## Envision Math Common Core 2nd Grade Answers Key Topic 9 Numbers to 1,000

**enVision STEM Project: Breaking Apart and Putting Together**

Find Out Collect sets of building blocks. Take turns and work together. Use the blocks to build a model. Then take that model apart and use the same blocks to build a different model.

Journal: Make a Book Show your models in a book.

In your book, also:

- Tell how many pieces you used to build your models.
- Show how to use place-value blocks to model different names for the same number.

Answer:

Building the Blocks:

- Tell how many pieces you used to build your models.

- I have used 20 blocks to create the above model.
- I have used 13 plain blocks and 7 wheel blocks.

- Show how to use place-value blocks to model different names for the same number.

**Review What You Know**

**Vocabulary**

Question 1.

Circle the coin with the least value. Put a square around the coin with the greatest value.

Answer:

Question 2.

Circle the number that has 5 ones and 4 tens.

54

45

40

5

Answer:

Question 3.

Tom is having breakfast. The minute hand on the clock shows half past 7 o’clock. Circle the time on the clock.

7:15 a.m.

7:30 a.m.

7:15 p.m.

7:30 p.m.

Answer:

**Counting Money**

Question 4.

Circle coins that total 37¢.

Answer:

**Breaking Apart Numbers**

Question 5.

Break apart each number into tens and ones.

23 = ___ + ___

47 = ___ + ___

96 = ___ + ___

Answer:

23 = 2 tens + 3 ones

47 = 4 tens + 7 ones

96 = 9 tens + 6 ones

**Math Story**

Question 6.

Howie has $13. A. backpack costs $30. How much more money does Howie need to buy the backpack?

$ ____

Answer:

Howie has $13. A. backpack costs $30. He already has $13 so we have to subtract $30 – $13 = $17. Howie needs $17 more to buy a backpack.

**Pick a Project**

**PROJECT 9A**

Which are the hottest planets in our solar system?

Project: Make a Planets Poster

Answer:

Sun is the Hottest planet in out solar system but sun doesn’t be called as Planet it is called as Star. When according to planets the hottest planet in our solar system is Venus with 464 temperature

Drawing a Poster for Planets:

**PROJECT 9B**

What is the height of the tallest waterfall in the world?

Project: Design a Waterfall Guide

Answer:-

The height of the tallest waterfall in the world is Denmark Strait cataract with 3,505 m of height.

**Designing a Natural Waterfall**

- Use large rocks. In nature, a river or stream will clear out small pebbles and stones over time, leaving behind the larger stones and boulders.
- Blend the waterfall into the landscape.
- Use a waterfall filter to make your life easier.

**PROJECT 9C**

How much do large animals weigh?

Project: Create an Animal Riddle Booklet

Answer:

The Antarctic blue whale (Balaenoptera musculus ssp. Intermedia) is the biggest animal on the planet, weighing up to **400,000 pounds** (approximately 33 elephants) and reaching up to 98 feet in length.

**Task
**Kids love jokes and riddles! Your class will create a series of riddles that other students can use to learn about animals.

**Engage**

In this lesson, students will complete research about an animal and demonstrate their knowledge about the animal by creating a riddle they present to challenge other student’s knowledge.

Introduce your students to animal riddles by reading ABC Animal Riddles (rhyming verse) by Susan Joyce or If Not for the Cat (haiku) by Jack Prelutsky. These books will engage your students in the process and demonstrate various ways that riddles can be written.

Discuss the riddles you have read with your students. You might ask:

- What was your favorite riddle? Why?
- What clues helped you figure out the answer?
- What types of words did the author use?
- What makes a good riddle?

Let your students know that they will be creating their own animal riddles. Each student will choose an animal and create two pages in Wixxie for the riddle.

Page 1 will be the riddle. An example might look like this:

*I have beautiful black spots. I am a carnivore. I live on the savanna. I am the fastest land animal on the planet.*

Page 2 will be an illustration of the animal.

Brainstorm a list of different animals with the entire class. Depending on your current science focus, you may want to narrow your brainstorm to types of animals, such as mammals, or animals that live in a particular habitat like the desert.

Students should choose one animal from the list and write down what they already know about the animal using a cluster, character trait map, or other graphic organizer.

In order to formulate the riddle, students will write clues based on the following questions:

- What does this animal look like?
- Where does it live?
- What does it eat?
- What makes it unique?

Give students time in the library or online to research the answers to these questions. Students should add their research notes to their existing cluster organizer.

**Create
**When their research is complete, students should write a draft of the riddle. Students can write their riddle a number of ways. For example, the riddle could contain four sentences that explain:

- Sentence 1: how the animal looks
- Sentence 2: what the animal eats
- Sentence 3: where the animal can be found
- Sentence 4: a unique fact or distinguishing characteristic

The riddle could also take the form of a haiku!

Students can use a tool like Wixie to create their riddle pages. Use the Text tool to add the text of the riddle to page 1. Use the paint tools or image button to illustrate the animal.

**3-ACT MATH PREVIEW**

**Math Modeling**

**Makes Cents**

Before watching the video, think: How can you save money you earn or find? What are some good places to put your money? What are some good ways to sort your money?

### Lesson 9.1 Understand Hundreds

**Activity**

**Solve & Share**

What is another way to show 100? Draw a picture and explain.

Answer:-

**Visual Learning Bridge**

**Convince Me!**

10 ones make ten. 10 tens make I hundred. 10 hundreds make I thousand. Do you see a pattern? Explain.

**Guided Practice**

Complete each sentence. Use place-value blocks and your workmat to help.

Question 1.

Answer:

Question 2.

Answer:

**Independent Practice**

Complete each sentence. Use models if needed.

Question 3.

___ equals ___ hundreds, ___ tens, and __ ones.

Answer:

Question 4.

___ equals ___ hundreds, ___ tens, and __ ones.

Answer:

Question 5.

___ equals ___ hundreds, ___ tens, and __ ones.

Answer:

Question 6.

___ equals ___ hundreds, ___ tens, and __ ones.

Answer:

Question 7.

**Number Sense** Complete the pattern.

Answer:

**Problem Solving**

Solve each problem. Use models if needed.

Question 8.

**Use Tools** Lucy picked a number. She says her number has 8 hundreds, 0 tens, and o ones.

What is Lucy’s number?

____

Answer:

Question 9.

**Vocabulary** Complete the sentences using the words below.

There are 100 ___ in one hundred.

There are 10 ___ in one ___.

Answer:

There are 100 **ones** in one hundred.

There are 10 **tens** in one **hundred**.

**Higher Order Thinking**

Farrah and Cory are playing beanbag toss. Circle the two other numbers they each must get to score 1,000 points.

Question 10.

Farrah has 300 points.

200 500 600 300

Answer:

Explanation: Farrah and Cory need 1000 points and Farrah already have 300 points and Cory needs 700 points to make 1000 points.

Question 11.

Cory has 500 points.

100 200 400 700

Answer:

Explanation: Farrah and Cory need 1000 points and Cory already have 500 points and Farrah needs 500 points to make 1000 points.

Question 12.

**Assessment Practice** Each box has 100 pencils. Count by hundreds to find the total. Which number tells how many pencils are in the boxes?

A. 170

B. 700

C. 800

D. 900

Answer:

700

Explanation: Each box has 100 pencils. We have 7 boxes of crayons so 100 + 100 + 100 + 100 + 100 + 100 + 100 = 700

### Lesson 9.2 Models and 3-Digit Numbers

**Activity**

**Solve & Share**

How can you use place-value blocks to show 125? Explain.

Draw your blocks to show what you did.

;

Answer:

**Visual Learning Bridge**

**Convince Me!**

How many hundreds are in 395? How many tens? How many ones?

Answer: There are 3 hundreds, 9 tens, and 5 ones in 395

**Guided Practice**

Write the numbers shown. Use place-value blocks and your workmat if needed.

Question 1.

Answer:

Question 2.

Answer:

**Independent Practice**

Write the numbers shown. Use models and your workmat if needed.

Question 3.

Answer:

Question 4.

Answer:

Question 5.

Answer:

Question 6.

Answer:

Question 7.

Answer:

Question 8.

Answer:

Question 9.

**Higher Order Thinking** Find the number. It has 5 hundreds. The digit in the tens place is between 5 and 7. The number of ones is 2 less than 4. ___

Answer: The number is 562 because there are 5 hundreds and the tens is between 5 and 7 and that is 6 and the one 2 less than 4

**Problem Solving**

Solve the problems below.

Question 10.

**Make Sense** Complete the chart. A number has an 8 in the hundreds place. It does not have any tens. It has a 3 in the ones place. Check that your answer makes sense.

What is the number?

Answer:

Question 11.

Draw models to show hundred, 4 tens, and 3 ones. Then write the number in the chart.

Answer:

Question 12.

**Higher Order Thinking** Choose a three digit number. Draw models to show the hundreds, tens, and ones for your number. Write the number below.

___

Answer:

Question 13.

**Assessment Practice** Katie used these models to show a number. Which number is shown?

A. 759

B. 768

C. 858

D. 859

Answer: A. 759

Explanation: We have 100 cube box 7 and 10 cube boxes 5 and 9 cube boxes so the answer is 759

### Lesson 9.3 Name Place Values

**Solve & Share**

Jake says the 3 in 738 has a value of 3. He shows this with 3 ones blocks. Do you agree with Jake? Explain. Use the chart to help.

Answer:

**Visual Learning Bridge**

**Convince Me!**

How can you find the value of a digit using a place-value chart?

Answer:

**Guided Practice**

Use place-value blocks to show the number. Next, complete the place-value chart. Then write the value of each digit.

Question 1.

348

**Independent Practice**

Circle the correct values for the underlined digit in each number.

Answer:

Question 7.

Use the number to answer each question.

902

What is the value of the 9?

What is the value of the 0?

What is the value of the 2?

Answer:

Question 8.

**Higher Order Thinking** Write the number that has the following values.

– The tens digit has a value of 70.

– The ones digit has a value of 5 ones.

– The hundreds digit has a value of 8 hundreds.

Answer:

**Problem Solving**

Use place value to solve each problem.

Question 9.

Complete the chart to find the number.

The number has 9 hundreds. It has 5 tens. It has 8 ones.

What is the number? ___

Answer:

The Number is 958.

Question 10.

**Model** Courtney drew a picture of place value blocks to show the number 793. Draw the blocks to show what Courtney’s picture may have looked like.

Answer:

Question 11.

**Higher Order Thinking** A class needs to build the number 123 with place-value blocks but does NOT have any hundreds blocks. How can they build 123 using other place-value blocks?

Answer:

Question 12.

**Assessment Practice** What is the value of the 6 in the number 862?

A. 6

B. 10

C. 60

D. 600

Answer: C. 60

### Lesson 9.4 Read and Write 3-Digit Numbers

**Solve & Share**

What is another way to write the number 231? Explain.

Answer:

**Visual Learning Bridge**

**Convince Me!**

How many hundreds, tens, and ones does the number six hundred forty have?

Answer:-

**Guided Practice**

Use the models to solve each problem.

Question 1.

Write the number in expanded form. Then write it in standard form.

Answer:

Question 2.

Write the number in expanded form. Then write it in word form.

Answer:

**Independent Practice**

Write the number in word form and standard form.

Question 3.

300 + 80 + 2

Answer:

Question 4.

200 + 6

Answer:

Question 5.

600 + 90 + 5

Answer:

Question 6.

500 + 30 + 3

Answer:

Question 7.

Write eight hundred seventy-four in expanded form and standard form.

Answer: 874

800 + 70 + 4

Eight hundred and seventy four.

Question 8.

Write 478 in expanded form and word form.

Answer: 478

400 + 70 + 8

Four hundred and seventy eight.

Question 9.

**Higher Order Thinking** Write the number in two different ways. It has 5 hundreds. The tens digit is 1 less than the hundreds digit. The ones digit is 2 more than the hundreds digit.

Standard form: ____ Expanded form: ____

Answer:

Standard form: 547

Expanded form: 500 + 40 + 7

**Problem Solving**

Use place-value models to help you solve the problems below.

Question 10.

**Vocabulary** There are 493 pages in a book.

Write the number 493 in c expanded form.

___ + ___ + ____

Write the number 493 in word form.

______________

Answer:

Expanded form: 400 + 90 + 3

Word form: Four Hundred and Ninety Three

Question 11.

**Higher Order Thinking** Draw hundreds, tens, and ones to show a three-digit number. Next, write the number in expanded form. Then use the word form of the number in a sentence.

Answer:

Question 12.

**Assessment Practice** The model shows a three-digit number. Which is the standard form of the number?

A. 300 + 80 + 6

B. 386

C. 300 + 90 +7

D. 397

Answer:

B. 386

### Lesson 9.5 Different Ways to Name the Same Number

**Activity**

**Solve & Share**

Use place-value blocks. Show two ways to make 213. Then draw each way. Tell how your ways are alike and different.

Answer:

**Visual Learning Bridge**

**Convince Me!**

How can you show that 5 hundreds and 4 tens has the same value as 4 hundreds and 14 tens?

Answer:- 5 hundreds are 500 and 4 tens are 40 Therefore, 500 + 40 = 540

Likewise, 4 hundreds are 400 and 14 tens are 140 Therefore, 400 + 140 = 540

In second equation we have 14 tens and in 1st equation we have only 4 tens.

**Guided practice**

Use place-value blocks to count the Practice hundreds, tens, and ones. Show two other ways to make the number.

Question 1.

132 = ______________

132 = ______________

Answer:

132 = 100 + 30 + 2

132 = One Hundred and Thirty Two

132 = (100 x 1) + (30 x 1) + (2 x 1)

**Independent Practice**

Use place-value blocks to count the hundreds, tens, and ones.

Then show two other ways to make the number.

Question 2.

418 = _______

418 = _______

418 = _______

Answer:

418 = 400 + 10 + 8

418 = Four Hundred and eighteen

418 = (400 x 1) + (10 x 1) + (8 x 1)

Question 3.

163 = ______

163 = ______

163 = ______

Answer:

163 = 100 + 60 + 3

163 = One Hundred and Sixty Three

163 = (100 x 1) + (60 x 1) + (3 x 1)

Question 4.

225 = ______________

225 = ______________

225 = ______________

Answer:

225 = 200 + 20 + 5

225 = Two Hundred and Twenty Five

225 = (200 x 1) + (20 x 1) + (5 x 1)

**Algebra** Write the missing number.

Question 5.

698 = 500 + ____ + 8

Answer:

698 = 500 + 190 + 8

Question 6.

939 = 900 + 20 + ____

Answer:

939 = 900 + 20 + 19

Solve the problems below.

Question 7.

Carl made this model to show a number.

What number is shown?

Draw models to show another way Carl could make this number.

Answer:

The Number is 475

Question 8.

**Explain** Neha wants to make the same number in different ways. She says 300 + 130 + 9 equals the same number as 500 + 30 + 9. Do you agree with Neha? Explain.

Answer:

No!, I don’t agree with Neha because 300 + 130 + 9 = 439; and 500 + 30 + 9 = 539

Question 9.

**Higher Order Thinking** Make 572 as hundreds, tens, and ones. Write as many ways as you can.

Answer:

500 + 70 + 2 = 572

400 + 170 + 2 = 572

300 + 270 + 2 = 572

200 + 370 + 2 = 572

100 + 470 + 2 = 572

Question 10.

Assessment Practice which is a way to show 687? Choose all that apply.

600 + 70 + 17

600 + 80 + 7

600 + 180 + 7

500 + 180 + 7

Answer:

### Lesson 9.6 Place-Value Patterns with Numbers

**Activity**

**Solve & Share**

Write the missing numbers in the chart. Be ready to explain how you found the missing numbers.

Answer:

**Visual Learning Bridge**

**Convince Me!**

Use mental math and place-value patterns to write each missing number.

538, 539, ____ ,541, 542

481, 491, ____,511, 521

Answer:

538, 539, 540 ,541, 542

481, 491, 501,511, 521

**Guided Practice**

Use place-value patterns and mental Practice math to find the missing numbers.

Question 1.

Question 2.

Answer:

**Independent Practice**

Use place-value patterns and mental math to find the missing numbers.

Question 3.

Answer:

Question 4.

Answer:

Question 5.

456, 457, 458, ___, ___,

461, 462, ___, ___, ____

Answer:

456, 457, 458, 459, 460

461, 462, 463, 464, 465

Question 6.

620, 630, 640, ___, 660, ___

680, 690, ___, 710, ___

Answer:

620, 630, 640, 650, 660, 670

680, 690, 700, 710, 720

Question 7.

232, 242, ___, 262, ___,

___, 292, 302, __, ___

Answer:

232, 242, 252, 262, 272,

282, 292, 302, 312, 322

Question 8.

991, 992, ___, ___, 995,

__, 997, ___, 999, ___

Answer:

991, 992, 993, 994, 995,

996, 997, 998, 999, 1000

**Number Sense**

Describe each number pattern.

Question 9.

Answer:

The sequence of number is added up by 100.

Question 10.

Answer:

The sequence of number is added up by 10.

**Problem Solving**

Solve each problem.

Question 11.

**Look for Patterns** Sally sees a pattern in these numbers. Describe the pattern.

Answer: These are the sequence of the Natural numbers.

Question 12.

**Look for Patterns** Yoshi sees a pattern in these numbers. Describe the pattern.

Answer:

The sequence of number is added up by 10.

Question 13.

**Higher Order Thinking** Write your own three-digit numbers. Describe the number pattern for your numbers.

Answer:

The sequence of number is added up by 10.

Question 14.

**Assessment Practice** Use the numbers on the cards. Write the missing numbers in the number chart.

Answer:

### Lesson 9.7 Skip Count by 5s, 10s, and 100s to 1,000

**Activity**

**Solve & Share**

Use the number line to skip count by 5s, starting at 0. Write the two missing numbers. Describe any patterns you see.

Answer:

**Visual Learning Bridge**

**Convince Me!**

How could you use the number line in the first box above to skip count by 10s starting at 400?

Answer:

**Guided Practice**

Skip count on the number line. Write the missing numbers.

Question 1.

Question 2.

Answer:

**Independent Practice**

Skip count on the number line. Write the missing numbers.

Question 3.

Answer:

Question 4.

Answer:

Look at the skip counting pattern. Write the missing numbers.

Question 5.

100, 200, 300, 400, __, ___

Answer:

100, 200, 300, 400, 500, 600

Question 6.

950, 960, ___, 980, 990, ___

Answer:

950, 960, 970, 980, 990, 1000

Question 7.

480, 490, 500, ___, ___, 530

Answer:

480, 490, 500, 510, 520, 530

Question 8.

745, 750, __, __, 765, ___

Answer:

745, 750, 755, 760, 765, 770

Question 9.

**Algebra** Write the missing numbers.

300 + ___ = 400

85 + ___ = 50

990 + __ = 1,000

Answer:

300 + 100 = 400

85 – 35 = 50

990 + 10 = 1,000

**Problem Solving**

Solve the problems below.

Question 10.

**Reasoning** Greg is skip counting. He writes 430, 435, 440 on paper. Greg wants to write 3 more numbers after 440. What should they be?

Answer:

430, 435, 440, 445, 450, 455.

Question 11.

**Reasoning** Zoe is skip counting. She writes 500, 600, 700 on paper. Zoe wants to write 3 more numbers after 700. What should they be?

Answer:

500, 600, 700, 800, 900, 1000.

Question 12.

**Higher Order Thinking** What number is used to skip count on this number line? How do you know? What numbers did the arrows land on at the jumps?

Answer:

The sequence of number is added up by 10. Because 300 is added up by 10 so it became 310.

Question 13.

**Assessment Practice** Roy played 4 video games. He scored 110, 115, 120, and 125 points.

Skip counting by what number from 110 to 125 is shown on the number line?

A. 2

B. 5

C. 10

D. 100

Answer:

B. 5

### Lesson 9.8 Compare Numbers Using Place Value

**Activity**

**Solve & Share**

Joy and Zach flipped three number cards. Then they each made a number. Joy made 501 and Zach made 510. Who made the greater number? How do you know? Use place-value blocks to help you solve.

Answer:-

**Visual Learning Bridge**

**Convince Me!**

How would you compare 995 and 890? Explain.

Answer:-

995 is greater than 890; 995 > 890 because 995 is greater value with 105 numbers

**Guided Practice**

Use place-value blocks to show each number. Practice Compare. Write greater than, less than, or equal to. Then write >, <, or =.

Question 1.

Answer:

Question 2.

816 is ____ 819.

Answer:

816 is Less than 819.

**Independent Practice **

Use place-value blocks to show each number. Compare Write greater than, less than, or equal to. Then write >, <, or =.

Question 3.

572 is ___ 577.

Answer:

572 is Less than 577.

Question 4.

256 is ___ 243.

Answer:

256 is Greater than 243.

Question 5.

837 is ___ 837

Answer:

837 is Equal to 837

Question 6.

486 is __ 468.

Answer:

486 is Greater than 468.

Question 7.

208 is __ 208.

Answer:

208 is Equal to 208.

Question 8.

936 is ___ 836.

Answer:

936 is Greater than 836.

Question 9.

821 is ____ 821.

Answer:

821 is Equal to 821.

Question 10.

347 is ___ 437.

Answer:

347 is Less than 437.

Question 11.

286 is ___ 189.

Answer:

286 is Greater than 189.

Question 12.

**Higher Order Thinking** Find one number that will make all three comparisons true.

____ < 111 ___ > 109 ___ = 110

Answer:

110 < 111; 110 > 109; 110 = 110

**Problem Solving**

Compare. Write >, <, or =. Then answer the question.

Question 13.

**Reasoning** Ming sells 319 tickets. Josie sells 315 tickets.

Answer:

Question 14.

**Reasoning** Jared earned 189 pennies doing chores. Tara earned 200 pennies doing chores. Who earned more pennies?

___ earned more pennies.

Answer:

Tara earned more pennies.

Question 15.

**Higher Order Thinking** Compare the numbers 298 and 289. Write the comparison two ways. Then explain your thinking.

Answer:

200 + 90 + 8 = 298 greater than 200 + 80 + 9

The number 298 is greater than 289 with 10 numbers. 289 is having 10 numbers less than 298.

Question 16.

**Assessment Practice** Solve the riddle to find the number of coins in the second chest. Then compare the numbers. The two numbers have the same digits. The hundreds digits are the same. The tens and ones digits are in different orders.

A. 556 < 665

B. 556 > 565

C. 556 = 565

D. 556 < 565

Answer:

D. 556 < 565

### Lesson 9.9 Compare Numbers on the Number Line

**Activity**

**Solve & Share**

This number line shows only one number. Name a number that is greater than 256. Then, name a number that is less than 256. Show your numbers on the number line and explain why you are correct.

260 is greater than 256.

250 is less than 256.

**Visual Learning Bridge**

**Convince Me!**

Can you write a number that is less than 325, and that is not shown on the number line above? Explain.

Answer:

Explanation: The number 125 is less then 325 because the number 125 is having less value than the number 325

with 200 numbers less.

**Guided Practice**

Write a number to make each comparison correct. Practice Draw a number line to help if needed.

Question 1.

__461__ < 467

Answer:

Question 2.

___ < 470

Answer:

466 < 470

Question 3.

132 < ___

Answer:

132 < 150

Question 4.

263 < ___

Answer:

263 < 270

Question 5.

675 > ___

Answer:

675 > 670

Question 6.

684 = ___

Answer:

684 = 684

**Independent Practice**

Write a number to make each comparison correct. Draw a number line to help if needed.

Question 7.

421 > ___

Answer:

421 > 420

Question 8.

___ < 884

Answer:

880 < 884

Question 9.

959 < ___

Answer:

959 < 960

Question 10.

__ < 619

Answer:

615 < 619

Question 11.

103 = ___

Answer:

103 = 103

Question 12.

566 > ___

Answer:

566 > 560

Question 13.

394 < ___

Answer:

394 < 400

Question 14.

___ < 417

Answer:

415 < 417

Question 15.

___ > 789

Answer:

790 > 789

Write <, >, or = to make each comparison correct.

Question 16.

107 106

Answer:

107 106

Question 17.

630 629

Answer:

630 629

Question 18.

832 832

Answer:

832 832

Question 19.

**Higher Order Thinking** Write a number to make each comparison correct. Place the numbers on the number lines.

Answer:

**Problem Solving**

Solve the problems below.

Question 20.

**Reasoning** Kim is thinking of a number. It is greater than 447. It is less than 635. What could the number be?

Answer: Kim is thinking of the number is 555 because it is greater than 447 and it is less than 635. So, the number could be 555.

Question 21.

**Reasoning** Don is thinking of a number. It is less than 982. It is greater than 950. What could the number be?

Answer: Don is thinking of a number. The number is 970 because it is increasing by 2 so they relate by 2.

Question 22.

**Higher Order Thinking** Monty picked a number card. The number is greater than 282. It is less than 284. What is the number? ___

Explain how you know.

Answer:

Monty picked a number card. The number is greater than 282. It is less than 284. The number is 283 because it is less then 284 and it is greater than 282 and the between number is 283.

Question 23.

**Assessment Practice** Which number is neither greater than nor less than the number shown?

A. 157

B. 158

C. 159

D. 168

Answer:

B. 158

### Lesson 9.10 Look For and Use Structure

**Problem Solving**

**Activity**

**Solve & Share**

Sort the numbers 500, 800, 600, 400, and 700 from least to greatest. Describe any number patterns that you see. Are there any other numbers that fit the pattern?

Answer:

**Thinking Habits**

Are there things in common that help me? Is there a pattern? How does it help?

**Visual Learning Bridge**

**Convince Me!**

How can you use the pattern to find the next three red jersey numbers?

Answer: 224, 324, 424, 524, 624, 724, 824, 924, 1024. I have found the other jersey numbers by increasing hundredths digit by adding 100 so in this way jersey number.

**Guided Practice**

Look for a pattern to solve each problem.

Question 1.

The yellow team is sorting their uniforms.

Sort the first four jersey numbers from least to greatest.

Answer:

Question 2.

Look for a pattern in the sorted jersey numbers. What is the pattern rule?

Answer:

This is the pattern where the number was increased by 10. The tenths were increased by 10.

Question 3.

What is the next greatest yellow jersey number?

Answer: The next greatest yellow jersey number is 460.

**Independent Practice**

Break the problem into simpler parts to solve. Use a hundreds chart, a number line, or place value chart if you need to.

Question 4.

The blue team wants to sort their jersey numbers from greatest to least. After they sort the numbers, what number would come next?

List the jersey numbers from greatest to least.

Look for a pattern in the sorted jersey numbers. What is the pattern rule?

What jersey number is next in the pattern?

Answer:

The next number in the jersey pattern is 450.

Question 5.

A librarian sorted these books. Find the missing book number. Describe one pattern you notice.

?

Answer:

The number was increased my 10 in its tenth value so every number was increased by 10.

**Problem Solving**

**Performance Task**

**Mail Delivery**

Sam delivered mail to four houses numbered 115, 120, 110, and 105. He started at the house with the least number and continued to the house with the greatest number. If the number pattern continues, what are the next three house numbers?

Question 6.

**Reasoning** Sort the numbers of the first four houses from least to greatest. Then write the sorted numbers on the houses in the top row above.

Answer:

Question 7.

**Look for Patterns** What is the pattern rule for the four house numbers you sorted?

What are the next three house numbers?

Write the numbers of the houses in the bottom row of houses above.

Answer:

Question 8.

**Explain** Why do you sort the numbers before looking for a pattern? Explain.

Answer: We naturally sort objects and information into different groupings so that we can more easily identify their similarities and differences.

### Topic 9 Fluency Practice

**Activity**

Color a path from Start to Finish. Follow the sums and differences that are even numbers. You can only move up, down, right, or left.

Answer:

**Topic 9 Vocabulary Review**

**Understand Vocabulary**

Write standard form, expanded form, or word form.

Word List

• compare

• decrease

• digits

• equals (=)

• expanded form

• greater than (>)

• hundred

• increase

• less than (<)

• ones

• place-value chart

• standard form

• tens

• thousand

• word form

**Understand Vocabulary**

write standard form, expanded form, or word form

Question 1.

400 + 30 + 7

Answer:

Four hundred thirty-seven

Question 2.

four hundred

thirty-seven

___

Answer:

437

Question 3.

437

___

Answer:

400 + 30 + 7

Label each picture. Use terms from the Word List.

Question 4.

Answer:

Hundred

Question 5.

Answer:

Standard Form

Question 6.

Answer:

Hundred

Compare. Complete each sentence.

Question 7.

901 is ___910.

Answer:

901 is Equal to 910.

Question 8.

429 ____ 400 + 20 + 9.

Answer:

429 Equal to 400 + 20 + 9.

**Use Vocabulary in Writing**

Question 9.

What is the next number in the pattern?

911, 921, 931, 941, _____

Explain how you solved the problem. Use terms from the Word List.

Answer:

### Topic 9 Reteaching

**Set A**

10 tens make 1 hundred. You can count by hundreds.

Complete the sentence. Use models if needed.

Question 1.

___equals___hundreds,

___tens, and ___ones.

Answer:

900 equals 900 hundreds,

0 tens, and 0 ones.

**Set B**

You can use place value to help you write numbers.

There are 3 hundreds, 2 tens, and 4 ones in 324.

Write the numbers. Use models and your workmat if needed.

Question 2.

Answer:

Question 3.

Answer:

**Set C**

You can write a number using the standard form, expanded form, and word form.

Write the number in standard form, expanded form, and word form.

Question 4.

Answer:

**Set D**

You can show different ways to make numbers.

Look at the models in the chart. Show three different ways to make the number.

Question 5.

153 = ___ + ___ + ___

153 = ___ + ___ + ___

153 = ___ + ___ + ___

Answer:

153 = 100 + 50 + 3

153 = 100 + 40 + 13

153 = 150 + 3

### Topic 9 Reteaching

**Set E**

You can look for patterns with numbers on a hundreds chart.

From left to right, the __Ones__ digit goes up by 1.

From top to bottom, the __tens__ digit goes up by 1.

Use place-value patterns to find the missing numbers.

Question 6.

Answer:

Question 7.

Answer:

**Set F**

You can skip count by 5s, 10s, and 100s on a number line.

Skip count on the number line. Write the missing numbers.

Question 8.

Answer:

**Set G**

You can use place value to compare numbers.

Compare each pair of numbers. Write >, <, or =.

Question 9.

785 793

Answer:

785 793

Question 10.

199 198

Answer:

199 198

Question 11.

452 452

Answer:

452 452

Question 12.

805 810

Answer:

805 810

Question 13.

902 897

Answer:

902 897

Question 14.

451 516

Answer:

451 516

Question 15.

636 629

Answer:

636 629

Question 16.

754 754

Answer:

754 754

**Set H**

**Thinking Habits**

Look for a pattern to solve the problem.

Are there things in common that help me? Is there a pattern? How does it help?

Answer:

Look For and Use Structure

Question 17.

These tags are in a drawer.

Describe a pattern you notice.

What is the missing number? ___

Answer:

The Missing number is 475

### Topic 9 Assessment Practice

Question 1.

Each box has 100 crayons. Count by hundreds to find the total. How many crayons are in all of the boxes? Explain.

Answer:

Question 2.

Danny made this model. Write the number in three different forms.

Standard form ____

Expanded form ____

Word form _____

Answer:

Standard form: 624

Expanded form: 600 + 20 + 4

Word form: Six Hundred and Twenty Four

Question 3.

Write the number the model shows. Use the chart.

Answer:

Question 4.

What is the value of the 8 in the number 789? What is the expanded form of 789?

Answer:

The value of the 8 in the number 789 is tens that means it has 8 tens i.e., 80

The expanded form of 789 is 700 + 80 + 9

Question 5.

Which is the word form of the number shown by the blocks?

A. four hundred fifty-six

B. four hundred forty-six

C. 400 + 40 + 6

D. 446

Answer:

B. four hundred forty-six

Question 6.

Which is the standard form of the number shown by the blocks?

A. 315

B. three hundred fifteen

C. 300 + 10 + 5

D. 351

Answer:

A. 315

Question 7.

Draw a line from each number form to its example.

Answer:

Question 8.

Kate made this model. What number does it show? Write the number and complete the sentence.

Answer:

Question 9.

Lee and Maria collect pennies. Lee has 248 pennies. Maria has 253 pennies. Who has more pennies?

Write <, =, or > to compare the number of pennies.

248 253

Answer:

248 253

Question 10.

Jeff is thinking of a number. The number has 2 hundreds. It has more ones than tens. It has 7 tens. Which could be the number? Choose all that apply.

276

279

267

278

289

Answer:

Question 11.

Compare. Write <, =, or >.

429 294 849 984

Answer:

429 294 849 984

Question 12.

Write a number that will make each comparison correct.

327 < ___ 716 > ___

Answer:

327 < 720 > 716 > 715

Question 13.

There are 326 boys at a school. Which is the expanded form for the number of boys?

A. 200 + 30 + 6

B. 300 + 20 + 6

C. 300 + 60 + 2

D. 300 + 60 + 7

Answer:

B. 300 + 20 + 6

Question 14.

Which is a way to show 576? Choose all that apply.

500 + 60 + 16

500 + 70 + 6

400 + 170 + 6

500 + 60 + 7

Answer:

Question 15.

Use the numbers on the cards. Write the missing numbers in the number chart.

Answer:

Question 16.

Candy counts 405, 410, 415, 420, 425, 430 By what number does Candy skip count?

A. 2

B. 5

C. 10

D. 100

Answer:

B. 5

Question 17.

Skip count on the number line. Write the missing numbers.

Answer:

Question 18.

Choose all the comparisons that are correct.

576 < 675

899 < 799 435 > 354

698 < 896 856 > 859

Answer:

### Topic 9 Performance Task

**Reading Record**

These students love to read! These books show the number of pages each student has read so far this year.

Question 1.

Write the number of pages Tim read in expanded form.

Answer:

Write the number in word form.

Answer:

Question 2.

Complete the place-value chart to show the number of pages Ruth read.

Answer:

Show two other ways to write the number.

Answer:

Question 3.

Show two ways to compare the number of pages that Luisa read with the number of pages that Ruth read. Use > and <.

Answer:

Question 4.

This number line shows the total number of minutes Diane read each week for 3 weeks.

How many minutes did she read after the first week? ___ minutes

After the second week? ___ minutes

After the third week? ___ minutes

How many minutes did she read each week? Explain how you know.

Answer:

How many minutes did she read after the first week?

Answer: 600 minutes

After the second week?

Answer: 1200 minutes

After the third week?

Answer: 1800 minutes

How many minutes did she read each week? Explain how you know.

Answer: Each week she read 600 minutes and every week she reads 600 minutes for 3 week. So, 600 + 600 + 600

Question 5.

Diane reads the same number of minutes each week. How many minutes does she read after 4 weeks? After 5 weeks? Skip count on the number line above to find the answers.

Answer:

Question 6.

The table shows how many pages Jim read in three different months. If he follows the pattern, how many pages will Jim read in April and May?

**Part A**

What pattern do you see in the table?

Answer:

The pattern which is increased by tens in its tenths place.

**Part B**

How many pages will Jim read in April and May?

Answer: