‫ﺗﻢ ﺗﺤﻤﻴﻞ ﻫﺬﺍ ﺍﻟﻤﻠﻒ ﻣﻦ ﻣﻮﻗﻊ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻹﻣﺎﺭﺍﺗﻴﺔ‬

‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ ‪ Differentiation‬ﻣﻨﻬﺞ ﺭﻳﻔﻴﻞ‬

‫ﻣﻮﻗﻊ ﺍﻟﻤﻨﺎﻫﺞ ⇦ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻹﻣﺎﺭﺍﺗﻴﺔ ⇦ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ⇦ ﺭﻳﺎﺿﻴﺎﺕ ⇦ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ⇦ ﻛﺘﺐ ﻟﻠﻄﺎﻟﺐ ⇦ ﺍﻟﻤﻠﻒ‬

‫ﺗﺎﺭﻳﺦ ﺇﺿﺎﻓﺔ ﺍﻟﻤﻠﻒ ﻋﻠﻰ ﻣﻮﻗﻊ ﺍﻟﻤﻨﺎﻫﺞ‪08:51:48 2024-10-03 :‬‬

‫ﻣﻠﻔﺎﺕ | ﻛﺘﺐ ﻟﻠﻤﻌﻠﻢ | ﻛﺘﺐ ﻟﻠﻄﺎﻟﺐ | ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻜﺘﺮﻭﻧﻴﺔ | ﺍﺧﺘﺒﺎﺭﺍﺕ | ﺣﻠﻮﻝ | ﻋﺮﻭﺽ ﺑﻮﺭﺑﻮﻳﻨﺖ | ﺃﻭﺭﺍﻕ ﻋﻤﻞ‬ ‫ﺍﻟﻤﺰﻳﺪ ﻣﻦ ﻣﺎﺩﺓ‬
‫ﻣﻨﻬﺞ ﺍﻧﺠﻠﻴﺰﻱ | ﻣﻠﺨﺼﺎﺕ ﻭﺗﻘﺎﺭﻳﺮ | ﻣﺬﻛﺮﺍﺕ ﻭﺑﻨﻮﻙ | ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﻨﻬﺎﺋﻲ | ﻟﻠﻤﺪﺭﺱ‬ ‫ﺭﻳﺎﺿﻴﺎﺕ‪:‬‬

‫ﺍﻟﺘﻮﺍﺻﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺑﺤﺴﺐ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ‬

‫ﺻﻔﺤﺔ ﺍﻟﻤﻨﺎﻫﺞ‬
‫ﺍﻹﻣﺎﺭﺍﺗﻴﺔ ﻋﻠﻰ‬
‫ﻓﻴﺴﺒﺒﻮﻙ‬

‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬ ‫ﺍﻟﻠﻐﺔ ﺍﻻﻧﺠﻠﻴﺰﻳﺔ‬ ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ ﺍﻻﺳﻼﻣﻴﺔ‬ ‫ﺍﻟﻤﻮﺍﺩ ﻋﻠﻰ ﺗﻠﻐﺮﺍﻡ‬

‫ﺍﻟﻤﺰﻳﺪ ﻣﻦ ﺍﻟﻤﻠﻔﺎﺕ ﺑﺤﺴﺐ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻭﺍﻟﻤﺎﺩﺓ ﺭﻳﺎﺿﻴﺎﺕ ﻓﻲ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‬

‫ﻛﺘﺎﺏ ‪ Sampler‬ﺩﻟﻴﻞ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻨﻬﺞ ﺭﻳﻔﻴﻞ‬ ‫‪1‬‬

‫ﻣﺬﻛﺮﺓ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ ﺟﻤﻊ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﻜﻮﻧﺔ ﻣﻦ ﺭﻗﻤﻴﻦ‬ ‫‪2‬‬

‫ﻋﺮﺽ ﺑﻮﺭﺑﻮﻳﻨﺖ ﺩﺭﺱ ﺍﻟﻤﺴﺎﺋﻞ ﺍﻟﻜﻼﻣﻴﺔ ﺍﻟﻤﻜﻮﻧﺔ ﻣﻦ ﺧﻄﻮﺗﻴﻦ‬ ‫‪3‬‬

‫ﻭﺭﻗﺔ ﻋﻤﻞ ﻣﺮﺍﺟﻌﺔ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺘﻘﻮﻳﻢ ﺍﻷﻭﻝ‬ ‫‪4‬‬

‫ﺣﻞ ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ ‪ book Resource Differentiation‬ﻣﻨﻬﺞ ﺭﻳﻔﻴﻞ‬ ‫‪5‬‬

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 Intended For Print Use Only
Grade 2

Differentiation
Resource Book
 Grade 2

Differentiation Resource Book

mheducation.com/prek-12

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3 4 5 6 7 8 9 LHS 25 24 23 22 21
 Grade 2
Table of Contents
Unit 2
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Place Value to 1,000

Lessons
2-1 Understand Hundreds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2-2 Understand 3-Digit Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2-3 Read and Write Numbers to 1,000 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2-4 Decompose 3-Digit Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2-5 Compare 3-Digit Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Unit 3
Patterns within Numbers
Lessons
3-1 Counting Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3-2 Patterns When Skip Counting by 5s . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
3-3 Patterns When Skip Counting by 10s and 100s . . . . . . . . . . . . . . . . . . 15
3-4 Understand Even and Odd Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
3-5 Addition Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
3-6 Patterns with Arrays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
3-7 Use Arrays to Add . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Copyright © McGraw-Hill Education

Table of Contents iii

 Unit 4
Meanings of Addition and Subtraction
Lessons
4-1 Represent and Solve Add To Problems . . . . . . . . . . . . . . . . . . . . . . . . . 25

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
4-2 Represent and Solve Take From Problems . . . . . . . . . . . . . . . . . . . . . . 27
4-3 Solve Two-Step Add To and Take From Problems . . . . . . . . . . . . . . . . 29
4-4 Represent and Solve Put Together Problems . . . . . . . . . . . . . . . . . . . . . 31
4-5 Represent and Solve Take Apart Problems . . . . . . . . . . . . . . . . . . . . . 33
4-6 Solve Two-Step Put Together and Take Apart Problems . . . . . . . . . . 35
4-7 Represent and Solve Compare Problems . . . . . . . . . . . . . . . . . . . . . . . 37
4-8 Represent and Solve More Compare Problems . . . . . . . . . . . . . . . . . . 39
4-9 Represent and Solve Two-Step Problems with Comparison . . . . . . . . 41
4-10 Solve Two-Step Problems Using Addition and Subtraction . . . . . . . . 43

Unit 5
Strategies to Fluently Add within 100
Lessons
5-1 Strategies to Add Fluently within 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
5-2 More Strategies to Add Fluently within 20 . . . . . . . . . . . . . . . . . . . . . . 47
5-3 Represent Addition with 2-Digit Numbers . . . . . . . . . . . . . . . . . . . . . . 49
5-4 Use Properties to Add . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
5-5 Decompose Two Addends to Add . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
5-6 Use a Number Line to Add . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
5-7 Decompose One Addend to Add . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
5-8 Adjust Addends to Add . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
5-9 Add More Than Two Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5-10 Solve One- and Two-Step Problems Using Addition . . . . . . . . . . . . . . 63
Copyright © McGraw-Hill Education

iv Table of Contents
 Unit 6
Strategies to Fluently Subtract within 100
Lessons
6-1 Strategies to Subtract Fluently within 20 . . . . . . . . . . . . . . . . . . . . . . . 65
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6-2 More Strategies to Subtract Fluently within 20 . . . . . . . . . . . . . . . . . . 67

6-3 Represent Subtraction with 2-Digit Numbers . . . . . . . . . . . . . . . . . . . . 69
6-4 Represent 2-Digit Subtraction with Regrouping . . . . . . . . . . . . . . . . . . 71
6-5 Use a Number Line to Subtract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
6-6 Decompose Numbers to Subtract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
6-7 Adjust Numbers to Subtract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
6-8 Relate Addition to Subtraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
6-9 Solve One-Step Problems Using Subtraction . . . . . . . . . . . . . . . . . . . . 81
6-10 Solve Two-Step Problems Using Subtraction . . . . . . . . . . . . . . . . . . . . 83

Unit 7
Measure and Compare Lengths
Lessons
7-1 Measure Length with Inches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
7-2 Measure Length with Feet and Yards . . . . . . . . . . . . . . . . . . . . . . . . . . 87
7-3 Compare Lengths Using Customary Units . . . . . . . . . . . . . . . . . . . . . . 89
7-4 Relate Inches, Feet, and Yards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
7-5 Estimate Length Using Customary Units . . . . . . . . . . . . . . . . . . . . . . . . 93
7-6 Measure Length with Centimeters and Meters . . . . . . . . . . . . . . . . . . 95
7-7 Compare Lengths Using Metric Units . . . . . . . . . . . . . . . . . . . . . . . . . . 97
7-8 Relate Centimeters and Meters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
7-9 Estimate Length Using Metric Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
7-10 Solve Problems Involving Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
7-11 Solve More Problems Involving Length . . . . . . . . . . . . . . . . . . . . . . . . 105
Copyright © McGraw-Hill Education

Table of Contents v
 Unit 8
Measurement: Money and Time
Lessons
8-1 Understand the Values of Coins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

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8-2 Solve Money Problems Involving Coins . . . . . . . . . . . . . . . . . . . . . . . 109
8-3 Solve Money Problems Involving Dollar Bills and Coins . . . . . . . . . . .111
8-4 Tell Time to the Nearest Five Minutes . . . . . . . . . . . . . . . . . . . . . . . . . . 113
8-5 Be Precise When Telling Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Unit 9
Strategies to Add 3-Digit Numbers
Lessons
9-1 Use Mental Math to Add 10 or 100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
9-2 Represent Addition with 3-Digit Numbers . . . . . . . . . . . . . . . . . . . . . . 119
9-3 Represent Addition with 3-Digit Numbers with Regrouping . . . . . . . 121
9-4 Decompose Addends to Add 3-Digit Numbers . . . . . . . . . . . . . . . . . 123
9-5 Decompose One Addend to Add 3-Digit Numbers . . . . . . . . . . . . . . 125
9-6 Adjust Addends to Add 3-Digit Numbers . . . . . . . . . . . . . . . . . . . . . . 127
9-7 Explain Addition Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Copyright © McGraw-Hill Education

vi Table of Contents
 Unit 10
Strategies to Subtract 3-Digit Numbers
Lessons
10-1 Use Mental Math to Subtract 10 and 100 . . . . . . . . . . . . . . . . . . . . . . . 131
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

10-2 Represent Subtraction with 3-Digit Numbers . . . . . . . . . . . . . . . . . . . 133

10-3 Decompose One 3-Digit Number to Count Back . . . . . . . . . . . . . . . . 135
10-4 Counting On to Subtract 3-Digit Numbers . . . . . . . . . . . . . . . . . . . . . 137
10-5 Regroup Tens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
10-6 Regroup Tens and Hundreds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
10-7 Adjust Numbers to Subtract 3-Digit Numbers . . . . . . . . . . . . . . . . . . 143
10-8 Explain Subtraction Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
10-9 Solve Problems Involving Addition and Subtraction . . . . . . . . . . . . . 147

Unit 11
Data Analysis
Lessons
11-1 Understand Picture Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
11-2 Understand Bar Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
11-3 Solve Problems Using Bar Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
11-4 Collect Measurement Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
11-5 Understand Line Plots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
11-6 Show Data On a Line Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Copyright © McGraw-Hill Education

Table of Contents vii

 Unit 12
Geometric Shapes and Equal Shares
Lessons
12-1 Recognize 2-Dimensional Shapes by Their Attributes . . . . . . . . . . . . 161

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12-2 Draw 2-Dimensional Shapes from Their Attributes . . . . . . . . . . . . . . 163
12-3 Recognize 3-Dimensional Shapes by Their Attributes . . . . . . . . . . . 165
12-4 Understand Equal Shares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
12-5 Relate Equal Shares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
12-6 Partition a Rectangle into Rows and Columns . . . . . . . . . . . . . . . . . . . 171

Copyright © McGraw-Hill Education

viii Table of Contents

 Lesson 2-1 • Reinforce Understanding

Understand Hundreds
Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can use base-ten blocks to help you
understand hundreds.

= 30 tens

= 3 hundreds

100 100 100 = 300

30 tens is the same as 300.

Match the value with a set of base-ten blocks.

1. 400

2. 600
Copyright © McGraw-Hill Education

3. 200

4. 700

Differentiation Resource Book

1
Lesson 2-1 • Extend Thinking

Understand Hundreds
Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Mrs. Blake gives stickers to her helpers. A poster
shows the stickers they have earned this year.

Mrs. Blakes’ Helpers

Name Stickers
André 400
Javier 308
Rina 100
Tai 500
Malik 209

1. Mrs. Blake has a sticker book with 10 stickers

on each page. How many pages of stickers does
she need to use to give Rina stickers? Explain
your thinking.
Sample answer: Mrs. Blake needs to use 10 pages
of stickers for Rina. I know that 10 sets of 10 is 100.

2. How many pages of stickers does Mrs. Blake need

to use to give Malik stickers? Explain your thinking.
Copyright © McGraw-Hill Education

Sample answer: Mrs. Blake needs to use 21 pages

for Malik. I know that 209 is 2 groups of 100 and
9 more, so she will need to use 20 full pages and
9 stickers from 1 more page.

Differentiation Resource Book

2
 Lesson 2-2 • Reinforce Understanding

Understand 3-Digit Numbers

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
Base-ten blocks and place-value charts can help
you describe 3-digit numbers.

hundreds tens ones

2 4 3

243
The number with 2 hundreds, 4 tens, and 3 ones
is written as 243.

Write the number shown in two different ways.

1. 2.

hundreds tens ones hundreds tens ones

5 0 8 3 1 2

508 312

3. 4.
Copyright © McGraw-Hill Education

hundreds tens ones hundreds tens ones

1 5 6 2 7 4

156 274

Differentiation Resource Book

3
Lesson 2-2 • Extend Thinking

Understand 3-Digit Numbers

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
1. Lena brings these $100, $10, and $1 bills to the fair.

She buys a ride ticket for $10 and a game ticket for
$1. How much money does Lena have left?

$ 331

2. Lena wins these 100 point, 10 point, and 1 point

prize tickets.

100 100 100 100 100 10 10 10 1

1 1 1 1 1 1

Lena needs two more 100 point tickets to get a

stuffed flamingo. How many prize points does the
stuffed flamingo cost?
Copyright © McGraw-Hill Education

737 points

Differentiation Resource Book

4
 Lesson 2-3 • Reinforce Understanding

Read and Write Numbers

to 1,000
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can write numbers in 3 different ways.
hundreds tens ones

Expanded form: 200 + 40 + 5

Standard form:      
245
Word form: two hundred forty-five

Write the number shown in 3 different ways.

1.

Expanded form: 200 + 60 + 7

Standard form: 267

Word form: two hundred sixty-seven
Copyright © McGraw-Hill Education

2.

Expanded form: 400 + 10 + 2

Standard form: 412

Word form: four hundred twelve
Differentiation Resource Book
5
Lesson 2-3 • Extend Thinking

Read and Write Numbers

to 1,000

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Razi, Kate, and Alana live in the same city. How can
you use the clues to decide where each one lives?

713 Madison Pl. 287 Oak Dr. 574 Lee St.

1. Kate lives in a building with the number 7 in the

tens place. Where does Kate live?
574 Lee St.

2. When Razi writes his building number in word

form, part of what he writes is “thirteen.” Where
does Razi live?
Copyright © McGraw-Hill Education

713 Madison Pl.

3. Alana likes to tell people her building number is

200 + 80 + 7. Where does Alana live?
287 Oak Dr.
Differentiation Resource Book
6
 Lesson 2-4 • Reinforce Understanding

Decompose 3-Digit Numbers

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can decompose numbers by replacing a
base-ten block with other base-ten blocks that
have an equal value.

200 + 70 + 8 = 278

100 + 170 + 8 = 278

Decompose the number in two different ways.

1. 593 Sample answers:
500 + 90 + 3 = 593
400 + 190 + 3 = 593

2. 362 Sample answers:

300 + 60 + 2 = 362
200 + 150 + 12 = 362
Copyright © McGraw-Hill Education

3. 745 Sample answers:

700 + 40 + 5 = 745
500 + 240 + 5 = 745

Differentiation Resource Book

7
Lesson 2-4 • Extend Thinking

Decompose 3-Digit Numbers

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
1. Dawn and Vlad are birdwatching at Lake Park.
Dawn writes the birds she sees as 300 + 120 + 1.
How many birds does Dawn see? Fill in the number
of birds in the table.

Wildlife at Lake Park

Birds 421
Butterflies 108
Fish 279
Frogs 162

2. Vlad and Dawn see the same number of birds.

Vlad writes the number of birds, too. It rains and
erases his numbers. Now he has ___ + 10 + ___.
What could be his missing numbers?
Sample answer: 400 and 11

3. The Lake Park ranger writes down the number

of butterflies. He writes 10 + 8. How can he fix
Copyright © McGraw-Hill Education

his mistake?
Sample answer: He needs to change the 10 to
100. The number of butterflies is 100 + 0 + 8.

Differentiation Resource Book

8
 Lesson 2-5 • Reinforce Understanding

Compare 3-Digit Numbers

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can compare 3-digit numbers by looking at
each place.
Start with hundreds. If the hundreds are the same,
compare tens.

261 237

172 242

261 is greater than 172. 237 is less than 242.

261 > 172 237 < 242

Compare the numbers. Fill in <, >, =.

1. 285 < 354 2. 223 > 211
Copyright © McGraw-Hill Education

3. 572 > 386 4. 915 = 915

5. 474 < 492 6. 528 < 649

7. 823 > 651 8. 339 > 228

Differentiation Resource Book
9
Lesson 2-5 • Extend Thinking

Compare 3-Digit Numbers

Name

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Mr. An asks his students to bring in collections for
show and tell. The table shows the number of objects
each student brings.
Grade 2 Student Collections
Juan 237 crayons
Amy 185 marbles
Nico 315 pennies
Max 179 postcards
Bianca 148 toy cars

1. The students show and tell in order of their

number of objects. The person with the most goes
last. Write the student names in the order they will
show and tell.
Grade 2 Student Collections
Bianca 148 toy cars
Max 179 postcards
Amy 185 marbles
Juan 237 crayons
Copyright © McGraw-Hill Education

Nico 315 pennies

Differentiation Resource Book

10
 Lesson 3-1 • Reinforce Understanding

Counting Patterns
Name
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Review
Number lines can show counting patterns.

222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242

The tens digit stays Then the tens digit goes

the same. The ones up by 1. The ones digit
digit goes up by 1. changes to 0.

Write the missing numbers.

1.
241 242 243 244 245 246 247 248 249 250
251 252 253 254 255 256 257 258 259 260
261 262 263 264 265 266 267 268 269 270

2.
771 772 773 774 775 776 777 778 779 780
781 782 783 784 785 786 787 788 789 790
791 792 793 794 795 796 797 798 799 800
Copyright © McGraw-Hill Education

What number is missing? Fill in the blank.

3. 507, 508, 509, 510 4. 987, 988, 989, 990

5. 397, 398, 399, 400 6. 288, 289, 290, 291

Differentiation Resource Book

11
Lesson 3-1 • Extend Thinking

Counting Patterns
Name

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Beau scores the free throw contest, but he is in a
hurry and doesn’t fill in some numbers.
1. Write the numbers he misses.
Dima Elise Elke Hana Jean Wu
412 706 220 993 358 649
413 707 221 994 359 650
414 708 222 995 360 651
415 709 223 996 361 652
416 710 224 997 362 653
417 711 225 998 363 654
418 712 226 999 364 655
Final Scores
419 713 227 1,000 365 656

2. Beau misses three of Dima’s free throws. How

many does Dima have? Does she have the fewest?

Sample answer: Dima has 422. Jean has 365,

so Jean has the fewest.

3. Who makes the most free throws to win? How

Copyright © McGraw-Hill Education

many free throws does the winner make?

Sample answer: Hana makes 1,000 free throws

to win.

Differentiation Resource Book

12
 Lesson 3-2 • Reinforce Understanding
Patterns When Skip Counting
by 5s
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Name

Review
When you skip count by 5 on a number line,
you add 5 with each jump.

400 405 410 415 420 425

264 269 274 279 284 289

Skip count by 5s. Fill in the numbers.

1.

870 880 890 895

870 875 880 885 890 895
2.

547 552 567

547 552 557 562 567 572
Copyright © McGraw-Hill Education

What number completes the counting pattern?

3. 390, 395, 400, 405 4. 715, 720, 725, 730

5. 176, 181, 186, 191 6. 613, 618, 623, 628

Differentiation Resource Book

13
Lesson 3-2 • Extend Thinking
Patterns When Skip Counting
by 5s

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Name
A game gives bonuses when you get to a certain
number of points. The game then skip counts by 5
three times to give more bonuses. Fill in the point
levels where the bonuses start.
1. 275, 280, and 285 points give bonuses.

What point level starts these bonuses?
270 points

2. 592, 597, and 602 points give bonuses.

What point level starts these bonuses?
587 points

3. Two point levels before 462 and 467 points

give bonuses.

What point level starts the bonuses?
452 points

4. A programmer wants to add bonuses between 300

Copyright © McGraw-Hill Education

and 399 points. What point levels could he add?

Accept all answers starting between 300 and 399
that skip count by 5 three times. Sample answer:
The programmer could add bonuses at 325, 330,
335, and 340 points.

Differentiation Resource Book

14
 Lesson 3-3 • Reinforce Understanding
Patterns When Skip Counting by
10s and 100s
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Name

Review
You can use a place-value chart to understand
skip counting by 10s and 100s.
When you add 10, only the tens change.
hundreds tens ones hundreds tens ones

243 253
When you add 100, only the hundreds change.
hundreds tens ones hundreds tens ones

132 232

Fill in the numbers to complete the number line.

1. Skip count by 10s.
Copyright © McGraw-Hill Education

432 442 452 462 472

2. Skip count by 100s.

551 651 751 851 951

Differentiation Resource Book

15
Lesson 3-3 • Extend Thinking
Patterns When Skip Counting by
10s and 100s

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Name
Crispin needs to connect wires for a science project.
Help him skip count centimeters by 10s and
millimeters by 100s to find the wire lengths.
1. Crispin has a wire 40 centimeters long. He
connects 7 more wires. Each new wire is
10 centimeters long. What is the length of the
wire now? Explain your thinking.

110 centimeters
Sample answer: I skip counted 7 times from 40 by
10: 40, 50, 60, 70, 80, 90, 100, 110.
2. Crispin has another wire wrapped exactly
3 times around two nails that are 100 millimeters
apart. What is the length of that wire? Explain
your thinking.
600 millimeters

Sample answer: I skip counted 6 times by 100: 100,
200, 300, 400, 500, 600.
3. Crispin has 5 blue 100 millimeter wires and
5 green 100 millimeter wires. He connects a blue
wire to a green wire and keeps switching colors
Copyright © McGraw-Hill Education

until he uses all of the wires. What is the length

of the wire now? Explain your thinking.

1,000 millimeters

Sample answer: I skip counted 10 times by 100: 100,
200, 300, 400, 500, 600, 700, 800, 900, 1,000.

Differentiation Resource Book

16
 Lesson 3-4 • Reinforce Understanding
Understand Even and Odd
Numbers
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Name

Review
You can use a number chart to understand even
and odd numbers.
Even numbers of objects 1 2 3 4 5 6 7 8 9 10
can be grouped into 11 12 13 14 15 16 17 18 19 20
pairs with none left over. 21 22 23 24 25 26 27 28 29 30
You can skip count by 31 32 33 34 35 36 37 38 39 40
2 to see the pattern 41 42 43 44 45 46 47 48 49 50
in even numbers.

Circle pairs of objects. Write Even or Odd.

1. Even 2. Odd

Use counters to show the number.

Circle Even or Odd.
3. 4.
Copyright © McGraw-Hill Education

7 20
Even Odd Even Odd

5. 12 6. 15
Even Odd Even Odd

Differentiation Resource Book

17
Lesson 3-4 • Extend Thinking
Understand Even and Odd
Numbers

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Name
A group of students is going on a field trip to the
zoo to study the zebras. Answer the questions and
circle pairs to show your thinking.
1. Is there an even number or odd number of
students going to the zoo?

even; Sample grouping shown.

2. Paige learns that zebras travel in groups called

dazzles. Draw a small dazzle of zebras. Does your
dazzle have an even or odd number of zebras?
Sample answer: Student drawing of 5 zebras.
Student circles 2 pairs of zebras.
My dazzle has an odd number of zebras.
Copyright © McGraw-Hill Education

Differentiation Resource Book

18
 Lesson 3-5 • Reinforce Understanding

Addition Patterns
Name
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Review
You can use ten-frames to show if a number is
even or odd.
The sum in a doubles fact is an even number.
• There are two equal groups with none left over.
The sum in a doubles plus 1 fact is an odd number.
• There are two equal groups with one left over.
4+4=8 3+4=7

even odd

Show whether the group is even or odd by circling

two equal groups. Write even or odd. Write an
addition equation that describes the group.
odd;
1. even; 2 + 2 = 4 2.   4 + 5 = 9 or 5 + 4 = 9
Copyright © McGraw-Hill Education

Show the even number as a sum of a doubles fact.

3. 12 = 6 + 6 4. 6 = 3 + 3

Differentiation Resource Book

19
Lesson 3-5 • Extend Thinking

Addition Patterns
Name

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Jay lives on a farm. The table shows his number of
animals. He is buying hay, and a bale of hay feeds
2 animals.

Jay’s Farm Animals

Animal Number
Cows 9
Goats 5
Horses 9
Sheep 6
Llamas 7

1. How many bales of hay do the horses and cows

need? Explain your thinking.
Sample answer: 9 + 9 is a doubles fact, so the total
number of horses and cows is an even number, and
Jay will need 9 bales of hay.

2. How many bales of hay do the goats and sheep

need? Explain your thinking.
Copyright © McGraw-Hill Education

Sample answer: 5 + 6 is a near doubles fact, and

5 + 1 = 6, so the total number of goats and sheep is
an odd number, and Jay will need 6 bales of hay for
the goats and sheep.

Differentiation Resource Book

20
 Lesson 3-6 • Reinforce Understanding

Patterns with Arrays

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can skip count on a number line to find the
total number in an array.
5 + 5 + 5 = 15
5
10
15 0 5 10 15

Skip count to find the number of objects in

the array.
1. 2.

12 clovers 12 party hats

Copyright © McGraw-Hill Education

3. 4.

12 trucks 10 animals

Differentiation Resource Book

21
Lesson 3-6 • Extend Thinking

Patterns with Arrays

Name

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Sophia is decorating her bedroom. Draw two
different arrays she can use to arrange each group
of objects.
1. How could Sophia arrange her 8 dolls on shelves?
Sample answers: Student drawings may show an
array with 2 rows and 4 columns and an array with
4 rows and 2 columns.

2. How could she arrange her 20 pictures on a poster?

Sample answers: Student drawings may show an
array with 2 rows and 10 columns and an array with
4 rows and 5 columns.

3. How could Sophia arrange her 16 sports trophies?

Sample answers: Student drawings may show an
array with 8 rows and 2 columns and an array with
Copyright © McGraw-Hill Education

4 rows and 4 columns.

Differentiation Resource Book

22
 Lesson 3-7 • Reinforce Understanding

Use Arrays to Add

Name
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Review
You can use arrays to show repeated addition.
Add by rows. Add by columns.
1 2 3 1 1 1
1 2 3 2 2 2
1 2 3 3 3 3
1 2 3 4 4 4
3 + 3 + 3 + 3 = 12 4 + 4 + 4 = 12

1. Write two equations to describe the array.

5 + 5 = 10
2 + 2 + 2 + 2 + 2 = 10
2. Shade the array to show 4 rows and 3 columns.
Write two equations to describe it.
Sample answer shown.
Copyright © McGraw-Hill Education

3 + 3 + 3 + 3 = 12
4 + 4 + 4 = 12

Differentiation Resource Book

23
Lesson 3-7 • Extend Thinking

Use Arrays to Add

Name

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Four friends are playing a card game.
1. Carter arranges his cards in 3 rows of 4 cards.
Mi arranges her cards in 4 rows of 3 cards.
Who has the most cards? Write two equations
to show your thinking.
Sample answer: Carter and Mi both have the same
number of cards. Neither has the most cards, because
4 + 4 + 4 = 12 cards and 3 + 3 + 3 + 3 = 12 cards.

2. Dylan and Isaiah each have 15 cards. They want

to arrange their cards in rows and columns, but
they do not want them to look the same. Draw
to show two different ways to arrange the cards.
Write equations to represent each drawing.

Sample answer:
Copyright © McGraw-Hill Education

5 + 5 + 5 = 15 3 + 3 + 3 + 3 + 3 = 15

Differentiation Resource Book

24
 Lesson 4-1 • Reinforce Understanding

Represent and Solve Add To

Problems
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Name

Review
You can use addition to represent and solve
a problem in which a number is added to
another number.
Jesse has a jar with some marbles. He puts in
5 more marbles. Now there are 32 marbles. How
many marbles were in the jar before?
Represent the problem.
? + 5 = 32 32

? 5

There were 27 marbles in the jar.

1. Fill in the number bond to represent

the problem. What equation can
represent the problem? Solve.
21
There are 12 players. Some more
Copyright © McGraw-Hill Education

players join. Now there are 21 players.

a. Equation: 12 + ? = 21
12 ?
b. Solve: 9 players

Differentiation Resource Book

25
Lesson 4-1 • Extend Thinking

Represent and Solve Add To

Problems

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Name
Solve the problem. Then match the solution with a
letter to solve the riddle.

12 = N 15 = E 16 = A 18 = M

1. Mia has 4 toy cars. She gets some more toy cars.
Now she has 20 toy cars. How many toy cars does
she get?
16 toy cars
2. Theo has some coins. He finds 7 more coins.
Now he has 25 coins. How many coins did he
have before?
18 coins
3. Darla has some fish. She puts 9 more fish in the
tank. Now she has 24 fish. How many fish were
there before?
15 fish
4. There are 6 lemons in a bin. Ty puts more in the
bin. Now there are 18 lemons. How many were in
the bin?
Copyright © McGraw-Hill Education

12 lemons

What is yours but your friends use it more?
N A M E
12 16 18 15

Differentiation Resource Book

26
 Lesson 4-2 • Reinforce Understanding

Represent and Solve Take

From Problems
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Name

Review
You can use subtraction to represent and solve
a problem in which a number is taken from
another number.
Jen has 24 books. She gives away some books.
Jen has 18 books left. How many books does Jen
give away?
Represent the problem. Write and solve a
Part Part subtraction equation.
? 18 24 ‒ ? = 18
Whole 24 ‒ 6 = 18
24
Jen gives away 6 books.

1. Fill in the part-part-whole mat to represent the

problem. What subtraction equation can represent
the problem? Solve.
Copyright © McGraw-Hill Education

Peg makes some party favors. She gives out
9 favors. Now there are 11 left. How
Part Part
many favors does Peg make?
9 11
a. Equation: ? – 9 = 11
Whole
b. Solve: 20 favors ?
Differentiation Resource Book
27
Lesson 4-2 • Extend Thinking

Represent and Solve Take

From Problems

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Name
Solve the problem. Write the letter of the alphabet
that goes with the number of the answer.
(A = 1, B = 2, C = 3, …)
1. There are 26 glue sticks. The class
throws away 7 old glue sticks. How
many glue sticks are there now? 19 S
2. There are 34 pieces of paper.
Greg uses some. Now there are
18 pieces of paper. How many
does Greg use? 16 P
3. Li has 20 markers. After class, he
finds only 19 markers. How many
markers does he lose? 1 A
4. Uma buys some paint bottles. She
spills 3. Now there are 6 left. How
many paint bottles did Uma buy? 9 I
5. There are some pens in a box. Fran
gets 5 pens out of the box. Now
Copyright © McGraw-Hill Education

there are 9 pens in the box. How

many pens were in the box to start? 14 N

Read the letters down the column. In what country

was the famous artist Pablo Picasso born?
SPAIN
Differentiation Resource Book
28
 Lesson 4-3 • Reinforce Understanding

Solve Two-Step Add To and

Take From Problems
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Name

Review
You can use addition, subtraction, or both to
solve a two-step add to or take from problem.
Coach Lyon brings 12 balls to practice. Mae brings
10 balls to practice. Amie brings 4 balls to practice.
How many balls are there at practice?
Represent the problem. Write and solve an
tens ones addition equation.
12 + 10 + 4 = ?
12 + 10 + 4 = 26

There are 26 balls.

1. Draw blocks in the place-value chart to represent

the problem. What equation can represent the
problem? Solve.

Ari has 24 eggs. He gives 11 to Jade. tens ones
Copyright © McGraw-Hill Education

He gives 9 to Ben. How many does

he have now?
a. Equation: 24 - 11 - 9 = 4
b. Solve: 4 eggs

Differentiation Resource Book

29
Lesson 4-3 • Extend Thinking

Solve Two-Step Add To and

Take From Problems

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Name
The movie theater snack bar tracks food sales.
How can you use
Item Sold on Sold on
the information
Saturday Sunday
in the table to
solve the Pizza Slices 12 5
problem? Show Water Bottles 40 38
your thinking. Popcorn Bags 23 19
1. What is the total number of items sold
on Saturday?
75 items; Sample
answer
shown. 12 + 40 + 23
12 + 40 + 23 = 75

2. The snack bar had 100 water bottles before

the weekend. How many did they have left after
the weekend?
22 water bottles;
100 – 40 – 38
Sample answer shown.

100 ‒ 40 ‒ 38 = 22
Copyright © McGraw-Hill Education

3. How many more popcorn bags than pizza slices

were sold over the weekend?
25 more popcorn bags; Sample answer: I found the
total popcorn bag sales: 23 + 19 = 42; I found the
total pizza slice sales: 12 + 5 = 17; I subtracted to
find the difference: 42 ‒ 17 = 25.
Differentiation Resource Book
30
 Lesson 4-4 • Reinforce Understanding

Represent and Solve

Put Together Problems
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can use addition or subtraction to represent
and solve problems in which two numbers are
put together.
Jack spends 70 minutes mowing. He mows the front
yard for 25 minutes and then mows the backyard.
How many minutes does he mow the backyard?
Represent the problem. Write an equation to solve.
70 25 + ? = 70
70 - 25 = ?
25 ?
70 - 25 = 45
Jack spends 45 minutes mowing the backyard.

Write an equation and use a drawing to solve. Check students’

1. Keith jogs 45 minutes. He jogs 15 minutes drawings.
on Saturday and the rest on Sunday.
How many minutes does he jog on Sunday?
a. Equation: 15 + ? = 45 or 45 - 15 = ?
b. Solve: 30 minutes
Copyright © McGraw-Hill Education

2. The dairy sold 80 gallons of milk. 63 of the gallons

were white milk. The rest were chocolate. How
many gallons were chocolate?
a. Equation: 63 + ? = 80 or 80 - 63 = ?

b. Solve: 17 gallons
Differentiation Resource Book
31
Lesson 4-4 • Extend Thinking

Represent and Solve

Put Together Problems

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
A coach recorded
Name Minutes Total
walking times for three
Walking Time
members of his team.
When the members were Eli 22 53
not walking, they were Gary 10 41
running. Pam 18 56

Use the information in the table to solve the problem.

Show or explain your thinking. Sample drawings shown.
1. How many minutes did Eli spend running?
31 minutes; 22 + ? = 53 or 53 - 22 = ?
53

22 ?

2. What is the total number of minutes tens ones

Eli and Pam spent walking?
40 minutes; 22 + 18 = 40
Copyright © McGraw-Hill Education

3. How many more minutes does Pam

spend running than Gary?
7 more minutes; Sample answer: I found the time
both Pam and Gary ran: 56 - 18 = 38; 41 - 10 = 31.
Then I subtracted the time Gary ran from the time
Pam ran: 38 - 31 = 7
Differentiation Resource Book
32
 Lesson 4-5 • Reinforce Understanding

Represent and Solve

Take Apart Problems
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can use addition or subtraction to represent
and solve a problem in which a total is broken
into two groups.
A florist sells 19 roses. 14 are red and the rest are
yellow. How many yellow roses are there?
Represent the problem. Write and solve an
equation.
Part Part
14 ? 14 + ? = 19
19 - 14 = ?
Whole
19 14 + 5 = 19
19 - 14 = 5
There are 5 yellow roses.

1. Fill in the part-part-whole mat to represent the

problem. What equation can represent the
problem? Solve.

A bowl has 22 pieces of fruit. 18 are bananas. The
Copyright © McGraw-Hill Education

rest are oranges. How many are oranges?

a. Equation: 22 - 18 = ? or Part Part
18 + ? = 22 18 ?
b. Solve: 4 oranges
Whole
22
Differentiation Resource Book
33
Lesson 4-5 • Extend Thinking

Represent and Solve

Take Apart Problems

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
What subtraction word problem could you write to
match the model? Solve the problem.
1.

Sample answer: Some cars and trucks are in a

parking lot. There are 13 cars and 12 trucks. How
many cars and trucks are in the parking lot?; 25 cars
and trucks
2. Sample answer: There are
32 32 plates on a shelf. There are
18 large plates. The rest are small.
How many plates are small?;
18 ? 14 plates

3. Part Part Sample answer: There are

27 dogs at a park. Some are
Copyright © McGraw-Hill Education

? 12
black dogs, and 12 are brown
Whole
dogs. How many black dogs are
27 at the park?; 15 black dogs

Differentiation Resource Book

34
 Lesson 4-6 • Reinforce Understanding

Solve Two-Step Put Together

and Take Apart Problems
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can use addition, subtraction, or both to
solve a two-step add to or take from problem.
The garden has 12 plants. There are some bean
plants, 4 tomato plants, and 1 cucumber plant. How
many plants are bean plants?
Represent the problem.
12

4 1 ?

Write and solve an equation.

1 + 4 + ? = 12 or 12 - 1 - 4 = ?
5 + ? = 12 or 11 - 4 = ?
5 + 7 = 12 or 11 - 4 = 7
There are 7 bean plants.

1. Draw to represent the problem. What equation can

represent the problem? Solve. Sample drawing given.
Copyright © McGraw-Hill Education

Joe has 14 kites. He gives 3 kites to Malik. He gives
4 kites to Brad. How many kites does he have now?
a. Equation: 3 + 4 + ? = 14 14
b. Solve: 7 kites 3 4 ?
Differentiation Resource Book
35
Lesson 4-6 • Extend Thinking

Solve Two-Step Put Together

and Take Apart Problems

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Today 100 people voted for their favorite new
cafeteria foods.
Item Fourth Graders Fifth Graders Teachers
Burrito 12 ? 15
Pizza Rolls 3 6 ?
Spicy Chicken ? 18 20
How can you use the information in the table to
solve the problem?
1. A total of 30 fourth graders voted. How many of
them voted for spicy chicken?
12 + 3 + ? = 30; 15 + ? = 30; 15 fourth graders
2. How many people voted for spicy chicken? Explain
your thinking.
53 people; Sample answer: I know 15 fourth graders
voted for spicy chicken. 15 + 18 + 20 = ?; 33 + 20 = ?,
so 53 people voted for spicy chicken.
3. A total of 10 people voted for pizza rolls. How
many teachers voted for pizza rolls?
Copyright © McGraw-Hill Education

3 + 6 + ? = 10; 9 + ? = 10; 1 teacher

4. A total of 36 teachers voted. How many fifth
graders voted? Explain your thinking.
34 fifth graders; Sample answer: I know 30 fourth
graders and 36 teachers voted. The total is 100.
30 + 36 = 66; 66 + ? = 100, so 34 fifth graders voted.
Differentiation Resource Book
36
 Lesson 4-7 • Reinforce Understanding

Represent and Solve

Compare Problems
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can use addition or subtraction to represent
and solve a problem in which two numbers are
compared.
A bakery has 4 fewer bran muffins than loaves of
bread. The bakery has 16 bran muffins. How many
loaves of bread are there?
Represent the problem. Write and solve an
m m m m m m m m addition or subtraction
equation.
m m m m m m m m
4 + ? = 16 or 16 - 4 = ?
loaves of bread
4 + 12 = 16 or 16 - 4 = 12
There are 12 loaves of
bread.

1. What equation can represent the problem? Draw to

represent the word problem. Solve. Sample drawing given.

A puppy has 19 toys. A kitten has 12 toys. How many
Copyright © McGraw-Hill Education

more toys does the puppy have than the kitten?

t t t t t t
t t t t t t t
t t t t t t
a. Equation: 12 + ? = 19 or 19 – 12 = ?
b. Solve: 7 toys
Differentiation Resource Book
37
Lesson 4-7 • Extend Thinking

Represent and Solve

Compare Problems

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Solve the problem. Write the letter that goes with
the number of the answer. (A = 1, B = 2, C = 3, …)

1. A shelf has 45 books and

26 magazines. How many fewer
magazines are there than books? 19 S
2. An aquarium has 13 neon fish and
8 guppies. How many more neon
fish are there than guppies? 5 E
3. Sheila has 9 fewer coins than Rick.
Rick has 31 coins. How many does
Sheila have? 22 V
4. Jim has 16 fewer sports cards than
Sofia. Sofia has 21 sports cards.
How many sports cards does
Jim have? 5 E
5. A basket has 19 apples and
5 oranges. How many more apples
Copyright © McGraw-Hill Education

than oranges are there? 14 N

Read the letters down the column and write the answer.
What number is even if it has one more letter?
SEVEN

Differentiation Resource Book

38
 Lesson 4-8 • Reinforce Understanding

Represent and Solve More

Compare Problems
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can use addition or subtraction to represent
and solve a compare problem.
Kyle eats 6 more grapes than Alex. Kyle eats
15 grapes. How many grapes does Alex eat?
Represent the problem. Write and solve an
addition or subtraction
Part Part
equation.
6 ?
6 + ? = 15 or 15 - 6 = ?
Whole
6 + 9 = 15 or 15 - 6 = 9
15

Alex eats 9 grapes.

1. What equation can represent the problem? Fill in

the part-part-whole mat to represent the problem.
Then solve.
A drawer has 8 more pairs of socks than T-shirts.
The drawer has 20 pairs of socks. How many
Copyright © McGraw-Hill Education

T-shirts are in the drawer?

Part Part
a. Equation: 8 + ? = 20 or
8 ?
20 - 8 = ?
Whole
b. Solve: 12 T-shirts 20
Differentiation Resource Book
39
Lesson 4-8 • Extend Thinking

Represent and Solve More

Compare Problems

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
A new pizza shop opens. What two equations
can you write to represent the problem? Solve
the problem.
1. On Monday, the shop sells 8 more meatball subs
than calzones. The shop sells 24 meatball subs.
How many calzones does it sell?
Sample answer: 8 + ? = 24 or 24 - 8 = ?;
16 calzones

2. On Tuesday, the shop makes 20 fewer medium

pizzas than large pizzas. The shop makes 68 large
pizzas. How many medium pizzas does it make?
Sample answer: 20 + ? = 68 or 68 - 20 = ?;
48 medium pizzas

3. On Wednesday, the shop makes 9 more salads

than pasta dishes. The shop also makes 14 more
orders of wings than salads. The shop makes 29
orders of wings. How many salads and pasta dishes
does it make?
Copyright © McGraw-Hill Education

Sample answer: 14 + ? = 29 or 29 - 14 = ?;
15 salads; 9 + ? = 15 or 15 - 9 = ?; 6 pasta dishes

Differentiation Resource Book

40
 Lesson 4-9 • Reinforce Understanding

Represent and Solve Two-Step

Problems with Comparison
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can represent and solve a two-step problem
in which two numbers are compared.
Sam sees 4 more fish than plants. Sam sees 9 plants.
How many plants and fish does Sam see?
Represent the problem. Write and solve
2 equations.
?
number of fish: 9 + 4 = 13
9 plants 9 + 4 fish
total number of plants
and fish: 9 + 13 = 22
Sam sees 22 fish and
plants.

1. Draw to represent the problem. What equations can

represent the problem? Solve. Sample drawing given.

Sara sees 6 more rocks than shells. She sees
14 shells. How many rocks and shells does she see?
Copyright © McGraw-Hill Education

14 shells 14 + 6 rocks

a. Equations: 14 + 6 = 20; 14 + 20 = 34
b. Solve: 34 rocks and shells
Differentiation Resource Book
41
Lesson 4-9 • Extend Thinking

Represent and Solve Two-Step

Problems with Comparison

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
A mobile zoo brings some animals to share
with students.

18 REPTILES ? INSECTS FISH and

and and MAMMALS
? AMPHIBIANS 10 BIRDS 12 Total

How can you use the information to show the

problem? Show or explain your thinking.
1. There are 7 fewer amphibians than reptiles. How
many reptiles and amphibians did the zoo bring?
Sample answer: number of amphibians: 18 - 7 = 11;

total number of amphibians and reptiles
18 + 11 = 29
2. There are 4 more insects than birds. How many
insects and birds did the zoo bring?
Sample answer: number of insects: 4 + 10 = 14;

total number of insects and birds: 14 + 10 = 24
3. There are 2 more mammals than fish. How many
Copyright © McGraw-Hill Education

mammals? How many fish?

Sample answer: I listed pairs of addends with a

sum of 12. I found 5 + 7 = 12. There are
7 mammals and 5 fish.

Differentiation Resource Book

42
 Lesson 4-10 • Reinforce Understanding

Solve Two-Step Problems Using

Addition and Subtraction
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can represent and solve a two-step problem
using addition, subtraction, or both.
Ed has 6 songs on his computer. He downloads
9 more songs. He deletes 2 songs. How many songs
does Ed have on his computer?
Represent the problem. Write and solve
+9 -2 2 equations.
downloads: 6 + 9 = 15
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
deletes: 15 - 2 = 13
Ed has 13 songs on his computer.

1. Draw to represent the problem. What equations

can represent the problem? Solve.

Mindy has 7 bracelets. She makes 6 more
bracelets. Then she gives 2 of bracelets to her
sister. How many bracelets does Mindy have now?
a. Equations: 7 + 6 = 13; 13 - 2 = 11
Copyright © McGraw-Hill Education

b. Solve: 11 bracelets
Sample drawing: +6 -2

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Differentiation Resource Book
43
Lesson 4-10 • Extend Thinking

Solve Two-Step Problems Using

Addition and Subtraction

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Match the word problem with the representation
that could help you solve it. Then solve.
1. Ty has 4 bananas. He
buys 5 more. Then he
eats 2 of them. How
many bananas does Ty
have now?

7 bananas
4 + 5 - 2
2. Tia has 5 markers. She
buys 2 more and then
gives 4 of them away. –4 +2
How many markers
does Tia have now?
0 1 2 3 4 5 6 7 8 910

3 markers

3. Paula has some shells.

She finds 4 more 4 + 5 + 2
shells. Her friend gives
Copyright © McGraw-Hill Education

her 2 shells. Now she

has 11 shells. How many
shells does Paula have
to begin with?
5 shells

Differentiation Resource Book

44
 Lesson 5-1 • Reinforce Understanding

Strategies to Add Fluently

within 20
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can use strategies to help you add.
7+6=?
Use counters to model each addend.
Make a 10 and count on to find the sum.

7 + 6 = 13

What is the sum? Use the ten-frames to solve.

1. 6 + 9 = 15

2. 9 + 7 = 16   Sample drawing shown.

Copyright © McGraw-Hill Education

What is the sum?

3. 5 + 7 = 12 4. 8 + 9 = 17

Differentiation Resource Book

45
Lesson 5-1 • Extend Thinking

Strategies to Add Fluently

within 20

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Micah and Finn play on the same basketball team.
How can you use the information in the table and a
strategy to find each sum? Explain your thinking.

Player Micah Finn

Rebounds 2 13
Free Throws 4 7
Points 8 9
1. How many free throws did Micah and Finn make?
11 free throws

Sample answer: I made a 10. I decomposed 7 as 6
and 1. 4 + 6 = 10 and 10 + 1 = 11. So, 4 + 7 = 11.

2. How many rebounds did Micah and Finn get?

15 rebounds

Sample answer: I counted on. I started at 13 and

counted on 2 more. So, 13 + 2 = 15.

3. What is the total number of points Micah and

Copyright © McGraw-Hill Education

Finn scored?
17 points

Sample answer: I made a 10. I decomposed 9 as 2

and 7. 8 + 2 = 10 and 10 + 7 = 17. So, 8 + 9 = 17.

Differentiation Resource Book

46
 Lesson 5-2 • Reinforce Understanding

More Strategies to Add

Fluently within 20
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
Doubles facts can help you find the sum of near
doubles facts.

7+8=? 7+9=?

You know 7 + 7 = 14. You know 7 + 7 = 14.

7 + 8 is 1 more than 7 + 9 is 2 more than
7 + 7. 7 + 7.
So, 7 + 8 = 15. So, 7 + 9 = 16.

How can you use doubles facts to find the sum?

1. 3 + 5 = ? 2. 6 + 7 = ?

3+3= 6
6+6= 12

3 + 5 is 2 more
6 + 7 is 1 more
Copyright © McGraw-Hill Education

than 3 + 3. than 6 + 6.

So, 3 + 5 = 8 .
So, 6 + 7 = 13 .

What is the sum?

3. 6 + 8 = 14 4. 8 + 9 = 17
Differentiation Resource Book
47
Lesson 5-2 • Extend Thinking

More Strategies to Add

Fluently within 20

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Eli works at a grocery store. How can you use a
doubles fact to find the sum? Show your thinking.
1. Eli unpacks each of these boxes. How many boxes
does he unpack?

10 boxes

Sample answer: 4 + 6 = 10; I know 4 + 4 = 8.
Because 6 is 2 more than 4, I add 2 more.

2. There are 8 quarts of milk in the refrigerator. Eli

puts 10 more quarts of milk in the refrigerator. How
many quarts are in the refrigerator now?
18 quarts of milk
Sample answer shown.
Copyright © McGraw-Hill Education

Differentiation Resource Book
48
 Lesson 5-3 • Reinforce Understanding

Represent Addition with

2-Digit Numbers
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
Base-ten blocks can help you add.
Add the ones. Then add the tens.
Regroup 10 ones as 1 ten, if needed.
44 + 37 = ? 44 + 37 = 81
Tens Ones Tens Ones

7 tens 11 ones 8 tens 1 one

What is the sum? Draw to show your thinking.

1. 32 + 64 = 96 2. 41 + 59 = 100
See students’
tens ones tens ones
drawings.
Copyright © McGraw-Hill Education

What is the sum?
3. 63 + 24 = 87 4. 55 + 18 = 73
Differentiation Resource Book
49
Lesson 5-3 • Extend Thinking

Represent Addition with

2-Digit Numbers

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Name
Annik is building a city using Color Number
building blocks. The table
Blue 23
is missing the ones digit for
the orange blocks. How can Green 35
you make a drawing to help Orange 3_
solve each problem? Explain Purple 13
your thinking. Red 29
1. How many blue, red, and Yellow 41
purple blocks does Annik
use to build his city? Sample answer:
I can add ones to get
15 and tens to get 50.
15 + 50 = 65.

2. Annik regroups to add the number of orange and

yellow blocks. How many orange blocks are there?
How many orange and yellow blocks are there?
Sample answer:
Copyright © McGraw-Hill Education

There must be 39 orange

blocks if Annik regroups. I
can add ones to get 10 and
tens to get 70.
10 + 70 = 80.

Differentiation Resource Book

50
 Lesson 5-4 • Reinforce Understanding

Use Properties to Add

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
Addends can be added in any order. The sum is
the same.
17 + 22 = 39 22 + 17 = 39

What is the sum?

1. 33 + 12 = 45
12 + 33 = 45

2. 16 + 24 = 40
24 + 16 = 40
Copyright © McGraw-Hill Education

3. 53 + 25 = 78
25 + 53 = 78
4. 35 + 46 = 81
46 + 35 = 81
Differentiation Resource Book
51
Lesson 5-4 • Extend Thinking

Use Properties to Add

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Match the sets of base-ten blocks with the same
sum. Draw the missing set of base-ten blocks.
1. 

2. 

3. 

4. 

5. Write two equations about one of the matching

Copyright © McGraw-Hill Education

sets of base-ten blocks. How do the base-ten

blocks show addends can be added in any order?
Sample answer: 17 + 31 = 48 and 31 + 17 = 48. The
sum is the total number of tens and ones. The sum is
the same for each equation, even though the
addends are in a different order..
Differentiation Resource Book
52
 Lesson 5-5 • Reinforce Understanding

Decompose Two Addends

to Add
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Name

Review
Decomposing two addends by place value to find
partial sums can help you add 2-digit numbers.

42 + 25 Add the tens.

40 + 20 = 60
Add the ones.
2+5=7
Add the partial sums.
60 + 7 = 67

1. How can you decompose both addends by place

value? Draw base-ten blocks and find the sum.
54 + 38 = ?
Sample drawing shown.

Copyright © McGraw-Hill Education

Add the tens: 50 + 30 = 80
Add the ones: 4 + 8 = 12
Add the partial sums: 80 + 12 = 92
Differentiation Resource Book
53
Lesson 5-5 • Extend Thinking

Decompose Two Addends

to Add

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Three friends are making necklaces. They each have
some blue, green, and red beads. How can you use
the information from the table to decompose two
addends and find the sum? Explain your thinking.
Blue Green Red
Amdal 26 19 13
Gwen 31 15 48
Dante 22 27 38

1. How many green beads do Amdal and Dante have?

46 green beads

Sample answer: Break apart 19 into 10 and 9, and 27
into 20 and 7. Add the tens: 10 + 20 = 30. Add the
ones: 9 + 7 = 16. Add partial sums: 30 + 16 = 46.
2. How many blue beads do Gwen and Dante have?

53 blue beads
Sample answer: Break apart 31 into 30 and 1, and 22
into 20 and 2. Add the tens: 30 + 20 = 50. Add the
ones: 1 + 2 = 3. Add partial sums: 50 + 3 = 53.
Copyright © McGraw-Hill Education

3. How many red beads do Gwen and Amdal have?

61 red beads

Sample answer: Break apart 48 into 40 and 8, and 13
into 10 and 3. Add the tens: 50 + 10 = 50. Add the
ones: 8 + 3 = 11. Add partial sums: 50 + 11 = 61.
Differentiation Resource Book
54
 Lesson 5-6 • Reinforce Understanding

Use a Number Line to Add

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can use a number line to add.
The cubes below the number line show the addends.
11 + 7 = ?

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

11 + 7 = 18

1. What is the sum? Use the cubes and number line.

13 + 6 = 19

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

What is the sum? Use the bars and number line.

2. 9 + 8 = 17

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Copyright © McGraw-Hill Education

9 8

3. 22 + 27 = 49

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

22 27
Differentiation Resource Book
55
Lesson 5-6 • Extend Thinking

Use a Number Line to Add

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Jaya is sorting her photos into bins. She can use the
number lines to find the number of photos in each
bin. Use the number line to help her find the sum.

FLOWERS FRIENDS and DANCE and

and TREES FAMILY TUMBLING
45 Photos 84 Photos 55 Photos

1. There are 20 dance photos. How many tumbling

photos are there? 35 tumbling photos

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

35 20

2. There are fewer than 20 tree photos. How many

flower photos are there? 27 flower photos
18 27

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

3. How many family photos are there?

Copyright © McGraw-Hill Education

48 family photos or 36 family photos

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

48 36

Differentiation Resource Book

56
 Lesson 5-7 • Reinforce Understanding

Decompose One Addend

to Add
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
Adjusting addends can make them easier to add.
42 + 37 = ?
Decompose 37 into tens and ones. 37 = 30 + 7
Add the tens. 42 + 30 = 72
Add the ones. 72 + 7 = 79
42 + 37 = 79

How can you decompose one addend to help you

find the sum? Write the sum.
1. 38 + 44 = 82

44 = 40 + 4

2. 57 + 18 = 75

18 = 10 + 8
Copyright © McGraw-Hill Education

3. 59 + 24 = 83

24 = 20 + 4

4. 26 + 28 = 54

28 = 20 + 8
Differentiation Resource Book
57
Lesson 5-7 • Extend Thinking

Decompose One Addend

to Add

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Argen and Selena go to the store, where they buy
apples for a school party. They need 60 apples for
the party. Help them find out if they have enough.
1.a. A
 rgen gets 23 green apples. Selena gets 44 red
apples. How many apples did they get? How can
you draw a number line to help you decompose
one addend to solve? Sample answers shown.
+20 +3

44 64 67

23 = 20 + 3; I used 20 first to make 64 with 44.
Then, 64 + 3 = 67.
b. How can you check your answer by drawing a
number line and decomposing the second addend?
+40 +4

23 63 67
44 = 40 + 4; I used 40 first to make 63 with 23.
Copyright © McGraw-Hill Education

Then
63 + 4 = 67.
c. Do Argen and Selena have enough apples for the
party? Explain your thinking.
Argen and Selena have enough apples for the party.
They have 67, and they only need 60.
Differentiation Resource Book
58
 Lesson 5-8 • Reinforce Understanding

Adjust Addends to Add

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can adjust addends to make friendly numbers,
which have 0 and 5 in the ones place.
17 + 28 = ? 17 + 28 = ?
Move 3 from 28 to 17. Move 2 from 17 to 28.

10 ones is 1 ten. 10 ones is 1 ten.

20 + 25 = 45 15 + 30 = 45
17 + 28 = 45 17 + 28 = 45

How can you draw base-ten blocks to help you add?

Sample answers shown.
Copyright © McGraw-Hill Education

1. 29 + 36 2. 43 + 47
Students’ drawings Students’ drawings
may show 1 from 36 may show 3 from 43
moved to 29 to make moved to 47 to make
30 and 35.  40 and 50.
30 + 35 = 65 40 + 50 = 90
Differentiation Resource Book
59
Lesson 5-8 • Extend Thinking

Adjust Addends to Add

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
A farmer is planting his garden. How can you adjust
the addends to help you find the sum? Explain.
Plant Number of Plants
Tomato 38
Cucumber 26
Bean 7
Pepper 23

1. How can you adjust the addends to help you add

the number of tomato and pepper plants?
Sample answer: Add 2 to 38 to make a friendly
number. Then subtract 2 from 23 to keep the sum
the same. 38 + 23 becomes 40 + 21 = 61.
2. How can you adjust the addends to help you add
the number of bean plants and cucumber plants?
Sample answer: Add 3 to 7 to make a friendly
number. Then subtract 3 from 26 to keep the sum
the same. 7 + 26 becomes 10 + 23 = 33.
3. Write another addition problem using 2 of the
Copyright © McGraw-Hill Education

types of plants. How you could adjust the addends

to solve the problem?
Sample answer: Add the number of tomato and
cucumber plants. Add 2 to 38 to make a friendly
number. Then subtract 2 from 26 to keep the sum
the same. 38 + 26 becomes 40 + 24 = 64.
Differentiation Resource Book
60
 Lesson 5-9 • Reinforce Understanding

Add More Than Two Numbers

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
One way to add more than two 2-digit numbers
is to decompose the addends.
22  +  35  +  19 = ?

20 + 2 30 + 5 10 + 9
The tens are circled.
Add the tens. 20 + 30 + 10 = 60
The ones are in a box.
Add the ones. 2 + 5 + 9 = 16
Add the partial sums. 60 + 16 = 76
So, 22 + 35 + 19 = 76

How can you decompose the addends and add the

partial sums?
1. 41 + 39 + 18 = ? 2. 26 + 34 + 17 = ?

Add the tens. Add the tens.

40 + 30 + 10 = 80
20 + 30 + 10 = 60
Copyright © McGraw-Hill Education

Add the ones.
Add the ones.
1 + 9 + 8 = 18
6 + 4 + 7 = 17

Add the partial sums.
Add the partial sums.

80 + 18 = 98 60 + 17 = 77
41 + 39 + 18 = 98 26 + 34 + 17 = 77
Differentiation Resource Book
61
Lesson 5-9 • Extend Thinking

Add More Than Two Numbers

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Ari works at Madison Mini Golf. How can you write
an equation and adjust addends to find the sum?
Equipment Room

26 green 35 blue
golf balls golf balls

14 short
golf clubs 19 purple
golf balls

38 medium
golf clubs

33 long
golf clubs

1. Ari has 26 green, 35 blue, and 19 purple golf balls

to sort by color. How many golf balls are there?

Sample answer: 26 + 35 + 19 = ?. I took 1 away from

26 and added 1 to 19 to get 3 friendly numbers. Then
I rewrote the equation as 25 + 35 + 20 = ?. I added
to find the sum, 80. There are 80 golf balls.
2. Ari sorts 14 short, 38 medium, and 33 long golf
Copyright © McGraw-Hill Education

clubs by length. How many golf clubs are there?

Sample answer: 14 + 38 + 33 = ?. I decomposed

each number into tens and ones: 10 + 4 + 30 + 8 +
30 + 3. Then I added the tens and the ones: 10 + 30
+ 30 = 70 and 4 + 8 + 3 = 15. Finally, I added the
partial sums: 70 + 15 = 85. There are 85 golf clubs.
Differentiation Resource Book
62
 Lesson 5-10 • Reinforce Understanding

Solving One– and Two–Step

Problems Using Addition
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Name

Review
You can use addition strategies to solve one- and
two-step word problems.
Keisha is reading. On Monday she reads 15 pages.
On Tuesday she reads 26 pages. On Friday she
reads 21 pages. How many pages does she read?
Add the number of pages Keisha reads each day.
You can decompose each addend to add.
15 + 26 + 21
10 + 5 + 20 + 6 + 20 + 1
Add the tens. 10 + 20 + 20 = 50
Add the ones. 5 + 6 + 1 = 12
Then find the sum. 50 + 12 = 62
Keisha reads 62 pages.

1. How can you use a strategy to solve the problem?

Paulo runs for 22 minutes. Greta runs for
Copyright © McGraw-Hill Education

36 minutes. Enid runs for 27 minutes. How many

total minutes did they run?
Sample answer:
22 + 36 + 27 = ?; 20 + 2 + 30 + 6 + 20 + 7;
20 + 30 + 20 = 70; 2 + 6 + 7 = 15; 70 + 15 = 85;
They run for a total of 85 minutes.

Differentiation Resource Book

63
Lesson 5-10 • Extend Thinking

Solving One– and Two–Step

Problems Using Addition

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Name
Devon, Velia, and Nico are Animal Shelter Collection
collecting boxes of dog and Dog Cat
Treat Treat
cat treats for the animal s s

shelter. How can you use the Devon 23 14

information in the table and Velia 34 16
an addition strategy to solve Nico 19 25
the problem? Explain your thinking.
1. How many boxes of dog treats were collected
in all? Sample answer: D  ecompose addends.
76 boxes of dog treats
23 + 34 + 19 = ?
20 + 3 + 30 + 4 + 10 + 9 = ?
Add the tens. 20 + 30 + 10 = 60
Add the ones. 3 + 4 + 9 = 16
Add the partial sums. 60 + 16 = 76
2. How many boxes of cat treats were collected
in all? Sample answer: U  se friendly numbers.
55 boxes of cat treats
14 + 16 + 25 = ?
14 + 6 + 10 + 25; 14 + 6 = 20; 20 + 10 = 30;
30 + 25 = 55
Copyright © McGraw-Hill Education

3. How can you check the total number of boxes of

dog treats collected using a different strategy?
Sample answer shown.
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

23 34 19
Differentiation Resource Book
64
 Lesson 6-1 • Reinforce Understanding

Strategies to Subtract
Fluently within 20
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can count back with counters to subtract
within 20.
12 - 4 = ?
Use counters to show the total.

8 9 10 11 12
Then cross out and count back to find
the difference.
12 - 4 = 8

How can you use a strategy to subtract? Show your

work. Fill in the difference.
1. 11 - 5 = 6

6 7 8 9 10 11

2. 13 - 8 = 5
Copyright © McGraw-Hill Education

Sample drawing shown.

5 6 7 8 9 10 11 12 13
What is the difference?
3. 14 - 5 = 9 4. 19 - 6 = 13
Differentiation Resource Book
65
Lesson 6-1 • Extend Thinking

Strategies to Subtract
Fluently within 20

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Ellen keeps her sports card collections in 3 different
books. How can you use a subtraction strategy to
help you solve each problem? Explain your thinking.
Baseball Cards Hockey Cards Soccer Cards

1. Ellen has 11 hockey and baseball cards. Write the

number of hockey cards. Sample answer: I started
5 hockey cards at 6 and counted on 5 to
stop at 11. So, 11 - 6 = 5.
2. Ellen has 20 sports cards. Write the number of
soccer cards. Sample answer: I counted back starting
9 soccer cards at 20 and stopping at 11. There are
Copyright © McGraw-Hill Education

9 jumps. 20 - 9 = 11.
3. How many more cards does Ellen need for 2 full
pages of hockey cards? Sample answer: Ellen has

13 hockey cards 5 hockey cards. 2 full pages is
9 + 9, which is 18. I started at
5 and counted on 1 3 to stop at 18. So, 18 - 5 = 13.
Differentiation Resource Book
66
 Lesson 6-2 • Reinforce Understanding

More Strategies to Subtract

Fluently within 20
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can use addition doubles facts and addition
near doubles facts to subtract.
12 - 5

You know 6 + 6 = 12. So, 12 - 6 = 6.

You need to find 12 - 5. 5 is one less than 6.
So, 12 - 5 = 6 + 1, or 12 - 5 = 7.

How can you use doubles and near doubles facts to

find the difference?

1. 15 - 7 2. 10 - 4

14 - 7 = 7
10 - 5 = 5
Copyright © McGraw-Hill Education

15 is 1 more
5 is 1 more
than 14. than 4.

So, 15 - 7 = 8 .
So, 10 - 4 = 6 .
What is the difference?
3. 9 - 4 = 5 4. 17 - 8 = 9
Differentiation Resource Book
67
Lesson 6-2 • Extend Thinking

More Strategies to Subtract

Fluently within 20

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Rae sells jewelry. How can you use subtraction
strategies to find the difference?
1. Rae has 11 rings. Rae
sells 4 rings. Show the
difference and explain
your thinking.

11 - 4 = 7; Sample answer: I know 4 = 1 + 3. So,

I take 1 away from 11 to make 10 and 10 - 3 = 7.
There are 7 rings left.

2. Rae has 15 necklaces. She sells 9 necklaces. Show

the difference and explain your thinking.
6 necklaces; Sample answer: I know the related
addition fact 9 + 6 = 15. So, 15 - 9 = 6.

3. Write a word problem about Rae selling her

jewelry. Explain how to solve the problem.
Copyright © McGraw-Hill Education

Sample answer: Rae has 13 bracelets. She sells

5 bracelets to customers. How many bracelets
does Rae have left?; I know 5 = 3 + 2. So, I take
3 away from 13 to make 10 and 10 - 2 = 8. Rae
has 8 bracelets left.

Differentiation Resource Book

68
 Lesson 6-3 • Reinforce Understanding

Represent Subtraction with

2-Digit Numbers
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can represent 2-digit subtraction situations.
Subtract the ones. Then subtract the tens.
35 - 21 = ?

tens ones

35 - 21 = 14

How can you represent

the 2-digit subtraction tens ones
situation? Fill in the
difference.
Copyright © McGraw-Hill Education

1. 68 - 27 = 41

What is the difference?

2. 88 - 54 = 34 3. 27 - 16 = 11
Differentiation Resource Book
69
Lesson 6-3 • Extend Thinking

Represent Subtraction with

2-Digit Numbers

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Solve the problem. Write the letter that goes with
the number of the answer. (A = 1, B = 2, C = 3, …)

1. Ty throws a shot put 23 meters. 1 A

Fran throws it 22 meters. What is
the difference in lengths?
2. The distance for Olympic archery 20 T
is 77 yards. An indoor distance is
57 yards less. How many yards is
the indoor distance?
3. Egypt won 19 medals. Japan won 8 H
11 medals. How many more medals
did Egypt win than Japan?
4. The U.S. team scored 99 points. 5 E
The Canadian team scored 94
points. By how many points did
the U.S. team win?
5. Jamaica has 68 athletes. India 14 N
has 54. How many fewer are
from India?
Copyright © McGraw-Hill Education

6. Pao throws a javelin 29 meters. 19 S

Inga throws it 10 meters. How many
meters less does Inga throw it?
Read the letters down the column. What city held the
first Olympics? ATHENS

Differentiation Resource Book

70
 Lesson 6-4 • Reinforce Understanding

Represent 2-Digit Subtraction

with Regrouping
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can use base-ten shorthand to represent
subtraction.

42 - 26 = ? Regroup 1 ten. Take away

2 tens and
6 ones.

42 - 26 = 16

What is the difference? Draw base-ten shorthand.

1. 53 - 37 = 16 2. 34 - 15 = 19
Sample drawing: Sample drawing:
Copyright © McGraw-Hill Education

What is the difference?
3. 63 - 27 = 36 4. 50 - 22 = 28

Differentiation Resource Book

71
Lesson 6-4 • Extend Thinking

Represent 2-Digit Subtraction

with Regrouping

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Marty, Lily, and Gio all Wildlife City
collect postcards. How can
Gio 41 38
you use the information in
the table to subtract and Lily 59 25
solve the problem? Explain Marty 28
your thinking.
1. How many more wildlife postcards does Gio have
than Marty? 13 postcards
Sample answer: I regrouped 41 as 3 tens and 11
ones. I subtracted the ones and got 3. I subtracted
the tens and got 1. 1 ten and 3 ones is 13.
2. How many more wildlife postcards does Lily have
than city postcards? 34 postcards
Sample answer: I subtracted the ones and got 4. I
subtracted the tens and got 3. 3 tens and 4 ones
is 34.
3. In all, Lily and Marty have 37 city postcards.
Does Marty have more wildlife postcards or city
postcards? How many more?

Marty has 16 more wildlife postcards.
Copyright © McGraw-Hill Education

Sample answer: I found 37 - ? = 25, which is 12,

so Marty has 12 city postcards. I subtracted the
number of city postcards from wildlife postcards
to find how many more. I subtracted the ones and
got 6. I subtracted the tens and got 1. 1 ten and 6
ones is 16.
Differentiation Resource Book
72
 Lesson 6-5 • Reinforce Understanding

Use a Number Line to Subtract

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can use a number line to subtract.
The cubes show the whole and 1 part of the
subtraction equation.
11 - 4 = ?

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

11 - 4 = 7

1. What is the difference? Look at the cubes to help.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

14 - 5 = 9

2. What is the difference? Look at the bars to help.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
17
Copyright © McGraw-Hill Education

17 - 6 = 11

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Lesson 6-5 • Extend Thinking

Use a Number Line to Subtract

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Malena sells jackets Day Jackets Gloves
and gloves at a store.
Monday 34 15
How can you use the
information in the Tuesday 19 24
table and draw a Wednesday 48 31
number line to show Thursday 52 23
the difference? Friday 40 33
Explain your answer.
1. How many more jackets are sold on Thursday
than Tuesday? 33 jackets
52 19

0 5 10 15 20 25 30 35 40 45 50 55

2. How many fewer gloves are sold on Monday

than Friday? 18 gloves
0 5 10 15 20 25 30 35
33
15

3. How many more jackets than gloves are sold

on Wednesday? 17 jackets
Copyright © McGraw-Hill Education

0 5 10 15 20 25 30 35 40 45 50
48
31

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74
 Lesson 6-6 • Reinforce Understanding

Decompose Numbers to Subtract

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can decompose a number to subtract.
52 - 36 = ?
Subtract 2 from 52 to make 50, a friendly number.
Then decompose 36 to include 2. 36 = 2 + 30 + 4
Make jumps on a number line to subtract
–1 –1 –1 –1 –10 –10 –10 –1 –1

16 17 18 19 20 30 40 50 51 52

52 - 36 = 16

1. How can you decompose to subtract? Show your

work on a number line. Sample answer:

49 - 22 = ? 27

22 = 1 + 20 + 1
–1 –10 –10 –1

27 28 38 48 49
How can you decompose to subtract? Sample answers given.
Copyright © McGraw-Hill Education

2. 39 - 16 = ? 23

16 = 4 + 10 + 2

3. 76 - 48 = ? 28

48 = 6 + 40 + 2

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Lesson 6-6 • Extend Thinking

Decompose Numbers to Subtract

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
How can you decompose by place value to
subtract? Write the letter that goes with the
number of the answer.
(A = 1, B = 2, C = 3, …)

1. 51 - 47 = ? 4 D

2. 78 - 73 = ? 5 E

3. 32 - 29 = ? 3 C

4. 60 - 45 = ? 15 O

5. 28 - 15 = ? 13 M

6. 45 - 29 = ? 16 P

7. 33 - 18 = ? 15 O

8. 95 - 76 = ? 19 S

9. 22 - 17 = ? 5 E

Read the letters down the column. What word means

Copyright © McGraw-Hill Education

to break down into parts?

DECOMPOSE

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76
 Lesson 6-7 • Reinforce Understanding

Adjust Numbers to Subtract

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can adjust addends to make them friendlier
to subtract.
34 - 18 = ?

Subtract 4 from Decompose 1 ten as

each number. 10 ones.

34 - 18 = 16

How can you draw base-ten shorthand to show how

to adjust the numbers to make friendly numbers?

1. 43 - 22 2. 29 - 14
Copyright © McGraw-Hill Education

41 - 20 = 21 30 - 15 = 15

Differentiation Resource Book

77
Lesson 6-7 • Extend Thinking

Adjust Numbers to Subtract

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
A toymaker is planning
what to make for next
season. Explain the
strategy you used to find
the difference.
1. How can you show 16 dolls 34 blocks
one way to adjust the
addends to help you
subtract the number of
dolls from the number 47 planes 23 boats
of blocks?
Sample answer: Add 4 to 16 to make a friendly
number. Then add 4 to 34 to keep the difference the
same. 34 - 16 becomes 38 - 20 = 18.
2. How can you show one way to adjust the addends
to help you subtract the number of boats from the
number of planes?
Sample answer: Subtract 3 from 23 to make 20.
Then subtract 3 from 47 to keep the difference the
same. 47 - 23 becomes 44 - 20 = 24.
3. How can you write another subtraction problem
using 2 of the types of toys? Explain how you could
Copyright © McGraw-Hill Education

adjust the addends to solve the problem.

Sample answer: Subtract the number of dolls
from the number of planes. Subtract 6 from 16 to
make 10. Then subtract 6 from 47. 47 - 16 becomes
41 - 10 = 31.

Differentiation Resource Book

78
 Lesson 6-8 • Reinforce Understanding

Relate Addition to Subtraction

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can solve a subtraction equation by writing it
as an addition equation with an unknown addend.
41 - 27 = ?   27 + ? = 41
Use a number line. Count the jumps.
+1 +1 +1 +10 +1

27 28 29 30 40 41
27 + 14 = 41

What related addition equation can you use to find

the difference? Fill in the equation.
1. 65 - 39 = ? 39 + 26 = 65
+10 +10 +1 +1 +1 +1 +1 +1

39 49 59 60 61 62 63 64 65

2. 72 - 35 = 37 3. 38 - 16 = 22
Addition: 35 + ? = 72
Addition: 16 + ? = 38
Copyright © McGraw-Hill Education

Differentiation Resource Book

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Lesson 6-8 • Extend Thinking

Relate Addition to Subtraction

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
The school nurse is counting supplies at the end
of the month. How can you use the information
from the table to write a subtraction equation?
Write a related addition equation to solve. Find
the unknown.

Supply Start End

Bandages 75 39
Gauze Pads 38 23
Ice Packs 43 17

1. How many bandages were used during the month?

75 - 39 = ? and 39 + ? = 75
36 bandages
2. How many gauze pads were used during
the month?
38 - 23 = ? and 23 + ? = 38
15 gauze pads
3. How many more bandages than ice packs were
used during the month?
43 - 17 = ? and 17 + ? = 43, so there were
Copyright © McGraw-Hill Education

26 ice packs used.

36 - 26 = ? and 26 + ? = 36, so 10 more
bandages were used than ice packs.

Differentiation Resource Book

80
 Lesson 6-9 • Reinforce Understanding

Solve One-Step Problems Using

Subtraction
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Name

Review
You can use subtraction strategies to solve
one-step word problems.
Mel donates 46 books. She gives 27 books to a
hospital and the rest to a library. How many books
does she donate to the library?

Represent the total. Cross out blocks.

Mel donates 19 books to the library.

How can you use a subtraction strategy to solve the

word problem? Explain your thinking.
1. Rio runs for 36 minutes. Em runs for 19 minutes.
For how many more minutes does Rio run?
Copyright © McGraw-Hill Education

Sample answer: 36 - 19 = ?; 36 - 10 - 9 = ?;
26 - 9 = 17; Rio runs for 17 more minutes.
2. Edith counts 31 daisies. Marcus counts 12 roses.
How many more flowers does Edith count?
Sample answer: 31 - 12 = ?; Adjust each number
by 2. 29 - 10 = 19; Edith counts 19 more flowers.
Differentiation Resource Book
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Lesson 6-9 • Extend Thinking

Solve One-Step Problems Using

Subtraction

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
A company awards Number
gifts at the end of a Product
Awarded
5K race. How can you
Cell Phone
use the information 44
Pouches
from the table to
solve the word Fruits 68
problems? Use any Granola Bars 76
subtraction strategy Water
95
to solve and show Bottles
your work.
1. How many more water bottles than fruit are
given away?
27 water bottles
–3 –5 –60

27 30 35 95

2. Choose two other products to compare and show

the difference.
Sample answer:
Copyright © McGraw-Hill Education

I compared granola bars

and cell phone pouches.
32 more granola bars
are given away.

Differentiation Resource Book

82
 Lesson 6-10 • Reinforce Understanding

Solve Two-Step Problems Using

Subtraction
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Name

Review
You can solve two-step subtraction
word problems with strategies you know.
Brent has 40 pencils. He gives 13 away. He loses
6 pencils. How many pencils does Brent have left?
Decompose an addend by place value.
40 – 13 – 6

10 + 3 Count back the tens and ones from 40.

40 - 10 - 3 - 6 = ?
30 - 3 - 6 = ?
27 - 6 = 21
Brent has 21 pencils left.

Solve the problem. Explain your thinking with a

subtraction strategy.
1. There are 92 balls in a bin. Jules takes 43 out.
David takes 35 out. How many balls are in the bin?
Copyright © McGraw-Hill Education

Sample answer: 92 - 43 - 35 = ?;
92 - 40 - 3 = 49; 49 - 30 - 5 = 14; 14 balls
2. A florist has 72 flowers. 28 flowers are roses and
17 are carnations. The rest are lilies. How many
are lilies? Sample answer: 72 - 28 - 17 = ?;
72 - 20 - 8 = 44; 44 - 10 - 7 = 27; 27 lilies
Differentiation Resource Book
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Lesson 6-10 • Extend Thinking

Solve Two-Step Problems Using

Subtraction

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
A company delivers 97 meals Number
to families in 5 cities each City
of Meals
week. How can you use the Atmore 26
information from the table
Clayton 15
and subtraction to represent
Jasper 21
and solve the problem?
Marion 12
Explain your thinking.
Selma 23
1. Suppose deliveries go to Atmore and Clayton first.
How many meals still need to be delivered?
56 meals; Sample answer: I used decomposing.
97 - 26 - 15 = ?
97 - 20 - 6 = 71
71 - 10 - 5 = 56
2. Suppose deliveries go to Jasper and Marion first.
How many meals still need to be delivered?
64 meals; Sample answer: I adjusted. 97 - 21 - 12 = ?
97 - 21 = ?; subract 1 from both: 96 - 20 = 76
76 - 12 = ?; subract 2 from both: 74 - 10 = 64
3. Choose 2 other starting cities. How many meals
will be left to deliver after those cities are
Copyright © McGraw-Hill Education

delivered to? 48 meals; Sample answer: I chose

Atmore and Selma and used a number line to solve.

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
97
26 23 Difference: 48

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84
 Lesson 7-1 • Reinforce Understanding

Measure Length with Inches

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can use paper clips to measure length in
inches. A paper clip is 1 inch long.

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

What is the length of the peapod?

Place paper clips end-to-end under the peapod.

Count the paper clips.
The peapod is 4 inches long.

What is the length of the object in inches?

1. 2.

5 inches 3 inches
3.
Copyright © McGraw-Hill Education

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

6 inches

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85
Lesson 7-1 • Extend Thinking

Measure Length with Inches

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Whose shoe is it? Use an inch ruler to measure.
Kathy Lucy Brent
4 inches 5 inches 3 inches

1.

Lucy

2.

Brent

3. Copyright © McGraw-Hill Education

Kathy

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 Lesson 7-2 • Reinforce Understanding

Measure Length with Feet

and Yards
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can use footprints to measure length in feet
and yards. A footprint is 1 foot long. 3 footprints
is 1 yard long.
What is the length of the surfboard?

Place footprints end-to-end under the surfboard.

Count the footprints.
The surfboard is 6 feet long, or 2 yards long.

What is the length of the object in feet and yards?

1.

3 feet  or   1 yard
Copyright © McGraw-Hill Education

2.

9 feet  or   3 yards
Differentiation Resource Book
87
Lesson 7-2 • Extend Thinking

Measure Length with Feet

and Yards

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Which run shows how far the football player ran?
Run 1 Run 2 Run 3
1 yard 1 foot 2 yards

1.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Run 3

2. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Run 1

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

Run 2

4. How many feet did the football player run on

Run 3? Explain your thinking.
Copyright © McGraw-Hill Education

Sample answer: 6 feet; There are 3 feet in 1 yard,

so 2 yards is 3 + 3 = 6 feet.

Differentiation Resource Book

88
 Lesson 7-3 • Reinforce Understanding

Compare Lengths Using

Customary Units
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can use jumps along a ruler to compare
length and write a subtraction equation.
Compare the length
of the toy to the
block.
The airplane is
5 inches longer
than the block.
0 1
inches
2 3 4 5 6 7 8 9 10 11 12
7-2=5

1. What equation can you write to compare the

lengths? Fill in the numbers. Use the jumps to help.

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

10 - 1 = 9
Copyright © McGraw-Hill Education

The pencil is 9 inches longer than the pin.

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89
Lesson 7-3 • Extend Thinking

Compare Lengths Using

Customary Units

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Measure the objects in inches. Write the names of
the objects in order from shortest to longest.
1. Spool of thread 3 inches

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

2. Toothbrush 11 inches

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

3. Dog treat 5 inches

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

Order: spool of thread, dog treat, toothbrush

4. Compare the lengths. Write the names of the
Copyright © McGraw-Hill Education

objects in order from longest to shortest.

• Myra’s bed is 7 feet long.

• Paulette’s garden is 14 feet long.

• Rico’s ladder is 17 feet long.
ladder, garden, bed

Differentiation Resource Book
90
 Lesson 7-4 • Reinforce Understanding

Relate Inches, Feet, and Yards

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can relate inches, feet, and yards.

0 1 2
inches
3 4 5 6 7 8 9 10 11 1 2
inches
3 4 5 6 7 8 9 10 11 1 2 3
inches
4 5 6 7 8 9 10 11 12
36 inches
1 foot 1 foot 1 foot 3 feet
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
1 yard

Inches are smaller than feet. It takes more inches

than feet to measure the guitar.
Feet are smaller than yards. It takes more feet than
yards to measure the guitar.

Sample measurements are given.

1. What is the height of the classroom door in yards?
3 yards

Will it take more feet or yards to measure it?
Copyright © McGraw-Hill Education

Circle the name of the unit.

feet yards
2. Will it take less inches or feet to measure the
length of a car? Explain your thinking.
Sample answer: It takes less feet to measure

length because feet is a larger unit.
Differentiation Resource Book
91
Lesson 7-4 • Extend Thinking

Relate Inches, Feet, and Yards

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Derinda wants to move Item Length
things around in her
Bed 75 inches
room. She measures each
of the items. Dresser 4 feet
Desk 1 yard
Use your understanding
of measurement to relate Bookshelf 30 inches
inches, feet, and yards. Chair 2 feet
Explain your thinking.
1. Does the dresser measure more feet or yards?
Sample answer: The dresser measures more feet
than yards. Feet are smaller units than yards.

2. Does the bed measure fewer inches or feet?

Sample answer: The bed measures fewer feet
than inches. Feet are larger units than inches.

3. Does the desk measure more inches or yards?

Sample answer: The desk measures more inches
than yards. Inches are smaller units than yards.

4. Will the desk or chair take up more space?

Copyright © McGraw-Hill Education

Explain.
Sample answer: The desk is 1 yard or 3 feet long.
The chair is 2 feet long. So, the desk will take up
more space.

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 Lesson 7-5 • Reinforce Understanding

Estimate Length Using

Customary Units
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Name

Review
You can use cubes to help you estimate length
in inches.
Each cube is about 1 inch.

1 2 3 4 5 6
The wallet is about the same length as 6 cubes.
The wallet is about 6 inches long.

How long is the object? Estimate the length.

1. 2.

1 2 3
Copyright © McGraw-Hill Education

1 2 3 4 5
3 inches 5 inches

Differentiation Resource Book

93
Lesson 7-5 • Extend Thinking

Estimate Length Using

Customary Units

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
About how long is
your desk?

1. What are some objects you could use to estimate

the length of your desk in inches?
Sample answer: paper clips, cubes

2. What is a good estimate for the length of your

desk in inches? Explain your thinking.
Sample answer: 24 inches; I lined up 24 paper
clips along my desk, so it is about 24 inches long.

3. What are some objects you could use to estimate

the length of your desk in feet?
Copyright © McGraw-Hill Education

Sample answer: clipboard, book

4. What is a good estimate for the length of your
desk in feet? Explain your thinking.
Sample answer: 2 feet; I lined up 2 books along
my desk, so it is about 2 feet long.
Differentiation Resource Book
94
 Lesson 7-6 • Reinforce Understanding

Measure Length with

Centimeters and Meters
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Name

Review
You can use grid paper to measure length
in centimeters.
Each grid is 1 centimeter long.
What is the length
of the ladybug? 1 cm

Place the ladybug on grid paper. Count the squares.

The ladybug is 2 centimeters long.

What is the length of the object in centimeters?

1.
1 cm

8 centimeters
2.

4 centimeters
Copyright © McGraw-Hill Education

3. Sia wants to measure the length of her bedroom

wall. Should she use a centimeter ruler or a
meterstick? Explain.
Sample answer: She should use a meterstick
because it is a longer tool and will measure a
greater length.
Differentiation Resource Book
95
Lesson 7-6 • Extend Thinking

Measure Length with

Centimeters and Meters

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
There are 5 coins in a collection. Which coin has
the width shown? Use a centimeter ruler to measure
from side to side.
nickel
penny
dime

quarter half-dollar

Copyright © McGraw-Hill Education

1. 5 centimeters quarter
2. 2 centimeters dime
3. 6 centimeters half-dollar
4. 4 centimeters nickel
5. 3 centimeters penny
Differentiation Resource Book
96
 1Lesson 7-7 • Reinforce Understanding

Compare Lengths Using

Metric Units
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can use jumps along a ruler to compare
length and write a subtraction equation.
Compare the length of the egg to the orange slice.
The egg is 3 centimeters shorter.
An equation is 7 - 4 = 3.

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

1. What equation can you write to compare the

lengths? Fill in the numbers.

13 meters
8 meters
Copyright © McGraw-Hill Education

13 - 8 = 5

The boat is 5 meters shorter than the truck.

Differentiation Resource Book

97
Lesson 7-7 • Extend Thinking

Compare Lengths Using

Metric Units

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Compare the length of the skateboard to the object.
skateboard =
70 centimeters

1. volleyball = 24 centimeters
Sample answer: The skateboard
is 46 centimeters longer than
the volleyball.

2. football = 30 centimeters
Sample answer: The skateboard
is 40 centimeters longer than
the football.
3.

baseball bat = 1 meter or 100 centimeters
Sample answer: The skateboard is
30 centimeters shorter than the baseball bat.
Copyright © McGraw-Hill Education

4. Write the names of the objects in order from

shortest to longest.
volleyball, football, skateboard, baseball bat

Differentiation Resource Book

98
 Lesson 7-8 • Reinforce Understanding

Relate Centimeters
and Meters
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can relate centimeters and meters.

0 10 20 30 40 50 60 70 80 90 100 100 centimeters

meter

1 meter

Meters are larger than centimeters. It takes fewer

meters than centimeters to measure the shovel.

Sample measurements are given.

1. What is the length of your desk in centimeters?
50 centimeters
2. Will it take fewer centimeters or meters to
measure the desk? Circle the name of the unit.

centimeters meters
3. Brent and Silvia want to measure Brent’s baseball
Copyright © McGraw-Hill Education

glove. Brent thinks there will be more meters. Silvia

thinks there will be more centimeters. How do you
respond to them?
Sample answer: Silvia is correct. It takes more
centimeters to measure length because
centimeters is a smaller unit.
Differentiation Resource Book
99
Lesson 7-8 • Extend Thinking

Relate Centimeters
and Meters

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
The ruler represents 1 meter.
1 meter = 100 centimeters
0 10 20 30 40 50 60 70 80 90
cm

1. About how many meters will you need to measure

the boat?
3 meters

2. About how many centimeters will you need to

measure the boat?
300 centimeters

3. Do you need more centimeters or meters to

Copyright © McGraw-Hill Education

measure the boat? Explain your thinking.

Sample answer: I need more centimeters than
meters because centimeters are smaller units
than meters.

Differentiation Resource Book

100
 Lesson 7-9 • Reinforce Understanding

Estimate Length Using

Metric Units
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can use fingers to help you estimate length
in centimeters.
A fingernail is about 1 centimeter wide.

There are 6 fingernails.

The centipede is about 6 centimeters long.

1. How long is the object? Estimate the length.

Copyright © McGraw-Hill Education

about 9 centimeters

2. Which unit would you use to measure the length of

a school bus? Circle the correct answer.

centimeter meter

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101
Lesson 7-9 • Extend Thinking

Estimate Length Using

Metric Units

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Name an object found in a house that is close to
the length.
1. 5 centimeters long
Sample answer: toothpick

2. 3 meters long
Sample answer: couch

3. 30 centimeters long
Sample answer: loaf of bread

4. 2 meters tall
Sample answer: refrigerator

5. 1 meter wide
Copyright © McGraw-Hill Education

Sample answer: window

6. 15 centimeters long
Sample answer: fork
Differentiation Resource Book
102
 Lesson 7-10 • Reinforce Understanding

Solve Problems Involving

Length
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can use base-ten blocks to solve problems
involving length.
Ina has 15 feet of iron-on tape and 19 feet of
stick-on tape.
How many feet of tape does Ina have in all?
Use base-ten blocks to add 15 + 19.

+ =

15 + 19 = 34
Ina has 34 feet of tape.

1. Solve. Draw base-ten blocks to show your thinking.

Sid has 17 meters of yellow rope and 14 meters of
Copyright © McGraw-Hill Education

blue rope. How many meters of rope does he have?

+ =

31 meters

Differentiation Resource Book

103
Lesson 7-10 • Extend Thinking

Solve Problems Involving

Length

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
A designer takes Item Length
some measurements in
sofa 74 inches
the room he is going
to decorate. coffee table 38 inches
blue area rug 16 feet
green area rug 28 feet

Use the information in the table. How can you solve

the problem? Solve. Explain your thinking.
1. What is the total length of the area rugs?
44 feet; Sample answer: I add 28 to 16.
I regrouped 10 ones to make 1 ten. Now I have
4 tens and 4 ones, so 28 + 16 = 44.

2. An end table is 25 inches long. How much longer is

the coffee table than the end table?
13 inches; Sample answer: Subtract 25 from 38 to
get 13. I used base-ten shorthand. I drew 3 tens
and 8 ones, then crossed out 2 tens and 5 ones.
There is 1 ten and 3 ones, or 13 remaining.
Copyright © McGraw-Hill Education

3. Write another subtraction problem using 2 of the

items from the table. Solve and explain your work.
Sample answer: How much longer is the green
area rug than the blue area rug?; I could use a
place-value chart to find 28 - 16 = 12 feet.
Differentiation Resource Book
104
 Lesson 7-11 • Reinforce Understanding

Solve More Problems

Involving Length
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can use part-part-whole mats to solve
problems involving length.
A water snake is 71 centimeters long.
A garter snake is 55 centimeters long.
How much longer is the water snake than the
garter snake?
Write a subtraction Write an addition
equation. equation.
71 - 55 = ? 55 + ? = 71
The water snake is
Part Part
16 centimeters longer.
55 16
Whole
71

1. Solve the problem. Use a

Copyright © McGraw-Hill Education

part-part-whole mat. Part Part

An electrician has 42 feet of wire. 34 8
He uses 34 feet of wire. How Whole
much wire is left?
42
8 feet
Differentiation Resource Book
105
Lesson 7-11 • Extend Thinking

Solve More Problems

Involving Length

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
A builder is measuring Supply Length
the lengths of some of
Carpet 30 yards
his supplies.
Fence 29 feet
Copper wire 15 inches
Pipe 45 inches

How can you find the differences in lengths? Use the

information in the table. Solve.
1. The builder uses 12 yards of carpet. How much
is left? 18 yards

2. The builder buys 60 feet of fence. How much fence

is there in all? 89 feet

3. Write another subtraction problem using 2 of the

items from the table. Explain how to solve.
Sample answer: How many more inches of
pipe does builder have than copper wire?; I could
Copyright © McGraw-Hill Education

use base-ten shorthand: 45 - 15 = 30 inches.

Differentiation Resource Book

106
 Lesson 8-1 • Reinforce Understanding

Understand the Values of Coins

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can find the value of a group of the same
type of coin by skip counting.
Martina has 7 nickels. How many cents does she have?

1 nickel = 5¢
Use a number line to skip count by 5s. Make 7 jumps.

0 5 10 15 20 25 30 35 40 45 50
Martina has 35¢.

How many cents? Use the number line to help.

1. 13 pennies 13 ¢

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
2. 12 dimes 120 ¢
Copyright © McGraw-Hill Education

0 10 20 30 40 50 60 70 80 90 100110 120130140150
3. 9 nickels 45 ¢

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75
Differentiation Resource Book
107
Lesson 8-1 • Extend Thinking

Understand the Values of Coins

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Banks and stores keep coins in rolls.
How many coins are in the roll?
1. 2. $2 = 200¢
50¢ PENNIES 50¢ $2 NICKLES $2

50 coins 40 coins

3. $5 = 500¢ 4. $10 = 1,000¢

$5 DIMES $5 $10 QUARTERS $10

50 coins 40 coins

5. How many rolls of pennies have the same value as

a roll of nickels? Explain your thinking.
Copyright © McGraw-Hill Education

Sample answer: 4 rolls of pennies; I skip counted

by 50s: 50, 100, 150, 200. There are 4 skips of 50
from 0 to 200.

Differentiation Resource Book

108
 Lesson 8-2 • Reinforce Understanding

Solve Money Problems

Involving Coins
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can find the total value of coins by adding.
Adam has 1 quarter, 3 dimes, 2 nickels, and
3 pennies. How much money does he have?
Write the values in each box. Then add the values.
Quarters Dimes Nickels Pennies
25¢ 10¢ 10¢ 10¢ 5¢ 5¢ 1¢ 1¢ 1¢
25¢ 30¢ 10¢ 3¢
Quarters and dimes: 25¢ + 30¢ = 55¢
Quarters, dimes, and nickels: 55¢ + 10¢ = 65¢
Quarters, dimes, nickels, and pennies: 65¢ + 3¢ = 68¢
So, Adam has 68¢.

What is the total value of the coins?

1. 2 quarters, 2 dimes, and 4 nickels
Quarters Dimes Nickels Pennies
50¢ 20¢ 20¢
Copyright © McGraw-Hill Education

total value: 90 ¢
2. 1 quarter, 2 dimes, 1 nickel, 4 pennies
Quarters Dimes Nickels Pennies
25¢ 20¢ 5¢ 4¢

total value: 54 ¢
Differentiation Resource Book
109
Lesson 8-2 • Extend Thinking

Solve Money Problems

Involving Coins

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Four students buy items from the school store.
33¢
35¢
Glue
Notebook      
15¢ 45¢
Pencil Scissors
What item does the student buy?
1.

Curtis bought scissors .
2.

Javier bought glue .
3. Copyright © McGraw-Hill Education

Lucy bought a notebook .
4.

Maya bought a pencil .

Differentiation Resource Book
110
 Lesson 8-3 • Reinforce Understanding

Solve Money Problems

Involving Dollar Bills and Coins
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can add to find the total of like bills.
Van has three $20 bills, two $10 bills, and
one $5 bill. How much money does he have?
Write the values in each box. Then add the values.
$20 bills $10 bills $5 bills $1 bills
$20 $20 $20 $10 $10 $5
$60 $20 $5
20- and 10-dollar bills: $60 + $20 = $80
20-, 10-, and 5-dollar bills: $80 + $5 = $85
So, Van has $85.

What is the total value of the bills?

1. four $10 bills, three $5 bills, two $1 bills
$20 bills $10 bills $5 bills $1 bills
$40 $15 $2
Copyright © McGraw-Hill Education

total value: $ 57
2. two $20 bills, three $5 bills, four $1 bills
$20 bills $10 bills $5 bills $1 bills
$40 $15 $4

total value: $ 59
Differentiation Resource Book
111
Lesson 8-3 • Extend Thinking

Solve Money Problems

Involving Dollar Bills and Coins

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
What is the total value of the bills and coins?
1.

$ 45.85

2.

$ 19.23
3.

$ 73.90
Copyright © McGraw-Hill Education

4.

$ 75.23
Differentiation Resource Book
112
 Lesson 8-4 • Reinforce Understanding

Tell Time to the Nearest Five

Minutes
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can tell time to the nearest five minutes.
What time is shown on the analog clock?
The hour hand points between 9 and 10.
11 12 1
10 2 The hour is 9.
9 3 The minute hand points at 7.
8 4
7 6 5 Skip count by 5s 7 times:
5, 10, 15, 20, 25, 30, 35. The minute is 35.

The time shown on the analog clock is 9:35.

What time does the analog clock show?

1. The hour hand points between 3
11 12 1 and 4 . The hour is 3 .
10 2
9 3 The minute hand points to 6 .
8
7 6 5
4 The minute is 30 .
The time is 3 : 30 .
2. 3.
Copyright © McGraw-Hill Education

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

7 : 55 1 : 20
Differentiation Resource Book
113
Lesson 8-4 • Extend Thinking

Tell Time to the Nearest Five

Minutes

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Can you answer the riddle? Write the letter that
goes with the time shown.
H O T

11 12 1
10 2
quarter to 3:00 quarter past 3:00 9 3
8 4
7 6 5

R U Y

11 12 1 11 12 1
10 2 10 2
9 3 half past 4:00 9 3
8 4 8 4
7 6 5 7 6 5

What time is the Mr. Molar’s appointment with

the dentist?
T O O T H
Copyright © McGraw-Hill Education

4:25 3:15 3:15 4:25 2:45

H U R T Y
2:45 4:30 3:45 4:25 3:30

Differentiation Resource Book

114
 Lesson 8-5 • Reinforce Understanding

Be Precise When Telling Time

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can use a.m. and p.m. to describe times.
Use a.m. to represent the time between midnight
and noon.
Use p.m. to represent the time from noon
to midnight.
When might you When might you go
eat lunch? to bed?
You might eat lunch You might go to bed at
in the morning, at nighttime, at 9:30 p.m.
11:45 a.m.

What time of day does the event take place? Circle

the correct time of day. Then write a.m. or p.m.

1. Volleyball practice takes place in the early

morning/afternoon. Kendra might have volleyball
practice at 4:15 p.m.

2. Rashaun just got a telescope for a gift. He plans to

look at the stars in the afternoon/nighttime.
Copyright © McGraw-Hill Education

Rashaun might look at the stars at 10:45 p.m.

3. The choir practices just before lunch, in the

morning/nighttime. The choir might practice at
11:30 a.m.

Differentiation Resource Book

115
Lesson 8-5 • Extend Thinking

Be Precise When Telling Time

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Give a possible time for the activity. Write a.m. or
p.m. Draw a dot to show the time on the number
line. Then draw a line from the activity to its
matching time. Sample answers shown.
a.m. p.m.

12:00 a.m. 12:00 p.m. 12:00 a.m.

midnight noon midnight
1. A tornado watch 2. The Smith family runs
causes a delay outside to look at a
for the fireworks show. rainbow in the sky.

9:00 p.m. 4:00 p.m.

3. The baker drives to 4. Josh and Denni view an

work through light fog. eclipse of the moon.

4:30 a.m. 11:30 p.m.

5. Aaron and Selena view 6. The newspaper carrier
Copyright © McGraw-Hill Education

an eclipse of the sun. walks through grass

covered with dew.

5:30 p.m. 8:00 a.m.

Differentiation Resource Book

116
 Lesson 9-1 • Reinforce Understanding

Use Mental Math to Add 10 or 100

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can add 10 or 100 using a place value chart.
234 + 10 = ? 596 + 10 = ?
hundreds tens ones hundreds tens ones

2 3 4 5 9 + 1 = 10 6

To add 10, increase the 10 tens is the same as

tens digit by 1. 1 hundred and 0 tens.
hundreds tens ones hundreds tens ones

2 3 +1 =4 4 5 +1 =6 0 6

234 + 10 = 244 596 + 10 = 606

What is the sum? Fill in the chart to show your thinking.

1. 175 + 10 = 185 2. 348 + 100 = 448
hundreds tens ones hundreds tens ones

1 7+1 5 3+1 4 8

3. 792 + 10 = 802 4. 510 + 100 = 610

Copyright © McGraw-Hill Education

hundreds tens ones hundreds tens ones

7+1=8 0 2 5+1=6 1 0

What is the sum?

5. 687 + 100 = 787 6. 291 + 10 = 301
Differentiation Resource Book
117
Lesson 9-1 • Extend Thinking

Use Mental Math to Add 10 or 100

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Sara plays a game. She starts with 50 points.
For each item she finds, she gets these points.
Bug = 1 point Cat = 10 points Star = 100 points

When she gets a total of 500 points, she earns

a trophy.
How many total points does Sara have after the
level? Circle the level number when she earns
a trophy.
1. Level 1: Sara finds and .
50 + 10 + 100 = 160

2. Level 2: Sara finds , , and .

160 + 10 + 10 + 1 = 181

3. Level 3: Sara finds , , and .

181 + 100 + 10 + 100 = 391 Copyright © McGraw-Hill Education

4. Level 4: Sara finds and .

391 + 10 + 100 = 501

5. Level 5: Sara finds , , and .

501 + 1 + 100 + 1 = 603
Differentiation Resource Book
118
 Lesson 9-2 • Reinforce Understanding

Represent Addition with

3-Digit Numbers
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can use a place-value chart to help you add
3-digit numbers.
342 + 136 = ?
hundreds tens ones
Write the digits of the
addends in the chart.
3 4 2
Add down the columns
1 3 6
to find the number of
4 7 8 hundreds, tens, and ones
in the sum.
342 + 136 = 478

What is the sum? Use the chart to show

your thinking.
1. 122 + 345 = 467 2. 617 + 251 = 868
hundreds tens ones hundreds tens ones

1 2 2 6 1 7
Copyright © McGraw-Hill Education

3 4 5 2 5 1
4 6 7 8 6 8

What is the sum?

3. 450 + 332 = 782 4. 376 + 610 = 986
Differentiation Resource Book
119
Lesson 9-2 • Extend Thinking

Represent Addition with

3-Digit Numbers

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Jaylen wins 800 prize tickets at a fun center.
The prizes below cost the number of tickets shown.

650 tickets 125 tickets 240 tickets

1. Does Jaylen have enough prize tickets for the

stuffed animal and the balloon? Explain.
Yes. Sample answer: Jaylen needs
650 + 125 = 775 tickets for these prizes.
800 is more than 775.
2. Does Jaylen have enough prize tickets for
2 balloons and 2 bubbles? Explain.
Yes. Sample answer: Jaylen needs
125 + 125 + 240 + 240 = 730 tickets
for these prizes. 800 is more than 730.
Copyright © McGraw-Hill Education

3. If Jaylen won 100 more tickets, would she have

enough prize tickets for the stuffed animal and
the bubbles? Explain.
Yes. Sample answer: Jaylen needs
650 + 240 = 890 tickets for these prizes.
800 + 100 = 900 and 900 is more than 890.
Differentiation Resource Book
120
 Lesson 9-3 • Reinforce Understanding

Represent Addition with 3-Digit

Numbers with Regrouping
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
A place-value chart can help you add
3-digit numbers.
394 + 251 = ? hundreds tens ones
Add down the columns 3 9 4
to find the number of
2 5 1
hundreds, tens, and ones
5 14 5
in the sum.
hundreds tens ones
14 tens is the same as 140.
Regroup 14 tens as 5 +1 4 5
4 tens and 1 hundred.
394 + 251 = 645

What is the sum? Fill in the table to help

you regroup.
1. 267 + 318 = 585 2. 394 + 261 = 655
hundreds tens ones hundreds tens ones
Copyright © McGraw-Hill Education

2 6 7 3 9 4

3 1 8 2 6 1
5 7 15 5 15 5
5 7+1 5 5+1 5 5

Differentiation Resource Book

121
Lesson 9-3 • Extend Thinking

Represent Addition with 3-Digit

Numbers with Regrouping

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Will you have to regroup the ones, the tens, or
both to find the sum? Circle your answer. Then,
find the sum.
1. 657 + 251 = ? ones tens both
908

2. 218 + 553 = ? ones tens both

771

3. 338 + 285 = ? ones tens both

623

4. 335 + 265 = ? ones tens both

600

What is the sum?

5. 245 + 329 + 130 = 704

6. 173 + 269 + 518 = 960

Copyright © McGraw-Hill Education

Differentiation Resource Book

122
 Lesson 9-4 • Reinforce Understanding

Decompose Addends to Add

3-Digit Numbers
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can count by place value to add 3-digit
numbers.
268 + 453 = ?
Start at 268 and 1 2 3 4
count on by 100s.
453 has four 100s: 268 368 468 568 668
From 668, count on by 1 2 3 4 5
10s. 453 has five 10s: 
668 678 688 698 708 718
From 718, count on by
1 2 3
1s.453 has three 1s: 
718 719 720 721
268 + 453 = 721

What is the sum? Count by place value.

1. 164 + 213 = 377
Count on by 100s from 164 : 264
364
Count on by 10s from 364 : 374

Copyright © McGraw-Hill Education

Count on by 1s from 374 : 375

376 377
2. 359 + 234 = 593
Count on by 100s from 359 :
459 559
Count on by 10s from 559 : 569 579 589

Count on by 1s from 589 : 590 591 592 593

Differentiation Resource Book
123
Lesson 9-4 • Extend Thinking

Decompose Addends to Add

3-Digit Numbers

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
The table shows the Day Customers
number of customers at
Friday 255
an ice cream shop over
a 3-day holiday weekend. Saturday 328
Sunday 84

Use the information in the table. Decompose to

solve the problem.
1. How many total customers were served on
Friday and Sunday?
339 customers

2. How many total customers were served on

Saturday and Sunday?
412 customers

3. How many customers were served in all during

the 3-day weekend? Explain how you found
Copyright © McGraw-Hill Education

your answer.
667 customers

Sample answer: Decompose all of the addends:

200 + 300 + 0 = 500; 50 + 20 + 80 = 150;
5 + 8 + 4 = 17; 500 + 150 + 17 = 667
Differentiation Resource Book
124
 Lesson 9-5 • Reinforce Understanding

Decompose One Addend to Add

3-Digit Numbers
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can decompose one addend and add by
place value.
342 + 234 = ?
Decompose the second addend. Use a place-value
chart to show the decomposed addend.
hundreds tens ones
234 =
2 3 4

Add 2 hundreds
to 342. → 342 + 100 + 100 = 542
Add 3 tens to
the result. → 542 + 10 + 10 + 10 = 572

Then add 4 ones. → 572 + 1 + 1 + 1 + 1 = 576

342 + 234 = 576

What is the sum? Decompose one addend and

show the result in a place-value chart. Then add
Copyright © McGraw-Hill Education

by place value.
1. 135 + 422 = 557 2. 472 + 317 = 789
hundreds tens ones hundreds tens ones

4 2 2 4 or 3 7 or 1 2 or 7
Differentiation Resource Book
125
Lesson 9-5 • Extend Thinking

Decompose One Addend to Add

3-Digit Numbers

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
One of the addends in each sum has been
decomposed. Draw a line from the sum to its
decomposition. Then use the letters to solve
the riddle.
165 + 300 + 50 + 5
1. 257 + 367 N Sum: 520

257 + 300 + 50 + 5
2. 257 + 355 T Sum: 612

367 + 200 + 50 + 7
3. 355 + 367 E Sum: 624

367 + 100 + 60 + 5
4. 367 + 165 O Sum: 532

355 + 300 + 60 + 7
5. 165 + 355 S Sum: 722

Write the sums from least to greatest to solve

Copyright © McGraw-Hill Education

the riddle.

Riddle: Why did the music teacher bring a ladder

to class?

Answer: To reach the high notes !

Differentiation Resource Book
126
 Lesson 9-6 • Reinforce Understanding

Adjust Addends to Add 3-Digit

Numbers
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can adjust addends and use a number line
to add.
204 + 318 = ?
-4 +4

200 + 322 = ?
0

0
10

10

10

10
10
+1
1
+

+
+
+
0

0
0

2
0

52 1
52
20

40

50
30

52
51

204 + 318 = 522

What is the sum? Adjust one addend. Use a number

line to show how to add the adjusted numbers.
1. 297 + 123 = 420 +100 +10 +10
+3 -3
Copyright © McGraw-Hill Education

300 + 120 = 420 300 400 410 420

2. 495 + 206 = 701   +100 +100 +1

+5 -5

500 + 201 = 701

500 600 700 701
Differentiation Resource Book
127
Lesson 9-6 • Extend Thinking

Adjust Addends to Add 3-Digit

Numbers

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
The table shows the Homeroom Number of
number of items each Items
homeroom collects
Day 1 Day 2
during a charity food
drive. The homeroom Ms. Patterson 151 147
that collects the most Mrs. Hillshire 198 142
food items wins a prize. Mr. Singleton 166 141

Use the information in the table.

1. What are two ways to adjust addends to find the
number of food items Mr. Singleton’s homeroom?
Sample answer: 160 + 147; 167 + 140

2. Which homeroom won the contest? Circle the

name. How do you know?
Mrs. Hillshire’s; Sample answer: Ms. Patterson’s

homeroom collects 298 items. Mrs. Hillshire’s
homeroom collects 340 items. Mr. Singleton’s
homeroom collects 307 items. 340 is the greatest.
Copyright © McGraw-Hill Education

3. The grade wins a prize if they collect more than

500 items in a day. On which days did the grade
win a prize? Explain your thinking.
Day 1; Sample answer: the grade collects

515 items on Day 1 and 430 items on Day 2.

Differentiation Resource Book

128
 Lesson 9-7 • Reinforce Understanding

Explain Addition Strategies

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can choose the best strategy to add
3-digit numbers.
Adjust the Addends Place-Value Table
321 + 267 = 395 + 257 =
321 + 267 = ? hundreds tens ones
-1 +1
5 +1 4 +1 2

320 + 268 = 588 395 + 257 = 652

How can you find the sum? Circle the best strategy.
Then find the sum.

1. 358 + 475 = 833

hundreds tens ones
adjust the addends
7+1 2+1 3
use a place-value chart

2. 241 + 326 = 567 3. 469 + 126 = 595

adjust the addends adjust the addends
Copyright © McGraw-Hill Education

use a place-value chart use a place-value

chart
241 + 326 = ?
-1 +1
469 + 126 = ?
+1 -1

240 + 327 = 567

470 + 125 = 595

Differentiation Resource Book
129
Lesson 9-7 • Extend Thinking

Explain Addition Strategies

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Choose a strategy to solve the problem. Explain
your thinking.
1. Janie took 478 steps walking to Maya’s house.
Then she took 344 steps to the park. How many
steps did she take in all?
822 steps

Sample answer: Decompose one addend: 344 =
300 + 40 + 4. Add: 478 + 300 + 40 + 4 = 822.
So, 478 + 344 = 822.
2. Rodrigo found 215 gold coins on the first level of a
video game. He found 183 gold coins on the second
level. How many gold coins did he find in all?
398 gold coins
Sample answer: Decompose both addends:
215 = 200 + 10 + 5 and 183 = 100 + 80 + 3.
200 + 100 = 300, 10 + 80 = 90, 5 + 3 = 8, and
300 + 90 + 8 = 398. So, 215 + 183 = 398.
3. Pam has 197 stickers in one book and 148 stickers
in another book. How many stickers does she have
in all?
Copyright © McGraw-Hill Education

345 stickers
Sample answer: Adjust both addends: 197 +
3 = 200 and 148 – 3 = 145. Add the adjusted
addends: 200 + 145 = 345, so 197 + 148 = 345.

Differentiation Resource Book

130
 Lesson 10-1 • Reinforce Understanding

Use Mental Math to Subtract

10 and 100
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can subtract 10 or 100 using a place value chart.
537 - 100 = ? 614 - 10 = ?
437 - 100 = ? 604 - 10 = ?
The hundreds digit goes The tens digit goes
down by 1. down by 1.

hundreds tens ones hundreds tens ones

5-1=4 3 7 6 1-1=0 4

537 - 100 = 437 614 - 10 = 604

hundreds tens ones hundreds tens ones

4-1=3 3 7 6 - 1 = 5 10 - 1 = 9 4

437 - 100 = 337 604 - 10 = 594

If there are 0 tens, the tens digit

changes to 9 and the hundreds
digit goes down by 1.
Copyright © McGraw-Hill Education

What is the difference? Fill in the chart.

1. 173 - 10 = 163 2. 271 - 100 = 171
hundreds tens ones hundreds tens ones

1 7 - 1 =6 3 2 - 1 =1 7 1

Differentiation Resource Book

131
Lesson 10-1 • Extend Thinking

Use Mental Math to Subtract

10 and 100

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Some friends are shopping at the bookstore.
Write the correct name beneath the piggy bank
to show how many pennies the student has left
after shopping.

225 pennies 325 pennies 335 pennies 385 pennies

Raul Nikki Amy Raj
•
Nikki has 435 pennies. She spends 100 pennies on
a folder and 10 pennies on a pencil.

•
Raul has 425 pennies. He spends 100 pennies on
paper and 100 pennies on a colored pencil.

•
Raj has 415 pennies. He spends 10 pennies on a
crayon, 10 pennies on a pencil, and 10 pennies on
a stamp.

•
Amy has 455 pennies. She spends 100 pennies on
Copyright © McGraw-Hill Education

stickers, 10 pennies on an eraser, and 10 pennies

on a bookmark.

Differentiation Resource Book

132
 Lesson 10-2 • Reinforce Understanding

Represent Subtraction with

3-Digit Numbers
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can use a place-value chart to help you
subtract 3-digit numbers.
584 - 244 = ?
Write the digits of the numbers in the chart.
Subtract the hundreds.
hundreds tens ones
Subtract the tens.
5 -2 =3 8 -4 =4 4 -4 =0
Subtract the ones.
584 - 244 = 340

Use the chart to find the difference.

1. 347 - 123 = 224 2. 785 - 314 = 471

hundreds tens ones hundreds tens ones

3 - 1=2 4 - 2=2 7 - 3=4 7- 3 = 4 8 - 1 = 7 5 - 4 = 1

3. 566 - 235 = 331 4. 449 - 243 = 206

Copyright © McGraw-Hill Education

hundreds tens ones hundreds tens ones

5- 2=3 6-3=3 6-5=1 4-2 =2 4 - 4 = 0 9 -3=6

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Lesson 10-2 • Extend Thinking

Represent Subtraction with

3-Digit Numbers

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Write a subtraction word problem for the
representation. Then solve the problem.
1.

Sample answer: Tamiko has 355 stickers. She

uses 124 stickers. How many stickers does she
have left?; 231 stickers
2.

Sample answer: Denny has 248 pennies. He

spends 122 pennies. How many pennies does he
have now?; 126 pennies
3.
Copyright © McGraw-Hill Education

Sample answer: Milosz’s character has 434 gold

coins in a video game. He spends 213 gold coins.
How many gold coins does he have left?;
221 gold coins
Differentiation Resource Book
134
 Lesson 10-3 • Reinforce Understanding

Decompose One 3-Digit

Number to Count Back
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can count back by place value to subtract
3-digit numbers.
354 - 235 = ?
Start at 354. Count back by 100s. 1 2

There are 2 100s in 235. 354 254 154

Start at 154. Count back by 10s. 1 2 3

There are 3 10s in 235. 154 144 134 124

Start at 124. Count 1 2 3 4 5
back by 1s.
 here are 5 1s
T 124 123 122 121 120 119
in 235.
354 - 235 = 119

1. What is the difference? Count back by place value.

Copyright © McGraw-Hill Education

803 - 327 = 476

Count back by 100s from 803: 703 , 603, 503

Count back by 10s from 503 : 493, 483

Count back by 1s from 483 : 482 , 481, 480 ,

479 , 478, 477 , 476
Differentiation Resource Book
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Lesson 10-3 • Extend Thinking

Decompose One 3-Digit

Number to Count Back

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Find the difference. Then write the letter from the
table that matches the difference.

Difference 150 299 302 319 455 457 625 776

Letter A C E I K R S T

1. 438 - 139 = 299 letter: C

2. 713 - 256 = 457 letter: R

3. 515 - 365 = 150 letter: A

4. 655 - 356 = 299 letter: C

5. 967 - 512 = 455 letter: K

Write the letters in order to solve the riddle.

Riddle: Why shouldn’t you tell a joke to an egg?
Copyright © McGraw-Hill Education

Answer: It might crack up!

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 Lesson 10-4 • Reinforce Understanding

Counting On to Subtract
3-Digit Numbers
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Name

Review
You can write a related addition equation to subtract.
356 - 231 = ?
Write a related addition equation. 231 + ? = 356
Show 231. Then add to make 356.

hundreds tens ones

Find the sum added to 231: 100 + 20 + 5 = 125.

Since 231 + 125 = 356, 356 - 231 = 125.

What is the difference? Write a related addition

equation. Use ? for the unknown. Show how to count on.
1. 547 - 322 = 225 2. 320 - 114 = 206
Copyright © McGraw-Hill Education

Equation: 322 + ? = 547 Equation: 114 + ? = 320

hundreds tens ones hundreds tens ones

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Lesson 10-4 • Extend Thinking

Counting On to Subtract
3-Digit Numbers

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Write a subtraction equation that is modeled
by the number line. Then write the related
addition equation.
1. +200 +50 +6

223 423 473 479

Sample answer: 479 - 223 = 256,
223 + 256 = 479
2. +400 +60 +5

317 717 777 782

Sample answer: 782 - 317 = 465,
317 + 465 = 782
3. +100 +80 +5

510 610 690 695

Sample answer: 695 - 510 = 185,
Copyright © McGraw-Hill Education

510 + 185 = 695

4. Explain how you can count on to subtract
3-digit numbers.
Sample explanation: Write a related addition
equation. Then count on from the second number
to find the unknown.
Differentiation Resource Book
138
 Lesson 10-5 • Reinforce Understanding

Regroup Tens
Name
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Review
Sometimes you need to regroup a ten when
subtracting.
653 - 128 = ?
Use base-ten
shorthand to
show 653.
Regroup 1 ten
into 10 ones.
Then subtract.
653 - 128 = 525

What is the difference? Show how to regroup tens

by drawing base-ten shorthand.

1. 564 - 258 = 306

Copyright © McGraw-Hill Education

2. 638 - 419 = 219

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Lesson 10-5 • Extend Thinking

Regroup Tens
Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
The toys cost the number of pennies shown.
Bubbles Toy Plane Bucket

125 375 175

pennies pennies pennies
1. Caleb has 454 pennies. If he buys bubbles, how
many pennies will he have left?
329 pennies

2. Julia has 691 pennies. If she buys a bucket, how

many pennies will she have left?
516 pennies

3. Lance has 480 pennies. He buys a toy plane. Can

he also buy bubbles? Explain.
No. Sample answer. After buying the toy
plane, he has 105 pennies. That is not
enough to buy bubbles.
4. Do you have to regroup tens to solve each of these
Copyright © McGraw-Hill Education

problems? Explain why or why not.

Yes. Sample answer: In each problem the number
being subtracted has more ones. So I have to
regroup a ten to subtract.

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 Lesson 10-6 • Reinforce Understanding

Regroup Tens and Hundreds

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
Sometimes you need to regroup tens and
hundreds when subtracting.
345 - 168 = ?
Use base-ten shorthand to show 345.
Regroup 1 hundred into 10 tens.
Regroup 1 ten into 10 ones.
Then subtract.

345 - 168 = 177

What is the difference? Show how to regroup tens

and hundreds by drawing base-ten shorthand.
1. 455 - 170 = 285
Copyright © McGraw-Hill Education

2. 546 - 159 = 387

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Lesson 10-6 • Extend Thinking

Regroup Tens and Hundreds

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Write a 3-digit number to be subtracted so that
the given digits have to be regrouped. Then find
the difference.
Sample answers given.
1. Regroup tens only:

553 - 327 = 226

2. Regroup hundreds only:

736 - 145
= 591

3. Regroup tens and hundreds:

437 - 289 = 148

4. Regroup tens and hundreds:

631 - 567 = 64

5. Describe when you have to regroup tens and

Copyright © McGraw-Hill Education

hundreds to subtract 3-digit numbers.

Sample answer: If there are more ones in the
number being subtracted, you have to regroup
tens. If there are more tens in the number being
subtracted, you have to regroup hundreds.

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 Lesson 10-7 • Reinforce Understanding

Adjust Numbers to Subtract

3-Digit Numbers
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Name

Review
You can adjust numbers to make them easier
to subtract.
467 - 198 = ? hundreds tens ones
+2 +2

469 - 200 = ?
467 - 198 = 269

What is the difference? Adjust one of the

numbers to subtract. Show the subtraction
with base-ten shorthand.
1. 279 - 147 = 132
hundreds tens ones
+3 +3

282 - 150 = 132

2. 354 - 205 = 149

hundreds tens ones
-5 -5
349 - 200 = 149
Copyright © McGraw-Hill Education

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Lesson 10-7 • Extend Thinking

Adjust Numbers to Subtract

3-Digit Numbers

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Find the difference. Then write the letter from the
table that matches the difference.

Difference 118 394 268 375 272 175 244 386

Letter W T V A C B S E

1. 315 - 197 = 118 letter: W

2. 522 - 147 = 375 letter: A

3. 403 - 135 = 268 letter: V

4. 796 - 410 = 386 letter: E

5. 647 - 403 = 244 letter: S

Write the letters in order to solve the riddle.

Riddle: How do you know the ocean is so friendly?
Copyright © McGraw-Hill Education

Answer: It always waves at you!

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 Lesson 10-8 • Reinforce Understanding

Explain Subtraction
Strategies
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Name

Review
You can use different strategies to
subtract numbers.
485 - 253 = ?
Use base-ten shorthand to show 485.
Subtract the hundreds, tens, and ones.

485 - 253 = 232

What is the difference? Use the suggested strategy.

1. Write a related addition equation. Use ? for the
unknown. Then count on to find the difference.

659 - 321 = 338

Equation: 321 + ? = 659
Copyright © McGraw-Hill Education

2. Decompose the number being subtracted.

Then count back to subtract.
966 - 450 = 516

450 = 400 +
50

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Lesson 10-8 • Extend Thinking

Explain Subtraction
Strategies

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Choose a strategy to solve the problem. Explain
your thinking.
1. Maria reads to page 256 of her book. She starts
on page 147. How many pages does she read?
109 pages
Sample answer: Regroup 5 tens in 256 as 4 tens
and 10 ones. Then subtract 147: 256 - 147 = 109.

2. A vending machine has 368 bouncy balls at

the start of the week. By the end of the week,
104 balls are sold. How many bouncy balls are left?
264 bouncy balls
Sample answer: Adjust the numbers by
subtracting 4 from each to get 364 - 100.
Then subtract the adjusted numbers to find the
difference: 364 - 100 = 264.

3. The school cafeteria holds a total of 288 students.

Currently, there are 145 students in the cafeteria.
How many more students will fit?
Copyright © McGraw-Hill Education

143 students
Sample answer: Count on starting with 145.
Count by 1s to get to 148, then by 10s to get to
188, then by 100s to get to 288.

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 Lesson 10-9 • Reinforce Understanding

Solve Problems Involving

Addition and Subtraction
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Name

Review
You can use addition and subtraction strategies
to solve word problems.
James prints 250 flyers. He hands out 112 flyers. His
sister hands out 105 flyers. How many flyers are left?
You can solve the Or, you can solve
problem with addition the problem with
and subtraction. subtraction only.
105 + 112 = 217 250 - 112 = 138
250 - 217 = 33 138 - 105 = 33
There are 33 flyers left.

Solve the problem.

1. Trey’s video game character has 255 coins. He
spends 135 coins. Then he earns 202 coins. How
many coins does the character have now?

322 coins

Copyright © McGraw-Hill Education

255 - 135 = 120    120 + 202 = 322

2. Molly has 395 marbles. Isabela has 122 more
marbles than Molly. Collin has 147 fewer marbles
than Isabela. How many marbles does Collin have?
370 marbles

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Lesson 10-9 • Extend Thinking

Solve Problems Involving

Addition and Subtraction

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Write a word problem that requires the operation
or operations given. Then use any strategy to
solve it.
1. Write a one-step word problem that uses
addition only.
Sample answer: Caroline’s homeroom collected
348 items for a clothing drive. Darrell’s
homeroom collected 295 items. How many items
were collected in all?; 348 + 295 = 643 items

2. Write a one-step word problem that uses

subtraction only.
Sample answer: There are 477 students in the
upper school. There are 365 students in the
lower school. How many more students are
there in the upper school than the lower school?;
477 - 365 = 112 students

3. Write a two-step word problem that uses both

addition and subtraction.
Copyright © McGraw-Hill Education

Sample answer: Mia has 229 stickers. She gives

away 115 stickers to her friends. Then she buys
175 more stickers. How many stickers does she
have now?; 229 - 115 = 114; 114 + 175 =
289 stickers

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148
 Lesson 11-1 • Reinforce Understanding

Understand Picture Graphs

Name
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Review
You can represent data in a picture graph.
Shade one square for each tally in the tally chart.

How can you represent the data in a picture graph?

Favorite Flavor
Flavor Tally
Vanilla

Chocolate

Strawberry
Mint

Favorite Flavor
Vanilla

Chocolate

Strawberry
Copyright © McGraw-Hill Education

Mint
Each square = 1 vote

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Lesson 11-1 • Extend Thinking

Understand Picture Graphs

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
A group of children were asked to vote for their
favorite farm animal.

Favorite Farm Animal

Goat

Cow

Pig

Chicken
Each picture = 1 vote

Explain why the sentence is not true.

1. Donna voted for rabbit.
Sample answer: Rabbit is not one of the choices.

2. Ellie, Kaylie, Josh, and Clayton said they all voted

for goat.
Sample answer: Goat only got 3 votes.
All 4 students could not have voted for goat.
Copyright © McGraw-Hill Education

3. There were 14 boys and 9 girls who voted. Every

boy voted for either cow or chicken.
Sample answer: Cow only got 6 votes. Chicken
got 6 votes. 6 + 6 = 12, which is less than 14.
So, some boys voted for other animals.
Differentiation Resource Book
150
 Lesson 11-2 • Reinforce Understanding

Understand Bar Graphs

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can represent data in a bar graph.
Shade each bar length to match the tally amount..

1. How can you represent the data in a bar graph?

Favorite Game
Game Tally
Board

Card

Dice
Video

Favorite Game
Board
Card
Game

Dice
Copyright © McGraw-Hill Education

Video
0 1 2 3 4 5 6
Number

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Lesson 11-2 • Extend Thinking

Understand Bar Graphs

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
The picture graph shows the number of carnival
prizes that were won.

Prizes Won
Jump Rope

Kite

Bear

Slinky
Each picture = 1 win

1. Make a vertical bar graph of the data.

Sample answer:
Prizes Won
6
5
4
Number

3
2
1
0
Copyright © McGraw-Hill Education

Jump Kite Bear Slinky

Rope
Prize
2. How many more kites need to be won so that
the number won is the same as the prize with
the most won. 2 more kites
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 Lesson 11-3 • Reinforce Understanding

Solve Problems Using

Bar Graphs
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Name

Review
You can use a bar graph to solve problems.
What school lunch was chosen the most?

Favorite School Lunch

Chicken
Nuggets
Pizza
Lunch

Hamburger
Walking
Taco
0 1 2 3 4 5 6 7 8
Number
The bar for chicken nuggets is the longest.
So, it was chosen the most.

Use the data in the bar graph to solve. Explain.

1. What school lunch was chosen the least?
Copyright © McGraw-Hill Education

The bar for hamburger is the shortest. So, it was

chosen the least.
2. How many more students chose pizza than
walking tacos?
6 - 4 = 2, so 2 more students chose pizza than
walking tacos.
Differentiation Resource Book
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Lesson 11-3 • Extend Thinking

Solve Problems Using

Bar Graphs

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Name
Use the bar graph to solve the problems.

Amusement Ride Visitors

Roller
Coaster
Train
Ride

Ferris
Wheel
Bumper
Cars
0 1 2 3 4 5 6 7 8 9 10 11 12
Number

1. How many fewer visitors did the roller coaster

have than the train and Ferris wheel?
The roller coaster had the same number of
visitors as the train and Ferris wheel.
2. How many more visitors did the Ferris wheel and
bumpers cars have than the train?
6 visitors
3. How many fewer visitors did the train have than
the roller coaster, Ferris wheel, and bumper cars?
Copyright © McGraw-Hill Education

18 visitors
4. Suppose there were 15 visitors to the roller coaster.
How would you change the bar graph?
Sample answer: I would make the rows go up
to 15.

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 Lesson 11-4 • Reinforce Understanding

Collect Measurement Data

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can make a tally chart of the data.
Make one tally mark for
47 inches 49 inches each measure.
48 inches 50 inches Heights of Students
Height (inches) Tally
51 inches 47 inches
47
47 inches 48 inches
50 inches 48 inches 48

47 inches 49 inches 49
48 inches 48 inches 50
48 inches 49 inches 51

1. Mia measured the length of her hair ribbons.

How can you make a tally chart to show the data?
Length of Ribbons
16 inches 12 inches Length (inches) Tally
12 inches 12 inches 12
18 inches 16 inches
Copyright © McGraw-Hill Education

16
20 inches 16 inches
18
18 inches 18 inches
20
12 inches 18 inches
18 inches 18 inches

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Lesson 11-4 • Extend Thinking

Collect Measurement Data

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
You can use the lengths of pencils to make a
tally chart. Sample answers given.
1. Measure the lengths of different pencils in
centimeters. Make a list of the data.

10 centimeters 10 centimeters
10 centimeters 8 centimeters
12 centimeters 6 centimeters
10 centimeters 10 centimeters
12 centimeters 12 centimeters

2. Use your data to make a tally chart.
Length of Pencils
Length (centimeters) Tally
6
8
10
Copyright © McGraw-Hill Education

12

3. Write a question about the data in your tally chart.
Then answer your question.
Sample answer: How many pencils are longer than
9 centimeters?; 8 pencils
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 Lesson 11-5 • Reinforce Understanding

Understand Line Plots

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can use a line plot to answer questions.
What is the most common distance from school?
X This column of
X X Xs is tallest.
X X X X
X X X X X

0 1 2 3 4 5 6
Distance from School (miles)
The most common distance from school is 5 miles.

Use the line plot about distance from school to

answer the questions.
1. What is the longest distance recorded?
6 miles

2. What distance do 3 students live from school?

4 miles

3. How many distances were recorded?

12 distances
Copyright © McGraw-Hill Education

4. What is the shortest distance recorded?

1 mile

5. How many students live 2 miles away? Explain.

0; Sample answer: There are no Xs above 2.
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Lesson 11-5 • Extend Thinking

Understand Line Plots

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
The physical education teacher records the lengths
of the standing long jump of her students.
X
X X X
X X X X X
X X X X X X X
X X X X X X X X X
70 71 72 73 74 75 76 77 78 79 80
Length of Long Jump (centimeters)

1. What is the difference between the longest and

shortest jumps recorded?
10 centimeters

2. How many students had a jump longer than the

most common jump length?
11 students

3. Why do you think there is only 1 student that had a

jump length of 80 centimeters?
Sample answer: 80 centimeters is a long jump
and not many students can jump that far.
Copyright © McGraw-Hill Education

4. How would the line plot change if a student who

was absent jumps 68 centimeters? Explain.
Sample answer: The teacher would need to
extend the number line from 70 to 68. Then place
an X above 68.

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 Lesson 11-6 • Reinforce Understanding

Show Data on a Line Plot

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can use cubes to make a line plot.
Tia measured the lengths of stuffed animals in inches.
Place one cube above each measurement in the list.

16 inches 13 inches
10 inches 16 inches
14 inches 9 inches
13 inches 14 inches 8 9 10 11 12 13 14 15 16 17 18
16 inches 10 inches Lengths of Stuffed Animals (inches)

9 inches 10 inches
8 inches 18 inches
13 inches 16 inches

Answer the questions about Tia’s line plot.

1. What is the title of the line plot?
Lengths of Stuffed Animals (inches)
Copyright © McGraw-Hill Education

2. Why does the number line begin at 8 and end

at 18? Explain.
Sample answer: 8 is the length of the shortest
stuffed animal and 18 is the length of the longest
stuffed animal.

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Lesson 11-6 • Extend Thinking

Show Data on a Line Plot

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Amir made a paper airplane. He threw the paper
airplane 10 times. Sample answers given.
1. What distances do you think Amir’s paper airplane
was thrown each time? Make a table of the data.
Distance of Paper Airplane Throw
Throw Distance (feet) Throw Distance (feet)
1 8 6 6
2 4 7 8
3 8 8 4
4 6 9 10
5 8 10 12

2. Make a line plot of the data.

X
X
X X X
X X X X X
4 5 6 7 8 9 10 11 12
Distance (feet)
Copyright © McGraw-Hill Education

3. How can you be sure each throw is represented in

the line plot?
Sample answer: Make sure the number of throws
listed in the table is the same as the number of
Xs in the line plot.

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160
 Lesson 12-1 • Reinforce Understanding

Recognize 2-Dimensional
Shapes by Their Attributes
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can recognize 2-dimensional shapes by their
sides, angles, and vertices.
How many sides, angles, and vertices does the
shape have?

side
angle vertex

There are 4 sides, 4 angles, and 4 vertices.

How many sides, angles, and vertices does the

shape have?

1. side 2.
vertex

angle

3 sides
3 5
Copyright © McGraw-Hill Education

angles sides
3 vertices 5 angles
5 vertices

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Lesson 12-1 • Extend Thinking

Recognize 2-Dimensional
Shapes by Their Attributes

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Circle the name of the shape of the object.
1. 2.

quadrilateral

hexagon

triangle triangle

hexagon

pentagon

3. 4.

triangle triangle

hexagon hexagon
Copyright © McGraw-Hill Education

pentagon quadrilateral

5. Find an object around your school or at home.

What shape is the object? Explain how you know.
Sample answer: The flag in front of school is a
quadrilateral because it has 4 sides, 4 angles, and
4 vertices.
Differentiation Resource Book
162
 Lesson 12-2 • Reinforce Understanding

Draw 2-Dimensional Shapes

from Their Attributes
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can draw a 2-dimensional shape given its
attributes.
Draw a shape that has 3 sides, 3 angles, and all
sides different lengths.
Draw a side.

Draw a second side that has a

different length.

Draw a third side to make a

triangle. Check that all sides have
different lengths.

Draw the shape. Then write the name.

1. 4 sides, 4 angles, and all 2. 5 sides, 5 angles, and all

sides the same length sides the same length
Copyright © McGraw-Hill Education

quadrilateral or square pentagon
Differentiation Resource Book
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Lesson 12-2 • Extend Thinking

Draw 2-Dimensional Shapes

from Their Attributes

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Joe is building some Customer Shape
custom picture frames
Cindy square
for friends. Draw the
shape. Then, write the Seth hexagon
name of the friend that Mickie rectangle
matches the set of attributes.
1. 4 sides, 4 angles, and opposite sides the
same length

customer: Mickie

2. 6 sides, 6 angles, and all sides the same length

customer: Seth

3. 4 sides, 4 angles, and all sides the same length

Copyright © McGraw-Hill Education

customer: Cindy

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 Lesson 12-3 • Reinforce Understanding

Recognize 3-Dimensional
Shapes by Their Attributes
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Name

Review
You can recognize 3-dimensional shapes by their
faces, edges, and vertices.
vertex
How many faces, edges, and
edge
vertices does this shape have?
Name the shape. face
There are 6 rectangular with vertex
faces, 12 edges, and edge
8 vertices.
face

The shape is a rectangular prism.

How many faces, edges, and vertices does the

shape have? Name the shape.
1. 2.
apex
Copyright © McGraw-Hill Education

base 6 square faces

1 base 12 edges
0 edges 8 vertices
1 apex The shape is a cube .

The shape is a cone .

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Lesson 12-3 • Extend Thinking

Recognize 3-Dimensional
Shapes by Their Attributes

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Some 3-dimensional shapes are made of more than
one shape. What shapes make up the object? Explain.
1. rectangular prism and cylinder;
Sample answer: The bottom has
6 rectangular faces, 12 edges, and
8 vertices, so it is a rectangular
prism. The top has 2 circular faces
and no edges or vertices, so it is
a cylinder.
2.
cone and sphere; Sample answer:
The bottom has 1 circular base and
1 apex, so it is a cone. The top has
no faces, edges, or vertices, so it is
a sphere.

3. c one and cylinder; Sample

answer: The pointy end of
has 1 circular base and
1 apex, so it is a cone. The handle has 2 circular
Copyright © McGraw-Hill Education

faces and no edges or vertices, so it is a cylinder.

Riddle: What is the coolest shape
in town?
Answer: an ice cube !

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 Lesson 12-4 • Reinforce Understanding

Understand Equal Shares

Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

Review
You can partition shapes into equal shares.
How can you partition a circle into 4 equal shares?
Draw a line that partitions the circle
into 2 equal shares or halves.

Draw another line that partitions the

circle into 4 equal shares or fourths.

1. How can you partition the shape

into 4 equal shares?

        
Draw a line to partition the
Copyright © McGraw-Hill Education

        rectangle into halves .

        
Then draw a line that creates
         fourths .

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Lesson 12-4 • Extend Thinking

Understand Equal Shares

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Partition the shape in two different ways. Draw to
show your work. Sample drawings shown.
1. 4 equal shares

2. 4 equal shares

3. Randy partitions a square into 4 equal shares that
are smaller squares. Olivia partitions the square
into 4 equal shares that are triangles. They each
draw 2 lines. Draw to show their partitions.
Randy Olivia
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Differentiation Resource Book
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 Lesson 12-5 • Reinforce Understanding

Relate Equal Shares

Name
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Review
You can partition shapes in different ways.
There are different ways to show fourths.

How can you partition each shape into equal

shares? Draw to show 2 different ways.
Sample drawings shown.
1. Partition the same circle into halves.

Draw a vertical line. Draw a horizontal line.

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2. Partition the same rectangle into thirds.

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Lesson 12-5 • Extend Thinking

Relate Equal Shares

Name

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
The food items will be shared equally. Draw to show
how to partition the item. Then describe how much
each person gets. Sample drawings shown.
1. The pizza is shared by 4 people.

Each person gets one fourth .

2. The pie is shared by 3 people.

Each person gets one third .

3. The hotdog is shared by 2 people.

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Each person gets one half .

Differentiation Resource Book

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 Lesson 12-6 • Reinforce Understanding

Partition a Rectangle into

Rows and Columns
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Name

Review
You can use rows and columns of squares to
make a rectangle.
How many rows, columns,
and squares is the
rectangle partitioned into?

There are 2 rows. Each

4
row has 4 squares in it.
4 + 4 = 8 squares 4

There are 4 columns.

Each column has
2 squares in it.
2 + 2 + 2 + 2 = 8 squares
Use repeated addition to
2 2 2 2
find the number of squares.

1. How many rows, columns, and total squares is the

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rectangle partitioned into?

Rows: 2
Columns: 3
Total squares: 3 + 3 = 6

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Lesson 12-6 • Extend Thinking

Partition a Rectangle into

Rows and Columns

This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.
Name
Find the total number of squares in the rectangle.
Write the letter from the table that matches the total.

Total 10 12 14 15 16 18 20 22
Letter T E A C N P S F

1. 2.

total squares: 15
total squares: 12

letter: C
letter: E

3. 4.

total squares: 16
total squares: 10

letter: N
letter: T

5. Write the letters in order

to solve the riddle.
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Riddle: Why didn’t the

quarter roll down the hill
with the dime?

total squares: 20
Answer: Because it had

letter: S more cents !

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172
Grade 2

Differentiation Resource Book

Includes additional student practice sheets
to support lesson differentiation:

• Reinforce Understanding
• Extend Thinking

Additional differentiation resources referenced

in the Teacher Edition can be found in the:

• Digital Teacher Center

• Student Practice Book
• Workstation Kit

mheducation.com/prek-12