Prasanna

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Go Math Grade 4 Chapter 10 Two-Dimensional Figures Answer Key

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Lesson 1: Lines, Rays, and Angles

• Lines, Rays, and Angles – Page No. 553
• Lines, Rays, and Angles Lesson Check – Page No. 554

Lesson 2: Classify Triangles by Angles

• Classify Triangles by Angles – Page No. 557
• Classify Triangles by Angles Lesson Check – Page No. 558
• Classify Triangles by Angles Lesson Check 1 – Page No. 559
• Classify Triangles by Angles Lesson Check 2 – Page No. 560

Lesson 3: Parallel Lines and Perpendicular Lines

• Parallel Lines and Perpendicular Lines – Page No. 563
• Parallel Lines and Perpendicular Lines Lesson Check – Page No. 564
• Parallel Lines and Perpendicular Lines Lesson Check 1 – Page No. 565
• Parallel Lines and Perpendicular Lines Lesson Check 2 – Page No. 566

Lesson 4: Classify Quadrilaterals

• Classify Quadrilaterals – Page No. 569
• Classify Quadrilaterals Lesson Check – Page No. 570
• Classify Quadrilaterals Lesson Check 1 – Page No. 571
• Classify Quadrilaterals Lesson Check 2 – Page No. 572

Mid-Chapter Checkpoint

• Mid-Chapter Checkpoint – Page No. 573
• Mid-Chapter Checkpoint Lesson Check – Page No. 574

Lesson 5: Line Symmetry

• Line Symmetry – Page No. 577
• Line Symmetry Lesson Check – Page No. 578
• Line Symmetry Lesson Check 1 – Page No. 579
• Line Symmetry Lesson Check 2 – Page No. 580

Lesson 6: Find and Draw Lines of Symmetry

• Find and Draw Lines of Symmetry – Page No. 583
• Find and Draw Lines of Symmetry Lesson Check – Page No. 584
• Find and Draw Lines of Symmetry Lesson Check 1 – Page No. 585
• Find and Draw Lines of Symmetry Lesson Check 2 – Page No. 586

Lesson 7: Problem Solving • Shape Patterns

• Shape Patterns – Page No. 589
• Shape Patterns Lesson Check – Page No. 590
• Shape Patterns Lesson Check 1 – Page No. 591
• Shape Patterns Lesson Check 2 – Page No. 592
• Shape Patterns Lesson Check 3 – Page No. 593

Review/Test

• Review/Test – Page No. 594
• Review/Test – Page No. 595
• Review/Test – Page No. 596
• Review/Test – Page No. 597
• Review/Test – Page No. 598
• Review/Test – Page No. 603
• Review/Test – Page No. 604

Common Core – New – Page No. 553

Lines, Rays, and Angles

Draw and label an example of the figure.

Question 1.
obtuse ∠ABC

Think: An obtuse angle is greater than a right angle. The middle letter, B, names the vertex of the angle.
_________

Answer:

Explanation:
An obtuse angle is greater than a right angle. The middle letter, B, names the vertex of the angle.

Question 2.
\(\overrightarrow{G H}\)
_________

Answer:

Explanation:
GH is a ray that has one endpoint and continues without an end in one direction.

Question 3.
acute ∠JKL
_________

Answer:

Explanation:
Angle JKL is an acute angle that is less than a right angle.

Question 4.
\(\overline{B C}\)

Answer:

Explanation:
BC is a line that continues without an end in both directions.

Use the figure for 5–8.

Question 5.
Name a line segment.

Answer:
line segment EF

Explanation:

EF line is a straight path of points that continues without an end in both directions.

Question 6.
Name a right angle.
∠ _____

Answer:
∠EJF

Explanation:
EJF is a right angle that forms a square corner.

Question 7.
Name an obtuse angle.
obtuse ∠ _____

Answer:
∠CEJ

Explanation:
CEJ is an obtuse angle that is greater than a right angle.

Question 8.
Name a ray.

Answer:
Ray JD

Explanation:
JD is a ray that has one endpoint and continues without an end in one direction.

Problem Solving

Use the figure at the right for 9–11.

Question 9.
Classify ∠AFD
_________

Answer:
Obtuse Angle

Explanation:
AFD is an obtuse angle that is greater than a right angle.

Question 10.
Classify ∠CFE.
_________

Answer:
Right Angle

Explanation:
∠CFE is a right angle that forms a square corner.

Question 11.
Name two acute angles.
acute ∠ _____ acute ∠ _____

Answer:
∠AFB and ∠DFE

Explanation:
∠AFB and ∠DFE are two acute angles with less than a right angle.

Common Core – New – Page No. 554

Lesson Check

Question 1.
The hands of a clock show the time 12:25.

Which best describes the angle between the hands of the clock?
Options:
a. acute
b. right
c. obtuse
d. straight

Answer:
c. obtuse

Explanation:
The hands of the time 12:25 are forming at greater than a right angle. So, the answer is the Obtuse angle.

Spiral Review

Question 3.
Jan’s pencil is 8.5 cm long. Ted’s pencil is longer. Which could be the length of Ted’s pencil?
Options:
a. 0.09 cm
b. 0.8 cm
c. 8.4 cm
d. 9.0 cm

Answer:
d. 9.0 cm

Explanation:
9 ones is greater than 8 ones. So, 9.0 cm > 8.5 cm

Question 4.
Kayla buys a shirt for $8.19. She pays with a $10 bill. How much change should she receive?
Options:
a. $1.81
b. $1.89
c. $2.19
d. $2.81

Answer:
a. $1.81

Explanation:
Kayla buys a shirt for $8.19. She pays with a $10 bill. To find the change she received, $10 – $8.19 = 1.81

Question 6.
Jose jumped 8 \(\frac{1}{3}\) feet. This was 2 \(\frac{2}{3}\) feet farther than Lila jumped. How far did Lila jump?
Options:
a. 5 \(\frac{1}{3}\)
b. 5 \(\frac{2}{3}\)
c. 6 \(\frac{1}{3}\)
d. 11

Answer:
b. 5 \(\frac{2}{3}\)

Explanation:
Jose jumped 8 \(\frac{1}{3}\) feet. This was 2 \(\frac{2}{3}\) feet farther than Lila jumped.
8 \(\frac{1}{3}\) – 2 \(\frac{2}{3}\) = \(\frac{25}{3}\) – \(\frac{8}{3}\) = \(\frac{7}{3}\) = 5 \(\frac{2}{3}\)

Page No. 557

Classify each triangle. Write acute, right, or obtuse.

Question 2.

_____

Answer:

Obtuse triangle;
Angle B and Angle C are both acute.
Angle A is obtuse.

Explanation:
From triangle ABC, Angle B, and Angle C are both acute with less than a right angle. Angle A is obtuse angle that is greater than a right angle.

Question 3.

_____

Answer:

Obtuse triangle;
Angle A and Angle C are both acute.
Angle B is obtuse.

Explanation:
From triangle ABC, Angle A, and Angle C are both acute with less than a right angle. Angle B is an obtuse angle that is greater than a right angle. A triangle with an obtuse angle is called an obtuse triangle.

Question 4.

_____

Answer:

Acute triangle;
Angle A, Angle B, and Angle C are acute angles.

Explanation:
From triangle ABC, Angle A, Angle B, and Angle C are acute angles with less than a right angle. A triangle with three acute angles called an acute triangle. So, the given triangle is an acute triangle.

Question 6.

_____

Answer:

Acute triangle;
Angle A, Angle B, and Angle C are acute angles.

Explanation:
From triangle ABC, Angle A, Angle B, and Angle C are acute angles with less than a right angle. A triangle with three acute angles called an acute triangle. So, the given triangle is an acute triangle.

Question 7.

_____

Answer:

Right Triangle;
∠A and ∠C are acute angles.
∠B is Right angle

Explanation:
∠A and ∠C are acute angles with less than a right angle. ∠B is the Right angle that forms a square corner. A triangle that has one right angle is called a right triangle.

Question 8.
Cross out the figure that does not belong. Explain.

Type below:
_________

Answer:

Explanation:
From the given image, 1, 3, and 4 have two acute angles, and one obtuse angle. 2 have three acute angles.

Page No. 558

Use the Venn diagram for 9–10.

Question 9.
Which triangles do NOT have an obtuse angle? Explain.
_______ triangles

Answer:
4 triangles;
Triangle DEF, Triangle SPN, Triangle ABC, and Triangle GHP are don’t have an obtuse angle. Triangle DEF, Triangle SPN are acute angles. An acute triangle is a triangle with three acute angles. Triangle ABC, and Triangle GHP are right angles. A right triangle is a triangle with one right angle. The sum of the triangle is 180 degrees. A right triangle has 90 degrees. So, the remaining angles must be acute angles.

Question 10.
How many triangles have at least two acute angles? Explain.
_______ triangles

Answer:
4 triangles;
Triangle DEF, Triangle SPN, Triangle ABC, and Triangle GHP at least two acute angles. Triangle DEF, Triangle SPN are acute angles. An acute triangle is a triangle with three acute angles. Triangle ABC, and Triangle GHP are right angles. A right triangle is a triangle with one right angle and two acute angles.

Question 11.
Use the square shown at the right. Draw a line segment from point M to point P. Name and classify the triangles formed by the line segment.

Type below:
_________

Answer:

Angle MNP and Angle MQP

Explanation:
The line segment from M to P forms Angle MNP and Angle MQP.

Question 12.
Write the letter of the triangle under its correct classification.

Type below:
_________

Answer:

Explanation:
Triangle A and triangle B have three acute angles. So, they are acute triangles. Triangle D and triangle F have one obtuse angle. So, they are obtuse triangles.
Triangle C and triangle E have one right angle. So, they are right triangles.

Common Core – New – Page No. 559

Classify Triangles

Classify each triangle. Write acute, right, or obtuse.

Question 1.

Think: Angles A and C are both acute.
Angle B is obtuse.

Answer:
Obtuse triangle;
Angle A and Angle C are both acute.
Angle B is obtuse.

Explanation:
From triangle ABC, Angle A, and Angle C are both acute with less than a right angle. Angle B is an obtuse angle that is greater than a right angle.

Question 4.

_________

Answer:
Obtuse triangle;
Angle L and Angle N are both acute.
Angle M is obtuse.

Explanation:
From triangle LMN, Angle L and Angle N are both acute with less than a right angle. Angle M is an obtuse angle that is greater than a right angle. A triangle with an obtuse angle is called an obtuse triangle.

Problem Solving

Question 5.
Use figure ABCD below. Draw a line segment from point B to point D. Name and classify the triangles formed.

Two _________ triangles
△ _________
△ _________

Answer:

Two Acute triangles.
△ ABD
△ BCD

Explanation:
If we draw a line segment from point B to point D, then there are two traingles formed with less than right angles. They are △ ABD and △ BCD.

Question 6.
Use figure ABCD below. Draw a line segment from point A to point C. Name and classify the triangles formed.

Two _________ triangles
△ _________
△ _________

Answer:

Two Acute triangles.
△ ABC
△ ADC

Explanation:
If we draw a line segment from point A to point C, then there are two traingles formed with less than right angles. They are △ ABC and △ ADC.

Common Core – New – Page No. 560

Lesson Check

Question 1.
Stephen drew this triangle. How many obtuse angles does the triangle have?

Options:
a. 0
b. 1
c. 2
d. 3

Answer:
a. 0

Explanation:
The given image has three acute angles. So, there are 0 obtuse angles.

Spiral Review

Question 3.
Oliver drew the figure below to show light traveling from the sun to Earth. Name the figure he drew.

Options:
a. segment SE
b. ray SE
c. line SE
d. ray ES

Answer:
b. ray SE

Explanation:
SE is a ray that has one endpoint and continues without an end in one direction.

Question 6.
A basketball team averaged 105 points per game. How many points did the team score in 6 games?
Options:
a. 605 points
b. 630 points
c. 900 points
d. 6,030 points

Answer:
b. 630 points

Explanation:
A basketball team averaged 105 points per game.
They score in 6 games = 6 x 105 = 630 points.

Page No. 563

Question 1.
Draw and label \(\overline{Q R} \| \overline{S T}\).
Think: Parallel lines never intersect. Parallel line segments are parts of parallel lines.
Type below:
_________

Answer:

\(\overline{Q R} \| \overline{S T}\)

Explanation:
Parallel lines never intersect. Parallel line segments are parts of parallel lines.

Use the figure for 2 and 3.

Question 2.
Name two line segments that appear to be parallel.
Type below:
_________

Answer:
Line Segment CB and Line Segment DF.

Explanation:
Line Segment CB and Line Segment DF are parallel lines. The both lines never intersect and are always the same distance apart.

Question 3.
Name two line segments that appear to be perpendicular.
Type below:
_________

Answer:
Line Segment CB and Line Segment BF are perpendicular lines.

Explanation:
Line Segment CB and Line Segment DF are perpendicular lines. Both lines intersect to form four right angles.

Use the figure for 4–5.

Question 4.
Name a pair of lines that are perpendicular.
Type below:
_________

Answer:
FJ and HG are perpendicular lines.

Explanation:
FJ and HG lines intersect each other and form four right angles.

Question 5.
Name a pair of lines that appear to be parallel.
Type below:
_________

Answer:
DC and FJ are parallel lines.

Explanation:
DC and FJ are never intersected and are always the same distance apart.

Question 6.
\(\overline{R S} \| \overline{T U}\)
Type below:
_________

Answer:

\(\overline{R S} \| \overline{T U}\)

Explanation:
Parallel lines never intersect. Parallel line segments are parts of parallel lines.

Question 9.
\(\overset { \longleftrightarrow }{ JK } \) ⊥ \(\overset { \longleftrightarrow }{ LM } \)
Type below:
_________

Answer:

\(\overset { \longleftrightarrow }{ JK } \) ⊥ \(\overset { \longleftrightarrow }{ LM } \)

Explanation:
JK and LM are two lines that intersected each other to form right angles.

Question 10.
\(\overset { \longleftrightarrow }{ ST } \) intersecting \(\overset { \longleftrightarrow }{ UV } \) at point X
Type below:
_________

Answer:

Explanation:
ST and UV are two lines intersecting at point X.

Question 11.
\(\overset { \longleftrightarrow }{ AB } \) || \(\overset { \longleftrightarrow }{ FG } \)
Type below:
_________

Answer:

\(\overset { \longleftrightarrow }{ AB } \) || \(\overset { \longleftrightarrow }{ FG } \)

Explanation:
Parallel lines never intersect. Parallel line segments are parts of parallel lines.

Use the figure for 12–13.

Question 12.
Dan says that \(\overset { \longleftrightarrow }{ HL } \) is parallel to \(\overset { \longleftrightarrow }{ IM } \). Is Dan correct? Explain.
_____

Answer:
No; HL and IM are not parallel lines. Parallel lines are always the same distance apart. But from the given image, the H and I may intersect if the line is extended.

Question 13.
Name two intersecting line segments that are not perpendicular.
Type below:
_________

Answer:
JM and KG are two intersecting line segments and are also not perpendicular.

Page No. 564

Use the house plan at the right for 14–16.

Question 14.
What geometric term describes a corner of the living room?
_________

Answer:
The corner of the living room is a vertex. Corners of any shape are vertexes.

Question 15.
Name three parts of the plan that show line segments.
_________

Answer:
Kitchen, Living Room, and Master Bedroom.

Question 16.
Name a pair of line segments that appear to be parallel
_________

Answer:
Two sidelines of Living Room are parallel.
Two sidelines of Master Bedroom are parallel.

Use the map at the right for 17–19.

Question 17.
Name a street that appears to be parallel to S 17^th Street.
_________

Answer:
S 18th Street

Explanation:
S 18th Street is parallel to S 17th Street. They never meet each other and are always the same distance apart.

Question 18.
Use Diagrams Name a street that appears to be parallel to Vernon Street.
_________

Answer:
Perry Street

Explanation:
Perry Street is parallel to Vernon Street. They never meet each other and are always the same distance apart.

Question 19.
Name a street that appears to be perpendicular to S 19^th Street.
_________

Answer:
Austin Street

Explanation:
Austin Street is perpendicular to S 19th Street. They are intersect with each other and form four right angles.

Question 20.
Choose the labels to make a true statement.


Type below:
_________

Answer:
Line AB is perpendicular to Line EF.

Common Core – New – Page No. 565

Parallel Lines and Perpendicular Lines

Use the figure for 1–3.

Question 1.
Name a pair of lines that appear to be perpendicular.
Think: Perpendicular lines form right angles.
\(\overset { \longleftrightarrow }{ AB } \) and \(\overset { \longleftrightarrow }{ EF } \) appear to form right angles.
\(\overset { \longleftrightarrow }{ AB } \) and \(\overset { \longleftrightarrow }{ EF } \)

Answer:
\(\overset { \longleftrightarrow }{ AB } \) and \(\overset { \longleftrightarrow }{ EF } \)

Explanation:
Perpendicular lines form right angles.
\(\overset { \longleftrightarrow }{ AB } \) and \(\overset { \longleftrightarrow }{ EF } \) appear to form right angles.
\(\overset { \longleftrightarrow }{ AB } \) and \(\overset { \longleftrightarrow }{ EF } \)

Question 2.
Name a pair of lines that appear to be parallel.
_____ and _____

Answer:
\(\overset { \longleftrightarrow }{ AB } \) and \(\overset { \longleftrightarrow }{ CD} \)

Explanation:
Parallel lines never interest each other. \(\overset { \longleftrightarrow }{ AB } \) and \(\overset { \longleftrightarrow }{ CD} \) are parallel lines.

Question 3.
Name another pair of lines that appear to be perpendicular.
_____ and _____

Answer:
\(\overset { \longleftrightarrow }{ CD } \) and \(\overset { \longleftrightarrow }{ EF } \)

Explanation:
Perpendicular lines form right angles.
\(\overset { \longleftrightarrow }{ CD } \) and \(\overset { \longleftrightarrow }{ EF } \) appear to form right angles.
\(\overset { \longleftrightarrow }{ CD } \) and \(\overset { \longleftrightarrow }{ EF } \)

Draw and label the figure described.

Question 6.
\(\overset { \longleftrightarrow }{ FH } \) ⊥ \(\overset { \longleftrightarrow }{ JK } \)

Answer:

Explanation:
FH and JK are two lines that intersect each other to form four right angles.

Problem Solving

Use the street map for 7–8.

Question 7.
Name two streets that intersect but do not appear to be perpendicular.
Type below:
_________

Answer:
Maple and Oak or Oak and Birch

Explanation:
Maple and Oak or Oak and Birch; They are intersecting with each other and not perpendicular.

Question 8.
Name two streets that appear to be parallel to each other.
Type below:
_________

Answer:
Maple and Birch

Explanation:
Maple and Birch are streets and do not intersect with each other. They appear to be parallel to each other.

Common Core – New – Page No. 566

Lesson Check

Question 1.
Which capital letter appears to have perpendicular line segments?
Options:
a. N
b. O
c. T
d. V

Answer:
c. T

Explanation:
T has two lines and is interesting to form four right angles.

Question 2.
In the figure, which pair of line segments appear to be parallel?

Options:
a. \(\overline{F G} \text { and } \overline{G H}\)
b. \(\overline{F J} \text { and } \overline{G H}\)
c. \(\overline{F G} \text { and } \overline{J H}\)
d. \(\overline{J H} \text { and } \overline{F J}\)

Answer:
c. \(\overline{F G} \text { and } \overline{J H}\)

Explanation:
\(\overline{F G} \text { and } \overline{J H}\) are parallel lines that never intersect

Spiral Review

Question 3.
Nolan drew a right triangle. How many acute angles did he draw?
Options:
a. 0
b. 1
c. 2
d. 3

Answer:
c. 2

Explanation:
A triangle with one right angle will have two acute angles.

Question 4.
Mike drank more than half the juice in his glass. What fraction of the juice could Mike have drunk?
Options:
a. \(\frac{1}{3}\)
b. \(\frac{2}{5}\)
c. \(\frac{3}{6}\)
d. \(\frac{5}{8}\)

Answer:
d. \(\frac{5}{8}\)

Explanation:
Mike drank more than half the juice in his glass. He drunk \(\frac{5}{8}\) of the juice.

Question 5.
A school principal ordered 1,000 pencils. He gave an equal number to each of 7 teachers until he had given out as many as possible. How many pencils were left?
Options:
a. 2
b. 4
c. 6
d. 142

Answer:
c. 6

Explanation:
A school principal ordered 1,000 pencils. He gave an equal number to each of 7 teachers until he had given out as many as possible. He shared 142 pencils for each of 7 teachers. So, 142 X 7 = 994. The remaining pencils are 6.

Question 6.
A carton of juice contains 64 ounces. Ms. Wilson bought 6 cartons of juice. How many ounces of juice did she buy?
Options:
a. 364 ounces
b. 370 ounces
c. 384 ounces
d. 402 ounces

Answer:
c. 384 ounces

Explanation:
A carton of juice contains 64 ounces. Ms. Wilson bought 6 cartons of juice. 64 X 6 = 384 ounces of juice she can buy.

Page No. 569

Question 1.
Tell whether the quadrilateral is also a trapezoid, parallelogram, rhombus, rectangle, or square.

Think:
____ pairs of parallel sides
____ sides of equal length
____ right angles
Quadrilateral ABCD is also a __________
__________

Answer:
2 pairs of parallel sides
4 sides of equal length
0 right angles.
Quadrilateral ABCD is also a Rhombus

Explanation:
A Rhombus is a quadrilateral that has 2 pairs of parallel sides and 4 sides of equal lengths.

Classify each figure as many ways as possible. Write quadrilateral, trapezoid, parallelogram, rhombus, rectangle, or square.

Question 4.

_________
_________
_________

Answer:
Quadrilateral, Parallelogram, and Rhombus

Explanation:
2 pairs of parallel sides
4 sides of equal length
0 right angles.
Given quadrilateral is Rhombus and Parallelogram.
A Rhombus is a quadrilateral that has 2 pairs of parallel sides and 4 sides of equal lengths, and 0 right angles.

Question 5.

_________
_________

Answer:
Quadrilateral and Parallelogram

Explanation:
2 pairs of parallel sides
2 pairs of sides of equal length
0 right angles.
Given quadrilateral is Parallelogram.
A Parallelogram is a quadrilateral that has 2 pairs of parallel sides and 2 pairs of sides of equal lengths, and 0 right angles.

Question 6.

_________
_________
_________

Answer:
Quadrilateral and Square

Explanation:
2 pairs of parallel sides
4 sides of equal length
4 right angles.
Given quadrilateral is Square.
A Square is a quadrilateral that has 2 pairs of parallel sides and 4 sides of equal lengths, and 4 right angles.

Question 7.

_________
_________

Answer:
Quadrilateral and Trapezoid

Explanation:
1 pair of parallel sides
0 sides of equal length
0 right angles.
Given quadrilateral is Trapezoid.
A Square is a quadrilateral that has 1 pair of parallel sides and 0 sides of equal lengths, and 0 right angles.

Page No. 570

Question 9.
Classify the figure. Select all that apply.

Options:
a. quadrilateral
b. trapezoid
c. parallelogram
d. rectangle
e. rhombus
f. square

Answer:
a. quadrilateral
b. trapezoid
c. parallelogram

Explanation:
A Parallelogram is a quadrilateral that has 2 pairs of parallel sides and 2 pairs of sides of equal lengths, and 0 right angles.

The Louvre Museum is located in Paris, France. Architect I. M. Pei designed the glass and metal structure at the main entrance of the museum. This structure is called the Louvre Pyramid. Below is a diagram of part of the entrance to the Louvre Pyramid.

Question 10.
Describe the quadrilaterals you see in the diagram.
_________
_________

Answer:
Trapezoid and Rhombus

Explanation:
There are 2 quadrilaterals available in the given image. One is a Trapezoid with 1 pair of parallel sides. Another one is Rhombus is with 2 pairs of parallel sides and 4 sides of equal lengths, and 0 right angles.

Question 11.
How many triangles do you see in the diagram? Explain.
______ triangles

Answer:
11 triangles

Explanation:
The given image has 11 triangles

Common Core – New – Page No. 571

Classify Quadrilaterals

Classify each figure as many ways as possible. Write quadrilateral, trapezoid, parallelogram, rhombus, rectangle, or square.

Question 1.

Think: 2 pairs of parallel sides
4 sides of equal length
0 right angles
quadrilateral, parallelogram, rhombus

Answer:
Quadrilateral, Parallelogram, and rhombus.

Explanation:
2 pairs of parallel sides
4 sides of equal length
0 right angles
Quadrilateral, Parallelogram, and rhombus.

Question 2.

Type below:
_________

Answer:
Quadrilateral, Parallelogram, Rectangle

Explanation:
2 pairs of parallel sides
2 pairs of sides of equal length
4 right angles
Quadrilateral, Parallelogram, Rectangle

Question 3.

Type below:
_________

Answer:

Explanation:
1 pair of parallel sides
2 sides of equal length
0 right angles
Quadrilateral, Trapezoid

Question 4.

Type below:
_________

Answer:
Quadrilateral

Explanation:
0 pair of parallel sides
0 sides of equal length
0 right angles
Quadrilateral

Question 5.

Type below:
_________

Answer:
Quadrilateral, Parallelogram, and rhombus

Explanation:
2 pairs of parallel sides
4 sides of equal length
0 right angles
Quadrilateral, Parallelogram, and rhombus

Question 6.

Type below:
_________

Answer:

Explanation:
1 pair of parallel sides
0 sides of equal length
2 right angles
Quadrilateral, Trapezoid

Question 7.

Type below:
_________

Answer:

Explanation:
2 pairs of parallel sides
2 pairs of sides of equal length
0 right angles
Quadrilateral, Parallelogram

Problem Solving

Common Core – New – Page No. 572

Lesson Check

Question 1.
Joey is asked to name a quadrilateral that is also a rhombus. What should be his answer?
Options:
a. square
b. rectangle
c. parallelogram
d. trapezoid

Answer:
a. square

Explanation:
The quadrilateral square is also called a rhombus. Both square and rhombus have 2 pairs of parallel sides and 4 sides of equal length.

Question 2.
Which quadrilateral has exactly one pair of parallel sides?
Options:
a. square
b. rhombus
c. parallelogram
d. trapezoid

Answer:
d. trapezoid

Explanation:
A trapezoid has exactly one pair of parallel sides.

Spiral Review

Question 3.
Terrence has 24 eggs to divide into equal groups. What are all the possible numbers of eggs that Terence could put in each group?
Options:
a. 1, 2, 3, 4
b. 2, 4, 6, 8, 12
c. 1, 2, 3, 4, 6, 8, 12, 24
d. 24, 48, 72, 96

Answer:
c. 1, 2, 3, 4, 6, 8, 12, 24

Explanation:
Terrence has 24 eggs to divide into equal groups. Terence could put in each group in 1, 2, 3, 4, 6, 8, 12, 24 ways.

Question 4.
In a line of students, Jenna is number 8. The teacher says that a rule for a number pattern is add 4. The first student in line says the first term, 7. What number
should Jenna say?
Options:
a. 31
b. 35
c. 39
d. 43

Answer:
b. 35

Explanation:
In a line of students, Jenna is number 8. The teacher says that a rule for a number pattern is add 4. The first student in line says the first term, 7.
7 + 4 = 11
11 + 4 = 15
15 + 4 = 19
19 + 4 = 23
23 + 4 = 27
27 + 4 = 31
31 + 4 = 35.
Jenna says 35.

Question 5.
Lou eats \(\frac{6}{8}\) of a pizza. What fraction of the pizza is left over?
Options:
a. \(\frac{1}{8}\)
b. \(\frac{1}{4}\)
c. \(\frac{1}{2}\)
d. \(\frac{3}{4}\)

Answer:
b. \(\frac{1}{4}\)

Explanation:
Lou eats \(\frac{6}{8}\) of a pizza. So, 6 parts of pizza is finished and remaining 2 parts of pizza is remained. So, the left over pizza is \(\frac{2}{8}\) = \(\frac{1}{4}\).

Question 6.
Which capital letter appears to have parallel lines?
Options:
a. D
b. L
c. N
d. T

Answer:
c. N

Explanation:
N has two parallel lines that never intersect each other.

Page No. 573

Choose the best term from the box to complete the sentence.

Question 1.
A _______ is part of a line between two endpoints.
_________

Answer:
line segment

Question 2.
A _______ forms a square corner.
_________

Answer:
Right angle

Question 3.
An _______ is greater than a right angle and less than a straight angle.
_________

Answer:
Obtuse angle

Question 4.
The two-dimensional figure that has one endpoint is a ________.
_________

Answer:
ray

Question 5.
An angle that forms a line is called a _______.
_________

Answer:
straight line

Question 6.
On the grid below, draw a polygon that has 2 pairs of parallel sides, 2 pairs of sides equal in length, and 2 acute and 2 obtuse angles. Tell all the possible names for the figure.

Type below:
_________

Answer:

Parallelogram

Explanation:
The possible polygon that has 2 pairs of parallel sides, 2 pairs of sides equal in length, and 2 acute and 2 obtuse angles is Parallelogram.

Draw the figure.

Question 7.
parallel lines
Type below:
_________

Answer:

Explanation:
QR and ST are two parallel lines. they never intersect each other.

Question 8.
obtuse ∠ABC
Type below:
_________

Answer:

Explanation:
From triangle, ABC, Angle A, and Angle C are both acute with less than a right angle. Angle B is an obtuse angle that is greater than a right angle.

Question 9.
intersecting lines that are not perpendicular
Type below:
_________

Answer:

Explanation:
ST and UV are two lines intersecting at point X.

Question 10.
acute ∠RST
Type below:
_________

Answer:

Page No. 574

Question 14.
What is the correct name of the figure shown?

_________

Answer:
Ray

Explanation:
EF is a ray that has one endpoint and continues without an end in one direction.

Question 15.
Describe the angles of an obtuse triangle.
Type below:
_________

Answer:
An obtuse triangle (or obtuse-angled triangle) is a triangle with one obtuse angle (greater than 90°) and two acute angles.

Page No. 577

Tell whether the parts on each side of the line match. Is the line a line of symmetry? Write yes or no.

Question 1.

____

Answer:
Yes;

Explanation:
The line of symmetry divides a shape into two parts that are the same size and shape.

Question 2.

____

Answer:
Yes;

Explanation:
The line of symmetry divides a shape into two parts that are the same size and shape.

Question 3.

____

Answer:
Yes;

Explanation:
The line of symmetry divides a shape into two parts that are the same size and shape.

Question 4.

____

Answer:
No;

Explanation:
The line of symmetry divides a shape into two parts that are not with the same size and shape.

Tell if the blue line appears to be a line of symmetry. Write yes or no.

Question 5.

____

Answer:
Yes;

Explanation:
The line of symmetry divides a shape into two parts that are the same size and shape.

Question 6.

____

Answer:
No;

Explanation:
The line of symmetry divides a shape into two parts that are not the same size and shape.

Question 7.

____

Answer:
No;

Explanation:
The line of symmetry divides a shape into two parts that are not the same size and shape.

Question 8.

____

Answer:
Yes;

Explanation:
The line of symmetry divides a shape into two parts that are the same size and shape.

Tell if the blue line appears to be a line of symmetry. Write yes or no.

Question 9.

____

Answer:
No;

Explanation:
The line of symmetry divides a shape into two parts that are not the same size and shape.

Question 10.

____

Answer:
Yes;

Explanation:
The line of symmetry divides a shape into two parts that are the same size and shape.

Question 11.

____

Answer:
No;

Explanation:
The line of symmetry divides a shape into two parts that are not with the same size and shape.

Question 12.

____

Answer:
Yes;

Explanation:
The line of symmetry divides a shape into two parts that are the same size and shape.

Question 13.
Which best describes the symmetry in the letter I?

Type below:
________

Answer:
The two parts of the folded I match exactly. The fold line is a line of symmetry.

Explanation:
Take the Horizontal line in the middle of the Letter I. Cut out the tracing. Fold the tracing over a horizontal line. The two parts of the folded I match exactly. The fold line is a line of symmetry.

Page No. 578

Question 14.
Which shape has a correctly drawn line of symmetry?




a. What do you need to find?
Type below:
________

Answer:
Find the shape that has an exact line of symmetry.

Question 14.
b. How can you tell if the line of symmetry is correct?
Type below:
________

Answer:
If the two parts of the folded match exactly, then the line is a line of symmetry.

Question 14.
c. Tell how you solved the problem.
Type below:
________

Answer:
From fig 1 to 4, the fig 2 is has a line of symmetry that can exactly separate the two parts equally.

Question 14.
d. Circle the correct shape above.
Type below:
________

Answer:

Question 15.
Reason Abstractly Draw a line of symmetry in the figure shown.

Answer:

Question 16.
Evie’s birthday is on the 18^th of May. Since May is the 5th month, Evie wrote the date as shown.

Evie says all the numbers she wrote have line symmetry. Is she correct? Explain.

Answer:
No; The number 5 doesn’t have a line of symmetry. So, Evie explanation is wrong.

Common Core – New – Page No. 579

Line Symmetry

Tell if the dashed line appears to be a line of symmetry. Write yes or no.

Question 1.

yes

Answer:
Yes;

Explanation:
The line of symmetry divides a shape into two parts that are the same size and shape.

Question 2.

____

Answer:
No;

Explanation:
The line of symmetry divides a shape into two parts that are not with the same size and shape.

Question 3.

____

Answer:
Yes;

Explanation:
The line of symmetry divides a shape into two parts that are the same size and shape.

Question 4.

____

Answer:
No;

Explanation:
The line of symmetry divides a shape into two parts that are not with the same size and shape.

Question 5.

____

Answer:
No;

Explanation:
The line of symmetry divides a shape into two parts that are not with the same size and shape.

Question 6.

____

Answer:
Yes;

Explanation:
The line of symmetry divides a shape into two parts that are the same size and shape.

Question 7.

____

Answer:
No;

Explanation:
The line of symmetry divides a shape into two parts that are not with the same size and shape.

Question 8.

____

Answer:
Yes;

Explanation:
The line of symmetry divides a shape into two parts that are the same size and shape.

Complete the design by reflecting over the line of symmetry.

Question 9.

Answer:

Question 10.

Answer:

Problem Solving

Question 11.
Kara uses the pattern below to make paper dolls. The dashed line represents a line of symmetry. A complete doll includes the reflection of the pattern over the line of symmetry. Complete the design to show what one of Kara’s paper dolls looks like.

Answer:

Common Core – New – Page No. 580

Lesson Check

Question 1.
Which best describes the line of symmetry in the letter D?

Options:
a. horizontal
b. vertical
c. diagonal
d. half turn

Answer:
a. horizontal

Explanation:
The horizontal line of symmetry in the letter D can exactly separate two parts equally.

Question 2.
Which shape has a correctly drawn line of symmetry?
Options:
a.
b.
c.
d.

Answer:
b.

Explanation:
Image b has a line of symmetry that separates two parts equally.

Spiral Review

Question 3.
The class has 360 unit cubes in a bag. Johnnie divides the unit cubes equally among 8 groups. How many unit cubes will each group get?
Options:
a. 40
b. 44
c. 45
d. 48

Answer:
c. 45

Explanation:
The class has 360 unit cubes in a bag. Johnnie divides the unit cubes equally among 8 groups. 360/8= 45.

Question 4.
There are 5,280 feet in one mile. How many feet are there in 6 miles?
Options:
a. 30,680
b. 31,260
c. 31,608
d. 31,680

Answer:
d. 31,680

Explanation:
There are 5,280 feet in one mile. So, for 6 miles = 6 x 5, 280 = 31,680.

Page No. 583

Question 1.
The shape at the right has line symmetry. Draw the 2 lines of symmetry.

Type below:
_________

Answer:

Tell whether the shape appears to have zero lines, 1 line, or more than 1 line of symmetry. Write zero, 1, or more than 1.

Question 2.

_________

Answer:
more than 1

Explanation:

There is more than 1 line of symmetries that separates two parts equally.

Question 3.

_________

Answer:
more than 1

Explanation:

There is more than 1 lines of symmetries that separates two parts equally.

Question 4.

_________

Answer:
1 line

Explanation:

There is 1 line of symmetry that separates two parts equally.

Question 5.

_________

Answer:
zero lines

Explanation:
There is no line of symmetries that separates two parts equally.

Tell whether the shape appears to have zero lines, 1 line, or more than 1 line of symmetry. Write zero, 1, or more than 1.

Question 6.

_________

Answer:
more than 1

Explanation:

There is more than 1 lines of symmetries that separate two parts equally.

Question 7.

_________

Answer:
zero lines

Explanation:
There is no line of symmetries that separates two parts equally.

Question 8.

_________

Answer:
zero lines

Explanation:
There is no line of symmetries that separates two parts equally.

Question 9.

_________

Answer:
1 line

Explanation:

There is 1 line of symmetry that separates two parts equally.

Practice: Copy and Solve Does the design have line symmetry?
Write yes or no. If your answer is yes, draw all lines of symmetry.

Question 10.

____

Answer:
Yes;

Question 11.

_____

Answer:
No;

Question 12.

_____

Answer:
Yes;

Question 13.

_____

Answer:
No;

Question 14.
Draw a figure that has 5 sides and exactly 1 line of symmetry.
Type below:
_________

Answer:

Explanation:
the above 5 sides shape has only 1 line symmetry

Page No. 584

Use the chart for 15–17.

Question 15.
Which letters appear to have only 1 line of symmetry?
Type below:
_________

Answer:
A, B, C, D, E, T, U, V, W

Explanation:
The letters A, B, C, D, E, T, U, V, W have only 1 line of symmetry.

Question 16.
Which letters appear to have zero lines of symmetry?
Type below:
_________

Answer:
J, N, S

Explanation:
The letters J, N, S have only zero lines of symmetry.

Question 17.
The letter C has horizontal symmetry. The letter A has vertical symmetry. Which letters appear to have both horizontal and vertical symmetry?
Type below:
_________

Answer:
H and I

Explanation:
The letters H and I have both horizontal and vertical symmetry.

Question 18.
Verify the Reasoning of Others Jeff says that the shape has only 2 lines of symmetry.
Does his statement make sense? Explain.

Type below:
_________

Answer:
No; Jeff’s explanation is wrong. Because the given shape has only 2 lines of symmetry.

Question 19.
Match each figure with the correct number of lines of symmetry it has.

Type below:
_________

Answer:

Common Core – New – Page No. 585

Find and Draw Lines of Symmetry

Tell whether the shape appears to have zero lines, 1 line, or more than 1 line of symmetry. Write zero, 1, or more than 1.

Question 1.

1

Answer:
more than 1

Explanation:
There is more than 1 line of symmetry that separates two parts equally.

Question 2.

________

Answer:
more than 1

Explanation:
There is more than 1 line of symmetry that separates two parts equally.

Question 3.

________

Answer:
Zero

Explanation:
There are 0 lines of symmetries.

Question 4.

________

Answer:
more than 1

Explanation:

There is more than 1 line of symmetry that separates two parts equally.

Does the design have line symmetry? Write yes or no.
If your answer is yes, draw all lines of symmetry.

Question 5.

_____

Answer:
Yes;

Question 6.

_____

Answer:
Yes;

_____

Answer:
No;

Question 8.

______

Answer:
Yes;

Draw a shape for the statement. Draw the line or lines of symmetry.

Question 9.
zero lines of symmetry

Answer:

Question 10.
1 line of symmetry

Answer:

Question 11.
2 lines of symmetry

Answer:

Problem Solving

Use the chart for 12–13.

Question 12.
Which number or numbers appear to have only 1 line of symmetry?
_____

Answer:
3

Explanation:
The number 3 has only 1 line of symmetry.

Question 13.
Which number or numbers appear to have 2 lines of symmetry?
_____

Answer:
0 and 8

Explanation:
The numbers 0 and 8 appear to have 2 lines of symmetry.

Common Core – New – Page No. 586

Lesson Check

Question 1.
How many lines of symmetry does this shape appear to have?

Options:
a. 0
b. 2
c. 6
d. 12

Answer:
c. 6

Explanation:

The given shape has 6 lines of symmetries.

Question 2.
Which of the following shapes appears to have exactly 1 line of symmetry?
Options:
a.
b.
c.
d.

Answer:
d.

Explanation:

The trapezoid has exactly 1 line of symmetry.

Spiral Review

Question 3.
Richard practiced each of 3 piano solos for \(\frac{5}{12}\) hour. How long did he practice in all?
Options:
a. \(\frac{2}{3}\) hours
b. 1 \(\frac{1}{4}\) hours
c. 1 \(\frac{1}{3}\) hours
d. 1 \(\frac{5}{12}\) hours

Answer:
b. 1 \(\frac{1}{4}\) hours

Explanation:
Richard practiced each of 3 piano solos for \(\frac{5}{12}\) hour. \(\frac{5}{12}\) hour = 1 \(\frac{1}{4}\) hours hours.

Question 6.
Kevin draws a figure that has four sides. All sides have the same length. His figure has no right angles. What figure does Kevin draw?
Options:
a. square
b. trapezoid
c. rhombus
d. rectangle

Answer:
c. rhombus

Explanation:

Page No. 589

Question 1.
Marisol is making a pattern with blocks. What might the missing shape be?
First, look at the blocks.

Next, describe the pattern.
Type below:
_________

Answer:
The first image 1 has three line segments. The next shape will have four line segments.

Question 1.
Finally, draw the missing shape.

Type below:
_________

Answer:

Question 2.
Use the shapes to write a number pattern. Then describe the pattern in the numbers.

Answer:

Shape 1: Triangle
Shape 2: Square
Shape 3: Pentagon
Shape 4: Hexagon
Shape 5: Heptagon

Question 3.
What if the pattern continued? Write an expression to describe the number of sides the sixth shape has in Marisol’s pattern.
Type below:
_________

Answer:
If the pattern continued, then the next shape will have one more extra line segment to it. The sixth shape will become the octagon.
Shape 6: Octagon

Question 4.
Sahil made a pattern using circles. The first nine circles are shown. Describe the pattern. If Sahil continues the pattern, what might the next three circles be?

Type below:
_________

Answer:
The pattern is repeated for every three circles. One big circle followed by two small circles.

Page No. 590

Use the toy quilt designs for 5–6.

Question 5.
Lu is making a quilt that is 20 squares wide and has 24 rows. The border of the quilt is made by using each toy design equally as often. Each square can hold one design. How many of each design does she use for the border?
______ times

Answer:
The border will have 20 squares two times, and 24 squares two times as well, that is the perimeter or the border, because a quilt has 4 sides:
20 X 2 + 24 X 2 = 40 + 48 = 88
So, the border will have 88 squares in total. So if the border can have only one design, Lu can use any toy design 88 times if she wants the border to have the same toy design in it.

Question 6.
Communicate Starting in the first square of her quilt, Lu lined up her toy designs in this order: plane, car, fire truck, helicopter, crane, and wagon. Using this pattern unit, which design will Lu place in the fifteenth square? Explain how you found your answer.
_________

Answer:
The answer is fire truck. As the pattern repeats, the fifteenth square will fire the truck.

Question 8.
Norris drew the pattern shown.

Label the circles to show the colors in the fourth figure of the pattern.
Type below:
_________

Answer:

Common Core – New – Page No. 591

Problem Solving Shape Patterns

Solve each Problem.

Question 1.
Marta is using this pattern to decorate a picture frame. Describe the pattern. Draw what might be the next three figures in the pattern.

Possible answer: the pattern repeats: one trangle followed by two squares.

Answer:

The pattern repeats one triangle followed by two squares.

Question 2.
Describe the pattern. Draw what might be the next three figures in the pattern. How many circles are in the sixth figure in the pattern?

_____ circles

Answer:

Add one more column with 1 more circle than in the previous column; 21.

Question 3.
Larry stencils this pattern to make a border at the top of his bedroom walls. Describe the pattern. Draw what might be the missing figure in the pattern.

Answer:

2 triangles placed side to side followed by 2 sets of 2 triangles placed vertex to vertex

Common Core – New – Page No. 592

Lesson Check

Question 1.
What might be the next three figures in this pattern?

Options:
a.
b.
c.
d.

Answer:
a.

Explanation:
the pattern has odd numbers of up arrows then even number of down arrows. So, the next three figures are .

Question 2.
Which might be the missing figure in the following pattern?

Options:
a.
b.
c.
d.

Answer:
a.

Explanation:
From the pattern, the missing image will have a vertical rectangle with the circle and X mark in it.

Spiral Review

Question 4.
Olivia finished a race in 40.64 seconds. Patty finished the race in 40.39 seconds. Miguel finished the race in 41.44 seconds. Chad finished the race in 40.46 seconds. Who finished the race in the least time?
Options:
a. Olivia
b. Patty
c. Miguel
d. Chad

Answer:
b. Patty

Explanation:
Patty finished the race in 40.39 seconds which is the least time compared to others.

Question 5.
Justin bought 6 ribbons for an art project. Each ribbon is \(\frac{1}{4}\) yard long. How many yards of ribbon did Justin buy?
Options:
a. \(\frac{2}{3}\) yard
b. 1 \(\frac{1}{4}\) yards
c. 1 \(\frac{1}{2}\) yards
d. 1 \(\frac{3}{4}\) yards

Answer:
c. 1 \(\frac{1}{2}\) yards

Explanation:
Justin bought 6 ribbons for an art project. Each ribbon is \(\frac{1}{4}\) yard long. So, 6 X \(\frac{1}{4}\) = \(\frac{3}{2}\) = 1 \(\frac{1}{2}\) yards.

Question 6.
Kyle and Andrea were asked to make a list of prime numbers.
Kyle: 1, 3, 7, 19, 23
Andrea: 2, 3, 5, 7, 11
Whose list is correct?
Options:
a. Only Kyle’s list
b. Only Andrea’s list
c. Both lists are correct.
d. Neither list is correct.

Answer:
b. Only Andrea’s list

Explanation:
1 is not a prime number. So, the answer is Only Andrea’s list is correct.

Page No. 593

Question 1.
Gavin is designing a kite. He sketched a picture of the kite.
How many right angles does the kite appear to have?

_____ right angles

Answer:
0 right angles

Explanation:
There is no right angles in the given shape.

Question 2.
Write the letter of the triangle under its correct classification.

Answer:

Explanation:
C and F are Acute angles with less than right angles.
B and D are Obtuse Angles with more than right angles.
A and E are Right Angles.

Question 3.
Select the angles that identify an obtuse triangle. Mark all that apply.
Options:
a. acute, acute, acute
b. acute, acute, obtuse
c. right, acute, acute
d. obtuse, right, acute

Answer:
b. acute, acute, obtuse

Explanation:
An obtuse triangle will have one obtuse angle and two acute angles.

Page No. 594

Question 4.
Write the word that describes the part of Figure A written below.


\(\overline{E B}\) _________
\(\overset { \longleftrightarrow }{ AB } \) _________
\(\overrightarrow{G A}\) _________
∠EBG _________
∠CGB _________

Answer:
\(\overline{E B}\) line segment.
\(\overset { \longleftrightarrow }{ AB } \) Line.
\(\overrightarrow{G A}\) Ray.
∠EBG right angle.
∠CGB acute angle.

Explanation:
\(\overline{E B}\) is a line segment that has two endpoints connected to form a line.
\(\overset { \longleftrightarrow }{ AB } \) is a Line that continues without an end in both directions.
\(\overrightarrow{G A}\) is a Ray that has one endpoint and continues without an end in one direction.
∠EBG right angle.
∠CGB is an acute angle with less than the right angle.

Question 5.
What term best describes the figure shown below?

Answer:
perpendicular lines

Explanation:
The lines are forming four right angles they form squares. So, both lines are perpendicular lines.

Question 6.
Naomi leaves for her trip to Los Angeles on the 12th day of August. Since August is the 8th month, Naomi wrote the date as shown.

Naomi says all the numbers she wrote have line symmetry. Is she correct? Explain your thinking.
_______

Answer:
Naomi is incorrect. The number 2 does not have a line of symmetry because if it were cut out, there would be no way to fold it in half so that the two parts matched exactly.

Page No. 595

Question 7.
Max made a pennant that looks like a triangle. How can you classify the triangle based on its angles?

The triangle is a(n) ____________ triangle.

Answer:
The triangle is an acute triangle.

Explanation:
The triangle is an acute triangle.  because it has angles with less than right angles.

Question 8.
Choose the labels to make a true statement.


_____ is parallel to ______

Answer:
Line AB is parallel to line CD.

Explanation:
From the given image, Line AB is parallel to line CD.

Question 9.
Classify the figure. Select all that apply.

Options:
a. quadrilateral
b. trapezoid
c. parallelogram
d. rectangle
e. rhombus
f. square

Answer:
a. quadrilateral
b. trapezoid
c. parallelogram
d. rectangle

Explanation:
The given image has 2 parallel sides, 2 pairs of sides of length, and four right angles. So, the possible answers are quadrilateral, trapezoid, parallelogram, and rectangle.

Page No. 596

Question 11.
Match each figure with the correct number of lines of symmetry it has.

Answer:

Explanation:
Image 1: 1 line of symmetry
Image 2: 2 lines of symmetry
Image 3: 0 lines of symmetry
Image 4: More than 2 lines of symmetry.

Question 12.
Barb drew the pattern shown.

Use the square shown to draw the missing pattern. □

Answer:

Explanation:
The fourth shape must consist of one extra square box in the top line and bottom line.

Question 13.
Claudia drew the figure below. Draw a line of symmetry on Claudia’s figure.

Answer:

Explanation:
The image can have one line symmetry.

Question 14.
Write the word or words that best describe this figure.

_________

Answer:
Ray

Explanation:
The ray has one endpoint and continues without an end in one direction.

Page No. 597

Question 16.
Mike drew a figure with opposite sides parallel. Write the pairs of parallel sides. What figure is it?

Answer:
Line DG is parallel to Line FE and Line DE is parallel to Line GF; the figure is a parallelogram.

Question 17.
Circle the letter that does not have line symmetry.

Answer:

Explanation:
The S does not have line symmetry.

Question 18.
Joseph made a pattern using ovals and rectangles. The first four figures of his pattern are shown. Draw the next figure in the pattern.

Answer:

Question 19.
Jeremy drew Figure 1 and Louisa drew Figure 2.

Part A
Jeremy says both figures are rectangles. Do you agree with Jeremy?
Support your answer.
_____

Answer:
Yes; both figures have 2 pairs of parallel sides, opposite sides that are equal in length, and 4 right angles.

Question 19.
Part B
Louisa says both figures are rhombuses. Do you agree with Louisa?
Support your answer.
_____

Answer:
No; figure 2 is a rhombus since it has 2 pairs of parallel sides and 4 sides of equal length. Figure 1 does not have 4 sides of equal length so it cannot be a rhombus.

Page No. 598

Question 20.
Veronica found the number of lines of symmetry for the figure below. How many lines of symmetry does it have?

______ lines of symmetry

Answer:
2 lines of symmetry

Explanation:
the given shape can have 2 lines of symmetry.

Question 21.
Jordan drew the pattern below.

Part A
Describe the pattern.

Answer:
Each figure has 2 more squares than the preceding figure.

Question 21.
Part B
Write a rule using numbers to find the number of squares in any figure in the pattern.

Answer:
multiply the figure number by 2.

Question 21.
Part C
Draw Figure 5.

Answer:

Page No. 603

Tell what fraction of the circle the shaded angle represents.

Question 1.

\(\frac{□}{□}\)

Answer:
\(\frac{1}{2}\)

Explanation:
Half of the part is shaded out of the circle. So, the answer is 1/2.

Question 2.

\(\frac{□}{□}\)

Answer:
\(\frac{1}{4}\)

Explanation:
\(\frac{1}{4}\) part of the circle is shaded out of the circle.

Question 3.

\(\frac{□}{□}\)

Answer:
\(\frac{3}{4}\)

Explanation:
3 parts of the circle is shaded out of the circle

Question 4.

\(\frac{□}{□}\)

Answer:
\(\frac{1}{1}\) = 1

Explanation:
The complete circle is shaded. So, the answer is 1.

Question 5.

\(\frac{□}{□}\)

Answer:
\(\frac{1}{2}\)

Explanation:
Half of the part is shaded out of the circle. So, the answer is 1/2.

Question 6.

\(\frac{□}{□}\)

Answer:
\(\frac{1}{12}\)

Tell whether the angle on the circle shows a \(\frac{1}{4}, \frac{1}{2}, \frac{3}{4}\), or 1 full turn clockwise or counterclockwise.

Question 7.

Type below:
________

Answer:
\(\frac{3}{4}\); counterclockwise

Explanation:
The image shows the counterclockwise and formed fraction of \(\frac{3}{4}\).

Question 8.

Type below:
________

Answer:
\(\frac{1}{2}\); clockwise

Explanation:
The image shows the clockwise and formed fraction of \(\frac{1}{2}\).

Question 9.

Type below:
________

Answer:
\(\frac{1}{4}\); clockwise

Explanation:
The image shows the clockwise and formed fraction of \(\frac{1}{4}\).

Question 10.
Susan watched the game from 1 p.m. to 1:30 p.m. Describe the turn the minute hand made.

Type below:
________

Answer:
The minute hand made a \(\frac{1}{2}\) turn clockwise.

Page No. 604

Question 12.
Malcolm drew this angle on the circle. Which of the following describes the angle? Mark all that apply.

Options:
a. \(\frac{3}{4}\) turn
b. \(\frac{1}{4}\) turn
c. clockwise
d. counterclockwise

Answer:
a. \(\frac{3}{4}\) turn
d. counterclockwise

Explanation:
The image show the \(\frac{3}{4}\) turn and also the counterclockwise.

Sense or Nonsense?

Question 13.
Whose statement makes sense? Whose statement is nonsense? Explain your reasoning.


Type below:
__________

Answer:
The girl’s statement makes sense. The boy’s statement makes non-sense. Because from the figure it is clearly shown that the shaded part is \(\frac{1}{4}\) of the circle. There is no particular direction given to measure the shaded part.

Conclusion:

Finally, you will find detailed solutions to all questions that you’re looking for. So, you can attempt the exam with utmost confidence and secure good grades in the exams. The topics covered in Ch 10 Two-dimensional figures are such Lines, Rays, Angles, Classify Triangles by Angles, Parallel Lines and Perpendicular Lines, etc. Understand how to solve the problems of two-dimensional figures by accessing our Go Math Grade 4 Solution Key Chapter 10 Two-dimensional figures Homework Practice FL.

Go Math Grade 2 Chapter 2 Answer Key Numbers to 1,000

Numbers to 1,000 Show What you know

Identify Numbers to 30

Write how many.

Question 1.

Answer:
Leaves = 17.

Explanation:
In the above-given figure,
Given that,
there are 17 leaves.
so leaves = 17.

Question 2.

Answer:
bug = 24.

Explanation:
In the above-given figure,
Given that,
there are 24 bugs.
so bug = 24.

Place Value: 2-Digit Numbers

Circle the value of the red digit.

Question 3.

Answer:
The value of the red digit = 4.

Explanation:
In the above-given figure,
Given that,
the place value of 2 digits.
the number is 47.
so the value of the red digit = 4.

Question 4.

Answer:
The value of the red digit = 4.

Explanation:
In the above-given figure,
Given that,
the place value of 2 digits.
the number is 84.
so the value of the red digit = 4.

Question 5.

Answer:
The value of the red digit = 6.

Explanation:
In the above-given figure,
Given that,
the place value of 2 digits.
the number is 65.
so the value of the red digit = 6

Compare 2-Digit Numbers Using Symbols
Compare. Write >, <, or =.

Question 6.

Answer:
42 is greater than 37.

Explanation:
In the above-given question,
given that,
The numbers are 37, 42.
42 is greater than 37.

Question 7.

Answer:
40 is less than 33.

Explanation:
In the above-given question,
given that,
The numbers are 33, 40.
40 is less than 33.

Numbers to 1,000 Vocabulary Builder

Visualize It

Fill in the boxes of the graphic organizer.
Write sentences using fewer and more.

Answer:
Fewer.
9 pens are fewer than 11 pens.
3 pens are fewer than 6 pens.
More:
11 pens are more than 9 pens.
6 pens are more than 3 pens.

Explanation:
In the above-given figure,
given that the words more and fewer.
Fewer.
9 pens are fewer than 11 pens.
3 pens are fewer than 6 pens.
More:
11 pens are more than 9 pens.
6 pens are more than 3 pens.

Understand Vocabulary

Use the review words. Complete the sentences.

Question 1.
3 and 9 are digits in the number 39.

Answer:
3 and 9 are digits in the number 39.

Explanation:
In the above-given question,
given that,
3 and 9 are digits in the number 39.

Question 2.
7 is in the _ones__ place in the number 87.

Answer:
7 is in the ones place in the number 87.

Explanation:
In the above-given figure,
given that the place values.
7 is in the ones place in the number 87.

Question 3.

8 is in the ___ place in the number 87.

Answer:
8 is in the tens place in the number 87.

Explanation:
In the above-given figure,
given that the place values.
8 is in the tens place in the number 87.

Numbers to 1,000 Game: Fish for Digits

Materials

Play with a partner.

1. Name a place for a digit. You can say tens place or ones place. Toss the
2. Match the number on the and the place that you named with a fish.
3. Put a on that fish. Take turns.
4. Match all the fish. The player with more on the board wins.

Answer:
1.The dice is in the tens place.
2. The dice named with the fish is 53.
3. The red on the fish is 53.

Explanation:
1.The dice is in the tens place.
2. The dice named with the fish is 53.
3. The red on the fish is 53.

Numbers to 1,000 Vocabulary Game

Going Places with GOMATH! Words

Guess the Word

For 3 to 4 players
Materials
• timer

How to Play

1. Take turns to play.
2. Choose a math word, but do not say it aloud.
3. Set the timer for 1 minute.
4. Give a one-word clue about your word. Give each player one chance to guess your word.
5. If nobody guesses correctly, repeat Step 4 with a different clue. Repeat until a player guesses the word or time runs out.
6. The first player to guess the word gets 1 point. If the player can use the word in a sentence, he or she gets 1 more point. Then that player gets a turn.
7. The first player to score 5 points wins.

The Write Way

Reflect
Choose one idea. Write about it in the space below.

• Draw and write about all the different ways you can show the number 482. Use a separate piece of paper for your drawing.
• Explain how to compare two numbers.
• Write sentences that include at least two of these terms.

Answer:
a. 400 + 80 + 2.
400 + 0 + 82.
300 + 180 + 2
200 + 280 + 2
100 + 380 + 2
b. 9 is greater than 3.
6 is less than 10.
c. 2 is in the tens place is the digit 27.
400 + 80 + 2 is equal to the 482.

Explanation:
In the above-given question,
Given words are placed value, is equal to, hundreds, and thousands.
a. 400 + 80 + 2.
400 + 0 + 82.
300 + 180 + 2
200 + 280 + 2
100 + 380 + 2
b. 9 is greater than 3.
6 is less than 10.
c. 2 is in the tens place is the digit 27.
400 + 80 + 2 is equal to the 482.

Lesson 2.1 Group Tens as Hundreds

Essential Question
How do you group tens as hundreds?

Answer:
Ten groups of 10’s are 100.

Explanation:
In the above-given question,
give that,
group 10’s as 100.
so 10 groups of 10’s are 100.

Listen and Draw
Circle groups of ten. Count the groups of ten.

Answer:
Ten groups of 10’s are 100.

Explanation:
In the above-given question,
give that,
group 10’s as 100.
so 10 groups of 10’s are 100.

Math Talk

MATHEMATICAL PRACTICES

Describe How many ones are in 3 tens? How many ones are in 7 tens? Explain.

Answer:
30 ones are in 3 tens.
7 ones are in 7 tens.

Explanation:
In the above-given question,
given that
30 ones are in 3 tens.
7 ones are in 7 tens.

Share and Show MATH BOARD

Write how many tens. Circle groups of 10 tens. Write how many hundreds. Write the number.

Question 1.

Answer:
20 tens.
2 hundred.
The number is 200.

Explanation:
In the above-given figure,
given that
there are 20 tens.
2 hundred.
The number is 200.

Question 2.

Answer:
30 tens.
3 hundred.
The number is 300.

Explanation:
In the above-given figure,
given that
there are 30 tens.
3 hundred.
The number is 300.

Question 3.

Answer:
40 tens.
4 hundred.
The number is 400.

Explanation:
In the above-given figure,
given that
there are 40 tens.
4 hundred.
The number is 400.

Question 4.

Answer:
50 tens.
5 hundred.
The number is 500.

Explanation:
In the above-given figure,
given that
there are 50 tens.
5 hundred.
The number is 500.

On Your Own

Write how many tens. Circle groups of 10 tens. Write how many hundreds. Write the number.

Question 5.

Answer:
70 tens.
7 hundred.
The number is 700.

Explanation:
In the above-given figure,
given that
there are 70 tens.
7 hundred.
The number is 700.

Question 6.

Answer:
60 tens.
6 hundred.
The number is 600.

Explanation:
In the above-given figure,
given that
there are 60 tens.
6 hundred.
The number is 600.

Question 7.

Answer:
90 tens.
9 hundred.
The number is 900.

Explanation:
In the above-given figure,
given that
there are 90 tens.
9 hundred.
The number is 900.

Question 8.
THINK SMARTER
Wally has 400 cards. How many stacks of 10 cards can he make?

Answer:
Wally can make 4 stacks of 10 cards.

Explanation:
In the above-given figure,
given that
Wally has 400 cards.
wally can make 4 stacks of 10 cards.

Problem Solving • Applications

Solve. Write or draw to explain.

Question 9.
Mrs. Martin has 80 boxes of paper clips. There are 10 paper clips in each box. How many paper clips does she have?

800__ paper clips

Answer:
The paper clips Mrs. Martin has 800.

Explanation:
In the above-given question,
given that
Mrs. Martin has 80 boxes of paper clips.
There are 10 paper clips in each box.
The paper clips do she have = 800.

Question 10.
THINK SMARTER
Pencils are sold in boxes of 10 pencils. Mr. Lee needs 100 pencils. He has 40 pencils. How many boxes of 10 pencils should he buy?
__ boxes of 10 pencils
Draw a picture to explain your answer.

Answer:
6 boxes of 10 pencils should he buy.

Explanation:
In the above-given figure,
given that,
Pencils are sold in boxes of 10 pencils.
Mr. Lee needs 100 pencils.
He has 40 pencils.
6 boxes of 10 pencils should he buy.

TAKE HOME ACTIVITY
• Ask your child to draw a quick picture of 20 tens and then tell you how many hundreds there are.

Group Tens as Hundreds Homework & Practice 2.1

Write how many tens. Circle groups of 10 tens. Write how many hundreds. Write the number.

Question 1.

Answer:
40 tens.
4 hundred.
The number is 400.

Explanation:
In the above-given figure,
given that
there are 40 tens.
4 hundred.
The number is 400.

Question 2.

Answer:
60 tens.
6 hundred.
The number is 600.

Explanation:
In the above-given figure,
given that
there are 60 tens.
6 hundred.
The number is 600.

Problem Solving

Solve. Write or draw to explain.

Question 3.
Farmer Gray has 30 flowerpots. He plants 10 seeds in each pot. How many seeds does he plant?
_300__ seeds

Answer:
The seeds do he plant = 300.

Explanation:
In the above-given figure,
given that farmer, gray has 30 flower pots.
He plants 10 seeds in each pot.
He plants 300 seeds.

Question 4.
WRITE Math
Ella has 50 stacks of ten pennies in each stack. Describe how to find how many pennies Ella has in all.
________50 ten_____________________________
_________5 hundreds____________________________
__________500___________________________
_____________________________________

Answer:
Ella has in all = 500.

Explanation:
In the above-given figure,
given that Ella has 50 stacks of 10 pennies in each stack.
Ella has in all = 500.

Lesson Check

Question 1.
Mai has 40 tens. Write how many hundreds. Write the number.

Answer:
The number is 4.

Explanation:
Given that,
Mari has 40 tens,
Mari has 4 hundred.

Question 2.
There are 80 tens. Write how many hundreds. Write the number.

Answer:
The number is 8.

Explanation:
Given that,
Mari has 80 tens,
Mari has 8 hundred.

Question 3.
Write the number equal to 5 tens and 13 ones.

Answer:
The number is 63.

Explanation:
In the above-given figure,
Given that,
The number equal to 5 tens and 13 ones.
The number is 63.

Question 4.
Count by fives.
5, 10, 15
_20_, _25_, _30_, _35__

Answer:
20, 25, 30, 35.

Explanation:
In the above-given question,
given that count by fives.
The numbers are 5, 10, and 15.
20, 25, 30, and 35.

Question 5.
Carlos has 58 pencils. What is the value of the digit 5 in this number?
__________tens_____place______________________

Answer:
The value of the digit 5 in this number is tens place.

Explanation:
In the above-given figure,
Given that,
Carlos has 58 pencils.
The value of the digit 5 in the number is tens place.

Question 6.
Circle the sum that is an even number.
2 + 3 = 5
4 + 4 = 8
5 + 6 = 11
8 + 7 = 15

Answer:
The sum that is an even number is 4 + 4 = 8.

Explanation:
In the above-given question,
Given that the numbers are
2 + 3 = 5
4 + 4 = 16
5 + 6 = 11
8 + 7 = 15.
4 + 4 = 8 is even number.

Lesson 2.3 Model 3-Digit Numbers

Essential Question
How do you show a 3-digit number using blocks?

Answer:
3 packs of blocks are 300.

Explanation:
In the above-given question,
given that
we show a 3-digit number by using blocks.
we use 3 packs of blocks.
300.

Listen and Draw

Use Draw to show what you did.

Math Talk

MATHEMATICAL PRACTICES

If Jack had 14 tens, how many hundreds and tens would he have? Explain

Model and Draw

In the number 348, the 3 is in the hundreds place, the 4 is in the tens place, and the 8 is in the ones place.

Answer:
The number is 348.

Explanation:
In the above-given figure,
given that,
number 348 in many ways.
300 + 40 + 8 = 348.

Share and Show MATH Board

Write how many hundreds, tens, and ones. Show with . Then draw a quick picture.

Answer:
The number is 111.

Explanation:
In the above-given figure,
given that,
number 111 with 1 hundred, 1 ten, 1 one.
100 + 10 + 1 = 111.

Question 1.
234
_2_ hundreds + _3_ tens + _4_ ones

Answer:
The number is 234.

Explanation:
In the above-given figure,
given that,
number 234 with 2 hundred, 3 ten, 4 one.
200 + 30 + 4 = 234.

Question 2.
156
_1_ hundreds + _5_ tens + _6_ ones

Answer:
The number is 156.

Explanation:
In the above-given figure,
given that,
number 156 with 1 hundred, 5 ten, 6 one.
100 + 50 + 6 = 234.

On Your Own

Write how many hundreds, tens, and ones.
Show with . Then draw a quick picture.

Answer:
The number is 111.

Explanation:
In the above-given figure,
given that,
number 111 with 1 hundred, 1 ten, 1 one.
100 + 10 + 1 = 111.

Question 3.
125
_1_ hundreds + _2_ tens + _5_ ones

Answer:
The number is 125.

Explanation:
In the above-given figure,
given that,
number 125 with 1 hundred, 2 ten, 5 one.
100 + 20 + 5 = 125.

Question 4.
312
_3_ hundreds + _1_ tens + _2_ ones

Answer:
The number is 312.

Explanation:
In the above-given figure,
given that,
number 312 with 3 hundred, 1 ten, 2 one.
300 + 10 + 2 = 312.

Question 5.
_6_ hundreds + _2_ tens + _3_ ones

Answer:
The number is 623.

Explanation:
In the above-given figure,
given that,
number 623 with 6 hundred, 2 ten, 3 one.
600 + 20 + 3 = 623.

Question 6.
_5_ hundreds + _1_ tens + _2_ ones

Answer:
The number is 512.

Explanation:
In the above-given figure,
given that,
number 512 with 5 hundred, 1 ten, 2 one.
500 + 10 + 2 = 512.

Question 7.
THINK SMARTER
Lexi needs 144 beads. A large box holds 100 beads. A medium box holds 10 beads. A small box holds 1 bead. Lexi already had 1 large box and 4 small boxes. How many medium boxes of beads does she need?
_4_ medium boxes.

Answer:
Lexi needs 4 medium boxes of beads.

Explanation:
In the above-given question,
Given that,
Lexi needs 144 beads.
A large box holds 100 beads.
a medium box holds 10 beads.
small box holds 1 bead.
so Lexi needs 4 medium boxes of beads.
100 + 10 + 10 + 10 + 10 + 4.

Problem Solving • Applications WRITE Math

Question 8.
THINK SMARTER
How are the numbers 342 and 324 alike? How are they different?

________________________
________________________
________________________

Answer:
The numbers 342 and 324 are different.

Explanation:
In the above-given question,
given that,
342 and 324 are alike.
but they are different.
in hundreds place 3 is common, but tens and ones place is different.

MATHEMATICAL PRACTICES

Model with Mathematics

write the number for the clue.

Question 9.
A model for my number has 2 hundred blocks, no tens blocks, and 3 one blocks.
My number is _203_

Answer:
My number is 203.

Explanation:
In the above-given figure,
given that,
A model for my number has 2 hundred blocks, no tens blocks, and 3 one blocks.
my number is 203.

Question 10.
A model for my number has 3 hundred blocks, 5 tens blocks, and no one’s blocks.
My number is _350_

Answer:
My number is 350.

Explanation:
In the above-given figure,
given that,
A model for my number has 3 hundred blocks, 5 tens blocks, and no one blocks.
my number is 350.

Question 11.
THINK SMARTER
There are 2 boxes of 100 pencils and some single pencils on the table. Choose all the numbers that show how many pencils could be on the table.

Answer:
The pencils are 203, 207.

Explanation:
In the above-given figure,
given that,
There are 2 boxes of 100 pencils and some single pencils on the table.
single pencils are 3 and 7.
The pencils are 203, 207.

TAKE HOME ACTIVITY
• Write the number 438. Have your child tell you the values of the digits in the number 438.

Model 3-Digit Numbers Homework & Practice 2.3

Write how many hundreds, tens, and ones. Show with . Then draw a quick picture.

Question 1.
118

Answer:
The number is 118.

Explanation:
In the above-given figure,
given that,
number 118 with 1 hundred, 1 ten, 8 one.
100 + 10 + 8 = 118.

Question 2.
246

Answer:
The number is 246.

Explanation:
In the above-given figure,
given that,
number 246 with 2 hundred, 4 ten, 6 one.
200 + 40 + 6 = 246.

Problem Solving

Question 3.
Write the number that matches the clues.
• My number has 2 hundred.
• The tens digit is 9 more than the ones digit.
My number is _293__

Answer:
The number is 293.

Explanation:
In the above-given figure,
given that,
number 293 with 2 hundred, 9 ten, 3 one.
200 + 90 + 3 = 293.

Question 4.
WRITE Math
Write a 3-digit number using digits 2, 9, 4. Draw a quick picture to show the value of your number.

Answer:
The number is 249.

Explanation:
In the above-given figure,
given that,
number 249 with 2 hundred, 4 ten, 9 one.
200 + 40 + 9 = 249.

Lesson Check

Question 1.
What number is shown with these blocks?

Answer:
The number is 246.

Explanation:
In the above-given figure,
given that,
number 246 with 2 hundred, 4 ten, 6 one.
200 + 40 + 6 = 246.

Spiral Review

Question 2.
Write the number with the same value as 28 tens.
______0__+ ____28____+______0_______________

Answer:
The number is 28.

Explanation:
In the above-given figure,
given that,
number 28 with 0 hundred, 28 ten, 0 one.
0 + 28+ 0 = 28.

Question 3.
Describe 59 in two other ways.
_5_ tens _9_ ones _5_ + _9_

Answer:
The number is 59.

Explanation:
In the above-given figure,
given that,
number 59 with 0 hundred, 5 ten, 9 one.
0 + 5+ 9= 59.

Question 4.
Circle the odd number.

Answer:
The odd number is 11.

Explanation:
In the above-given question:
given that,
circle the odd number.
the numbers are 11, 12, 18, 20.
an odd number is 11.

Question 5.
Write the number equal to 7 tens and 3 ones.
____73__________

The number is 73.

Explanation:
In the above-given figure,
given that,
number 73 with 0 hundred, 7 ten, 3 one.
0 + 7 + 3= 73.

Lesson 2.4 Hundreds, Tens, and Ones

Essential Question
How do you write the 3-digit number that is shown by a set of blocks?

Listen and Draw

Write the number of hundreds, tens, and ones. Then draw a quick picture.

Answer:
The number is 246.

Explanation:
In the above-given figure,
given that,
number 246 with 2 hundred, 4 ten, 6 one.
200 + 40 + 6 = 246.

Answer:
The number is 264.

Explanation:
In the above-given figure,
given that,
number 264 with 2 hundred, 6 ten, 4 one.
200 + 60 + 4 = 264.

Math Talk
MATHEMATICAL PRACTICES

Describe how the two numbers are alike.
Describe how they are different.

Share and Show MATH BOARD

Write how many hundreds, tens, and ones are in the model. Write the number in two ways.

Question 1.

Answer:
The number is 160.

Explanation:
In the above-given figure,
given that,
number 160 with 1 hundred, 6 ten, 0 one.
100 + 60 + 0 = 160.

Question 2.

Answer:
The number is 225.

Explanation:
In the above-given figure,
given that,
number 225 with 2 hundred, 2 ten, 5 one.
200 + 20 + 5 = 225.

Question 3.

Answer:
The number is 239.

Explanation:
In the above-given figure,
given that,
number 239 with 2 hundred, 3 ten, 9 one.
200 + 30 + 9 = 239.

On Your Own

Write how many hundreds, tens, and ones are in the model. Write the number in two ways.

Question 4.

Answer:
The number is 304.

Explanation:
In the above-given figure,
given that,
number 304 with 3 hundred, 0 ten, 4 one.
300 + 0 + 4 = 304.

Question 5.

Answer:
The number is 378.

Explanation:
In the above-given figure,
given that,
number 378 with 3 hundred, 7 ten, 8 one.
300 + 7 + 8 = 378.

Question 6.

Answer:
The number is 426.

Explanation:
In the above-given figure,
given that,
number 426 with 4 hundred, 2 ten, 6 one.
400 + 2 + 6 = 426.

Solve. Write or draw to explain.

Question 7.
THINK SMARTER A model for my number has 4 ones blocks, 5 tens blocks, and 7 hundreds blocks. What number am I?

Answer:
The number is 754.

Explanation:
In the above-given figure,
given that,
number 754 with 7 hundred, 5 ten, 4 one.
700 + 5 + 4 = 754.

Problem Solving • Applications

Question 8.
GO DEEPER
The hundreds digit of my number is greater than the tens digit. The ones digit is less than the tens digit. What could my number be? Write it in two ways.
__3__ + _2___ + __1__
_321___

Answer:
The number is 321.

Explanation:
In the above-given figure,
given that,
number 321 with 3 hundred, 2 ten, 1 one.
300 + 2 + 1 = 321.

Question 9.
THINK SMARTER
Karen has these bags of marbles. How many marbles does Karen have?

___ marbles
Explain how you used the picture to find the number of marbles Karen has.
________200___+___30____+_____0______________
__________230___________________________
_____________________________________

Answer:
230 marbles.

Explanation:
In the above-given question,
Given that,
Karen has 2 bags with 100 marbles.
3 bags of 10 marbles.
Karen has 230 marbles.

TAKE HOME ACTIVITY
• Say a 3-digit number, such as 546.
Have your child draw a quick picture for that number.

Answer:
The number is 546.

Explanation:
In the above-given figure,
given that,
number 546 with 5 hundred, 4 ten, 3 one.
500 + 4 + 6 = 546.

Hundreds, Tens, and Ones homework & Practice 2.4

Write how many hundreds, tens, and ones are in the model. Write the number in two ways.

Question 1.

Answer:
The number is 143.

Explanation:
In the above-given figure,
given that,
number 143 with 1 hundred, 4 ten, 3 one.
100 + 4 + 3 = 143.

Question 2.

Answer:
The number is 245.

Explanation:
In the above-given figure,
given that,
number 245 with 2 hundred, 4 ten,  5 one.
200 + 4 + 5 = 245.

Problem Solving

Question 3.
Write the number that answers the riddle. Use the chart. A model for my number has 6 ones blocks, 2 hundreds blocks, and 3 tens blocks. What number am I?

Answer:
The number is 236.

Explanation:
In the above-given figure,
given that,
number 236 with 2 hundred, 3 ten,  6 one.
200 + 3 + 6 = 236.

Question 4.
WRITE Math Write a number that has a zero in the tens place. Draw a quick picture for your number.

Answer:
The number is 206.

Explanation:
In the above-given figure,
given that,
number 206 with 2 hundred, 0 ten,  6 one.
200 + 0 + 6 = 206.

Lesson Check

Question 1.
Write the number 254 as a sum of hundreds, tens, and ones.

Answer:
The number is 254.

Explanation:
In the above-given figure,
given that,
number 254 with 2 hundred, 5 ten,  4 one.
200 + 5 + 4 = 254.

Question 2.
Write the number 307 as a sum of hundreds, tens, and ones.

Answer:
The number is 307.

Explanation:
In the above-given figure,
given that,
number 307 with 3 hundred, 0 ten,  7 one.
300 + 0 + 7 = 307.

Spiral Review

Question 3.
Describe 83 in two other ways.
_8__ tens _3_ ones
__80_ + _3__

Answer:
The number is 83.

Explanation:
In the above-given figure,
given that,
number 83 with  8 ten,  3 one.
80+ 3 = 83.

Question 4.
Write 86 in words.
__Eightysix________

Answer:
The number is 86.

Explanation:
In the above-given figure,
given that,
number 86 with  8 ten,  6 one.
80+ 6 = 86.

Question 5.
Write the number with the same value as 32 tens.
_________________

Answer:
The number is 32.

Explanation:
In the above-given figure,
given that,
number 32 with  32 ten,  0 one.
32+ 0 = 32.

Question 6.
Circle the odd number.

Answer:
An odd number is 17.

Explanation:
In the above-given question,
given numbers are:
2, 6, 10, and 17.
17 is an odd number.

Lesson 2.5 Place Value to 1,000

Essential Question
How do you know the values of the digits in numbers?

Listen and Draw

Write the numbers. Then draw quick pictures.
__ sheets of color paper

Answer:
Sheets of color paper = 203.

Explanation:
In the above-given question,
given that,
draw a quick picture.
so, I am assuming 203.

__ sheets of plain paper

Answer:
Sheets of plain paper = 543.

Explanation:
In the above-given question,
given that,
draw a plain picture.
so, I am assuming 543.

Math Talk
MATHEMATICAL PRACTICES

Describe how 5 tens is different from 5 hundred.

Model and Draw

The place of a digit in a number tells its value.
The 3 in 327 has a value of 3 hundred, or 300.

The 2 in 327 has a value of 2 tens, or 20.
The 7 in 327 has a value of 7 ones, or 7.

There are 10 hundreds in 1 thousand

The 1 is in the thousands place and has a value of 1 thousand.

Share and Show

Circle the value or the meaning of the red digit.

Question 1.
702

Answer:
The value of the red digit is 2 ones.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the red digit.
The value of the red digit is 2 ones.

Question 2.
459

Answer:
The value of the red digit is 50.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the red digit.
The value of the red digit is 5 tens.

Question 3.
362

Answer:
The value of the red digit is 300.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the red digit.
The value of the red digit is 3 hundred.

On Your Own

Circle the value or the meaning of the red digit.

Question 4.
549

Answer:
The value of the red digit is 40.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the red digit.
The value of the red digit is 4 tens.

Question 5.
607

Answer:
The value of the red digit is 7ones.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the red digit.
The value of the red digit is 7 ones.

Question 6.
1,000

Answer:
The value of the red digit is 1 thousand.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the red digit.
The value of the red digit is 1 thousand.

Question 7.
914

Answer:
The value of the red digit is 9 hundred.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the red digit.
The value of the red digit is 9 hundred.

Question 8.
THINK SMARTER
The value of the ones digit in George’s favorite number is 2. The value of the hundreds digit is 600 and the value of the tens digit is 90. Write George’s favorite number.
_692___

Answer:
George’s favorite number is 692.

Explanation:
In the above-given question,
Given that,
The value of the one-digit in George’s favorite number is 2.
The value of the hundreds digit is 600.
value of the tens digit is 90.
George’s favorite number is 692.

Question 9.
GO DEEPER
Write the number that matches the clues.

• The value of my hundreds digit is 300.
• The value of my tens digit is 0.
• The value of my ones digit is an even number greater than 7.

The number is _308___

Answer:
The number is 308.

Explanation:
In the above-given question,
given that,
The value of my hundred digits is 300.
value of my tens digit is 0.
value of my one digit is an even number greater than 7 is 8.
The number is 308.

Problem Solving • Applications

Question 10.
THINK SMARTER
Ty is making a Venn diagram. Where in the diagram should he write the other numbers?

Answer:
The numbers with a 5 in the tens place are 152, 454, 257, 352, and 250.
The numbers with a 2 in the hundreds place are 215, 257, 205, and 250.

Explanation:
In the above-given figure,
given that,
The numbers are 152, 215, 454, 257, 352, 205, and 250.
In a Venn diagram,
The numbers with a 5 in the tens place are 152, 454, 257, 352, and 250.
The numbers with a 2 in the hundreds place are 215, 257, 205, and 250.

Question 11.
MATHEMATICAL PRACTICE
Apply Describe where 752 should be written in the diagram. Explain your answer.
__________________
_________________________
_________________________

Answer:
The number 752 should be written in the numbers with a 5 in the tens place.

Explanation:
In the above-given question,
Given that,
the number 752 should be written in the Venn diagram.
The number 752 should be written in the numbers with a 5 in the tens place.

Question 12.
THINK SMARTER
Fill in the bubble next to all the numbers that have the digit 4 in the tens place

Answer:
The numbers that have the digit 4 in the tens place are 149, 342.

Explanation:
In the above-given question,
given that,
the numbers that have the digit 4 in the tens place.
The numbers that have the digit 4 in the tens place are 149, 342.

TAKE HOME ACTIVITY
• Ask your child to write 3-digit numbers, such as “a number with 2 hundreds” and “a number with a 9 in the ones place.”

Place Value to 1,000 Homework & Practice 2.5

Circle the value or the meaning of the underlined digit.

Question 1.

Answer:
The value of the underlined digit is 30.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the underlined digit.
The value of the underlined digit is 3 tens.

Question 2.

Answer:
The value of the underlined digit is 2 ones.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the underlined digit.
The value of the underlined digit is 2 ones.

Question 3.

Answer:
The value of the underlined digit is 5 hundred.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the underlined digit.
The value of the underlined digit is 5 hundred.

Question 4.

Answer:
The value of the underlined digit is 7 ones.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the underlined digit.
The value of the underlined digit is 7 ones.

Question 5.

Answer:
The value of the underlined digit is 5 hundred.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the underlined digit.
The value of the underlined digit is 5 hundred.

Problem Solving

Question 6.
Write the 3-digit number that answers the riddle.

Answer:
The number is 454.

Explanation:
In the above-given figure,
Given that,
I have the same hundreds of digits as one digit.
The value of my tens digit is 50.
The value of my ones digit is 4.
So the number is 454.

• I have the same hundreds digit as ones digit.
• The value of my tens digit is 50.
• The value of my ones digit is 4. The number is ____

Question 7.
WRITE Math What is the value of 5 in 756? Write and draw to explain how you know.

_________________________
_________________________

Answer:
The value of 5 in 756 = 50.

Explanation:
In the above-given question,
given that,
the number is 756.
7 is in the hundreds place.
6 is in one place.
so the value of 5 in 756 is tens place.

Lesson Check

Question 1.
What is the value of the underlined digit?

Answer:
The value of the underlined digit is 3 hundred.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the underlined digit.
The value of the underlined digit is 3 hundred.

Question 2.
What is the meaning of the underlined digit?

Answer:
The value of the underlined digit is 4 tens.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the underlined digit.
The value of the underlined digit is 4 tens.

Spiral Review

Question 3.
What number can be written as 40 + 5?
_________45________________

Answer:
The number can be written as 45.

Explanation:
In the above-given question,
given that,
the number is 40 + 5.
so the number can be written as 45.

Question 4.
What number has the same value as 14 tens?
____140_____________________

Answer:
The number can be written as 140.

Explanation:
In the above-given question,
given that,
the number is 100+ 40.
so the number can be written as 140.

Question 5.
Write the number described by 1 ten 16 ones.
_______26__________________

Question 6.
Circle the even number.

Answer:
The even number is 16.

Explanation:
In the above-given question,
given that
the numbers are 7, 16, 21, and 25.
7, 21, and 25 are odd numbers.
16 is an even number.

Lesson 2.6 Number Names

Essential Question
How do you write 3-digit numbers using words?

Listen and Draw

Write the missing numbers in the chart. Then find and circle the word form of these numbers below.

Answer:
The missing numbers in the chart are 11, 14, 29, 35, 46, and 52.

Explanation:
In the above-given figure,
given that,
The missing numbers are 11, 14, 29, 35, 46, and 52.
circle the word form of the numbers below.

HOME CONNECTION
• In this activity, your child reviewed the word form of numbers less than 100.

Math Talk
MATHEMATICAL PRACTICES
Explain Describe how to use words to write the number with a 5 in the tens place and a 7 in the ones place.

Answer:
The number is 57.

Explanation:
In the above-given figure,
given that,
the number with a 5 in the tens place and a 7 in the one’s place is 57.

Model and Draw

You can use words to write 3-digit numbers. First, look at the hundreds digit. Then, look at the tens digit and ones digit together.

Share and Show MATH Board

Write the number using words.

Question 1.
506

Answer:
The number is 506.

Explanation:
In the above-given figure,
given that, the number is 506.
so we have to write five hundred six.

Question 2.
189
__One hundred____Eighty-nine.____

Answer:
The number is 189.

Explanation:
In the above-given figure,
given that, the number is 189.
so we have to write one hundred eighty-nine.

Question 3.
328
__________

Answer:
The number is 328.

Explanation:
In the above-given figure,
given that, the number is 328.
so we have to write three hundred twenty-eight.

Write the number

Question 4.
four hundred fifteen

Answer:
The number is 415

Explanation:
In the above-given figure,
given that, the number is 415
so we have to write 415.

Question 5.
two hundred ninety-one
___491_______

Answer:
The number is 291.

Explanation:
In the above-given figure,
given that, the number is 291.
so we have to write 291.

Question 6.
six hundred three
____603______

Answer:
The number is 603.

Explanation:
In the above-given figure,
given that, the number is 603.
so we have to write 603.

Question 7.
eight hundred forty-seven
___847_______

Answer:
The number is 847.

Explanation:
In the above-given figure,
given that, the number is 847.
so we have to write 847.

On Your Own

Write the number

Question 8.
seven hundred seventeen
__717____

Answer:
The number is 717.

Explanation:
In the above-given figure,
given that, the number is 717.
so we have to write 717.

Question 9.
three hundred ninety
__390____

Answer:
The number is 390.

Explanation:
In the above-given figure,
given that, the number is 390.
so we have to write 390.

Write the number using words.

Question 10.
568
__five hundred sixty-eight.________

Answer:
The number is five hundred sixty-eight

Explanation:
In the above-given figure,
given that, the number is five hundred sixty-eight.
so we have to write five hundred sixty-eight.

Question 11.
321
__ three hundred twenty-one.________

Answer:
The number is three hundred twenty-one.

Explanation:
In the above-given figure,
given that, the number is three hundred twenty-one.
so we have to write three hundred twenty one.

Question 12.
GO DEEPER My 3-digit number has a 4 in the hundreds place. It has a greater digit in the tens place than in the ones place. The sum of the digits is 6.
What is my number? ___420___________
Write the number using words. _four hundred twenty.__________

Answer:
The number is 420.

Explanation:
In the above-given question,
given that,
the 3-digit number has a 4 in the hundreds place.
It has a greater digit in the tens place than in the ones place.
The sum of digits is 6.
The number is 420.

Question 13.
THINK SMARTER Alma counts two hundred sixty-eight leaves. Which is another way to write this number? Circle your answer.

Answer:
The number is 200 + 60 + 8.

Explanation:
In the above-given question,
given that,
Alma counts two hundred sixty-eight leaves.
Another way to write this number is 200 + 60 + 8.

Problem Solving • Applications

Connect Symbols and Words

Circle the answer for each problem.

Question 14.
Derek counts one hundred ninety cars. Which is another way to write this number?

Answer:
The number is 100 + 90 + 0.

Explanation:
In the above-given question,
given that,
Derek counts one hundred ninty.
The another way to write this number is 100 + 90 + 0.

Question 15.
Beth counted three hundred fifty-six straws. Which is another way to write this number?
3 + 5 + 6
30 + 50 + 60
300 + 50 + 6

Answer:
The number is 300 + 50 + 6.

Explanation:
In the above-given question,
given that,
Derek counts Three hundred fifty-six straws.
The another way to write this number is 300 + 50 + 6.

Question 16.
THINK SMARTER
There are 537 chairs at the school. Write this number using words.

Show the number in two other ways.

Answer:
The number is 500 + 30 + 7.

Explanation:
In the above-given question,
given that,
Derek counts five hundred thirty-seven straws.
The another way to write this number is 500 + 30 + 7.

TAKE HOME ACTIVITY
• Ask your child to write the number 940 using words.

Number Names Homework & Practice 2.6

Write the number

Question 1.
two hundred thirty-two
____232______

Answer:
The number is 232.

Explanation:
In the above-given figure,
given that, the number is 232.
so we have to write two hundred thirty-two.

Question 2.
five hundred forty-four
_544_____

Answer:
The number is 544.

Explanation:
In the above-given figure,
given that, the number is 544.
so we have to write five hundred forty-four.

Question 3.
one hundred fifty-eight
____158_____

Answer:
The number is 158.

Explanation:
In the above-given figure,
given that, the number is 158.
so we have to write one hundred fifty-eight.

Question 4.
nine hundred fifty
__950____

Answer:
The number is 950.

Explanation:
In the above-given figure,
given that, the number is 950.
so we have to write nine hundred fifty.

Question 5.
four hundred twenty
___420________

Answer:
The number is 420.

Explanation:
In the above-given figure,
given that, the number is 420.
so we have to write four hundred twenty.

Question 6.
six hundred seventy-eight
__678____

Answer:
The number is 678.

Explanation:
In the above-given figure,
given that, the number is 678.
so we have to write six hundred seventy eight.

Write the number using words.

Question 7.
317
_Three hundred seventeen._

Answer:
The number is 317.

Explanation:
In the above-given figure,
given that, the number is 317.
so we have to write three hundred seventeen.

Problem Solving

Circle the answer.

Question 8.
Six hundred twenty-six children attend Elm Street School. Which is another way to write this number?

Answer:
The number is 600 + 20 + 6.

Explanation:
In the above-given question,
given that,
six hundred twenty-six attend EIm street school.
Another way to write this number is 600 + 20 + 6.

Question 9.
WRITE Math Write a 3-digit number using the digits 5, 9, and 2. Then write your number using words.
_________592.____________________________

Answer:
The number is Five hundred ninety-two.

Explanation:
In the above-given question,
given that,
The number is Five hundred ninety-two.
Another way to write this number is 500 + 90 + 2.

Lesson Check

Question 1.
Write the number 851 in words.
_eight hundred fifty-one.___________

Answer:
The number is eight hundred fifty-one.

Explanation:
In the above-given question,
given that,
The number is Five hundred fifty-one.
Another way to write this number is 500 + 50 + 1.

Question 2.
Write the number two hundred sixty using numbers.
___260_________

Answer:
The number is 260.

Explanation:
In the above-given question,
given that,
The number is two hundred sixty.
Another way to write this number is 200 + 60 + 0.

Spiral Review

Question 3.
Write a number with the digit 8 in the tens place.
____284_________

Answer:
The number is 284.

Explanation:
In the above-given question,
given that,
The number is two hundred eighty-four.
Another way to write this number is 200 + 80 + 4.

Question 4.
Write the number shown with these blocks.

Answer:
The number is 245.

Explanation:
In the above-given figure,
given that,
number 245 with 2 hundred, 4 ten,  5 one.
200 + 40 + 5 = 245.

Question 5.
Count by fives.
650, 655,
_660__, _665___, _670__

Answer:
The numbers are 660, 665, and 670.

Explanation:
In the above-given figure,
given numbers are,
650, 655.
so the numbers are 660, 665, and 670.

Question 6.
Sam has 128 marbles. How many hundreds are in this number?
_1_ hundred.

Answer:
One hundred.

Explanation:
In the above-given question,
given that,
Sam has 128 marbles.
there is one hundred in this number.

Lesson 2.7 Different Forms of Numbers

Essential Question
What are three ways to write a 3-digit number?

Listen and Draw

Write the number. Use the digits to write how many hundreds, tens, and ones.

Math Talk
MATHEMATICAL PRACTICES

How many hundreds are in 368? Explain.

Model and Draw

You can use a quick picture to show a number. You can write a number in different ways.

Read the number and draw a quick picture. Then write the number in different ways.

Question 1.
four hundred seven
___ hundreds __ tens ___ ones
___ + ___ + ___
______

Answer:
The number is 407.

Explanation:
In the above-given question,
given that,
the number is four hundred seven.
400 + 0 + 7.

Question 2.
three hundred twenty-five
___ hundreds __ tens ___ ones
___ + ___ + ___
______

Answer:
The number is 325.

Explanation:
In the above-given question,
given that,
the number is three hundred twenty-five.
300 + 20 + 5.

Question 3.
two hundred fifty-three
_2__ hundreds _5_ tens _3__ ones
200___ + _50__ + _3__
__253____

Answer:
The number is 253.

Explanation:
In the above-given question,
given that,
the number is two hundred fifty-three.
200 + 50 + 3.

On Your Own

Read the number and draw a quick picture. Then write the number in different ways.

Question 4.
one hundred seventy-two
___ hundreds __ tens ___ ones
___ + ___ + ___
______

Answer:
The number is 172.

Explanation:
In the above-given question,
given that,
the number is one hundred seventy-two.
100 + 70 + 2.

Question 5.
three hundred forty-six
___ hundreds __ tens ___ ones
___ + ___ + ___
______

Answer:
The number is 546.

Explanation:
In the above-given question,
given that,
the number is five hundred forty-six.
500 + 40 + 6.

Question 6.
THINK SMARTER
Think of a 3-digit number with a zero in the ones place. Use words to write that number.
___Five__hundred_____forty.___________

Answer:
The number is five hundred forty.

Explanation:
In the above-given question,
given that,
the number is five hundred forty.
500 + 40 + 0.

Question 7.
THINK SMARTER
Ellen used these blocks to show 452. What is wrong? Cross out blocks and draw quick pictures for missing blocks.

Answer:
The number is four hundred fifty-two.

Explanation:
In the above-given question,
given that,
one hundred blocks are missing, no one’s block.
400 + 50 + 2.

TAKE HOME ACTIVITY
• Ask your child to show the number 315 in three different ways.

Different Forms of Numbers Homework & Practice 2.7

Read the number and draw a quick picture. Then write the number in different ways.

Question 1.
two hundred fifty-one
___ hundreds ___ tens ___one
___ + ____ + _____
_________

Answer:
The number is 2 hundreds 5 tens 1 ones.
200 + 50 + 1.

Explanation:
In the above-given question,
given that,
the number is two hundred fifty-one.
200 + 50 + 1.

Question 2.
three hundred twelve
___ hundreds ___ tens ___one
___ + ____ + _____
_________

Answer:
The number is 3 hundreds 0 tens 12 ones.
300 + 0 + 12.
312.

Explanation:
In the above-given question,
given that,
the number is three hundred twelve.
300 + 0 + 12.

Problem Solving

Write the number another way.

Question 3.
200 + 30 + 7
_237________

Answer:
The number is 2 hundreds 30 tens 7 ones.
200 + 30 + 7.
237.

Explanation:
In the above-given question,
given that,
the number is two hundred thirty-seven.
200 + 30 + 7.

Question 4.
895
__800 + 90 + 5_______

Answer:
The number is 8 hundreds 9 tens 5 ones.
800 + 90 + 5.
895.

Explanation:
In the above-given question,
given that,
the number is eight hundred ninety-five.
800 + 90 + 5.

Question 5.
WRITE Math
Draw a quick picture of 3 hundreds, 5 tens, and 7 ones. What number does your quick picture show? Write it in three different ways.

Answer:
The number is 3 hundreds 5 tens 7 ones.
300 + 50 + 7.
357.

Explanation:
In the above-given question,
given that,
the number is three hundred fifty-seven.
300 + 50 + 7.

Lesson Check

Question 1.
Write the number 392 as hundreds, tens, and ones.
__3__ hundreds __9_ tens _2_ ones

Answer:
The number is 3 hundreds 9 tens 2 ones.
300 + 90 + 2.

Explanation:
In the above-given question,
given that,
the number is three hundred ninety-two.
300 + 90 + 2.

Question 2.
What is another way to write the number 271?
__2__ hundreds __7_ tens _1_ ones

Answer:
The number is 2 hundreds 7 tens 1 ones.
200 + 70 + 1.

Explanation:
In the above-given question,
given that,
the number is three hundred ninety-two.
200 + 70 + 1.

Spiral Review

Question 3.
What is the value of the underlined digit?

Answer:
The value of the underlined digit is 5 tens.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the underlined digit.
The value of the underlined digit is 5 tens.

Question 4.
What number is shown with these blocks?

Answer:
The number is two hundred twelve.

Explanation:
In the above-given question,
given that,
The number is two hundred twelve.

Question 5.
What is another way to write the number 75?
__70__ + _5__

Answer:
The number is 75.

Explanation:
In the above-given question:
given that,
the number is 75.
70 + 5 = 75.

Question 6.
What number can be written as 60 + 3?
__63_____

Answer:
The number is 63.

Explanation:
In the above-given question:
given that,
the number is 63.
60 + 3 = 63.

Numbers to 1,000 Mid-Chapter Checkpoint

Concepts and Skills

Circle tens to make 1 hundred. Write the number in different ways.

Question 1.

Answer:
the number is1 hundred 3 tens.

Explanation:
In the above-given figure,
given that,
the tens are 13.
the number is i hundred 3 tens.

Write how many hundreds, tens, and ones are in the model. Write the number in two ways.

Question 2.

Answer:
the number is 2 hundred 4 tens 3 ones.

Explanation:
In the above-given figure,
given that,
the tens are 243.
the number is 2 hundred 4 tens 3 ones.

Circle the value or the meaning of the red digit.

Question 3.

Answer:
The value of the red digit is 5 hundred.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the red digit.
The value of the red digit is 5 hundred.

Question 4.

Answer:
The value of the red digit is 4 ones.

Explanation:
In the above-given question,
given that,
circle the value or the meaning of the red digit.
The value of the red digit is 4 ones.

Question 5.
THINK SMARTER
Write the number six hundred forty-five in another way.

Answer:
The number is 645.

Explanation:
In the above-given question,
given that,
the number is six hundred forty-five.
600 + 40 + 5.

Lesson 2.8 Algebra • Different Ways to Show Numbers

Essential Question
How can you use blocks or quick pictures to show the value of a number in different ways?

Listen and Draw

Draw quick pictures to solve. Write how many tens and ones.
____ tens ____ ones

___ tens __ ones

Math Talk
MATHEMATICAL PRACTICES

Model
Describe how you found different ways to show 35 books.

Model and Draw

Here are two ways to show 148.

Share and Show

Write how many hundreds, tens, and ones are in the model.

Question 1.
213

Answer:
a.There are 2 hundreds 1 tens 3 ones.

Explanation:
In the above-given figure,
given that,
the number is 213.
There are 2 hundreds 0 tens 13 ones.

Answer:
b.There are 2 hundreds 0 tens 13 ones.

Explanation:
In the above-given figure,
given that,
the number is 213.
There are 2 hundreds 0 ten13 ones.

Question 2.
132

Answer:
a.There are 1 hundreds 3 tens 2 ones.

Explanation:
In the above-given figure,
given that,
the number is 132.
There are 1 hundreds 3 ten 2 ones.

Answer:
b.There are 1 hundreds 2 tens 12 ones.

Explanation:
In the above-given figure,
given that,
the number is 132
There are 1 hundreds 2 ten12 ones.

On Your Own

Write how many hundreds, tens, and ones are in the model.

Question 3.
144

Answer:
a.There are 1 hundred 4 tens 4 ones.

Explanation:
In the above-given figure,
given that,
the number is 144.
There are 1 hundred 4 ten 4 ones.

Answer:
b.There are 1 hundred 3 tens 14 ones.

Explanation:
In the above-given figure,
given that,
the number is 144.
There are 1 hundreds 3 ten14 ones.

Question 4.
204

Answer:
a.There are 1 hundreds 10 tens 4 ones.

Explanation:
In the above-given figure,
given that,
the number is 204.
There are 1 hundreds 10 ten 4 ones.

Answer:
b.There are 2 hundreds 0 tens 4 ones.

Explanation:
In the above-given figure,
given that,
the number is 204.
There are 2 hundreds 0 ten 4 ones.

Question 5.
MATHEMATICAL PRACTICE
Make Arguments
Sue said that 200 + 20 + 23 is the same as 200 + 30 + 3. Is she correct? Explain.
_____________________
_____________________
_____________________

Answer:
No sue was not correct.

Explanation:
In the above-given  question,
Given that,
Sue said that 200 + 20 + 23 is the same as 200 + 30 + 3.
200 + 20 + 23 = 243.
200 + 30 + 3 = 233.
No sue was not correct.

Problem Solving • Applications WRITE Math

Marbles are sold in boxes, in bags, or as single marbles. Each box has 10 bags of marbles in it. Each bag has 10 marbles in it.

Answer:
A number of marbles = 100.

Explanation:
In the above-given question,
given that,
Marbles are sold in boxes, in bags, or as single marbles.
Each box has 10 bags of marbles in it.
Each bag has 10 marbles in it.
A number of marbles = 100.

Question 6.
THINK SMARTER
Draw pictures to show two ways to buy 324 marbles.

Answer:
a.There are 3 hundreds 2 tens 4 ones.
300 + 20 + 4.
Three hundred twenty-four.

Explanation:
In the above-given figure,
given that,
the number is 324.
There are 3 hundreds 2 tens 4 ones.
300 + 20 + 4.
Three hundred twenty-four.

Question 7.
THINK SMARTER
There is only one box of marbles in the store. There are many bags of marbles and single marbles. Draw a picture to show a way to buy 312 marbles.
How many boxes, bags, and single marbles did you show?

_____________________________________
_____________________________________

Answer:
A number of marbles = 312.

Explanation:
In the above-given question,
given that,
Marbles are sold in boxes, in bags, or as single marbles.
Each box has 10 bags of marbles in it.
Each bag has 10 marbles in it.
A number of marbles = 312.

TAKE HOME ACTIVITY
• Write the number 156. Have your child draw quick pictures of two ways to show this number.

Answer:
The number is 156.

Explanation:
In the above-given question,
given that,
the number is 156.
100 + 50 + 6 = 156.
100 + 40 + 16 = 156.

Algebra • Different Ways to Show Numbers Homework & Practice 2.8

Write how many hundreds, tens, and ones are in the model.

Question 1.
135

Answer:
a.There are 1 hundred 3 tens 5 ones.

Explanation:
In the above-given figure,
given that,
the number is 135.
There are 1 hundred 3 tens 5 ones.
Answer:
b.There are 1 hundred 2 tens 15 ones.

Explanation:
In the above-given figure,
given that,
the number is 135.
There are 1 hundreds 2 ten15 ones.

Problem Solving

Markers are sold in boxes, packs, or as single markers. Each box has 10 packs. Each pack has 10 markers.

Question 2.
Draw pictures to show two ways to buy 276 markers.

Answer:
A number of marbles = 276.

Explanation:
In the above-given question,
given that,
Marbles are sold in boxes, in bags, or as single marbles.
Each box has 10 bags of marbles in it.
Each bag has 10 marbles in it.
A number of marbles = 276.

Question 3.
WRITE Math Draw quick pictures to show the number 326.

Answer:
The number is three hundred twenty-six.

Explanation:
In the above-given question,
given that,
The number is three hundred twenty-six.

Lesson Check

Question 1.
Write the number that can be shown with this many hundreds, tens, and ones.

Answer:
the number is 1 hundred 2 tens 18 ones.
one hundred thirty-eight.

Explanation:
In the above-given figure,
given that,
the tens are 138.
the number is 1 hundred 2 tens 18 ones.
one hundred thirty-eight.

Question 2.
Write the number that can be shown with this many hundreds, tens, and ones.

Answer:
the number is 2 hundred 15 tens 6 ones.
two hundred twenty-one.

Explanation:
In the above-given figure,
given that,
the tens are 221.
the number is 2 hundred 15 tens 6 ones.
two hundred twenty-one.

Spiral Review

Question 3.
What number can be written as 6 tens 2 ones?
__62_____

Answer:
The number is 62.

Explanation:
In the above-given question:
given that,
the number is 62.
60 + 2 = 62.

Question 4.
What number can be written as 30 + 2?
___32____

Answer:
The number is 32.

Explanation:
In the above-given question:
given that,
the number is 32.
30 + 2 = 32.

Question 5.
Write the number 584 in words.
_five hundred __eighty-four.___

Answer:
the number is 5 hundred 8 tens 4 ones.
five hundred eighty-four.

Explanation:
In the above-given figure,
given that,
the tens are 584.
the number is 5 hundred 8 tens 4 ones.
five hundred eighty-four.

Question 6.
Write the number 29 in words.
__twenty- nine_______

Answer:
The number is 29.

Explanation:
In the above-given question:
given that,
the number is 29.
20 + 9 = 29.

Lesson 2.9 Count On and Count Back by 10 and 100

Essential Question
How do you use place value to find 10 more, 10 less, 100 more, or 100 less than a 3-digit number?

Listen and Draw

Draw quick pictures for the numbers.

Answer:
10 less than girls:
The number of girls = 263.
10 less than boys:
The number of boys = 142.

Explanation:
In the above-given question,
given that,
The number of girls = 273.
10 less than = 263.
The number of boys = 152.
10 less than = 142.

Math Talk
MATHEMATICAL PRACTICES

Describe how the two numbers are different.

Model and Draw

You can show 10 less or 10 more than a number by changing the digit in the tens place.

You can show 100 less or 100 more than a number by changing the digit in the hundreds place.

Share and Show

Write the number

Question 1.
10 more than 648
_658______

Answer:
The number is 658.

Explanation:
In the above-given question:
given that,
10 more than 648.
The value in the 10’s digit is changed.
The number is 658.

Question 2.
100 less than 513
___413___

Answer:
The number is 413.

Explanation:
In the above-given question:
given that,
100 less than 513.
The value in the 100’s digit is changed.
The number is 413.

Question 3.
100 more than 329
___429____

Answer:
The number is 429.

Explanation:
In the above-given question:
given that,
100 more than 429.
The value in the 100’s digit is changed.
The number is 429.

Question 4.
10 less than 827
____817_____

Answer:
The number is 817.

Explanation:
In the above-given question:
given that,
10 less than 827.
The value in the 10’s digit is changed.
The number is 817.

On Your Own

Question 5.
10 more than 471
_____481______

Answer:
The number is 481.

Explanation:
In the above-given question:
given that,
10 more than 471.
The value in the 10’s digit is changed.
The number is 481.

Question 6.
10 less than 143
____133______

Answer:
The number is 133.

Explanation:
In the above-given question:
given that,
10 less than 143.
The value in the 10’s digit is changed.
The number is 133.

Question 7.
100 more than 555
____655_________

Answer:
The number is 655.

Explanation:
In the above-given question:
given that,
100 more than 555.
The value in the 100’s digit is changed.
The number is 655.

Question 8.
100 less than 757
_______657_____

Answer:
The number is 657.

Explanation:
In the above-given question:
given that,
100 less than 757.
The value in the 100’s digit is changed.
The number is 657.

Question 9.
100 more than 900
___1000___

Answer:
The number is 1000.

Explanation:
In the above-given question:
given that,
100 more than 900.
The value in the 100’s digit is changed.
The number is 1000.

Question 10.
10 less than 689
____679_____

Answer:
The number is 679.

Explanation:
In the above-given question:
given that,
10 less than 689.
The value in the 10’s digit is changed.
The number is 679.

Question 11.
100 less than 712
___612______

Answer:
The number is 612.

Explanation:
In the above-given question:
given that,
100 less than 712.
The value in the 100’s digit is changed.
The number is 612.

Question 12.
10 less than 254
_____244____

Answer:
The number is 244.

Explanation:
In the above-given question:
given that,
10 less than 254.
The value in the 10’s digit is changed.
The number is 244.

Question 13.
THINK SMARTER
Kyla wrote the riddle below. Fill in the blanks to make the sentence true.
__938___ is 10 less than 948 and 10 more than 958_____

Answer:
10 less than:
The number is 938.
10 more than:
The number is 958.

Explanation:
In the above-given question:
given that,
10 less than 948.
The value in the 10’s digit is changed.
The number is 938.
10 more than:
The number is 958.

Question 14.
THINK SMARTER
Rick has 10 more crayons than Lori. Lori has 136 crayons. Tom has 10 fewer crayons than Rick. How many crayons does each child have?

Answer:
Rick has 146 crayons.
tom has 126 crayons.
Lori has 136 crayons.

Explanation:
In the above-given question,
given that, Lori has 136 crayons.
Rick has 10 more crayons than Lori.
tom has 10 fewer crayons than Rick.
Rick has 146 crayons.
tom has 126 crayons.
Lori has 136 crayons.

Problem Solving • Applications

Analyze Relationships

Question 15.
Juan’s book has 248 pages. This is 10 more pages than there are in Kevin’s book. How many pages are in Kevin’s book?
_238___ pages

Answer:
In Kevin’s book, there are 238.

Explanation:
In the above-given question,
Given that,
Juan’s book has 248 pages.
This is more pages than there in kevin’s book.

Question 16.
There are 217 pictures in Tina’s book. There are 100 fewer pictures in Mark’s book. How many pictures are in Mark’s book?
_317___ pages

Answer:
In mark’s book, there are 317 pictures.

Explanation:
In the above-given question,
Given that,
There are 217 pictures in Tina’s book.
There are 100 fewer pictures in mark’s book.
In mark’s book, there are 317 pictures.

Question 17.
GO DEEPER
Use the clues to answer the question.

• Shawn counts 213 cars.
• Maria counts 100 fewer cars than Shawn.
• Jayden counts 10 more cars than Maria.

How many cars does Jayden count?
_123__ cars

Answer:
Jayden counts 123 cars.

Explanation:
In the above-given question,
given that,
Shawn counts 213 cars.
Maria counts 100 fewer cars than Shawn.
Jayden counts 10 more cars than Maria.
Jayden counts 123 cars.

Question 18.
THINK SMARTER
Rico has 235 stickers. Gabby has 100 more stickers than Rico. Thomas has 10 fewer stickers than Gabby. Write the number of stickers each child has.

Answer:
Rico has 235 stickers.
Gabby has 335 stickers.
Thomas has 325 stickers.

Explanation:
In the above-given question,
given that,
Rico has 235 stickers.
Gabby has 100 more stickers than Rico.
Thomas has 10 fewer stickers than Gabby.
Rico has 235 stickers.
Gabby has 335 stickers.
Thomas has 325 stickers.

TAKE HOME ACTIVITY
• Write the number 596. Have your child name the number that is 100 more than 596.

Answer:
The number is 696.

Explanation:
In the above-given question:
given that,
100 more than 596.
The value in the 100’s digit is changed.
The number is 696.

Count On and Count Back by 10 and 100 Homework & Practice 2.9

Write the number.

Question 1.
10 more than 451
__461________

Answer:
The number is 461.

Explanation:
In the above-given question:
given that,
10 more than 451.
The value in the 10’s digit is changed.
The number is 461.

Question 2.
10 less than 770
___760______

Answer:
The number is 760.

Explanation:
In the above-given question:
given that,
10 less than 770.
The value in the 10’s digit is changed.
The number is 760.

Question 3.
100 more than 367
__467_______

Answer:
The number is 467.

Explanation:
In the above-given question:
given that,
100 more than 367.
The value in the 100’s digit is changed.
The number is 467.

Question 4.
100 less than 895
__795_______

Answer:
The number is 795.

Explanation:
In the above-given question:
given that,
100 less than 895.
The value in the 100’s digit is changed.
The number is 795.

Question 5.
10 less than 812
__802______

Answer:
The number is 802.

Explanation:
In the above-given question:
given that,
10 less than 812.
The value in the 10’s digit is changed.
The number is 802.

Question 6.
100 more than 543
___553_______

Answer:
The number is 553.

Explanation:
In the above-given question:
given that,
100 more than 543.
The value in the 100’s digit is changed.
The number is 553.

Question 7.
10 more than 218
___228______

Answer:
The number is 228.

Explanation:
In the above-given question:
given that,
10 more than 218.
The value in the 10’s digit is changed.
The number is 228.

Question 8.
100 more than 379
__389________

Answer:
The number is 389.

Explanation:
In the above-given question:
given that,
100 more than 379.
The value in the 100’s digit is changed.
The number is 389.

Problem Solving

Solve. Write or draw to explain.

Question 9.
Sarah has 128 stickers. Alex has 10 fewer stickers than Sarah. How many stickers does Alex have?
_118___ stickers

Answer:
Alex has 118 stickers.

Explanation:
In the above-given question,
given that,
Sarah has 128 stickers.
Alex has 10 fewer stickers than Sarah.
Alex has 118 stickers.

Question 10.
WRITE Math
Choose any 3-digit number. Describe how to find the number that is 10 more.
___373____

Answer:
The number is 373.

Explanation:
In the above-given question:
given that,
10 more than 363.
The value in the 10’s digit is changed.
The number is 373.

Lesson Check

Question 1.
Write the number that is 10 less than 526.
___516______

Answer:
The number is 516

Explanation:
In the above-given question:
given that,
10 less than 526.
The value in the 10’s digit is changed.
The number is 526.

Question 2.
Write the number that is 100 more than 487.
__497_____

Answer:
The number is 497.

Explanation:
In the above-given question:
given that,
100 more than 487.
The value in the 100’s digit is changed.
The number is 497.

Spiral Review

Question 3.
Write another way to describe 14 tens.

Answer:
The number is 0 hundred 14 tens.

Explanation:
In the above-given question:
given that,
the number is 104.
100 + 4 = 104.

Question 4.
What is the value of the underlined digit?

Answer:
The value of the underlined digit is 8 tens.

Explanation:
In the above-given question,
given that,
the value or the meaning of the underlined digit.
The value of the underlined digit is 8 tens.

Question 5.
What number can be written as 30 + 5?
___35______

Answer:
The number is 35.

Explanation:
In the above-given question:
given that,
the number is 35.
30 + 5 = 35.

Question 6.
What number can be written as 9 tens and 1 one?
___191_______

Answer:
The number is 91.

Explanation:
In the above-given question:
given that,
the number is 91.
90 + 1 = 91.

Lesson 2.10 Algebra • Number Patterns

Essential Question
How does place value help you identify and extend counting patterns?

Listen and Draw

Shade the numbers in the counting pattern.

Math Talk
MATHEMATICAL PRAACTICES
Look for Structure What number is next in the counting pattern you see ? Explain.

Model and Draw

Look at the digits in the numbers. What two numbers are next in the counting pattern?

The _100__ digit changes by one each time. The next two numbers are __514_ and __614_.

Answer:
The hundreds of digit changes by one each time.
the next two numbers are 514, and 614.

Explanation:
In the above-given question,
given that,
the hundreds digit is increased.
The next two numbers are 514, and 614.

Share and Show

Look at the digits to find the next two numbers.

Question 1.

The next two numbers are _177_ and _187__

Answer:
The next two numbers are 177 and 187.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 10 in 10’s place.
The next two numbers are 177 and 187.

Question 2.

The next two numbers are 645__ and _745__

Answer:
The next two numbers are 645 and 745.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 100 in 100’s place.
The next two numbers are 645 and 745.

Question 3.

The next two numbers are 461__ and _471__

Answer:
The next two numbers are 461 and 471.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 10 in 10’s place.
The next two numbers are 461 and 471.

Question 4.

The next two numbers are _789_ and __889_

Answer:
The next two numbers are 789 and 889.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 100 in 100’s place.
The next two numbers are 789 and 889.

On Your Own

Look at the digits to find the next two numbers.

Question 5.

The next two numbers are _593_ and _693__

Answer:
The next two numbers are  593 and 693.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 100 in 100’s place.
The next two numbers are 593 and 693.

Question 6.

The next two numbers are _524_ and _534__

Answer:
The next two numbers are 524 and 534.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 10 in 10’s place.
The next two numbers are 524 and 534.

Question 7.

The next two numbers are _900_ and _1000__

Answer:
The next two numbers are  900 and 1000.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 100 in 100’s place.
The next two numbers are 900 and 1000.

Question 8.

The next two numbers are _695_ and _705__

Answer:
The next two numbers are 695 and 705.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 10 in 10’s place.
The next two numbers are 695 and 705.

Question 9.
THINK SMARTER
Mark read 203 pages.
Laney read 100 more pages than Mark. Gavin read 10 fewer pages than Laney. How many pages did Gavin read?

Answer:
Gavin read 293 pages.

Explanation:
In the above-given question,
Given that,
Mark read 203 pages.
Lane read 100 more pages than Mark.
Gavin read 10 fewer pages than Laney.
Gavin read 293 pages
.

Problem Solving • Applications

Solve.

Question 1.
GO DEEPER
There were 135 buttons in a jar. After Robin put more buttons into the jar, there were 175 buttons in the jar. How many groups of 10 buttons did she put into the jar?
___ groups of 10 buttons
Explain how you solved the problem.
_____________________________________
_____________________________________
_____________________________________

Answer:
Robin put 3 groups of 10 buttons.

Explanation:
In the above-given question,
Given that,
There were 135 buttons in a jar.
After robin put more buttons into the jar, there were 175 buttons in the jar.
Robin put 3 groups of 10 buttons.

Question 11.
THINK SMARTER
Write the next number in each counting pattern.
162, 262, 362, 462, _562____

Answer:

Answer:
The next number is 562.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 100 in 100’s place.
The next  number is 562.

347, 357, 367, 377, _387___

Answer:
The next number is 387.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 10 in 10’s place.
The next  number is 387.

609, 619, 629, 639, _649__

Answer:
The next number is 649.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 10 in 10’s place.
The next number is 649.

TAKE HOME ACTIVITY
• With your child, take turns writing number patterns in which you count on by tens or by hundreds.

Algebra • Number Patterns Homework & Practice 2.10

Look at the digits to find the next two numbers.

Question 1.

The next two numbers are _272__ and _282__

Answer:
The next two numbers are  272 and 282.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 10 in 10’s place.
The next two numbers are 272 and 282.

Question 2.

The next two numbers are _585__ and _685__

Answer:
The next two numbers are  585 and 685.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 100 in 100’s place.
The next two numbers are 585 and 685.

Question 3.

The next two numbers are _828__ and _928__

Answer:
The next two numbers are  828 and 928.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 100 in 100’s place.
The next two numbers are 828 and 928.

Question 4.

The next two numbers are _694__ and _704__

Answer:
The next two numbers are  694 and 704.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 10 in 10’s place.
The next two numbers are 694 and 704.

Problem Solving

Question 5.
What are the missing numbers in the pattern?

The missing numbers are _471__ and _501__

Answer:
The missing numbers are 471 and 501.

Explanation:
In the above-given question,
given that,
The numbers are 431, 441, 451, 461,481, 491.
The missing numbers are 471 and 501.

Question 6.
WRITE Math How can you tell when a pattern shows counting on by tens?
_____________
_____________

Lesson Check

Question 1.
What is the next number in this pattern?
453, 463, 473, 483,
__493___

Answer:
The next number is 493.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 10 in 10’s place.
The next number is 493.

Question 2.
What is the next number in this pattern?
295, 395, 495, 595,
___695___

Answer:
The next number is 695.

Explanation:
In the above-given question,
given that,
the numbers are increasing by 100 in 100’s place.
The next number is 695.

Spiral Review

Question 3.
Write the number seven hundred fifty-one with digits.
_751__

Answer:
The number is 751.

Explanation:
In the above-given figure,
given that, the number is 751.
so we have to write 751.

Question 4.
What is the value of the underlined digit?

____

Answer:
The value of the underlined digit is 1 hundred.

Explanation:
In the above-given question,
given that,
the value or the meaning of the underlined digit.
The value of the underlined digit is 1 hundred.

Question 5.
What is another way to write 56?
_5_ tens _6_ ones

Question 6.
Write the number 43 in tens and ones.
_4_ tens _3_ ones

Answer:
The number is 4 tens and 3 ones.

Explanation:
In the above-given question,
given that,
the number is 4 tens and 3 ones.
the number is 43.

Lesson 2.11 Problem Solving • Compare Numbers

Essential Question
How can you make a model to solve a problem about comparing numbers?

Children bought 217 boxes of chocolate milk and 188 boxes of plain milk. Did they buy more boxes of chocolate milk or plain milk?

Unlock the Problem

Answer:
Children bought 217 boxes of chocolate milk.
Children bought 188 boxes of plain milk.

Explanation:
In the above-given question,
given that,
They bought more boxes of chocolate milk.
Children bought 217 boxes of chocolate milk.
Children bought 188 boxes of plain milk.

Show how to solve the problem.
Model the numbers. Draw quick pictures of your models

The children bought more boxes of ___ milk.

Answer:
Children bought 217 boxes of chocolate milk.
Children bought 188 boxes of plain milk.

Explanation:
In the above-given question,
given that,
They bought more boxes of chocolate milk.
Children bought 217 boxes of chocolate milk.
Children bought 188 boxes of plain milk.

HOME CONNECTION
• Your child used base-ten blocks to represent the numbers in the problem. These models were used as a tool for comparing numbers to solve the problem.

Try Another Problem

Model the numbers. Draw quick pictures to show how you solved the problem.
v

Question 1.
At the zoo, there are 137 birds and 142 reptiles. Are there more birds or more reptiles at the zoo?
more _reptiles______

Answer:
There are more reptiles.

Explanation:
In the above-given question,
given that,
there are 137 birds and 142 reptiles.
there are more reptiles.

Question 2.
Tom’s book has 105 pages. Delia’s book has 109 pages. Whose book has fewer pages?
__Tom’s____ book

Answer:
Tom’s book has 105 pages.

Explanation:
In the above-given question,
given that,
Tom’s book has 105 pages.
Delia’s book has 109 pages.
Tom’s book has 105 pages.

Math Talk
MATHEMATICAL PRACTICES
Compare Explain what you did to solve the second problem.

Share and Show MATH BOARD

Model the numbers. Draw quick pictures to show how you solved the problem.

Question 3.
Mary’s puzzle has 164 pieces. Jake’s puzzle has 180 pieces. Whose puzzle has more pieces?
__Jake’s____ puzzle

Answer:
Jake’s puzzle has more pieces.

Explanation:
In the above-given question,
given that,
Mary’s puzzle has 164 pieces.
Jake’s puzzle has 180 pieces.
Jake’s puzzle has more pieces.
Question 4.
There are 246 people at the game. There are 251 people at the museum. At which place are there fewer people?
at the _game____

Answer:
There are fewer people at the game.

Explanation:
In the above-given question,
given that,
There are 246 people at the game.
there are 251 people at the museum.
There are fewer people at the game.

Question 5.
There are 131 crayons in a box. There are 128 crayons in a bag. Are there more crayons in the box or in the bag?

in the _box___

Answer:
There are more crayons in the box.

Explanation:
In the above-given question,
given that,
There are 131 crayons in a box.
There are 128 crayons in a bag.
There are more crayons in the box.

Question 6.
There are 308 books in the first room. There are 273 books in the second room. In which room are there fewer books?

in the _second__ room.

Answer:
In the second room, there are 273 books.

Explanation:
In the above-given question,
given that,
There are 308 books in the first room.
There are 273 books in the second room.
In the second room, there are 273 books.

Problem Solving • Applications

Question 7.
THINK SMARTER
There are 748 children at Dan’s school. There are 651 children at Karen’s school. There are 763 children at Jason’s school. Which school has more than 759 children?
_Jason’s__ school

Answer:
In Jason’s school, there are 763 children.

Explanation:
In the above-given question,
given that,
There are 748 children at Dan’s school.
There are 651 children at Karen’s school.
There are 763 children at Jason’s school.
In Jason’s school, there are 763 children.

Question 8.
MATHEMATICAL PRACTICE
Analyze There are 136 crayons in a box. Use the digits 4, 1, and 2 to write a number that is greater than 136.

__142_______

Answer:
The number greater than 136 is 142.

Explanation:
In the above-given question,
given that,
There are 136 crayons in a box.
The number greater than 136 is 142.

Question 9.
THINK SMARTER
Becky has 134 stamps. Sara has 129 stamps. Who has more stamps?
_____Becky________

Answer:
Becky has more stamps.

Explanation:
In the above-given question,
given that,
Becky has 134 stamps.
Sara has 129 stamps.
Becky has more stamps.

Sara buys 10 more stamps. Who has more stamps now?
_____Sara________

Answer:
Sara has more stamps.

Explanation:
In the above-given explanation,
given that,
Sara buys 10 more stamps.
Sara has more stamps now.
Draw quick pictures to show the stamps Becky and Sara have now.

TAKE HOME ACTIVITY
• Ask your child to explain how he or she solved one of the problems on this page.

Problem Solving • Compare Numbers Homework & Practice 2.11

Model the numbers. Draw quick pictures to show how you solved the problem.

Question 1.
Lauryn has 128 marbles. Kristin has 118 marbles. Who has more marbles?
__Lauryn_______

Answer:
Lauryn has more marbles.

Explanation:
In the above-given question,
given that,
Lauryn has 128 marbles.
Kristin has 118 marbles.
Lauryn has more marbles.

Question 2.
Nick has 189 trading cards. Kyle has 198 trading cards. Who has fewer cards?
__Nick_____

Answer:
Nick has fewer cards.

Explanation:
In the above-given question,
given that,
Nick has 189 cards.
Kyle has 198 cards.
Nick has fewer cards.

Question 3.
A piano has 36 black keys and 52 white keys. Are there more black keys or white keys on a piano?
__White Keys________

Answer:
There are more white keys.

Explanation:
In the above-given question,
given that,
A piano has 36 black keys and 52 white keys.
There are more white keys.

Question 4.
WRITE Math Draw to show how you can use models to compare 345 and 391.

Lesson Check

Question 1.
Gina has 245 stickers. Circle the number less than 245.

Answer:
The number less than 245 is 239.

Explanation:
In the above-given question,
given that,
Gina has 245 stickers.
The numbers are 285, 254, 245, and 239.

Question 2.
Carl’s book has 176 pages. Circle the number greater than 176.

Answer:
The number greater than 176 is 203.

Explanation:
In the above-given question,
given that,
Carl’s book has 176 pages.
The numbers are 203, 174, 168, and 139.
The number greater than 176 is 203.

Spiral Review

Question 3.
Write 63 as a sum of tens and ones
__6_ + _3__

Answer:
The number has 6 tens and 3 ones.

Explanation:
In the above-given question:
given that,
the number is 63.
60 + 3 = 63.

Question 4.
Write the number 58 in tens and ones.
__5_ tens _8_ ones

Answer:
The number has 5 tens and 8 ones.

Explanation:
In the above-given question:
given that,
the number is 58.
50 + 8 = 58.

Question 5.
Mr. Ford drove 483 miles during his trip. How many hundreds are in this number?
__4__

Answer:
They are 4 hundred in 483.

Explanation:
In the above-given question,
given that,
Mr. Ford drove 483 miles during his trip.
They are 4 hundred in 483.

Question 6.
Write 20 in words.
__twenty____

Answer:
The number is twenty.

Explanation:
In the above-given question,
given that,
Write 20 in words.
The number is twenty.

Lesson 2.12 Algebra • Compare Numbers

Essential Question
How do you compare 3-digit numbers?

Listen and Draw

Draw quick pictures to solve the problem.

More ___ were at the park.

Math Talk
MATHEMATICAL PRACTICES

Explain how you compared the numbers.

Share and Show

Compare the numbers. Write >, <, or =.

Question 1.

Answer:
239 is greater than 179.

Explanation:
In the above-given question,
given that,
179 is less than 239

Question 2.

Answer:
435 is less than 437.

Explanation:
In the above-given question,
given that,
435 is less than 437.

Question 3.

Answer:
764 is greater than 674.

Explanation:
In the above-given question,
given that,
764 is greater than 674.

Question 4.

Answer:
519 is less than 572.

Explanation:
In the above-given question,
given that,
519 is less than 572.

On Your Own

Compare the numbers. Write >, <, or =.

Question 5.

Answer:
378 is less than 504.

Explanation:
In the above-given question,
given that,
378 is less than 504.

Question 6.

Answer:
821 is equal to 821.

Explanation:
In the above-given question,
given that,
821 is equal to 821.

Question 7.

Answer:
560 is greater than 439.

Explanation:
In the above-given question,
given that,
560 is greater than 439.

Question 8.

Answer:
934 is equal to 934.

Explanation:
In the above-given question,
given that,
934 is equal to 934.

THINK SMARTER Write the 3-digit numbers and compare the numbers. Use >, <, or =.

Question 9.

Answer:
475 is equal to 475.

Explanation:
In the above-given question,
given that,
475 is equal to 475.

Question 10.

Answer:
736 is greater than 687.

Explanation:
In the above-given question,
given that,
736 is greater than 687.

MATHEMATICAL PRACTICE
Use Reasoning Write a 3-digit number in the box that makes the comparison true.

Question 11.

Answer:
526 is less than 670.

Explanation:
In the above-given question,
given that,
526 is less than 670.

Question 12.

Answer:
319 is greater than 500.

Explanation:
In the above-given question,
given that,
319 is greater than 500.

Question 13.

Answer:
526 is less than 782.

Explanation:
In the above-given question,
given that,
526 is less than 782.

Question 14.

Answer:
90 is less than 131.

Explanation:
In the above-given question,
given that,
90 is less than 131.

Problem Solving • Applications

Solve. Write or draw to explain.

Question 15.
THINK SMARTER
Mrs. York has 300 red stickers, 50 blue stickers, and 8 green stickers. Mr. Reed has 372 stickers. Who has more stickers?

Answer:
Mr. Reed has more stickers.

Explanation:
In the above-given question,
given that,
Mrs. York has 357 red stickers.
Mr. Reed has 372 stickers.
Mr. Reed has more stickers

Question 16.
MATHEMATICAL PRACTICE
Analyze Jasmine has some number cards. Use the digits on these cards to make two 3-digit numbers. Use each digit only once. Compare
the numbers.

Answer:
125 is less than 638.

Explanation:
In the above-given question.
given that,
Jasmine has 125 and 638 number cards.
125 is less than 638.

Question 17.
THINK SMARTER
Is the comparison true? Choose Yes or No.

Answer:
yes.
No.
No.
yes.

Explanation:
In the above-given question,
given that,
453 is greater than 354.
253 is less than 164.
391 is less than 417.
490 is less than 528.

TAKE HOME ACTIVITY
• Have your child explain how to compare the numbers 281 and 157.

Algebra • Compare Numbers Homework & Practice 2.12

Compare the numbers. Write >, <, or =.

Question 1.
489
605

Answer:
489 is less than 605.

Explanation:
In the above-given question,
given that,
489 is less than 605.

Question 2.
719
719

Answer:
719 is equal to 719.

Explanation:
In the above-given question,
given that,
719 is equal to 719

Question 3.
370
248

Answer:
370 is greater than 248.

Explanation:
In the above-given question,
given that,
370 is greater than 248.

Question 4.
645
654

Answer:
645 is less than 654.

Explanation:
In the above-given question,
given that,
645 is less than 654.

Question 5.
205
250

Answer:
205 is less than 250

Explanation:
In the above-given question,
given that,
205 is less than 250

Question 6.
813
781

Answer:
813 is greater than 781

Explanation:
In the above-given question,
given that,
813 is greater than 781.

Problem Solving

Solve. Write or draw to explain.

Question 7.
Toby has 178 pennies. Bella has 190 pennies. Who has more pennies?
_Bella___ has more pennies.

Answer:
Bella has more pennies.

Explanation:
In the above-given question,
given that,
Toby has 178 pennies.
Bella has 190 pennies.
Bella has more pennies.

Question 8.
WRITE Math
Explain how comparing 645 and 738 is different from comparing 645 and 649.
_____________________
_____________________

Lesson Check

Question 1.
Write >, <, or = to compare.

Answer:
351 is greater than 315.

Explanation:
In the above-given question,
given that,
315 is less than 351.

Question 2.
Write >, <, or = to compare.

Answer:
401 is greater than 399.

Explanation:
In the above-given question,
given that,
401 is less than 399.

Spiral Review

Question 3.
What number has the same value as 50 tens?
__5 tens 0 ones_______

Answer:
The number has the same value as 50 is 5 tens 0 ones.

Explanation:
In the above-given question,
given that,
The number has the same value as 50 tens.

Question 4.
Write a number with an 8 in the hundreds place.
____803____

Answer:
The number with an 8 in the hundreds place is 803.

Explanation:
In the above-given question,
given that,
The number with an 8 in the hundreds place is 803.

Question 5.
Ned counts by fives. He starts at 80. Which number should he say next?
____85______

Answer:
He should say 85.

Explanation:
In the above-given question,
given that,
Ned counts by fives.
He starts at 80.
He should say 85.

Question 6.
Mr. Dean has an even number of cats and an odd number of dogs. Show how many dogs and cats he might have.
6 cats and _9_ dogs

Answer:
6 cats and 9 dogs.

Explanation:
In the above-given question,
given that,
Mr. Dean has an even number of cats and an odd number of dogs.
There are 6 cats and 9 dogs.