WORKBOOKS

2nd Math
Grade
Author Linda Ruggieri
Educational Consultant Alison Tribley
 Contents
US Editor Allison Singer
US Educational Consultant Alison Tribley
This chart lists all the topics
Senior Editors Fran Baines, Cécile Landau in the book.
Managing Art Editor Richard Czapnik
Senior Designer Marisa Renzullo
Art Director Martin Wilson Page Topic
Pre-production Editor Francesca Wardell

DK Delhi
Editor Nandini Gupta
4 Up to 100
Art Editors Dheeraj Arora, Rashika Kachroo
DTP Designer Anita Yadav
Dy. Managing Editor Soma B. Chowdhury

First American Edition, 2014

5 Place Value
Published in the United States by DK Publishing
4th floor, 345 Hudson Street, New York, New York 10014

17 10 9 8 7 6 5 4 3 2
002–197337–Feb 2014 6 Changing Ones
Copyright © 2014 Dorling Kindersley Limited

All rights reserved.

Without limiting the rights under copyright reserved above, no part
of this publication may be reproduced, stored in or introduced into
a retrieval system, or transmitted, in any form, or by any means
7 Changing Tens
(electronic, mechanical, photocopying, recording, or otherwise),
without the prior written permission of the copyright owner.
Published in Great Britain by Dorling Kindersley Limited.

A catalog record for this book 8 Odd and Even

is available from the Library of Congress.
ISBN: 978-1-4654-1734-3

DK books are available at special discounts

when purchased in bulk for sales promotions,
premiums, fund-raising, or educational use.
9 Fact Families
For details, contact:
DK Publishing Special Markets
4th floor, 345 Hudson Street, New York, New York 10014
or [email protected].

Printed and bound in China

10 Counting in Tens
All images © Dorling Kindersley Limited
For further information see: www.dkimages.com

A WORLD OF IDEAS: 11 Adding Ten More

SEE ALL THERE IS TO KNOW
www.dk.com

12 What Makes Ten?

13 Quick Adding
Page Topic Page Topic Page Topic
Adding Two-Digit Drawing Equal How Much
14 Numbers 26 Groups 38 Change?

Adding Numbers Make Equal Solve Money

15 Horizontally 27 Groups 39 Matters

Adding Numbers Measuring Describe

16 Vertically 28 Lengths 40 2-D Shapes

Problem Solving Adding

17 (Addition) 29 Lengths 41 Symmetry

Subtracting Describe
18 Taking Away Ten 30 Lengths 42 3-D Shapes

Subtraction Problem Solving

19 Action 31 (Lengths) 43 Position

Find the Telling the

20 Difference 32 Time 44 Pictographs

Subtract Ones
21 and Tens 33 Writing the Time 45 Use a Table

What’s the Differences

22 Difference? 34 Between Times 46 Watch the Line!

Problem Solving Problem Solving

23 (Subtraction) 35 with Time 47 Bar Graphs

24 Equal Groups 36 Using Money 48 Certificate

Answer Section
25 Counting Groups 37 Adding Money 49 with Parents’ Notes
 Up to 100
GOAL

Learn to count up to 100

with words and numbers. 25 26 27 28

Write the missing numbers on the kites in each row.

32 34 36

43 46

95 96 99

Fill in the missing number words in each row by choosing them from the box.

Thirty Twenty Forty Seventy

Twenty-six One hundred Twenty-nine

Ten Thirty Fifty

Sixty Eighty Ninety

Twenty-five Twenty-seven Twenty-eight

Read the words. Write the correct number.

Eighty-five Ninety-nine Fifty-six

4
 Place Value

GOAL
Learn the hundreds, tens, 357 3 5 7
and ones places in a number.
Hundreds Tens Ones

Find the place value. Write how many hundreds, tens, and ones
there are in each number.

Hundreds Tens Ones Hundreds Tens Ones

Hundreds Tens Ones Hundreds Tens Ones

Circle the place value of the underlined number.

151 193

5 hundreds 5 tens 5 ones 3 hundreds 3 tens 3 ones

5
 Changing Ones
GOAL

Learn to change the ones. Add 5 ones to 22 27

Follow the instructions. Write the new number.

Add 3 ones to 25 Add 5 ones to 43

Add 9 ones to 33 Add 7 ones to 72

Subtract 1 one from 91 Subtract 4 ones from 44

Subtract 2 ones from 66 Subtract 4 ones from 22

Write the new number and the value that was added or taken away.
New number Value

Change the 4 in 84 to 8 The new number is greater by

Change the 7 in 67 to 9 The new number is greater by

Change the 5 in 75 to 7 The new number is greater by

Change the 6 in 66 to 1 The new number is less by

Change the 9 in 39 to 5 The new number is less by

Change the 8 in 48 to 3 The new number is less by

Add 2 ones to 52. Then add 3 more ones.

Write the new number.

6
 Changing Tens

GOAL
Learn to change The value of the circled number is...
the tens. 6 7 Sixty 8 9 Eighty 1 1 5 Ten

Write the number and then the word in each row.

Number Word

The value of 4 in 47 is

The value of 8 in 183 is

The value of 6 in 62 is

The value of 2 in 126 is

The value of 5 in 150 is

Write the answer as a number and as a word in each row.

Number Word
If you change 21 to 51, how much
value did you add?

If you change 43 to 83, how much

value did you add?

If you change 65 to 35, how much

value did you subtract?

Circle the numbers in which the 2 has a value of 20.

82 28 125

7
 Odd and Even
GOAL

Learn odd and Even numbers end in Odd numbers end in

even numbers. 0, 2, 4, 6, and 8. 1, 3, 5, 7, and 9.

Even numbers of objects can be grouped into pairs. When odd numbers
of objects are grouped in pairs, there is always one extra. Is the number of
objects in each row below odd or even? Circle groups of two to find out.

Even Odd

Even Odd

Even Odd

Even Odd

Even Odd

Even Odd

Circle the even numbers in this row.

24 25 26 27 28 29 30 31 32

Circle the odd numbers in this row.

6 7 8 9 10 11 12 13 14

8
 Fact Families

GOAL
Find out how
3+5=8 5+3=8 8−3=5 8−5=3
numbers are part
of a fact family. This is the fact family for the numbers 3, 5, and 8.

Complete the facts for each family.

2+7= 7+2= 9−2= 9−7=

3+4= 4+3= 7−3= 7−4=

4+5= 5+4= 9−4= 9−5=

1+6= 6+1= 7−1= 7−6=

6+4= 4+6= 10 − 4 = 10 − 6 =

5+2= 2+5= 7−5= 7−2=

1+8= 8+1= 9−8= 9−1=

7+3= 3+7= 10 − 7 = 10 − 3 =

Write the facts for the fact family 3, 6, and 9.

+ = − =

+ = − =

9
 Counting in Tens
GOAL

Practice counting
by tens. 10 20 30

Look at the flower pots below. There are ten flowers in each pot.
How many flowers are there in each row?

Write the missing numbers as you count backward by tens.

100 90 0

10
 Adding Ten More

GOAL
Add ten more. + = 20
10 10
Ten more than ten is twenty.

Each rod below is divided into ten boxes. What is the total number
of boxes in each row?
+ =

+ =

+ =

Add ten more to each number. Then write the sum.

10 20 40 30 100
+ + + + +

50 60 70 90 80
+ + + + +

Write the total number of boxes in each group of rods.

3 ten-box rods = boxes 6 ten-box rods = boxes

11
 What Makes Ten?
GOAL

Practice making ten.

Circle the number that, when added to the number in the flower, equals ten.

8 6 7

3 2 4 2 5 4 3 1 5

5 3 2

6 5 4 2 1 7 8 6 10

1 4 10

9 1 6 3 6 2 0 1 9

Fill in the missing numbers to complete the number sentences.

8 + = 10 3 + = 10 4 + = 10

5 + = 10 0 + = 10 1 + = 10

You have 6 pennies. How many more

pennies
do you need to get 10 pennies?

12
 Quick Adding

GOAL
Practice adding quickly.

Write the answers.

7 9 2 5 4
+2 +0 +3 +4 +6

1 10 4 5 4
+2 +0 +4 +3 +2

5 6 3 5 9
+2 +3 +3 +0 +1

Write the missing number.

+ 6 = 10 2 + = 8 6 + = 9

+ 1 = 8 + 5 = 7 3 + = 7

0 + = 10 4 + = 6 + 4 = 8

Write the number sentence to match the pictures.

+
+ =

+
+ =

13
 Adding Two-Digit Numbers
GOAL

Learn to use a number line to add two-digit numbers.

Count on ones, then leap in tens.

Use the number lines to answer the equations in each row.

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

13 14 21 17 11
+ 12 + 13 + 11 + 10 + 21

20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

24 21 23 25 20
+ 12 + 11 + 10 + 10 + 13

28 29 30 31 32 33 34 35 36 37 38 39 40 41 42

30 28 31 30 29
+ 12 + 10 + 11 + 10 + 10

Use the counting blocks to solve the equations.

+ +

25 + 10 = 16 + 12 =

14
 Adding Numbers Horizontally

GOAL
Practice adding horizontally.
Count the ones and then + = 46
the tens.
12 34

Use the counting blocks to add ones, then add tens. Write the answer.

+ =

23 52

+ =

61 36

Find the answer to each problem.

25 + 31 = 42 + 23 = 65 + 24 = 33 + 51 =

75 + 23 = 43 + 16 = 18 + 11 = 55 + 33 =

35 + 14 = 21 + 43 = 16 + 13 = 70 + 20 =

Draw blocks of tens and ones to show 13 + 34. Write the answer.

15
 Adding Numbers Vertically
GOAL

Add the ones, then the tens. Regroup and add.

Practice adding
vertically. Tens Ones Tens Ones 1
7 4 7 4 6 2
+ 1 2 + 1 2 +1 9
8 6 8 6 8 1

Add the ones, then add the tens in each equation. Write the answer.
6 3 4 5 1 4 3 5 5 4
+3 1 +2 0 +1 4 +3 1 +2 2

7 5 1 8 1 4 7 4 5 0
+2 3 +2 0 +8 2 +1 1 +3 2

Add the ones, and regroup your answer as tens and ones.
Then add the tens to solve each equation.

5 3 4 8 1 6 6 2 4 4
+3 8 +3 2 +1 4 +1 9 +4 7

5 5 3 9 2 8 4 6 1 7
+1 8 +3 3 +1 4 +2 9 +4 6

Write the answer to each equation. Shade the shapes where the answer is 79.

3 7 5 2 3 3 6 1 4 3 2 4
+4 2 +2 7 +5 9 +1 8 +1 5 +5 5

16
 Problem Solving (Addition)

GOAL
Solve real-life problems with addition.

Read each story. Then, write the equation and solve the problem.
Mr. Lopez sells apples. He has 4 baskets of 10 apples, and another
8 loose apples. How many apples does he have in his store?

+ + + + = apples

Mom is making apple pies. She has a basket of 10 apples.

She buys another basket of 10 apples and another 3 single apples.
How many apples does she have now?

+ + = apples

Paul is selling muffins at the school bake

sale. He sells 24 muffins in the morning
and 21 in the afternoon. How many + = muffins
muffins did he sell in all?

Write the answer. Then draw pictures of objects to match the number sentence.
11 + 12 =

17
 Taking Away Ten
GOAL

Practice taking
away ten. 14 − 10 = 4

Write the number sentence for each row.

− =

− =

− =

− =

How many mice are there in all? Draw a line through the ten you are
taking away, then complete the number sentence.

− 10 =

18
 Subtraction Action

GOAL
Practice subtracting quickly.

Write the answers to these subtraction problems.

10 9 7 10 8
− 7 − 3 − 5 − 2 − 4

9 5 6 9 4
− 6 − 3 − 1 −4 − 4
3

3 7 6 10 2
− 1 − 2 −3 − 5 − 2

Fill in the missing number in each subtraction problem.

− 6 = 2 − 7 = 1 − 2 = 2

− 6 = 4 − 7 = 2 − 8 = 2

Complete the number sentences. Shade in the animal that has a number
sentence with an answer less than 5.

10 − 4 =
7−3=

19
 Find the Difference
GOAL

Practice subtracting using a number line. Take away the ones

and then tens.

Count backward on the number lines to solve the equations in each row.
24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42

4 2 3 5 3 9 3 7 4 1
−1 1 −1 0 −1 5 −1 1 −1 0

65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85

8 0 8 5 7 5 7 6 8 3
−1 0 −1 3 −1 0 −1 1 −1 2

50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70

7 0 6 2 6 5 6 5 6 4
−2 0 −1 2 −1 0 −1 1 −1 2

Draw dots in the boxes to show 22 − 12 = 10.

− =

20
 Subtract Ones and Tens

GOAL
Practice subtracting.
Subtract the ones and
then the tens. 25 − 12 = 13

Use the counting blocks to subtract the ones. Then subtract tens.
What is the difference?

36 − 14 = 57 − 35 = 88 − 44 =

Complete the number sentences, then match each answer to a letter

in the key. Arrange the letters in the same order as the answers to finish
the secret message.
12 41 26 22
A S R T

72 − 31 =

46 − 24 =

25 − 13 =

78 − 52 =

You are a !

21
 What’s the Difference?
GOAL

Practice Subtract the ones, then the tens. Regroup and subtract.
subtracting Tens Ones Tens Ones 4 13
vertically. 7 4 7 4 53
− 1 2 − 1 2 −1 4
6 2 6 2 39

Find the difference in each subtraction problem.

4 8 4 5 8 8 5 4 8 6
−3 0 −1 5 −7 7 −3 3 −5 4

8 9 3 4 5 2 7 4 9 6
−5 4 −1 3 −3 1 −2 3 −3 5

Find the difference by regrouping. Add 10 more to the ones.

Make the tens less by 1. Subtract the ones and then the tens.

7 2 8 7 5 3 6 5 8 4
−5 4 −2 9 −2 6 −4 7 −6 7

5 5 3 6 7 5 4 4 6 5
−1 6 −1 7 −4 6 −2 7 −4 9

Draw balloons to show this subtraction sentence. Then write the answer.
17 − 12 =

22
 Problem Solving (Subtraction)

GOAL
Solve real-life problems with subtraction.

Read each story. Solve the problem.

Amy has 65 pages to read for homework. She has already
read 31 pages. How many pages does she have left to read?

− = pages

It is 32 miles to the airport. Mr. Miller has already driven

21 miles. How many more miles does Mr. Miller need to
drive to get to the airport?
− = miles

Juan has a list of 21 items to buy at the store. He has already

found 11 of the items. How many more items must he find?
− = items

Find these words hidden in the puzzle. Go across or down.

Take away Difference C Y M I O S T J H S

Subtract Minus Equal T W V F P U L K Z T
U A O E G B D X S A
H M A S V T Y I U K
D I F F E R E N C E
R N E S Q A D G O A
K U L Q U C X C B W
T S I O A T K Q D A
E R P K L I V F J Y
W U H S Y E P L A X

23
 Equal Groups
GOAL

Practice finding
equal groups.
These groups are equal.

Are the groups of objects in each row equal? Circle “yes” or “no.”

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Circle three equal groups. How many cookies are there in each group?

cookies in each equal group

24
 Counting Groups

GOAL
Practice counting equal groups.

Count the number of objects in each group, then write the number
on the chart below. Are the groups equal? Write “yes” or “no.”
Group 1 Group 2 Group 3 Are they
equal?
1.

2.

3.

1.

2.

3.

1.

2.

3.

Circle two equal groups of butterflies.

25
 Drawing Equal Groups
GOAL

Practice drawing equal groups.

Divide this row of dots into three equal groups.

Divide this row of dots into two equal groups.

Divide this row of dots into four equal groups.

Divide this row of dots into four equal groups.

Draw 18 small flowers. Place them in 3 equal groups.

26
 Make Equal Groups

GOAL
Practice splitting
objects into equal
groups.

14 hearts can be divided into two equal groups.

Look at the hearts in each row. Follow the directions.

Make three equal groups.

Make three equal groups.

Make two equal groups.

Make two equal groups.

How many equal groups of stars can you make?

2 groups of stars 4 groups of stars 5 groups of stars

27
 Measuring Lengths
GOAL

Practice measuring lengths.

INCH 1 2 3 4 5 6

The pencil is 4 in. long.

How long is each object? Write the length of each object.

INCH 1 2 3 4 5 6

5 in. long

INCH 1 2 3 4 5 6

3 in. long

How many centimeters long are these objects?

MM
CM 1 2 3 4 5 6 7 8 9 1 0 11 12 13 14 15

9 cm long

MM
CM 1 2 3 4 5 6 7 8 9 1 0 11 12 13 14 15

6 cm long

28
 Adding Lengths

GOAL
Practice adding +
lengths.
2 in. + 2 in. = 4 in.

Use a ruler to measure each piece of rope in inches, then add the lengths.

4 in. + 1 in. = 5 in.

6 in. + 3 in. = 9 in.

Use a ruler to measure each piece of rope in centimeters, then add their
lengths together.

8 cm + 3 cm = 11 cm

6 cm + 9 cm = 15 cm

4 cm + 10 cm = 14 cm

Using a ruler, measure the leaf in inches.

Using a ruler, measure the leaf in centimeters.
leaf = 3 in. 7.5 cm

Why are the numbers different?

Because the units of measurement are different.

29
 Subtracting Lengths
GOAL

Practice subtracting lengths. Find out how much longer one object
is than another.

6 in. − 4 in. = 2 in. longer

Use a ruler to measure each snake. How much longer is the snake on top?

in. − in. = in. longer

in. − in. = in. longer

Karen had a piece of yarn. It was 4 in. long. She cut off
1 in. of it. How much was left?

in. − in. = in. left

Jim’s fishing line was 10 in. long. Two inches

of it snapped off. How much line was left?

in. − in. = in. left

30
 Problem Solving (Lengths)

GOAL
Practice solving real-life length problems with addition and subtraction.

Read each story. Then add or subtract the lengths to solve the problems.
Tom and Jason measured the flowers they found. Tom’s flower measured
10 in. while Jason’s was 8 in. long. What was the difference in the lengths
of the flowers?

in. − in. = in.

Jess bought a piece of ribbon that was 11 in. long. Mary bought one
that was 6 in. long. How long were the two pieces altogether?

in. + in. = in.

Maria’s colored pencil was 9 in. long. Juan’s colored pencil was 6 in. long.
How much longer was Maria’s pencil than Juan’s?

in. − in. = in.

Maya watched an ant crawl 3 in. Then the ant crawled 7 in. more.
How many inches did the ant crawl altogether?

in. + in. = in.

Linda’s drawing paper was 12 in. long. Sue’s paper was 10 in. long.
How much longer was Linda’s paper than Sue’s?

in. − in. = in.

Anita has a piece of string that is 24 cm long.

Can she make two equal pieces from this piece of string? Yes No

How long would each piece be? cm

31
 Telling the Time
GOAL

Practice telling the time.

Fill in the boxes with the time shown on each clock.

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

: : : :

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

: : : :

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

: : : :

Draw the hands on each clock to show the time.

3:30 1:00 7:30

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

32
 Writing the Time

GOAL
Practice writing the time in numbers and in words.

Look at these clocks. Write the time as shown on each of them

in numbers and words.

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

: : :

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

: : :

What is the time shown on each digital clock? Write it in numbers

and words.

2:30 8:15 10:45

: : :

33
 Differences Between Times
GOAL

Review the differences in time. 11 12 1 11 12 1

10 2 10 2
9 3 9 3
There is a half-hour difference in 8 4 8 4
the time on these clocks. 7 6 5 7 6 5

Look at the time on the first clock in each row. Then look at
the time on the second clock. What is the difference in time
between the clocks? Circle the correct answer.
11 12 1 11 12 1
10 2 10 2
9 3 9 3 1 hour half hour 15 minutes
8 4 8 4
7 6 5 7 6 5

11 12 1 11 12 1
10 2 10 2
9
8 4
3 9
8 4
3
1 hour half hour 15 minutes
7 6 5 7 6 5

How long might each activity take? Circle the correct answer.

washing frosting
your hands a cake
2 minutes 2 hours 2 minutes half hour

Circle the activity that takes longer to do.

34
 Problem Solving with Time

GOAL
Practice solving real-life time problems.

Figure out the answer to each problem.

11 12 1
Sal starts school in 15 minutes.
10 2 At what time does Sal start school?
9 3
8 4
7 6 5 :

11 12 1
Josie feeds her cat at 10:20.
10 2 How much time will pass before she feeds her cat?
9 3
8 4
7 6 5 minutes

11 12 1
You have 30 minutes to finish reading.
10 2 At what time must you finish?
9 3
8 4
7 6 5 :

11 12 1
Mary will go to bed in 6 hours. At what time will
10 2 Mary go to bed?
9 3
8
7 6 5
4
:

Matt must do three small jobs. Each job will take about 15 minutes.
Then Matt wants to meet Uncle Fred for lunch at 12:00. It is a
1 minute bike ride to Uncle Fred’s. Matt starts his jobs at 11:00.
Will Matt get to lunch by 12:00? Circle “yes” or “no.”

11 12 1
10 2
9
8 4
3 Yes No
7 6 5

35
 Using Money
GOAL

Practice using $2.40

and counting
money.

Draw a line to match each toy with the correct amount of money.

$1.05

59 ¢

$2.40

Count the money below, then look at the price of the two items.
Circle the item that you can buy with the money below.

$1.95 $2.99

Will you get change? Yes No If so, how much change?

36
 Adding Money

GOAL
Practice adding money.

Bob earned money for doing different chores. How much did he earn?
Write each amount.

Help Bob to get to the toy store. Follow the path that shows in order
the amounts he earned above.

45 ¢ 36 ¢ 53 ¢

95 ¢ 22 ¢
48 ¢ 40 ¢
75 ¢

50 ¢ 61 ¢ 80 ¢

37
 How Much Change?
GOAL

Practice subtracting 27 ¢
money.
Change is 3 ¢

Look at the price of each food item that you buy. Figure out the change
you will receive.
You buy You have Your change

22 ¢

35 ¢

21 ¢

58 ¢

$1.50

Find these words hidden in the C J L Y U B

puzzle. Go up, down, left, or right. H P E N N Y
A R K A T C
Buy Penny Nickel Dime
N P C N N O
Change Cent Coin
G D I M E I
E D N B C N

38
 Solve Money Matters

GOAL
Practice solving money problems.

Read each problem and solve it.

Kim has 65 ¢ in her pocket. She takes out these coins.

How much does she still have in her pocket? Circle the answer.
25 ¢ 15 ¢ 10 ¢

Amy has 53 ¢. Her mother gives her 32 ¢ more.

How much does Amy have altogether?

Jill has 55 ¢. She earns 20 ¢ more. How much

money does Jill have now?
Can Jill buy ? Will Jill receive change?
65 ¢
Yes No Yes No

How much?

Amir has these coins.

He wants to buy a
baseball card for 55 ¢.

Does he have enough money? Explain

Yes No

You have 57 ¢. Based on this price list, which two items could you buy?
and or Glue 30 ¢
and or Eraser 13 ¢
and or Marker 22 ¢
Scissors 40 ¢
and

39
 Describe 2-D Shapes
GOAL

Practice describing 2-D or plane shapes Corner Side Corner

by the number of corners and sides.
Side Side
A square has 4 sides and 4 corners.
Corner Corner
Side

Look at these shapes. Count the total corners and sides in each shape.

sides sides sides

corners corners corners

Look at each shape. Draw another one that is of the same size and shape.

Mrs. Walters buys a rug that is shaped like an oval.

Which one did she buy? Circle it.

40
 Symmetry

GOAL
Practice drawing lines to divide
things into two equal parts.
This is a line of symmetry.

Draw a line of symmetry for each shape.

Draw a line of symmetry for each letter.

Draw two lines of symmetry for each shape.

41
 Describe 3-D Shapes
GOAL

Learn more about 3-D

shapes by matching and
counting the faces. A rectangular prism has 6 faces.

Cone Sphere Cube Pyramid Cylinder Rectangular prism

Shade in the figures in each group that have the same shape.

Circle the objects that have the same shape as the first figure in each row.

12 3
3 12
4 5 6
45
7 6 9
8 9 78

How many flat faces does each figure have?

2 flat faces 5 flat faces 0 flat faces

How many faces does each figure have?

cube 6 faces rectangular prism 6 faces

How are these shapes alike? Both have the same number of faces.

42
 Position

GOAL
Practice using position words.

In front of Below Behind Above

Read the sentences. Choose the correct word or words from the box to
complete each sentence.

The pyramid is The cylinder stands

above the cube. in front of a pyramid.

The rectangular prism is The rectangular prism is

behind the sphere. below the cylinder.

Look at the position of each shape. Circle the answer to each question.

Which shape is on Which shape is below

top of the other? the other?

Rectangular prism Cube Sphere Cylinder

Which shape is to the right Which shape is between

of the cube? the other two?
Pyramid Cylinder Cone Sphere Pyramid

43
 Pictographs
GOAL

Practice using pictographs.

Look at each pictograph. Then answer each question.

Kinds of Books Children Like to Read 1 book = 1 child

Animal

Funny

Scary

How many children like to read animal books?

Which kind of book do most children like to read?
Do more children like to read funny books or scary books?

Ice-cream Cones Sold 1 ice-cream cone = 3 sold

Vanilla
Chocolate
Strawberry
Mint
Bubble gum

How many strawberry ice-cream cones were sold?

Which ice-cream flavor sold the most?
How many ice-cream cones were sold in all?
Which flavor sold the fewest number of cones?
How many more vanilla cones were sold than bubble gum cones?

44
 Use a Table

GOAL
Learn to use tables.

Look at each table. Answer the questions that follow.

Children’s Favorite Snacks = 1 child

Fruit
Crackers
Cookies
Trail mix

How many children like fruit best?

Which snack do most children like best?
Which snack do fewest children like best?
How many children like cookies best?

Color of Children’s Eyes = 1 child

Blue
Hazel
Green
Brown

How many children does the table show altogether?

How many children have blue eyes?
Which eye color do more children have—brown or hazel?
Which eye color do fewest children have?

45
 Watch the Line!
GOAL

Practice reading and plotting graphs.

A pet store checked how many ferrets were sold each month.
Use the line graph to answer each question.
Ferrets Sold in Five Months In which month were
7 the most ferrets sold?
Number of Ferrets Sold

6 May
5
In which month were
4 fewest ferrets sold?
3 January
2
How many ferrets 6
1 were sold in March?
0
How many more ferrets
January February March April May were sold in April than 1
Months in February?

The chart shows how many inches Barb has grown since she
was 2 years old. Place a small dot on the graph for each age
and height on the chart. Then connect the dots with lines.
Barb’s Height Graph
30 inches at 2 years 60
40 inches at 4 years 50
Height in Inches

55 inches at 6 years 40
60 inches at 8 years 30
20
10
0
2 years 4 years 6 years 8 years
Age

46
 Bar Graphs

GOAL
Make and understand bar graphs.

Count how many balls there are of each color in the basket.
Shade in that number of boxes on the graph.
Colored Balls in the Basket
GB R G
Number of Balls

6
5 R R B
4 B R
3 B R G
2
1
Which color are most of the balls?
Red (R) Green (G) Blue (B)
Colors Red

Todd walked to town with his mother. He counted shapes he

saw along the way. He made a table to show what he saw.
Shapes Todd Saw Circle
Square
Rectangle
Triangle
Look at the table, then shade in the number of boxes on the graph
below to show how many of each shape Todd saw.
9
8
Number of Shapes

7
6
5
4
3
2 Look at the bar graph.
1 Which shape did Todd
see fewest of?
Circle Square Rectangle Triangle
Shapes Triangle

47
 Certificate

2nd
Grade
Congratulations to
..........................................
for successfully
finishing this book.

GOOD JOB!
You’re a star.

Date
.....................................
 Answer Section
with Parents’ Notes
This book is intended to assist children studying math at the
second-grade level. The math covered will be similar to what
children are taught before and during second grade.
Contents
By working through this book, your child will practice:
• understanding the place value of hundreds, tens, and ones;
• recognizing the concept of odd and even;
• adding and subtracting 10 more;
• adding and subtracting 2-digit numbers;
• understanding, counting, and splitting equal groups;
• measuring, adding, and subtracting lengths;
• understanding differences between times;
• adding and subtracting money;
• describing 2-D and 3-D shapes;
• recognizing and using position and direction words;
• using picture graphs, tables, line graphs, and bar graphs.
How to Help Your Child
Your child’s reading ability may not be up to the level of some of the
more advanced math words, so be prepared to assist. Working with
your child also has great benefits in helping you understand how he
or she is thinking and reasoning, so that areas of difficulty for your
child can be more easily determined.
Often, similar problems and concepts will be worded in different ways
such as “count one more” and “which has more?” This is intentional
and meant to make children aware that there is more than one way
to express the same basic concepts.
When appropriate, use props to help your child visualize solutions—
for example, have a collection of coins to use for the money problems,
or find examples of objects to measure around your house.
Build children’s confidence with words of praise. If they are getting
answers wrong, then encourage them to try again another time.
Good luck, and remember to have fun!
4 Up to 100 5 Place Value

GOAL

GOAL
Learn to count up to 100 Learn the hundreds, tens, 357 3 5 7
with words and numbers. 25 26 27 28 and ones places in a number.
Hundreds Tens Ones

Write the missing numbers on the kites in each row. Find the place value. Write how many hundreds, tens, and ones
there are in each number.
32 33 34 35 36 37 Hundreds Tens Ones Hundreds Tens Ones

43 44 45 46 47 48

1 3 6 1 4 5
95 96 97 98 99 100
Hundreds Tens Ones Hundreds Tens Ones

Fill in the missing number words in each row by choosing them from the box.

Thirty Twenty Forty Seventy

Twenty-six One hundred Twenty-nine
1 6 0 1 5 9
Ten Twenty Thirty Forty Fifty

Sixty Seventy Eighty Ninety One hundred Circle the place value of the underlined number.

Twenty-five Twenty-six Twenty-seven Twenty-eight Twenty-nine

151 193
Read the words. Write the correct number.

Eighty-five 85 Ninety-nine 99 Fifty-six 56

5 hundreds 5 tens 5 ones 3 hundreds 3 tens 3 ones

4 5

Take children outside to notice house numbers, Let children practice creating patterns of blocks
mailbox numbers, or street numbers. Invite or other shapes, showing the hundreds, tens, and
children to say if the number is greater than ones in different three-digit numbers. Check the
or less than a number they saw before. patterns carefully for accuracy.

6 Changing Ones 7 Changing Tens

GOAL

GOAL
Learn to change the ones. Add 5 ones to 22 27 Learn to change The value of the circled number is...
the tens. 6 7 Sixty 8 9 Eighty 1 1 5 Ten

Follow the instructions. Write the new number.

Write the number and then the word in each row.
Add 3 ones to 25 28 Add 5 ones to 43 48 Number Word

Add 9 ones to 33 42 Add 7 ones to 72 79 The value of 4 in 47 is 40 Forty

Subtract 1 one from 91 90 Subtract 4 ones from 44 40 The value of 8 in 183 is 80 Eighty

Subtract 2 ones from 66 64 Subtract 4 ones from 22 18 The value of 6 in 62 is 60 Sixty

Write the new number and the value that was added or taken away. The value of 2 in 126 is 20 Twenty
New number Value
The value of 5 in 150 is 50 Fifty
Change the 4 in 84 to 8 88 The new number is greater by 4

Change the 7 in 67 to 9 69 The new number is greater by 2 Write the answer as a number and as a word in each row.
Number Word
Change the 5 in 75 to 7 77 The new number is greater by 2 If you change 21 to 51, how much
value did you add? 30 Thirty
Change the 6 in 66 to 1 61 The new number is less by 5
If you change 43 to 83, how much
value did you add? 40 Forty
Change the 9 in 39 to 5 35 The new number is less by 4
If you change 65 to 35, how much
value did you subtract? 30 Thirty
Change the 8 in 48 to 3 43 The new number is less by 5

Circle the numbers in which the 2 has a value of 20.

Add 2 ones to 52. Then add 3 more ones.
57 82 28 125
Write the new number.

6 7

Encourage children to always look to the Ask children to identify the number of tens in
ones column first when adding. This approach a number. Be sure they understand that writing
will be useful as they begin to add together “tens” in numeric form (10s) will include a 0, yet
two-digit numbers. the word form will not include the word “zero.”
8 Odd and Even 9 Fact Families

GOAL

GOAL
Learn odd and Even numbers end in Odd numbers end in Find out how
3+5=8 5+3=8 8−3=5 8−5=3
even numbers. 0, 2, 4, 6, and 8. 1, 3, 5, 7, and 9. numbers are part
of a fact family. This is the fact family for the numbers 3, 5, and 8.

Even numbers of objects can be grouped into pairs. When odd numbers Complete the facts for each family.
of objects are grouped in pairs, there is always one extra. Is the number of
objects in each row below odd or even? Circle groups of two to find out.
2+7= 9 7+2= 9 9−2= 7 9−7= 2
Even Odd
3+4= 7 4+3= 7 7−3= 4 7−4= 3

Even Odd
4+5= 9 5+4= 9 9−4= 5 9−5= 4

Even Odd
1+6= 7 6+1= 7 7−1= 6 7−6= 1

Even Odd 6 + 4 = 10 4 + 6 = 10 10 − 4 = 6 10 − 6 = 4

5+2= 7 2+5= 7 7−5= 2 7−2= 5

Even Odd
1+8= 9 8+1= 9 9−8= 1 9−1= 8

Even Odd 7 + 3 = 10 3 + 7 = 10 10 − 7 = 3 10 − 3 = 7

Circle the even numbers in this row. Write the facts for the fact family 3, 6, and 9.
24 25 26 27 28 29 30 31 32
6 + 3 = 9 9 − 6 = 3
Circle the odd numbers in this row.
6 7 8 9 10 11 12 13 14 3 + 6 = 9 9 − 3 = 6

8 9

Gather up handfuls of buttons or coins, and ask Divide ten or more beans into two groups, and
children to sort each handful into groups of two. invite children to write the addition sentence for
This will help reinforce the understanding that the two groups of beans. Repeat, varying the size
even numbers are always multiples of two, and of the groups. Then put all the beans together and
that odd numbers are multiples of two with one remove between one and nine beans, asking the
more remaining. child to write the subtraction sentence. Repeat,
removing different numbers of beans each time.

10 Counting in Tens 11 Adding Ten More

GOAL

GOAL
Practice counting Add ten more. + = 20
by tens. 10 20 30
10 10
Ten more than ten is twenty.

Look at the flower pots below. There are ten flowers in each pot. Each rod below is divided into ten boxes. What is the total number
How many flowers are there in each row? of boxes in each row?
+ = 40
40

+ = 50

70

+ = 80

90 Add ten more to each number. Then write the sum.

10 20 40 30 100
+ 10 + 10 + 10 + 10 + 10
20 30 50 40 110

50 60 70 90 80
+ 10 + 10 + 10 + 10 + 10
100 60 70 80 100 90

Write the total number of boxes in each group of rods.

Write the missing numbers as you count backward by tens.

100 90 80 70 60 50 40 30 20 10 0 3 ten-box rods = 30 boxes 6 ten-box rods = 60 boxes

10 11

You can reinforce counting in tens by using dimes. Write the numbers 10, 20, 30, 40, 50, 60, 70,
Explain that a dime is worth 10 ¢. Then help 80, and 90 on separate index cards. Arrange
children use dimes to practice counting by tens. the cards in a pack and have children pick
out a card. Ask them to show the number
amount they have picked in dimes and say
how many tens are there in that number.
12 What Makes Ten? 13 Quick Adding

GOAL

GOAL
Practice making ten. Practice adding quickly.

Circle the number that, when added to the number in the flower, equals ten. Write the answers.
7 9 2 5 4
8 6 7 +2 +0 +3 +4 +6
9 9 5 9 10
3 2 4 2 5 4 3 1 5
1 10 4 5 4
+2 +0 +4 +3 +2
5 3 2
3 10 8 8 6

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

Write the missing number.

9 1 6 3 6 2 0 1 9
4 + 6 = 10 2 + 6 = 8 6 + 3 = 9
Fill in the missing numbers to complete the number sentences.
7 + 1 = 8 2 + 5 = 7 3 + 4 = 7

8 + 2 = 10 3 + 7 = 10 4 + 6 = 10
0 + 10 = 10 4 + 2 = 6 4 + 4 = 8
5 + 5 = 10 0 + 10 = 10 1 + 9 = 10
Write the number sentence to match the pictures.
+
2 + 8 = 10

+
You have 6 pennies. How many more
4 pennies 3 + 5 = 8
do you need to get 10 pennies?

12 13

Let children practice making groups of ten Practice quick addition facts with your child.
pennies. Help them to see the various number Children should attempt to use mental math
combinations that make up a total of ten. with the basic addition facts.

14 Adding Two-Digit Numbers 15 Adding Numbers Horizontally

GOAL

GOAL
Learn to use a number line to add two-digit numbers. Practice adding horizontally.
Count on ones, then leap in tens. Count the ones and then + = 46
the tens.
12 34
Use the number lines to answer the equations in each row.
13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Use the counting blocks to add ones, then add tens. Write the answer.

13 14 21 17 11
+ 12 + 13 + 11 + 10 + 21 + = 75
25 27 32 27 32

20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 23 52

24 21 23 25 20
+ 12 + 11 + 10 + 10 + 13
36 32 33 35 33 + = 97

28 29 30 31 32 33 34 35 36 37 38 39 40 41 42
61 36
30 28 31 30 29
+ 12 + 10 + 11 + 10 + 10 Find the answer to each problem.
42 38 42 40 39 25 + 31 = 56 42 + 23 = 65 65 + 24 = 89 33 + 51 = 84

Use the counting blocks to solve the equations. 75 + 23 = 98 43 + 16 = 59 18 + 11 = 29 55 + 33 = 88

35 + 14 = 49 21 + 43 = 64 16 + 13 = 29 70 + 20 = 90
+ +
Draw blocks of tens and ones to show 13 + 34. Write the answer.

+ = 47
25 + 10 = 35 16 + 12 = 28

14 15

Draw a number line on a piece of paper. Say an Remind children to first add ones, and then add
addition sentence, and let children hop along the tens. Help children by having them first identify
number line to find the sum. For each addition the ones in a number sentence and adding them.
sentence, be sure that they understand where Next, they can identify the tens and add them.
to begin on the number line.
16 Adding Numbers Vertically 17 Problem Solving (Addition)

GOAL

GOAL
Add the ones, then the tens. Regroup and add. Solve real-life problems with addition.
Practice adding
vertically. Tens Ones Tens Ones 1
7 4 7 4 6 2
+ 1 2 + 1 2 +1 9 Read each story. Then, write the equation and solve the problem.
8 6 8 6 8 1 Mr. Lopez sells apples. He has 4 baskets of 10 apples, and another
8 loose apples. How many apples does he have in his store?
Add the ones, then add the tens in each equation. Write the answer.
6 3 4 5 1 4 3 5 5 4
+3 1 +2 0 +1 4 +3 1 +2 2
9 4 6 5 2 8 6 6 7 6 10 + 10 + 10 + 10 + 8 = 48 apples

7 5 1 8 1 4 7 4 5 0 Mom is making apple pies. She has a basket of 10 apples.

+2 3 +2 0 +8 2 +1 1 +3 2 She buys another basket of 10 apples and another 3 single apples.
How many apples does she have now?
9 8 3 8 9 6 8 5 8 2

Add the ones, and regroup your answer as tens and ones. 10 + 10 + 3 = 23 apples
Then add the tens to solve each equation.
1 1 1 1 1 Paul is selling muffins at the school bake
5 3 4 8 1 6 6 2 4 4 sale. He sells 24 muffins in the morning
+3 8 +3 2 +1 4 +1 9 +4 7 and 21 in the afternoon. How many 24 + 21 = 45 muffins
9 1 8 0 3 0 8 1 9 1 muffins did he sell in all?

1 1 1 1 1
5 5 3 9 2 8 4 6 1 7
+1 8 +3 3 +1 4 +2 9 +4 6
7 3 7 2 4 2 7 5 6 3

Write the answer to each equation. Shade the shapes where the answer is 79. Write the answer. Then draw pictures of objects to match the number sentence.

3 7 5 2 3 3 6 1 4 3 2 4 11 + 12 = 23 Answers may vary

+4 2 +2 7 +5 9 +1 8 +1 5 +5 5
7 9 7 9 9 2 7 9 5 8 7 9 + =

16 17

Show children how to draw a vertical line Provide children with small plastic toys, and let
separating the tens and ones columns when them use the toys to create and then solve their
adding two-digit numbers vertically. Help children own word problems involving addition.
understand that if adding the ones results in ten
or more ones, they need to regroup those ones
before adding the tens.

18 Taking Away Ten 19 Subtraction Action

GOAL

GOAL
Practice taking Practice subtracting quickly.
away ten. 14 − 10 = 4
Write the answers to these subtraction problems.

Write the number sentence for each row. 10 9 7 10 8

− 7 − 3 − 5 − 2 − 4
3 6 2 8 4

18 − 10 = 8
9 5 6 9 4
− 6 − 3 − 1 −4 − 4
3 2 5 5 0

12 − 10 = 2 3 7 6 10 2
− 1 − 2 −3 − 5 − 2
2 5 3 5 0

11 − 10 = 1
Fill in the missing number in each subtraction problem.

8 − 6 = 2 8 − 7 = 1 4 − 2 = 2

14 − 10 = 4 10 − 6 = 4 9 − 7 = 2 10 − 8 = 2

How many mice are there in all? Draw a line through the ten you are Complete the number sentences. Shade in the animal that has a number
taking away, then complete the number sentence. sentence with an answer less than 5.

10 − 4 = 6
7−3= 4

13 − 10 = 3

18 19

Ask children to point to today’s date on the Practice quick subtraction facts with your
calendar. Then ask them to take away, or count child. As with basic addition facts, children
back, ten days. Repeat as many times as you wish, should attempt to use mental math with basic
choosing different starting dates. subtraction facts.
20 Find the Difference 21 Subtract Ones and Tens

GOAL

GOAL
Practice subtracting using a number line. Take away the ones Practice subtracting.
and then tens. Subtract the ones and
then the tens. 25 − 12 = 13

Count backward on the number lines to solve the equations in each row.
24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42
Use the counting blocks to subtract the ones. Then subtract tens.
What is the difference?
4 2 3 5 3 9 3 7 4 1
−1 1 −1 0 −1 5 −1 1 −1 0
3 1 2 5 2 4 2 6 3 1

65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85

8 0 8 5 7 5 7 6 8 3 36 − 14 = 22 57 − 35 = 22 88 − 44 = 44
−1 0 −1 3 −1 0 −1 1 −1 2
7 0 7 2 6 5 6 5 7 1 Complete the number sentences, then match each answer to a letter
in the key. Arrange the letters in the same order as the answers to finish
the secret message.
50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70
12 41 26 22
7 0 6 2 6 5 6 5 6 4 A S R T
−2 0 −1 2 −1 0 −1 1 −1 2
5 0 5 0 5 5 5 4 5 2 72 − 31 = 41

Draw dots in the boxes to show 22 − 12 = 10. 46 − 24 = 22

25 − 13 = 12

78 − 52 = 26
− =

You are a S T A R !

20 21

Have children place a plastic counter at the Again, remind children to first subtract the ones,
end of a number line. Children should roll and then subtract the tens. Help children to do
a dice, and move the counter back along the this by first identifying the ones in a number
number line by the number shown on the dice sentence, then subtracting them. Next, help
that they have rolled. Ask them to then write children identify the tens and subtract them.
the corresponding subtraction sentence.

22 What’s the Difference? 23 Problem Solving (Subtraction)

GOAL

GOAL
Practice Subtract the ones, then the tens. Regroup and subtract. Solve real-life problems with subtraction.
subtracting Tens Ones Tens Ones 4 13
vertically. 7 4 7 4 5 3
− 1 2 − 1 2 −1 4 Read each story. Solve the problem.
6 2 6 2 39 Amy has 65 pages to read for homework. She has already
read 31 pages. How many pages does she have left to read?
Find the difference in each subtraction problem.
65 − 31 = 34 pages
4 8 4 5 8 8 5 4 8 6
−3 0 −1 5 −7 7 −3 3 −5 4 It is 32 miles to the airport. Mr. Miller has already driven
1 8 3 0 1 1 2 1 3 2 21 miles. How many more miles does Mr. Miller need to
drive to get to the airport?
8 9 3 4 5 2 7 4 9 6
−5 4 −1 3 −3 1 −2 3 −3 5 32 − 21 = 11 miles
3 5 2 1 2 1 5 1 6 1
Juan has a list of 21 items to buy at the store. He has already
found 11 of the items. How many more items must he find?
Find the difference by regrouping. Add 10 more to the ones.
Make the tens less by 1. Subtract the ones and then the tens. 21 − 11 = 10 items
6 12 7 17 4 13 5 15 7 14
7 2 8 7 5 3 6 5 8 4
−5 4 −2 9 −2 6 −4 7 −6 7 Find these words hidden in the puzzle. Go across or down.
1 8 5 8 2 7 1 8 1 7 C Y M I O S T J H S
Take away Difference
4 15 2 16 6 15 3 14 5 15 Subtract Minus Equal T W V F P U L K Z T
5 5 3 6 7 5 4 4 6 5 U A O E G B D X S A
−1 6 −1 7 −4 6 −2 7 −4 9 H M A S V T Y I U K
3 9 1 9 2 9 1 7 1 6 D I F F E R E N C E
R N E S Q A D G O A
Draw balloons to show this subtraction sentence. Then write the answer.
K U L Q U C X C B W
17 − 12 = 5
T S I O A T K Q D A
E R P K L I V F J Y
W U H S Y E P L A X

22 23

Help children draw a vertical line separating Ask children to solve each subtraction word
the tens and ones columns when subtracting problem. Then let them explain how they got
two-digit numbers vertically. Remind children their answers and give reasons for their thinking.
that if there are fewer ones in the top number
than in the bottom number, they must regroup
one ten as ten ones first.
24 Equal Groups 25 Counting Groups

GOAL

GOAL
Practice finding Practice counting equal groups.
equal groups.
These groups are equal.
Count the number of objects in each group, then write the number
Are the groups of objects in each row equal? Circle “yes” or “no.” on the chart below. Are the groups equal? Write “yes” or “no.”
Group 1 Group 2 Group 3 Are they
Yes No equal?
1.

6 6 6 Yes
2.
Yes No
3.

1.
Yes No
2. 4 3 5 No

Yes No 3.

1.
Yes No
2. 5 5 5 Yes

Yes No 3.

Circle three equal groups. How many cookies are there in each group? Circle two equal groups of butterflies. Answers may vary

3 cookies in each equal group

24 25

Let children fold a piece of paper in half and Let children create their own equal groups
cut out a design. Do not cut on the fold. When of objects by counting out bottle caps, pennies,
children open up their folded paper designs, beans, or any other small item found around
explain that they have two matching or equal the house.
parts, one on each side of the fold. The fold line
will show a line of symmetry.

26 Drawing Equal Groups 27 Make Equal Groups

GOAL

GOAL
Practice drawing equal groups. Practice splitting
objects into equal
groups.

Divide this row of dots into three equal groups. 14 hearts can be divided into two equal groups.

Look at the hearts in each row. Follow the directions.

Make three equal groups.

Divide this row of dots into two equal groups.

Make three equal groups.

Divide this row of dots into four equal groups.

Make two equal groups.

Divide this row of dots into four equal groups. Make two equal groups.

How many equal groups of stars can you make?

Draw 18 small flowers. Place them in 3 equal groups.

2 groups of 10 stars 4 groups of 5 stars 5 groups of 4 stars

26 27

Encourage children to trace small shapes or Give children a handful of popsicle sticks or
figures to practice drawing equal groups. Have other counters. Ask them to find out how many
them circle each equal group in their drawing. equal groups the sticks or counters will split into,
and if any stick or counter will be left over.
28 Measuring Lengths 29 Adding Lengths

GOAL

GOAL
Practice measuring lengths. Practice adding +
lengths.
2 in. + 2 in. = 4 in.
INCH 1 2 3 4 5 6

The pencil is 4 in. long.

How long is each object? Write the length of each object. Use a ruler to measure each piece of rope in inches, then add the lengths.

4 in. + 1 in. = 5 in.

INCH 1 2 3 4 5 6

5 in. long
6 in. + 3 in. = 9 in.

Use a ruler to measure each piece of rope in centimeters, then add their
INCH 1 2 3 4 5 6 lengths together.

3 in. long 8 cm + 3 cm = 11 cm

How many centimeters long are these objects?

6 cm + 9 cm = 15 cm

MM
CM 1 2 3 4 5 6 7 8 9 1 0 11 12 13 14 15

4 cm + 10 cm = 14 cm
9 cm long
Using a ruler, measure the leaf in inches.
Using a ruler, measure the leaf in centimeters.
MM
CM 1 2 3 4 5 6 7 8 9 1 0 11 12 13 14 15 leaf = 3 in. 7.5 cm

Why are the numbers different?

6 cm long Because the units of measurement are different.

28 29

Encourage children to use rulers to measure the Remind children that when they are adding
length of objects in your house or neighborhood. lengths, they must always write the correct units
Make sure that they use the terms “inches” and/or of measurement (inches, centimeters, and so on)
“centimeters” while recording their measurements. in the number sentence.

30 Subtracting Lengths 31 Problem Solving (Lengths)

GOAL

GOAL
Practice subtracting lengths. Find out how much longer one object Practice solving real-life length problems with addition and subtraction.
is than another.

Read each story. Then add or subtract the lengths to solve the problems.
Tom and Jason measured the flowers they found. Tom’s flower measured
6 in. − 4 in. = 2 in. longer 10 in. while Jason’s was 8 in. long. What was the difference in the lengths
of the flowers?
Use a ruler to measure each snake. How much longer is the snake on top? 10 in. − 8 in. = 2 in.

Jess bought a piece of ribbon that was 11 in. long. Mary bought one
that was 6 in. long. How long were the two pieces altogether?
11 in. + 6 in. = 17 in.
5 in. − 3 in. = 2 in. longer
Maria’s colored pencil was 9 in. long. Juan’s colored pencil was 6 in. long.
How much longer was Maria’s pencil than Juan’s?
9 in. − 6 in. = 3 in.

7 in. − 2 5 Maya watched an ant crawl 3 in. Then the ant crawled 7 in. more.
in. = in. longer
How many inches did the ant crawl altogether?
3 in. + 7 in. = 10 in.
Karen had a piece of yarn. It was 4 in. long. She cut off
1 in. of it. How much was left?
Linda’s drawing paper was 12 in. long. Sue’s paper was 10 in. long.
4 in. − 1 in. = 3 in. left How much longer was Linda’s paper than Sue’s?
12 in. − 10 in. = 2 in.
Jim’s fishing line was 10 in. long. Two inches
of it snapped off. How much line was left?
Anita has a piece of string that is 24 cm long.
Can she make two equal pieces from this piece of string? Yes No
10 in. − 2 in. = 8 in. left
How long would each piece be? 12 cm

30 31

Children should be reminded that they must Encourage children to read problem-solving
always write the correct units of measurement questions carefully, to first determine exactly
when they are subtracting lengths, as well. what the question is asking. Then they should
determine which operation they should use to
reach the correct answer.
32 Telling the Time 33 Writing the Time

GOAL

GOAL
Practice telling the time. Practice writing the time in numbers and in words.

Fill in the boxes with the time shown on each clock. Look at these clocks. Write the time as shown on each of them
in numbers and words.
11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2 11 12 1 11 12 1 11 12 1
9 3 9 3 9 3 9 3 10 2 10 2 10 2
8 4 8 4 8 4 8 4 9 3 9 3 9 3
7 6 5 7 6 5 7 6 5 7 6 5
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5

4 : 00 6 : 00 10 : 00 12 : 00
6 : 45 3 : 45 7 : 15

11 12 1 11 12 1 11 12 1 11 12 1 Six forty-five Three forty-five Seven fifteen

10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
4 : 30 5 : 30 8 : 00 9 : 30 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5

11 12 1 11 12 1 11 12 1 11 12 1 8 : 30 3 : 30 12 : 30
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4 Eight thirty Three thirty Twelve thirty
7 6 5 7 6 5 7 6 5 7 6 5

What is the time shown on each digital clock? Write it in numbers

2 : 00 11 : 30 11 : 00 3 : 00
and words.

Draw the hands on each clock to show the time.

3:30 1:00 7:30 2:30 8:15 10:45

11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3 2 : 30 8 : 15 10 : 45
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
Two thirty Eight fifteen Ten forty-five

32 33

Use analog clocks to let children practice telling Remind children to use a colon (:) between
the time, both to the hour and to the half hour. the hour and minute numbers when writing
They should understand that a whole hour has out times using numerals.
passed when the minute hand has swept around
the whole clock. A half hour has passed when the
minute hand has swept around half of the clock.

34 Differences Between Times 35 Problem Solving with Time

GOAL

GOAL
Review the differences in time. 11 12 1 11 12 1 Practice solving real-life time problems.
10 2 10 2
9 3 9 3
There is a half-hour difference in 8 4 8 4
the time on these clocks. 7 6 5 7 6 5
Figure out the answer to each problem.

Look at the time on the first clock in each row. Then look at 11 12 1
Sal starts school in 15 minutes.
the time on the second clock. What is the difference in time 10 2 At what time does Sal start school?
9 3
between the clocks? Circle the correct answer. 8 4
7 6 5 9 : 15
11 12 1 11 12 1
10 2 10 2
9 3 9 3 1 hour half hour 15 minutes
8
7 6 5
4 8
7 6 5
4
11 12 1
Josie feeds her cat at 10:20.
10 2 How much time will pass before she feeds her cat?
9 3
8 4
11 12 1 11 12 1
7 6 5 20 minutes
10 2 10 2
9
8 4
3 9
8 4
3
1 hour half hour 15 minutes
7 6 5 7 6 5
11 12 1
You have 30 minutes to finish reading.
10 2 At what time must you finish?
9 3
How long might each activity take? Circle the correct answer. 8 4
7 6 5 11 : 45
washing frosting
your hands a cake
11 12 1
Mary will go to bed in 6 hours. At what time will
2 minutes 2 hours 2 minutes half hour 10 2 Mary go to bed?
9 3
8
7 6 5
4
9 : 00
Circle the activity that takes longer to do.
Matt must do three small jobs. Each job will take about 15 minutes.
Then Matt wants to meet Uncle Fred for lunch at 12:00. It is a
1 minute bike ride to Uncle Fred’s. Matt starts his jobs at 11:00.
Will Matt get to lunch by 12:00? Circle “yes” or “no.”

11 12 1
10 2
9
8 4
3 Yes No
7 6 5

34 35

Let children practice using a clock to identify Propose various problem-solving time questions to
a starting time before they carry out a simple children. Let them use a model clock to determine
task, such as tying a shoe. Then ask them to the answers. Be sure they use the correct terms
check the time when they finish. Encourage (minutes or hours) with their answers.
them to work out how much time has passed.
36 Using Money 37 Adding Money

GOAL

GOAL
Practice using $2.40 Practice adding money.
and counting
money.
Bob earned money for doing different chores. How much did he earn?
Write each amount.
Draw a line to match each toy with the correct amount of money.

$1.05 95 ¢ 50 ¢

59 ¢

75 ¢ 48 ¢

40 ¢ 80 ¢
$2.40
Help Bob to get to the toy store. Follow the path that shows in order
the amounts he earned above.
Count the money below, then look at the price of the two items.
Circle the item that you can buy with the money below.
45 ¢ 36 ¢ 53 ¢

95 ¢ 22 ¢
48 ¢ 40 ¢
$1.95 $2.99
75 ¢

50 ¢ 61 ¢ 80 ¢
Will you get change? Yes No If so, how much change? 3 ¢

36 37

Let children use various coins to show different Children should practice adding money by
amounts of money. Then ask questions like, solving problems. Examples include, “You have
“Who has more money?”, “Who has less money?”, 43 ¢, which includes four dimes and a few pennies.
“Who has 98 ¢?”, and so on. How many pennies do you have?”, and “You have
30 ¢. You only have nickels. How many nickels do
you have?”

38 How Much Change? 39 Solve Money Matters

GOAL

GOAL
Practice subtracting 27 ¢ Practice solving money problems.
money.
Change is 3 ¢
Read each problem and solve it.
Look at the price of each food item that you buy. Figure out the change Kim has 65 ¢ in her pocket. She takes out these coins.
you will receive.
You buy You have Your change How much does she still have in her pocket? Circle the answer.
25 ¢ 15 ¢ 10 ¢
22 ¢ 3¢
Amy has 53 ¢. Her mother gives her 32 ¢ more.
85 ¢
How much does Amy have altogether?
35 ¢
15 ¢ Jill has 55 ¢. She earns 20 ¢ more. How much 75 ¢
money does Jill have now?
Can Jill buy ? Will Jill receive change?
65 ¢
21 ¢ 4¢
Yes No Yes No

58 ¢ How much? Jill will receive 10 ¢.

2¢
Amir has these coins.
He wants to buy a
$1.50 baseball card for 55 ¢.
50 ¢
Does he have enough money? Explain
Yes No Amir is short 5 ¢.
Find these words hidden in the C J L Y U B
puzzle. Go up, down, left, or right. H P E N N Y You have 57 ¢. Based on this price list, which two items could you buy?
A R K A T C Glue and marker or Glue 30 ¢
Buy Penny Nickel Dime
N P C N N O Glue and eraser or Eraser 13 ¢
Change Cent Coin Marker 22 ¢
G D I M E I Eraser and scissors or
E D N B C N Eraser marker Scissors 40 ¢
and

38 39

Write down a list of items for sale, each with a Help children write simple problem-solving
price. Tell children to pretend that they have money stories. Have them read their stories
a certain amount of money to spend. Then ask aloud and solve them. Check their working
them to figure out which items they can buy with methods carefully.
the money they have, and how much change they
will have left over, if any.
40 Describe 2-D Shapes 41 Symmetry

GOAL

GOAL
Practice describing 2-D or plane shapes Corner Side Corner Practice drawing lines to divide
by the number of corners and sides. things into two equal parts.
Side Side
This is a line of symmetry.
A square has 4 sides and 4 corners.
Corner Corner
Side
Draw a line of symmetry for each shape.
Look at these shapes. Count the total corners and sides in each shape.

4 sides 3 sides 0 sides

4 corners 3 corners 0 corners

Draw a line of symmetry for each letter.
Look at each shape. Draw another one that is of the same size and shape.

Mrs. Walters buys a rug that is shaped like an oval. Draw two lines of symmetry for each shape.
Which one did she buy? Circle it.

40 41

Invite children to think of five foods that have Help children cut from old newspapers and
shapes similar to those they have learned about. magazines pictures of objects that have symmetry.
Encourage them to draw a picture of each of those They can glue the pictures to a sheet of paper and
foods, and to write the name of the similar shape draw lines of symmetry on them.
under each picture.

42 Describe 3-D Shapes 43 Position

GOAL

GOAL
Learn more about 3-D Practice using position words.
shapes by matching and
counting the faces. A rectangular prism has 6 faces.
In front of Below Behind Above
Cone Sphere Cube Pyramid Cylinder Rectangular prism Read the sentences. Choose the correct word or words from the box to
complete each sentence.

Shade in the figures in each group that have the same shape. The pyramid is The cylinder stands
above the cube. in front of a pyramid.

The rectangular prism is The rectangular prism is

Circle the objects that have the same shape as the first figure in each row.
behind the sphere. below the cylinder.

12 3 Look at the position of each shape. Circle the answer to each question.
3 12
4 5
456
7 6
8 9 78
9
Which shape is on Which shape is below
top of the other? the other?
How many flat faces does each figure have?
Rectangular prism Cube Sphere Cylinder
2 flat faces 5 flat faces 0 flat faces

How many faces does each figure have?

cube 6 faces rectangular prism 6 faces Which shape is to the right Which shape is between
of the cube? the other two?
How are these shapes alike? Both have the same number of faces. Pyramid Cylinder Cone Sphere Pyramid

42 43

Give children some toothpicks and bits of Invite children to place solid shapes together
modeling clay, and help them construct models in various arrangements: in rows, one on top of
of the 3-D shapes they have learned about. another, near one another, far from one another,
and so on. Then ask them to describe each solid
shape’s position in relation to another shape.
44 Pictographs 45 Use a Table

GOAL

GOAL
Practice using pictographs. Learn to use tables.

Look at each pictograph. Then answer each question. Look at each table. Answer the questions that follow.
Kinds of Books Children Like to Read 1 book = 1 child Children’s Favorite Snacks = 1 child

Animal Fruit

Funny Crackers

Scary Cookies

How many children like to read animal books? Trail mix

5
Which kind of book do most children like to read? Animal How many children like fruit best? 3
Do more children like to read funny books or scary books? Funny Which snack do most children like best? Trail mix
Which snack do fewest children like best? Crackers
Ice-cream Cones Sold 1 ice-cream cone = 3 sold
How many children like cookies best? 4
Vanilla
Color of Children’s Eyes = 1 child
Chocolate
Strawberry Blue
Mint Hazel
Bubble gum Green

How many strawberry ice-cream cones were sold? 6 Brown

Which ice-cream flavor sold the most? Chocolate How many children does the table show altogether? 14
How many ice-cream cones were sold in all? 45 How many children have blue eyes? 5
Which flavor sold the fewest number of cones? Mint Which eye color do more children have—brown or hazel? Brown
How many more vanilla cones were sold than bubble gum cones? 3 Which eye color do fewest children have? Green

44 45

Be sure that children pay attention to the key Ask children to count the animals they see on
for each graph. On some graphs one image a walk. Help them to keep a record of the types
represents one person or object, while on others of animals they see and the number of each type.
an image represents two or three people or After the walk, invite children to make a table to
objects. If needed, children can draw tally show the data that they have collected. Ask them
marks to help them count how many. questions about the table.

46 Watch the Line! 47 Bar Graphs

GOAL

GOAL
Practice reading and plotting graphs. Make and understand bar graphs.

A pet store checked how many ferrets were sold each month. Count how many balls there are of each color in the basket.
Use the line graph to answer each question. Shade in that number of boxes on the graph.
Ferrets Sold in Five Months Colored Balls in the Basket
B R G
In which month were
G
Number of Balls

7 the most ferrets sold? 6

R B
Number of Ferrets Sold

5
6 May
4 B R R
5
In which month were 3 B R G
4 fewest ferrets sold? 2
1
3 January Which color are most of the balls?
Red (R) Green (G) Blue (B)
2 Colors Red
How many ferrets 6
1 were sold in March?
Todd walked to town with his mother. He counted shapes he
0 saw along the way. He made a table to show what he saw.
How many more ferrets
January February March April May were sold in April than 1 Shapes Todd Saw Circle
Months in February?
Square
The chart shows how many inches Barb has grown since she Rectangle
was 2 years old. Place a small dot on the graph for each age Triangle
and height on the chart. Then connect the dots with lines.
Barb’s Height Graph Look at the table, then shade in the number of boxes on the graph
30 inches at 2 years 60 below to show how many of each shape Todd saw.
9
40 inches at 4 years 50
Height in Inches

8
Number of Shapes

55 inches at 6 years 40 7
60 inches at 8 years 6
30 5
20 4
3
10 2 Look at the bar graph.
0 1 Which shape did Todd
see fewest of?
2 years 4 years 6 years 8 years Circle Square Rectangle Triangle
Age Shapes Triangle

46 47

Help children understand that a line graph is Give children a sheet of graph paper. Help them
used to show information that changes over to make a graph to show the different eye colors
time. Explain that it is helpful to make a list of family and friends. Ask them questions about
of the information you want to show first, what the graph is telling them.
before plotting it on a line graph.