Grade 2, Module 5: Addition and Subtraction Within 1,000 with Word Problems to 100 Mission: Add and Subtract Big Numbers

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Grade 2, Module 5: Addition and Subtraction Within 1,000 with Word Problems to 100 Mission: Add and Subtract Big Numbers Homework Table of Contents HOMEWORK.

1 Grade 2, Module 5: Addition and Subtraction Within 1,000 with Word Problems to 100 Mission: Add and Subtract Big Numbers Homework Table of Contents HOMEWORK Topic A: Strategies for Adding and Subtracting Within 1, Topic B: Strategies for Composing Tens and Hundreds Within 1, Topic C: Strategies for Decomposing Tens and Hundreds Within 1, Topic D: Student Explanations for Choice of Solution Methods Zearn, Inc. Portions of this work, "Zearn Math," are derivative of "Engage NY" by Common Core, Inc. and licensed under Creative Commons Attribution- NonCommercial- ShareAlike Common Core, Inc. Some rights reserved. commoncore.org

2 Topic A: Strategies for Adding and Subtracting Within 1,000 In Topic A, students practice the simplifying strategies they learned in Module 4, but with numbers up to 1,000. They are asked to consider which strategy is most efficient for each problem they encounter. 2

3 G2M5 LESSON 1 HOMEWORK Name Date 1. Complete each more or less statement. a. 10 more than 222 is. b. 100 more than 222 is. c. 10 less than 222 is. d. 100 less than 222 is. e. 515 is 10 more than. f. 299 is 100 less than. g. is 100 less than 345. h. is 10 more than 397. i. 898 is than 998. j. 607 is than 597. k. 10 more than 309 is. l. 309 is than Complete each regular number pattern. a. 280, 290,,,, 330 b. 530, 520, 510,,, c. 643, 543,,,, 143 d. 681, 691,,,, 731 e. 427,,,, 387, 377 f.,,, 788, 778, 768 3

4 3. Complete each statement a. 235 b c d Solve using the arrow way. a = b = 400 c = 852 4

5 G2M5 LESSON 2 HOMEWORK Name Date 1. Solve each addition problem using place value strategies. Use the arrow way or mental math, and record your answers. You may use scrap paper if you like. a. 4 hundreds 5 tens + 2 hundreds = hundreds tens = b = = = c = = = d = = = Solve each subtraction problem using place value strategies. Use the arrow way or mental math, and record your answers. You may use scrap paper if you like. a. 5 hundreds 8 ones 3 hundreds = hundreds tens ones = b = = 860 = 360 c = = = d. 553 = = = 27 5

6 3. Fill in the blanks to make true number sentences. Use place value strategies, number bonds, or the arrow way to solve. a. 300 more than 215 is. b. 300 more than is 668. c. 500 less than 980 is. d. less than 987 is 487. e. 600 than 871 is 271. f. 400 than 444 is

7 G2M5 LESSON 3 HOMEWORK Name Date 1. Solve each set of problems using the arrow way. a b c d

8 2. Solve using the arrow way or mental math. Use scrap paper if needed. a = = = b = = = c = = = d = = = e = = = 3. Solve. a. 34 tens + 20 tens = tens b. 34 tens + 26 tens = tens c. 34 tens + 27 tens = tens d. 34 tens + 28 tens = tens e. What is the value of 62 tens? 8

9 G2M5 LESSON 4 HOMEWORK Name Date 1. Solve using the arrow way. a b c d

10 2. Solve using the arrow way or mental math. Use scrap paper if needed. a = = = b = = = c = = = d = = = 3. Solve. a. 66 tens 30 tens = b. 66 tens 36 tens = c. 66 tens 38 tens = d. 67 tens 39 tens = e. What is the value of 28 tens? f. What is the value of 36 tens? 10

11 G2M5 LESSON 5 HOMEWORK Name Date 1. Solve. a. 32 tens = b. 52 tens = c. 19 tens + 11 tens = tens d. 19 tens + 13 tens = tens e. 28 tens + 23 tens = tens f. 28 tens + 24 tens = tens 2. Add by drawing a number bond to make a hundred. Write the simplified number sentence and solve. a = b = 11

12 c = d = e = f = g = 12

13 G2M5 LESSON 6 HOMEWORK Name Date 1. Draw and label a tape diagram to show how to simplify the problem. Write the new number sentence, and then subtract. a = = b = = c = = d = = e = = 13

14 2. Draw and label a tape diagram to show how to simplify the problem. Write a new number sentence, and then subtract. Check your work using addition. a = = Check: b = = Check: c = = Check: d = = Check: 14

15 G2M5 LESSON 7 HOMEWORK Name Date 1. Solve each problem with a written strategy such as a tape diagram, a number bond, the arrow way, the vertical form, or chips on a place value chart. a = b. = c = 812 d = e. = f = 2. Use the arrow way to complete the number sentences. a. b. c = = = 15

16 3. Solve using two different strategies. a. b. c. Explain which strategy is easier to use when solving and why. 4. Circle one of the strategies below, and use the circled strategy to solve Solve: arrow way / number bond c. Explain why you chose that strategy. 16

17 Topic B: Strategies for Composing Tens and Hundreds Within 1,000 Topic B in Module 5 is analogous to Topic B in Module 4, but while in Module 4 students composed ones and tens within 200, Module 5 expands upon this, finding students composing tens and hundreds within 1,000. The work of Topic A transitions naturally into Topic B, with students employing concrete and pictorial representations of the vertical algorithm when they encounter addition problems for which they do not have an obvious simplifying strategy. 17

18 G2M5 LESSON 8 HOMEWORK Name Date 1. Solve the following problems using your place value chart, place value disks, and vertical form. Bundle a ten or hundred, when necessary

19 2. Solve using mental math, a simplifying strategy, or place value chart and place value disks. a = b = c = d = e = f = g = h = i = j = 19

20 G2M5 LESSON 9 HOMEWORK Name Date 1. Solve the following problems using a place value chart, place value disks, and vertical form. Bundle a ten or hundred, when necessary

21 2. Solve using mental math, a simplifying strategy, or a place value chart and place value disks. a = b = c = d = e = f = g = 21

22 G2M5 LESSON 10 HOMEWORK Name Date 1. Solve using vertical form, and draw chips on the place value chart. Bundle as needed. a = b = c = 22

23 d = 2. Solve using vertical form, and draw chips on a place value chart. Bundle as needed. a = b = 23

24 G2M5 LESSON 11 HOMEWORK Name Date 1. Solve using vertical form, and draw chips on the place value chart. Bundle as needed. a = b = c = 24

25 d = 2. Solve using vertical form, and draw chips on a place value chart. Bundle as needed. a b

26 G2M5 LESSON 12 HOMEWORK Name Date 5. Solve using two different strategies. a. b. Explain which strategy would be easier and why. 26

27 2. Choose the best strategy and solve. Explain why you chose that strategy. a Explanation: b Explanation: c Explanation: 27

28 Topic C: Strategies for Decomposing Tens and Hundreds Within 1,000 Topic C builds upon Module 4 s groundwork, now decomposing tens and hundreds within 1,000 (2.NBT.7). Students model decompositions with number disks on their place value charts while simultaneously recording these changes in the written vertical form. Students then transition to making math drawings, thus completing the move from concrete to pictorial representations. 28

29 G2M5 LESSON 13 HOMEWORK Name Date 1. Solve using mental math. a. 9 5 = = = = b. 7 4 = = = = 2. Solve using mental math or vertical form with place value disks. Check your work using addition. a = 122 b = c = d = 29

e. 753 290 = f. 567 290 = g. 873 428 = h. 817 565 = i. 973 681 = j.

30 e = f = g = h = i = j = 3. Complete the number sentence modeled by place value disks. 30

31 G2M5 LESSON 14 HOMEWORK Name Date 1. Solve by drawing place value disks on a chart. Then, use addition to check your work. a Solve vertically or mentally: Check: b Solve vertically or mentally: Check: c Solve vertically or mentally: Check: 31

32 d Solve vertically or mentally: Check: e Solve vertically or mentally: Check: 2. If = 910, then = 366. Explain why this statement is true using numbers, pictures, or words. 32

33 G2M5 LESSON 15 HOMEWORK Name Date 1. Solve by drawing chips on the place value chart. Then, use addition to check your work. a Solve vertically or mentally: Check: b Solve vertically or mentally: Check: c Solve vertically or mentally: Check: 33

34 d Solve vertically or mentally: Check: e Solve vertically or mentally: Check: 2. Complete all of the if then statements. Draw a number bond to represent the related facts. a. If 928 = 519, then =. b. If 764 = 391, then =

35 G2M5 LESSON 16 HOMEWORK Name Date 1. Solve vertically or using mental math. Draw chips on the place value chart and unbundle, if needed. a = b = c = 35

36 d = e = 2. Andy said that is the same as Write an explanation using pictures, numbers, or words to prove Andy is correct. 36

37 G2M5 LESSON 17 HOMEWORK Name Date 1. Solve vertically or using mental math. Draw chips on the place value chart and unbundle, if needed. a = b = c = 37

38 d = e = 2. Solve Then, check your work using addition. Solution: Check: 38

39 G2M5 LESSON 18 HOMEWORK Name Date 1. Use the arrow way and counting on to solve. a b Solve vertically and draw a place value chart and chips. Rename in one step. a b Choose a strategy to solve and explain why you chose that strategy. a Explanation: 39

40 b Explanation: 4. Explain why is the same as Explanation: 5. Solve using the simplifying strategy from Problem 4. Solution: 40

41 Topic D: Student Explanations for Choice of Solution Methods Topic D focuses on the application of the tools and concepts presented in Topics A through C. Students synthesize their understanding of addition and subtraction strategies, and then use that understanding to determine which of those strategies to apply to a variety of problems, including number bond problems and problems with the unknown in all positions (e.g., = 342, 53 = 400). 41

42 G2M5 LESSON 19 HOMEWORK Name Date 1. Solve and explain why you chose that strategy. a = Explanation: b = Explanation: c = Explanation: 42

43 d = 784 Explanation: e = Explanation: f = Explanation: 43

44 G2M5 LESSON 20 HOMEWORK Name Date Solve each problem using two different strategies = a. First Strategy b. Second Strategy = 945 a. First Strategy b. Second Strategy 44

45 Circle a strategy to solve and explain why you chose that strategy = a. Arrow way or vertical form b. Solve: c. Explanation: = a. Number bond or arrow way b. Solve: c. Explanation: 45

First Grade Standards

First Grade Standards These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught