measure .....................EW137
Choose Your Units ..........................EW138
Best Estimate ..................................EW139
Find Reasonable Objects................EW140
Path Math .......................................EW141
Color Your Vegetables ...................EW142
Chapter 23: Weight, Mass, and Capacity
23.1
23.2
23.3
23.4
23.5
Ounces and Pounds........................EW143
Classroom Mass ..............................EW144
Punch Ingredients ..........................EW145
Capacity Scavenger Hunt ...............EW146
Picnic Estimates ..............................EW147
Chapter 24: Time
24.1
24.2
24.3
24.4
24.5
24.6
24.7
24.8
Obstacle Course ..............................EW148
Time Riddle .....................................EW149
Time for the Zoo ............................EW150
School Day ......................................EW151
A.M. or P.M.? ..................................EW152
Car Trip............................................EW153
Carnival Schedule ...........................EW154
World Traveler ................................EW155
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Enrich
Projects
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Name
Chapter 1
Addition
You can show how numbers are added together
by drawing pictures.
✓
✓
✓
✓
✓
Talk about things you can draw.
How can a drawing change to show when
things are added together?
Count how many animals are in each picture.
Write the number.
Then draw more animals.
How many animals are there now?
Write the new number.
Add 3
more
horses.
Add 1
more
eagle.
Add 2
more
whales.
Add 4
more
ants.
Draw a group of animals. Exchange pictures
with another group. Add four more animals
to their picture. How many animals are there
in all?
EP1
Enrich Project
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Name
Chapter 2
Subtraction
You can draw pictures of objects to help you subtract.
✓
✓
✓
✓
Talk about objects you can draw.
How can a drawing show when objects are
taken away?
Cross out some of the fruits in each picture.
Then write the subtraction sentence. Solve.
______ ⫺ ______ ⫽ ______
______ ⫺ ______ ⫽ ______
______ ⫺ ______ ⫽ ______
______ ⫺ ______ ⫽ ______
Draw 8 toys. Trade drawings with a classmate.
Cross out 3 toys. How many toys are left?
EP2
Enrich Project
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Name
Chapter 3
Making Groups
We make groups by counting objects. You can
place the same number of objects in each group.
✓
✓
Talk about how you can group objects.
Talk about equal and unequal groups.
✓
Place 6 beans on a piece
of paper.
✓
Put the beans in two equal
groups. Draw a picture of
these groups.
✓
How many beans are in each group?
✓
Place the beans in three equal groups. Draw
a picture of these groups.
✓
Now how many beans are in each group?
✓
Can you place six beans in two groups
that are not equal? Draw a picture of these
groups.
✓
Draw 3 groups of buttons. Place 4 buttons
in each group. Exchange drawings with
someone in your group. Make a new
drawing that shows these buttons in different
groups.
EP3
Enrich Project
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Name
Chapter 4
Greater Numbers
Numbers have different values. These values can be shown
in different ways.
✓
✓
✓
✓
✓
✓
Talk about the value of a number.
How can you tell if one number is greater
than another?
How can you show that numbers have
different values?
Write how many tens and ones.
Circle the greater number of each pair.
tens
tens
tens
tens
ones
ones
ones
ones
Use
and Workmat 3 to show each
number. Circle the greater number of each pair.
43
✓
28
45
18
Write five pairs of numbers on a piece of
paper. Exchange lists with another group.
Circle the greater number of each pair.
EP4
Enrich Project
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Name
Chapter 5
Making Tens
You can show numbers by making groups of ten.
Count the number by ones. Each time you make
ten, begin a new group.
✓
✓
How can you show groups of ten?
Talk about what happens when you complete
a group of ten.
19
✓
✓
✓
✓
Color one square for each
number as you count.
Write the number of tens.
Then write the number of
ones.
On a piece of paper, write
a number from 25 to 40.
Exchange papers with
someone in your group.
tens
ones
tens
ones
tens
ones
11
23
Show the number by
drawing groups of ten. Write
the number of tens. Then
write the number of ones.
Choose a number greater than 50. Work with
your group to show the number by drawing
groups of ten.
EP5
Enrich Project
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Name
Chapter 6
Exploring Addition
Grouping is important in addition. When
you have ten ones, regroup. The ten
ones become a new group of ten.
✓
When do you regroup ones?
✓
How is regrouping used in 2-digit
addition?
✓
Use
and Workmat 3 to solve
this addition problem.
In a ball game, one team scores 56 points.
The other team scores 28 points.
How many points are scored in all?
✓
Write the sum.
✓
Write a story problem that uses 2-digit
addition with numbers that are less than 50.
✓
Draw a picture to go with your story
problem.
✓
Exchange story problems with a someone in
your group.
✓
Use
and Workmat 3 to solve.
EP6
Enrich Project
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Name
Chapter 7
Exploring Subtraction
When you subtract, you take things away. You can
show this by making a model, drawing a picture,
or writing a number sentence.
✓
How can you model subtraction
with
?
✓
How can you show subtraction
with a drawing?
✓
How do you write a subtraction sentence?
✓
Use
to model and solve.
There are 16 books on a shelf. 3 books
fall off the shelf. How many are left?
✓
Draw a picture to solve. Cross out the
objects you take away.
There are 12 apples on a tree. 3 apples fall
off the tree. How many apples are left? 3 more apples
fall off the tree. Now how many apples are left?
✓
Write a number sentence to solve.
There are 18 birds on an island.
7 birds fly away. How many birds are left?
8 more birds fly away. Now how many birds are left?
✓
Write a subtraction story problem. Exchange
with another group and solve.
EP7
Enrich Project
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Name
Chapter 8
2-Digit Subtraction
In 2-digit subtraction, you may need to regroup. You can use
to show this change. To regroup, change one ten
into 10 ones.
✓
Talk with your group about how you can use
to help you solve subtraction
problems.
✓
When do you regroup in subtraction?
✓
Use
to model and solve this
2-digit subtraction problem.
✓
A skyscraper has 76 floors. Another
skyscraper has 59 floors. How much
taller is one building than the other?
Use addition to check your answer.
tens
7
⫺ 5
ones
6
9
Write a 2-digit subtraction problem.
Exchange papers with someone in your group.
Use
to solve. Use addition to
check your answer.
✓
EP8
Enrich Project
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Name
Chapter 9
Pictures of the Weather
We look at weather reports to find out what the
weather will be like. Many times, weather reports use
pictures. What do the pictures show? Some pictures
show a bright sun. Some pictures show a sun covered
by clouds. Other pictures show snow. Can you show
the weather using pictures?
✓
What types of weather will you show?
What will you draw to stand for each type of
weather?
When should you use the same picture again?
✓
Make a chart like the one shown here.
✓
✓
Monday
✓
✓
✓
✓
Tuesday
Wednesday
Thursday
Friday
Guess what the weather will be like for each day.
Make a drawing that shows the weather for that day.
Make a key that shows what each picture stands for.
Share your weather reports with your group.
Did everyone show the same type of weather?
What pictures were used to show weather?
EP9
Enrich Project
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Name
Chapter 10
Complete a Tally Chart
A tally chart helps you keep track of information. In this project,
you will ask questions and record the data in a tally chart.
✓
Talk about tally charts and how they are
made.
✓
How are marks grouped in a tally chart?
✓
Talk about different types of transportation
used to get to school.
✓
Find out how each member
of your group gets to
school.
✓
✓
✓
Use tally marks to record
the data in the tally chart.
Remember to make your
tally marks in groups of 5.
How We Get To School
Walk
Car
Bus
Bike
Exchange tally charts with another group.
Make a picture graph to show the data.
EP10
Enrich Project
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Name
Chapter 11
Make the Same Amount
Coins have different values. A nickel has a value of 5¢. A dime
has a value of 10¢. A quarter has a value of 25¢. You can mix
coins to get the same amount.
✓
Talk about the value of different coins.
✓
How can the same amount be shown with
different combinations of coins?
✓
This table shows some ways you can make 99¢.
Use coins to help you complete the chart.
Quarters Dimes Nickels Pennies Total Value
3
✓
2
4
0
99¢
2
4
99¢
3
0
0
9
0
99¢
2
4
1
99¢
0
5
1
6
9
9
2
99¢
99¢
99¢
Use coins to show 27¢. Draw and label each coin. Exchange
your drawing with a classmate. Are your drawings alike or
different? Make another drawing to show 27¢ in a way that
is different from your first drawing and from your classmate’s
drawing.
EP11
Enrich Project
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Name
Chapter 12
Make a Solid Figure
Look around the classroom. What solid
figures do you see? Work with your group
to identify different solid figures in the
classroom.
✓
Make a list of the solid figures you see.
✓
What solid figures do you see a lot of?
What shapes do you see only a few of?
✓
Can you fold a flat sheet of paper into a
box?
✓
Use scissors to cut out the pattern.
✓
Make a box by folding along the
dotted lines.
✓
Use tape to hold the figure together.
✓
How many sides does your
box have?
✓
Make a model of another solid
figure from a flat sheet of paper.
✓
Compare your new solid figure with the
solid figures made by other children in your
group. Talk about how they are different and
how they are the same.
EP12
Enrich Project
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Chapter 13
Plane Figure Mosaics
A mosaic is a design that can be made by putting figures
together. In this project, you will make mosaics using plane
figures.
✓
What kind of design can you make using plane
figures?
✓
Fold a sheet of paper in half.
✓
Get pages of plane figures from your
teacher. Cut them out.
✓
Glue the figures to one half of the paper to
make a design. You can color them if you’d
like.
✓
Count how many of each figure you used.
✓
Tell how many of each figure you used.
✓
Exchange papers with someone in your group.
✓
Cut out that number of plane figures.
✓
Glue the plane figures to the other side of
the page to make the same design.
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Chapter 14
Cutting in Half
Some sandwiches are big, so we cut them in
half. The sandwich halves are smaller, so they
are easier to hold.
✓
Talk about cutting something in half.
✓
What happens to an object when it is cut in half?
✓
Can you cut the halves in half again? Explain.
✓
Work with a partner. Fold a sheet of paper in
half. Open the paper. Cut along the fold line.
✓
What happens to the paper when you cut it
in half? How many parts do you have now?
Describe them.
✓
Fold each of the smaller parts in half. Cut
each of the parts along the fold line.
✓
What happens as you cut the pieces in half?
Describe the new parts.
✓
How many parts do you have in all?
✓
Can you arrange these smaller parts to form
the shape of an uncut piece of paper? Explain.
✓
Cut a paper circle in half. Cut each half circle in half.
Exchange these four parts with another group. Place the
parts back together to look like a complete circle. Can you
do this with any other shapes?
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Chapter 15
Making Groups
When you put things together, you make a group. Groups don’t
always stay together. Sometimes, they are arranged into smaller
groups.
✓
What is a group?
✓
How do you make a group?
✓
Talk about arranging groups into smaller groups.
✓
Work with a partner. Make a group of 8 paper
clips.
✓
Arrange this group into two smaller groups. Write
down the number of paper clips in each group.
✓
Start again. Arrange the 8 clips into two new
groups. Write the number of clips in each new
group.
✓
Find out how many combinations of
different-size groups of two you can form.
✓
Does any combination contain groups of the
same size? Which one?
✓
Work with another group. Put all your paper
clips together to make a group of 16. How
many different groups of 2 can you make
from this larger group?
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Chapter 16
Counting By Tens
Have you ever gone to a sports event or concert?
Was it easy to find your seats? Usually the seats are
placed in sections. When you know your section,
you can find your seat quickly.
✓
Talk about how seats are placed in sections.
✓
How can you tell what seat
you have?
✓
The drawing shows rows of 10
seats. The rows are placed in 6
sections.
✓
Use a red crayon to circle a section
of 50 seats.
✓
Use a blue crayon to circle two sections that
have the same number of seats.
✓
Use a green crayon to circle the largest section.
How many seats are in this section?
✓
Use a yellow crayon to circle a section of 40
seats.
✓
Make a drawing that shows 1,000 seats in a
theater. Place the seats in sections. Keep 10
seats in a row. Exchange your drawing with
another student. Count by tens and write down
the number of seats in each section.
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Chapter 17
Money Amounts
Coins have different values. What if you had a
handful of coins? How would you find their total value?
✓
Talk about the values of different coins.
✓
How can you find the total value of a handful
of coins?
✓
Write the value for each group of coins.
✓
Find two groups with the same value.
✓
Circle the group of coins with the greatest value.
✓
Draw five coins. Exchange drawings with another group.
Find the total value of the coins on their drawing.
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Chapter 18
Adding Hundreds
Different addends can add to the same sum. For example adding
100 and 300 can make 400. Adding 200 and 200 can also
make 400.
✓
Talk about combinations of addends that
can add to the same sum.
✓
Work with a partner.
✓
Write each of the following numbers on a
different index card: 100, 200, 300, 400,
and 500.
✓
Fill in the chart with combinations of
addends that make the same sum.
✓
Use your cards to help you pick
combinations.
Sum Addends Addends Addends
600
700
800
900
✓
Exchange charts with another group. Write
a different addend combination for the sums
of 700 and 900.
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Chapter 19
Taking Away Hundreds
Take 3 away from 5. The difference is 2. Since this problem uses
digits in only the ones place, it may not seem hard to do. Suppose
the digits were in the hundreds place. Would it be harder to solve?
✓
Talk about how you subtract numbers.
✓
Work with a partner.
✓
Cut a sheet of blue construction paper into
four parts of equal size.
✓
Write one of the following numbers on each
of the blue paper strips: 600, 700, 800, and
900.
✓
Cut a sheet of red construction paper into
four parts of equal size.
✓
Write one of the following numbers on each
of the red paper strips: 100, 200, 300, and
400.
✓
Close your eyes and pick a blue strip and a
red strip.
✓
Subtract the value of the red strip from the
blue strip. Write the difference.
✓
Pick three more combinations of strips. Find
the difference in each pair.
✓
Compare differences with another group.
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Chapter 20
Making Groups
Objects can stand alone. You can also place them with other
objects. When you place objects together, they form a group.
✓
Talk about how to place objects in groups.
✓
Work with a partner.
✓
Draw three circles on a sheet of paper.
✓
Place one paper clip in each of the three
circles. Fill in the row on the chart that
describes these three groups.
Groups
Number of
Groups
Number of Clips in
Each Group
✓
Add one paper clip to each circle. Fill in the
next row of the chart.
✓
Add another paper clip to each circle.
Complete the chart.
✓
Work with another group. Draw 6 circles.
Compare groups of 1, 2 and 3 clips.
EP20
Total Number of
Clips
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Chapter 21
Forming Equal Groups
Groups of objects can be split into smaller groups. Sometimes the
smaller groups have equal numbers of objects.
✓
Talk about how a group of objects can be split into
smaller groups.
✓
Talk about equal and unequal groups.
✓
Work with a partner.
✓
Draw three circles on a sheet of paper.
✓
Count out 3 paper clips. Place 1 paper clip in one
circle. Place another paper clip in the next circle.
Place the last paper clip in the last circle.
✓
Start again. Count out 6 paper clips. Again, go from
circle to circle placing one paper clip in each circle.
When all the circles have the same number of
paper clips, add another paper clip to each circle.
✓
Start again, but this time use 9 paper clips.
Use what you see to complete this chart.
Total Number of Clips Number of Clips in Each Circle
3
6
9
✓
✓
Work with another group. Draw 4 circles. Make
equal groups by using 4, 8, 12, and 16 paper clips.
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Chapter 22
Measure With Your Shoe
A ruler is a measuring tool. It can tell you how
long an object is. You can use things other than
a ruler to measure. You even can use your shoe.
✓
How can you tell how long something is?
✓
Talk with your group about how a ruler is used.
✓
Can other objects be used as
measuring tools?
✓
Work with a partner.
✓
Put one heel against the wall. Place the other
foot in front, touching the toe to the heel.
✓
Walk toe-to-heel across the room in a straight
line, while your partner counts each step.
✓
How many steps did it take to cross the room?
✓
Exchange roles.
✓
Did both of you cross the room in the same
number of steps?
✓
Draw and cut out an outline of your shoe.
Exchange outlines with someone in your
group. Use them to measure the distance
toe-to-heel across the room. Did you cross
the room in the same number of steps as
before?
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Chapter 23
Heavy or Light?
Imagine you pick up two bags of marbles. Even if
you can’t see inside, can you tell which
bag has more marbles?
✓
What can you learn by picking up an object?
✓
Talk about tools that we use to find out if
something is heavy or light.
✓
Work with a partner.
✓
Have your partner close his or her eyes.
Then place 20 marbles in a small paper
bag. Place 2 marbles in another paper bag.
Close the bags.
✓
Give both bags to your partner to hold.
✓
Without shaking the bags, can your partner
tell which bag has more marbles?
✓
Exchange roles.
✓
Repeat with different numbers of marbles.
Can your partner still tell which bag has
more marbles?
✓
Put two crayons in one bag. Put 20 crayons
in another bag. Close the bags. Exchange
bags with another group. Can you tell which
bag has more crayons?
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Chapter 24
Hands on a Clock
There are different types of clocks. Some clocks flash the time in
numbers. Other clocks point to the time with two hands: one hand
points to the hour, the other hand points to the minutes.
✓
Talk with your group about different types of clocks.
How are they the same? How are they different?
✓
What type of clock is in your classroom?
✓
Look at each pair of clocks. One clock
shows the time. The other clock is blank.
Draw the same time in the blank clock.
11
12
1
10
9
11
6
12
11
2
11
6
12
12
5
1
2
9
4
6
6
10
3
7
3
4
11
2
8
2
7
1
9
1
8
5
10
12
5
9
4
7
6
10
3
8
3
4
7
1
9
2
8
5
10
1
9
4
7
12
10
3
8
✓
11
2
3
8
5
4
7
6
5
Draw a clock that shows a time. Exchange drawings with
someone in your group. Draw a different type of clock that
shows the same time.
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Lesson 1.1
More Addition Sentences
Match the addition sentence to the picture. Fill in the
missing numbers. Draw a line to show each match.
1.
3
8
5⫹—⫽—
2.
—
⫹ 7 ⫽ 13
3.
4⫹ —⫽ —
4.
—
⫹
—
⫹9⫽
—
⫽ 11
5.
—
How did you know which addition
sentence goes with the picture in Exercise 5?
EW1
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Lesson 1.2
A Maze to Count On
Count on to add in each box. Write the sum.
From START to FINISH, find and color a path where the
sums are all even. You may move up, down and across
but not diagonally.
2⫹6⫽8
7⫹3⫽
6⫹2⫽
6⫹2⫽
5⫹2⫽
3⫹6⫽
1⫹7⫽
8⫹1⫽
9⫹1⫽
2⫹8⫽
3⫹5⫽
5⫹3⫽
8⫹2⫽
10 ⫹ 1 ⫽
1⫹7⫽
1⫹5⫽
4⫹3⫽
9⫹3⫽
6⫹1⫽
2⫹4⫽
3⫹7⫽
2 ⫹ 10 ⫽
START
FINISH
Use the maze above. Explain what happens when
you try to make a path where the sums are all odd.
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Lesson 1.3
Mystery Number
Use addition strategies to solve the problems. Color the boxes
that show doubles facts or doubles-plus-one facts to discover
the mystery number. Then answer the questions below.
6
⫹
6
_
3
⫹
8
_
5
⫹
4
_
7
⫹
8
_
8
⫹
9
_
7
⫹
6
_
4
⫹
1
_
9
⫹
8
_
2
⫹
7
_
7
⫹
7
_
3
⫹
3
_
2
⫹
9
_
8
⫹
8
_
8
⫹
7
_
4
⫹
3
_
4
⫹
5
_
7
⫹
3
_
5
⫹
6
_
1
⫹
9
_
4
⫹
4
_
6
⫹
7
_
5
⫹
1
_
5
⫹
5
_
3
⫹
4
_
6
⫹
5
_
What is the mystery number? —
What doubles fact goes with this number? — ⫹ — ⫽ —
Is there also a doubles-plus-one fact that goes with
this mystery number? Explain.
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Lesson 1.4
A Teen Number Chart
Use a ten frame and the make-a-ten strategy. Create as
many expressions as you can to equal each teen
number in the chart. Each addend must be less than 10.
13
14
15
16
17
18
7⫹6
⫹
⫹
⫹
⫹
⫹
6⫹7
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
Stretch Your Thinking
Design a
Number Chart for 11 and 12 using directions
similar to the above. Decide how many squares
you will need in your grid. Place symbols where
expressions will go and shade the extra boxes
gray. Ask a friend to complete it.
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Lesson 1.5
Sum Clues
Each clue tells about a rule or pattern that can be used
to find sums. You can use more than one clue for each
addition sentence. Write the letter of the clue below each
addition sentence that it tells about.
17 9 + 9 = — 8 + 7 = — 0 + 6 = —
8+9=—
C
—
—
7 + 7 = — 7 + 8 = — 6 + 0 =—
—
—
—
5+4=—
—
—
A. One addend is zero in this number sentence. The other
addend is the same as the sum.
B. Look for a pair of number sentences where the sums are the same,
the addends are the same, but the order of the addends is different.
C. To find the sum for this number sentence, find the doubles fact first
and then add one.
D. Two of the same addends were added together to find the sume.
Write a clue that tells about the addition fact 4 ⫹ 7.
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Lesson 1.6
Just Fix It!
Roger completed the tables below, but he made one mistake
in each table. Find and cross out each mistake. Write the
correct sum next to each cross out.
1. Rule: Add 6.
2. Rule: Add 4.
3. Rule: Add 9.
In
Out
In
Out
In
Out
1
2
3
4
7
8
9
11
2
4
6
8
6
7
10
12
1
4
7
10
10
13
17
19
4. Rule: Add 8.
5. Rule: Add 7.
6. Rule: Add 5.
In
Out
In
Out
In
Out
3
5
6
9
11
13
16
17
1
5
6
7
8
12
12
14
3
5
7
9
8
10
13
14
The rule is Add 3. Roger puts a number
in and gets 8 out. Then he puts different number in and gets 8 out again.
What number does he put in first? What different number could
he put in to get 8 out again? Explain.
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Lesson 1.7
Some Sums
Each 9-square grid uses the numbers 1 through 9
without repeating. The box at the end of each row is
the sum of the 3 numbers in that row. The box at the
end of each column is the sum of the 3 numbers in
that column. Write the missing numbers. Add to solve.
1.
2 1 9 12
5
4
7 6 3 16
14
16
3.
5 9
3 7
14
6 2 16
12
2.
6
5 19
3 9 13
4
2 13
11 18
4.
8
15
3 5 7
9 2
15
What do you notice about Exercise 4?
EW7
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Lesson 1.8
Problems, Problems
Draw a line to connect each word problem to the number sentence that
goes with it. Then find each sum to solve.
1. Sari sees 6 caterpillars. Ann sees 3
more caterpillars than Sari. How many
caterpillars do the girls see in all?
2. Sari sees 6 caterpillars. Ann sees 1
fewer caterpillar than Sari. How many
caterpillars do the girls see in all?
3. Sari sees 6 caterpillars. Ann sees twice
as many caterpillars as Sari. How many
caterpillars do the girls see in all?
4. Sari sees 6 caterpillars. Ann sees half
as many caterpillars as Sari. How many
caterpillars do the girls see in all?
5. Sari sees 6 caterpillars. Ann sees 5
fewer caterpillars than Sari. How many
caterpillars do the girls see in all?
6. Sari sees 6 caterpillars. Ann sees 1
more caterpillar than Sari. How many
caterpillars do the girls see in all?
6
⫹
5
_
6
⫹
9
_
6
⫹
3
_
6
⫹
7
_
6
⫹
12
_
6
⫹
1
_
What patterns do you see?
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Lesson 2.1
What is the Difference?
Each box has four subtraction sentences.
Two go across. The other two go down.
Fill in the missing numbers so each subtraction sentence is correct.
1.
3.
7
⫺
2
⫽
5
2.
9
⫺
⫺
⫺
1
3
7
⫽
⫽
⫽
6
⫺
8
⫺
⫽
3
2
4.
⫽
⫺
⫺
1
⫽
⫽
⫺
⫽
⫺
⫽
⫺
⫽
⫺
1
⫽ 1
⫺
2
⫽
⫺
⫺
1
3
⫽
⫽
⫺ 4
4
6
⫽ 1
Which of the puzzles
was the hardest to solve? Why?
EW9
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Lesson 2.2
Hopping Back to 0
The frog starts at 12 on the number line.
It is hopping back to 0.
It will take exactly 7 hops to get back to 0.
The frog can jump back 1, 2, or 3 spaces on each hop.
Complete the subtraction sentences to show a way the frog can
do this. Use the number line to help.
There is more than one way to solve the problem.
0
1
2
3
4
The frog
starts at
1.
12
9
5
6
7
8
9
10 11 12
It jumps back
⫺
3
It lands on
⫽
⫺
⫽
6.
⫺
⫺
⫺
⫺
⫽
⫽
⫽
⫽
7.
⫺
⫽
2.
3.
4.
5.
9
0
Stretch Your Thinking What if the frog
started at 6 instead of 12? How would that
change the problem?
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Lesson 2.3
Making Fact Families
Each box has four numbers.
Three of the numbers are part of a fact family.
Circle the numbers that are part of a fact family.
Cross out the number that is not part of the fact family.
Then write the fact family.
1.
2.
3.
4.
5.
2, 7, 15, 8
3, 13, 8, 11
17, 8, 7, 9
5, 6, 9, 15
11, 16, 4, 7
7
15
8
— — —
———
——— ———
——— ———
——— ———
——— ———
——— ———
——— ———
——— ———
——— ———
——— ———
Stretch Your Thinking Use 5, 8, 3, and 13. Write the
fact family for three of these numbers. Then write another
fact family for a different group of three of these numbers.
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Lesson 2.4
Which Number Goes Where?
Five children are going to run in a race. Each child wears a
number on his or her shirt. The numbers are 5, 6, 7, 8, and 9.
Each child has a different number.
Use the clues to decide which child wears which number.
Use related addition facts to help you.
Write each child’s number on his or her shirt.
1. When you subtract Andre’s number from 11, you get 4.
2. When you subtract Bill’s number from 11, you get 2.
3. When you subtract Erin’s number from 11, you get Candi’s
number.
4. When you subtract Dave’s number from 17, you get Bill’s
number.
5. Candi’s number is less than Erin’s number.
Stretch Your Thinking What if Clue 2 read
“When you subtract Bill’s number from 11, you get 3”?
How would that change your answer?
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Lesson 2.5
Missing Addend Patterns
Write the missing addends.
Then look at the missing addends for each group.
Describe the pattern that you see.
1.
B ⫹ 6 ⫽ 12
B ⫹ 6 ⫽ 13
B ⫹ 6 ⫽ 14
B ⫹ 6 ⫽ 15
The missing addend:
3.
9 ⫹ B ⫽ 11
8 ⫹ B ⫽ 12
7 ⫹ B ⫽ 13
6 ⫹ B ⫽ 14
The missing addend:
2.
8 ⫹ B ⫽ 17
8 ⫹ B ⫽ 15
8 ⫹ B ⫽ 13
8 ⫹ B ⫽ 11
The missing addend:
4.
B ⫹ 3 ⫽ 11
B ⫹ 4 ⫽ 12
B ⫹ 5 ⫽ 13
B ⫹ 6 ⫽ 14
The missing addend:
Stretch Your Thinking Tim writes the addition
B
B
sentences
⫹ 4 ⫽ 13,
⫹ 5 ⫽ 13, and
⫹ 6 ⫽ 13. What happens to the missing addend as
the pattern continues? How do you know?
B
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Lesson 2.6
Finish the Problem
Write the sum or difference. Then finish writing the story problem
next to each number sentence. Make sure your story problem
tells about the number sentence and uses the correct operation.
There were 9 people playing ball.
1.
9⫹7⫽—
There were 15 cars in the parking lot.
2.
15 ⫺ 8 ⫽ —
Jodi has 10 shirts.
3.
10 ⫺ 5 ⫽ —
Mark has 6 dollars.
4.
6⫹8⫽—
Write a number sentence that uses the
numbers 6, 13, and 7. Then write a story problem that
goes with the number sentence.
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Lesson 3.1
How Many Points?
Six children played a game.
They each scored a different number of points.
Use the clues to tell which trophy belongs to which player.
Write each player’s name under his or her trophy.
1. Bill’s score is greater than 40 and less than 7 tens.
2. Ann’s score is less than 9 tens and greater than 60.
3. Deb’s score is greater than 50 and less than 8 tens.
4. Nat’s score is greater than 2 tens and less than 5 tens.
5. Julio’s score is less than 8 tens and greater than 6 tens.
6. Lily’s score is greater than 70 but less than 10 tens.
40
points
50
points
60
points
70
points
80
points
90
points
How did you find out which trophy
belongs to Nat?
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Lesson 3.2
Get Your Pencils Here!
These are the pencils in the supply cabinet at
Cloverdale school. There are 10 pencils in each box.
Pencils
Pencils
Pencils
Pencils
Pencils
Pencils
Pencils
Pencils
Pencils
The second grade teachers each take
some of the pencils. Read the clues.
Write the number of pencils each teacher takes.
To help, cross out the pencils in the picture.
1. Mr. Tabb takes 2 boxes of pencils and 3 other pencils.
2. Mrs. Hart takes 2 boxes of pencils.
3. Miss Moy takes 1 more pencil than Mr. Tabb.
4. Ms. Fano takes 1 more box of pencils than Mrs. Hart.
5. Mr. Erb takes the rest of the pencils.
Mr. Tabb
Mrs. Hart
Miss Moy
Ms. Fano
Mr. Erb
How did you find out how many
pencils Mr. Erb took?
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Lesson 3.3
Least and Greatest
Use 2 of the digits in each set to make the
greatest number you can.
Use 2 of the digits in each set to make the least
number you can. Then draw
to show
the numbers you made.
1.
7
9
The least 2-digit number is
The greatest 2-digit number is
2.
3
8
7
4
The least 2-digit number is
The greatest 2-digit number is
Where should you put the least
digit to make the least 2-digit number? Why?
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Lesson 3.4
Follow the Lines
Fill in the missing pieces to show the numbers
and their meanings.
Write 1, 2, 3, 4, 5, 6, 7, 8, or 9 in each .
Write 10, 20, 30, 40, 50, 60, 70, 80, or 90 in each
Write the numbers in the .
.
2.
1.
4
+
+
+
30
20
70
48
74
34
=
=
=
=
+
4.
3.
+
+
+
+
10
=
91
=
=
51
=
86
In Exercise 4, how did you know
what number to write in the ?
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Lesson 3.5
More Riddles
Each riddle tells about 2 of the numbers below it.
Read the riddle. Put an X through the number
the riddle does not tell about.
1. I have fewer than three
2. One of my digits is 5. My
tens. My ones digit is 2.
other digit is 9.
twelve thirty-two twenty-two
3. The digit 0 is not in my
five fifty-nine ninety-five
4. My tens digit is less than
ones place.
forty
four
my ones digit.
fourteen
5. The digit 6 is in my
fifteen
fifty
twenty-three
6. My digits are the same.
ones place.
six
sixty
fifty-six
eleven twenty-two thirteen
7. My ones digit is greater
8. The sum of my digits is 9.
than my tens digit.
ten
thirty-four
twelve
thirty-six eighty eighteen
Stretch Your Thinking Write a digit
problem like the ones on this page. Give it
to a friend to solve.
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Name
Lesson 3.6
Match the Models
Kendall modeled some numbers.
The column on the left shows
the numbers she modeled.
The column on the right shows how many
tens and ones she used in each model.
Find and write the missing numbers.
Then draw a line to connect each number
to the number of tens and ones Kendall
used to model it.
29
94
37
16
41
73
52
•
•
•
•
•
•
•
•
•
•
•
•
•
•
tens 32 ones
1 ten
8 tens
ones
ones
tens 3 ones
1
2 tens
ten 19 ones
ones
tens 41 ones
How did you know which model
goes with 94?
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Lesson 3.7
Planning a Picnic
You are planning a picnic for 20 people.
About how many of each kind of food
should you bring to the picnic?
Write an estimate.
Then explain why your estimate is reasonable.
1. I would bring about
sandwiches, because
2. I would bring about
watermelons, because
3. I would bring about
carrot sticks, because
4. I would bring about
cookies, because
Stretch Your Thinking What if your
picnic was for 40 people? How many cookies
would you bring? Explain.
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Lesson 4.1
Digit Arrangements
Write two 2-digit numbers in each problem
that will make the statement true.
Use the digits in the box. Use each digit only once.
1.
1
7
5
9
2.
0
2
⬎
3.
7
5
7
5
4
7
4.
2
9
5
3
5
8
2
2
1
4
4
⬎
4
6.
2
1
⬍
7.
2
⫽
⬍
5.
0
⬎
6
6
8.
⫽
1
9
⬍
Look at Exercise 8. Is there another answer that will
make the statement true? List all of the possible answers.
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Lesson 4.2
Least to Greatest, Greatest to Least
Write one of the numbers in each blank so that both
statements are true. Use each number only once.
1.
19
12
65
52
least
2.
36
38
52
72
92
81
47
54
65
39
30
greatest
22
least
42
65
greatest
74
least
76
67
greatest
16
least
49
greatest
13
80
19
least
greatest
43
88
greatest
least
90
greatest
18
88
least
least
11
greatest
5.
90
12
least
4.
greatest
3.
52
greatest
52
least
Stretch Your Thinking Look at Exercise 5.
Where can you write the number 80? How do you know?
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Lesson 4.3
Even Sums, Odd Sums
Find the sums. Write even or odd.
Look for patterns.
1.
3.
12
odd odd even
7
9
5
9
5.
8
6
6
8
4
5
5
4.
5
7
6.
4
9
8
10 8
10.
10 9
7
12.
8.
6
11.
3
9.
2.
7.
8
What patterns do you see?
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Lesson 4.4
More About Skip-Counting
Ken is skip-counting by different numbers.
He starts counting at 0. Read the clues. Circle the number
he could be counting by. Use the hundred chart to help.
1 2 3 4 5 6 7 8 9 10
1. Ken shades 20, 25, and
30 on the hundred chart. 11 12 13 14 15 16 17 18 19 20
He could be counting by: 21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
twos fives
2.
tens
41 42 43 44 45 46 47 48 49 50
Ken shades 78 and 80
on the hundred chart. He
could be counting by:
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
twos
3.
tens
91 92 93 94 95 96 97 98 99 100
Ken shades 15, 18, and
21 on the hundred chart.
He could be counting by:
twos
5.
fours
threes fours
fours
Ken shades 24 and 28
on the hundred chart.
He could be counting by:
threes fours fives
Ken shades 50 on the
hundred chart. He could
be counting by:
threes
4.
6.
tens
Ken shades 65 on the
hundred chart. He could
be counting by:
threes fours fives
How did you solve Exercise 6?
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Lesson 4.5
Filling in the Holes
Fill in the missing numbers in each skip-counting pattern.
Use the number lines to help you.
35
1.
36
37
35,
5.
80
9.
11.
40
41
42
43
44
45
48
49
50
51
52
53
,
4.
, 40,
81
, 47, 49, 51
82
83
84
85
86
,
87
88
89
, 79
14
15
16
17
18
19
90
8.
20
21
91
92
22
23
, 23,
, 31
10.
, 27, 22,
, 12
12.
93
94
92,
24
25
95
96
25,
97
27
55
98
99
, 87, 89
, 86,
26
54
, 50, 55
, 83,
6.
, 88, 91, 94,
15,
47
, 40, 44, 48,
99, 94,
13
46
2.
7.
12
39
38 , 41, 44, 47
3.
79
38
28
29
, 80
30
31
32
, 21, 19,
, 15,
, 21, 24
In Exercise 12, how did you know
what numbers were missing?
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Lesson 4.6
Patterns and Problems
Find which table goes with each of the stories.
Fill in the information in the table.
Then find the pattern to solve the problem.
There are 7 cows.
There are 7 fish.
Each cow has
Each fish has
4 spots.
2 eyes.
1. How many
number of
are on 7
1
2
number of
There are
2. How many
number of
4
5
30
40
50
are on 7
?
1
2
3
4
5
12
16
20
on 7
.
are on 7
?
1
2
number of
There are
3
.
There are
number of
?
on 7
number of
3. How many
There are 7 tigers.
Each tiger has
10 stripes.
3
4
5
6
8
10
on 7
6
7
6
7
6
7
.
Look at the table in Exercise 3.
How did you find the story to match?
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Lesson 4.7
Two Number Patterns
Read the clues to solve.
Use a hundred chart to help you.
1.
I am
skip-counting
by fives. I start my
pattern with 16.
Jack
I am
skip-counting
by twos. I start my
pattern with
13.
Deja
Write a number that is in both
Jack’s and Deja’s patterns.
2.
I am
skip-counting by
tens. I start my
pattern with
29.
I am
skip-counting
by twos. I start my
pattern with 81.
Pam
Matt
Write a number that is in
both Pam’s and Matt’s patterns.
3.
Sean
I am
skip-counting
by fives. I start my
pattern with 18.
I am
skip-counting by
twos. I start my
pattern with
62.
Zoe
Write a number that is in
both Sean’s and Zoe’s patterns.
Stretch Your Thinking If they count up to 100,
are there any numbers that will be in all of the
children’s patterns? Explain.
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Lesson 5.1
What Number Am I?
Read the clues. Find the number.
1. I am 3 more tens than 17.
2. I am 40 more than 25.
What number am I?
What number am I?
47
3. I am 6 more tens than 12.
4. I am 2 more tens than 64.
What number am I?
5. I am 20 more than 34.
What number am I?
6. I am 8 more tens than 11.
What number am I?
7. I am 4 more tens than 47.
What number am I?
8. I am 2 more tens than 68.
What number am I?
9. I am 50 more than 23.
What number am I?
10. I am 3 more tens than 54.
What number am I?
What number am I?
Stretch Your Thinking Think of a number.
Write a clue that can be used to find that number.
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Lesson 5.2
Story Problem Fun
Complete the problems. Write numbers in the blanks.
Put a 1-digit number and a 2-digit number into each
problem. Use Workmat 11 and
to solve.
1. Ian has 14 toy cars. Lucas has
2. Emmy has
7 more cars than Ian. How
many toy cars does Lucas have?
toy car
21
blue markers
and
green markers.
How many markers does
Emmy have in all?
marker
toy cars
markers
3. Sara has
wood blocks. 4. Tom has
pennies.
Marta has
more blocks
Maria gives him
more
than Sara. How many blocks
pennies. How many pennies
does Marta have?
does Tom have now?
block
penny
blocks
pennies
Stretch Your Thinking Write a problem like the ones on this
page. Ask a classmate to solve it.
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Lesson 5.3
Write the Addition Problem
The workmats show the sums of some addition problems.
Write an addition problem to match each workmat.
Workmat
1.
Tens
Add
4.
Ones
Tens
37 and 33 .
Add
7.
and
Tens
.
.
Add
6.
and
.
and
Add
Ones
and
.
Workmat
Tens
.
.
Workmat
9.
Ones
Ones
and
Tens
Workmat
Add
Add
Ones
Tens
.
Tens
Workmat
8.
Ones
and
and
Workmat
3.
Ones
Tens
Ones
Workmat
Add
Add
5.
Workmat
Tens
Workmat
2.
Add
Ones
and
.
Stretch Your Thinking Write another addition problem to match
the Workmat in Exercise 9.
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Lesson 5.4
What is the Problem?
The models below can be used to solve problems.
But the problems are missing.
Write a problem to go with each model.
Then use Workmat 11 and
to solve the problem.
1.
Workmat
Tens
Ones
Joanna sees 48 honeybees. Dennis
sees 33 honeybees. How many
honeybees do they see in all?
81
2.
Workmat
Tens
3.
honeybees
Ones
Workmat
Tens
Ones
Stretch Your Thinking Write a story problem. Have a
classmate draw the tens and ones and solve the problem.
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Lesson 5.5
Oops! Find the Errors
Find the errors in the addition problems. Circle them.
Then show how to do the problem correctly.
Use Workmat 3 and
if you need to.
1.
Tens
1
+ 4
5
3.
Tens
1
4
+ 3
9
5.
Tens
11
3
+ 2
6
Ones
2
9
1
Ones
5
6
1
Ones
3
6
9
Tens
1
1
+ 4
6
Tens
4
+ 3
Tens
3
+ 2
Ones
2.
1
2
+ 5
8
2
9
1
Ones
4.
5
6
Ones
Tens
Tens
7
+ 1
8
6.
3
6
Tens
11
5
+ 2
9
Ones
7
6
2
Ones
2
8
0
Ones
9
3
2
Tens
2
+ 5
Tens
7
+ 1
Tens
5
+ 2
Ones
7
6
Ones
2
8
Ones
9
3
What error did you find in Exercise 5? Explain.
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Lesson 5.6
Arrange the Digits
Arrange the digits in the empty boxes
to make the addition problem true.
Use Workmat 3 and
if you need to.
1.
7
2
⫹
4.
2
7
2
5
3
0
8
2
1
⫹
3
5
2
⫹
6
6
1
8
7
7
6.
2
⫹
7
4
6
1
⫹
5.
4
3.
8
4
2
1
3
2.
3
3
1
5
9
4
⫹
4
5
9
3
Is there another way you could have arranged
the digits in Exercise 6? Explain.
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Lesson 6.1
How Does It Add Up?
Use the three numbers to write an addition problem.
Then write a story problem that can be solved by the
addition problem.
1.
35
17
18
Tens Ones
⫹
2.
38
62
24
1
1
1
3
Anna has 17 softball
stickers.
7
8
5
Tens Ones
⫹
3.
43
27
16
Tens Ones
⫹
How did you decide where the
numbers should go in each addition problem?
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Lesson 6.2
The Lost Digits
These addition problems were jumping up and down.
Some of the digits bounced right out of the problems.
Can you put them back where they belong?
Write the correct digit in each of the boxes.
Use each digit only once.
Tens Ones
Tens Ones
1
4
⫹ 1
6
7
2
Tens Ones
1
3
⫹ 2
6
1
3
⫹ 4
8
Tens Ones
1
⫹ 4
7
1
1
⫹
6 5 8
1
3 2
7
5
Tens Ones
5
8
6
5
1
8
7
3
0
Tens Ones
1
2
⫹ 1
4
9
0
Stretch Your Thinking Write your own addition problem with
a missing digit. Then have a classmate put in the missing digit.
Tens Ones
⫹
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Lesson 6.3
How Many Could There Be?
There are 40 children on Meg’s street. There are more
boys than girls. The number of both boys and girls is
greater than 9. Write all of the possible 2-digit addition
problems that show how many boys and girls there could be.
Do not use the same addends more than once.
⫹
⫹
1
2
1
4
9
1
0
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
Explain why 20 + 20 = 40 is not a possibility.
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Lesson 6.4
What Number Can Make it True?
Look at each given sum. Write a number
or numbers to make each sentence true.
1.
30 20 50
32 29
3.
4.
80
80
12
37
80
80
50 20 70
70
70
50
50
40 40 80
43
6.
40 30 70
40 10 50
41 50
50
60 20 80
58 18
5.
2.
70
70
Look at Exercise 4. What is the
smallest number you could write in the first sentence to make
the sentence true? How did you find out?
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Lesson 6.5
Mystery Addends
Use the clues and the sum
to help you find the addends.
Write the addition problem.
1. The first addend is 2 more
2. The first addend is 5 more
than 30. The second addend
is 10 less than the first. Their
sum is 60.
than 15. The second addend
is 2 more than the first. Their
sum is 36.
17
+
19
_
36
3 5
+
25
_
60
3. The first addend is 4 more
4. The first addend is 5 more
than 30. The sum of the
addends is 71.
than 20. The sum of the
addends is 42.
3 4
+_
37
71
25
+_
17
42
5. The first addend is 5 more than
6. The two addends are the
the second addend. Their sum
is 25.
same. Their sum is 48.
15
+_
10
25
24
+_
24
48
How did you solve Exercise 6?
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Lesson 6.6
Missing Points
Complete the table by solving the problems below.
Points Scored in the Game
Player
Number of Points
Anton
39
Liza
Sasha
Milo
1. Liza scored
28
17 more points than Milo.
How many points did Liza score?
points
2. Sasha and Liza scored a total of 94 points. How
many points did Sasha score?
points
3. Who scored the most points in the
soccer game?
Explain how you solved Exercise 3.
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Lesson 6.7
Which Toys?
Each price tag tells how many cents a toy costs.
Look at the prices of the toys.
Complete the addition problems.
1. Jason buys two toys for exactly 76¢. One of the
toys is a top. What other toy does Jason buy?
⫹
⫹
⫹
⫽
⫹
2. Henry buys two toys for exactly 84¢.
Which two toys might he buy?
⫹
⫹
⫹
⫽
⫹
and
Stretch Your Thinking Is there
another way to answer Exercise 2? Explain.
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Lesson 7.1
Name
How Many Tens?
How many tens should be subtracted
to make each sentence true?
Write the number of tens.
1. 32 ⫺
2
tens ⫽ 12
2. 49 ⫺
tens ⫽ 19
3. 58 ⫺
tens ⫽ 28
4. 87 ⫺
tens ⫽ 37
5. 92 ⫺
tens ⫽ 72
6. 55 ⫺
tens ⫽ 15
7. 43 ⫺
tens ⫽ 23
8. 82 ⫺
tens ⫽ 52
9. 98 ⫺
tens ⫽ 28
10. 59 ⫺
tens ⫽ 39
11. 78 ⫺
tens ⫽ 48
12. 63 ⫺
tens ⫽ 23
13. 91 ⫺
tens ⫽ 11
14. 75 ⫺
tens ⫽ 45
15. 64 ⫺
tens ⫽ 44
16. 33 ⫺
tens ⫽ 13
Stretch Your Thinking Choose a number between 1 and 5.
Write a number sentence in which you subtract
that number of tens from another number.
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Lesson 7.2
Subtract to Match
Match each number sentence to the number that it is
missing.
Use workmat 11 and
if you need to.
1. 36 ⫺ ? ⫽ 28
●
●
2
2. ? ⫺ 7 ⫽ 35
●
●
55
3. 51 ⫺ ? ⫽ 47
●
●
8
4. 62 ⫺ ? ⫽ 59
●
●
35
5. ? ⫺ 9 ⫽ 46
●
●
4
6. 24 ⫺ ? ⫽ 19
●
●
24
7. ? ⫺ 6 ⫽ 29
●
●
3
8. 81 ⫺ ? ⫽ 79
●
●
42
9. ? ⫺ 9 ⫽ 15
●
●
5
How did you find which
number was missing in Exercise 9?
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Lesson 7.3
Match the Mats
Look at the numbers in the center. Each number has
been subtracted from one of the workmats above it.
One of the workmats below it shows the difference.
Color to match. Use the same color for the workmats
and the connecting numbers.
Workmat
Tens
Ones
Workmat
Tens
Workmat
Ones
Tens
Ones
Workmat
Tens
Ones
⫺
18
27
36
11
⫽
Workmat
Tens
Ones
Workmat
Tens
Ones
Workmat
Tens
Ones
Workmat
Tens
Ones
Stretch Your Thinking Could you have used addition
to match the numbers to the Workmats? Explain.
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Lesson 7.4
Follow the Clues
Use the clues to find the numbers.
Use Workmat 11 and
to make a model.
Write how many.
1. Sara paints 4 more than 10 postcards.
She gives away 4 less than 10 of her postcards.
How many postcards does she have left?
postcards
2. Keith makes 3 more than 20 finger puppets.
He gives 6 less than 20 of them to his sister.
How many finger puppets does he have left?
postcard
finger puppets
3. Ross fingerpaints 8 more than 20 pictures.
He gives away 3 less than 20 of his pictures.
How many pictures does he have left?
pictures
picture
Stretch Your Thinking Read the problem. Write clues
to replace the numbers. Then solve the problem.
Troy has 26 markers. 17 of the markers are blue.
The rest are red. How many of the markers are red?
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Lesson 7.5
Balancing Act
Each of the balances is missing a number.
Find the number that will make the balance level.
Write the number in the box. Use each number
only once.
3
1.
3.
5.
15 9
22 53 5
8
2.
6
19
46
4
7
33 28
4.
31 27
6.
29 21
How did you find out which number
belongs on the balance in Exercise 4?
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Lesson 7.6
Wheel of Subtraction
21
54
39
8
32
37
26
17
45
23
17
8
41
50
39
26
Brett gives each wheel one spin.
He finds that the difference between the numbers
is 15. Which 2 numbers does Brett spin?
and
Brett spins the wheels again.
Both wheels stop in different places,
but Brett still finds that the difference is 15.
Which two numbers does Brett spin this time?
and
Stretch Your Thinking How many more ways
could Brett spin two numbers with a difference of 15?
List all the different ways.
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Lesson 8.1
Fill in the Blanks
Write 2-digit numbers in the blanks. Solve.
37
18
1. Lucy has — marbles. She puts —
tens
ones
tens
ones
marbles in a bag. How many marbles
are not in the bag?
marble
19
— marbles
2. Toby has — blocks. He puts —
blocks on a shelf and the rest in a box.
How many blocks does he put in the box?
block
— blocks
3. Eric puts — model airplanes on a shelf.
He has — model airplanes in all.
How many are not on the shelf?
model
airplane
— model airplanes
4. Alice has — beads. She uses some to
make a bracelet. She has — beads left.
How many beads does she use to make the
bracelet?
bead
B B
__
tens
ones
B B
__
tens
ones
B B
__
— beads
Write a problem that you can subtract to solve.
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Lesson 8.2
Two-Step Problems
Subtract to solve each problem.
1. Mike has 42 toy cars. Suzy has 3 more
toy cars than Mike. Juan has 29 fewer
toy cars than Suzy. How many toy cars
does Juan have?
— toy cars
tens
ones
B B
__
toy cars
2. Jamal has 82 trading cards. Laura has
8 more trading cards than Jamal. Henry
has 35 fewer trading cards than Laura.
How many trading cards does Henry have?
trading
card
— trading cards
3. Jen has 32 building blocks. Sue has 7
more building blocks than Jen. Daria
has 16 fewer building blocks than Sue.
How many building blocks does Daria
have?
building
block
tens
ones
B B
__
tens
ones
B B
__
— building blocks
How did you find the number
to subtract from to solve Exercise 2?
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Lesson 8.3
Jumbled Numbers
Rewrite the numbers below to make
subtraction problems with regrouping.
Use each number only once. Then solve.
63
27
45
tens
18
54
9
ones
72
81
tens
36
ones
B B
B B
__
__
tens
90
ones
B B
__
tens
ones
tens
ones
B B
B B
__
__
How did you make sure you had to
regroup to solve the problems?
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Lesson 8.4
The Same Difference
Write and solve 2 subtraction problems that show
how many of each there might be. Then write the numbers.
1. There are 4 different kinds of fruit at the store.
There is a different number of each kind of fruit.
There are 28 more bananas than pears.
There are 28 more appples than oranges.
There are more pears than apples.
— bananas
— pears
— apples
— oranges
2. There are 4 different kinds of animals on the farm.
There is a different number of each kind of animal.
There are 19 more cows than sheep.
There are 19 more ducks than hens.
There are more hens than cows.
— cows
— sheep
— ducks
— hens
How did you find the numbers
you wrote in Exercise 2? Explain.
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Lesson 8.5
Add to Subtract
Jelisa solved some subtraction problems. Then she used addition
to check her answers. Solve each addition problem. Write the
subtraction problem Jelisa used it to check. Then subtract.
Addition
1.
1
18
⫹ 16
_
34
Subtraction
2 14
Addition
Subtraction
2.
/4
/
3
13
⫹
48
_
⫺
16
_
⫺
_
18
3.
4.
38
⫹
35
_
⫺
_
5.
29
⫹ 17
_
⫺
_
54
⫹
27
_
⫺
_
79
⫹ 19
_
⫺
_
6.
28
⫹
57
_
⫺
_
7.
8.
64
⫹
28
_
⫺
_
Look at the last addition problem. Is there more than
one subtraction problem that can be used to check it?
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Lesson 8.6
Estimation Station
Complete each number sentence to make it true.
1.
80 ⫺ 40 ⫽ 40
2.
41 ⬍ 40
41
80 ⫺ —
50 ⫺ —
83
83
— ⫺ 20 ⬍ 30
— ⫺ 40 ⬎ 40
3.
5.
50 ⫺ 20 ⫽ 30
40 ⫺ 10 ⫽ 30
4.
⬎ 30
60 ⫺ 30 ⫽ 30
— ⫺ 10 ⬎ 30
60 ⫺ — ⬍ 30
— ⫺ 10 ⬍ 30
— ⫺ 30 ⬎ 30
90 ⫺ 60 ⫽ 30
6.
70 ⫺ 20 ⫽ 50
90 ⫺ — ⬍ 30
— ⫺ 19 ⬎ 50
— ⫺ 60 ⬎ 30
— ⫺ 22 ⬍ 50
How did you find the numbers
you wrote in Exercise 6? Explain.
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Lesson 8.7
Take a Survey
Ask some classmates to choose their favorite color.
Put the answers into this table.
Our Favorite Colors
Color
Number of Children
red
purple
blue
green
Write and answer two questions about your table.
1.
2.
Why is it helpful to put information into a table?
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Lesson 8.8
Where to Start?
Tracy used mental math to solve some subtraction problems.
Find the numbers Tracy started with.
Then find the differences.
So,
1.
— ⫹ 4 ⫽ 57
— ⫹ 4 ⫽ 20
57
⫺20
_
⫺
_
b
2.
So,
— ⫹ 5 ⫽ 61
— ⫹ 5 ⫽ 40
61
⫺40
_
⫺
_
b
So,
3.
— ⫹ 7 ⫽ 83
— ⫹ 7 ⫽ 50
83
⫺50
_
⫺
_
b
So,
4.
— ⫹ 9 ⫽ 76
— ⫹ 9 ⫽ 30
76
⫺30
_
b
⫺
_
Look at Exercise 4. How did you find
the numbers that Tracy started with?
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Lesson 8.9
Double Problems
Find the sum or difference for part A in each problem.
Then use the answer to solve part B.
A. Kim has 35 beads. She gives B. Callie gives 9 beads back to
18 beads to Callie. How many
Kim. How many beads does
beads does Kim have now?
Kim have now?
bead
— beads
— beads
A. Jon and Eli each have 32
pennies. How many pennies
do they have in all?
B. Jon and Eli give 15 of their
pennies to Tim. How many
pennies do Jon and Eli have
now?
penny
— pennies
— pennies
A. Kate has 43 blocks. Alex has B. How many more blocks does
Kate have than Alex?
18 blocks. Kate gives 8 blocks
to Alex. How many blocks do
block
they each have now?
— more blocks
Kate:
blocks
—
Alex: — blocks
Stretch Your Thinking
Write a problem with a part A and
a part B. Trade your problem with a partner and solve.
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Lesson 9.1
Animal Survey
Kyle took a survey about his classmates’
favorite animals. Use the clues below to complete
the picture graph.
Favorite Animals
bear
lion
monkey
tiger
Key: Each
stands for 2 votes.
1. There are 12 classmates who chose bear.
2. Four fewer classmates chose lion than chose bear.
3. Twice as many classmates chose tiger as chose monkey.
4. The most classmates chose bear.
5. Kyle surveyed 32 classmates in all.
How did you figure out how many
classmates chose monkey? Explain.
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Lesson 9.2
Missing Data
Abby takes two different surveys of all her classmates.
Then she loses some of the data!
Help Abby fill in the missing information on the tally
charts and the picture graphs.
1.
Favorite Zoo Animals
Animal
Tally
giraffe
Favorite Zoo Animals
giraffe
monkey
monkey
elephant
elephant
lion
lion
stands for 2 votes.
Key: Each
2.
Favorite Dinner
Dinner
Tally
Favorite Dinner
spaghetti
spaghetti
pizza
pizza
tacos
tacos
chicken
chicken
Key: Each
stands for 4 votes.
Stretch Your Thinking How many classmates
does Abby have? How do you know?
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Lesson 9.3
Summer Bar Graph
Annabelle tells about her summer using a bar graph.
She shows the number of days she spent doing each
activity, but forgets to write the activities!
Help Annabelle complete her bar graph.
1. Annabelle spent the least amount of time babysitting.
2. Annabelle did not take an art class.
3. Annabelle spent 2 fewer days at camp than she did volunteering.
4. Annabelle went to the beach with her family.
Activity
Annabelle’s summer Activities
0
1
2
3
4
5
6
7
8
9
10
Number of Days
Which clue was the least helpful? Explain.
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Lesson 9.4
Grocery Basket Graphs
Number
Henry goes grocery shopping. He buys four different
kinds of items. He buys a different number of each
item. Draw how many of each item Henry buys. Then
fill in the bar graph to show what he buys.
6
5
4
3
2
1
0
HenryÕs Groceries
Groceries
Stretch Your Thinking
How many
items does Henry buy altogether at the
grocery store?
items
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Lesson 9.5
Fill In the Fruit
Ask 15 classmates which fruit they like the best.
Use the information to make a bar graph.
Then write 3 questions about the bar graph.
Give the questions to a classmate to solve.
Fruit
watermelon
cherry
grape
pineapple
0
1
2
3
4
5
6
7
8
9
10
Number of Classmates
1. __________________________________________________
Answer:__________________
2. __________________________________________________
Answer:__________________
3. __________________________________________________
Answer:__________________
Which question do you think
is the hardest to answer? Why?
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Lesson 9.6
Missing Keys
Kelly takes 3 surveys.
She forgets to fill in the key!
Help Kelly complete her pictographs by filling in the key.
1.
Name
2.
Number of Books Read
Number of Books Read
Tally
Greg
Greg
Drew
Drew
Liz
Liz
Key: Each
Number of Snowy Days
This Winter
Month
Tally
Number of Snowy Days This Winter
December
December
January
January
February
February
Key: Each
3.
Tally
Bulldog
Bulldog
Poodle
Poodle
Collie
Collie
stands for _____ days.
Favorite Dog
Favorite Dog
Dog
stands for _____ books.
Key: Each
stands for _____ votes.
Stretch Your Thinking
In which survey
did Kelly ask the greatest number of people?
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Lesson 9.7
Make a Line Plot
Max’s class made a table of how many
pockets they had in their clothing one day.
Make a line plot to show their data.
Number of Pockets in Our Clothing
Number of Pockets
Number of Children
one
2
two
3
four
2
five
6
seven
3
eight
1
Stretch Your Thinking What is the range of
the data? How did you find out?
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Lesson 10.1
Name
Buy a Bunch of Flowers
Draw a different bunch of flowers in each vase.
Use coins. Write the total amount of money for each bunch.
daisies
1¢ each
1.
tulips
5¢ each
roses
10¢ each
2.
total
amount:
total
amount:
3.
4.
total
amount:
total
amount:
Which group of flowers costs the most?
How do you know?
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Lesson 10.2
What is the Missing Coin?
Draw and count the coins to solve.
Then draw the missing coin.
1. Jim has 2 quarters, 2 pennies, and another
coin. He has 77¢ in all. What is the other
coin?
25¢
25¢
1¢
1¢
25¢
missing coin
2. Tasha has 3 dimes, 1 nickel, and another
coin. She has 45¢ altogether. What is the
other coin?
missing coin
3. Carl has 1 half dollar, 1 penny, 2 dimes,
and another coin. He has 76¢ in all. What is
the other coin?
missing coin
How did you find the missing coin in Exercise 3?
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Lesson 10.3
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Wishing Well
Three friends throw coins into the wishing well.
for charity. Find the total value for each friend.
1. Gina
total value
2. Ralph
total value
3. Leah
total value
How would you count 2 dimes, 1 half dollar,
and 1 nickel?
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Lesson 10.4
Matching Change
Count the first collection. Write the value.
Complete the second collection to match the
value of the first collection. Draw the missing coins.
1.
72¢
2.
3.
Stretch Your Thinking What is the least number
of coins you can use to show 70¢? What are they?
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Lesson 10.5
More Than One Way
You can find ways to make amounts
using a certain number of coins.
Number of
Quarters
Coins
4
3
8
0
Dimes
Nickels
Total Value
0
1
80¢
8
0
80¢
Nickels
Total Value
Show the amount of money using the
number of coins that is given.
1.
2.
Number of
Quarters
Coins
3
5
7
8
Number of
Quarters
Coins
3
7
8
10
Dimes
40¢
40¢
40¢
40¢
Dimes
Nickels
Total Value
75¢
75¢
75¢
75¢
Stretch Your Thinking Can you show a way to make 75¢
using only quarters and dimes? What about 40¢?
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Lesson 11.1
Fruit Stand
Write the cost of each fruit.
Name the fruit in order from least to greatest cost.
1.
apple
orange
banana
30¢
,
,
2.
grapes
pear
,
cherries
,
Stretch Your Thinking Make 3 groups of coins.
Find the total value of each group. Then put
them in order from least to greatest value.
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Lesson 11.2
Penny Saved, Penny Earned
Use coins to act it out.
Draw the coins. Write the total value.
Then answer the question.
1. Lynn saves 1 quarter, 1 dime,
and 4 nickels. She needs 65¢
to buy a postcard. How much
more money does she need?
She needs
more.
2. Dee saves 1 half dollar, 1 dime,
and 3 nickels. She needs 80¢
to buy a pen. How much more
money does she need?
She needs
more.
3. Tim saves 2 quarters, 1 dime,
and 5 pennies. He needs 95¢
to buy a pen. How much more
money does he need?
He needs
more.
Stretch Your Thinking Write your own problem like
the ones on this page. Have a classmate solve it.
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Lesson 11.3
Money Matters
Add or subtract to solve.
1. Jade saved 1 quarter, 1 dime
and 9 pennies. She gives 12¢
to her sister. How much money
does Jade have now?
BANK
2. Nako saved 3 dimes, 5 nickels
and 5 pennies. She lends 23¢
to her friend. How much money
does Nako have now?
BANK
3. Pablo saved 1 quarter, 3 nickels,
and 8 pennies. He puts 35¢
more into his bank. How much
money does Pablo have now?
BANK
Stretch Your Thinking Julie wants to
save 75¢. She has saved 1 quarter and 4
pennies so far. How much more money does
she need to save?
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Lesson 11.4
On the Menu
Snack Shack
Use the menu.
Predict and test to solve.
1. Susan has these coins. She
wants to buy a burger and a
drink. Which drink will she buy?
Burger . . . . 45¢
Juice . . . . . 42¢
Pretzel . . . . 38¢
Milk . . . . . 33¢
Yogurt . . . . 55¢
Apple . . . . 27¢
2. Ali has these coins. He wants
to spend all his money. He will
buy a pretzel and another item.
Which other item will he buy?
3. Sue has these coins. She
wants to buy two apples and
something else. Which choices
does she have?
and
Stretch Your Thinking Make a menu. Write
your own problem about the menu. Then give it
to a classmate to solve.
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Lesson 11.5
Dollar Store
How much more money does each
child need to buy the box of crayons?
Draw coins to solve.
$1.00
1. Lilly has these coins.
2. Gail has these coins.
3. Tori has these coins.
4. Nick has these coins.
Stretch Your Thinking Look at Exercise 3. What other coins
could you use to show your answer?
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Lesson 11.6
Correct Change
Find the total price.
Then count on to find the change.
1. Kai has 60¢. He buys
a diver and a duck.
58¢.
His change is 2¢ .
Total price:
59¢ , 60¢
2. Lisa has 50¢. She buys a duck
and a starfish.
Total price:
.
Her change is
.
,
,
,
,
,
,
3. Paul has 80¢. He buys a
starfish and a diver.
Total price:
.
His change is
.
4. Quan has $1.00. He buys a
boat and a diver.
Total price:
His change is
.
.
Stretch Your Thinking Julie has $1.00. She
buys a toy frog for 57¢. What coins might she
get back in change?
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Lesson 12.1
Solid Colors
Color each 3-dimensional figure a different color.
Then color the objects below to match.
cube
cone
sphere
pyramid
cylinder
rectangular prism
Stretch Your Thinking Find an object that is
shaped like a 3-dimensional figure. Draw and label it.
Then draw and label the 3-dimensional figure it is like.
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Lesson 12.2
Number Cube Creation
This net folds into a 3-dimensional figure. Number the sides 1–6.
Cut along the solid lines. Fold along the dotted lines.
Then tape the net into a cube.
Now you have made a number cube.
With a classmate, use the cube to create a game.
Stretch Your Thinking Draw a figure that
can fold into a pyramid.
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Lesson 12.3
3-Dimensional Figure Puzzle
Use the clues to fill in the puzzle.
Across
1. A 3-dimensional figure with a curved surface.
4. A
prism has 6 faces, 12 edges, and 8 vertices.
6. The corner where 3 or more edges meet.
8. A cube has 6
.
10. A 3-dimensional figure with 2 flat surfaces and 1 curved surface.
Down
2. A 3-dimensional figure with 5 faces, 8 edges, and 5 vertices.
3. A cube has only
surfaces.
5. A pyramid does not have a
surface.
7. An
is formed where two faces meet.
9. A
has 6 square faces.
1.
2.
4.
3.
5.
7.
6.
8.
9.
10.
Stretch Your Thinking Name a solid figure that is not an answer
to one of the clues. Write a clue for that solid figure.
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Lesson 12.4
Making Figures
Draw the plane figures that will make the solid figure.
1.
2.
3.
4.
Look at the figures you drew in Exercise 2
and Exercise 4. How are they different? How are they alike?
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Lesson 12.5
Making Models
Make a table to solve.
1. Tasha wants to make models of cylinders and cones.
How many circles does she need to make 5 sets?
number of sets of
cylinders and cones
number of circles
Tasha needs
1
set
3
circles.
2. Al wants to make models of pyramids and cubes.
How many squares does he need to make 4 sets?
number of sets of
pyramids and cubes
number of squares
Al needs
squares.
Stretch Your Thinking Jane has 20
squares. How many cubes can she make with
her squares? Explain.
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Lesson 13.1
Color and Figure
Shade each plane figure a different color.
Find the objects that are shaped like each plane figure.
Then color the objects to match.
circle
rectangle
square
triangle
pot holder
plate
yield sign
poster
stamp
slice of pizza
sandwich
nickel
road sign
wheel
book
pin
Stretch Your Thinking
Why do round things roll?
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Lesson 13.2
Figure Search
Use the clues. Fill in the blanks. Then find and circle
the word.
1. A circle is a 2-dimensional f
2. A
q
3. A
ect
e.
e has 4 sides.
ng
has 4 vertices.
4. A t
g l e has fewer
than 4 vertices.
5. A v
x is a corner where
2 sides meet.
6. A triangle has 3
m
a
s
i
d
e
s
r
t
m
n
b
e
g
t
k
u
e
r
e
de .
s
q
u
a
r
e
d
c
a
b
e
u
a
h
i
w
s
t
p
v
f
s
m
c
a
b
r
a
e
e
y
h
x
y
n
i
t
n
z
r
e
m
z
l
g
c
a
g
o
t
c
a
k
a
l
a
e
l
i
e
o
a
e
s
e
n
n
e
d
x
s
q
f
i
g
u
r
e
i
e
Stretch Your Thinking
What do you
notice about the number of sides and vertices
on each 2-dimensional figure?
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Lesson 13.3
Shapes from Shapes
Use pattern blocks.
Find two different ways to make each figure.
Draw lines inside the figure to show your solution.
1.
2.
3.
Stretch Your Thinking
What two plane figures
can you make using 4 squares?
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Lesson 13.4
Figure Formation
Use pattern blocks. Write the number of figures
you can make by taking apart each larger figure.
6
triangles
2.
triangles
3.
squares
4.
triangles
5.
triangle(s) and
rectangle(s)
6.
triangles
1.
Stretch Your Thinking
Can you cut apart the figure in
Exercise 5 to make only squares? Explain.
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Lesson 13.5
Use the Clues
Use logical reasoning to solve.
1. Draw a figure that fits these
clues:
I have fewer than 4 vertices.
I have fewer than 4 sides.
2. Draw 4 different figures that fit
these clues:
I have 4 vertices.
I have fewer than 6 sides.
I am not a square.
3. Draw 5 different figures that fit
these clues:
I have more than 3 vertices.
I have fewer than 7 sides.
I am not a rhombus.
Stretch Your Thinking
What clues could
you use to describe a square, a triangle, and a rectangle?
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Lesson 13.6
Figure Hunt
Shade the congruent figures the same color.
Stretch Your Thinking
Can you cut
any of the figures on this page in half to make 2
congruent figures? Explain.
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Lesson 14.1
Different Divisions
1. Divide each square into fourths. Show 3 different ways.
2. Divide each figure into thirds.
3. Divide each figure into sixths.
Look at Exercise 3. How did you
decide how to divide the square?
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Lesson 14.2
Create a Quilt
Follow the directions to create a quilt.
3
4
__
__
1. Color 25
green.
2. Color 25
red.
3. Color
7
__
25
yellow.
4. Color
6
__
25
blue.
Stretch Your Thinking Use fractions to give
2 more directions about the squares that are
left. Then color to follow your directions.
5.
6.
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Lesson 14.3
Pizza Party
Kevin invited 3 friends to a pizza party. Draw and
color to show how much pizza each boy ate.
1
1. Kevin ate _ of a pizza.
6
1
2. Brad ate _ of a pizza.
2
1
3. Mike ate _ of a pizza.
3
1
4. Jack ate _ of a pizza.
4
5. Name the boys in order from who ate the greatest
amount of pizza to who ate the least.
How did you figure out who ate the most pizza?
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Lesson 14.4
Missing Problems
Write a fraction problem to go with each set of models.
1.
Answer:
2.
Answer:
3.
Answer:
Stretch Your Thinking Fill in or draw the
missing information.
Two posters are the same size.
1
Andy paints _ of one poster.
6
Max paints
of the other.
Who paints more poster?
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Lesson 14.5
Equal Fractions
Color the first figure to show the fraction.
Then color the same area on the second figure.
Write the new fraction.
1.
3
_
6
2.
3
_
5
3.
2
_
3
4.
2
_
8
Stretch Your Thinking Complete the sentences.
Write >, <, or =.
3
_
6
1
_
2
_
3
6
__
2
3
_
5
4
_
6
2
_
8
1
_
4
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Lesson 14.6
Whole Pizzas
Shade the pizzas to show the fraction.
Then write the number of whole pizzas.
8
1. _ ⫽
4
whole pizzas
9
2. _ ⫽
3
whole pizzas
16
3. __ ⫽
4
whole pizzas
18
4. __ ⫽
6
whole pizzas
Stretch Your Thinking Five pizzas are each cut
into 4 equal pieces. What is the fraction for
all of the pizza? Explain.
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Lesson 14.7
Fruit Fractions
What amount do the children have together?
Use the fraction circles to solve.
Write how many wholes in all. Then write how many
pieces left over.
1. Jan has this much orange.
They have
Todd has this much orange.
whole orange(s) with
2. Ali has this much peach.
They have
Britt has this much peach.
whole peache(s) with
3. Paul has this much plum.
They have
piece(s) left.
piece(s) left.
Alice has this much plum.
whole plum(s) with
piece(s) left.
Stretch Your Thinking Write the fractions
that name the amount of each fruit that is left.
Orange:
Peach:
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Lesson 15.1
Organize the Collection
Ellen collects stamps, marbles, and buttons.
She organized each of her collections in a different
way. Draw and describe Ellen’s collections to fit the
problems. Use each collection once.
9 stamps
2 marbles
8 buttons
1. 3 equal parts:
One
of the
are red.
of the
are blue.
of the
are green.
2. 4 equal parts:
One
3. 2 equal parts:
One
How did you know which collection
to use in each exercise? Explain.
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Lesson 15.2
Grouping Checkers
Edward has some red checkers and some black
checkers. Draw and color to show how Edward could
group each number of checkers to fit the descriptions.
1.
24 checkers
3 equal parts
1
_ are black.
3
2. 36 checkers
6 equal parts
1
_ are red.
6
24 checkers
6 equal parts
1
_ are red.
6
36 checkers
9 equal parts
1
_ are black.
9
Stretch Your Thinking Look at Exercise 2. Is there
another way to divide the checkers into equal parts? Explain.
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Lesson 15.3
Draw the Equal Groups
Draw and color to show the groups.
Circle the equal parts. Then answer the question.
1. There are 12 hearts.
3
_ of the hearts are red.
4
How many hearts are red?
hearts
2. There are 15 stars.
2
_ of the stars are green.
5
How many stars are green?
stars
3. There are 24 tiles.
5
_ of the tiles are blue.
8
How many tiles are blue?
tiles
Stretch Your Thinking Write your own question
like the ones above. Give it to a friend to solve.
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Lesson 15.4
What’s the Problem?
Look at the models and comparisons below.
Write a story to match each one. Be creative!
1.
2 is less than 3
_.
_
5
5
more
has
.
2.
7
_.
_ is greater than 6
7
7
more
has
.
3.
2 is less than 3
_.
_
4
4
more
has
.
Look at Exercise 3. How did you
choose the numbers you used in your story?
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Lesson 16.1
Greatest and Least
In each row, shade the box that shows
the greatest number. Draw an X through
the box that shows the least number.
1.
40 tens
7 hundreds
80 tens
5 hundreds
20 tens
3 hundreds
90 tens
6 hundreds
2.
3.
4.
Stretch Your Thinking
Make up your own problem like the ones
on this page. Use tens and hundreds. Give it to a friend to solve.
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Lesson 16.2
Show Me the Numbers!
Tommie has some
.
He wants to show different numbers with them.
Circle the numbers he can show with his
.
Draw an X through the numbers he cannot show.
1.
315
227
506
635
118
240
232
599
413
348
708
614
2.
3.
4.
Stretch Your Thinking
Craig has some
He can use them to show 427 and 381, but not 576.
Draw the
.
he might have.
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Lesson 16.3
Value Clues
Some friends use the digits 6, 5, and 4
to make numbers. They each use all 3 digits
in their numbers. Use the clues. Write the numbers.
1.
The value of the digit 6 in
my number is 60.
The value of the digit 5 in
my number is not 5.
My number is
3.
The value of the digit 6 in
my number is 600.
The value of the digit 5 in
my number is not 50.
My number is
.
The value of the digit 6 in
my number is 6.
The value of the digit 5 in
my number is not 500.
My number is
2.
4.
.
.
The value of the digit 6 in
my number is not 600.
The value of the digit 4 in
my number is not 40.
My number is
.
Make a number that none of the children made.
Use the same digits. Then write clues for your number.
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Lesson 16.4
Cross-Number Puzzle
Write the missing numbers so the sentences are true.
Read from left to right and from top to bottom.
70
⫹
⫹
⫹
5
⫹
3
⫽
295
⫽
473
⫹
⫹
90
⫹
⫹
⫹
3
300
⫹
⫽
⫽
⫹
⫹
10
375
497
1
500
⫹
⫹
⫹
⫽
60
⫽
⫹
30
⫹
⫹
⫹
⫽
⫹
500
⫹
60
9
9
⫽
⫽
539
⫹
⫽
70
⫽
100
⫹
⫹
9
⫽
179
Choose one of the numbers you
wrote in the puzzle. Explain how you found it.
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Lesson 16.5
To Show or Not To Show
Circle ways that show the number.
Cross out ways that do not show the number.
1.
753
2.
240
7 hundreds 5 tens 13 ones
2 hundreds 2 tens 20 ones
6 hundreds 15 tens 3 ones
1 hundred 14 tens 10 ones
6 hundreds 14 tens 13 ones
1 hundred 10 tens 40 ones
3.
631
800
4.
5 hundreds 13 tens 1 one
7 hundreds 1 ten 10 ones
4 hundreds 23 tens 1 one
7 hundreds 10 tens 0 ones
6 hundreds 3 tens 11 ones
7 hundreds 9 tens 10 ones
5.
452
6.
333
3 hundreds 14 tens 12 ones
2 hundreds 13 tens 3 ones
2 hundreds 50 tens 20 ones
1 hundred 20 tens 33 ones
0 hundreds 40 tens 52 ones
3 hundreds 13 tens 13 ones
Stretch Your Thinking
How much is
2 hundreds 20 tens 200 ones? How do you know?
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Lesson 16.6
Estimates and Measures
Estimate. Circle the better choice.
1. Charlie fills a basket with 200 checkers.
About how much might the basket hold?
about 1 cup
about 1 gallon
2. Ann has 25 postcards. She puts them
in a stack. About how tall is the stack?
about 1 inch
about 1 foot
3. Erik writes 20 sentences.
About how long might it take him to write
the sentences?
about 3 minutes
about 30 minutes
4. Mr. Gaff buys a bag with 30 carrots.
About how much might the bag of
carrots weigh?
about 3 ounces
about 3 pounds
5. Dov makes a chain with 1,000 paper
clips. About how long is the chain?
about 1 foot
about 100 feet
Explain your answer to Exercise 5.
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Lesson 16.7
What Coins?
Use bills and coins. Make a model to show
each child’s money. Then draw the bills and coins.
1. Pervez has $3.54. He has
3 dollar bills and 6 coins.
2. Oliver has $2.15. He has
2 dollar bills and 6 coins.
3. Luke has $1.22. He has
1 dollar bill and 5 coins.
4. Amy has $2.41. She has
2 dollar bills and 4 coins.
Stretch Your Thinking
Tessa has the same
amount of money as Amy. She has 2 dollar bills
and 5 coins. What coins might Tessa have?
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Lesson 16.8
All Or Nothing
Use bills and coins to make models.
Then draw the bills and coins.
1. Sade has 2 dollar bills, 5 quarters, 4 dimes, and 2 nickels.
She wants to buy a ball that costs $1.50.
Show two ways that she can pay exactly $1.50.
This way uses none of her quarters.
This way uses all of her quarters.
2. Max has 2 dollar bills, 3 quarters, 6 dimes, and 4 nickels.
He wants to buy a yo-yo that costs $2.45.
Show two ways that he can pay exactly $2.45.
This way uses none of his dimes.
This way uses all of his dimes.
Stretch Your Thinking Brett has 3 dollar bills,
3 dimes, and 3 nickels. Can he make exactly
$2.20 if he uses none of his dimes? Explain.
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Lesson 17.1
More Or Less
Sophia shows some numbers using
,
and .
Use the clue.
Then write the number.
1. Sofia uses 5 blocks to show these numbers.
She uses exactly 1
.
a number greater than 135
a number less than 110
—
—
2. Sofia uses 7 blocks to show these numbers.
She uses exactly 1 .
a number greater than 600
a number less than 100
—
—
3. Sofia uses exactly 9 blocks to show these numbers.
She uses exactly 1 .
a number greater than 750
a number less than 120
—
—
How did you find the numbers
you wrote in Exercise 3? Explain.
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Lesson 17.2
Greater, Less, or Equal?
Write each digit once to make numbers
that will make the sentences true.
9, 6, 1
1.
4, 8, 4
2.
1 6 9
— — — 178
———
1, 2, 5
3.
520 461 3, 7
40 —
7.
8—
9.
—
7, 7, 3
4.
———
5.
———
6, 2
6.
—
47
29 —
8, 5
7 — 67
8.
2—
2, 3, 3
—5 — 24
571
10.
—
—
96
4, 6
42— 6
4, 8, 6
7— 4—4
Write a digit to make this sentence true:
64 890
—
Is there more than one digit you can use? Explain.
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Lesson 17.3
Money and Fractions
Elan has these bills and coins.
1. He can use his money to buy a pen or a pad.
1
1
He can pay for the pen with _ of
He can pay for the pad with _ of
4
4
1
his dollar bills, _ of his quarters,
1
his dollar bills, _ of his quarters,
4
1
_
and of his dimes.
2
1
and _ of his dimes.
2
The pen costs —.
The pad costs —.
4
Which item costs more money?
2. He can use his money to buy a kite or a yo-yo.
3
He can pay for the kite with _ of
4
1
_
his dollar bills and of his dimes.
4
1
He can pay for the yo-yo with _ of
2
3
_
his dollar bills, of his quarters,
4
4
_
and of his dimes.
4
The kite costs —.
The yo-yo costs —.
Which item costs more money?
Stretch Your Thinking
Elan buys the pen and the pad.
Does he have enough money left to buy the kite? Explain.
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Lesson 17.4
The Middle of the Train
Write each number in a train car.
Make sure each set of cars is in the right order.
Use each number only once.
293
271
764
752
⬍
294
⬎
382
⬍
810
⬎
204
⬍
491
⬎
238
453
—
—
—
—
—
—
809
⬍
900
⬎
292
⬍
760
⬎
808
⬍
902
⬎
250
Which number was the
hardest to place? Why?
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Lesson 17.5
Hundreds of Points
Five friends played a board game.
Use the clues to find how many points
each player scored. Complete the table.
Points Scored
Player
Points
Nita
401
Ellen
Sai
Mauro
James
1. Nita scored fewer points than Sai.
2. Ellen scored more points than Sai.
3. Nita scored more points than Mauro.
4. One player scored 409 points.
5. Mauro scored 398 points.
Stretch Your Thinking
Name the players
in order from who scored the most points
to who scored the fewest points.
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Lesson 18.1
Hundreds in Your Head
Read the clues. Find the number.
1. A number is 2 hundreds
2. A number is 5 hundreds more
more than 346. What is
the number?
than 219. What is the number?
546
—
—
3. A number is 400 more than
4. A number is 300 more than
543. What is the number?
153. What is the number?
—
—
5. A number is 6 hundreds more
6. A number is 2 hundreds more
than 181. What is the number?
than 263. What is the number?
—
—
7. 789 is 400 more than a
8. 812 is 300 more than a
number. What is the number?
—
number. What is the number?
—
Stretch Your Thinking
Think of a 3-digit number.
Write a clue that can be used to find your number.
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Lesson 18.2
Scrambled Digits
Use each set of digits to make an addition problem.
Make sure you have to regroup the ones to add.
Solve. Use Workmat 5
if you need to.
1.
2 3
1 2
6
4
Hundreds
Tens
B
2.
Ones
Hundreds
___
3.
9 1 3 3 4 4
Hundreds
Tens
B
37
1
2
2 4
Tens
B
Ones
___
4.
Ones
6 5 3 1 4 2
Hundreds
___
Tens
B
Ones
___
Look at the numbers you wrote in Exercise 4.
How did you make sure you would need to regroup ones to add?
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Lesson 18.3
3-Digit Decisions
Fill in the missing digits.
1.
Hundreds
Tens
Ones
2.
1
7
⫹
4.
Hundreds
Tens
Ones
3.
5
⫹
5
9
4
Hundreds
Tens
Ones
5.
6
2
8
1
5
Hundreds
Tens
Ones
⫹
6.
5
0
9
4
3
Hundreds
Tens
Ones
9
1
8
5
8
Hundreds
Tens
Ones
0
0
1
8
3
1
⫹
5
2
9
Hundreds
Tens
Ones
1
1
1
9
8
4
2
8.
⫹
9
9
3
Hundreds
Tens
Ones
1
1
4
7
9.
0
2
7
1
9
⫹
1
0
⫹
3
⫹
Ones
1
4
1
7.
Tens
1
3
1
Hundreds
⫹
0
1
8
Look at Exercise 9. How did you
find the missing numbers? Explain.
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Lesson 18.4
Addition Ladders
Start at each ladder top. Add 2-digit and 3-digit numbers
until you reach the bottom. Do not use the same number twice.
Make sure the last sum in each ladder is 999.
Complete all 3 ladders.
111
⫹ 86
111
111
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
197
999
999
999
How did you make sure that the last sum in each
ladder was 999?
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Lesson 18.5
Make the Sentences True
Look at the sum that is given.
Write numbers in the blanks to make the sentences true.
1.
380 ⫹ 250 ⫽ 630
375 ⫹ —
2.
⬎ 630
133 ⫹ —
— ⫹ 258 ⬍ 630
3.
5.
220 ⫹ 760 ⫽ 980
140 ⫹ 430 ⫽ 570
⬎ 570
— ⫹ 437 ⬍ 570
4.
510 ⫹ 180 ⫽ 690
— ⫹ 737 ⬎ 980
— ⫹ 166 ⬎ 690
238 ⫹ —
532 ⫹ —
⬍ 980
330 ⫹ 440 ⫽ 770
230 ⫹ —
6.
⬎ 770
⬍ 690
350 ⫹ 580 ⫽ 930
— ⫹ 400 ⬎ 930
— ⫹ 540 ⬍ 770
500 ⫹ —
⬍ 930
Look at Exercise 6.
How did you decide what numbers to write in the blanks?
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Lesson 18.6
Use Information
Write a question about each set of information.
Draw a line through the information you do not need.
Then answer the question.
1. There are 57 turtles sleeping in the
mud. There are 90 turtles playing
in the river. There are 86 elephants
playing in the river.
2. Alexander has 155 blue buttons in a
bowl and 21 blue buttons in a box.
He has 245 red buttons in the bowl
and 196 red buttons in the box.
3. Mrs. Kim read 148 pages of her book on
Friday and 263 pages of her book on
Saturday. Mr. Holt read 212 pages of
his book on Friday and 174 pages of
his book on Saturday.
Stretch Your Thinking
Write a different
question about the information in Exercise 3.
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Lesson 19.1
How Many Hundreds?
Count back to find how many hundreds were subtracted.
Write the number of hundreds in the box.
6
1.
836 ⫺
2.
452 ⫺
hundreds ⫽ 152
3.
612 ⫺
hundreds ⫽ 212
4.
948 ⫺
hundreds ⫽ 248
5.
324 ⫺
hundreds ⫽ 124
6.
781 ⫺
hundreds ⫽ 281
7.
563 ⫺
hundreds ⫽ 263
819 ⫺
hundreds ⫽ 219
8.
hundreds ⫽ 236
Look at Exercise 8. What if the
difference was 119? Would the number you wrote in the box be
greater or smaller? Explain.
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Lesson 19.2
Digits Disappeared!
Write the missing digits.
Show the regrouping if there is any.
Use workmat 5 and
if you need to.
1. Hundreds Tens
Ones
7 B
14
B B
2. Hundreds Tens
Ones
B B B
3. Hundreds Tens
Ones
B B B
7
8 /
4
4
9 3
6
9 2
/
4
2
8
1
5
3
3
___
___
___
3
5
6
3
3 6
3
5
9
4.
Hundreds
Tens
Ones
B B B
3
7 5
2
4
___
1
2
9
7. Hundreds Tens
Ones
B B B
8
8 4
5
___
3
5
9
5. Hundreds Tens
Ones
B B B
5
6 3
4
9
___
1
5
4
8. Hundreds Tens
Ones
B B B
3
6 1
1
___
2
3
7
6. Hundreds Tens
Ones
B B B
9
5 2
6
2
___
3
2
4
9. Hundreds Tens
Ones
B B B
7
6 5
6
___
1
5
0
Look at Exercise 8. How did you
find the missing digits? Explain.
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Lesson 19.3
Regroup Tens and Hundreds
Use the numbers in the boxes to fill in the subtraction
problems. Use each number only once in each problem.
Then solve the problems.
1.
6
3
regroup only tens
Hundreds
8
2.
Tens
regroup only
hundreds
Hundreds
Ones
9
2
regroup only tens
Tens
Tens
8
9
Hundreds
1
Ones
7
5
Hundreds
9
9
8
7
Tens
Ones
3
regroup only
hundreds
Tens
regroup tens
and hundreds
Ones
9
Hundreds
6
regroup tens
and hundreds
Ones
Hundreds
Tens
5
7
5
Ones
Look at the third problem in Exercise 2.
Could you have written the digits in different places? Explain.
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Lesson 19.4
Subtraction Ladders
Start at the top of each ladder. Subtract 2-digit
and 3-digit numbers until you reach the bottom.
Do not use the same number twice.
Make sure that the last difference in each ladder is 111.
Complete all 3 ladders.
555
777
999
ⴚ 123
ⴚ 123
ⴚ 123
432
432
432
ⴚ
ⴚ
ⴚ
ⴚ
ⴚ
ⴚ
ⴚ
ⴚ
ⴚ
ⴚ
ⴚ
ⴚ
111
111
111
Stretch Your Thinking How did you make sure
that the last difference in each ladder was 111?
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Lesson 19.5
Keeping Track
You have $5.50.
Add and subtract to keep track of your money.
1. You spend $1.60 on a
2. Your sister gives you
coloring book.
3. You give your brother
8 dimes.
4. You get $2.27 from your
3 quarters.
5. You find 2 quarters,
father.
6. You spend $2.47 on a
4 nickels, and 8 pennies
in your jacket.
present for your mother.
What is the difference between the amount
you started with and the amount you ended up with?
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Lesson 19.6
Triple Steps
Solve each triple step problem.
Do one step at a time. Add or subtract to solve.
Step 1
Step 2
Step 3
1. Jay has $6.90. He buys
2 toy drums. Each drum
costs $1.75. Then he
buys a burrito for $2.25.
How much money does
Jay have left?
burrito
—
2. Quinn and Jenna each
have $2.65. They spend
$3.10 on a sandwich to
share. How much more
money do they need to
buy another sandwich?
—
sandwich
Stretch Your Thinking
Write your own
triple step problem. Then challenge a classmate
to solve your problem.
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Lesson 19.7
Estimate to Check
Carson solved these subtraction problems.
Estimate to check his answers. If an answer
does not make sense, correct Carson’s mistake.
1.
295
⫺ 181
__
114
3.
789
⫺
602
__
87
5.
687
⫺
494
__
293
b
⫺b
b
b
⫺b
b
b
⫺b
b
2.
405
⫺ 317
__
__
188
4.
892
⫺
803
__
89
__
6.
794
⫺
208
__
486
__
b
⫺b
b
b
⫺b
b
b
⫺b
b
__
__
__
How did you solve Exercise 5?
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Lesson 20.1
Skip Counting Figure
Write how many.
Skip-count to solve.
1. How many vertices are on 4 pyramids?
5, 10, 15, 20
20 vertices on 4 pyramids.
There are —
2. How many faces are there on 3 cubes?
There are — faces on 3 cubes.
3. How many sides are there on 6 rectangles?
There are — sides on 6 rectangles.
4. How many vertices are there on 7 triangles?
There are — vertices on 7 triangles.
Stretch Your Thinking
Write your own
problem like the ones on this page. Give it to a
friend to solve.
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Lesson 20.2
Odds and Evens
When you multiply, you find how many in all. This is called the product.
Multiply. Look at the product. Write odd or even.
1. Multiply two even numbers.
2
4
2
— — —
— — —
The product is — .
The product is — .
even
2. Multiply two odd numbers.
— — —
— — —
The product is — .
The product is — .
3. Multiply an even number and an odd number.
— — —
— — —
The product is — .
The product is — .
When is the product odd? When is it even?
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Lesson 20.3
Make a BIG Array
Find each product.
Color an array for each problem on the grid so they all fit.
Use a different color for each array.
1.
15
5 ⫻ 3 ⫽—
2.
3⫻7⫽—
3.
1⫻6⫽—
4.
3⫻6⫽—
5.
4⫻4⫽—
6.
2⫻7⫽—
5⫻3
How many squares are on the whole grid?
How do you know?
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Lesson 20.4
How Many Vertices?
Write a multiplication sentence to show how many
vertices there are in each group of figures.
Then draw lines to connect groups that
have the same number of vertices.
Stretch Your Thinking
What set of
figures would have the same number of vertices
as 4 triangles? Explain.
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Lesson 20.5
Write Your Own!
Complete the number sentence.
Then complete each story and draw
a picture to go with the problem.
1.
9⫹2⫽—
Ayanna has 9 boxes.
2.
9⫺2⫽—
Sylvie has 9 boxes.
3.
9⫻2⫽—
Johan has 9 boxes.
Look at Exercise 3.
How did you know what story to write?
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Lesson 20.6
Double the Recipe
Angelina is making punch for her birthday party.
She wants to double the recipe.
Multiply by 2 to find how much of each
ingredient she needs.
what the recipe calls for
REMEMBER:
2 cups = 1 pint
4 cups = 1 quart
16 cups = 1 gallon
what Angelina needs
4 cups of apple juice
quart(s) of apple juice
8 cups of cranberry juice
gallon(s) of cranberry juice
5 cups of pineapple juice
pint(s) of pineapple juice
9 cups of orange juice
pint(s) of orange juice
6 cups of grape juice
quart(s) of grape juice
How did you find how many
quarts of grape juice Angelina needs?
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Lesson 20.7
Writing Letters
Use the number of letters in each child’s name.
Write the mutiplication sentences. Then add to solve.
1. Katya writes her name 3 times. Tobey writes her
name 6 times. How many letters do they write
in all?
letters
2. Henry writes his name 8 times. Betsy writes her
name 2 times. How many letters do they write
in all?
letters
3. Tariq writes his name 5 times. Frank writes his
name 3 times. How many letters do they write
in all?
letters
4. Dave writes his name 5 times. Latoya writes her
name 5 times. How many letters do they write
in all?
letters
Explain how you solved Exercise 3.
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Lesson 20.8
Walking on the Nature Trail
Write the time.
It takes me
10 minutes
to walk around the
nature trail.
1.
2.
3.
4.
GARTH
On Monday, Garth walks around the trail 3 times
without stopping. He starts walking at 1:00 P.M.
At what time does he finish his walk?
On Tuesday, Garth walks around the trail 6 times
without stopping. He starts walking at 4:45 P.M.
At what time does he finish his walk?
On Wednesday, Garth walks around the trail 5
times without stopping. He starts walking at
11:05 A.M. At what time does he finish his walk?
On Thursday, Garth walks around the trail 10
times without stopping. He starts walking at
9:00 A.M. At what time does he finish his walk?
1:30
:
:
:
Stretch Your Thinking
Write your own problem about
Garth and the nature trail. Give it to a friend to solve.
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Lesson 20.9
Evens and Odds
Write the missing numbers in the multiplication table.
Color the odd numbers blue.
Color the even numbers red.
Look for patterns.
x
0
1
2
3
4
5
6
7
8
9
10
16
18
20
0
1
2
2
2
6
3
6
4
8
5
5
5
10
8
10
12
20
20
25
40
35
40
50
6
12
7
14
35
70
18
45
90
8
9
10
10
20
40
50
70
90
What patterns do you see?
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Lesson 21.1
Can You Divide It?
Use Workmat 6 and 䊉.
Write yes or no.
Use this many 䊉.
Can you make 2 equal
Can you make 3 equal
groups with none left over? groups with none left over?
9
10
11
12
13
14
15
16
17
yes
no
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
Look at the columns.
Describe a pattern that you see.
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Lesson 21.2
Here Comes the Parade!
There are 20 children in the parade.
They form equal rows to march.
Use 䊉 to find 6 different ways they can form equal rows.
1.
2.
20
1
— rows of — child
— row(s) of — children
3.
4.
— row(s) of — children
5.
— row(s) of — children
6.
— row(s) of —children
— row(s) of — children
Can the 20 children form 9 rows with an
equal number of children in each row? Explain.
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Lesson 21.3
Remainders with Quarters
Make all the stacks of $1.00 that you can.
Write the missing numbers.
1.
Abel has 9 quarters.
He can make 2 stacks of $1.00
with 25¢ left over.
2.
Gia has 12 quarters.
She can make
stacks of
$1.00.
3.
Erik has 15 quarters.
He can make
stacks of $1.00
with
left over.
4.
Seema has
quarters.
She can make 2 stacks of $1.00
with 50¢ left over.
5.
Violet has
quarters.
She can make 4 stacks of $1.00
with 25¢ left over.
6.
Juan has
quarters.
He can make 5 stacks of $1.00
with 0¢ left over.
Make up a problem like the ones
on this page. Give it to a classmate to solve.
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Lesson 21.4
More Division Sentences
Each box has 4 division sentences.
Two go from left to right.
The other two go from top to bottom.
Write the missing numbers. Use the number line to help.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
1.
12
⫼
⫼
6
2.
⫽
⫼
⫼
⫽
2
16
⫽
⫼
8
⫽
⫽
4
2
3
3
⫼
4
⫽
⫽
⫽
⫼
⫽
⫽
⫽
⫼
⫽
4.
⫼
⫼
9
⫼
⫽
⫼
⫼
⫼
3
3.
18
10
⫽
2
⫼
⫼
2
⫽
⫽
5
Look at Exercise 4. How did you find the missing
number in the top left corner?
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Lesson 21.5
Finish the Story
Choose one number from each
number box to complete each
story. Use each number only once.
Then draw a picture and write a
number sentence to solve.
16
14
20
2 8
5
1. Kelton has
beads. He makes
some chains that each have
beads. How many chains does he
make?
2. Sophie has
chains
napkins. She puts
the napkins into equal stacks with
napkins in each stack. How
many stacks does she make?
stacks
3. There are
children. They form
teams with the same number
of children on each team. How many
children are on each team?
children
Use the numbers 3 and 15. Write a story like the
ones on this page. Then write a number sentence to solve.
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Lesson 22.1
Compare to Measure
1. Alicia’s paintbrush is 6 beans long. A crayon is 3 beans long. How
many crayons long is the paint brush?
2
— crayons
2. Bill’s watch is 4 paper clips long. A paper clip is 2 buttons long.
How many buttons long is the watch?
— buttons
3. Maya’s necklace is 9 cubes long. An eraser is 3 cubes long.
How many erasers long is the necklace?
— erasers
Stretch Your Thinking
An eraser is 2 beans long. How
many beans long is Maya’s necklace? Explain.
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Lesson 22.2
Choose Your Units
Choose 3 new non-standard units to measure length.
Use only units that are shorter than a crayon.
Draw and label the units below.
Guess how many of each unit will equal the
length of the object. Then measure to check.
1. chair
unit: —— guess: — check: —
unit: —— guess: — check: —
unit: —— guess: — check: —
2.
shoe
unit: —— guess: — check: —
unit: —— guess: — check: —
unit: —— guess: — check: —
Stretch Your Thinking
Which unit was
the best for measuring each item? Explain.
chair:
shoe:
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Lesson 22.3
Best Estimate
Look around your classroom.
Find an object that is about as long as each length.
1.
10 inches
2.
3 inches
3.
7 inches
4.
1 inch
Explain how you found the object you drew in
Exercise 3.
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Lesson 22.4
Find Reasonable Objects
Use the object in the picture to estimate the length of another object.
Draw and label the object below the picture.
1. The spoon is about 4 inches long.
Find an object that is about 3 inches long.
2. The rope is about 1 inch long.
Find an object that is about 7 inches long.
How did you use the pictures to estimate? Explain.
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Lesson 22.5
Path Math
Estimate and measure the distances in feet.
Path
1.
Estimate
Measure
from your desk to the
door
about — feet about — feet
2.
from the door to the
teacher’s desk
about — feet about — feet
3.
from your desk to the
teacher’s desk
about — feet about — feet
Stretch Your Thinking
Jay’s desk is 5 feet from the door.
Michelle’s desk is twice as far from the door as Jay’s desk. How far
is Michelle’s desk from the door? Explain how you got the answer.
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Lesson 22.6
Color Your Vegetables
Color vegetables longer than 8 centimeters yellow.
Color vegetables shorter than 8 centimeters green.
Stretch Your Thinking
If you put the same color
vegetables together end-to-end, which color would be longer? How
do you know?
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Lesson 23.1
Ounces and Pounds
Laurie goes grocery shopping with her mother.
She wants to find the weight of each item
in ounces and in pounds. Help Laurie figure out the
weights.
item
1.
2.
3.
4.
5.
weight in ounces
weight in pounds
16 ounces
1
— pound
— ounces
1 pound
48 ounces
— pounds
32 ounces
— pounds
— ounces
2 pounds
bread
eggs
apples
carrots
Cereal
Stretch Your Thinking
How many pounds
do the groceries weigh altogether?
— pounds
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Lesson 23.2
Classroom Mass
Look around your classroom.
Pick 2 objects that would be measured in grams.
Pick 2 objects that would be measured in kilograms.
Draw and label the objects. Then measure.
grams
1.
kilograms
2.
object:
object:
mass: about — grams
mass: about — kilograms
3.
4.
object:
object:
mass: about — grams
mass: about — kilograms
How did you decide whether
the objects should be measured in grams
or kilograms? Explain.
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Lesson 23.3
Punch Ingredients
Julia makes fruit punch for her birthday party.
The recipe calls for different amounts of each juice.
How many cups of each juice does Julia need?
1.
1 quart apple juice ⫽ — cups
2.
2 gallons orange juice ⫽ — cups
3.
4 pints cranberry juice ⫽ — cups
4.
2 quarts pineapple juice ⫽ — cups
5.
6 pints grape juice ⫽ — cups
Stretch Your Thinking
How many cups of juice does Julia need in all?
— cups
How many gallons of juice does Julia need in all? — gallons
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Lesson 23.4
Capacity Scavenger Hunt
Find a container that might hold each of these amounts.
Draw and label the containers.
1. about 1 liter
2. about 5 liters
3. about 10 liters
4. about 20 liters
Which container was the hardest to find? Why?
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Lesson 23.5
Picnic Estimates
Zoe goes on a picnic with her family.
At the picnic, she estimates some different measurements.
Fill in the units to make Zoe’s estimates reasonable.
gallons
kilograms
cups
ounces
grams
pounds
liters
The mass of the picnic basket is
The cooler of lemonade holds
about 5
about 4
.
The kite Zoe flies weighs
about 10
Zoe’s sand pail can hold
.
about 5
.
The watermelon weighs
Zoe’s sandwich has a mass of
about 60
.
.
about 15
.
Stretch Your Thinking
How did you know
which unit to choose for the measurement
of the watermelon?
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Lesson 24.1
Obstacle Course
It took Jeff 2 minutes to complete this obstacle course.
Each obstacle took him a different number of seconds.
How many seconds might each obstacle have taken?
run through tires
10 meter dash
— seconds
— seconds
throw a ball through a hoop
jump the hurdles
— seconds
— seconds
jump rope 10 times
do 5 jumping jacks
— seconds
— seconds
How did you make sure the times you wrote are
equal to 2 minutes in all?
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Lesson 24.2
Time Riddle
Count by 5s. Write the time below each clock.
I
T
E
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
E
M
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
L
Y
F
11 12 1
2
3
4
10
9
8
E
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
Stretch Your Thinking Put the times in order from
earliest to latest. Then write the letter for each time,
in order, in the blanks. Solve the riddle.
Why did the boy throw a clock out the window?
TO S — —
————
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Lesson 24.3
Time for the Zoo
Jeremiah and his father go to the zoo.
They get to the monkey house at 10:15.
They spend some time watching each kind of animal. Draw the
clock hands to show what time they leave each part of the zoo.
1. They
watch the
monkeys for
15 minutes.
3. They watch
the snakes for
5 minutes.
5. They
watch the
giraffes for
20 minutes.
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
2. They
watch the
lions for
20 minutes.
4. They watch
the bears for
10 minutes.
6. They
watch the
penguins for
25 minutes.
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
Stretch Your Thinking After they see the penguins,
Jeremiah and his father have lunch. They eat for one hour.
Then they leave the zoo. What time do they leave the zoo?
Write it 2 ways.
minutes after
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Lesson 24.4
School Day
Annabel is making a schedule of her school day.
Write in the times. Name the activities in order from first to last.
Then draw the hands on the clocks below.
Reading
25 minutes after 1
Lunch
20 minutes before 12
:
Art
10 minutes before 11
:
Meeting
25 minutes before 10
Recess
15 minutes before 1
:
Math
10 minutes after 10
:
:
:
FIRST
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
LAST
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
Stretch Your Thinking Annabel’s school day
ends at 2:40. Which of her activities is the longest?
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Lesson 24.5
A.M. or P.M.?
What do you do in the A.M. hours?
What do you do in the P.M. hours?
Name 5 activities that belong in each column.
Then write a time that each activity might happen.
A.M.
P.M.
:
:
:
:
:
:
:
:
:
:
Are there any activities that you do
in both A.M. and P.M. hours? Explain.
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Lesson 24.6
Car Trip
Chantal’s family likes to take long car trips.
Write the finish time for each trip.
Then draw hands on the clocks to show both times.
1.
Start
11 12 1
2
10
9
3
4
8
7 6 5
2.
4:30 P.M.
Start
11 12 1
2
10
9
3
4
8
7 6 5
3.
8:15 A.M.
Start
11 12 1
2
10
9
3
4
8
7 6 5
11:45 A.M.
Finish
11 12 1
2
10
9
3
4
8
7 6 5
Total Time:
8 hours
—:— —
Finish
11 12 1
2
10
9
3
4
8
7 6 5
Total Time:
4 hours
—:— —
Finish
11 12 1
2
10
9
3
4
8
7 6 5
Total Time:
10 hours
—:— —
Look at the start and finish times in Exercise 3.
How can you tell that the finish time is later than the start time?
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Lesson 24.7
Carnival Schedule
Julie is making the schedule for the school carnival.
HINT:
She is missing some information. Read the clues.
you will need to
Help Julie complete the schedule.
use the clues out
of order.
The picnic starts right after the sack race.
The talent show starts at 4:00 P.M. and lasts for 3 hours.
The talent show starts right after the square dance.
The magic show ends at 2:00 P.M.
The square dance starts right after the magic show.
The sack race is the first event and lasts for 1 hour.
The magic show starts right after the picnic.
Event
School Carnival
Start
10:00 A.M.
Finish
—: — —
—: — —
1:00 P.M.
—: — —
—: — —
—: — —
—: — —
—: — —
—: — —
How long does the square dance last?
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Lesson 24.8
World Traveler
Alice’s uncle Matt travels all around the world.
Help Alice find out about how many days
Matt spends in each city.
Moscow: 2 months
Paris: 7 weeks
Cairo: 2 weeks
Tokyo: 1 month
and 1 week
Johannesburg: 4 weeks
Sydney: 3 months
and 1 week
Paris: — days
Moscow: — days
Cairo: — days
Johannesburg: — days
Tokyo: — days
Sydney: — days
Stretch Your Thinking
Is Matt gone for
more than one year in all? How do you know?
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