grade 2 unit 4 module 2 practice pages for math at home€¦ · the math earning enter grants...
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Grade 2 Unit 4 Module 2Practice Pages for Math at Home
95 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 2 Home Connections
Session 2
Paths & Piggybanks page 1 of 2Little Inchworm wants to get from the house to the duck pond. She can use Path A, B, or C.
Path A
Path B
Path C
1 Which path looks shortest? (circle one)
Path A Path B Path C
2 Use the inch side of your ruler. Measure each path to find out which one is shortest.
a Path A is _________ inches long.
b Path B is _________ inches long.
c Path C is _________ inches long.
3 Which path is shortest? ______________
4 Which path is longest? ______________
5 CHALLENGE Use a red pencil or marker. Draw the shortest path from the house to the duck pond. Measure your new path with the inch side of your ruler. About how long is your new path? _______ inches
Unit 4 Module 2
NAME | DATENAME | DATE
(continued on next page)
96 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 2 Home Connections
Ella took all the coins out of her piggy bank. She made a graph about them.
My Coin Graph
Pennies 1¢
Nickels 5¢
Dimes 10¢
1 2 3 4 5 6 7
6 Does Ella have more dimes or more pennies? _____________
7 Which coin does Ella have the most of? _____________
8 How many fewer dimes are there than nickels? _____________
9 How much money does Ella have in her bank? _____________
10 CHALLENGE Ella wants to buy a binder for $1.00. How much more money does she need? Show your work.
Session 2
Paths & Piggybanks page 2 of 2
Unit 4 Module 2
NAME | DATE
97 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 2 Home Connections
Session 4
Adding, Subtracting & Measuring page 1 of 2
Hundreds Grid
100
1
11
21
31
41
51
61
71
81
91
2
12
22
32
42
52
62
72
82
92
3
13
23
33
43
53
63
73
83
93
4
14
24
34
44
54
64
74
84
94
5
15
25
35
45
55
65
75
85
95
6
16
26
36
46
56
66
76
86
96
7
17
27
37
47
57
67
77
87
97
8
18
28
38
48
58
68
78
88
98
9
19
29
39
49
59
69
79
89
99
10
20
30
40
50
60
70
80
90
1 Find each sum. Use the hundreds grid to help.50 38 45 66 79 53 26
+ 10 + 10 + 10 + 10 + 10 + 10 + 10
19 21 81 37 40 72 27+ 10 + 10 + 10 + 10 + 10 + 10 + 10
2 Find each difference. Use the hundreds grid to help.75 55 42 99 87 18 21
– 10 – 10 – 10 – 10 – 10 – 10 – 10
47 14 51 39 28 77 94– 10 – 10 – 10 – 10 – 10 – 10 – 10
Unit 4 Module 2
NAME | DATENAME | DATE
(continued on next page)
98 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 2 Home Connections
3 Use a ruler marked in inches to measure each strip. Write the length in the space next to the strip. Label your answers with the correct units (inches, in., or ").
Strip Length
a
b
c
d
4 There are 12 inches in 1 foot. Use this information to answer the questions below.
a How many feet are equal to 24 inches? _______
b How many feet are equal to 36 inches? _______
5 Rodney has a piece of rope that is 82 inches long. Simon has a piece of rope that is 27 inches long. How much longer is Rodney’s piece of rope? Show all your work.
6 CHALLENGE Maria and Katy each have a piece of string. When they put the two pieces of string together end to end, the total length is 84 inches. Maria’s string is 6 inches longer than Katy’s. How long is Maria’s piece of string? How long is Katy’s piece of string? Show all your work. Use another piece of paper if you need to.
Session 4
Adding, Subtracting & Measuring page 2 of 2
Unit 4 Module 2
NAME | DATE
T15Number Corner Grade 2 Teacher Masters © The Math Learning Center | mathlearningcenter.org
March | Computational Fluency copies as needed
More Three by Three Magic SquaresFill in the numbers 1 to 9 so that each row, column, and diagonal add up to the same number—the magic number. You have to use all the numbers from 1 to 9, and use them each only once, in each Magic Square.
251
The magic number is ____.
79 2
The magic number is ____.
31 9
The magic number is ____.
What patterns do you notice in a Three by Three Magic Square?
Create your own Three by Three Magic Squares in the boxes below.
NAME | DATE
Answer Keys
95 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 2 Home Connections
Session 2
Paths & Piggybanks page 1 of 2Little Inchworm wants to get from the house to the duck pond. She can use Path A, B, or C.
Path A
Path B
Path C
1 Which path looks shortest? (circle one)
Path A Path B Path C
2 Use the inch side of your ruler. Measure each path to find out which one is shortest.
a Path A is _________ inches long.
b Path B is _________ inches long.
c Path C is _________ inches long.
3 Which path is shortest? ______________
4 Which path is longest? ______________
5 CHALLENGE Use a red pencil or marker. Draw the shortest path from the house to the duck pond. Measure your new path with the inch side of your ruler. About how long is your new path? _______ inches
Answer Key
678
AC
Student answers will vary.
Student work and answers will vary. The shortest path is about 5 1/4 or 5 1/2 inches, so responses in a 5–6 inch range are reasonable.
Unit 4 Module 2
NAME | DATENAME | DATE
(continued on next page)
96 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 2 Home Connections
Ella took all the coins out of her piggy bank. She made a graph about them.
My Coin Graph
Pennies 1¢
Nickels 5¢
Dimes 10¢
1 2 3 4 5 6 7
6 Does Ella have more dimes or more pennies? _____________
7 Which coin does Ella have the most of? _____________
8 How many fewer dimes are there than nickels? _____________
9 How much money does Ella have in her bank? _____________
10 CHALLENGE Ella wants to buy a binder for $1.00. How much more money does she need? Show your work.
Answer Key
dimes
nickels
2
87¢
Student work will vary.
$1.00 – 87¢ = 13¢
Session 2
Paths & Piggybanks page 2 of 2
Unit 4 Module 2
NAME | DATE
97 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 2 Home Connections
Session 4
Adding, Subtracting & Measuring page 1 of 2
Hundreds Grid
100
1
11
21
31
41
51
61
71
81
91
2
12
22
32
42
52
62
72
82
92
3
13
23
33
43
53
63
73
83
93
4
14
24
34
44
54
64
74
84
94
5
15
25
35
45
55
65
75
85
95
6
16
26
36
46
56
66
76
86
96
7
17
27
37
47
57
67
77
87
97
8
18
28
38
48
58
68
78
88
98
9
19
29
39
49
59
69
79
89
99
10
20
30
40
50
60
70
80
90
1 Find each sum. Use the hundreds grid to help.50 38 45 66 79 53 26
+ 10 + 10 + 10 + 10 + 10 + 10 + 10
19 21 81 37 40 72 27+ 10 + 10 + 10 + 10 + 10 + 10 + 10
2 Find each difference. Use the hundreds grid to help.75 55 42 99 87 18 21
– 10 – 10 – 10 – 10 – 10 – 10 – 10
47 14 51 39 28 77 94– 10 – 10 – 10 – 10 – 10 – 10 – 10
Answer Key
60
65
29
37
48
45
31
4
55
32
91
41
76
89
47
29
89
77
50
18
63
8
82
67
36
11
37
84
Unit 4 Module 2
NAME | DATENAME | DATE
(continued on next page)
98 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 2 Home Connections
3 Use a ruler marked in inches to measure each strip. Write the length in the space next to the strip. Label your answers with the correct units (inches, in., or ").
Strip Length
a
b
c
d
4 There are 12 inches in 1 foot. Use this information to answer the questions below.
a How many feet are equal to 24 inches? _______
b How many feet are equal to 36 inches? _______
5 Rodney has a piece of rope that is 82 inches long. Simon has a piece of rope that is 27 inches long. How much longer is Rodney’s piece of rope? Show all your work.
6 CHALLENGE Maria and Katy each have a piece of string. When they put the two pieces of string together end to end, the total length is 84 inches. Maria’s string is 6 inches longer than Katy’s. How long is Maria’s piece of string? How long is Katy’s piece of string? Show all your work. Use another piece of paper if you need to.
Answer Key
4"
2 1/2"
3 1/2"
5"
2
55
Maria's string is 45".Katy's string is 39".
3
Student work will vary.
Student work will vary.
Session 4
Adding, Subtracting & Measuring page 2 of 2
Unit 4 Module 2
NAME | DATE
T15Number Corner Grade 2 Teacher Masters © The Math Learning Center | mathlearningcenter.org
March | Computational Fluency copies as needed
More Three by Three Magic SquaresFill in the numbers 1 to 9 so that each row, column, and diagonal add up to the same number—the magic number. You have to use all the numbers from 1 to 9, and use them each only once, in each Magic Square.
251
The magic number is ____.
79 2
The magic number is ____.
31 9
The magic number is ____.
What patterns do you notice in a Three by Three Magic Square?
Create your own Three by Three Magic Squares in the boxes below.
Answer Key
4 6 438 2
9 15 5
7
8 87 3
15 15 156 4 6
Explanations may vary. Students may observe that the magic squares all equal 15.
Answers may vary.
NAME | DATE