homework and practice 4 2

• Skip to main content
• Skip to primary sidebar
• Skip to footer

Additional menu

Khan Academy Blog

Free Math Worksheets — Over 100k free practice problems on Khan Academy

Looking for free math worksheets.

You’ve found something even better!

That’s because Khan Academy has over 100,000 free practice questions. And they’re even better than traditional math worksheets – more instantaneous, more interactive, and more fun!

Just choose your grade level or topic to get access to 100% free practice questions:

Kindergarten, basic geometry, pre-algebra, algebra basics, high school geometry.

• Trigonometry

Statistics and probability

High school statistics, ap®︎/college statistics, precalculus, differential calculus, integral calculus, ap®︎/college calculus ab, ap®︎/college calculus bc, multivariable calculus, differential equations, linear algebra.

• Addition and subtraction
• Place value (tens and hundreds)
• Addition and subtraction within 20
• Addition and subtraction within 100
• Addition and subtraction within 1000
• Measurement and data
• Counting and place value
• Measurement and geometry
• Place value
• Measurement, data, and geometry
• Add and subtract within 20
• Add and subtract within 100
• Add and subtract within 1,000
• Money and time
• Measurement
• Intro to multiplication
• 1-digit multiplication
• Addition, subtraction, and estimation
• Intro to division
• Understand fractions
• Equivalent fractions and comparing fractions
• More with multiplication and division
• Arithmetic patterns and problem solving
• Quadrilaterals
• Represent and interpret data
• Multiply by 1-digit numbers
• Multiply by 2-digit numbers
• Factors, multiples and patterns
• Add and subtract fractions
• Multiply fractions
• Understand decimals
• Plane figures
• Measuring angles
• Area and perimeter
• Units of measurement
• Decimal place value
• Add decimals
• Subtract decimals
• Multi-digit multiplication and division
• Divide fractions
• Multiply decimals
• Divide decimals
• Powers of ten
• Coordinate plane
• Algebraic thinking
• Converting units of measure
• Properties of shapes
• Ratios, rates, & percentages
• Arithmetic operations
• Negative numbers
• Properties of numbers
• Variables & expressions
• Equations & inequalities introduction
• Data and statistics
• Negative numbers: addition and subtraction
• Negative numbers: multiplication and division
• Fractions, decimals, & percentages
• Rates & proportional relationships
• Expressions, equations, & inequalities
• Numbers and operations
• Solving equations with one unknown
• Linear equations and functions
• Systems of equations
• Geometric transformations
• Data and modeling
• Volume and surface area
• Pythagorean theorem
• Transformations, congruence, and similarity
• Arithmetic properties
• Factors and multiples
• Reading and interpreting data
• Negative numbers and coordinate plane
• Ratios, rates, proportions
• Equations, expressions, and inequalities
• Exponents, radicals, and scientific notation
• Foundations
• Algebraic expressions
• Linear equations and inequalities
• Graphing lines and slope
• Expressions with exponents
• Quadratics and polynomials
• Equations and geometry
• Algebra foundations
• Solving equations & inequalities
• Working with units
• Linear equations & graphs
• Forms of linear equations
• Inequalities (systems & graphs)
• Absolute value & piecewise functions
• Exponents & radicals
• Exponential growth & decay
• Quadratics: Multiplying & factoring
• Quadratic functions & equations
• Irrational numbers
• Performing transformations
• Transformation properties and proofs
• Right triangles & trigonometry
• Non-right triangles & trigonometry (Advanced)
• Analytic geometry
• Conic sections
• Solid geometry
• Polynomial arithmetic
• Complex numbers
• Polynomial factorization
• Polynomial division
• Polynomial graphs
• Rational exponents and radicals
• Exponential models
• Transformations of functions
• Rational functions
• Trigonometric functions
• Non-right triangles & trigonometry
• Trigonometric equations and identities
• Analyzing categorical data
• Displaying and comparing quantitative data
• Summarizing quantitative data
• Modeling data distributions
• Exploring bivariate numerical data
• Study design
• Probability
• Counting, permutations, and combinations
• Random variables
• Sampling distributions
• Confidence intervals
• Significance tests (hypothesis testing)
• Two-sample inference for the difference between groups
• Inference for categorical data (chi-square tests)
• Advanced regression (inference and transforming)
• Analysis of variance (ANOVA)
• Scatterplots
• Data distributions
• Two-way tables
• Binomial probability
• Normal distributions
• Displaying and describing quantitative data
• Inference comparing two groups or populations
• Chi-square tests for categorical data
• More on regression
• Prepare for the 2020 AP®︎ Statistics Exam
• AP®︎ Statistics Standards mappings
• Polynomials
• Composite functions
• Probability and combinatorics
• Limits and continuity
• Derivatives: definition and basic rules
• Derivatives: chain rule and other advanced topics
• Applications of derivatives
• Analyzing functions
• Parametric equations, polar coordinates, and vector-valued functions
• Applications of integrals
• Differentiation: definition and basic derivative rules
• Differentiation: composite, implicit, and inverse functions
• Contextual applications of differentiation
• Applying derivatives to analyze functions
• Integration and accumulation of change
• Applications of integration
• AP Calculus AB solved free response questions from past exams
• AP®︎ Calculus AB Standards mappings
• Infinite sequences and series
• AP Calculus BC solved exams
• AP®︎ Calculus BC Standards mappings
• Integrals review
• Integration techniques
• Thinking about multivariable functions
• Derivatives of multivariable functions
• Applications of multivariable derivatives
• Integrating multivariable functions
• Green’s, Stokes’, and the divergence theorems
• First order differential equations
• Second order linear equations
• Laplace transform
• Vectors and spaces
• Matrix transformations
• Alternate coordinate systems (bases)

Frequently Asked Questions about Khan Academy and Math Worksheets

Why is khan academy even better than traditional math worksheets.

Khan Academy’s 100,000+ free practice questions give instant feedback, don’t need to be graded, and don’t require a printer.

What do Khan Academy’s interactive math worksheets look like?

Here’s an example:

What are teachers saying about Khan Academy’s interactive math worksheets?

“My students love Khan Academy because they can immediately learn from their mistakes, unlike traditional worksheets.”

Is Khan Academy free?

Khan Academy’s practice questions are 100% free—with no ads or subscriptions.

What do Khan Academy’s interactive math worksheets cover?

Our 100,000+ practice questions cover every math topic from arithmetic to calculus, as well as ELA, Science, Social Studies, and more.

Is Khan Academy a company?

Khan Academy is a nonprofit with a mission to provide a free, world-class education to anyone, anywhere.

Want to get even more out of Khan Academy?

Then be sure to check out our teacher tools . They’ll help you assign the perfect practice for each student from our full math curriculum and track your students’ progress across the year. Plus, they’re also 100% free — with no subscriptions and no ads.

Get Khanmigo

The best way to learn and teach with AI is here. Ace the school year with our AI-powered guide, Khanmigo. 

For learners     For teachers     For parents

Does Homework Really Help Students Learn?

A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher

“Quality homework is engaging and relevant to kids’ lives,” says Wheelock’s Janine Bempechat. “It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.” Photo by iStock/Glenn Cook Photography

Do your homework.

If only it were that simple.

Educators have debated the merits of homework since the late 19th century. In recent years, amid concerns of some parents and teachers that children are being stressed out by too much homework, things have only gotten more fraught.

“Homework is complicated,” says developmental psychologist Janine Bempechat, a Wheelock College of Education & Human Development clinical professor. The author of the essay “ The Case for (Quality) Homework—Why It Improves Learning and How Parents Can Help ” in the winter 2019 issue of Education Next , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.

She worries especially about socioeconomically disadvantaged students from low-performing schools who, according to research by Bempechat and others, get little or no homework.

BU Today  sat down with Bempechat and Erin Bruce (Wheelock’17,’18), a new fourth-grade teacher at a suburban Boston school, and future teacher freshman Emma Ardizzone (Wheelock) to talk about what quality homework looks like, how it can help children learn, and how schools can equip teachers to design it, evaluate it, and facilitate parents’ role in it.

BU Today: Parents and educators who are against homework in elementary school say there is no research definitively linking it to academic performance for kids in the early grades. You’ve said that they’re missing the point.

Bempechat : I think teachers assign homework in elementary school as a way to help kids develop skills they’ll need when they’re older—to begin to instill a sense of responsibility and to learn planning and organizational skills. That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success. If we greatly reduce or eliminate homework in elementary school, we deprive kids and parents of opportunities to instill these important learning habits and skills.

We do know that beginning in late middle school, and continuing through high school, there is a strong and positive correlation between homework completion and academic success.

That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success.

You talk about the importance of quality homework. What is that?

Quality homework is engaging and relevant to kids’ lives. It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.

What are your concerns about homework and low-income children?

The argument that some people make—that homework “punishes the poor” because lower-income parents may not be as well-equipped as affluent parents to help their children with homework—is very troubling to me. There are no parents who don’t care about their children’s learning. Parents don’t actually have to help with homework completion in order for kids to do well. They can help in other ways—by helping children organize a study space, providing snacks, being there as a support, helping children work in groups with siblings or friends.

Isn’t the discussion about getting rid of homework happening mostly in affluent communities?

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being. But the research shows that higher-income students get a lot more homework than lower-income kids.

Teachers may not have as high expectations for lower-income children. Schools should bear responsibility for providing supports for kids to be able to get their homework done—after-school clubs, community support, peer group support. It does kids a disservice when our expectations are lower for them.

The conversation around homework is to some extent a social class and social justice issue. If we eliminate homework for all children because affluent children have too much, we’re really doing a disservice to low-income children. They need the challenge, and every student can rise to the challenge with enough supports in place.

What did you learn by studying how education schools are preparing future teachers to handle homework?

My colleague, Margarita Jimenez-Silva, at the University of California, Davis, School of Education, and I interviewed faculty members at education schools, as well as supervising teachers, to find out how students are being prepared. And it seemed that they weren’t. There didn’t seem to be any readings on the research, or conversations on what high-quality homework is and how to design it.

Erin, what kind of training did you get in handling homework?

Bruce : I had phenomenal professors at Wheelock, but homework just didn’t come up. I did lots of student teaching. I’ve been in classrooms where the teachers didn’t assign any homework, and I’ve been in rooms where they assigned hours of homework a night. But I never even considered homework as something that was my decision. I just thought it was something I’d pull out of a book and it’d be done.

I started giving homework on the first night of school this year. My first assignment was to go home and draw a picture of the room where you do your homework. I want to know if it’s at a table and if there are chairs around it and if mom’s cooking dinner while you’re doing homework.

The second night I asked them to talk to a grown-up about how are you going to be able to get your homework done during the week. The kids really enjoyed it. There’s a running joke that I’m teaching life skills.

Friday nights, I read all my kids’ responses to me on their homework from the week and it’s wonderful. They pour their hearts out. It’s like we’re having a conversation on my couch Friday night.

It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Bempechat : I can’t imagine that most new teachers would have the intuition Erin had in designing homework the way she did.

Ardizzone : Conversations with kids about homework, feeling you’re being listened to—that’s such a big part of wanting to do homework….I grew up in Westchester County. It was a pretty demanding school district. My junior year English teacher—I loved her—she would give us feedback, have meetings with all of us. She’d say, “If you have any questions, if you have anything you want to talk about, you can talk to me, here are my office hours.” It felt like she actually cared.

Bempechat : It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Ardizzone : But can’t it lead to parents being overbearing and too involved in their children’s lives as students?

Bempechat : There’s good help and there’s bad help. The bad help is what you’re describing—when parents hover inappropriately, when they micromanage, when they see their children confused and struggling and tell them what to do.

Good help is when parents recognize there’s a struggle going on and instead ask informative questions: “Where do you think you went wrong?” They give hints, or pointers, rather than saying, “You missed this,” or “You didn’t read that.”

Bruce : I hope something comes of this. I hope BU or Wheelock can think of some way to make this a more pressing issue. As a first-year teacher, it was not something I even thought about on the first day of school—until a kid raised his hand and said, “Do we have homework?” It would have been wonderful if I’d had a plan from day one.

Explore Related Topics:

• Share this story

Senior Contributing Editor

Sara Rimer A journalist for more than three decades, Sara Rimer worked at the Miami Herald , Washington Post and, for 26 years, the New York Times , where she was the New England bureau chief, and a national reporter covering education, aging, immigration, and other social justice issues. Her stories on the death penalty’s inequities were nominated for a Pulitzer Prize and cited in the U.S. Supreme Court’s decision outlawing the execution of people with intellectual disabilities. Her journalism honors include Columbia University’s Meyer Berger award for in-depth human interest reporting. She holds a BA degree in American Studies from the University of Michigan. Profile

She can be reached at [email protected] .

Comments & Discussion

Boston University moderates comments to facilitate an informed, substantive, civil conversation. Abusive, profane, self-promotional, misleading, incoherent or off-topic comments will be rejected. Moderators are staffed during regular business hours (EST) and can only accept comments written in English. Statistics or facts must include a citation or a link to the citation.

There are 81 comments on Does Homework Really Help Students Learn?

Insightful! The values about homework in elementary schools are well aligned with my intuition as a parent.

when i finish my work i do my homework and i sometimes forget what to do because i did not get enough sleep

same omg it does not help me it is stressful and if I have it in more than one class I hate it.

Same I think my parent wants to help me but, she doesn’t care if I get bad grades so I just try my best and my grades are great.

I think that last question about Good help from parents is not know to all parents, we do as our parents did or how we best think it can be done, so maybe coaching parents or giving them resources on how to help with homework would be very beneficial for the parent on how to help and for the teacher to have consistency and improve homework results, and of course for the child. I do see how homework helps reaffirm the knowledge obtained in the classroom, I also have the ability to see progress and it is a time I share with my kids

The answer to the headline question is a no-brainer – a more pressing problem is why there is a difference in how students from different cultures succeed. Perfect example is the student population at BU – why is there a majority population of Asian students and only about 3% black students at BU? In fact at some universities there are law suits by Asians to stop discrimination and quotas against admitting Asian students because the real truth is that as a group they are demonstrating better qualifications for admittance, while at the same time there are quotas and reduced requirements for black students to boost their portion of the student population because as a group they do more poorly in meeting admissions standards – and it is not about the Benjamins. The real problem is that in our PC society no one has the gazuntas to explore this issue as it may reveal that all people are not created equal after all. Or is it just environmental cultural differences??????

I get you have a concern about the issue but that is not even what the point of this article is about. If you have an issue please take this to the site we have and only post your opinion about the actual topic

This is not at all what the article is talking about.

This literally has nothing to do with the article brought up. You should really take your opinions somewhere else before you speak about something that doesn’t make sense.

we have the same name

so they have the same name what of it?

lol you tell her

totally agree

What does that have to do with homework, that is not what the article talks about AT ALL.

Yes, I think homework plays an important role in the development of student life. Through homework, students have to face challenges on a daily basis and they try to solve them quickly.I am an intense online tutor at 24x7homeworkhelp and I give homework to my students at that level in which they handle it easily.

More than two-thirds of students said they used alcohol and drugs, primarily marijuana, to cope with stress.

You know what’s funny? I got this assignment to write an argument for homework about homework and this article was really helpful and understandable, and I also agree with this article’s point of view.

I also got the same task as you! I was looking for some good resources and I found this! I really found this article useful and easy to understand, just like you! ^^

i think that homework is the best thing that a child can have on the school because it help them with their thinking and memory.

I am a child myself and i think homework is a terrific pass time because i can’t play video games during the week. It also helps me set goals.

Homework is not harmful ,but it will if there is too much

I feel like, from a minors point of view that we shouldn’t get homework. Not only is the homework stressful, but it takes us away from relaxing and being social. For example, me and my friends was supposed to hang at the mall last week but we had to postpone it since we all had some sort of work to do. Our minds shouldn’t be focused on finishing an assignment that in realty, doesn’t matter. I completely understand that we should have homework. I have to write a paper on the unimportance of homework so thanks.

homework isn’t that bad

Are you a student? if not then i don’t really think you know how much and how severe todays homework really is

i am a student and i do not enjoy homework because i practice my sport 4 out of the five days we have school for 4 hours and that’s not even counting the commute time or the fact i still have to shower and eat dinner when i get home. its draining!

i totally agree with you. these people are such boomers

why just why

they do make a really good point, i think that there should be a limit though. hours and hours of homework can be really stressful, and the extra work isn’t making a difference to our learning, but i do believe homework should be optional and extra credit. that would make it for students to not have the leaning stress of a assignment and if you have a low grade you you can catch up.

Studies show that homework improves student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicates that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.” On both standardized tests and grades, students in classes that were assigned homework outperformed 69% of students who didn’t have homework. A majority of studies on homework’s impact – 64% in one meta-study and 72% in another – showed that take home assignments were effective at improving academic achievement. Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better GPAs and higher probability of college attendance for high school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school.

So how are your measuring student achievement? That’s the real question. The argument that doing homework is simply a tool for teaching responsibility isn’t enough for me. We can teach responsibility in a number of ways. Also the poor argument that parents don’t need to help with homework, and that students can do it on their own, is wishful thinking at best. It completely ignores neurodiverse students. Students in poverty aren’t magically going to find a space to do homework, a friend’s or siblings to help them do it, and snacks to eat. I feel like the author of this piece has never set foot in a classroom of students.

THIS. This article is pathetic coming from a university. So intellectually dishonest, refusing to address the havoc of capitalism and poverty plays on academic success in life. How can they in one sentence use poor kids in an argument and never once address that poor children have access to damn near 0 of the resources affluent kids have? Draw me a picture and let’s talk about feelings lmao what a joke is that gonna put food in their belly so they can have the calories to burn in order to use their brain to study? What about quiet their 7 other siblings that they share a single bedroom with for hours? Is it gonna force the single mom to magically be at home and at work at the same time to cook food while you study and be there to throw an encouraging word?

Also the “parents don’t need to be a parent and be able to guide their kid at all academically they just need to exist in the next room” is wild. Its one thing if a parent straight up is not equipped but to say kids can just figured it out is…. wow coming from an educator What’s next the teacher doesn’t need to teach cause the kid can just follow the packet and figure it out?

Well then get a tutor right? Oh wait you are poor only affluent kids can afford a tutor for their hours of homework a day were they on average have none of the worries a poor child does. Does this address that poor children are more likely to also suffer abuse and mental illness? Like mentioned what about kids that can’t learn or comprehend the forced standardized way? Just let em fail? These children regularly are not in “special education”(some of those are a joke in their own and full of neglect and abuse) programs cause most aren’t even acknowledged as having disabilities or disorders.

But yes all and all those pesky poor kids just aren’t being worked hard enough lol pretty sure poor children’s existence just in childhood is more work, stress, and responsibility alone than an affluent child’s entire life cycle. Love they never once talked about the quality of education in the classroom being so bad between the poor and affluent it can qualify as segregation, just basically blamed poor people for being lazy, good job capitalism for failing us once again!

why the hell?

you should feel bad for saying this, this article can be helpful for people who has to write a essay about it

This is more of a political rant than it is about homework

I know a teacher who has told his students their homework is to find something they are interested in, pursue it and then come share what they learn. The student responses are quite compelling. One girl taught herself German so she could talk to her grandfather. One boy did a research project on Nelson Mandela because the teacher had mentioned him in class. Another boy, a both on the autism spectrum, fixed his family’s computer. The list goes on. This is fourth grade. I think students are highly motivated to learn, when we step aside and encourage them.

The whole point of homework is to give the students a chance to use the material that they have been presented with in class. If they never have the opportunity to use that information, and discover that it is actually useful, it will be in one ear and out the other. As a science teacher, it is critical that the students are challenged to use the material they have been presented with, which gives them the opportunity to actually think about it rather than regurgitate “facts”. Well designed homework forces the student to think conceptually, as opposed to regurgitation, which is never a pretty sight

Wonderful discussion. and yes, homework helps in learning and building skills in students.

not true it just causes kids to stress

Homework can be both beneficial and unuseful, if you will. There are students who are gifted in all subjects in school and ones with disabilities. Why should the students who are gifted get the lucky break, whereas the people who have disabilities suffer? The people who were born with this “gift” go through school with ease whereas people with disabilities struggle with the work given to them. I speak from experience because I am one of those students: the ones with disabilities. Homework doesn’t benefit “us”, it only tears us down and put us in an abyss of confusion and stress and hopelessness because we can’t learn as fast as others. Or we can’t handle the amount of work given whereas the gifted students go through it with ease. It just brings us down and makes us feel lost; because no mater what, it feels like we are destined to fail. It feels like we weren’t “cut out” for success.

homework does help

here is the thing though, if a child is shoved in the face with a whole ton of homework that isn’t really even considered homework it is assignments, it’s not helpful. the teacher should make homework more of a fun learning experience rather than something that is dreaded

This article was wonderful, I am going to ask my teachers about extra, or at all giving homework.

I agree. Especially when you have homework before an exam. Which is distasteful as you’ll need that time to study. It doesn’t make any sense, nor does us doing homework really matters as It’s just facts thrown at us.

Homework is too severe and is just too much for students, schools need to decrease the amount of homework. When teachers assign homework they forget that the students have other classes that give them the same amount of homework each day. Students need to work on social skills and life skills.

I disagree.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

Homework is helpful because homework helps us by teaching us how to learn a specific topic.

As a student myself, I can say that I have almost never gotten the full 9 hours of recommended sleep time, because of homework. (Now I’m writing an essay on it in the middle of the night D=)

I am a 10 year old kid doing a report about “Is homework good or bad” for homework before i was going to do homework is bad but the sources from this site changed my mind!

Homeowkr is god for stusenrs

I agree with hunter because homework can be so stressful especially with this whole covid thing no one has time for homework and every one just wants to get back to there normal lives it is especially stressful when you go on a 2 week vaca 3 weeks into the new school year and and then less then a week after you come back from the vaca you are out for over a month because of covid and you have no way to get the assignment done and turned in

As great as homework is said to be in the is article, I feel like the viewpoint of the students was left out. Every where I go on the internet researching about this topic it almost always has interviews from teachers, professors, and the like. However isn’t that a little biased? Of course teachers are going to be for homework, they’re not the ones that have to stay up past midnight completing the homework from not just one class, but all of them. I just feel like this site is one-sided and you should include what the students of today think of spending four hours every night completing 6-8 classes worth of work.

Are we talking about homework or practice? Those are two very different things and can result in different outcomes.

Homework is a graded assignment. I do not know of research showing the benefits of graded assignments going home.

Practice; however, can be extremely beneficial, especially if there is some sort of feedback (not a grade but feedback). That feedback can come from the teacher, another student or even an automated grading program.

As a former band director, I assigned daily practice. I never once thought it would be appropriate for me to require the students to turn in a recording of their practice for me to grade. Instead, I had in-class assignments/assessments that were graded and directly related to the practice assigned.

I would really like to read articles on “homework” that truly distinguish between the two.

oof i feel bad good luck!

thank you guys for the artical because I have to finish an assingment. yes i did cite it but just thanks

thx for the article guys.

Homework is good

I think homework is helpful AND harmful. Sometimes u can’t get sleep bc of homework but it helps u practice for school too so idk.

I agree with this Article. And does anyone know when this was published. I would like to know.

It was published FEb 19, 2019.

Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college.

i think homework can help kids but at the same time not help kids

This article is so out of touch with majority of homes it would be laughable if it wasn’t so incredibly sad.

There is no value to homework all it does is add stress to already stressed homes. Parents or adults magically having the time or energy to shepherd kids through homework is dome sort of 1950’s fantasy.

What lala land do these teachers live in?

Homework gives noting to the kid

Homework is Bad

homework is bad.

why do kids even have homework?

Comments are closed.

Latest from Bostonia

American academy of arts & sciences welcomes five bu members, com’s newest journalism grad took her time, could boston be the next city to impose congestion pricing, alum has traveled the world to witness total solar eclipses, opening doors: rhonda harrison (eng’98,’04, grs’04), campus reacts and responds to israel-hamas war, reading list: what the pandemic revealed, remembering com’s david anable, cas’ john stone, “intellectual brilliance and brilliant kindness”, one good deed: christine kannler (cas’96, sph’00, camed’00), william fairfield warren society inducts new members, spreading art appreciation, restoring the “black angels” to medical history, in the kitchen with jacques pépin, feedback: readers weigh in on bu’s new president, com’s new expert on misinformation, and what’s really dividing the nation, the gifts of great teaching, sth’s walter fluker honored by roosevelt institute, alum’s debut book is a ramadan story for children, my big idea: covering construction sites with art, former terriers power new professional women’s hockey league.

Please ensure that your password is at least 8 characters and contains each of the following:

• a special character: @$#!%*?&

• 888-309-8227
• 732-384-0146

New User Registration

Forgot Password

Go Math! 4 Common Core, Grade: 4 Publisher: Houghton Mifflin Harcourt

Go math 4 common core, title : go math 4 common core, publisher : houghton mifflin harcourt, isbn : 054758783x, isbn-13 : 9780547587837, use the table below to find videos, mobile apps, worksheets and lessons that supplement go math 4 common core., textbook resources.

• Call us toll-free
• FAQs – Frequently Asked Questions
• Contact Lumos Learning – Proven Study Programs by Expert Teachers

Follow us: Lumos Learning -->

• 2024 © Lumos Learning
• Privacy Policy - Terms of Service - Disclaimers

PARCC® is a registered trademark of PARCC, Inc. Lumos Learning, is not owned by or affiliated in any fashion with PARCC, Inc... Read More

PARCC® is a registered trademark of PARCC, Inc. Lumos Learning, is not owned by or affiliated in any fashion with PARCC, Inc., the Partnership for the Assessment of Readiness for College and Careers, nor any state of the Union. Neither PARCC, Inc., nor The Partnership for the Assessment of Readiness for College and Careers, nor any member state has endorsed this product. No portion of any fees or charges paid for any products or services Lumos Learning offers will be paid or inure to the benefit of PARCC, Inc., or any state of the Union

SBAC is a copyright of The Regents of the University of California – Smarter Balanced Assessment Consortium, which is not aff... Read More

SBAC is a copyright of The Regents of the University of California – Smarter Balanced Assessment Consortium, which is not affiliated to Lumos Learning. The Regents of the University of California – Smarter Balanced Assessment Consortium, was not involved in the production of, and does not endorse these products or this site.

ACT® Aspire™ is a registered trademark of ACT Aspire LLC., which is not affiliated to Lumos Learning. ACT Aspire LLC, was not... Read More

ACT® Aspire™ is a registered trademark of ACT Aspire LLC., which is not affiliated to Lumos Learning. ACT Aspire LLC,was not involved in the production of, and does not endorse these products or this site.

Florida Department of Education is not affiliated to Lumos Learning. Florida department of education, was not involved in the... Read More

Florida Department of Education is not affiliated to Lumos Learning. Florida department of education, was not involved in the production of, and does not endorse these products or this site.

Indiana Department of Education is not affiliated to Lumos Learning. Indiana department of education, was not involved in the... Read More

Indiana Department of Education is not affiliated to Lumos Learning. Indiana department of education, was not involved in the production of, and does not endorse these products or this site.

Mississippi Department of Education is not affiliated to Lumos Learning. Mississippi department of education, was not involved... Read More

Mississippi Department of Education is not affiliated to Lumos Learning. Mississippi department of education, was not involved in the production of, and does not endorse these products or this site.

Ohio Department of Education is not affiliated to Lumos Learning. Ohio department of education, was not involved in the prod... Read More

Ohio Department of Education is not affiliated to Lumos Learning. Ohio department of education, was not involved in the production of, and does not endorse these products or this site.

Tennessee Department of Education is not affiliated to Lumos Learning. Tennessee department of education, was not involved... Read More

Tennessee Department of Education is not affiliated to Lumos Learning. Tennessee department of education, was not involved in the production of, and does not endorse these products or this site.

Georgia Department of Education is not affiliated to Lumos Learning. Georgia department of education, was not involved... Read More

Georgia Department of Education is not affiliated to Lumos Learning. Georgia department of education, was not involved in the production of, and does not endorse these products or this site.

Missouri Department of Education is not affiliated to Lumos Learning. Missouri department of education, was not involved... Read More

Missouri Department of Education is not affiliated to Lumos Learning. Missouri department of education, was not involved in the production of, and does not endorse these products or this site.

Louisiana Department of Education is not affiliated to Lumos Learning. Louisiana department of education, was not involved... Read More

Louisiana Department of Education is not affiliated to Lumos Learning. Louisiana department of education, was not involved in the production of, and does not endorse these products or this site.

• Texas Go Math
• Big Ideas Math
• enVision Math
• EngageNY Math
• McGraw Hill My Math
• 180 Days of Math
• Math in Focus Answer Key
• Math Expressions Answer Key
• Privacy Policy

Go Math Grade 2 Chapter 4 Answer Key Pdf 2-Digit Addition

Go Math Grade 2 Chapter 4 Answer Key Pdf : Students of Grade 2 can get a strong foundation on mathematics concepts by referring to the Go Math Grade 2 Chapter 4 Answer Key 2- Digit Addition. It was developed by highly professional mathematics educators as per the Latest Common Core Curriculum. Access the HMH Go Math Grade 2 Answer Key from here and test your knowledge on the concepts of 2 Digit Addition. 2nd Grade Go Math Chapter 4 Solutions 2-Digit Addition through the direct links available on this page.

2-Digit Addition Go Math Grade 2 Chapter 4 Answer Key Pdf

To achieve better grades in Grade 2, students need to solve all questions, chapter tests, review tests, Homework & Practice, included in Go Math Grade 2 Textbooks. So, teachers and students can find this Go Math Answer Key for Grade 2 more helpful in understanding the concepts as well as to support teachers. With the help of the Go Math Primary School Grade 2 Answer Key, you can think deeply regarding what you are learning, and you will really learn math easily just like that. Click on the respective topic you wish to prepare and remediate the knowledge gap.

Chapter 4 – 2 Digit Addition

• 2-Digit Addition Show What You Know – Page 234
• 2-Digit Addition Vocabulary Builder – Page 235
• 2-Digit Addition Game: What is the Sum? – Page 236
• 2-Digit Addition Vocabulary Game – Page(236A-236B)

Lesson: 1 Break Apart Ones to Add

• Lesson 4.1 Break Apart Ones to Add – Page(237-242)
• Break Apart Ones to Add Homework & Practice 4.1 – Page(241-242)

Lesson: 2 Use Compensation

• Lesson 4.2 Use Compensation – Page(243-248)
• Use Compensation Homework & Practice 4.2 – Page(247-248)

Lesson: 3 Break Apart Addends as Tens and Ones

• Lesson 4.3 Break Apart Addends as Tens and Ones – Page(249-254)
• Break Apart Addends as Tens and Ones Homework & Practice 4.3 – Page(253-254)

Lesson: 4 Model Regrouping for Addition

• Lesson 4.4 Model Regrouping for Addition – Page(255-260)
• Model Regrouping for Addition Homework & Practice 4.4 – Page(259-260)

Lesson: 5 Model and Record 2-Digit Addition

• Lesson 4.5 Model and Record 2-Digit Addition – Page(261-266)
• Model and Record 2-Digit Addition Homework & Practice 4.5 – Page(265-266)

Lesson: 6 2-Digit Addition

• Lesson 4.6 2-Digit Addition – Page(267-272)
• 2-Digit Addition Homework & practice 4.6 – Page(271-272)

Lesson: 7 Practice 2-Digit Addition

• Lesson 4.7 Practice 2-Digit Addition – Page(273-278)
• Practice 2-Digit Addition Homework & Practice 4.7 – Page(277-278)

Lesson: 8 Rewrite 2-Digit Addition

• Lesson 4.8 Rewrite 2-Digit Addition – Page(279-284)
• Rewrite 2-Digit Addition Homework & Practice 4.8 – Page(283-284)

Lesson: 9 Problem Solving • Addition

• Lesson 4.9 Problem Solving • Addition – Page(285-290)
• Problem Solving • Addition Homework & Practice 4.9 – Page(289-290)

Lesson: 10 Algebra • Write Equations to Represent Addition

• Lesson 4.10 Algebra • Write Equations to Represent Addition – Page(291-296)
• Algebra • Write Equations to Represent Addition Homework & Practice 4.10 – Page(295-296)

Lesson: 11 Algebra • Find Sums for 3 Addends

• Lesson 4.11 Algebra • Find Sums for 3 Addends – Page(297-302)
• Algebra • Find Sums for 3 Addends Homework & Practice 4.11 – Page(301-302)

Lesson: 12 Algebra • Find Sums for 4 Addends

• Lesson 4.12 Algebra • Find Sums for 4 Addends – Page(303-308)
• Algebra • Find Sums for 4 Addends Homework & Practice 4.12 – Page(307-308)
• 2-Digit Addition Chapter 4 Review/Test – Page(309-312)

Curious about Math

Answer: The number of keys = 88.

Explanation: In the above-given question, given that, There are 36 black keys and 52 white keys. 36 + 52 = 88. The total number of keys = 88.

2-Digit Addition Show What You Know

Addition Patterns Add 2. Complete each addition sentence.

Answer: The number is 3.

Explanation: In the above-given question, given that, the numbers are 1 and 2. 1 + 2 = 3. The number is 3.

Question 2. 2 + _2_ = _4_

Answer: The number is 4.

Explanation: In the above-given question, given that, the numbers are 2 and 2. 2 + 2 = 4. The number is 4.

Question 3. 3 + _2_ = _5_

Answer: The number is 5.

Explanation: In the above-given question, given that, the numbers are 3 and 2. 3 + 2 = 5. The number is 5.

Question 4. 4 + _2_ = _6_

Answer: The number is 6.

Explanation: In the above-given question, given that, the numbers are 4 and 2. 4 + 2 = 6. The number is 6.

Question 5. 5 + _2_ = _7__

Answer: The number is 7.

Explanation: In the above-given question, given that, the numbers are 5 and 2. 5 + 2 = 7. The number is 7.

Question 6. 6 + _2_ = _8__

Answer: The number is 8.

Explanation: In the above-given question, given that, the numbers are 6 and 2. 6 + 2 = 8. The number is 8.

Addition Facts Write the sum

Answer: The sum is 10.

Answer: The sum is 16.

Answer: The sum is 13.

Answer: The sum is 8.

Answer: The sum is 14.

Answer: The sum is 15.

Tens and Ones Write how many tens and ones for each number.

Answer: There are 4 tens and 3 ones.

Explanation: In the above-given question, the number is 43. there are 4 tens and 3 ones. 40 + 3 = 43. the number is 43.

Answer: There are 6 tens and 8 ones.

Explanation: In the above-given question, the number is 68. there are 6 tens and 8 ones. 60 + 8 = 68. the number is 68.

2-Digit Addition Vocabulary Builder

Answer: The numbers 7 and 4 are addends. The number 11 is the sum.

Understand Vocabulary

Question 1. Write a number with the digit 3 in the tens place. __32__

Answer: The number is 32.

Explanation: In the above-given question, given that, the number with the digit 3 in the tens place. 30 + 2 = 32. so the number is 32.

Question 2. Write a number with the digit 5 in the ones place. _25__

Answer: The number is 25.

Explanation: In the above-given question, given that, the number with the digit 5 in the ones place. 20 + 5 = 25. so the number is 25.

Question 3. Write a number that has the same digit in the tens place and in the ones place. __11__

Answer: The number is 11.

Explanation: In the above-given question, given that, the number has the same digit in the tens place and in the ones place. 10 + 1 = 11. so the number is 11.

Question 4. Write a number with digits that have a sum of 8. _26___

Answer: The number is 26.

Explanation: In the above-given question, given that, the number with digits that have a sum of 8. 2 + 6 = 8. so the number is 26.

2-Digit Addition Game: What is the Sum?

Play with a partner.

Answer: The numbers are 17 and 11.

2-Digit Addition Vocabulary Game

Going Places with GOMATH! Words

Concentration

For 2 to 3 players Materials • 1 set of word cards How to Play

The Write Way

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

• Explain how drawing quick pictures helps you add 2-digit numbers.
• Tell about all the different ways you can add 2-digit numbers.
• Write three things you know about regrouping.

Answer: The quick pictures can help easily by seeing the figures. We can add 2 digit numbers in many different ways.

Explanation: In the above-given question, given that, the figures that can be made easily by seeing is known as quick pictures. we can add 2 digit numbers in many different ways.

Lesson 4.1 Break Apart Ones to Add

Essential Question How does breaking apart a number make it easier to add?

Listen and Draw

Answer: The number is 43.

Math Talk MATHEMATICAL PRACTICES

Describe what you did with the blocks.

Model and Draw

Answer: The number is 35.

Share and Show MATH BOARD

Draw quick pictures. Break apart ones to make a ten. Then add and write the sum.

Answer: The number is 22.

Explanation: In the above-given question, given that, 15 + 7 = 22. 15 + 5 + 2. 20 + 2 = 22. the number is 22.

Go Math 2nd Grade Chapter 4 Lesson 1 Answer Key Question 2. 26 + 5 = _31_

Answer: The number is 31.

Question 3. 37 + 8 = _45_

Answer: The number is 45.

Question 4. 28 + 6 = _35_

On Your Own

Break apart ones to make a ten. Then add and write the sum.

Question 5. 23 + 9 = _32_

Explanation: In the above-given question, given that, 23 + 9 = 32. 23 + 5 + 4. 28 + 4 = 32. the number is 32.

Question 6. 48 + 5 = _53_

Answer: The number is 53.

Explanation: In the above-given question, given that, 48 + 5 = 53. 48 + 3 + 2. 51 + 2 = 53. the number is 53.

Go Math 2nd Grade Lesson 4 Problem Set 4.1 Answer Key Question 7. 18 + 5 = _23_

Answer: The number is 23.

Explanation: In the above-given question, given that, 18 + 5 = 23. 18 + 3 + 2. 21 + 2 = 23. the number is 23.

Question 8. 33 + 9 = _42_

Answer: The number is 42.

Explanation: In the above-given question, given that, 33 + 9 = 42. 33 + 5 + 4. 38 + 4 = 42. the number is 42.

Question 9. 27 + 6 = _33_

Answer: The number is 33.

Explanation: In the above-given question, given that, 27 + 6 = 33. 27 + 3 + 3. 30 + 3 = 33. the number is 33.

Question 10. 49 + 4 = _53_

Explanation: In the above-given question, given that, 49 + 4 = 53. 49 + 2 + 2. 51 + 2 = 53. the number is 53.

Question 11. GO DEEPER Alex sets up 32 small tables and 9 large tables in a room. Then he sets up 5 more large tables along a wall. How many tables does Alex set up? _46_ tables

Answer: The number of tables = 46.

Explanation: In the above-given question, given that, Alex sets up 32 small tables and 9 large tables in a room. Then he sets up 5 more large tables along a wall. 32 + 9 + 5 = 46. The number of tables = 46.

Answer: The number of trees Bruce see = 41.

Explanation: In the above-given question, given that, Bruce sees 29 oak trees and 4 maple trees at the park. Then he sees double the number of pine trees as maple trees. 29 + 4 + 8 = 46. The number of trees = 41.

Problem Solving • Applications

Solve. Write or draw to explain.

Answer: The number of pictures = 46.

Explanation: In the above-given question, given that, Megan has 38 animal pictures, 5 people pictures, and 3 insect pictures. 38 + 5 + 3 = 46. The number of tables = 46.

Answer: The number of toy cars in the box now = 28.

Explanation: In the above-given question, given that, Jamal has a box with 22 toy cars in it. He puts 9 more toy cars into the box. Then he takes 3 toy cars out of the box. 22 + 9 – 3 = 28. The number of cars in the box now = 28.

Answer: The number of pencils Dan has in all = 21.

TAKE HOME ACTIVITY • Say a number from 0 to 9. Have your child name a number to add to yours to have a sum of 10.

Break Apart Ones to Add Homework & Practice 4.1

Question 1. 62 + 9 = _71_

Answer: The number is 71.

Explanation: In the above-given question, given that, 62 + 9 = 71. 62 + 5 + 4. 67 + 4 = 71. the number is 71.

Go Math Grade 2 Chapter 4 Lesson 1 Answer Key Question 2. 27 + 7 = _34_

Answer: The number is 34.

Explanation: In the above-given question, given that, 27 + 7 = 34. 27 + 3 + 4. 30 + 4 = 34. the number is 34.

Question 3. 28 + 5 = _33_

Explanation: In the above-given question, given that, 28 + 5 = 33. 28 + 2 + 3. 30 + 3 = 33. the number is 33.

Quentin 4. 17 + 8 = _25_

Explanation: In the above-given question, given that, 17 + 8 = 25. 17 + 5 + 3. 22 + 3 = 25. the number is 25.

Question 5. 57 + 6 = _63_

Answer: The number is 63.

Explanation: In the above-given question, given that, 57 + 6 = 63. 57 + 3 + 3. 60 + 3 = 63. the number is 63.

Question 6. 23 + 9 = _32_

Explanation: In the above-given question, given that, 23 + 9 = 32. 23 + 6 + 3. 29 + 3 = 32. the number is 32.

Question 7. 39 + 7 = _46_

Answer: The number is 46.

Explanation: In the above-given question, given that, 39 + 7 = 46. 39 + 4 + 3. 43 + 3 = 46. the number is 46.

Question 8. 26 + 5 = _31_

Explanation: In the above-given question, given that, 26 + 5 = 31. 26 + 3 + 2. 29 + 2 = 31. the number is 31.

Question 9. 13 + 18 = _31_

Explanation: In the above-given question, given that, 13 + 18 = 31. 13 + 10 + 8. 23 + 8 = 31. the number is 31.

Question 10. 18 + 7 = _25_

Explanation: In the above-given question, given that, 18 + 7 = 25. 18 + 4 + 3. 22 + 3 = 25. the number is 25.

Problem Solving

Answer: The number of toy airplanes = 25.

Explanation: In the above-given question, given that, Jimmy had 18 toy airplanes. His mother bought him 7 more toy airplanes. 18 + 7 = 25. The number of toy airplanes = 25.

Question 12. WRITE Math Explain how you would find the sum of 46 + 7. _________46___+___3___________ ___________53______________

Answer: The sum is 53.

Explanation: In the above-given question, given that, the numbers are 46 and 7. 46 + 7 = 53.

Lesson Check

Question 1. What is the sum? 26 + 7 = _33_

Answer: The sum is 33.

Explanation: In the above-given question, given that, the numbers are 26 and 7. 26 + 7 = 33.

Question 2. What is the sum? 15 + 8 = _23_

Answer: The sum is 23.

Explanation: In the above-given question, given that, the numbers are 15 and 8. 15 + 8 = 23.

Spiral Review

Question 3. Hannah has 4 blue beads and 8 red beads. How many beads does Hannah have? 4 + 8 = _12_ beads

Answer: The number of beads = 12.

Explanation: In the above-given question, given that, Hannah has 4 blue beads and 8 red beads. 4 + 8 = 12. The number of beads = 12.

Question 4. Rick had 4 stickers. Then he earned 2 more. How many stickers does he have now? 4 + 2 = _6_ stickers

Answer: The number of stickers = 6.

Explanation: In the above-given question, given that, Rick had 4 stickers. Then he earned 2 more. 4 + 2 = 6. The number of stickers = 6.

Question 5. What is the sum? 4 + 5 + 4 = _13_

Explanation: In the above-given question, given that, the numbers are 4, 5, and 4. 4 + 5 + 4 = 13.

Question 6. Write 281 using hundreds, tens, and ones. _2_ hundreds _8_ tens _1_ one

Answer: There are 2 hundred, 8 tens and 1 ones.

Explanation: In the above-given question, the number is 281. there are 2 hundred, 8 tens, and 1 ones. 200 + 80 + 1 = 281.

Lesson 4.2 Use Compensation

Essential Question How can you make an addend a ten to help solve an addition problem?

Draw quick pictures to show the problems.

Analyze Describe how you found how many stickers Tyrone has.

Answer: The number is 73.

Show how to make one addend the next tens number. Complete the new addition sentence

Answer: The number is 62.

Show how to make one addend the next tens number. Complete the new addition sentence.

Question 6. GO DEEPER Lee finds 44 shells. Wayne finds 39 shells. How many shells do they still need if they want 90 shells in all? __7_ shells

Answer: The number of shells they want more = 7.

Explanation: In the above-given question, given that, Lee finds 44 shells. Wayne finds 39 shells. If they want 90 shells. 90 – 44 + 39. 90 – 83 = 7. The number of shells they want more = 7.

Answer: The number of children still need = 5.

Explanation: In the above-given question, given that, Zach finds 38 sticks. Kelly finds 27 sticks. If they want 70 sticks. 70 – 38 + 27. 70 – 65 = 5. The number of children still need = 5.

__27__ and _25___

Answer: The two colors Philip collected a green and yellow = 52.

Explanation: In the above-given question, given that, He wants a collection of 52 leaves using two colors. green color and yellow color. 27 + 25 =  52. The two colors Philip collected a green and yellow = 52.

Answer: The number of paper Ava has = 61.

TAKE HOME ACTIVITY • Have your child choose one problem on this page and explain how to solve it in another way.

Use Compensation Homework & Practice 4.2

Answer: The number is 52.

Answer: The number is 64.

Question 4. The oak tree at the school was 34 feet tall. Then it grew 18 feet taller. How tall is the oak tree now? _52_ feet tall

Answer: The length of the oak tree = 52.

Explanation: In the above-given question, given that, The oak tree at the school was 34 feet tall. Then it grew 18 feet taller. 34 + 18 = 52. The Length of the oak tree = 52.

Question 5. WRITE Math Explain why you would make one of the addends a tens number when solving an addition problem. __________________________ __________________________

Answer: The sum is 43.

Explanation: In the above-given question, given that, the numbers are 18 and 25. 18 + 25 = 43.

Answer: The sum is 51.

Explanation: In the above-given question, given that, the numbers are 27 and 24. 27 + 24 = 51.

Answer: The even number is 14.

Question 4. Andrew sees 4 fish. Kim sees double that number of fish. How many fish does Kim see? _8_ fish

Answer: The number of fish Kim see = 8.

Explanation: In the above-given question, given that, Andrew sees 4 fish. Kim sees double that number of fish. 4 + 4 = 8. The number of fish Kim see = 8.

Question 5. Write is a related subtraction fact for 7 + 6 = 13. _____13__-__6___=____7__________

Answer: The related subtraction fact is 13 – 6 = 7.

Explanation: In the above-given question, given that, The number is 7 + 6 = 13. 13 – 6 = 7. the related subtraction fact is 13 – 6 = 7.

Question 6. What is the sum? 2 + 8 = _10_

Explanation: In the above-given question, given that, the numbers are 2 and 8. 2 + 8 = 10.

Lesson 4.3 Break Apart Addends as Tens and Ones

Essential Question How do you break apart addends to add tens and then add ones?

Explanation: In the above-given question, given that, the number is divided into two parts. they are tens digit and ones digit. 4 is in tens digit and 3 is in 1s digit. 40 + 3 = 43. The number is 43.

Answer: The number is 18.

Explanation: In the above-given question, given that, the number is divided into two parts. they are tens digit and ones digit. 1 is in tens digit and 8 is in 1s digit. 10 + 8 = 18. The number is 18.

Answer: The number is 37.

Math Talk MATHEMATICAL PRACTICES What is the value of the 6 in the number 63? Explain how you know.

Answer: The value of the 6 is tens digit.

Explanation: In the above-given question, given that, the number is divided into two parts. they are tens digit and ones digit. 6 is in tens digit and 3 is in 1s digit. 60 + 3 = 63. The number is 63.

Answer: The number is 75.

Answer: The number is 89.

Answer: The number is 72.

Answer: The number is 94.

Answer: The number is 82.

Answer: The number of pages Chris and Tony read = 34.

Explanation: In the above-given question, given that, Chris read 15 pages of his book. Tony read 4 more pages than Chris. 15 + 19 = 34. The number of pages Chris and Tony read = 34.

Answer: The number of pages Julie read = 36.

Explanation: In the above-given question, given that, Julie read 18 pages of her book in the morning. She read the same number of pages in the afternoon. 18 + 18 = 36. The number of pages Julie read = 36.

Write or draw to explain.

Answer: The number of basketball cards have = 23.

Explanation: In the above-given question, given that, Len has 35 baseball cards. The rest of his cards are basketball cards. 58 – 35 = 23. The number of basketball cards = 23.

Answer: The number of pencils does Tomas have now = 43.

Explanation: In the above-given question, given that, Tomas has 17 pencils. He buys 26 more pencils. 26 + 17 = 43. The number of pencils does Tomas have now = 43.

Answer: The number of stickers Sasha used = 60.

TAKE HOME ACTIVITY • Write 32 + 48 on a sheet of paper. Have your child break apart the numbers and find the sum.

Answer: The sum is 80.

Explanation: In the above-given question, given that, the numbers are 32 and 48. 32 + 48 = 80.

Break Apart Addends as Tens and Ones Homework & Practice 4.3

Break apart the addends to find the sum.

Answer: The number is 39.

Choose a way to solve. Write or draw to explain.

Question 3. Christopher has 28 baseball cards. Justin has 18 baseball cards. How many baseball cards do they have together? _46_ baseball cards

Answer: The number of baseball cards have = 46.

Explanation: In the above-given question, given that, Christopher has 28 baseball cards. Justin has 18 baseball cards. 28 + 18 = 46. The number of baseball cards = 46.

Question 4. WRITE Math Explain how to break apart the addends to find the sum of 25 + 16. _______25__+___16________ _________41_________________

Answer: The number is 41.

Explanation: In the above-given question, given that, the numbers are 25 and 16. 25 = 20 + 5. 16 = 10 + 6. 20 + 10 = 30 . 5 + 6 = 11. 30 + 11 = 30 + 10 + 1. 40 + 1 = 41. the number is 41.

Answer: The sum is 39.

Answer: The sum is 52.

Answer: The value of the underlined digit is 5.

Answer: The number is 120.

Question 5. Ally has 7 connecting cubes. Greg has 4 connecting cubes. How many connecting cubes do they have? _11_ cubes

Answer: The number of connecting cubes = 11.

Explanation: In the above-given question, given that, Ally has 7 connecting cubes. Greg has 4 connecting cubes. 7 + 4 = 11. The number of connecting cubes = 11.

Question 6. Juan painted a picture of a tree. First, he painted 15 leaves. Then he painted 23 more leaves. How many leaves did he paint? _38_ leaves

Answer: The number of leaves he paints = 38.

Explanation: In the above-given question, given that, Juan painted a picture of a  tree. First, he painted 15 leaves. Then he painted 23 more leaves. 15 + 23 = 38. The number of leaves he paints = 38.

Lesson 4.4 Model Regrouping for Addition

Essential Question When do you regroup in addition?

Use Tools Describe how you made a ten in your model.

Share and Show

Draw to show the regrouping. Write how many tens and ones are in the sum. Write the sum.

Answer: The sum is 62.

Explanation: In the above-given question, given that, the numbers are 47 and 15. 47 + 15 = 62.

Answer: The sum is 56.

Explanation: In the above-given question, given that, the numbers are 48 and 8. 48 + 8 = 56.

Answer: The sum is 64.

Explanation: In the above-given question, given that, the numbers are 26 and 38. 26 + 38 = 64.

Draw to show if you regroup. Write how many tens and ones are in the sum. Write the sum.

Answer: The sum is 85.

Explanation: In the above-given question, given that, the numbers are 79 and 6. 79 + 6 = 85.

Answer: The sum is 82.

Explanation: In the above-given question, given that, the numbers are 18 and 64. 18 + 64 = 82.

Explanation: In the above-given question, given that, the numbers are 23 and 39. 23 + 39 = 62.

Answer: The sum is 89.

Explanation: In the above-given question, given that, the numbers are 54 and 25. 54 + 25 = 89.

Answer: The sum is 40.

Explanation: In the above-given question, given that, the numbers are 33 and 7. 33 + 7 = 40.

Answer: The sum is 95.

Explanation: In the above-given question, given that, the numbers are 27 and 68. 27 + 68 = 95.

Answer: The number of toy animals Jorge have = 33.

Explanation: In the above-given question, given that, Kara has 25 toy animals and 12 books. Jorge has 8 more toy animals than Kara has. 25 + 8 = 33. The number of toy animals Jorge have = 33.

Answer: The number of fish in the two tanks = 41.

Explanation: In the above-given question, given that, Mrs. Sanders has two fish tanks. There are 14 fish in the small tank. There are 27 fish in the large tank. 14 + 27 = 41. The number of fish in the tank = 41.

Answer: The number steps Charlie climbed = 87.

Explanation: In the above-given question, given that, Charlie climbed 69 steps. Then he climbed 18 more steps. 69 + 18 = 87. The number of steps Charlie climbed = 87.

TAKE HOME ACTIVITY • Ask your child to write a word problem with 2-digit numbers about adding two groups of stamps.

Model Regrouping for Addition Homework & Practice 4.4

Draw to show the regrouping. Write how many tens and ones in the sum. Write the sum.

Answer: The sum is 72.

Explanation: In the above-given question, given that, the numbers are 63 and 9. 63 + 9 = 72.

Answer: The sum is 83.

Explanation: In the above-given question, given that, the numbers are 25 and 58. 25 + 58 = 83.

Answer: The sum is 76.

Explanation: In the above-given question, given that, the numbers are 58 and 18. 58 + 18 = 76.

Answer: The sum is 90.

Explanation: In the above-given question, given that, the numbers are 64 and 26. 64 + 26 = 90.

Answer: The sum is 94.

Explanation: In the above-given question, given that, the numbers are 17 and 77. 17 + 77 = 94.

Answer: The sum is 55.

Explanation: In the above-given question, given that, the numbers are 16 and 39. 16 + 39 = 55.

Question 7. Cathy has 43 leaves in her collection. Jane has 38 leaves. How many leaves do the two children have? _81_ leaves

Answer: The number of leaves two children have = 81.

Explanation: In the above-given question, given that, Cathy has 43 leaves in her collection. Jane has 38 leaves . 43 + 38 = 87. The number of leaves two children have = 81.

Question 8. WRITE Math Suppose you are adding 43 and 28. Will you regroup? Explain. ____________71______________

Answer: The sum is 71.

Explanation: In the above-given question, given that, the numbers are 43 and 28. 43 + 28 = 71.

Answer: The sum is 75.

Explanation: In the above-given question, given that, the numbers are 27 and 48. 27 + 48 = 75.

Question 2. What is the sum? 7 + 7 = _14_

Explanation: In the above-given question, given that, the numbers are 7 and 7. 7 + 7 = 14.

Answer: The odd number is 21.

Question 4. What is the sum? 39 + 46 = _85_

Explanation: In the above-given question, given that, the numbers are 39 and 46. 39 + 46 = 85.

Question 5. What is the sum? 5 + 3 + 4 = _12_

Answer: The sum is 12.

Explanation: In the above-given question, given that, the numbers are 5, 3, and 4. 5 + 3 + 4 = 12.

Lesson 4.5 Model and Record 2-Digit Addition

Essential Question How do you record 2-digit addition?

Make Connections Did you trade blocks in your model? Explain why or why not.

Answer: The sum is 63.

Explanation: In the above-given question, given that, the numbers are 37 and 26. 37 + 26 = 63.

Draw quick pictures to help you solve. Write the sum.

Answer: The sum is 58.

Answer: The sum is 65.

Answer: The number of stickers they need to have 100 = 20.

Explanation: In the above-given question, given that, Margo has 44 stickers. Tim has 36 stickers. 44 + 36 = 80. 100 – 80 = 20. The number of stickers they need to have 100 = 20.

Question 8. GO DEEPER A baker wants to sell 100 muffins. So far the baker has sold 48 corn muffins and 42 bran muffins. How many more muffins does the baker need to sell? _10_ more muffins

Answer: The number of muffins baker need to sell = 10.

Explanation: In the above-given question, given that, A baker wants to sell 100 muffins. So far the baker has sold 48 corn muffins and 42 bran muffins. 100 – 90 = 10. The number of muffins baker need to sell = 10.

Question 9. MATHEMATICAL PRACTICE Make Sense of Problems Chris and Bianca got 80 points in all in the spelling contest. Each child got more than 20 points. How many points could each child have gotten? Chris: _40_ points Bianca: _40_ points

Answer: The number of points each child have = 40.

Explanation: In the above-given question, given that, Chris and Bianca got 80 points in all the spelling contest. 40 + 40 = 80. The number of points each child have = 40.

Answer: The sum is 42.

TAKE HOME ACTIVITY • Write two 2-digit numbers and ask your child if he or she would regroup to find the sum.

Model and Record 2-Digit Addition Homework & Practice 4.5

Answer: The sum is 84.

Answer: The sum is 79.

Answer: The sum is 91.

Question 5. There were 37 children at the park on Saturday and 25 children at the park on Sunday. How many children were at the park on those two days? _62_ children

Answer: The number of children were at the park = 62.

Explanation: In the above-given question, given that, There were 37 children at the park on saturday and 25 children at the park on sunday. 25 + 37 = 62. The number of children were at the park = 62.

Question 6. WRITE Math Explain why you should record a 1 in the Tens column when you regroup in an addition problem. __________________________ __________________________

Answer: The sum is 70.

Question 3. Adam collected 14 pennies in the first week and 9 pennies in the second week. How many more pennies did he collect in the first week than in the second week? 14 – 9 = _5_ pennies

Answer: The number of pennies he collected more in first week = 5.

Explanation: In the above-given question, given that, Adam collected 14 pennies in the first week and 9 pennies in the second week. 14 – 9 = 5. The number of pennies he collected more in first week = 5.

Question 4. What is the sum? 3 + 7 + 9 = _19_

Answer: The sum is 19.

Explanation: In the above-given question, given that, the numbers are 3, 7, and 9. 3 + 7 + 9 = 19.

Question 5. Janet has 5 marbles. She finds double that number of marbles in her art box. How many marbles does Janet have now? 5 + _10_ = _15_ marbles

Answer: The number of marbles does janet have = 15.

Explanation: In the above-given question, given that, Janet has 5 marbles. She finds double that number of marbles in her art box. 5 + 10 = 15. The number of marbles does janet have = 15.

Question 6. What is the difference? 13 – 5 = _8_

Answer: The difference is 8.

Explanation: In the above-given question, given that, the numbers are 13 and 5. 13 – 5 = 8.

Lesson 4.6 2-Digit Addition

Essential Question How do you record the steps when adding 2-digit numbers?

Explanation: In the above-given question, given that, the numbers are 58 and 24. 58 + 24 = 82.

Analyze Relationships Explain when you need to regroup ones.

Explanation: In the above-given question, given that, the numbers are 59 and 24. 59 + 24 = 83.

Regroup if you need to. Write the sum.

Answer: The sum is 45.

Answer: The sum is 77.

Answer: The sum is 93.

Answer: The sum is 60.

Answer: The sum is 57.

Answer: The sum is 73.

Answer: The number of books Jin have now = 45.

Explanation: In the above-given question, given that, Jin has 31 books about cats and 19 books about dogs. He gives 5 books to his sister. 31 + 19 – 5 = 45 The number of books Jin have = 45.

Answer: The sum is 86.

Question 15. MATHEMATICAL PRACTICE Verify the Reasoning of Others Describe Abby’s way of adding 2-digit numbers. __________________________ __________________________ __________________________

Question 16. THINK SMARTER Melissa saw 14 sea lions and 29 seals. How many animals did she see? Write a number sentence to find the total number of animals that she saw. _________43_________________ Explain how the number sentence shows the problem. ______14__+___29_______________ __________43________________

Answer: The number of animals that she saw = 43.

Explanation: In the above-given question, given that, Melissa saw 14 sea lions and 29 seals. 14 + 29 = 15. The number of marbles does janet have = 15.

TAKE HOME ACTIVITY • Ask your child to show you two ways to add 45 and 38.

2-Digit Addition Homework & Practice 4.6

Answer: The sum is 92.

Answer: The sum is 78.

Question 9. Angela drew 16 flowers on her paper in the morning. She drew 25 more flowers in the afternoon. How many flowers did she draw? _41_ flowers

Answer: The number of flowers did she draw = 41.

Explanation: In the above-given question, given that, Angela drew 16 flowers on her paper in the morning. She drew 25 more flowers in the afternoon. 16 + 25 = 41. the number of flowers she drew = 41. Question 10. WRITE Math How is Exercise 5 different from Exercise 6? Explain. __________________________________ __________________________________

Question 3. What is the next number in the counting pattern? 103, 203, 303, 403, _503_

Answer: The number is 503.

Explanation: In the above-given question, given that, the numbers are 103, 203, 303, 403. the numbers are adding by 100. the number is 503.

Question 4. Rita counted 13 bubbles. Ben counted 5 bubbles. How many fewer bubbles did Ben count than Rita? 13 – 5 = _8_ bubbles

Answer: The number of fewer bubbles count than Rita = 8.

Explanation: In the above-given question, given that, Rita counted 13 bubbles. Ben counted 5 bubbles. 13 – 5 = 8. the number  of fewer bubbles count than Rita = 8.

Question 5. Which number is 100 more than 265? _365__

Answer: The number is 365.

Explanation: In the above-given question, given that, the number is 100 more than 265. 265 + 100 = 365. the number is 365.

Question 6. Write 42 as a sum of tens and ones. _40_ + _2_

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

Lesson 4.7 Practice 2-Digit Addition

MATHEMATICAL PRACTICES Explain why you chose your way of solving the problem.

Write the sum.

Answer: The sum is 132.

Answer: The sum is 97.

Answer: The sum is 159.

Answer: The sum is 114.

Answer: The sum is 123.

Answer: The sum is 109.

Answer: The sum is 141.

Answer: The sum is 147.

Answer: The sum is 170.

Answer: The sum is 115.

TAKE HOME ACTIVITY • Tell your child two 2-digit numbers. Have him or her write the numbers and find the sum.

Practice 2-Digit Addition Homework & Practice 4.7

Answer: The sum is 130.

Answer: The sum is 49.

Answer: The sum is 121.

Answer: The sum is 145.

Question 7. There are 45 books on the shelf. There are 37 books on the table. How many books are on the shelf and the table? _82_ books

Answer: The number of books on the shelf and the table = 82.

Explanation: In the above-given question, given that, There are 45 books on the shelf. There are 37 books on the table. 45 + 37 = 82. the number of books on the shelf and the table  = 82.

Question 8. WRITE Math Describe how you regroup when you find the sum of 64 + 43. ________64__+__43______________ _________103_________________

Answer: The sum is 103.

Explanation: In the above-given question, given that, the numbers are 64 and 43. 64 + 43 = 103.

Answer: The sum is 91

Answer: The value of the underlined digit is 500.

Question 4. Mr. Stevens wants to put 17 books on the shelf. He put 8 books on the shelf. How many more books does he need to put on the shelf? 17 − 8 = _9_ books

Answer: The number of books he needs to put on the shelf = 9.

Explanation: In the above-given question, given that, Mr. Stevens wants to put 17 books on the shelf. He put 8 books on the shelf. 17 – 8 = 9. the number of books he needs to put on the shelf = 9.

Question 5. What is the difference? 11 – 6 = _5_

Answer: The difference is 5.

Explanation: In the above-given question, given that, the numbers are 11 and 6. 11 – 6 = 5.

Question 6. Write 83 as a sum of tens and ones _80_ + _3_

Answer: The number 8 is in the tens place and 3 is in ones place. 80 + 3 = 83.

Explanation: In the above-given question, given that, the number is 83. 80 + 3 = 83. 2-Digit Addition Mid-Chapter Checkpoint

Concepts and Skills

Question 1. 37 + 8 = _45__

Explanation: In the above-given question, given that, the numbers are 37 and 8. 37 = 30 + 7. 8 = 5 + 3. 30 + 7 = 37. 5 + 3 = 8. 37 + 8 = 37 + 5 + 3. 42 + 3 = 45. the number is 45.

Question 2. 55 + 7 = _62__

Explanation: In the above-given question, given that, the numbers are 55 and 7. 55 = 50 + 5. 7 = 5 + 2. 50 + 5 = 55 . 5 + 2 = 7. 55 + 7 = 55 + 5 + 2. 60 + 2 = 62. the number is 62.

Answer: The sum is 98.

Question 7. THINK SMARTER Julia collected 25 cans to recycle. Dan collected 14 cans. How many cans did they collect? _39_ cans

Answer: The number of cans did they collect = 39.

Explanation: In the above-given question, given that, Julia collected 25 cans to recycle. Dan collected 14 cans. 25 + 14 = 39. the number of cans did they collect = 39.

Lesson 4.8 Rewrite 2-Digit Addition

Essential Question What are two different ways to write addition problems?

Math Talk MATHEMATICAL PRACTICES Look for Structure Explain why it is important to line up the digits of these addends in columns.

Rewrite the addition problem. Then add.

Answer: The sum is 47.

Answer: The sum is 67.

Answer: The sum is 81.

Answer: The sum is 99.

Answer: The sum is 96.

Question 22. MATHEMATICAL PRACTICE Analyze Relationships Which two players scored 56 points in all? Add to check your answer. _Lou_ and _Kevin_

Answer: The two players who scored 56 points in all = Lou and Kevin.

Explanation: In the above-given question, given that, Lou scored this season = 37. Kevin scored this season = 19. 37 + 19 = 56. the two players who scored 56 points in all = Lou and Kevin. Question 23. THINK SMARTER Shawn says he can find the sum of 20 + 63 without rewriting it. Explain how to find the sum using mental math. ______10___+ __10_______________ _____60___+__3________________ ______20____+____63____________ ________83__________________

Explanation: In the above-given question, given that, the numbers are 20 and 63. 20 + 63 = 83.

TAKE HOME ACTIVITY • Have your child write and solve another problem, using the table above.

Rewrite 2-Digit Addition Homework & Practice 4.8

Rewrite the numbers. Then add.

Answer: The sum is 46.

Answer: The sum is 59.

Use the table. Show how you solved the problem.

Answer: The number of pages Sasha and Kara read together = 91.

Explanation: In the above-given question, given that, Sasha read 62 pages. Kara read 29 pages. 62 + 29 = 91. the number of pages Sasha and Kara read together = 91.

Question 10. WRITE Math Explain what can happen if you line up the digits incorrectly when you rewrite addition problems. __________________________ __________________________ __________________________

Answer: If we line up the digits incorrectly when we rewrite additional problem, we can get wrong answer.

Answer: The sum is 44.

Question 3. What number is another way to write 60 + 4? ____64_____

Explanation: In the above-given question, given that, the numbers are 60 and 4. 60 + 4 = 64

Question 4. The classroom has 4 desks in each row. There are 5 rows. How many desks are there in the classroom? _20_ desks

Answer: The number of desks are there in the classroom = 20.

Explanation: In the above-given question, given that, The classroom has 4 desks in each row. There are 5 rows. 4 + 4 + 4 + 4 + 4 = 20. the number of desks are there in the classroom = 20. Question 5. A squirrel collected 17 acorns. Then the squirrel collected 31 acorns. How many acorns did the squirrel collect? _48_ acorns

Answer: The number of acorns did the squirrel collect = 48.

Explanation: In the above-given question, given that, A squirrel collected 17 acorns. Then the squirrel collected 31 acorns. 17 + 31 = 48. The number of acorns did the squirrel collect = 48. Question 6. What number can be written as 3 hundreds 7 tens 5 ones? _375__

Answer: The number is 375.

Explanation: In the above-given question, given that, the numbers are 300, 70 and 5. 300 + 70 + 5 = 375. The number can be written as 3 hundred 7 tens and 5 ones.

Lesson 4.9 Problem Solving • Addition

Essential Question How can drawing a diagram help when solving addition problems?

Kendra had 13 crayons. Her dad gave her some more crayons. Then she had 19 crayons. How many crayons did Kendra’s dad give her?

Answer: The number of crayons did Kendra’s dad give = 6.

Explanation: In the above-given question, given that, Kendra had 13 crayons. Her dad gave her some more crayons. Then she had 19 crayons. 19 – 13 = 6. the number of crayons did Kendra’s dad give = 6.

Question 6. What number can be written as 3 hundreds 7 tens 5 ones?

Unlock the Problem

What information do I need to use?

She had __ crayons. After he gave her some more crayons, she had __ crayons.

Show how to solve the problem.

HOME CONNECTION • Your child used a bar model and a number sentence to represent the problem. These help show what the missing amount is in order to solve the problem.

Try Another Problem

Answer: The number of pens does he have now = 43.

Answer: The number of pencils does Jim have = 7.

Math Talk MATHEMATICAL PRACTICES Explain how you know if an amount is a part or the whole in a problem.

Answer: The number of crickets does Matthew catch = 8.

Answer: The number of grasshoppers does percy count = 31.

Answer: The number of owls in the third group = 30.

On Your Own WRITE Math

Answer: The number of paper clips are there in all = 61.

Explanation: In the above-given question, given that, There are 37 paper clips in the box and 24 paper clips on the table. 37 + 24 = 61. the number of paper clips are there in all = 61.

Answer: The number of postcards he have now = 39.

Explanation: In the above-given question, given that, Jeff has 19 postcards and 2 pens. He buys 20 more postcards. 19 + 20 = 39. the number of postcards he have now = 39.

Question 8. GO DEEPER There are a total of 41 chickens on the farm. There are 13 chickens in each of the 2 cages in the barn. The rest of the chickens are outside. How many chickens are outside? _15_ chickens

Answer: The number of chickens are outside = 15.

Explanation: In the above-given question, given that, There are a total of 41 chickens on the farm. There are 13 chickens in each of the 2 cages in the barn. 26 – 41 = 15. The number of chicken are outside = 15. Question 9. THINK SMARTER There are 23 books in a box. There are 29 books on a shelf. How many books are there? _52_ books

Answer: The number of books = 52.

Explanation: In the above-given question, given that, There are 23 books in a box. There are 29 books on a shelf. 23 + 29 = 52. the number of books = 52.

TAKE HOME ACTIVITY • Ask your child to explain how to solve one of the problems above.

Problem Solving • Addition Homework & Practice 4.9

Answer: The number of ants Jacob count = 48.

Answer: The number of bees are there = 31.

Question 3. WRITE Math Describe how you labeled the bar model and wrote a number sentence to solve Exercise 2. __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

Answer: First of all I wrote 14 in the first box which represents the number of bees in the hive. Secondly, I wrote 17 in the second box which represents the number of bees in the garden

Answer: The number of markers does Sean have = 9.

Answer: The number of students in two calsses = 66.

Question 3. What is the difference? 15 – 9 = _6__

Answer: The difference is 6.

Explanation: In the above-given question, given that, the numbers are 15 and 9. 15 – 9 = 6.

Question 4. What is the sum? 7 + 5 = __12_

Explanation: In the above-given question, given that, the numbers are 7 and 5. 7 + 5 = 12.

Question 5. Jan has 14 blocks. She gives 9 blocks to Tim. How many blocks does Jan have now? 14 – 9 = _5_ blocks

Answer: The number of blocks does Jan have = 5.

Explanation: In the above-given question, given that, Jan has 14 blocks. She gives 9 blocks to Tim. 14 – 9 = 5. the number of blocks does Jan have = 5.

Question 6. What is the next number in the counting pattern? 29, 39, 49, 59, _69__

Answer: The number is 69.

Explanation: In the above-given question, given that, the numbers are 29, 39, 49, 59, and 69. the numbers are adding by 10. the number is 69.

Lesson 4.10 Algebra • Write Equations to Represent Addition

Essential Question How do you write a number sentence to represent a problem?

Math Talk MATHEMATICAL PRACTICES Communicate Explain how you found the number of children on the bus.

Answer: The number of pencils = 29.

Answer: The number of melons are large = 10.

Question 2. 83 people went to a movie on Thursday. 53 of them were children and the rest were adults. How many adults were at the movie? __83_-_53__=__30____ __30_ adults

Answer: The number of adults were at the movie = 30.

Explanation: In the above-given question, given that, 83 people went to a movie on thursday. 53 of them were children and the rest were adults. 83 – 53 = 30. the number of adults were at the movie = 30.

Answer: The number of stamps did jake have to start = 36.

Answer: The number of trees = 40. The number of birds = 48.

Answer: The number clips = 70, and 81.

Explanation: In the above-given question, given that, Amy needs about 70 paper clips. Without adding, circle 2 boxes that would be close to the amount that she needs. the number clips = 70, and 81.

Question 6. MATHEMATICAL PRACTICE Make Sense of Problems Mr. Walton baked 24 loaves of bread last week. He baked 28 loaves of bread this week. How many loaves of bread did he bake in the two weeks? _52__ loaves of bread

Answer: The number of loaves of bread did he bake = 52.

Explanation: In the above-given question, given that, Mr. Walton baked 24 loaves of bread last week. He baked 28 loaves of bread this week. 24 + 28 = 52. the number of loaves of bread did he bake = 52.

Answer: The number of oranges did she buy = 14 and 12.

TAKE HOME ACTIVITY • Have your child explain how he or she writes a number sentence to stand for a problem.

Algebra • Write Equations to Represent Addition Homework & Practice 4.10

Question 1. Emily and her friends went to the park. They saw 15 robins and 9 blue jays. How many birds did they see? __24__ _24_ birds

Answer: The number of birds did they see = 24.

Explanation: In the above-given question, given that, Emily and her friends went to the park. They saw 15 robins and 9 blue jays. 15 + 9 = 24. the number of birds did they see = 24.

Question 2. Joe has 13 fish in one tank. He has 8 fish in another tank. How many fish does Joe have? __13_+_8_____ _21_ fish

Answer: The number of fish does Joe has = 21.

Explanation: In the above-given question, given that, Joe has 13 fish in one tank. He has 8 fish in another tank. 13 + 8 = 21. the number of fish does Joe have = 21.

Question 3. There are 21 children in Kathleen’s class. 12 of the children are girls. How many children in her class are boys? _9_ boys

Answer: The number of children in her class is boys = 9.

Explanation: In the above-given question, given that, There are 21 children in Kathleen’s class. 12 of the children are girls. 21 – 12 = 9. the number of children in her class is boys = 9.

Question 4. WRITE Math Explain how you decided what number sentence to write for Exercise 1. __________________________ __________________________ __________________________ __________________________

Question 1. Clare has 14 blocks. Jasmine has 6 blocks. How many blocks do they have? 14 + 6 = _20_ blocks

Answer: The number of blocks do they have = 20.

Explanation: In the above-given question, given that, Clare has 14 blocks. Jasmine has 6 blocks. 14 + 6 = 20. the number of blocks do they have = 20.

Question 2. Matt finds 16 acorns at the park. Trevor finds 18 acorns. How many acorns do they find? 16 + 8 = _24_ acorns

Answer: The number of acorns do they find = 24.

Explanation: In the above-given question, given that, Matt finds 16 acorns at the park. Trevor finds 18 acorns. 16 + 18 = 24. the number of acorns do they find = 24.

Question 3. Leanne counted 19 ants. Gregory counted 6 ants. How many more ants did Leanne count than Gregory? 19 – 6 = _13_ ants

Answer: The number of more ants did Leanne count = 13.

Explanation: In the above-given question, given that, Leanne counted 19 ants. Gregory counted 6 ants. 19 – 6 = 13. the number of more ants did Leanne count = 13.

Question 4. What is the sum? 4 + 3 + 6 = _13__

Question 5. Ms. Santos puts seashells into 4 rows. She puts 6 seashells in each row. How many seashells are there altogether? _24_ seashells

Answer: The number of seashells = 24.

Explanation: In the above-given question, given that, Ms. Santos puts seashells into 4 rows. she puts 6 seashells in each row. 6 x 4 = 24. the number of seashells = 24.

Answer: The number is 14.

Lesson 4.11 Algebra • Find Sums for 3 Addends

Essential Question What are some ways to add 3 numbers?

Draw to show each problem.

Which numbers did you add first in the first problem? Explain why.

Answer: The sum is 107.

Answer: The sum is 88.

Answer: The sum is 68.

Answer: The sum is 108.

Question 17. GO DEEPER Mrs. Carson is making food for a party. She makes 20 ham sandwiches, 34 turkey sandwiches, and 38 tuna salad sandwiches. How many sandwiches does she make for the party? _92_ sandwiches

Answer: The number of sandwiches = 92.

Explanation: In the above-given question, given that, Mrs. Carson is making food for a party. She mekes 20 ham sandwwiches, 34 turkey sandwiches, and 38 tuna salad sandwiches. 20 + 34 + 38 = 92 the number of sandwiches = 92.

Answer: The number of marbles does Sophia have now = 108.

Explanation: In the above-given question, given that, Sophia had 44 marbles. she bought 24 more marbles. Then John gave her 35 marbles. 44 + 24 + 35 = 108. the number of seashells = 108.

Question 19. MATHEMATICAL PRACTICE Evaluate Mrs. Shaw has 23 red notebooks, 15 blue notebooks, and 27 green notebooks. How many notebooks does she have? _65_ notebooks

Answer: The number of notebooks = 65.

Explanation: In the above-given question, given that, Mrs. Shaw has 23 red notebooks, 15 blue notebooks, and 27 green notebooks. 23 + 15 + 27 = 65. the number of notebooks = 65.

Explanation: In the above-given question, given that, the numbers are 12, 28, and 13. 53 – 40 = 13. the number is 13.

Question 21. THINK SMARTER Mr. Samson gave his students 31 yellow pencils, 27 red pencils, and 25 blue pencils. How many pencils did he give to his students? _83_ pencils

Answer: The number of pencils = 83.

Explanation: In the above-given question, given that, Mr. Samson gave his students 31 yellow pencils, 27 red pencils, and 25 blue pencils. 31 + 27 + 25 = 83. the number of pencils = 83.

TAKE HOME ACTIVITY • Ask your child to show you two ways to add 17, 13, and 24.

Algebra • Find Sums for 3 Addends Homework & Practice 4.11

Answer: The sum is 100.

Answer: The sum is 74.

Question 10. Liam has 24 yellow pencils, 15 red pencils, and 9 blue pencils. How many pencils does he have altogether? _48__ pencils

Answer: The number of pencils = 48.

Explanation: In the above-given question, given that, the numbers are 24, 36, and 13. 4 + 6 = 10 and 3 + 6 = 9. 10 + 9 = 19. 1 + 2 + 3 = 6. 24 + 36 + 13 = 73.

Answer: The sum is 69.

Question 3. What number is 10 more than 127? ____137_____

Answer: The number is 137.

Explanation: In the above-given question, given that, the number is 127. 10 more than 127 = 128. the number is 137.

Question 4. Mr. Howard’s phone has 4 rows of buttons. There are 3 buttons in each row. How many buttons are on Mr. Howard’s phone? _12_ buttons

Answer: The number of buttons = 12.

Explanation: In the above-given question, given that, Mr. Howard’s phone has 4 rows of buttons. there are 3 buttons in each row. 4 x 3 = 12. the number of buttons = 12. Question 5. Bob tosses 8 horseshoes. Liz tosses 9 horseshoes. How many horseshoes do they toss? 8 + 9 = _17_ horseshoes

Answer: The number of horseshoes = 17.

Explanation: In the above-given question, given that, Bob tosses 8 horseshoes. Liz tosses 9 horseshoes. 8 + 9 = 17. The number of horseshoes = 17.

Question 6. What number can be written 3 hundreds 1 ten 5 ones? __315_______

Answer: The number is 315.

Explanation: In the above-given question, given that, The number can be written has 3 hundreds 1 ten 5 ones. the number is 315.

Lesson 4.12 Algebra • Find Sums for 4 Addends

Essential Question What are some ways to add 4 numbers?

Show how you solved each problem.

Math Talk MATHEMATICAL PRACTICES Describe how you found the answer to the first problem.

Answer: The sum is 87.

Answer: The sum is 105.

Answer: The sum is 120.

Answer: The sum is 214.

Question 13. GO DEEPER Some friends need 100 bows for a project. Sara brings 12 bows, Angela brings 50 bows, and Nora brings 34 bows. How many more bows do they need? _4_ more bows

Answer: The number of more bows = 4.

Explanation: In the above-given question, given that, Sara brings 12 bows, Angela brings 50 bows, and Nora brings 34 bows. 12 + 50 + 34 = 96. 100 – 4 = 96. The number of bows needed more = 4. Solve. Write or draw to explain.

Question 15. MATHEMATICAL PRACTICE Evaluate How many shells did the four children collect at the beach? _96_ shells

Answer: The number of shells = 96.

Explanation: In the above-given question, given that, 34 + 15 + 26 + 21 = 96. The number of shells = 96.

Question 16. GO DEEPER Which two children collected more shells at the beach, Katie and Paul, or Noah and Laura? _Katie__and___Noah______

Answer: The two children collected more shells = Katie and Noah.

Explanation: In the above-given question, given that, Katie collected 36 shells. Noah collected 26 shells. The number of shell collected Katie and Noah.

Question 17. THINK SMARTER There were 24 red beads, 31 blue beads, and 8 green beads in a jar. Then Emma put 16 beads into the jar. Write a number sentence to show the number of beads in the jar.

TAKE HOME ACTIVITY • Have your child explain what he or she learned in this lesson.

Algebra • Find Sums for 4 Addends Homework & Practice 4.12

Answer: The sum is 177.

Answer: The sum is 189.

Answer: The sum is 198.

Answer: The sum is 148.

Solve. Show how you solved the problem.

Question 7. Kinza jogs 16 minutes on Monday, 13 minutes on Tuesday, 9 minutes on Wednesday, and 20 minutes on Thursday. What is the total number of minutes she jogged? _58_ minutes

Answer: The number of minutes she jogged = 58.

Explanation: In the above-given question, given that, the numbers are 16, 35, 24, and 14. 6 + 5 = 11 and 4 + 4 = 8. 11 + 8 = 19. 1 + 2 + 1 + 3 = 7. 16 + 35 + 24 + 14 = 89.

Answer: The sum is 133.

Answer: The sum is 178.

Question 3. Laura had 6 daisies. Then she found 7 more daisies. How many daisies does she have now? 6 + 7 = _13_ daisies

Answer: The number of daisies she have now = 13.

Explanation: In the above-given question, given that, Laura had 6 daisies. Then she found 7 more daisies. 6 + 7 = 13. The number of daisies she has now = 13.

Question 5. Alan has 25 trading cards. He buys 8 more. How many cards does he have now? 25 + 8 = _33_ cards

Answer: The number of cards = 33.

Explanation: In the above-given question, given that, Alan has 25 trading cards. He buys 8 more. 25 + 8 = 33. The number of cards = 33.

Question 6. Jen saw 13 guinea pigs and 18 gerbils at the pet store. How many pets did she see? 13 + 18 = _31_ pets

Answer: The number of pets = 31.

Explanation: In the above-given question, given that, Jen saw 13 guinea pigs and 18 gerbils at the pet store. 13 + 18 = 31. The number of pets = 31.

2-Digit Addition Chapter 4 Review/Test

Answer: The number of muffins Beth bake = 42.

Answer: The number of keys = 103.

Mike sees _42_ cars.

Answer: The number of cars = 42.

Describe how you solved the problem. __________________________ __________________________

Answer: The number of pencils = 80.

Explanation: In the above-given question, given that, Jerry has 53 pencils in one drawer. He has 27 pencils in another drawer. the number of pencils = 80.

Answer: The number of birds = 21.

Question 6. Matt says he can find the sum of 45 + 50 without rewriting it. Explain how you can solve this problem using mental math. __________________________ __________________________

Answer: The number of signs at the theater = 78.

Explanation: In the above-given question, given that, Section A has 35 seats. Section B has 43 seats. 35 + 43 = 78. The number of signs at the theater = 78.

Question 8. Leah put 21 white marbles, 31 black marbles, and 7 blue marbles in a bag. Then her sister added 19 yellow marbles. Write a number sentence to show the number of marbles in the bag. __21___+_31__+__7_=___59____________

Answer: The number of marbles = 59.

Explanation: In the above-given question, given that, Leah put 21 white marbles, 31 black marbles, and 7 blue marbles in a bag. 21 + 31 + 7 = 59. The number of marbles = 59.

Answer: The number of beads = 39.

Answer: The sum is 143.

Explanation: In the above-given question, given that, the numbers are 51 and 92. 51 + 92 = 143.

Explanation: In the above-given question, given that, the numbers are 27 and 42. 27 + 42 = 69.

Explain how you decided which pairs have a sum greater than 100. __________________________ __________________________ __________________________

Answer: The pairs which have a sum greater than 100 = 51 + 92, and 82 + 33.

Explanation: In the above-given question, given that, the pairs are 51 + 92 and 82 + 33. The numbers have greater than 100.

Answer: The number of paper clips = 32.

Question 12. Mr. O’Brien visited a lighthouse. He climbed 26 stairs. Then he climbed 64 more stairs to the top. How many stairs did he climb at the lighthouse? _90_ stairs

Answer: The number of stairs he climbed at the lighthouse = 90.

Explanation: In the above-given question, given that, Mr. O’Brien visited a lighthouse. He climbed 26 stairs. Then he climbed 64 more stairs to the top. 26 + 64 = 90. The number of stairs he climbed at the lighthouse = 90.

Final Words:

Download Go Math Grade 2 Answer Key Chapter 4 2-Digit Addition pdf for free of cost. Go through all the solutions and practice well to score good marks in the exams. This will help you to overcome the difficulties in maths at the primary level itself. If you have doubts on any topic you can post the comments in the below comment box. Stay tuned to our website to get Go Math Answer Key Grade 2 Chapters.

Share this:

Leave a comment cancel reply.

You must be logged in to post a comment.

Home > CCA > Chapter 4 > Lesson 4.2.4

Lesson 4.1.1, lesson 4.1.2, lesson 4.2.1, lesson 4.2.2, lesson 4.2.3, lesson 4.2.4, lesson 4.2.5, lesson 4.3.1.

© 2022 CPM Educational Program. All rights reserved.