problem solving tens and ones lesson 1.7 answers

Name _PROBLEM SOLVING Problem Solving • Tens and Ones Lesson 1.7 COMMON CORE STANDARD—2.NBT.3 Understand place value. Find a pattern to solve. 1. Ann is grouping 38 rocks. She can put them into groups of 10 rocks or as single rocks. What are the different ways Ann can group the rocks? 2. Mr. Grant needs 30 pieces of felt. He can buy them in packs of 10 or as single pieces. What are the different ways Mr. Grant can buy the felt? Ms. Sims is putting away 22 books. She can put them on the table in stacks of 10 or as single books. What are the different ways Ms. Sims can : put away the books?

Tens And Ones

Related Pages Place Value Chart 10 Times The Value More Lessons For Grade 1 Common Core For Grade 1

These lessons will help Grade 1 students to understand that the two digits of a two-digit number represent amounts of tens and ones. They will help the kids to understand tens and ones.

Understand The Following As Special Cases:

a) 10 can be thought of as a bundle of ten ones — called a “ten.” b) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c) The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Common Core: 1.NBT.2

Learning targets:.

• I can represent 10 as ten ones.
• I can represent numbers 11 to 19 as a ten and some ones.
• I can represent multiple sets of ten using number names (2 tens is 20).
• I can explain the value of each digit in a two-digit number (place value).
• I can use base ten manipulatives (e.g., base ten blocks, Digi-Blocks, Unifix Cubes, ten frames, interlocking base ten blocks) to represent two-digit numbers
• I know how to connect numerals, words, and quantities
• I know that two-digit numbers are composed of bundles of tens and leftover ones
• I can count by tens and ones
• I know how to use base ten manipulatives (e.g., base ten blocks, Digi-Blocks, Unifix Cubes, ten frames, interlocking base ten blocks) to build and compare ten ones and ten
• I can use base ten manipulatives (e.g., base ten blocks, Digi-Blocks, Unifix Cubes, ten frames, interlocking base ten blocks) to build and compare 11 to 19
• I can match the concrete representations of 11 through 19 with the numerical representations
• I can use base ten manipulatives (e.g., base ten blocks, Digi-Blocks, Unifix Cubes, ten frames, interlocking base ten blocks) to build and model the counting by tens

Worksheet For Tens And Ones Place Value

Click on the following worksheet to get a printable pdf document.

Concept Of Place Values

Understanding Tens And Ones This video explains the concept of tens and ones. It helps to develop the beginning foundation for place value standard 1.NBT.2 in the Common Core.

Learning Place Value - Tens And Ones (1.NBT.2)

Place Value Grouping Into Bundles We can teach place value by grouping into bundles of tens. Understanding place value which is essential to know before going into higher math.

Counting to 100 Using a Place Value Chart

Count To 100 By Tens

Place Value: Tens And Ones

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Break Apart Ones to Add - Lesson 4.1

Group Tens as Hundreds - Lesson 2.1

Explore 3 Digit Numbers - Lesson 2.2

Model 3 Digit Numbers - Lesson 2.3

Hundreds, Tens, and Hundreds - Lesson 2.4

​Place Value to 1,000 - Lesson 2.5

​ Number Names - Lesson 2.6

Different Forms of Numbers - Lesson 2.7

Algebra - Different Ways to Show Numbers - 2.8

Count On and Count Back by 10 and 100 - 2.9

Algebra - Number Patterns - Lesson 2.10

​Problem Solving - Compare Numbers - Lesson 2.11

Algebra - Compare Numbers - Lesson 2.12

​Chapter 2 Review for Test - Numbers to 1,000

Draw to Represent 3-Digit Addition - Lesson 6.1

Break Apart 3-Digit Addends - Lesson 6.2

3-Digit Addition - Regrouping Ones - Lesson 6.3

3-Digit Addition - Regrouping Tens - Lesson 6.4

​3-Digit Addition - Regroup Ones and Tens - L. 6.5

Problem Solving: 3-Digit Subtraction - Lesson 6.6

3-Digit Subtraction: Regroup Tens - Lesson 6.7

3-Digit Subtraction: Regroup Hundreds - Lesson 6.8

Subtraction: Regroup Ones and Tens - Lesson 6.9

Use Double Facts - Lesson 3.1 ​

Practice Addition Facts - Lesson 3.2

Algebra - Make a Ten to Add - Lesson 3.3

Algebra - Add 3 Addends - Lesson 3.4

Algebra - Relate Addition and Subtraction - Lesson 3.5

Practice Subtraction Facts - Lesson 3.6

Use Ten to Subtract - Lesson 3.7

Algebra - Use Drawings to Represent Problems - L. 3.8

Algebra - Use Equations to Represent Problems - L. 3.9

Problem Solving - Equal Groups - Lesson 3.10

Second Grade

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One Dollar - Lesson 7.5

Amounts Greater than $1 - Lesson 7.6

​ Problem Solving With Money - Lesson 7.7

Lesson 1.1 - Even and Odd Numbers

Lesson 1.2 - Representing Even Numbers

​Lesson 1.3 - Understanding Place Value

Lesson 1.4 - Expanded Form

Lesson 1.5 - Different Ways to Write Numbers

Lesson 1.6 - Different Names for Numbers

Lesson 1.7 - Problem Solving - Tens and Ones

Lesson 1.8 - Counting Patterns Within 100

Lesson 1.9 - Counting Patterns Within 1000

Review For Test - Chapter 1

Just click your lesson below, and watch!  :-)

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Go Math Grade 2 Chapter 1 Answer Key Pdf Number Concepts

Go Math Grade 2 Chapter 1 Answer Key Pdf : Students of Grade 2 can get a strong foundation on mathematics concepts by referring to the Go Math Grade 2 Chapter 1 Answer Key  Number concepts. It was developed by highly professional mathematics educators and the solutions prepared by them are in a concise manner for easy grasping. Make the most out of the quick resources available for Go Math Grade 2 Anwer Key Chapter 1 Number Concepts and clear the exam with flying colors. Assess your preparation standard and identify the areas of need and improvise on them accordingly.

Number Concepts Go Math Grade 2 Chapter 1 Answer Key Pdf

To achieve high scores in Grade 2, students need to solve all questions and exercises included in Go Math Grade 2. So, teachers and students can find this Go Math Answer Key for Grade 2 more helpful in raising students’ scores and supporting teachers to educate the students. With the help of Go Math Primary School Grade 2 Answer Key, you can think deeply regarding what you are learning, and you will really learn math easily just like that.

Chapter 1: Number Concepts

• Number Concepts Show What You Know – Page 10
• Number Concepts Vocabulary Builder – Page 11
• Number Concepts Game: Three in a Row – Page 12

Number Concepts Chapter Vocabulary Cards

• Number Concepts Vocabulary Game – Page(12A-12D)

Lesson 1: Hands On: Algebra • Even and Odd Numbers

• Lesson 1.1 Hands On: Algebra • Even and Odd Numbers – Page(13-18)
• Hands On: Algebra • Even and Odd Numbers Homework & Practice 1.1 – Page(17-18)

Lesson: 2 Algebra • Represent Even Number

• Lesson 1.2 Algebra • Represent Even Number – Page(19-24)
• Algebra • Represent Even Number Homework & Practice 1.2 – Page(23-24)

Lesson: 3 Understand Place Value

• Lesson 1.3 Understand Place Value – Page(25-30)
• Understand Place Value Homework & Practice 1.3 – Page(29-30)

Lesson: 4 Expanded Form

• Lesson 1.4 Expanded Form – Page(31-36)
• Expanded Form Homework & Practice 1.4 – Page(35-36)

Lesson: 5 Different Ways to Write Numbers

• Lesson 1.5 Different Ways to Write Numbers – Page(37-42)
• Different Ways to Write Numbers Homework & Practice 1.5 – Page(41-42)

Lesson: 6 Algebra • Different Names for Numbers

• Lesson 1.6 Algebra • Different Names for Numbers – Page(43-48)
• Algebra • Different Names for Numbers Homework & Practice 1.6 – Page(47-48)

Lesson: 7 PROBLEM SOLVING

• Lesson 1.7 PROBLEM SOLVING – Page(49-54)
• PROBLEM SOLVING Homework & Practice 1.7 – Page(53-54)

Lesson: 8 Counting Patterns Within 100

• Lesson 1.8 Counting Patterns Within 100 – Page(55-60)
• Counting Patterns Within 100 Homework & Practice 1.8 – Page(59-60)

Lesson: 9 Counting Patterns Within 1,000

• Lesson 1.9 Counting Patterns Within 1,000 – Page(61-66)
• Counting Patterns Within 1,000 Homework & Practice 1.9 – Page(65-66)
• Number Concepts Review Test – Page(67-70)

Number Concepts

Curious about Math At a farmers’ market, many different fruits and vegetables are sold. If there are 2 groups of 10 watermelons on a table, how many watermelons are there?

Answer: 20 watermelons are there.

Explanation: In the above-given question, Given that there are 2 groups of watermelons on a table. 10 + 10  = 20 In group 1 there are 10 watermelons. in group 2 there are 10 watermelons. so, in total there are 20 watermelons.

Number Concepts Show What You Know

Model Numbers to 20

Write the number that tells how many.

Answer: Thirteen.

Answer: Seventeen.

Use a Hundred Chart to Count Use the hundred chart.

Answer: 37, 39, 42.

Write how many tens. Write the number.

Answer: 4 tens. 40.

Answer: 6 tens. 60.

Explanation: In the above-given figure, Given that there are 6 tens. 10 + 10 + 10 + 10 + 10 + 10 = 60

Number Concepts Vocabulary Builder

Visualize It

Answer: There are 10 ones in 1 ten. there are 20 ones in 2 tens. there are 10 tens in 1 hundred. there are 20  tens in 2 hundred.

Understand Vocabulary

Question 1. Start with 1. Count on by ones. 1, —, —, —, —, —

Answer: 1, 2, 3, 4, 5, and 6.

Explanation: In the above-given figure, Given that start with 1. count by 1. 1, 2, 3, 4, 5, and 6. 1 + 1 = 2 2 + 1 = 3 3 + 1 = 4 4 + 1 = 5 5 + 1 = 6.

Question 2. Start with 8. Count back by ones. 8, —, —, — , —, —

Answer: 8, 7, 6, 5, 4, and 3.

Explanation: In the above-given figure, Given that start with 1. count by 1. 8, 7, 6, 5, 4, and 3. 8 – 1 = 7 7 – 1 = 6 6 – 1 = 5 5 – 1 = 4 4 – 1 = 3.

Number Concepts Game: Three in a Row

Play with a partner.

Chapter I Vocabulary

Number Concepts Vocabulary Game

Going Places with GOMATH! words

Answer: digit = digito doubles = dobles. even numbers = par numbers. is equal to (=) = es igual a. odd numbers = impar. ones = unidades. plus (+) = mas. ten = decena

Explanation: In the above-given question, given that GO MATH words. digit = digito doubles = dobles. even numbers = par numbers. is equal to (=) = es igual a. odd numbers = impar. ones = unidades. plus (+) = mas. ten = decena

Going to the Farmers Market

For 2 to 4 Players

How to Play

The Write Way

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

• Explain two things you know about even numbers and odd numbers.
• Write about all the different ways you can show 25.
• Tell how to count on by different amounts to 1,000.

Answer: An even number is a number that can be divided into two equal groups. An odd number is a number that cannot be divided into two equal groups. There are different ways of writing the same number. We can count different amounts to 1000.

Explanation: In the above-given question, An even number is a number that can be divided into two equal groups. An odd number is a number that cannot be divided into two equal groups. There are different ways of writing the same number. for example 0.04, 1/25, 0.22. We can count different amounts to 1000. 500 + 500 = 1000 250 + 750 = 1000

Lesson 1.1 Hands On: Algebra • Even and Odd Numbers

Essential Question How are even numbers and odd numbers different?

Listen Listen

Answer: An even number is a number that can be divided into two equal groups. An odd number is a number that cannot be divided into two equal groups.

Model and Draw

Answer: There are 2 pairs for each number. yes, even numbers show pairs with no cubes left over. yes, odd numbers show pairs with one cube leftover.

Share and Show

Use Cubes. Count out the number of cubes. Make pairs. Then write even or odd.

Question 1. 6 _even___________

Answer: even.

Algebra 2nd Grade Lesson 1.1 Question 2. 3 __odd__________

Answer: odd.

Question 3. 2 __even.__________

Question 4. 9 __odd__________

Question 5. 4 ___even._________

Question 6. 10__even.__________

Question 7. 7 __odd.__________

Question 8. 13 _____odd._______

Question 9. 11 _odd___________

Question 10. 14 _even___________

Explanation: In the above-given question, Given that 14 is an even number.

On Your Own

Shade in the ten frames to show the number. Circle even or odd.

Question 14. There are an even number of boys and an odd number of girls in Lena’s class. How many boys and girls could be in her class? Show your work. _____12 boys_______ _____15 girls——— _12 + 15 = 27 students._______

Answer: There are 12 boys and 15 girls in the class.

Explanation: In the above-given figure, given that there are even a number of boys and an odd number of girls. So I am assuming 12 boys and 15 girls. 12 + 15 = 27 students.

Answer: 6 and 8 are even numbers in the box.

Explanation: In the above-given figure, given that the numbers are 3, 5, 6, and 8. 6 and 8 are even numbers. An even number is a number that can be divided into two equal groups. an odd number is a number that cannot be divided into two equal groups.

Problem Solving • Applications

Answer: In loop A there are odd numbers. In loop B there are even numbers.

Answer: No, each ten frame does not show an even number.

Answer: 9 is an odd number.

Explanation: In the above-given question, given that child shows a number that is 9. 9 is an odd number.

Hands On: Algebra • Even and Odd Numbers Homework & Practice 1.1

Algebra • Even and Odd Numbers

Question 4. Mr. Dell has an odd number of sheep and an even number of cows on his farm. Circle the choice that could tell about his farm. 9 sheep and 10 cows 10 sheep and 11 cows 8 sheep and 12 cows

Answer: 27 sheep and 33 cows.

Explanation: In the above-given question, given that 9 sheep and 10 cows. 10 sheep and 11 cows. 8 sheep and 12 cows. so total there are 27 sheep and 33 cows.

Answer: 4, 6 are even numbers. 7, 9 are odd numbers.

Lesson Check

Answer: 4 is an even number.

Answer: 7 is an odd number.

Spiral Review

Answer: 3 is an odd number.

Answer: 6 is an even number.

Answer: 2 is an even number.

Answer: 1 is an odd number.

Lesson 1.2 Algebra • Represent Even Number

Essential Question Why can an even number be shown as the sum of two equal addends?

Answer: 5 + 5 = 10.

Explanation: In the  above-given question, given that even number be shown as the sum of two equal addends. 5 + 5 = 10

Make pairs with your cubes. Draw to show the cubes. Then write the numbers you say as you count to find the number of cubes.

_10__ ___16__ cubes

Answer: 6 + 4 = 10. 7 + 9 = 16

Explanation: In the above-given question, given that write the number you say as u count to find the number of cubes. so I am assuming 6 + 4 = 10 7 + 9 = 16.

Math Talk MATH PRACTICES

Use Reasoning Explain how you know if a number modeled with cubes is an even number.

How many cubes are there in all? Complete the addition sentence to show the equal groups.

Answer: 2 + 2 = 4.

Answer: 4 + 4 = 8.

Answer: 6 + 6 = 12.

Answer: 7 + 7 = 14.

Answer: 10 = 5 + 5.

Answer: Elena and Jose each have 9 postcards.

Question 8. 5 = __2_ + __2__ + ___1_

Answer: 5 = 2 + 2 + 1.

Question 9. 11 = _5__ + _5___ + __1__

Answer: 11 = 5 + 5 + 1.

Question 10. 9 = _4__ + _4___ + _1___

Answer: 9 = 4 + 4 + 1.

Question 11. 13 = _6__ + _6___ + __1__

Answer: 13 = 6 + 6 + 1.

Problem Solving • Applications 

Solve. Write or draw to explain.

Answer: Jacob and Lucas have 8 shells each.

Answer: 16 is an even number.

Algebra • Represent Even Number Homework & Practice 1.2

Shade in the frames to show two equal groups for each number. Complete the addition sentence to show the groups.

Answer: 8 = 4 + 4.

Answer: 18 = 9 + 9.

Answer: 14 = 7 + 7.

Answer: 20 = 10 + 10.

Problem Solving

Answer: 2 pairs of seats are there.

Answer: 9 + 9 = 18.

Explanation: Given that 18 is an even number. 9 + 9 = 18.

Circle the sum that is an even number. 9 + 9 = 18 9 + 8 = 17 8 + 7 = 15 6 + 5 = 11

Question 2. Circle the sum that is an even number. 1 + 2 = 3 3 + 3 = 6 2 + 5 = 7 4 + 7 = 11

Answer: 3 + 3 = 6.

Question 3. Circle the even number. 7 9 10 13

Answer; 10 is an even number.

Question 4. Circle the odd number. 4 11 16 20

Answer; 11 is an odd number.

Question 5. Ray has an odd number of cats. He also has an even number of dogs. Complete the sentence. Ray has _5_ cats and _6_ dogs.

Answer: Ray has 5 cats and 6 dogs.

Explanation: In the above-given question, given that, Ray has an odd number of cats and also has an even number of dogs. Ray has 5 cats and 6 dogs.

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

Lesson 1.3 Understand Place Value

Essential Question How do you know the value of a digit?

Listen and Draw

Math Talk MATHEMATICAL PRACTICES Explain why the value of 5 is different in the two numbers

Circle the value of the red digit.

Answer: The red digit is 5.

Answer: The red digit is 4.

Answer: The red digit is 3.

Answer: The red digit is 2.

Answer: The red digit is 1.

Answer: The red digit is 9.

Answer: The red digit is 7.

Question 10. Phillip bought a puzzle. The number of puzzle pieces has the digit 6 in the ones place and the digit 3 in the tens place. How many puzzle pieces are in Phillip’s puzzle? _36_ puzzle pieces

Answer: There are 36 puzzle pieces in Phillip’s puzzle.

Explanation: In the above-given question, given that The number of puzzle pieces has the digit 6 in one place and the digit 3 in the tens place. 3 in the tens place. 6 in one place. There are 36 puzzle pieces in Phillip’s puzzle.

Question 11. Noah baked apple pies. The number of apples he used has the digit 1 in the tens place and an even number less than 5 in the ones place. How many apples could Noah have used to bake apple pies? _14_ apples

Answer: Noah used to bake apple pies is 14 apples.

Explanation: In the above-given question, given that The number of apples he used has the digit 5 in one place and the digit 1 in the tens place. 1 in the tens place. 4 in one place. There are 14 baked apple pies.

Answer: The number is 47. The number is 52.

Write the 2-digit number that matches the clues.

Question 13. My number has 8 tens. The digit in the one place is greater than the digit in the tens place. My number is __9_.

Answer: My number is 9.

Explanation: In the above-given question, given that, my number has 8 tens. the digit in the one place is greater than the digit in the tens place. the number greater than 8 is 9.

Question 14. In my number, the digit in the one’s place is double the digit in the tens place. The sum of the digits is 3. My number is _21_.

Answer: My number is 21.

Answer: My number is 24.

Explanation: In the above-given question, given that, my number has 2 tens and 4 ones. The sum of the digits is 6. The digit in the tens place is less than the digit in the ones place. My number is 24.

Answer: The value of digit 4 is in the tens place.

Explanation: In the above-given figure, given that the value of the digit 4 in the number 43. digit 4 is in tens place.

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

Explanation: In the above-given figure, given that the value of the digit 5 in the number 56. the value of the digit 6 in ones place.

Understand Place Value Homework & Practice 1.3

Circle the value of the underlined digit.

Answer: The value of an underlined digit is 2.

Answer: The value of an underlined digit is 8.

Answer: The value of an underlined digit is 1.

Answer: The value of an underlined digit is 4.

Answer: The value of an underlined digit is 5.

Question 7. My number has a tens digit that is 8 more than the ones digit. Zero is not one of my digits. My number is _3_

Answer: My number is 3.

Explanation: In the above-given question, given that the number has a tens digit that is 8 more than the ones digit. Zero is not one of my digits. my number is 3.

Answer: The number is 76.

Answer: The number of pencils is odd.

Question 6. Circle the sum that is an even number. 5 + 2 = _7__ 6 + 3 = _9__ 7 + 4 = _11__ 7 + 7 = _14__

Lesson 1.4 Expanded Form

Expanded Form

Essential Question How do you describe a 2-digit number as tens and ones?

MATHEMATICAL PRACTICES 6

Explain how you know how many tens and ones are in the number 29.

Answer: There are 2 tens and 9 ones in 29.

Explanation: In the above-given question, given that there are 2 tens and 9 ones in 29.

Question 1. 37 __3_ tens _7__ ones _3__ + _7___

Answer: There are 3 tens and 7 ones in 37.

Explanation: In the above-given question, given that there are 3 tens and 7 ones in 37.

Question 2. 54 _5__ tens _4__ ones __5_ + _4___

Answer: There are 5 tens and 4 ones in 54.

Explanation: In the above-given question, given that there are 5 tens and 4 ones in 54.

Question 3. 16 __1_ tens _6__ ones _1__ + _6___

Answer: There are 1 tens and 6 ones in 16.

Explanation: In the above-given question, given that there are 1 tens and 6 ones in 16.

Question 4. 60 _6__ tens _0__ ones _6__ + __0__

Answer: There are 6 tens and 0 ones in 60.

Explanation: In the above-given question, given that there are 6 tens and 0 ones in 60.

Draw a quick picture to show the number. Describe the number in two ways.

Question 5. 48 __4_ tens _8__ ones _4__ + __8__

Answer: There are 4 tens and 8 ones in 48.

Go Math Grade 2 Lesson 1.4 Answer Key Question 6. 31 ___ tens ___ ones ___ + ____

Answer: There are  3 tens and 1 ones in 31.

Question 7. Riley has some toy dinosaurs. The number she has is one less than 50. Describe the number of toy dinosaurs in two ways __4___tens____9___ones. __4 + 9_

Answer: The number of toy dinosaurs = 49.

Explanation: In the above-given question, given that Riley has some toy dinosaurs. The number she has is one less than 50. 49 4 tens and 9 ones.

Answer: There are 106 marbles.

Explanation: In the above-given figure, given that Eric has 4 bags of 10 marbles and 6 single marbles. 10 in tens place and 6 in ones place. There are 106 marbles in Eric bags.

Make Connections Use crayons. Follow the steps.

Question 9. Start at 51 and draw a green line to 43.

Answer: draw a line from 51 to 43.

Question 10. Draw a blue line from 43 to 34.

Answer: Draw a line from 43 to 34.

Question 11. Draw a red line from 34 to 29.

Answer: Draw a line from 34 to 29

Question 12. Then draw a yellow line from 29 to 72.

Explanation: In the above-given figure, draw a  line from 51 to 43. draw a  line from 43 to 34. draw a  line from 34 to 29. draw a  line from 29 to 72.

Answer: There are  2 tens and 6 ones in 26.

Explanation: In the above-given question, given that there are 2 tens and 6 ones in 26.

TAKE HOME ACTIVITY

Expanded Form Homework & Practice 1.4

Question 1. 68 _6__ tens _8__ ones _60__ + __8_

Answer: There are 6 tens and 8 ones in 68.

Question 2. 21 __2_ tens _1__ ones __20_ + _1__

Answer: There are 2 tens and 1 ones in 21.

Question 3. 70 _7__ tens __0_ ones __70_ + 0___

Answer: There are 7 tens and 0 ones in 70.

Question 4. 53 __5_ tens __3_ ones _50__ + _4__

Answer: There are 5 tens and 3 ones in 53.

Answer: 40 + 6 60 + 4

Answer: 50 + 8

Question 1. Describe the number 92 in tens and ones. _9_ tens _2_ ones

Answer: There are 9 tens and 2 ones in 92.

Explanation: In the above-given question, given that there are 9 tens and 2 ones in 92.

Question 2. Describe the number 45 in tens and ones. _4_ tens _5__ ones

Answer: There are 4 tens and 5 ones in 45.

Explanation: In the above-given question, given that there are 4 tens and 5 ones in 45.

Answer: The value of an underlined digit is 76.

Answer: The value of an underlined digit is 52.

Explanation: In the above-given figure, given that 2 one and 5 tens. so the value is 52.

Lesson 1.5 Different Ways to Write Numbers

Essential Question What are different ways to write a 2-digit number?

Answer: 79 54

Math Talk MATHEMATICAL PRACTICES Analyze In 44, do both digits have the same value? Explain.

Share and Show MATH BOARD

Look at the examples above. Then write the number another way.

Question 1. thirty-two ____32___

Answer: There are 3 tens and 2 ones in 32. 30 + 2 = 32

Explanation: In the above-given question, given that there are 3 tens and 2 ones in 32. 30 + 2 = 32

Question 2. 20 + 7 ___27____

Answer: There are 2 tens and 7 ones in 27. 20 + 7 = 27

Explanation: In the above-given question, given that there are 2 tens and  7 ones in 27. 20 + 7 = 27

Question 3. 63 _6_ tens _3__ ones

Answer: There are 6 tens and 3 ones in 63. 60 + 3 = 63

Explanation: In the above-given question, given that there are 6 tens and  3 ones in 63. 60 + 3 = 63

Question 4. ninety-five _90__ + _5__

Answer: There are 9 tens and 5 ones in 95. 90 + 5 = 95

Explanation: In the above-given question, given that there are 9 tens and  5 ones in 95. 90 + 5 = 95

Question 5. 5 tens 1 one _____51_______

Answer: There are 5 tens and 1 ones in 51. 50 + 1 = 51

Explanation: In the above-given question, given that there are 5 tens and  1 ones in 51. 50 + 1 = 51

2nd Grade Answer Key Lesson 1.5 More Practice/Homework Question 6. seventy-six __70_ + __6__

Answer: There are  7 tens and 6 ones in 76. 70 + 6 = 76

Explanation: In the above-given question, given that there are 7 tens and  6 ones in 76. 70 + 6 = 76

Question 7. twenty-eight _2__ tens __8_ ones

Answer: There are 2 tens and 8 ones in 28. 20 + 8 = 28

Explanation: In the above-given question, given that there are 2 tens and  8 ones in 28. 20 + 8 = 28

Question 8. 8 tens 0 ones ___Eighty_________

Answer: There are 8 tens and 0 ones in 80. 20 + 0 = 80

Explanation: In the above-given question, given that there are 8 tens and  0 ones in 80. 80 + 0 = 80

Write the number another way.

Question 9. 2 tens 4 ones __Twentyfour__________

Answer: There are 2 tens and 4 ones in 24. 20 + 4 = 24

Explanation: In the above-given question, given that there are 2 tens and  4 ones in 24. 20 + 4 = 24

Question 10. thirty _3_ tens _0__ ones

Answer: There are 3 tens and 0 ones in 30. 30 + 0  = 30

Explanation: In the above-given question, given that there are 3 tens and  0 ones in 30. 30 + 0 = 30

Question 11. eighty-five ___80_+__5______

Answer: There are 8 tens and 5 ones in 85. 80 + 5 = 85

Explanation: In the above-given question, given that there are 8 tens and  5 ones in 85. 80 + 5 = 85

Question 12. 54 _50__ + __4_

Answer: There are 5 tens and 4 ones in 54. 50 + 4 = 54

Explanation: In the above-given question, given that there are 5 tens and  4 ones in 54. 50 + 4 = 54

Question 13. Lee has a favorite number. The number has the digit 3 in the ones place and the digit 9 in the tens place. What is another way to write this number? _Ninety____Three_______

Answer: There are 9 tens and 3 ones in 93. 90 + 3 = 93

Explanation: In the above-given question, given that there are 9 tens and  3 ones in 93. 90 + 3 = 93

Question 14. Dan’s number has a digit greater than 5 in the ones place and a digit less than 5 in the tens place. What could be Dan’s number? _Fifty five___________

Answer: There are 5 tens and 5 ones in 55. 50 + 5 = 55

Explanation: In the above-given question, given that there are 5 tens and  5 ones in 55. 50 + 5 = 55

THINK SMARTER

Question 15. Sixty-seven is the same as _6__ tens _7__ ones.

Answer: There are 6 tens and 7 ones in 67. 60 + 7 = 67

Explanation: In the above-given question, given that there are 6 tens and  7 ones in 67. 60 + 7 = 67

Question 16. 4 tens _0__ ones is the same as _40__ + _0__

Answer: There are 4 tens and 0 ones in 40. 40 + 0 = 40

Explanation: In the above-given question, given that there are 4 tens and  0 ones in 40. 40 + 0 = 40

Question 17. 20 + _4_ is the same as _24__

Different Ways to Write Numbers Homework & Practice 1.5

Different Ways to Write Numbers

Question 1. 32 _3_ tens _2_ ones

Explanation: In the above-given question, given that there are 3 tens and  2 ones in 32. 30 + 2 = 32

Question 2. forty-one __40__+_2__

Answer: There are 4 tens and 2 ones in 42. 40 + 2 = 42

Explanation: In the above-given question, given that there are 4 tens and  2 ones in 42. 40 + 2 = 42

Question 3. 9 tens 5 ones __Ninety___Five__________

Answer: There are  9 tens and 5 ones in 95. 90 + 5 = 95

Question 4. 80 + 3 _Eightythree_____

Answer: There are 8 tens and  3 ones in 83. 80 + 3 = 83

Explanation: In the above-given question, given that there are 8 tens and  3 ones in 83. 80 + 3 = 83

Question 5. 57 _5__ tens _7__ ones

Answer: There are 5 tens and 7 ones in 57. 50 + 7 = 57

Explanation: In the above-given question, given that there are 5 tens and  7 ones in 57. 50 + 7 = 57

Question 6. seventy-two 70_ + _6__

Answer: There are 7 tens and 6 ones in 76. 70 + 6 = 76

Question 7. 60 + 4 _sixtyfour___

Answer: There are 6 tens and 4 ones in 64. 60 + 4 = 64

Explanation: In the above-given question, given that there are 6 tens and  4 ones in 64. 60 + 4 = 64

Question 8. 4 tens 8 ones _Fourtyeight______

Answer: There are 4 tens and 8 ones in 48. 40 + 8 = 48

Explanation: In the above-given question, given that there are 4 tens and  8 ones in 48. 40 + 8 = 48

Answer: 40 + 3

Explanation: In the above-given question, given that, A number has the digit 3 in the ones place and the digit 4 in tens place. 40 + 3

Answer: Sixty-three. 60 + 3 30 + 6 6 tens and 3 ones.

Explanation: In the above-given figure, given that the number 63 in four different ways. Sixty-three. 60 + 3 30 + 6 6 tens and 3 ones.

Question 1. Write 3 tens 9 ones in another way. Thirty-_nine______

Answer: There are 3 tens and 9 ones in 39. 30 + 9 = 39

Explanation: In the above-given question, given that there are 3 tens and  9 ones in 39. 30 + 9 = 39

Question 2. Write the number eighteen in another way. _______

Answer: There are 1 ten and 8 ones in 18. 10 + 8 = 18

Explanation: In the above-given question, given that there are 1 ten and  8 ones in 18. 10 + 8 = 18

Question 3. Write the number 47 in tens and ones. _4_ tens _7__ ones

Answer: There are 4 tens and 7 ones in 47. 40 + 7 = 47

Explanation: In the above-given question, given that there are 4 tens and  7 ones in 47. 40 + 7 = 47

Question 4. Write the number 95 in words. _Ninty-five___________

Lesson 1.6 Algebra • Different Names for Numbers

Essential Question How can you show the value of a number in different ways?

Math Talk MATHEMATICAL PRACTICES

Describe how you can use addition to write the number 26.

Answer: 20 + 6 = 26

Explanation: In the above-given figure, given that 26 20 + 6 = 26.

Answer: a.2 tens and 8 ones. 20 + 8 b. 1 ten and 18 ones. 1 + 18 c. 0 tens and 28 ones. 028

Answer: a.3 tens and 5 ones. 30 + 5 b. 2 ten and 15 ones. 20 + 15 c. 0 tens and 35 ones. 035

The blocks show the numbers in different ways. Describe the blocks in two ways.

Answer: a.4 tens and 3 ones. 40 + 3 b. 2 ten and 23 ones. 20 + 23 c. 3 tens and 13 ones. 30 + 13

Go Math Grade 2 Student Edition Pdf Question 4. Roderick has 7 boxes of 10 cards and 4 single cards. How many cards does Roderick have? _14__ cards

Answer: 14 cards.

Explanation: In the above-given figure, given that 14 10 + 4 = 14.

Answer: 34 oranges.

Explanation: In the above-given figure, given that 34 30 + 4 = 34.

Question 6. Make Connections Fill in the blanks to make each sentence true. __ tens __ ones is the same as 90 + 3. 2 tens 18 ones is the same as ___ + __ 5 tens __ ones is the same as ___ + 17.

Answer: 9 tens 3 ones. 20 + 18 50 + 17

Explanation: In the above-given question, given that, 9 tens 3 ones is the same as 90 + 3. 2 tens 18 ones is the same as 20 + 18 5 tens 17 ones is the same as 50 + 17. 9 tens 3 ones. 20 + 18 50 + 17

Answer: There are 7 tens and 4 ones in 74. 70 + 4 = 74

Answer: a.No. b. Yes. c. Yes d. No

Algebra • Different Names for Numbers Homework & Practice 1.6

The blocks show the number in different ways. Describe the blocks in two ways.

Answer: a.2 tens and 4 ones. 20 + 4 b. 1 ten and 14 ones. 10 + 14 c. 0 tens and 24 ones. 24

Answer: a.2 tens and 16 ones. 20 + 16 b. 1 ten and 26 ones. 10 + 26 c. 3 tens and 6 ones. 30 + 6

Answer: The number is 33.

Answer: The number is 26.

Answer: The number is 27.

Question 5. Which is another way to write 9 tens 3 ones? Write the number. __93___

Answer: The number is 93.

Explanation: In the above-given figure, given that 3 one and 9 tens. so the value is 93.

Question 6. Describe the number 50 in tens and ones. __5_ tens __0_ ones

Answer: The number is 50.

Explanation: In the above-given figure, given that 0 one and 5 tens. so the value is 50.

Lesson 1.7 PROBLEM SOLVING

Essential Question How does finding a pattern help you find all the ways to show a number with tens and ones?

Answer: The number is 32.

Explanation: In the above-given figure, given that 2 one and 3 tens. so the value is 32.

• Your child found a pattern in the different combinations of tens and ones. Using a pattern helps to make an organized list.

Try Another Problem

• What do I need to find?
• What information do I need to use?

Find a pattern to solve.

Answer: The number is 36.

Explanation: In the above-given figure, given that 6 one and 3 tens. so the value is 36.

Answer: The number is 48.

Look for Structure Describe the pattern you can use to write the number 32.

Answer: The number is 25.

Answer: The number is 24.

Answer: The number is 30.

PROBLEM SOLVING Homework & Practice 1.7

Answer: The number is 38.

Question 3. WRITE Math Choose one of the problems above. Describe how you organized the answers. ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

Explanation: In the above-given figure, given that 4 one and 5 tens. so the value is 54. ___5________

Answer: The number is 39.

Explanation: In the above-given figure, given that 9 one and 3 tens. so the value is 39.

Question 4. Write the number 62 in words. _Sixtytwo.___

Answer: The number is 62.

Explanation: In the above-given figure, given that 2 one and 6 tens. so the value is 62.

Question 5. What number can be written as 8 tens and 6 ones? Write the number. _Eighty Six___

Answer: The number is 86.

Explanation: In the above-given figure, given that 6 one and 8 tens. so the value is 86.

Lesson 1.8 Counting Patterns Within 100

Counting Patterns Within 100 Essential Question How do you count by 1s, 5s, and 10s with numbers less than 100?

Answer: 4, 7, 9, 12, 17, 21, 25, 33, 37, 40, 42, 48, 52, 54, 56, 58,61, 63, 69, 75, 77, 80, 82, 84, 91, 93,97, and 99.

Math Talk MATHEMATICAL PRACTICES Describe some different ways to find the missing numbers in the chart.

Model and Draw You can count on by different amounts. You can start counting with different numbers. Count by ones.

Answer: The missing numbers are25, 30, 35, 40. 70, 75, 80, 85.

Count by ones.

Question 1. 15, 16, 17, _18__, 19__, _20__, _21__, _22___

Answer: The missing numbers are 18, 19, 20, 21, and 22.

Explanation: In the above-given figure, given that, the missing numbers are 18, 19, 20, 21, and 22. Count by fives

Question 3. 60, 65, ___, __, ___, ___, ____

Answer: The missing numbers are 70, 75, 80, 85, and 90.

Explanation: In the above-given figure, given that, the missing numbers are 70, 75, 80, 85, and 90.

Count by tens.

Question 4. 10, 20, ___, __, ___, ___, ____

Answer: The missing numbers are 30, 40, 50, 60, and 70.

Explanation: In the above-given figure, given that, the missing numbers are 30, 40, 50, 60, and 70.

Question 5. 30, 40, ___, __, ___, ___, ____

Answer: The missing numbers are 50, 60,70, 80, and 90.

Explanation: In the above-given figure, given that, the missing numbers are 50, 60, 70, 80, and 90.

Question 6. 77, 78, ___, __, ___, ___, ____

Answer: The missing numbers are 79, 80, 81, 82, and 83.

Explanation: In the above-given figure, given that, the missing numbers are 79, 80, 81, 82, and 83.

Count by fives.

Question 7. 35, 40, ___, __, ___, ___, ____

Answer: The missing numbers are 45, 50, 55, 60, and 65.

Explanation: In the above-given figure, given that, the missing numbers are 45, 50, 55, 60, and 65.

Question 8. 20, 30, ___, __, ___, ___, ____

Answer: The missing numbers are 40, 50, 60, 70, and 80.

Explanation: In the above-given figure, given that, the missing numbers are 40, 50, 60, 70, and 80.

Question 9. Amber counts by fives to 50. How many numbers will she say? 10___ numbers

Answer: Dinesh will say more numbers.

MATHEMATICAL PRACTICE Analyze

Answer: The numbers are 31, 35, 39, 40.

Answer: The numbers are 6, 10, 18, 25, 40, 45.

Question 13. THINK SMARTER Grace starts at the number 40 and counts three different ways. Write to show how Grace counts. Count by ones. 40, ___, __, ___, ___, ____, ___ Count by fives. 40, ___, __, ___, ___, ____, ___ Count by tens. 40, ___, __, ___, ___, ____, ___

Answer: The missing numbers are 41, 42, 43, 44, 45, and 46. 45, 50, 55, 60, 65, and 70. 50, 60, 70, 80, 90, and 100.

Explanation: In the above-given figure, given that, the missing numbers are 41, 42, 43, 44, 45, and 46. 45, 50, 55, 60, 65, and 70. 50, 60, 70, 80, 90, and 100.

• With your child, practice counting by ones to 100, starting with numbers such as 58 or 62.

Counting Patterns Within 100 Homework & Practice 1.8

Counting Patterns Within 100

Question 1. 58, 59, ___, __, ___, ___, ____,

Answer: The missing numbers are 60, 61, 62, 63, and 64.

Explanation: In the above-given figure, given that, the missing numbers are 60, 61, 62, 63, and 64.

Question 2. 45, 50, ___, __, ___, ___, ____,

Answer: The missing numbers are 55, 60, 65, 70, and 75.

Explanation: In the above-given figure, given that, the missing numbers are 55, 60, 65, 70, and 75.

Question 3. 20, 25, ___, __, ___, ___, ____,

Answer: The missing numbers are 30, 35, 40, 45, and 50.

Explanation: In the above-given figure, given that, the missing numbers are 30, 35, 40, 45, and 50.

Question 4. 20, ___, __, ___, ___, ____, ___

Answer: The missing numbers are 30, 40, 50, 60, 70, and 80.

Explanation: In the above-given figure, given that, the missing numbers are 30, 40, 50, 60, 70, and 80.

Count back by ones.

Question 5. 87, 86, 85, ___, __, ___, ___, ____

Answer: The missing numbers are 84, 83, 82, 81, and 80.

Explanation: In the above-given figure, given that, the missing numbers are 84, 83, 82, 81, and 80.

Question 6. Tim counts his friends’ fingers by fives. He counts six hands. What numbers does he say? 5, ___, __, ___, ___, ____

Answer: The missing numbers are 10, 15, 20, 25, and 30.

Explanation: In the above-given figure, given that, the missing numbers are 10, 15, 20, 25, and 30.

Answer: Count by 1s = 16, 17, 18, 19, and 20. count by 5s = 20, 25, 30, 35, 40, and 45.

Explanation: In the above-given figure, given that, the first five numbers you would count, starting at 15. Count by 1s = 16, 17, 18, 19, and 20. count by 5s = 20, 25, 30, 35, 40, and 45.

Question 1. Count by fives. 70, ___, __, ___, ___

Answer: The missing numbers are 75, 80, 85, and 90.

Explanation: In the above-given figure, given that, the missing numbers are 75, 80, 85, and 90.

Question 2. Count by fives. 60, ___, __, ___, ___

Answer: The missing numbers are 65, 70, 75, and 80.

Explanation: In the above-given figure, given that, the missing numbers are 65, 70, 75, and 80.

Question 3. Count by ones. 21, ___, __, ___, ___

Answer: The missing numbers are 22, 23, 24, and 25.

Explanation: In the above-given figure, given that, the missing numbers are 22, 23, 24, and 25.

Question 4. A number has 2 tens and 15 ones. Write the number in words.

Answer: The number is 35.

Explanation: In the above-given figure, given that 5 one and 3 tens. so the value is 35.

Question 5. Describe the number 72 in tens and ones. _7_ tens _2_ ones

Answer: The number is 72.

Explanation: In the above-given figure, given that 2 one and 7 tens. so the value is 72.

Question 6. Find the sum. Is the sum even or odd? Write even or odd. 9 + 9 = _18_ ___even________

Answer: The number is 18. even.

Explanation: In the above-given figure, given that 8 one and 1 tens. so the value is 18.

Lesson 1.9 Counting Patterns Within 1,000

Essential Question How do you count by 1s, 5s, 10s, and 100s with numbers less than 1,000?

Answer: The missing numbers are 402, 405, 409, 412, 413, 414, 420, 426, 431, 433, 439, 440, 445, 448, 451, 452, 453, 463, 464, 465, 467, 471, 478, 483, 487, 488, 489, 491, 494, 499, and 500.

Explanation: In the above-given figure, Given that 1000 charts. the missing numbers are 402, 405, 409, 412, 413, 414, 420, 426, 431, 433, 439, 440, 445, 448, 451, 452, 453, 463, 464, 465, 467, 471, 478, 483, 487, 488, 489, 491, 494, 499, and 500.

Math Talk MATHEMATICAL PRACTICES Look for Structure What counting patterns could you use to complete the chart?

Count by tens. 300, 310, 320, __330_, __340_, _350_, __360_ 470, 480, 490, _500__, _510__, _520_, __530_

Answer: The missing numbers are 330, 340, 350, and 360. 500, 510, 520, and 530.

Explanation: In the above-given figure, given that, the missing numbers are 330, 340, 350, and 360. 500, 510, 520, and 530.

Share and Show Math Board

Question 1. 745, 750, 755, _760_, 765__, _770_, __775._

Answer: The missing numbers are 760, 765, 770, and 775.

Explanation: In the above-given figure, given that, the missing numbers are 760, 765, 770, 775.

Question 2. 520, 530, 540, _550_, _560_, _570_, _580__

Answer: The missing numbers are 550, 560, 570, and 580.

Explanation: In the above-given figure, given that, the missing numbers are 550, 560, 570, and 580.

Question 3. 600, 610, _620_, _630_, _640_, _650__, _660__

Answer: The missing numbers are 620, 630, 640, 650, and 660.

Explanation: In the above-given figure, given that, the missing numbers are 620, 630, 640, 650, and 660.

Count by hundreds.

Question 4. 100, 200, _300_, _400_, _500_, _600__, _700__

Answer: The missing numbers are 300, 400, 500, 600, and 700

Explanation: In the above-given figure, given that, the missing numbers are 300, 400, 500, 600, and 700.

Question 5. 300, 400, _500_, _600_, _700_, __800_, _900_

Answer: The missing numbers are 500, 600, 700, 800, and 900.

Explanation: In the above-given figure, given that, the missing numbers are 500, 600, 700, 800, and 900.

Question 6. 215, 220, 225, __, __, __, ___

Answer: The missing numbers are 230, 235, 240, and 245.

Explanation: In the above-given figure, given that, the missing numbers are 230, 235, 240, and 245.

Question 7. 905, 910, __915, _920_, _925_, __930_, _935__

Answer: The missing numbers are 915, 920, 925, 930, and 935.

Explanation: In the above-given figure, given that, the missing numbers are 915, 920, 925, 930, and 935.

Question 8. 730, 740, 750, _760_, _770_, __780, _790_

Answer: The missing numbers are 760, 770, 780, 790.

Explanation: In the above-given figure, given that, the missing numbers are 760, 770, 780, and 790.

Question 9. 160, 170, _180_, __190, _200_, _210__, _220__

Answer: The missing numbers are 180, 190, 200, 210, 220.

Explanation: In the above-given figure, given that, the missing numbers are 180, 190, 200, 210, 220.

Question 10. 200, 300, _400_, _500_, 600__, __700_,

Answer: The missing numbers are 400, 500, 600, and 700.

Explanation: In the above-given figure, given that, the missing numbers are  400, 500, 600, and 700.

Question 11. THINK SMARTER Martin starts at 300 and counts by fives to 420. What are the last 6 numbers Martin will say? _395_, _400_, _405_, __410_, _415_, _420.__

Answer: The numbers are 135, 151, 155, 170.

Answer: The numbers are 755, 760, 780, 795, 810.

Answer: 100, 200, 300, 400, and 500. 500, 600, 700, 800, and 900.

Counting Patterns Within 1,000 Homework & Practice 1.9

Question 1. 415, 420, _425_, _430_, _435__, _440_

Answer: The missing numbers are 425, 430, 435, and 440.

Explanation: In the above-given figure, given that, the missing numbers are 425, 430, 435, and 440.

Question 2. 675, 680, _685_, _690_, _695__, _700_, _705_

Answer: The missing numbers are 685, 690, 695, 700, 705.

Explanation: In the above-given figure, given that, the missing numbers are 685, 690, 695, 700, 705.

Question 3. 210, 220, _225_, _230_, _235__, _240_, _245_

Answer: The missing numbers are 225, 230, 230, 235, 240, and  245.

Explanation: In the above-given figure, given that, the missing numbers are 225, 230, 230, 235, 240, and  245.

Question 4. 300, 400, _500_, _600_, _700__, _800_, _900_

Question 5. 953, 952, __, __, ___, __, __

Answer: The missing numbers are 951, 950, 949, 948, and 947.

Explanation: In the above-given figure, given that, the missing numbers are 951, 950, 949, 948, and 947.

Question 6. Lee has a jar of 100 pennies. She adds groups of 10 pennies to the jar. She adds 5 groups. What numbers does she say? __, __, ___, __, __

Answer: The numbers  50.

Explanation: In the above-given figure, given that, Lee has a jar of 100 pennies. The numbers are 50.

Answer: The numbers are 135, 140, 145, 150, 155, 160, 165, 170, 175.

Question 1. Count by tens. 160, _170_, _180_, _190_, __200_

Answer: The missing numbers are 170, 180, 190, and 200.

Explanation: In the above-given figure, given that, the missing numbers are 170, 180, 190, and 200.

Question 2. Count by hundreds. 400, _500_, _600_, _700_, _800__

Answer: The missing numbers are 500, 600, 700, and 800.

Explanation: In the above-given figure, given that, the missing numbers are 500, 600, 700, and 800.

Question 3. Count by fives. 245, _250_, __255, _260_, _265.__

Answer: The missing numbers are 250, 255, 260, and 265.

Explanation: In the above-given figure, given that, the missing numbers are 250, 255, 260, 265.

Question 4. Count back by ones. 71, _70_, _69_, _68_, _67__

Answer: The missing numbers are 70, 69, 68, and 67.

Explanation: In the above-given figure, given that, the missing numbers are 70, 69, 68, and 67.

Question 5. Describe 45 in another way. __4 tens _5_ ones.

Answer: The number is 45. 40 + 5 = 45

Explanation: In the above-given figure, given that 5 one and 4 tens. so the value is 45.

Question 6. Describe 7 tens 9 ones in another way. __seventynine_________

Answer: The number is 79. 70 + 9 = 79

Explanation: In the above-given figure, given that 9 one and 7 tens. so the value is 79.

Number Concepts Review Test

Chapter 1 Review/Test

Answer: 5 + 5 = 10 4 + 3 = 7

Answer: The value of the digit 5 in the number 75 is ones.

Answer: 8 yellow markers and 3 green markers. 6 yellow markers and 7 green markers.

Explanation: In the above-given figure, Given that, Ted has an even number of yellow markers and an odd number of green markers. 8 yellow markers and 3 green markers. 3 yellow markers and 6 green markers. 4 yellow markers and 2 green markers. 6 yellow markers and 7 green markers.

Question 5. Jeff starts at 190 and counts by tens. What are the next 6 numbers Jeff will say? 190, 200__, _210_, _220_, _230__, _240_, __250_

Answer: The missing numbers are 200, 210, 220, 230, 240, and 250.

Explanation: In the above-given figure, given that, the missing numbers are 200, 210, 220, 230, 240, and 250.

Question 6. Megan counts by ones to 10. Lee counts by fives to 20. Who will say more numbers? Explain. ______________________________ ______________________________ ______________________________

Answer: Megan count more numbers than lee.

Answer: The number is 43.

Answer: The number is 43. 40 + 3 = 43

Question 8. Jo lives on Maple Road. Her address has the digit 2 in the ones place and the digit 4 in the tens place. What is Jo’s address? __42__ Maple Road

Answer: The number is 42. 40 + 2 = 42

Explanation: In the above-given question, given that 42. 4 in the tens place and 2 in one’s place. 40 + 2 = 42.

Answer: 70, 75, 80, 85, and 90. 35, 40, 45, 50, and 55.

Answer: 30 + 9 = 39 2 tens 8 ones.

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1.7: Unit 1 Review- Number Sense

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Unit 1 Review: Number Sense

You will now practice all the skills you learned in Unit 1. Check your work using the answer key at the end of the review.

• 46 means _____ tens and _____ones.
• 25 means _____ tens and _____ ones. Draw your picture below.

d. 138 = _____ hundreds, _____ tens, _____ ones.

e. 231 = _____ hundreds, _____ tens, _____ ones. Draw your picture below.

C. Write the place value names (ones, tens, hundreds) for each individual digit.

D. Underline the digit for the place value named.

• hundreds, 164
• hundreds, 371

E. Write the word names for the numbers.

F. Write the numerals for these word names.

• forty-seven
• thirty-eight
• twenty-four
• five hundred thirty-five
• three hundred sixty
• two hundred four

G. Arrange these numbers in order from smallest to largest.

• 258, 32, 23, 282, 345, 534
• 452, 208, 27, 335, 635, 155

H. Write <, > or = in each blank as needed.

• 37 _____ 52
• 349 _____ 394
• 67 _____ 67

I. Round each number to the nearest ten.

• 37 ≈ _____
• 344 ≈ _____
• 68 ≈ _____
• 25 ≈ _____
• 51 ≈ _____
• 876 ≈ _____

J. How much money do you have?

a. _____ cents

b. _____ dollars

K. Word problems.

Answers to Unit 1 Review

• 4 tens, 6 ones
• 2 tens, 5 ones
• 63, 6 tens, 3 ones
• 1 hundred, 3 tens, 8 ones
• 2 hundreds, 3 tens, 1 one
• 325, 3 hundreds, 2 tens, 5 ones
• seventy-three
• thirty-nine
• four hundred ninety-six
• eight hundred three
• six hundred forty
• 23, 32, 258, 282, 345, 534
• 27, 155, 208, 335, 452, 635

CONGRATULATIONS!!

Now you have finished Unit 1.

Ask your instructor for the Practice Test for this unit.

Once you’ve done the Practice Test,

You need to do the Unit 1 Test.

Again, ask your instructor for this.

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• SOLVING PROBLEM TENS AND ONES

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1.2 Add Whole Numbers

Learning objectives.

By the end of this section, you will be able to:

• Use addition notation
• Model addition of whole numbers
• Add whole numbers without models
• Translate word phrases to math notation
• Add whole numbers in applications

Be Prepared 1.1

Before you get started, take this readiness quiz.

What is the number modeled by the base-10 base-10 blocks?

If you missed this problem, review Example 1.2 .

Be Prepared 1.2

Write the number three hundred forty-two thousand six using digits? If you missed this problem, review Example 1.7 .

Use Addition Notation

A college student has a part-time job. Last week he worked 3 3 hours on Monday and 4 4 hours on Friday. To find the total number of hours he worked last week, he added 3 3 and 4 . 4 .

The operation of addition combines numbers to get a sum . The notation we use to find the sum of 3 3 and 4 4 is:

We read this as three plus four and the result is the sum of three and four. The numbers 3 3 and 4 4 are called the addends. A math statement that includes numbers and operations is called an expression.

Addition Notation

To describe addition, we can use symbols and words.

Example 1.11

Translate from math notation to words:

• ⓐ 7 + 1 7 + 1
• ⓑ 12 + 14 12 + 14
• ⓐ The expression consists of a plus symbol connecting the addends 7 and 1. We read this as seven plus one . The result is the sum of seven and one .
• ⓑ The expression consists of a plus symbol connecting the addends 12 and 14. We read this as twelve plus fourteen . The result is the sum of twelve and fourteen .

Try It 1.21

• ⓐ 8 + 4 8 + 4
• ⓑ 18 + 11 18 + 11

Try It 1.22

• ⓐ 21 + 16 21 + 16
• ⓑ 100 + 200 100 + 200

Model Addition of Whole Numbers

Addition is really just counting. We will model addition with base-10 base-10 blocks. Remember, a block represents 1 1 and a rod represents 10 . 10 . Let’s start by modeling the addition expression we just considered, 3 + 4 . 3 + 4 .

Each addend is less than 10 , 10 , so we can use ones blocks.

There are 7 7 blocks in all. We use an equal sign (=) (=) to show the sum. A math sentence that shows that two expressions are equal is called an equation. We have shown that. 3 + 4 = 7 . 3 + 4 = 7 .

Manipulative Mathematics

Example 1.12.

Model the addition 2 + 6 . 2 + 6 .

2 + 6 2 + 6 means the sum of 2 2 and 6 6

Each addend is less than 10, so we can use ones blocks.

Try It 1.23

Model: 3 + 6 . 3 + 6 .

Try It 1.24

Model: 5 + 1 . 5 + 1 .

When the result is 10 10 or more ones blocks, we will exchange the 10 10 blocks for one rod.

Example 1.13

Model the addition 5 + 8 . 5 + 8 .

5 + 8 5 + 8 means the sum of 5 5 and 8 . 8 .

Notice that we can describe the models as ones blocks and tens rods, or we can simply say ones and tens . From now on, we will use the shorter version but keep in mind that they mean the same thing.

Try It 1.25

Model the addition: 5 + 7 . 5 + 7 .

Try It 1.26

Model the addition: 6 + 8 . 6 + 8 .

Next we will model adding two digit numbers.

Example 1.14

Model the addition: 17 + 26 . 17 + 26 .

17 + 26 17 + 26 means the sum of 17 and 26.

Try It 1.27

Model the addition: 15 + 27 . 15 + 27 .

Try It 1.28

Model the addition: 16 + 29 . 16 + 29 .

Add Whole Numbers Without Models

Now that we have used models to add numbers, we can move on to adding without models. Before we do that, make sure you know all the one digit addition facts. You will need to use these number facts when you add larger numbers.

Imagine filling in Table 1.1 by adding each row number along the left side to each column number across the top. Make sure that you get each sum shown. If you have trouble, model it. It is important that you memorize any number facts you do not already know so that you can quickly and reliably use the number facts when you add larger numbers.

Did you notice what happens when you add zero to a number? The sum of any number and zero is the number itself. We call this the Identity Property of Addition. Zero is called the additive identity.

Identity Property of Addition

The sum of any number a a and 0 0 is the number.

Example 1.15

Find each sum:

• ⓐ 0 + 11 0 + 11
• ⓑ 42 + 0 42 + 0

Try It 1.29

• ⓐ 0 + 19 0 + 19
• ⓑ 39 + 0 39 + 0

Try It 1.30

• ⓐ 0 + 24 0 + 24
• ⓑ 57 + 0 57 + 0

Look at the pairs of sums.

Notice that when the order of the addends is reversed, the sum does not change. This property is called the Commutative Property of Addition, which states that changing the order of the addends does not change their sum.

Commutative Property of Addition

Changing the order of the addends a a and b b does not change their sum.

Example 1.16

• ⓐ 8 + 7 8 + 7
• ⓑ 7 + 8 7 + 8

Did you notice that changing the order of the addends did not change their sum? We could have immediately known the sum from part ⓑ just by recognizing that the addends were the same as in part ⓐ , but in the reverse order. As a result, both sums are the same.

Try It 1.31

Add: 9 + 7 9 + 7 and 7 + 9 . 7 + 9 .

Try It 1.32

Add: 8 + 6 8 + 6 and 6 + 8 . 6 + 8 .

Example 1.17

Add: 28 + 61 . 28 + 61 .

To add numbers with more than one digit, it is often easier to write the numbers vertically in columns.

Try It 1.33

Add: 32 + 54 . 32 + 54 .

Try It 1.34

Add: 25 + 74 . 25 + 74 .

In the previous example, the sum of the ones and the sum of the tens were both less than 10 . 10 . But what happens if the sum is 10 10 or more? Let’s use our base-10 base-10 model to find out. Figure 1.10 shows the addition of 17 17 and 26 26 again.

When we add the ones, 7 + 6 , 7 + 6 , we get 13 13 ones. Because we have more than 10 10 ones, we can exchange 10 10 of the ones for 1 1 ten. Now we have 4 4 tens and 3 3 ones. Without using the model, we show this as a small red 1 1 above the digits in the tens place.

When the sum in a place value column is greater than 9 , 9 , we carry over to the next column to the left. Carrying is the same as regrouping by exchanging. For example, 10 10 ones for 1 1 ten or 10 10 tens for 1 1 hundred.

Add whole numbers.

• Step 1. Write the numbers so each place value lines up vertically.
• Step 2. Add the digits in each place value. Work from right to left starting with the ones place. If a sum in a place value is more than 9 , 9 , carry to the next place value.
• Step 3. Continue adding each place value from right to left, adding each place value and carrying if needed.

Example 1.18

Add: 43 + 69 . 43 + 69 .

Try It 1.35

Add: 35 + 98 . 35 + 98 .

Try It 1.36

Add: 72 + 89 . 72 + 89 .

Example 1.19

Add: 324 + 586 . 324 + 586 .

Try It 1.37

Add: 456 + 376 . 456 + 376 .

Try It 1.38

Add: 269 + 578 . 269 + 578 .

Example 1.20

Add: 1,683 + 479 . 1,683 + 479 .

When the addends have different numbers of digits, be careful to line up the corresponding place values starting with the ones and moving toward the left.

Try It 1.39

Add: 4,597 + 685 . 4,597 + 685 .

Try It 1.40

Add: 5,837 + 695 . 5,837 + 695 .

Example 1.21

Add: 21,357 + 861 + 8,596 . 21,357 + 861 + 8,596 .

This example had three addends. We can add any number of addends using the same process as long as we are careful to line up the place values correctly.

Try It 1.41

Add: 46,195 + 397 + 6,281 . 46,195 + 397 + 6,281 .

Try It 1.42

Add: 53,762 + 196 + 7,458 . 53,762 + 196 + 7,458 .

Translate Word Phrases to Math Notation

Earlier in this section, we translated math notation into words. Now we’ll reverse the process. We’ll translate word phrases into math notation. Some of the word phrases that indicate addition are listed in Table 1.2 .

Example 1.22

Translate and simplify: the sum of 19 19 and 23 . 23 .

The word sum tells us to add. The words of 19 19 and 23 23 tell us the addends.

Try It 1.43

Translate and simplify: the sum of 17 17 and 26 . 26 .

Try It 1.44

Translate and simplify: the sum of 28 28 and 14 . 14 .

Example 1.23

Translate and simplify: 28 28 increased by 31 . 31 .

The words increased by tell us to add. The numbers given are the addends.

Try It 1.45

Translate and simplify: 29 29 increased by 76 . 76 .

Try It 1.46

Translate and simplify: 37 37 increased by 69 . 69 .

Add Whole Numbers in Applications

Now that we have practiced adding whole numbers, let’s use what we’ve learned to solve real-world problems. We’ll start by outlining a plan. First, we need to read the problem to determine what we are looking for. Then we write a word phrase that gives the information to find it. Next we translate the word phrase into math notation and then simplify. Finally, we write a sentence to answer the question.

Example 1.24

Hao earned grades of 87 , 93 , 68 , 95 , and 89 87 , 93 , 68 , 95 , and 89 on the five tests of the semester. What is the total number of points he earned on the five tests?

We are asked to find the total number of points on the tests.

Notice that we added points , so the sum is 432 432 points . It is important to include the appropriate units in all answers to applications problems.

Try It 1.47

Mark is training for a bicycle race. Last week he rode 18 18 miles on Monday, 15 15 miles on Wednesday, 26 26 miles on Friday, 49 49 miles on Saturday, and 32 32 miles on Sunday. What is the total number of miles he rode last week?

Try It 1.48

Lincoln Middle School has three grades. The number of students in each grade is 230 , 165 , and 325 . 230 , 165 , and 325 . What is the total number of students?

Some application problems involve shapes. For example, a person might need to know the distance around a garden to put up a fence or around a picture to frame it. The perimeter is the distance around a geometric figure. The perimeter of a figure is the sum of the lengths of its sides.

Example 1.25

Find the perimeter of the patio shown.

Try It 1.49

Find the perimeter of the figure. All lengths are in inches.

Try It 1.50

Access additional online resources.

• Adding Two-Digit Numbers with base-10 base-10 blocks
• Adding Three-Digit Numbers with base-10 base-10 blocks
• Adding Whole Numbers

Section 1.2 Exercises

Practice makes perfect.

In the following exercises, translate the following from math expressions to words.

5 + 2 5 + 2

6 + 3 6 + 3

13 + 18 13 + 18

15 + 16 15 + 16

214 + 642 214 + 642

438 + 113 438 + 113

In the following exercises, model the addition.

2 + 4 2 + 4

5 + 3 5 + 3

8 + 4 8 + 4

5 + 9 5 + 9

14 + 75 14 + 75

15 + 63 15 + 63

16 + 25 16 + 25

14 + 27 14 + 27

Add Whole Numbers

In the following exercises, fill in the missing values in each chart.

In the following exercises, add.

• ⓐ 0 + 13 0 + 13
• ⓑ 13 + 0 13 + 0
• ⓐ 0 + 5,280 0 + 5,280
• ⓑ 5,280 + 0 5,280 + 0
• ⓐ 8 + 3 8 + 3
• ⓑ 3 + 8 3 + 8
• ⓐ 7 + 5 7 + 5
• ⓑ 5 + 7 5 + 7

45 + 33 45 + 33

37 + 22 37 + 22

71 + 28 71 + 28

43 + 53 43 + 53

26 + 59 26 + 59

38 + 17 38 + 17

64 + 78 64 + 78

92 + 39 92 + 39

168 + 325 168 + 325

247 + 149 247 + 149

584 + 277 584 + 277

175 + 648 175 + 648

832 + 199 832 + 199

775 + 369 775 + 369

6,358 + 492 6,358 + 492

9,184 + 578 9,184 + 578

3,740 + 18,593 3,740 + 18,593

6,118 + 15,990 6,118 + 15,990

485,012 + 619,848 485,012 + 619,848

368,911 + 857,289 368,911 + 857,289

24,731 + 592 + 3,868 24,731 + 592 + 3,868

28,925 + 817 + 4,593 28,925 + 817 + 4,593

8,015 + 76,946 + 16,570 8,015 + 76,946 + 16,570

6,291 + 54,107 + 28,635 6,291 + 54,107 + 28,635

In the following exercises, translate each phrase into math notation and then simplify.

the sum of 13 13 and 18 18

the sum of 12 12 and 19 19

the sum of 90 90 and 65 65

the sum of 70 70 and 38 38

33 33 increased by 49 49

68 68 increased by 25 25

250 250 more than 599 599

115 115 more than 286 286

the total of 628 628 and 77 77

the total of 593 593 and 79 79

1,482 1,482 added to 915 915

2,719 2,719 added to 682 682

In the following exercises, solve the problem.

Home remodeling Sophia remodeled her kitchen and bought a new range, microwave, and dishwasher. The range cost $1,100 , $1,100 , the microwave cost $250 , $250 , and the dishwasher cost $525 . $525 . What was the total cost of these three appliances?

Sports equipment Aiden bought a baseball bat, helmet, and glove. The bat cost $299 , $299 , the helmet cost $35 , $35 , and the glove cost $68 . $68 . What was the total cost of Aiden’s sports equipment?

Bike riding Ethan rode his bike 14 14 miles on Monday, 19 19 miles on Tuesday, 12 12 miles on Wednesday, 25 25 miles on Friday, and 68 68 miles on Saturday. What was the total number of miles Ethan rode?

Business Chloe has a flower shop. Last week she made 19 19 floral arrangements on Monday, 12 12 on Tuesday, 23 23 on Wednesday, 29 29 on Thursday, and 44 44 on Friday. What was the total number of floral arrangements Chloe made?

Apartment size Jackson lives in a 7 7 room apartment. The number of square feet in each room is 238 , 120 , 156 , 196 , 100 , 132 , 238 , 120 , 156 , 196 , 100 , 132 , and 225 . 225 . What is the total number of square feet in all 7 7 rooms?

Weight Seven men rented a fishing boat. The weights of the men were 175 , 192 , 148 , 169 , 205 , 181 , 175 , 192 , 148 , 169 , 205 , 181 , and 225 225 pounds. What was the total weight of the seven men?

Salary Last year Natalie’s salary was $82,572 . $82,572 . Two years ago, her salary was $79,316 , $79,316 , and three years ago it was $75,298 . $75,298 . What is the total amount of Natalie’s salary for the past three years?

Home sales Emma is a realtor. Last month, she sold three houses. The selling prices of the houses were $292,540 , $505,875 , $292,540 , $505,875 , and $423,699 . $423,699 . What was the total of the three selling prices?

In the following exercises, find the perimeter of each figure.

Everyday Math

Calories Paulette had a grilled chicken salad, ranch dressing, and a 16-ounce 16-ounce drink for lunch. On the restaurant’s nutrition chart, she saw that each item had the following number of calories:

Grilled chicken salad – 320 320 calories Ranch dressing – 170 170 calories 16-ounce 16-ounce drink – 150 150 calories

What was the total number of calories of Paulette’s lunch?

Calories Fred had a grilled chicken sandwich, a small order of fries, and a 12-oz 12-oz chocolate shake for dinner. The restaurant’s nutrition chart lists the following calories for each item:

Grilled chicken sandwich – 420 420 calories Small fries – 230 230 calories 12-oz 12-oz chocolate shake – 580 580 calories

What was the total number of calories of Fred’s dinner?

Test scores A student needs a total of 400 400 points on five tests to pass a course. The student scored 82 , 91 , 75 , 88 , and 70 . 82 , 91 , 75 , 88 , and 70 . Did the student pass the course?

Elevators The maximum weight capacity of an elevator is 1150 1150 pounds. Six men are in the elevator. Their weights are 210 , 145 , 183 , 230 , 159 , and 164 210 , 145 , 183 , 230 , 159 , and 164 pounds. Is the total weight below the elevator’s maximum capacity?

Writing Exercises

How confident do you feel about your knowledge of the addition facts? If you are not fully confident, what will you do to improve your skills?

How have you used models to help you learn the addition facts?

ⓐ After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.

ⓑ After reviewing this checklist, what will you do to become confident for all objectives?

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Access for free at https://openstax.org/books/prealgebra-2e/pages/1-introduction

• Authors: Lynn Marecek, MaryAnne Anthony-Smith, Andrea Honeycutt Mathis
• Publisher/website: OpenStax
• Book title: Prealgebra 2e
• Publication date: Mar 11, 2020
• Location: Houston, Texas
• Book URL: https://openstax.org/books/prealgebra-2e/pages/1-introduction
• Section URL: https://openstax.org/books/prealgebra-2e/pages/1-2-add-whole-numbers

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