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Enrich Workbook with Projects

HSP

HSP

CALIF

ORNI

AGrade 2

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ENRICH PROJECTSChapter 1 Addition ................................... EP1Chapter 2 Subtraction ............................... EP2Chapter 3 Making Groups ........................ EP3Chapter 4 Greater Numbers ..................... EP4Chapter 5 Making Tens ............................. EP5Chapter 6 Exploring Addition .................. EP6Chapter 7 Exploring Subtraction .............. EP7Chapter 8 2-Digit Subtraction .................. EP8Chapter 9 Pictures of the Weather .......... EP9Chapter 10 Counting On .......................... EP10Chapter 11 Make the Same Amount ....... EP11Chapter 12 Make a Solid Figure .............. EP12Chapter 13 Plane Figure Mosaics ............. EP13Chapter 14 Cutting in Half ....................... EP14Chapter 15 Making Groups ...................... EP15Chapter 16 Counting by Tens ................... EP16Chapter 17 Money Amounts .................... EP17Chapter 18 Adding Hundreds .................. EP18Chapter 19 Taking Away Hundreds ......... EP19Chapter 20 Making Groups ...................... EP20Chapter 21 Forming Equal Groups .......... EP21Chapter 22 Measure With Your Shoe ...... EP22Chapter 23 Heavy or Light? ...................... EP23Chapter 24 Hands On a Clock .................. EP24

ENRICH WORKSHEETS

UNIT 1: NUMBER AND OPERATIONSChapter 1: Addition Facts and Strategies

1.1 More Addition Sentences ..................EW11.2 A Counting-On Maze .........................EW21.3 Mystery Number .................................EW31.4 A Teen Number Chart ........................EW41.5 Sum Clues ...........................................EW51.6 Just Fix It! ............................................EW61.7 Some Sums ..........................................EW71.8 Problems, Problems ............................EW8

Chapter 2: Subtraction Facts and Strategies2.1 What is the Difference? .....................EW92.2 Hopping Back to 0 ...........................EW102.3 Making Fact Families .......................EW112.4 Which Number Goes Where ............EW122.5 Missing Addend Patterns .................EW132.6 Finish the Problems ..........................EW14

Chapter 3: Place Value to 1003.1 How Many Points .............................EW153.2 Get Your Pencils Here! .....................EW163.3 Least and Greatest ...........................EW173.4 Follow the Lines ...............................EW183.5 More Riddles.....................................EW193.6 Match the Models ............................EW203.7 Planning a Picnic ..............................EW21

Chapter 4: Number Concepts and Patterns4.1 Digit Arrangements .........................EW224.2 Least to Greatest, Greatest

to Least .............................................EW234.3 Even Sums, Odd Sums ......................EW244.4 More About Skip-Counting .............EW254.5 Filling in the Holes ...........................EW264.6 Patterns and Problems .....................EW274.7 Two Number Patterns ......................EW28

UNIT 2: 2-DIGIT ADDITION AND SUBTRACTIONChapter 5: Explore 2-Digit Addition

5.1 What Number Am I? ........................EW295.2 Story Problem Fun ............................EW305.3 Write the Addition Problem ............EW315.4 What is the Problem? ......................EW325.5 Oops! Find the Errors .......................EW335.6 Arrange the Digits ...........................EW34

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Chapter 6: 2-Digit Addition6.1 How Does It Add Up? ......................EW356.2 The Lost Digits ..................................EW366.3 How Many Could There Be? ............EW376.4 What Number Can Make

It True? ..............................................EW386.5 Mystery Addends..............................EW396.6 Missing Points ...................................EW406.7 Which Toys? ......................................EW41

Chapter 7: Explore 2-Digit Subtraction7.1 How Many Tens? ..............................EW427.2 Subtract to Match ............................EW437.3 Match the Mats ................................EW447.4 Follow the Clue ................................EW457.5 Balancing Act....................................EW467.6 Wheel of Subtraction .......................EW47

Chapter 8: 2-Digit Subtraction8.1 Fill in the Blanks ...............................EW488.2 Two-Step Problems ...........................EW498.3 Jumbled Numbers ............................EW508.4 The Same Difference ........................EW518.5 Add to Subtract ................................EW528.6 Estimation Station ............................EW538.7 Take a Survey ....................................EW548.8 Where to Start ..................................EW558.9 Double Problems ..............................EW56

UNIT 3: DATA GRAPHS, AND MONEYChapter 9: Data and Graphs

9.1 Animal Survey...................................EW579.2 Missing Data .....................................EW589.3 Summer Bar Graph ...........................EW599.4 Grocery Basket Graphs .....................EW609.5 Fill in the Fruit ..................................EW619.6 Missing Keys .....................................EW629.7 Complete the Line Plot ....................EW63

Chapter 10: Count Money10.1 Buy a Bunch of Flowers ...................EW6410.2 What is the Missing Coin? ...............EW6510.3 Wishing Well ....................................EW6610.4 Matching Change .............................EW6710.5 More Than One Way ........................EW68

Chapter 11: Use Money11.1 Fruit Stand ........................................EW6911.2 Penny Saved, Penny Earned ............EW7011.3 Money Matters .................................EW7111.4 On the Menu ....................................EW7211.5 Dollar Store ......................................EW7311.6 Correct Change.................................EW74

UNIT 4: GEOMETRY AND FRACTIONSChapter 12: Solid Figures

12.1 Solid Colors .......................................EW7512.2 Number Cube Creation ....................EW7612.3 Solid Figure Puzzle ...........................EW7712.4 Making Shapes .................................EW7812.5 Making Models.................................EW79

Chapter 13: Plane Figures and Spatial Sense13.1 Color and Shape ...............................EW8013.2 Shape Search ....................................EW8113.3 Shapes from Shapes .........................EW8213.4 Ship Shape ........................................EW8313.5 Use the Clues ....................................EW8413.6 Figure Hunt.......................................EW85

Chapter 14: Parts of a Whole 14.1 Equal Parts ........................................EW8614.2 Create a Quilt ...................................EW8714.3 Pizza Party ........................................EW8814.4 Missing Problems..............................EW8914.5 Equal Fractions .................................EW9014.6 Whole Pizzas ....................................EW9114.7 Fruit Fractions ...................................EW92

Chapter 15: Parts of a Group 15.1 Organize the Collections .................EW9315.2 Grouping Checkers ...........................EW9415.3 Draw the Equal Groups ...................EW9515.4 What’s the Problem? ........................EW96

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UNIT 5: GREATER NUMBERS AND 3-DIGIT ADDITION AND SUBTRACTIONChapter 16: Place Value to 1,000

16.1 Greatest and Least ...........................EW9716.2 Show Me the Numbers! ...................EW9816.3 Value Clues .......................................EW9916.4 Cross-Number Puzzle .....................EW10016.5 To Show or Not to Show ...............EW10116.6 Estimates and Measures ................EW10216.7 What Coins?....................................EW10316.8 All or Nothing ................................EW104

Chapter 17: Compare and Order Greater Numbers

17.1 More or Less ...................................EW10517.2 Greater, Less, or Equal? .................EW10617.3 Money and Fractions .....................EW10717.4 The Middle of the Train .................EW10817.5 Hundreds of Points ........................EW109

Chapter 18: 3-Digit Addition18.1 Hundreds in Your Head .................EW11018.2 Scrambled Digits.............................EW11118.3 3-Digit Decisions .............................EW11218.4 Addition Ladders ............................EW11318.5 Make the Sentences True ..............EW11418.6 Use Information .............................EW115

Chapter 19: 3-Digit Subtraction19.1 How Many Hundreds? ...................EW11619.2 Digits Disappeared!........................EW11719.3 Regroup Tens and Hundreds .........EW11819.4 Subtraction Ladders .......................EW11919.5 Keeping Track .................................EW12019.6 Triple Steps .....................................EW12119.7 Estimate to Check ..........................EW122

UNIT 6: MULTIPLICATION, DIVISION, MEASUREMENT, AND TIMEChapter 20: Multiplication Concepts and Facts

20.1 Odds and Evens ..............................EW12320.2 Counting Toes, Wheels,

and More ........................................EW12420.3 Make a BIG Array ...........................EW12520.4 How Many Vertices? ......................EW12620.5 Write Your Own! ............................EW12720.6 Double the Recipe ..........................EW12820.7 Writing Letters ...............................EW12920.8 Walking on the Nature Trail ..........EW13020.9 Evens and Odds ..............................EW131

Chapter 21: Division Concepts21.1 Can You Divide It? ..........................EW13221.2 Here Comes the Parade! ................EW13321.3 Remainders with Quarters .............EW13421.4 More Division Sentences ................EW13521.5 Finish the Story ...............................EW136

Chapter 22: Length22.1 Compare to Measure .....................EW13722.2 Choose Your Units ..........................EW13822.3 Best Estimate ..................................EW13922.4 Find Reasonable Objects ................EW14022.5 Path Math .......................................EW14122.6 Color Your Vegetables ...................EW142

Chapter 23: Weight, Mass, and Capacity23.1 Ounces and Pounds ........................EW14323.2 Classroom Mass ..............................EW14423.3 Punch Ingredients ..........................EW14523.4 Capacity Scavenger Hunt ...............EW14623.5 Picnic Estimates ..............................EW147

Chapter 24: Time24.1 Obstacle Course ..............................EW14824.2 Time Riddle .....................................EW14924.3 Time for the Zoo ............................EW15024.4 School Day ......................................EW15124.5 A.M. or P.M.? ..................................EW15224.6 Car Trip ............................................EW15324.7 Carnival Schedule ...........................EW15424.8 World Traveler ................................EW155


Enrich Projects

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Add 3 more horses.

Add 2 more whales.

Add 1 more eagle.

Add 4 more ants.

Name

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.

Enrich Project

✓ 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

Chapter 1

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Name

Enrich Project

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?

Chapter 2

EP2


Name

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.

Enrich Project

Chapter 3

EP3


Name

Greater NumbersNumbers 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

ones

tens

ones

tens

ones

tens

ones

✓ Use and Workmat 3 to show each number. Circle the greater number of each pair.

43 28 45 18

Enrich Project

✓ Write five pairs of numbers on a piece of paper. Exchange lists with another group. Circle the greater number of each pair.

Chapter 4

EP4


Name

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.

Enrich Project

✓ Choose a number greater than 50. Work with your group to show the number by drawing groups of ten.

✓ 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.

✓ Show the number by drawing groups of ten. Write the number of tens. Then write the number of ones.

19

tens ones

11

tens ones

23

tens ones

EP5

Chapter 5


Name

Enrich Project

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.

Chapter 6

EP6

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Name

Enrich Project

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 fl y away. How many birds are left?

8 more birds fl y away. Now how many birds are left?

✓ Write a subtraction story problem. Exchange with another group and solve.

Chapter 7

EP7


tens ones

�

75

69

Name

Enrich Project

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.

✓ Write a 2-digit subtraction problem. Exchange papers with someone in your group. Use to solve. Use addition to check your answer.

Chapter 8

EP8


Name

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

Enrich Project

✓ Share your weather reports with your group. Did everyone show the same type of weather? What pictures were used to show weather?

✓ 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.

EP9

Chapter 9


Name

Enrich Project

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.

✓ Exchange tally charts with another group. Make a picture graph to show the data.

How We Get To School

Walk

Car

Bus

Bike

Chapter 10

EP10


Name

Enrich Project

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 99¢

2 4 0 99¢

3 0 9 99¢

0 9 0 99¢

2 4 1 99¢

0 5 9 99¢

1 6 2 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.

Chapter 11

EP11


Name

Enrich Project

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.

Chapter 12

EP12


Name

Enrich Project

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.

EP13

Chapter 13


Name

Enrich Project

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?

Chapter 14

EP14


Name

Enrich Project

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?

Chapter 15

EP15


Name

Enrich Project

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.

Chapter 16

EP16


Name

Enrich Project

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.

Chapter 17

EP17


Name

Enrich Project

Adding Hundreds

Different addends can add to the same sum. For example adding 100 and 300 can make 400. Adding 200 and 200 can alsomake 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.

Chapter 18

EP18


Name

Enrich Project

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.


✓ 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.

Chapter 19

EP19


Name

Enrich Project

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.


✓ 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.

✓ 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.

GroupsNumber of

GroupsNumber of Clips in

Each GroupTotal Number of

Clips

Chapter 20

EP20


Name

Enrich Project

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.


✓ 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.

✓ Work with another group. Draw 4 circles. Makeequal groups by using 4, 8, 12, and 16 paper clips.

Total Number of Clips Number of Clips in Each Circle

3

6

9

Chapter 21

EP21


Name

Enrich Project

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?


✓ 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?

Chapter 22

EP22


Name

Enrich Project

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.


✓ 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?

Chapter 23

EP23


12 12

3

45

67

8

9

1011 12 1

2

3

45

67

8

9

1011

12 12

3

45

67

8

9

1011 12 1

2

3

45

67

8

9

1011

12 12

3

45

67

8

9

1011 12 1

2

3

45

67

8

9

1011

Name

Enrich Project

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.

✓ 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.

Chapter 24

EP24


Enrich Worksheets

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CA_EN_SE_G2_FM_title2.indd Page 10 7/21/09 11:03:06 AM elhi-2CA_EN_SE_G2_FM_title2.indd Page 10 7/21/09 11:03:06 AM elhi-2 /Volumes/105/HMH0003/work%0/indd%0/Grade 2_Enrich/G2_CA_SE_FM/Volumes/105/HMH0003/work%0/indd%0/Grade 2_Enrich/G2_CA_SE_FM

More Addition Sentences

Match the addition sentence to the picture. Fill in the missing numbers. Draw a line to show each match.

How did you know which addition sentence goes with the picture in Exercise 5?

Name

1.

2.

3.

4.

5.

5 � 3 — � 8 —

— � 7 � 13

4 � — � —

— � — � 11

— � 9 � —

Lesson 1.1

EnrichEW1

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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 thesums are all even. You may move up, down and acrossbut not diagonally.

START 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 � FINISH

Name

Use the maze above. Explain what happens when you try to make a path where the sums are all odd.

Lesson 1.2

EnrichEW2

2 � 6 � 8 7 � 3 � 6 � 2 �

1 � 7 �

3 � 5 �2 � 8 �9 � 1 �

8 � 2 �5 � 3 �

1 � 5 �

2 � 4 � 3 � 7 � 2 � 10 �

START

FINISH


EW3 Enrich

Mystery Number

Use addition strategies to solve the problems. Color the boxesthat show doubles facts or doubles-plus-one facts to discoverthe mystery number. Then answer the questions below.

What is the mystery number? —

What doubles fact goes with this number? — � — � —

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

_

Is there also a doubles-plus-one fact that goes with this mystery number? Explain.

Name Lesson 1.3

6� 6_

7� 6_

3� 3_

4� 5_

6� 7_

5� 4_

7� 8_

8� 9_

9� 8_

7� 7_

8� 8_

8� 7_

4� 3_

5� 6_

4� 4_

5� 5_

3� 4_

6� 5_


Name Lesson 1.4

EnrichEW4

A Teen Number Chart

Use a ten frame and the make-a-ten strategy. Create as many expressions as you can to equal each teennumber in the chart. Each addend must be less than 10.

Stretch Your Thinking Design aNumber Chart for 11 and 12 using directionssimilar to the above. Decide how many squaresyou will need in your grid. Place symbols whereexpressions will go and shade the extra boxesgray. Ask a friend to complete it.

13 14 15 16 17 18

7 � 6 � � � � �

6 � 7 � � � �

� � � �

� � �

� �

�


Name

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.

Write a clue that tells about the addition fact 4 � 7.

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.

8 + 9 = 17 —

C

8 + 7 = —

—

9 + 9 = —

—

0 + 6 = —

—

7 + 7 = —

—

6 + 0 = —

—

7 + 8 = —

—

5 + 4 = —

—

Lesson 1.5

EnrichEW5

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Name

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.

The rule is Add 3. Roger puts a numberin 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.

In Out

1 72 83 94 11

In Out

2 64 76 108 12

In Out

1 104 137 17

10 19

In Out

3 115 136 169 17

In Out

1 85 126 127 14

In Out

3 85 107 139 14

1. Rule: Add 6. 2. Rule: Add 4. 3. Rule: Add 9.

4. Rule: Add 8. 5. Rule: Add 7. 6. Rule: Add 5.

Lesson 1.6

EnrichEW6


Name

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.

What do you notice about Exercise 4?

2 1 9 12

5 4

7 6 3 16

14 16

5 9

3 7 14

6 2 16

12

8 15

3 5 7

9 2

15

6 5 19

3 9 13

4 2 13

11 18

1. 2.

3. 4.

Enrich

Lesson 1.7

EW7


Name

Problems, Problems

Draw a line to connect each word problem to the number sentence that goes with it. Then find each sum to solve.

What patterns do you see?

1. Sari sees 6 caterpillars. Ann sees 3 more caterpillars than Sari. How many caterpillars do the girls see in all?

6 � 5

_

2. Sari sees 6 caterpillars. Ann sees 1 fewer caterpillar than Sari. How many caterpillars do the girls see in all?

6 � 9

_

6 � 3

_

3. Sari sees 6 caterpillars. Ann sees twice as many caterpillars as Sari. How many caterpillars do the girls see in all?

6 � 7

_

4. Sari sees 6 caterpillars. Ann sees half as many caterpillars as Sari. How many caterpillars do the girls see in all?

6 � 12

_

5. Sari sees 6 caterpillars. Ann sees 5 fewer caterpillars than Sari. How many caterpillars do the girls see in all?

6 � 1

_

6. Sari sees 6 caterpillars. Ann sees 1 more caterpillar than Sari. How many caterpillars do the girls see in all?

Lesson 1.8

EnrichEW8


Name

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. 2.

Which of the puzzleswas the hardest to solve? Why?

3. 4.

7 � 2 � 5

� �

1 3

� �

6 � � 2

8 � 3 �

� �

1

� �

� � 4

� 2 �

� �

1 3

� �

� 4 � 1

9 � � 6

� �

7

� �

� 1 � 1

EW9 Enrich

Lesson 2.1


0 1 2 3 4 5 6 7 8 9 10 11 12

Name

Hopping Back to 0

Stretch Your Thinking What if the frog started at 6 instead of 12? How would that change the problem?

The frog starts at It jumps back It lands on

1. 12 � 3 � 92. 9 � �

3. � �

4. � �

5. � �

6. � �

7. � � 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.

Enrich

Lesson 2.2

EW10


Name

Making Fact Families

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.

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, 7, 15, 8 — � — � —

— � — � — — � — � —

2. 3, 13, 8, 11 — � — � — — � — � —

— � — � — — � — � —

3. 17, 8, 7, 9 — � — � — — � — � —

— � — � — — � — � —

4. 5, 6, 9, 15 — � — � — — � — � —

— � — � — — � — � —

5. 11, 16, 4, 7 — � — � — — � — � —

— � — � — — � — � —

7 —

� 8 —

� 15 —

Enrich

Lesson 2.3

EW11


Name

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.

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?

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.

EW12 Enrich

Lesson 2.4


Name

Missing Addend PatternsWrite the missing addends.Then look at the missing addends for each group. Describe the pattern that you see.

Stretch Your Thinking Tim writes the addition

sentences B � 4 � 13, B � 5 � 13, and

B � 6 � 13. What happens to the missing addend asthe pattern continues? How do you know?

1. B � 6 � 12 B � 6 � 13 B � 6 � 14 B � 6 � 15The missing addend:

2. 8 � B � 17 8 � B � 15 8 � B � 13 8 � B � 11The missing addend:

3. 9 � B � 11 8 � B � 12 7 � B � 13 6 � B � 14The missing addend:

4. B � 3 � 11 B � 4 � 12 B � 5 � 13 B � 6 � 14The missing addend:

Enrich

Lesson 2.5

EW13


Name

Finish the ProblemWrite 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.

Write a number sentence that uses the

numbers 6, 13, and 7. Then write a story problem thatgoes with the number sentence.

1. 9 � 7 � —

2. 15 � 8 � —

3. 10 � 5 � —

4. 6 � 8 � —

There were 9 people playing ball.

There were 15 cars in the parking lot.

Jodi has 10 shirts.

Mark has 6 dollars.

Enrich

Lesson 2.6

EW14


Name

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.

How did you find out which trophy belongs to Nat?

40points

60points

50points

70points

90points

80points

Enrich

Lesson 3.1

EW15

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Pencils Pencils Pencils



Name

Get Your Pencils Here!These are the pencils in the supply cabinet at Cloverdale school. There are 10 pencils in each box.

How did you find out how many pencils Mr. Erb took?

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

Enrich

Lesson 3.2

EW16


Name

Least and GreatestUse 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.

Where should you put the least digit to make the least 2-digit number? Why?

1. 7 9 8The greatest 2-digit number is The least 2-digit number is

2. 3 7 4The greatest 2-digit number is The least 2-digit number is

Enrich

Lesson 3.3

EW17


+

=

+

=

+

=

+

=

+

=

+

=

+

=

+

=

3. 4.

74

30 70

4

34

20

48

865191

10

Name

Follow the LinesFill 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 .

1. 2.

In Exercise 4, how did you know what number to write in the ?

Enrich

Lesson 3.4

EW18


Name

More RiddlesEach 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 tens. My ones digit is 2.

twelve thirty-two twenty-two

2. One of my digits is 5. My other digit is 9.

five fifty-nine ninety-five

3. The digit 0 is not in my ones place.

forty four fourteen

4. My tens digit is less than my ones digit.

fifteen fifty twenty-three

5. The digit 6 is in my ones place.

six sixty fifty-six

6. My digits are the same.

eleven twenty-two thirteen

7. My ones digit is greater than my tens digit.

ten thirty-four twelve

8. The sum of my digits is 9.

thirty-six eighty eighteen

Stretch Your Thinking Write a digit problem like the ones on this page. Give it to a friend to solve.

Enrich

Lesson 3.5

EW19


Name

Match the ModelsKendall 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.

How did you know which model goes with 94?

29 • • tens 32 ones

94 • • 1 ten ones

37 • • 8 tens ones


41 • • ten 19 ones

73 • • 2 tens ones


1

Enrich

Lesson 3.6

EW20


Name

Planning a PicnicYou 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.

Enrich

Lesson 3.7

EW21


Name

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.

Enrich

Look at Exercise 8. Is there another answer that will make the statement true? List all of the possible answers.

1. 1 7 5 9 2. 0 2 0 2

��

3. 7 5 5 7 4. 2 9 8 2

��

5. 7 4 3 4 6. 2 1 2 1

��

7. 5 5 6 6 8. 1 9 4 4

��

Lesson 4.1

EW22


Name

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.

Enrich

1. 19 65 52 12 90 88

� � � �

least greatest greatest least

2. 36 38 11 39 30 13

� � � �


3. 52 72 92 22 42 65

� � � �


4. 18 81 47 74 76 67

� � � �


5. 43 54 80 16 49 52

� � � �


Stretch Your Thinking Look at Exercise 5. Where can you write the number 80? How do you know?

Lesson 4.2

EW23

12 52 90 88 65 19


Name

Even Sums, Odd Sums

Enrich


Find the sums. Write even or odd.Look for patterns.

1. 7 � 5 �

� �

2. 3 � 7 �

� �

3. 9 � 9 �

� �

4. 5 � 9 �

� �

5. 8 � 6 �

� �

6. 4 � 10 �

� �

7. 6 � 4 �

� �

8. 8 � 8 �

� �

9. 8 � 5 �

� �

10. 10 � 7 �

� �

11. 5 � 6 �

� �

12. 9 � 8 �

� �

odd odd even

12

Lesson 4.3

EW24


Name

More About Skip-Counting

Enrich

How did you solve Exercise 6?

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. Ken shades 20, 25, and

30 on the hundred chart.He could be counting by:

twos fives tens

2. Ken shades 78 and 80 on the hundred chart. He could be counting by:

twos fours tens

3. Ken shades 15, 18, and 21 on the hundred chart.He could be counting by:

twos threes fours

4. Ken shades 24 and 28 on the hundred chart.He could be counting by:

threes fours fives

5. Ken shades 50 on the hundred chart. He couldbe counting by:

threes fours tens

6. Ken shades 65 on the hundred chart. He could be counting by:

threes fours fives

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

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

91 92 93 94 95 96 97 98 99 100

Lesson 4.4

EW25


35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55

79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99

12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

Name

Filling in the Holes

Fill in the missing numbers in each skip-counting pattern. Use the number lines to help you.

Enrich

In Exercise 12, how did you know

what numbers were missing?

1. 35, , 41, 44,

3. , , 47, 49, 51

5. 99, 94, , , 79

7. , 88, 91, 94,

9. 15, , 23, , 31

11. , 27, 22, , 12

2. , 40, 44, 48,

4. , 40, , 50, 55

6. , 83, , 87, 89

8. 92, , 86, , 80

10. 25, , 21, 19,

12. , 15, , 21, 24

38 47

Lesson 4.5

EW26


Name

Enrich

Patterns and Problems

Look at the table in Exercise 3. How did you find the story to match?

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. Each cow has

4 spots.

There are 7 fish. Each fish has

2 eyes.

There are 7 tigers. Each tiger has

10 stripes.

1. How many are on 7 ?

There are on 7 .


There are on 7 .


There are on 7 .

number of 1 2 3 4 5 6 7

number of 30 40 50

number of 1 2 3 4 5 6 7

number of 12 16 20

number of 1 2 3 4 5 6 7

number of 6 8 10

Lesson 4.6

EW27


Name

Enrich

Two Number 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.

Read the clues to solve.Use a hundred chart to help you. 1.

Write a number that is in both Jack’s and Deja’s patterns. 2.

Write a number that is in both Pam’s and Matt’s patterns. 3.

Write a number that is in both Sean’s and Zoe’s patterns.

Jack Deja

MattPam

Sean Zoe

I am skip-counting

by fives. I start my pattern with 16.

I am skip-counting

by twos. I start my pattern with 81.

I am skip-counting

by fives. I start my pattern with 18.

I am skip-counting

by twos. I start my pattern with

13.

I amskip-counting by tens. I start my

pattern with 29.

I amskip-counting by twos. I start my

pattern with 62.

Lesson 4.7

EW28


Name

Enrich

What Number Am I?Read the clues. Find the number.

1. I am 3 more tens than 17. What number am I?

2. I am 40 more than 25.What number am I?




6. I am 8 more tens than 11.What number am I?





Stretch Your Thinking Think of a number.Write a clue that can be used to find that number.

47

Lesson 5.1

EW29


Name

Enrich

Story Problem FunComplete 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 toy cars. Lucas has more cars than Ian. How many toy cars does Lucas have?

toy cars

3. Sara has wood blocks. Marta has more blocks than Sara. How many blocks does Marta have?

blocks

2. Emmy has blue markers and green markers. How many markers does Emmy have in all?

markers

4. Tom has pennies. Maria gives him more pennies. How many pennies does Tom have now?

pennies

Stretch Your Thinking Write a problem like the ones on this page. Ask a classmate to solve it.

21

147

Lesson 5.2

EW30

toy carmarker

block penny


Tens Ones

Workmat

Tens Ones

Workmat

Tens Ones

Workmat

Tens Ones

Workmat

Tens Ones

Workmat

Tens Ones

Workmat

Tens Ones

Workmat

Tens Ones

Workmat

Tens Ones

Workmat

Name

Enrich

1.

Add and .

2.

Add and .

3.

Add and .

4.

Add and .

5.

Add and .

6.

Add and .

7.

Add and .

8.

Add and .

9.

Add and .

37 33

Stretch Your Thinking Write another addition problem to match the Workmat in Exercise 9.

Write the Addition ProblemThe workmats show the sums of some addition problems. Write an addition problem to match each workmat.

Lesson 5.3

EW31


Tens Ones

Workmat

Tens Ones

Workmat

Name

Enrich

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. Joanna sees 48 honeybees. Dennis

sees 33 honeybees. How many

honeybees do they see in all?

2.

3.

Tens Ones

Workmat

Stretch Your Thinking Write a story problem. Have aclassmate draw the tens and ones and solve the problem.

81 honeybees

Lesson 5.4

EW32


Name

Enrich

Oops! Find the ErrorsFind 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. 2.

3.

4.

5. 6.

Tens Ones

+14

29

5 1

1

1 1

Tens Ones

+14

29

1

6 1

Tens Ones

+25

76

8 2

1Tens Ones

+25

76

Tens Ones

+43

56

9 1

Tens Ones

+43

56

Tens Ones

+71

28

8 0

Tens Ones

+71

28

Tens Ones

+

132

36

6 9

Tens Ones

+32

36

Tens Ones

+

152

93

9 2

Tens Ones

+52

93

What error did you find in Exercise 5? Explain.

Lesson 5.5

EW33


Name

Enrich

Arrange the DigitsArrange the digits in the empty boxesto make the addition problem true.Use Workmat 3 and if you need to.

1. 2. 3.

4. 5. 6.

Is there another way you could have arrangedthe digits in Exercise 6? Explain.

7

3

1

5 0

2�

4 5

�

2 2

37

4 1

88

6 2

54

4 1

23

7 2

81

9 4

53

2

9 3

�

7 3

�

6 6

�

7 1

�

Lesson 5.6

EW34


Name

1. 35 17 18

Tens Ones

�

1

1

1

7

8

3 5

Anna has 17 softballstickers.

2. 38 62 24

Tens Ones

�

3. 43 27 16

Tens Ones

�

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.

Enrich

How did you decide where the numbers should go in each addition problem?

Lesson 6.1

EW35


Name

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.

Enrich

Tens Ones

�

1 73

8 0

Tens Ones

�41

7

6 2

Tens Ones

�

34

58

8

Tens Ones

�

32 76 5

Tens Ones

� 465

7 1

Tens Ones

�

21 94 0

Tens Ones

�

1 6 5

3

2 8

Stretch Your Thinking Write your own addition problem with a missing digit. Then have a classmate put in the missing digit.

1

1

1

1

1

1

Lesson 6.2

EW36


Name

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.

Enrich

�

1

2

1

9

1

4 0� �

� � � �

� ��

Explain why 20 + 20 = 40 is not a possibility.

Lesson 6.3

EW37

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Name

What Number Can Make it True?

Look at each given sum. Write a number or numbers to make each sentence true.

Enrich

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?

1.

32 � � 50

� 29 � 50

2.

41 � � 50

� 12 � 50

3.

58 � � 80

� 18 � 80

4.

43 � � 80

� 37 � 80

5.

� � 70

� � 70

6.

� � 70

� � 70

40 � 30 � 70

60 � 20 � 80

30 � 20 � 50 40 � 10 � 50

40 � 40 � 80

50 � 20 � 70

Lesson 6.4

EW38


Name

Mystery Addends

Enrich

Use the clues and the sum to help you find the addends. Write the addition problem.

1. The first addend is 2 more than 15. The second addend is 2 more than the first. Their sum is 36.

2. The first addend is 5 more than 30. The second addend is 10 less than the first. Their sum is 60.

3. The first addend is 4 more than 30. The sum of the addends is 71.

4. The first addend is 5 more than 20. The sum of the addends is 42.

5. The first addend is 5 more than the second addend. Their sum is 25.

6. The two addends are the same. Their sum is 48.

3 5 + 25

_

60

3 4 + 37

_

71

25 + 17

_

42

24 + 24

_

48

15 + 10

_

25


17 ++ 19

_

36

EW39

Lesson 6.5


Name

Missing Points

Enrich

Complete the table by solving the problems below.

Points Scored in the GamePlayer Number of Points

Anton 39

Liza

Sasha

Milo 28

1. Liza scored 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.

Lesson 6.6

EW40


�

Name

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.

Which Toys?

Enrich

Each price tag tells how many cents a toy costs. Look at the prices of the toys. Complete the addition problems.

� �

� �

� �

� � �

Lesson 6.7

EW41


Name

How Many Tens?

Enrich

How many tens should be subtractedto make each sentence true?

Write the number of tens.

1. 32 � 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 subtractthat number of tens from another number.

2

Lesson 7.1

EW42

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Name

Enrich

Subtract to Match

Match each number sentence to the number that it ismissing.

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 whichnumber was missing in Exercise 9?

Lesson 7.2

EW43

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Tens Ones Tens Ones

Workmat

Tens Ones

Workmat

Tens Ones

Workmat

Tens Ones

Workmat

Tens Ones

Workmat

Tens Ones

Workmat

Tens Ones

Workmat

�

�

Workmat

Name

Enrich

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.

Stretch Your Thinking Could you have used addition to match the numbers to the Workmats? Explain.

18 27 11 36

Lesson 7.3

EW44


Name

Enrich

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?

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

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?

Lesson 7.4

EW45

postcard

picture


Name

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 numberonly once.

Enrich

3 8 5 6 4 7

1. 2.

3. 4.

5. 6.

How did you find out which number belongs on the balance in Exercise 4?

15 � 9 �

�

�

�

�

�

22 �

29 � 21

19

53 � 46

31 � 27

33 � 28

EW46

Lesson 7.5

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21

41

54

50

23

37

45

32

39

39

8

26

8

17

17

26

Name

Wheel of Subtraction

Enrich

Brett gives each wheel one spin.He finds that the difference between the numbersis 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.

EW47

Lesson 7.6

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Name

Fill in the Blanks

Write a problem that you can subtract to solve.

Write 2-digit numbers in the blanks. Solve.

1. Lucy has 37 — marbles. She puts 18 —

marbles in a bag. How many marbles are not in the bag?

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?

— blocks

3. Eric puts — model airplanes on a shelf.He has — model airplanes in all.How many are not on the shelf?

— model airplanes

4. Alice has — beads. She uses some tomake a bracelet. She has — beads left.How many beads does she use to make thebracelet?

— beads

tens ones

B B

�

__

B B

�

__

B B

�

__

tens ones

marble

block

model airplane

bead

tens ones

tens ones

Lesson 8.1

EW48 Enrich


Name

Two-Step Problems

Subtract to solve each problem.

1. Mike has 42 toy cars. Suzy has 3 moretoy cars than Mike. Juan has 29 fewertoy cars than Suzy. How many toy carsdoes Juan have?

— 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 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 blocks

How did you find the number to subtract from to solve Exercise 2?

B B

�

__

B B

�

__

toy cars

trading card

building block

tens ones

tens ones

tens ones

B B

�

__

Lesson 8.2

EW49 Enrich


Name

Jumbled Numbers

Rewrite the numbers below to make subtraction problems with regrouping.Use each number only once. Then solve.

904527 729 54

18 813663

How did you make sure you had to regroup to solve the problems?

B B

�

__

B B

�

__

B B

�

__

B B

�

__

B B

�

__

tens ones

tens ones

tens ones

tens ones tens ones

Lesson 8.3

EW50 Enrich


Name

The Same Difference

Write and solve 2 subtraction problems that showhow 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.

Lesson 8.4

EW51 Enrich


Name

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.

Look at the last addition problem. Is there more than one subtraction problem that can be used to check it?

Addition Subtraction Addition Subtraction1.

1 1

8 � 16

_

34

3

2 / 4

14

/

� 16

_

18

2.

13

� 48

_

�

_

3.

38

� 35

_

�

_

4.

29

� 17

_

�

_

5.

28

� 57

_

�

_

6.

54

� 27

_

�

_

7.

64

� 28

_

�

_

8.

79

� 19

_

�

_

Lesson 8.5

EW52 Enrich


Name

Estimation Station

Complete each number sentence to make it true.

1.

3.

5.

80 � 40 � 40 2.

50 � 20 � 30

80 � 41 — � 40

83 — � 40 � 40

50 � — � 30

— � 20 � 30

4. 60 � 30 � 30

60 � — � 30

— � 30 � 30

— � 10 � 30

— � 10 � 30

90 � 60 � 30

40 � 10 � 30

90 � — � 30

— � 60 � 30

6. 70 � 20 � 50

— � 19 � 50

— � 22 � 50

How did you find the numbersyou wrote in Exercise 6? Explain.

41

83

Lesson 8.6

EW53 Enrich


Name

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?

EW54 Enrich

Lesson 8.7


Name

Where to Start?Tracy used mental math to solve some subtraction problems.Find the numbers Tracy started with.Then find the differences.

1.

— � 4 � 57 — � 4 � 20

2.

— � 5 � 61 — � 5 � 40

3.

— � 7 � 83 — � 7 � 50

4.

— � 9 � 76 — � 9 � 30

So,

So,

So,

So,

Look at Exercise 4. How did you findthe numbers that Tracy started with?

57 �20

_

b

61 �40

_

b

83 �50

_

b

76 �30

_

b

EW55

Lesson 8.8

Enrich

�

_

�

_

�

_

�

_


Name

Double Problems

A. Kim has 35 beads. She gives 18 beads to Callie. How many beads does Kim have now?

— beads

A. Jon and Eli each have 32 pennies. How many pennies do they have in all?

— pennies

A. Kate has 43 blocks. Alex has 18 blocks. Kate gives 8 blocks to Alex. How many blocks do they each have now?

Kate: — blocks

Alex: — blocks

B. Callie gives 9 beads back to Kim. How many beads does Kim have now?

— beads

B. Jon and Eli give 15 of their pennies to Tim. How many pennies do Jon and Eli have now?

— pennies

B. How many more blocks does Kate have than Alex?

— more blocks

Find the sum or difference for part A in each problem. Then use the answer to solve part B.

Stretch Your Thinking Write a problem with a part A and a part B. Trade your problem with a partner and solve.

bead

penny

block

EW56

Lesson 8.9

Enrich


Name

Kyle took a survey about his classmates’ favorite animals. Use the clues below to complete the picture graph.

Enrich

How did you figure out how many

classmates chose monkey? Explain.

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.

Animal Survey

Lesson 9.1

EW57


Name

Enrich

1. Favorite Zoo Animals

Animal Tally

giraffe

monkey

elephant

lion

Favorite Zoo Animals

giraffe

monkey

elephant

lion


2. Favorite Dinner

Dinner Tally

spaghetti

pizza

tacos

chicken

Favorite Dinner

spaghetti

pizza

tacos

chicken


Stretch Your Thinking How many classmates does Abby have? How do you know?

Missing DataAbby 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.

Lesson 9.2

EW58


Acti

vit

y

Annabelle’s summer Activities

0 1 2 3 4 5 6 7 8 9 10Number of Days

Name

Which clue was the least helpful? Explain.

Summer Bar GraphAnnabelle 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.

Enrich

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.

Lesson 9.3

EW59


Name

Grocery Basket Graphs

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.

Stretch Your Thinking How many items does Henry buy altogether at the grocery store?

items

Lesson 9.4

EW60 Enrich


Name

Fill In the Fruit

Enrich

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.

1. __________________________________________________

Answer:__________________

2. __________________________________________________

Answer:__________________

3. __________________________________________________

Answer:__________________

Which question do you think is the hardest to answer? Why?

Lesson 9.5

EW61


Name

Missing KeysKelly takes 3 surveys.She forgets to fill in the key!Help Kelly complete her pictographs by filling in the key.

Enrich

Stretch Your Thinking In which survey did Kelly ask the greatest number of people?

Number of Books Read

Name Tally

Greg

Drew

Liz

Number of Snowy Days This Winter

Month Tally

December

January

February

Favorite Dog

Dog Tally

Bulldog

Poodle

Collie

Number of Books Read

Greg

Drew

Liz

Key: Each stands for _____ books.

Number of Snowy Days This Winter

December

January

February

Key: Each stands for _____ days.

Favorite Dog

Bulldog

Poodle

Collie

Key: Each stands for _____ votes.

1.

2.

3.

Lesson 9.6

EW62


Name

Make a Line PlotMax’s class made a table of how many pockets they had in their clothing one day. Make a line plot to show their data.

Enrich

Stretch Your Thinking What is the range of the data? How did you find out?

Number of Pockets in Our Clothing

Number of Pockets Number of Children

one 2 two 3 four 2 five 6

seven 3 eight 1

Lesson 9.7

EW63


daisies1¢ each

tulips5¢ each

roses10¢ each

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.

Enrich

1. 2.

4.3.

Which group of flowers costs the most?How do you know?

total

amount:

total

amount:

total

amount:

total

amount:

Lesson 10.1

EW64


25¢ 25¢ 1¢ 1¢25¢

Name

What is the Missing Coin?

Draw and count the coins to solve. Then draw the missing coin.

Enrich

1. Jim has 2 quarters, 2 pennies, and another coin. He has 77¢ in all. What is the other coin?

3. Carl has 1 half dollar, 1 penny, 2 dimes, and another coin. He has 76¢ in all. What is the other coin?

2. Tasha has 3 dimes, 1 nickel, and another coin. She has 45¢ altogether. What is the other coin?

missing coin

missing coin

missing coin

How did you find the missing coin in Exercise 3?

EW65

Lesson 10.2


Name

Wishing Well

Three friends throw coins into the wishing well. for charity. Find the total value for each friend.

Enrich

1. Gina

total value

2. Ralph

total value

3. Leah

total value

How would you count 2 dimes, 1 half dollar, and 1 nickel?

Lesson 10.3

EW66


Name

1.

2.

3.

Matching Change

Stretch Your Thinking What is the least number of coins you can use to show 70¢? What are they?

72¢

Count the first collection. Write the value.Complete the second collection to match thevalue of the first collection. Draw the missing coins.

Enrich

Lesson 10.4

EW67

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Name

More Than One Way

Stretch Your Thinking Can you show a way to make 75¢ using only quarters and dimes? What about 40¢?

You can find ways to make amounts using a certain number of coins.

Number of Coins

Quarters Dimes Nickels Total Value

4 3 0 1 80¢

8 0 8 0 80¢

Show the amount of money using the number of coins that is given.

1.Number of

CoinsQuarters Dimes Nickels Total Value

3 40¢5 40¢7 40¢8 40¢

2.Number of

CoinsQuarters Dimes Nickels Total Value

3 75¢7 75¢8 75¢

10 75¢

Enrich

Lesson 10.5

EW68


Name

Fruit Stand

Write the cost of each fruit. Name the fruit in order from least to greatest cost. 1.

apple orange banana

, ,

2.

grapes pear cherries

, ,

Enrich

30¢

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.

Lesson 11.1

EW69

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Name

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.

Enrich

Stretch Your Thinking Write your own problem like the ones on this page. Have a classmate solve it.

Penny Saved, Penny Earned

Use coins to act it out. Draw the coins. Write the total value. Then answer the question.

Lesson 11.2

EW70

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BANK

BANK

BANK

Name

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?

2. Nako saved 3 dimes, 5 nickels and 5 pennies. She lends 23¢ to her friend. How much money does Nako have now?

3. Pablo saved 1 quarter, 3 nickels, and 8 pennies. He puts 35¢ more into his bank. How much money does Pablo have now?

Enrich

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?

Lesson 11.3

EW71

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Name

1. Susan has these coins. She wants to buy a burger and a drink. Which drink will she buy?

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?

Enrich

On the Menu

Use the menu. Predict and test to solve.

Stretch Your Thinking Make a menu. Write your own problem about the menu. Then give it to a classmate to solve.

and

Snack ShackBurger . . . . 45¢Juice . . . . . 42¢Pretzel . . . . 38¢Milk . . . . . 33¢Yogurt . . . . 55¢Apple . . . . 27¢

Lesson 11.4

EW72


$1.00

Name

Enrich

Dollar Store

Stretch Your Thinking Look at Exercise 3. What other coins could you use to show your answer?

How much more money does each child need to buy the box of crayons? Draw coins to solve.

1. Lilly has these coins.

2. Gail has these coins.

3. Tori has these coins.

4. Nick has these coins.

Lesson 11.5

EW73


Name

Enrich

Correct Change

Stretch Your Thinking Julie has $1.00. She buys a toy frog for 57¢. What coins might she get back in change?

Find the total price.Then count on to find the change.

1. Kai has 60¢. He buys a diver and a duck.

Total price: .

His change is .

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 .

,

, ,

, ,

, ,

2¢58¢

59¢ 60¢

Lesson 11.6

EW74


cube cone sphere pyramid cylinder rectangular prism

Name

Solid Colors

Enrich

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.

Color each 3-dimensional figure a different color.Then color the objects below to match.

Lesson 12.1

EW75


Name

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.

Enrich

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.

Lesson 12.2

EW76


1. 2. 3.

4. 5.

6.

9.

7.

8.

10.

Name

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.

Enrich

Stretch Your Thinking Name a solid figure that is not an answer to one of the clues. Write a clue for that solid figure.

Lesson 12.3

EW77


Name

Making Figures

Draw the plane figures that will make the solid figure.

Enrich

Look at the figures you drew in Exercise 2 and Exercise 4. How are they different? How are they alike?

1.

2.

3.

4.

EW78

Lesson 12.4


Name

Making Models

Make a table to solve.

Enrich

1. Tasha wants to make models of cylinders and cones. How many circles does she need to make 5 sets?

Tasha needs circles.

2. Al wants to make models of pyramids and cubes. How many squares does he need to make 4 sets?

Al needs squares.

number of sets of cylinders and cones

1

set

number of circles 3

number of sets of pyramids and cubes

number of squares

Stretch Your Thinking Jane has 20 squares. How many cubes can she make with her squares? Explain.

Lesson 12.5

EW79


Name

Enrich

Color and FigureShade 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?

EW80

Lesson 13.1


Name

EnrichEW81

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 e.

2. A q e has 4 sides.

3. A e c t n g 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 d e .

m n s e f y e c o sa b q u s h m a a qs e u a m x z k e fi g a h c y l a s id t r i a n g l e ge k e w b i c a n us u d s r t a e n rr e c t a n g l e et r a p e z o i d i

m e b v e r t e x e

Stretch Your Thinking What do you notice about the number of sides and vertices on each 2-dimensional figure?


Name

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 figurescan you make using 4 squares?

Enrich

Lesson 13.3

EW82 Enrich


Name

Figure Formation

Use pattern blocks. Write the number of figures you can make by taking apart each larger figure.

1. triangles 2. triangles

3. squares 4. triangles

5. triangle(s) and rectangle(s)

6. triangles

Stretch Your Thinking Can you cut apart the figure in Exercise 5 to make only squares? Explain.

6

EnrichEW83 Enrich

Lesson 13.4


Name

Use the CluesUse 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?

EnrichEW84

Lesson 13.5


Name

Figure Hunt

Shade the congruent figures the same color.

EnrichEnrichEnrich

Stretch Your Thinking Can you cut any of the figures on this page in half to make 2 congruent figures? Explain.

EW85

Lesson 13.6


Name

Different Divisions

Enrich

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?

EW86

Lesson 14.1

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Name

Create a Quilt

Enrich

Follow the directions to create a quilt.1. Color 3 __ 25 green.

3. Color 7 __ 25 yellow.

2. Color 4 __ 25 red.

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.

Lesson 14.2

EW87

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Name

1. Kevin ate 1 _ 6 of a pizza. 2. Brad ate 1 _ 2 of a pizza.

3. Mike ate 1 _ 3

of a pizza. 4. Jack ate 1 _ 4

of a pizza.

Pizza Party

Kevin invited 3 friends to a pizza party. Draw and color to show how much pizza each boy ate.

Enrich

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?

Lesson 14.3

EW88


Name

Missing Problems

Write a fraction problem to go with each set of models.

Enrich

1.

Answer:

2.

Answer:

3.

Answer:

Stretch Your Thinking Fill in or draw the missing information.

Two posters are the same size. Andy paints 1 _ 6 of one poster. Max paints of the other.

Who paints more poster?

Lesson 14.4

EW89


Name

Equal Fractions

Color the first figure to show the fraction.Then color the same area on the second figure. Write the new fraction.

Enrich

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 _ 5 6 __ 10

2 _ 3

4 _ 6 2 _ 8

1 _ 4

Lesson 14.5

EW90


Name

Whole Pizzas

Shade the pizzas to show the fraction.Then write the number of whole pizzas.

Enrich

1. 8 _ 4 � whole pizzas

2. 9 _ 3 � whole pizzas

3. 16 __ 4 � whole pizzas

4. 18 __ 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.

Lesson 14.6

EW91


Name

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.

Enrich

1. Jan has this much orange. Todd has this much orange.

They have whole orange(s) with piece(s) left.

2. Ali has this much peach. Britt has this much peach.

They have whole peache(s) with piece(s) left.

3. Paul has this much plum. Alice has this much plum.

They have 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: Plum:

EW92

Lesson 14.7

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Name

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.

Enrich

9 stamps 2 marbles 8 buttons

1. 3 equal parts:

One of the are red.

2. 4 equal parts:

One of the are blue.

3. 2 equal parts:

One of the are green.

How did you know which collection to use in each exercise? Explain.

Lesson 15.1

EW93

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Name

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.

Enrich

1. 24 checkers 3 equal parts 1 _ 3

are black.

24 checkers 6 equal parts 1 _ 6 are red.

2. 36 checkers 6 equal parts 1 _ 6 are red.

36 checkers 9 equal parts 1 _ 9

are black.

Stretch Your Thinking Look at Exercise 2. Is there another way to divide the checkers into equal parts? Explain.

Lesson 15.2

EW94


Name

Draw the Equal Groups

Draw and color to show the groups. Circle the equal parts. Then answer the question.

Enrich

Stretch Your Thinking Write your own question like the ones above. Give it to a friend to solve.

1. There are 12 hearts. 3 _ 4 of the hearts are red. How many hearts are red?

hearts

2. There are 15 stars. 2 _ 5 of the stars are green. How many stars are green?

stars

3. There are 24 tiles. 5 _ 8

of the tiles are blue. How many tiles are blue?

tiles

Lesson 15.3

EW95


Name

What’s the Problem?

Look at the models and comparisons below.Write a story to match each one. Be creative!

Enrich

1.

2 _ 5

is less than 3 _ 5 . has

more .

2.

7 _ 7

is greater than 6 _ 7 . has

more .

3.

2 _ 4

is less than 3 _ 4 . has

more .

Look at Exercise 3. How did you choose the numbers you used in your story?

Lesson 15.4

EW96


Name

Greatest and Least

In each row, shade the box that shows the greatest number. Draw an X throughthe box that shows the least number.

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.

1.

40 tens

2.

80 tens

20 tens

3.

90 tens

7 hundreds

5 hundreds

3 hundreds

6 hundreds

4.

EW97 Enrich

Lesson 16.1


Name

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

Stretch Your Thinking Craig has some . He can use them to show 427 and 381, but not 576.

Draw the he might have.

2.

635 118 240

3.

232 599 413

4.

348 708 614

EW98 Enrich

Lesson 16.2


Name

Value Clues

Some friends use the digits 6, 5, and 4 to make numbers. They each use all 3 digitsin their numbers. Use the clues. Write the numbers.

Make a number that none of the children made.Use the same digits. Then write clues for your number.

1.

My number is . My number is .

My number is . My number is .

The value of the digit 6 in

my number is 600.


my number is not 50.


my number is 6.








my number is 60.


my number is not 5.

3. 4.

2.

Lesson 16.3

EW99 Enrich


Name

Cross-Number Puzzle

Write the missing numbers so the sentences are true.Read from left to right and from top to bottom.

Choose one of the numbers youwrote in the puzzle. Explain how you found it.

70 � � 3 � 473

� �

� 5 � 90 � 295

� � � �

3 300 � � 60 � 9

� � � � �

10 375 497 1 500

� � � �

30 � � 9 � 539

� �

� 500 � 60 � 70

�

100 � � 9 � 179

Lesson 16.4

EW100 Enrich


Name

To Show or Not To Show

Circle ways that show the number.Cross out ways that do not show the number.

Stretch Your Thinking How much is 2 hundreds 20 tens 200 ones? How do you know?

1. 753

7 hundreds 5 tens 13 ones



2. 240


1 hundred 14 tens 10 ones


3. 631

5 hundreds 13 tens 1 one

4 hundreds 23 tens 1 one


4. 800

7 hundreds 1 ten 10 ones



6. 333




5. 452




Lesson 16.5

EW101 Enrich


Name

Estimates and Measures

Enrich

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.

EW102

Lesson 16.6


Name

What Coins?

Use bills and coins. Make a model to showeach child’s money. Then draw the bills and 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?

1. Pervez has $3.54. He has 3 dollar bills and 6 coins.

2. Oliver has $2.15. He has2 dollar bills and 6 coins.

3. Luke has $1.22. He has 1 dollar bill and 5 coins.

4. Amy has $2.41. She has2 dollar bills and 4 coins.

EnrichEW103

Lesson 16.7


Name

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.

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.

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.

This way uses none of her quarters. This way uses all of her quarters.

This way uses none of his dimes. This way uses all of his dimes.

EnrichEW104

Lesson 16.8


Name

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.



—


—

3. Sofia uses exactly 9 blocks to show these numbers.



—


—

How did you find the numbers you wrote in Exercise 3? Explain.

Enrich

Lesson 17.1

EW105


Name

Greater, Less, or Equal?

Write each digit once to make numbers that will make the sentences true.

1. 9, 6, 1 2. 4, 8, 4

1 — 6 — 9 — � 178 —

—

—

� 571

3. 1, 2, 5 4. 7, 7, 3

520 � —

—

—

461 � —

—

—

5. 3, 7 6. 6, 2

40 — � — 47 29 — � — 96

7. 8, 5 8. 4, 6

8 — 7 � — 67 2 — 4 � 2 — 6

9. 2, 3, 3 10. 4, 8, 6

— — 5 � — 24 — 7 — � 4 — 4

Write a digit to make this sentence true:

—

64 � 890

Is there more than one digit you can use? Explain.

Lesson 17.2

EW106 Enrich


Name

Money and FractionsElan has these bills and coins.

1. He can use his money to buy a pen or a pad.

Stretch Your Thinking Elan buys the pen and the pad. Does he have enough money left to buy the kite? Explain.

Which item costs more money?

He can pay for the pen with 1 _ 4 of

his dollar bills, 1 _ 4 of his quarters,

and 1 _ 2 of his dimes.

The pen costs — .

He can pay for the pad with 1 _ 4 of



The pad costs — .

2. He can use his money to buy a kite or a yo-yo.

Which item costs more money?

He can pay for the kite with 3 _ 4 of

his dollar bills and 1 _ 4 of his dimes.

The kite costs — .

He can pay for the yo-yo with 1 _ 2 of



The yo-yo costs — .

Lesson 17.3

EW107 Enrich


Name

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 764271 453

238809

752

294

382

810

204

491

900

292

760

808

902

250

—

—

—

—

—

—

� �

� �

� �

� �

� �

� �

Which number was the hardest to place? Why?

Lesson 17.4

EW108 Enrich


Name

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

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.

EW109

Lesson 17.5

Enrich

401


Name

Hundreds in Your Head

Stretch Your Thinking Think of a 3-digit number.Write a clue that can be used to find your number.

Read the clues. Find the number.

1. A number is 2 hundreds more than 346. What is the number?

546 —

3. A number is 400 more than 153. What is the number?

—


—

7. 789 is 400 more than a number. What is the number?

—

4. A number is 300 more than 543. What is the number?

—


—

8. 812 is 300 more than a number. What is the number?

—


—

EW110 Enrich

Lesson 18.1


Name

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.

Look at the numbers you wrote in Exercise 4.How did you make sure you would need to regroup ones to add?

Hundreds Tens Ones

B

�

___

1. 2 3 4

6 1 2

3. 9 1 3 3

4 4

2. 2

1 3 7 2

4

4. 6 5

3 1 4 2

Hundreds Tens Ones

B

�

___

Hundreds Tens Ones

B

�

___

Hundreds Tens Ones

B

�

___

EW111 Enrich

Lesson 18.2


Name

3-Digit DecisionsFill in the missing digits.

Look at Exercise 9. How did you

find the missing numbers? Explain.

1. 2. 3.

4. 5. 6.

7. 8. 9.

7

Hundreds Tens Ones

1

3�

5

5 9 4

4

Hundreds Tens Ones

1

6�

8 1 5

Hundreds Tens Ones

5�

1

9 4 3

9

Hundreds Tens Ones

1

2�

1

8 5 8

8

Hundreds Tens Ones

2�

0

9 9 3

1 3

Hundreds Tens Ones

1

�

5 2 9

Hundreds Tens Ones

1

1�

3

8 4 1

4

Hundreds Tens Ones

1

9�

1

7 0 0

7

Hundreds Tens Ones

1�

8 0 0

2 0

1

1

9

1

EW112 Enrich

Lesson 18.3


Name

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.

How did you make sure that the last sum in each ladder was 999?

86

197

� � �

� � �

111 111 111

� � �

999 999 999

� � �

� � �

EW113 Enrich

Lesson 18.4


Name

Make the Sentences True

Look at the sum that is given.Write numbers in the blanks to make the sentences true.

Look at Exercise 6. How did you decide what numbers to write in the blanks?

1. 380 � 250 � 630 2. 140 � 430 � 570

375 � — � 630

— � 258 � 630

133 � — � 570

— � 437 � 570

3. 220 � 760 � 980

4. 510 � 180 � 690

— � 737 � 980

238 � — � 980

— � 166 � 690

532 � — � 690

5. 330 � 440 � 770

6. 350 � 580 � 930

230 � — � 770

— � 540 � 770

— � 400 � 930

500 � — � 930

Lesson 18.5

EW114 Enrich


Name

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.

EW115 Enrich

Lesson 18.6


Name

How Many Hundreds?

Count back to find how many hundreds were subtracted. Write the number of hundreds in the box.

Look at Exercise 8. What if thedifference was 119? Would the number you wrote in the box begreater or smaller? Explain.

1. 836 � hundreds � 236

2. 452 � hundreds � 152

3. 612 � hundreds � 212

4. 948 � hundreds � 248

5. 324 � hundreds � 124

6. 781 � hundreds � 281

7. 563 � hundreds � 263

8. 819 � hundreds � 219

Lesson 19.1

EW116 Enrich

6

MXECA09AWK2X_EN_C19_L1.indd Page 2 7/17/09 7:29:39 PM s-124MXECA09AWK2X_EN_C19_L1.indd Page 2 7/17/09 7:29:39 PM s-124 /Volumes/105/HMH0003/work%0/indd%0/Grade 2_Enrich/Ch 19/MXECA09AWK2X_EN_C19_L1/Volumes/105/HMH0003/work%0/indd%0/Grade 2_Enrich/Ch 19/MXECA09AWK2X_EN_C19_L1

Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones



Name

Digits Disappeared!

Write the missing digits.Show the regrouping if there is any.

Use workmat 5 and if you need to.

Look at Exercise 8. How did you find the missing digits? Explain.

B B B 7 8

4

� 4 2 8

___

3 5 6

147

/ / B B B 4 9

3

� 1 5

___

3 3 6

B B B 6 9

2

� 3 3

___

3 5 9

B B B 3 7

5

� 2 4

___

1 2 9

B B B 5 6

3

� 4 9

___

1 5 4

B B B 9 5

2

� 6 2

___

3 2 4

B B B 8 8

4

� 5

___

3 5 9

B B B 3 6

1

� 1

___

2 3 7

B B B 7 6

5

� 6

___

1 5 0

Lesson 19.2

EW117 Enrich

1. 2. 3.

4. 5. 6.

7. 8. 9.


6 3 1 6

9 2 9 3

Name

Regroup Tens and HundredsUse the numbers in the boxes to fill in the subtraction problems. Use each number only once in each problem. Then solve the problems.

regroup only tens regroup only hundreds

regroup tens and hundreds

regroup only tens regroup only hundreds

regroup tens and hundreds

Look at the third problem in Exercise 2.Could you have written the digits in different places? Explain.

1.

2.

8 9 8 989

75

57

57

Lesson 19.3

EW118 Enrich




Name

Subtraction Ladders

Start at the top of each ladder. Subtract 2-digitand 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.

Enrich

Stretch Your Thinking How did you make surethat the last difference in each ladder was 111?

555

123

432

111

�

�

�

�

�

777

123

432

111

�

�

�

�

�

999

123

432

111

�

�

�

�

�

EW119

Lesson 19.4

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Name

Keeping Track

Enrich

You have $5.50.Add and subtract to keep track of your money.

What is the difference between the amount you started with and the amount you ended up with?

1. You spend $1.60 on a coloring book.

2. Your sister gives you8 dimes.

3. You give your brother 3 quarters.

4. You get $2.27 from your father.

6. You spend $2.47 on a present for your mother.

5. You find 2 quarters,4 nickels, and 8 pennies in your jacket.

Lesson 19.5

EW120


burrito

sandwich

Name

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?

Stretch Your Thinking Write your own triple step problem. Then challenge a classmate to solve your problem.

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?

—

—

Lesson 19.6

EW121 Enrich


Name

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

b

�b

__

b

2.

405

� 317

__

188

b

�b

__

b

3.

789

� 602

__

87

b

�b

__

b

4.

892

� 803

__

89

b

�b

__

b

6.

794

� 208

__

486

b

�b

__

b

5.

687

� 494

__

293

b

�b

__

b

Lesson 19.7

EW122 Enrich


Name

Skip Counting Figure

Write how many. Skip-count to solve.

1. How many vertices are on 4 pyramids?

5, 10, 15, 20

There are 20 — vertices on 4 pyramids.

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.

EW123

Lesson 20.1

Enrich

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Name

Odds and EvensWhen 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 — � 2 — � 4 —

The product is — .

— � — � —


2. Multiply two odd numbers.

— � — � —


— � — � —


3. Multiply an even number and an odd number.

— � — � —


— � — � —


even

When is the product odd? When is it even?

Lesson 20.2

EW124 Enrich


Name

Make a BIG ArrayFind each product.Color an array for each problem on the grid so they all fit. Use a different color for each array.

1. 5 � 3 � 15 —

4. 3 � 6 � —

2. 3 � 7 � —

5. 4 � 4 � —

3. 1 � 6 � —

6. 2 � 7 � —

How many squares are on the whole grid?How do you know?

5 � 3

EW125

Lesson 20.3

Enrich


Name

How Many Vertices?

Write a multiplication sentence to show how manyvertices there are in each group of figures.

Then draw lines to connect groups thathave the same number of vertices.

Stretch Your Thinking What set of figures would have the same number of vertices as 4 triangles? Explain.

EW126

Lesson 20.4

Enrich


Name

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?

EW127

Lesson 20.5

Enrich


Name

Double the Recipe

Enrich

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.

REMEMBER:

2 cups = 1 pint4 cups = 1 quart

16 cups = 1 gallon

what the recipe calls for 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?

EW128

Lesson 20.6


Name

Writing Letters

Enrich

Use the number of letters in each child’s name.Write the mutiplication sentences. Then add to solve.

Explain how you solved Exercise 3.

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

EW129

Lesson 20.7


It takes me10 minutes

to walk around thenature trail.

GARTH

1:30

:

:

:

Name

Walking on the Nature Trail

Enrich

Write the time.

Stretch Your Thinking Write your own problem about Garth and the nature trail. Give it to a friend to solve.

1. 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?

2. 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?

3. 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?

4. 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?

EW130

Lesson 20.8


x 0 1 2 3 4 5 6 7 8 9 10

0

1 2 5

2 2 6 8 10 12 16 18 20

3 6

4 8 20 40

5 5 10 20 25 35 40 50

6 12

7 14 35 70

8

9 18 45 90

10 10 20 40 50 70 90

Name

Evens and Odds

Enrich

Write the missing numbers in the multiplication table.Color the odd numbers blue. Color the even numbers red. Look for patterns.


EW131

Lesson 20.9


Name

Can You Divide It?Use Workmat 6 and �.Write yes or no.

Use this many �. Can you make 2 equal groups with none left over?

Can you make 3 equal groups with none left over?

9

no — yes —

10 — —

11 — —

12 — —

13 — —

14 — —

15 — —

16 — —

17 — —

Look at the columns. Describe a pattern that you see.

EW132

Lesson 21.1

Enrich


Name

Here Comes the Parade!

There are 20 children in the parade.They form equal rows to march.Use � to find 6 different ways they can form equal rows.

1.

20 — rows of 1 — child

2.

— row(s) of — children

3.


4.


5.


6.


Can the 20 children form 9 rows with anequal number of children in each row? Explain.

EW133

Lesson 21.2

Enrich


Name

Remainders with Quarters

Enrich

Make all the stacks of $1.00 that you can.Write the missing numbers.

Make up a problem like the ones on this page. Give it to a classmate to solve.

1. Abel has 9 quarters.

He can make stacks of $1.00

with 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.

225¢

EW134

Lesson 21.3


0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Name

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.

12 � 6 �

� �

� 2 �

� �

3

1. 18 � 9 �

� �

� �

� �

3 3

2.

16 � � 4� �

8 � 2 �

� �

3. � 10 � 2� �

4 � 2 �

� �

5

4.

Look at Exercise 4. How did you find the missing number in the top left corner?

EW135

Lesson 21.4

Enrich


1614

20 2 8 5

Name

Finish the Story

Enrich

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.

Use the numbers 3 and 15. Write a story like the ones on this page. Then write a number sentence to solve.

1. Kelton has beads. He makes

some chains that each have

beads. How many chains does he

make?

2. Sophie has napkins. She puts

the napkins into equal stacks with

napkins in each stack. How

many stacks does she make?

3. There are children. They form

teams with the same number

of children on each team. How many

children are on each team?

chains

stacks

children

EW136

Lesson 21.5


Name

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. Bill’s watch is 4 paper clips long. A paper clip is 2 buttons long. How many buttons long is the watch?

— crayons

— 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.

EW137

Lesson 22.1

Enrich

2


Name

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 thelength of the object. Then measure to check.

1. chair unit: — — guess: — check: —

unit: — — guess: — check: —


2. shoe unit: — — guess: — check: —



Stretch Your Thinking Which unit was the best for measuring each item? Explain.

chair: shoe:

EW138 Enrich

Lesson 22.2


Name

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.

EW139

Lesson 22.3

Enrich


Name

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.

EW140

Lesson 22.4

Enrich


Name

Path Math

Estimate and measure the distances in 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.

Path Estimate Measure

from your desk to the door

about — feet about — feet

from the door to the teacher’s desk


from your desk to the teacher’s desk


1.

2.

3.

EW141 Enrich

Lesson 22.5


Name

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?

EW142

Lesson 22.6

Enrich


Name

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.

Stretch Your Thinking How many pounds do the groceries weigh altogether? — pounds

item weight in ounces weight in pounds

bread

16 ounces 1 — pound

eggs

— ounces 1 pound

apples

48 ounces — pounds

carrots

32 ounces — pounds

Cereal

— ounces 2 pounds

1.

2.

3.

4.

5.

EW143 Enrich

Lesson 23.1

MXECA09AWK2X_EN_C23_L1.indd Page EW143 7/24/09 5:22:21 PM s-124MXECA09AWK2X_EN_C23_L1.indd Page EW143 7/24/09 5:22:21 PM s-124/Volumes/105/HMH0003/work%0/indd%0/Grade 2_Enrich/Ch23/MXECA09AWK2X_EN_C23_L1/Volumes/105/HMH0003/work%0/indd%0/Grade 2_Enrich/Ch23/MXECA09AWK2X_EN_C23_L1

Name

Classroom MassLook 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.

How did you decide whether

the objects should be measured in grams

or kilograms? Explain.

grams kilograms

1.

object:

mass: about — grams

2.

object:

mass: about — kilograms

3.

object:

mass: about — grams

4.

object:

mass: about — kilograms

EW144 Enrich

Lesson 23.2

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Name

Punch IngredientsJulia 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 ThinkingHow many cups of juice does Julia need in all? — cups

How many gallons of juice does Julia need in all? — gallons

EW145 Enrich

Lesson 23.3


Name

Capacity Scavenger Hunt

Find a container that might hold each of these amounts.Draw and label the containers.

Which container was the hardest to find? Why?

1. about 1 liter 2. about 5 liters

3. about 10 liters 4. about 20 liters

EW146 Enrich

Lesson 23.4


Name

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 cups grams

kilograms ounces pounds liters

Stretch Your Thinking How did you know which unit to choose for the measurement of the watermelon?

The mass of the picnic basket is

about 5 .

The cooler of lemonade holds

about 4 .

The kite Zoe flies weighs

about 10 .

Zoe’s sand pail can hold

about 5 .

The watermelon weighs

about 15 .

Zoe’s sandwich has a mass of

about 60 .

Lesson 23.5

EW147 Enrich


Name

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


jump rope 10 times do 5 jumping jacks


How did you make sure the times you wrote are equal to 2 minutes in all?

EW148

Lesson 24.1

Enrich

Lesson 24.1


8910

11 12

7 6 543

21

8910

11 12

7 6 543

21

8910

11 12

7 6 543

21

8910

11 12

7 6 543

21

8910

11 12

7 6 543

21

8910

11 12

7 6 543

21

8910

11 12

7 6 543

21

8910

11 12

7 6 543

21

8910

11 12

7 6 543

21

Name

Time Riddle

I E E

T M Y

E L F

Count by 5s. Write the time below each clock.

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 — — — — — — — — — Enrich

Lesson 24.2

EW149


8 9 10

11 12

7 6 5 4 3

2 1

8 9 10

11 12

7 6 5 4 3

2 1

8 9 10

11 12

7 6 5 4 3

2 1

8 9 10

11 12

7 6 5 4 3

2 1

8 9 10

11 12

7 6 5 4 3

2 1

8 9 10

11 12

7 6 5 4 3

2 1

Name

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.

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.

1. They watch the monkeys for 15 minutes.

3. They watch the snakes for 5 minutes.

5. They watch the giraffes for 20 minutes.

2. Theywatch the lions for 20 minutes.

4. They watch the bears for 10 minutes.

6. They watch the penguins for 25 minutes.

minutes after :

Enrich

Lesson 24.3

EW150


Name

School DayAnnabel 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.

Stretch Your Thinking Annabel’s school day ends at 2:40. Which of her activities is the longest?

FIRST

LAST

8 9 10

11 12

7 6 5 4 3

2 1

8 9 10

11 12

7 6 5 4 3

2 1

8 9 10

11 12

7 6 5 4 3

2 1

8 9 10

11 12

7 6 5 4 3

2 1

8 9 10

11 12

7 6 5 4 3

2 1

8 9 10

11 12

7 6 5 4 3

2 1

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

:

:

:

:

:

:

Enrich

Lesson 24.4

EW151


:

:

:

:

:

:

:

:

:

:

Name

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.

Are there any activities that you do in both A.M. and P.M. hours? Explain.

A.M. P.M.

Enrich

Lesson 24.5

EW152


Name

Car Trip

Lesson 24.6

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

4:30 P.M.

Finish

— : — —

Total Time:

8 hours

2. Start

8:15 A.M.

Finish

— : — —

Total Time:

4 hours

3. Start

11:45 A.M.

Finish

— : — —

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?

8 9 10

11 12

7 6 5 4 3

2 1

8 9 10

11 12

7 6 5 4 3

2 1

8 9 10

11 12

7 6 5 4 3

2 1

8 9 10

11 12

7 6 5 4 3

2 1

8 9 10

11 12

7 6 5 4 3

2 1

8 9 10

11 12

7 6 5 4 3

2 1

EW153 Enrich


Name

Carnival Schedule

Julie is making the schedule for the school carnival.She is missing some information. Read the clues. Help Julie complete the schedule.

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.

School Carnival

Event Start Finish

10:00 A.M. — : — —

— : — — 1:00 P.M.

— : — — — : — —

— : — — — : — —

— : — — — : — —

How long does the square dance last?

HINT: you will need to

use the clues out of order.

EW154 Enrich

Lesson 24.7


Paris: 7 weeks

Cairo: 2 weeks

Johannesburg: 4 weeks

Moscow: 2 months

Tokyo: 1 month

and 1 week

Sydney: 3 months

and 1 week

Name

World Traveler

Alice’s uncle Matt travels all around the world. Help Alice find out about how many days Matt spends in each city.

Paris: — days

Cairo: — days

Tokyo: — days

Moscow: — days

Johannesburg: — days

Sydney: — days

Stretch Your Thinking Is Matt gone for more than one year in all? How do you know?

EW155 Enrich

Lesson 24.8


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