Mounisha Reddy

Go Math Grade K Chapter 6 Answer Key Subtraction

Subtraction Show What You Know

DIRECTIONS 1–2. Count and tell how many. Draw a set with one fewer counter. Write how many in each set. 3. Write the number of cubes in each set. Circle the number that is less than the other number.
Question 1.

Answer:

The number of counters in the first set are two and the number of counters in the second set are one.

Explanation:
In the first image, we can see that the number of counters is two. As there are two counters in the first image, given that to draw fewer counters than the first set. So we will take only one counter in the second set.

Question 2.

Answer:
The number of counters in the first set is 4 and the number of counters in the second set is 3.

Explanation:
In the first image we can see that the number of counters is 4. As there are four counters in the first image, given that to draw fewer counters than the first set. So we will take only three counters in the second image.

Compare Numbers to 10
Question 3.

Answer:
The number of cubes in first set is 7 and the number of cubes in second set is 4.

Explanation:
In the above image, we can see two types of sets. The first set contains seven cubes which are in blue color and the second set contains four cubes which are in red color. So we have to circle it for less number which is four.

Subtraction Vocabulary Builder

DIRECTIONS Add the set of bees and the set of butterflies. Write how many insects altogether.

Answer:
The sum of the set of bees and the set of butterflies is 10.

Explanation:
The set of bees are five and the set of butterflies are five. Here we performed addition to know the insects altogether and the sum can be defined as the resulting of two or more numbers by adding. So here the sum of the set of bees and the set of butterflies is
5 + 5 is 10.

Subtraction Game Spin for More

DIRECTIONS Play with a partner. Decide who goes first. Take turns spinning to get a number from each spinner. Use cubes to model a cube train with the number from the first spin. Say the number. Add the cubes from the second spin. Compare your number with your partner’s. Mark an X on the table for the player who has the greater number. The first player to have five Xs wins the game.

MATERIALS two paper clips, connecting cubes

Subtraction Vocabulary Game

DIRECTIONS Players take turns. A player chooses a secret word from the Word Box and then sets the timer. The player draws pictures to give hints about the secret word. If the other player guesses the secret word before time runs out, he or she puts a counter in the chart. The first player who has counters in all his or her boxes is the winner.

MATERIALS timer, drawing paper, two-color counters for each player

The Write Way
DIRECTIONS Draw to show how to solve a subtraction problem. Write a subtraction sentence. Reflect Be ready to tell about your drawing.

Lesson 6.1 Subtraction: Take From

Essential Question How can you show subtraction as taking from?

Share and Show

DIRECTIONS 1. Listen to the subtraction word problem. Trace the number that shows how many children in all. Write the number that shows how many children are leaving. Write the number that shows how many children are left.
Question 1.

Answer:

Explanation:
In the above image, we can see that there are four children and two children are leaving. So here we will subtraction
The number that shows how many children in all are four by observing the above image.  The number that shows how many children are leaving are two. The number that shows how many children left are two.

DIRECTIONS 2. Listen to the subtraction word problem. Write the number that shows how many children in all. Write the number that shows how many children are leaving. Write the number that shows how many children are left.
Question 2.

Answer:

Explanation:
The total number of children is five by observing the above image.  The number that shows how many children are leaving is one. The number that shows how many children left are four.

Problem Solving • Applications

DIRECTIONS 3. Blair has two marbles. His friend takes one marble from him. Draw to show the subtraction. Write the numbers. 4. Write the number that shows how many marbles Blair has now.
Question 3.

Answer:
           
Explanation:
Blair has two marbles by observing the above image. His friend takes one marble from him. Subtract one marble from total number of marbles. So number of marbles left over are one.

Question 4.
_________
_ _ _ _ _ _ _
_________
Answer:

Explanation:
Blair has one marble as his friend has one marble from the two marbles he has.

HOME ACTIVITY • Show your child a set of four small objects. Have him or her tell how many objects there are. Take one of the objects from the set. Have him or her tell you how many objects there are now.

Subtraction: Take From Homework & Practice 6.1

DIRECTIONS 1. Tell a subtraction word problem about the children. Write the number that shows how many children in all. Write the number that shows how many children are leaving. Write the number that shows how many children are left.
Question 1.

Answer:

Explanation:
The number that shows how many children in all are three by observing the above image.  The number that shows how many children are leaving is one. The number that shows how many children left are two.

DIRECTIONS 1. Tell a subtraction word problem about the frogs. Write the number that shows how many frogs are left. 2. Tell an addition word problem about the birds. Write and trace to complete the addition sentence. 3. How many more counters would you place to model a way to make 8? Draw the counters.
Lesson Check
Question 1.

Answer:

Explanation:
The total number of frogs are three and one is taken away. The number that shows how many frogs left are two by observing the above image.  So leftover frogs are two.

Spiral Review
Question 2.

Answer:

Explanation:
In the above image, we can see two boxes. The first box contains five birds and the second box contains three birds. By adding birds in these two boxes results in the total number of birds. The total number of birds is eight.

Question 3.

Answer:

Explanation:
In the given image, we can see five counters are present.
In order to model a way to make counters eight, three more counters need to be added. So, we have to place three more counters to model a way to make eight counters.

Lesson 6.2 Subtraction: Take Apart

Essential Question How can you show subtraction as taking apart?

Listen and Draw

DIRECTIONS Listen to the subtraction word problem. Place seven counters in the ten frame as shown. Trace the counters. Trace the number that shows how many in all. Trace the number that shows how many are red. Write the number that shows how many are yellow.

Answer:

Explanation:
We have to place seven counters in the ten frames as shown in the above image. The number that shows the total number of counters in all is seven. The number that shows the number of counters in red is two. The number of yellow counters is obtained by subtracting red counters from the total number of counters. Thus, we have five yellow counters.

Share and Show

DIRECTIONS 1. Listen to the subtraction word problem. Place eight counters in the ten frame. Draw and color the counters. Trace the number that shows how many in all. Write the number that shows how many are yellow. Write the number that shows how many are red.
Question 1.

Answer:

Explanation:
Place eight counters in the ten frames as shown in the above figure. The number of red counters is one. By subtracting the number of red counters from the total number of counters, we will get the number of yellow counters as seven.

DIRECTIONS 2. Listen to the subtraction word problem. Place ten counters in the ten frame. Draw and color the counters. Write the number that shows how many in all. Write the number that shows how many are red. Write the number that shows how many are yellow.
Question 2.

Answer:

Explanation:
Place ten counters in the ten frames as shown in the above figure. The total number of yellow counters is four. By subtracting the number of yellow counters from the total number of counters will give us the number of red counters as six.

Problem Solving • Applications

DIRECTIONS 3. Juanita has nine apples. One apple is red. The rest of the apples are yellow. Draw the apples. Write the numbers and trace the symbol. 4. Write the number that shows how many apples are yellow.
Question 3.

Answer:
             
Explanation:
Juanita has nine apples. One apple is red. If we subtract one red apple from the total number of apples, then we will get the rest of the apples which are yellow in color are 8.

Question 4.
__________
_ _ _ _ _ _ _
__________
Answer:

Explanation:
The total number of yellow apples are eight.

HOME ACTIVITY • Show your child a set of seven small objects. Now take away four objects. Have him or her tell a subtraction word problem about the objects.

Subtraction: Take Apart Homework & Practice 6.2

DIRECTIONS 1. Listen to the subtraction word problem. Jane has nine counters. Three of her counters are red. The rest of her counters are yellow. How many are yellow? Place nine counters in the ten frame. Draw and color the counters. Write the number that shows how many in all. Write the number that shows how many are red. Write the number that shows how many are yellow.
Question 1.

Answer:

Explanation:
Jane has nine counters as shown in the above image. Three of her counters are red. The rest of her counters are yellow. We placed nine counters in the ten frames and colored the counters. The number that shows how many in all are nine. The number that shows how many are red is three. Subtract three red counters from the total number of counters to get the number of yellow counters. The number of yellow counters is six.

DIRECTIONS 1. Clyde has eight counters. Two of his counters are yellow. The rest of his counters are red. How many are red? Draw and color the counters. Write the number that shows how many are red. 2. Count the number of leaves in each set. Circle the set that has the greater number of leaves. 3. Compare the cube trains. Write how many. Circle the number that is greater.
Lesson Check
Question 1.

Answer:

Explanation:
Clyde has eight counters by observing the above image. Two of his counters are yellow. The rest of his counters are red. In order to get the number of red counters,  we have to subtract yellow counters from the total number of counters. So, the number of red counters is six.

Spiral Review
Question 2.

Answer:

Explanation:
In the above image, we can see the number of leaves in the first set is four. The number of leaves in the second set is five. So circle the set that has the greater number of leaves. The second set contains a greater number of leaves. So, circle for the second set.

Question 3.

Answer:

Explanation:
In the above image, we can see two cube trains. The total number of cubes in the first train is six and the total number of cubes in the second train is four. By Comparing these two cube trains, circle for the number that is greater. So we have to circle for the first train which has a greater number of cubes in it.

Lesson 6.3 Problem Solving • Act Out Subtraction Problems

Essential Question How can you solve problems using the strategy act it out?

Try Another Problem

DIRECTIONS 1. Listen to and act out the subtraction word problem. Trace the numbers and the symbols. Write the number that shows how many children are left.
Question 1.

Answer:

Explanation :
Total two children are there in the above image. One child left the place and another child remains there in the same place.  Subtract total number of child left from total number of child. So, only one child leftover at that place.

Share and Show

DIRECTIONS 2. Listen to and act out the subtraction word problem. Trace the numbers and the symbols. Write the number that shows how many children are left.
Question 2.

Answer:

Explanation:
The total number of children in the above image is four. Two children left the place and two children remain in the same place. So, the number of children leftover is two.

On Your Own

DIRECTIONS 3. Tell a subtraction word problem about the kittens. Trace the numbers and the symbols. Write the number that shows how many kittens are left. 4. Draw to show what you know about the subtraction sentence. Write how many are left. Tell a friend a subtraction word problem to match.
Question 3.

Answer:

Explanation:
In the above image, we can see four kittens. One kitten left the place and some kittens remain in the same place. Subtract number of kitten left from the total number of kittens .So, the number of kittens leftover is three.

Question 4.

Answer:

Explanation:
The total number of flowers in the above image is four. Three flowers are taken away from the place and one flower remains in the same place. In order to get the left over flowers we have subtract total number of flowers taken away from the total number of flowers. So the number of flowers leftover is one.

HOME ACTIVITY • Tell your child a short subtraction word problem. Have him or her use objects to act out the word problem.

Problem Solving • Act Out Subtraction Problems Homework & Practice 6.3

DIRECTIONS 1. Tell a subtraction word problem about the beavers. Trace the numbers and the symbols. Write the number that shows how many beavers are left. 2. Draw to tell a story about the subtraction sentence. Write how many are left. Tell a friend about your drawing.
Question 1.

Answer:

Explanation:
Subtraction is an arithmetic operation that represents the operation of removing objects from a collection. In the above image we can see the total number of beavers are three. One beaver left the place and two beavers remains in the same place. So, the number of beavers leftover are two.

Question 2.

Answer:

Explanation:
Subtraction is an arithmetic operation that represents the operation of removing objects from a collection. The result of a subtraction is called a difference. In the above image we can see four penguins. Three penguins left the place and one penguin remains in the same place.

DIRECTIONS 1. Tell a subtraction word problem about the birds. Trace the numbers and the symbols. Write the number that shows how many birds are left. 2. Count and tell how many bees. Write the number. 3. How many more counters would you place to model a way to make 7? Draw the counters.
Lesson Check
Question 1.

Answer:

Explanation:
The process of taking one number or amount away from another number is called as subtraction. In the above image we can observe the total number of birds are five. Four birds left the place and one bird remains in the same place.

Spiral Review
Question 2.

Answer:

Explanation:
In the above image, we can see a group of bees. The addition is taking two or more numbers and adding them together. The total number of bees are nine.

Question 3.

Answer:

Explanation:
Four more counters are needed to place the model in a way to make seven. The addition is taking two or more numbers and adding them together. In the above image we can observe Four counters are added.

Lesson 6.4 Algebra • Model and Draw Subtraction Problems

Essential Question How can you use objects and drawings to solve subtraction word problems?

Share and Show

DIRECTIONS 1. Model a four-cube train. One cube is blue and the rest are green. Take apart the train to show how many cubes are green. Draw and color the cube trains. Trace and write to complete the subtraction sentence. 2. Model a three-cube train. Two cubes are orange and the rest are blue. Take apart the train to show how many cubes are blue. Draw and color the cube trains. Trace and write to complete the
Question 1.

Answer:

Explanation:
In the above image we can see a four-cube train. One cube is blue and the rest are green. The number of green cubes are three. Subtraction is an arithmetic operation that represents the operation of removing objects from a collection.  Here the collections has four cubes and we are removing one object(blue cube). So the remaining green cubes are three.

Question 2.

Answer:

Explanation:
In the above image, we can see a three-cube train. Two cubes are orange and the rest are blue.  In order to get the number of blue cubes we have to subtract two orange cubes from total number of cubes. So we got the total number of blue cubes are one.

DIRECTIONS 3. Model a four-cube train. Three cubes are red and the rest are blue. Take apart the train to show how many cubes are blue. Draw and color the cube trains. Trace and write to complete the subtraction sentence. 4. Model a five-cube train. Three cubes are yellow and the rest are green. Take apart the train to show how many cubes are green. Draw and color the cube trains. Trace and write to complete the subtraction sentence.
Question 3.

Answer:

Explanation:
In the above image, we can see a four-cube train. Three cubes are red and the rest are blue. In order to get the number of blue cubes we have to subtract three red cubes from total number of cubes. So we got the total number of blue cubes are one.

Question 4.

Answer:

Explanation:
In the above image, we can see a five-cube train. Three cubes are yellow and the rest are green. In order to get the number of green cubes we have to subtract three yellow cubes from total number of cubes. So we got the total number of green cubes are two.

HOME ACTIVITY • Show your child two small objects. Take apart the set of objects. Have him or her tell a word problem to match the subtraction.

Algebra • Model and Draw Subtraction Problems Homework & Practice 6.4

DIRECTIONS 1. Model a three-cube train. Two cubes are red and the rest are blue. Take apart the cube train to show how many cubes are blue. Draw and color the cube trains. Trace and write to complete the subtraction sentence. 2. Model a five-cube train. One cube is yellow and the rest are green. Take apart the train to show how many cubes are green. Draw and color the cube trains. Trace and write to complete the subtraction sentence.
Question 1.

Answer:

Explanation:
In the above image, we can observe a three-cube train. Two cubes are red and the rest are blue. In order to get the number of blue cubes we have to subtract two red cubes from total number of cubes. So we got the total number of blue cubes are one.

Question 2.

Answer:

Explanation:
In the above image, we can observe a five-cube train. One cube is yellow and the rest are green. In order to get the number of green cubes we have to subtract one yellow cube from total number of cubes. So we got the total number of green cubes are four.

DIRECTIONS 1. Ellie makes the cube train shown. She takes the cube train apart to show how many cubes are gray. Trace and write to show the subtraction sentence for Ellie’s cube train. 2. Count the dots in the ten frames. Begin with 5. Write the numbers in order as you count forward. 3. Complete the addition sentence to show the numbers that match the cube train.
Lesson Check
Question 1.

Answer:

Explanation:
There are total five cubes in the train shown. In those some are colored gray. We need to separate total cube train into two parts to know how many cubes are gray. Substract the number of non-gray colored cubes from the total number of cubes to get the number of gray colored cubes. So, if we substract three from total five cubes, then the total number of gray colored cubes are two.

• Spiral Review
  Question 2.
  
  Answer:
  
  Explanation:
• In the first frame, we can see that there are total ten number of counters and five are not colored grey. If we substract the number of non-colored counters from total number of counters, then we will get the total number of grey colored counters. So, substracting five from the total ten counters gives us five grey colored counters.
• Similar to the first frame, if we see in the second frame, there are total ten number of counters and four are not colored grey. If we substract the number of non-colored counters from total number of counters, then we will get the total number of grey colored counters. So, substracting four from the total ten counters gives us six grey colored counters.
• For the third frame, the same logic will apply here as well an substracting three from ten gives us seven grey colored counters.
• For the fourth frame, substracting two from the total ten counters will give us eight grey colored counters.
• For the fifth frame, substracting one from the total ten counters will give us nine grey colored counters.

Question 3.

Answer:

Explanation:
In the above image we can see five grey cubes and three white cubes .Perform addition to get total number of cubes. An addition sentence is a mathematical expression that shows two or more values added together and their sum. ADD five black cubes with three white cubes then we get total number of cubes. The total number of cubes are eight.

Subtraction Mid-Chapter Checkpoint

Concepts and Skills

DIRECTIONS 1. Listen to the subtraction word problem. Draw and color the six circles in the ten frame. Write the number that shows how many in all. Write the number that shows how many are yellow. (K.OA.A.1) 2. Model a five-cube train. Four cubes are blue and the rest are orange. Take apart the cube train to show how many are orange. Draw and color the cube trains. Trace and write to complete the subtraction sentence. (K.OA.A.5) 3. Choose Yes or No. Does the subtraction sentence match the model? (K.OA.A.5)
Question 1.

Answer:

Explanation:

Question 2.

Answer:

Explanation:
In the above image, we can observe a five-cube train. In that four cubes are blue and the rest are orange. The process of taking one number or amount away from another number is called as subtraction. We have subtract total number of blue cubes from a five cube train .Then we get total number of orange cubes. The total number of orange cube is one.
Question 3.
THINK SMARTER+

Answer:

Explanation:
In the above image, we can see a four cube train. In that, one is red cube and three are blue cubes. We have to choose the correct answer for number of red cubes by subtracting the number of blue cubes from total number of cubes. If the answer matches with the number of red cubes, then the answer is ‘Yes’ or else ‘No’.

• In the first number sentence, subtracting two blue cubes from the total four cubes will not give the correct number of red cubes. The answer doesn’t match with the number of red cubes and so the answer is ‘No’.
• In the second number sentence, substracting three blue cubes from the total four cubes equals to one red cube. So, the answer is ‘Yes’.
• In the third number sentence, substracting one blue cube from three cubes will not give correct number of red cubes. So the answer is ‘No’.

Lesson 6.5 Algebra • Write Subtraction Sentences

Essential Question How can you solve subtraction word problems and complete the equation?

Share and Show

DIRECTIONS 1. Listen to the subtraction word problem. Trace the circle and X to show how many are being taken from the set. Trace to complete the subtraction sentence. 2–3. Listen to the subtraction word problem. How many are being taken from the set? Circle and mark an X to show how many are being taken from the set. Trace and write to complete the subtraction sentence.
Question 1.

Answer:
Explanation:
In the above image we can see five scorpions. In that two scorpions are taken away from the set. Circle the scorpions that are taken away from the set and marked with X. In order to get the left over scorpions we have to subtract two scorpions from four scorpions. Then we will get the number of scorpions left over. The left over scorpion is one.

Question 2.

Answer:

Explanation:
In the above image we can see four tortoises. In that one tortoise is taken away from the set. Circle the tortoises that are taken away from the set and marked with X. In order to get the left over tortoises we have to subtract one tortoise from four tortoises. Then we will get the number of tortoises left over. The left over tortoises are three.

Question 3.

Answer:

Explanation:
In the above image we can see four scorpions. In that three scorpions are taken away from the set. Circle the scorpions that are taken away from the set and marked with X. In order to get the left over scorpions we have to subtract three scorpions from four scorpions. Then we will get the number of scorpions left over. The left over scorpion is one.

DIRECTIONS 4–6. Listen to the subtraction word problem. How many are being taken from the set? Circle and mark an X to show how many are being taken from the set. Trace and write to complete the subtraction sentence.
Question 4.

Answer:

Explanation:
In the above image we can see five fish. In that three fish are taken away from the set. Circle the fish that are taken away from the set and marked with X. In order to get the left over fish we have to subtract three fish from five fish that we have, and we will get the number of fish left over. The left over fish are two as shown in the above image.
Question 5.

Answer:

Explanation:
In the above image we can see three fish. In that two fish are taken away from the set. Circle the fish that are taken away from the set  and marked with X. In order to get the left over fish we have to subtract two fish from three fish that we have, and we will get the number of fish left over. The left over fish is one.

Question 6.

Answer:

Explanation:
In the above image we can see five fish. In that four fish are taken away from the set.  Circle the fish that are taken away from the set and marked with X. In order to get the left over fish we have to subtract four fish from five fish that we have, and we will get the number of fish left over. The left over fish are one as shown in the above image.

Problem Solving • Applications

DIRECTIONS 7. Kristen has four flowers. She gives her friend some flowers. Now Kristen has two flowers. How many did Kristen give her friend? Draw to solve the problem. Complete the subtraction sentence. 8. Tell a different subtraction word problem about the flowers. Draw to solve the problem. Tell a friend about your drawing. Complete the subtraction sentence.
Question 7.

Answer:
             

Explanation:
Kristen has four flowers as shown in the above image. She gave some flowers to her friend. Subtract two flowers from total number of flowers which are four. Now Kristen has two flowers. Kristen gave two flowers to her friend.
Question 8.

Answer:

Explanation:
The total number of flowers in the above image are four. Three flowers are taken away from the place and one flower remains in the same place. In order to get the left over flowers we have subtract total number of flowers taken away from the total number of flowers. So the number of flowers leftover is one.

HOME ACTIVITY • Have your child draw a set of five or fewer balloons. Have him or her circle and mark an X on some balloons to show that they have popped. Then have your child tell a word problem to match the subtraction.

Algebra • Write Subtraction Sentences Homework & Practice 6.5

DIRECTIONS 1–3. Listen to the subtraction word problem about the animals. There are _____ _____. _____ are taken from the set. Now there are ____. How many are taken from the set? Circle and mark an X to show how many are being taken from the set. Trace and write to complete the subtraction sentence.
Question 1.

Answer:

Explanation:
In the above image we can see four animals. In that three animals are taken away from the set. Circle the animals that are taken away from the set and marked with X. In order to get the left over animals we have to subtract three animals from total number of animals. Then we will get the number of animals left over. The left over animal is one.

Question 2.

Answer:

Explanation:
In the above image we can see three animals. In that one animal is taken away from the set. Circle the animals that are taken away from the set and marked with X. In order to get the left over animals we have to subtract one animal from total number of animals. Then we will get the number of animals left over. The left over animals are two.
Question 3.

Answer:

Explanation:
In the above image we can see five animals. In that four animals are taken away from the set. Circle the animals that are taken away from the set and marked with X. In order to get the left over animals we have to subtract four animals from total number of animals. Then we will get the number of animals left over. The left over animal is one.

DIRECTIONS 1. Trace and write to show the subtraction sentence for the set. 2. Count the number of counters in each set. Circle the set that has the greater number of counters. 3. How many more counters would you place to model a way to make 9? Draw the counters.
Lesson Check
Question 1.

Answer:

Explanation:
In the above image we can observe some tortoise. Three tortoise are taken away from the set .The left over tortoise is one. Total number of tortoise are four. The process of taking one number or amount away from another number is called as subtraction. So we have to subtract number of tortoise taken away from the set from total number of tortoise. Then we get left over tortoise. So subtract three tortoise from four tortoise. The total number of tortoise left over is one.

Spiral Review
Question 2.

Answer:

Explanation:
In the above image, we can see the number of counters in the first set are three. The number of counters in the second set are four. So circle the set that has the greater number of counters. The second set contains a greater number of counters. So, circle for the second set.
Question 3.

Answer:

Explanation:
Three more counters are needed to place the model in a way to make nine. The addition is taking two or more numbers and adding them together. In the above image we can observe three counters are added.

Lesson 6.6 Algebra • Write More Subtraction Sentences

Essential Question How can you solve subtraction word problems and complete the equation?

Share and Show

DIRECTIONS 1–3. Listen to the subtraction word problem. How many birds are taken from the set? Trace the circle and X. How many birds are left? How many birds were there in all to begin with? Write and trace to complete the subtraction sentence.
Question 1.

Answer:
Subtract six from eight in order to get the difference. The difference is two.
Explanation:
In the above image we can observe some birds. Six birds are taken away from the set .The left over birds are two. Total number of birds are eight. The process of taking one number or amount away from another number is called as subtraction. So we have to subtract number of birds taken away from the set from total number of birds. Then we get left over birds. So subtract six birds from eight birds. The total number of birds left over are two.
Question 2.

Answer:

Explanation:
In the above image we can observe some birds. Three birds are taken away from the set .The left over birds are three. Total number of birds are six. The process of taking one number or amount away from another number is called as subtraction. So we have to subtract number of birds taken away from the set from total number of birds. Then we get left over birds. So subtract three birds from six birds. The total number of birds left over are three.
Question 3.

Answer:

Explanation:
In the above image we can observe some birds. Four birds are taken away from the set .The left over birds are five. Total number of birds are nine. The process of taking one number or amount away from another number is called as subtraction. So we have to subtract number of birds taken away from the set from total number of birds. Then we get left over birds. So subtract four birds from nine birds. The total number of birds left over are five.

DIRECTIONS 4–6. Listen to the subtraction word problem. How many birds are taken from the set? Trace the circle and X. How many birds are left? How many birds were there in all to begin with? Write and trace to complete the subtraction sentence.
Question 4.

Answer:

Explanation:
In the above image we can observe some birds. Five birds are taken away from the set .The left over bird is one. Total number of birds are six. The process of taking one number or amount away from another number is called as subtraction. So we have to subtract number of birds taken away from the set from total number of birds. Then we get left over birds. So subtract five birds from six birds. The total number of birds left over are five.

Question 5.

Answer:

Explanation:
In the above image we can observe some birds. six birds are taken away from the set .Now there are three birds. Total number of birds are nine. The process of taking one number or amount away from another number is called as subtraction. So we have to subtract number of birds taken away from the set from total number of birds. Then we get left over birds. So subtract six birds from nine birds. The total number of birds left over are three.

Question 6.

Answer:

Explanation:
In the above image we can observe some birds. Three birds are taken away from the set .Now there are five birds. Total number of birds are eight. The process of taking one number or amount away from another number is called as subtraction. So we have to subtract number of birds taken away from the set from total number of birds. Then we get left over birds. So subtract three birds from eight birds. The total number of birds left over are five.

Problem Solving • Applications

DIRECTIONS 7. Complete the subtraction sentence. Draw a picture of real objects to show what you know about this subtraction sentence. Tell a friend about your drawing.
Question 7.

Answer:


Explanation:
In the above image we can see eight oranges. In that six oranges are taken away from the set. Circle the animals that are taken away from the set and marked with X. In order to get the left over oranges we have to subtract six oranges from total number of oranges. Then we will get the number of oranges left over. The left over oranges are two.

HOME ACTIVITY • Tell your child you have some small objects in your hand. Tell him or her that you are taking two objects from the set and now there are five objects left. Ask him or her to tell you how many objects were in the set to start with.

Algebra • Write More Subtraction Sentences Homework & Practice 6.6

DIRECTIONS 1–3. Listen to a subtraction word problem about the birds. There are some birds. _____ birds are taken from the set. Now there are _____ birds. How many birds in all did you start with? Write the number to complete the subtraction sentence.
Question 1.

Answer:

Explanation:
In the above image we can observe some birds. Four birds are taken from the set .Now there are three birds. Total number of birds are seven. We have to subtract number of birds taken away from the set from total number of birds. Then we get left over birds. The process of taking one number or amount away from another number is called as subtraction. So subtract four birds from seven birds. The total number of birds left over are three.

Question 2.

Answer:

Explanation:
In the above image we can observe some birds. Three birds are taken away from the set .Now there are six birds. Total number of birds are nine. The process of taking one number or amount away from another number is called as subtraction. So we have to subtract number of birds taken away from the set from total number of birds. Then we get left over birds. So subtract three birds from nine birds. The total number of birds left over are six.
Question 3.

Answer:

Explanation:
In the above image we can observe some birds. One bird is taken away from the set .Now there are five birds. Total number of birds are six. The process of taking one number or amount away from another number is called as subtraction. So we have to subtract number of birds taken away from the set from total number of birds. Then we get left over birds. So subtract one bird from six birds. The total number of birds left over are five.

DIRECTIONS 1. Trace and write to show the subtraction sentence for the buses. 2. How many lunch boxes are there? Write the number. 3. Count the dots in the ten frames. Begin with 1. Write the numbers in order as you count forward.
Lesson Check
Question 1.

Answer:

Explanation:
In the above image we can see the total number of buses are seven. In that four buses are taken away .We have to find how many buses left over there.  Number of buses taken away are four and the total number of buses are six. So we have to subtract total number of buses taken away from total number of buses . Subtract four buses from six buses.  So we got the left over buses. The left over buses are two.

Spiral Review
Question 2.

Answer:

Explanation:
In the above image we can observe some lunch boxes. We have to perform addition operation to calculate the total number of lunch boxes. An addition sentence is a mathematical expression that shows two or more values added together and their sum. Total number of lunch boxes are seven

Question 3.

Answer:

Explanation:

• In the first frame, we can see that there are total ten number of counters and nine are not colored grey. If we substract the number of non-colored counters from total number of counters, then we will get the total number of grey colored counters. So, substracting nine from the total ten counters gives us one grey colored counters.
• Similar to the first frame, if we see in the second frame, there are total ten number of counters and eight are not colored grey. If we substract the number of non-colored counters from total number of counters, then we will get the total number of grey colored counters. So, substracting eight from the total ten counters gives us two grey colored counters.
• For the third frame, the same logic will apply here as well an substracting seven from ten gives us three grey colored counters.
• For the fourth frame, substracting four from the total ten counters will give us four grey colored counters.
• For the fifth frame, substracting five from the total ten counters will give us five grey colored counters.

Lesson 6.7 Algebra • Addition and Subtraction

Essential Question How can you solve word problems using addition and subtraction?

Share and Show

DIRECTIONS Tell addition and subtraction word problems. Use cubes to add and to subtract. 1. Trace the number sentences. 2. Complete the number sentences.
Question 1.

Answer:
The first cube train contains five red cubes and two blue cubes. ADD five red cubes with two blue cubes .The total number of cubes are seven.
Total number of cubes in the second cube train are seven. Subtract two blue cubes from total number of cubes are seven. Total number of red cubes are five.
Explanation:
In the first image we can see five red cubes and two blue cubes. We have to find total number of cubes. In order to get the total number of cubes we have to perform addition operation. An addition sentence is a mathematical expression that shows two or more values added together and their sum. ADD five red cubes with two blue cubes then we get total number of cubes. So the total number of cubes are seven.
In the second image we can see the total number of cubes are seven. In that two blue cubes are taken away .We have to find how many red cubes are left over there.  Number of cubes taken away are two and the total number of cubes are seven. So we have to subtract total number of  blue cubes taken away from total number of cubes . Subtract two blue cubes from seven cubes.  So we got the left over red cubes. The left over red cubes are five.

Question 2.

Answer:

Explanation:
In the first image we can see six red cubes and four blue cubes. We have to find total number of cubes. In order to get the total number of cubes we have to perform addition operation. An addition sentence is a mathematical expression that shows two or more values added together and their sum. ADD six red cubes with four blue cubes then we got total number of cubes. So the total number of cubes are ten.
In the second image we can see the total number of cubes are ten. In that four blue cubes are taken away .We have to find how many red cubes are left over there.  Number of cubes taken away are four and the total number of cubes are ten. So we have to subtract total number of  blue cubes taken away from total number of cubes . Subtract four blue cubes from ten cubes.  So we got the left over red cubes. The left over red cubes are six.

DIRECTIONS 3–4. Tell addition and subtraction word problems. Use cubes to add and subtract. Complete the number sentences.
Question 3.

Answer:

Explanation:
In the first image we can see six red cubes and two blue cubes. We have to find total number of cubes. In order to get the total number of cubes we have to perform addition operation. An addition sentence is a mathematical expression that shows two or more values added together and their sum. ADD six red cubes with two blue cubes then we get total number of cubes. So the total number of cubes are eight.
In the second image we can see the total number of cubes are eight. In that two blue cubes are taken away .We have to find how many red cubes are left over there.  Number of cubes taken away are two and the total number of cubes are eight. So we have to subtract total number of  blue cubes taken away from total number of cubes . Subtract two blue cubes from eight cubes.  So we got the left over red cubes. The left over red cubes are six.

Question 4.

Answer:

Explanation:
In the first image we can see eight red cubes and one blue cube. We have to find total number of cubes. In order to get the total number of cubes we have to perform addition operation. An addition sentence is a mathematical expression that shows two or more values added together and their sum. ADD eight red cubes with one blue cube then we get total number of cubes. So the total number of cubes are nine.
In the second image we can see the total number of cubes are nine . In that one blue cube is taken away .We have to find how many red cubes are left over there.  Number of cubes taken away are one and total number of cubes are nine .So we have to subtract total number of  blue cubes taken away from total number of cubes . Subtract one blue cube from nine cubes. The left over red cubes are eight .

Problem Solving • Applications

DIRECTIONS Look at the addition sentence at the top of the page. 5–6. Tell a related subtraction word problem. Complete the subtraction sentence.
Question 5.

Answer:

Explanation:
The process of taking one number or amount away from another number is called as subtraction. The result of a subtraction is called a difference. Subtraction is signified by the minus sign. For example, there are nine birds on a tree. If three birds flew away, then the number of birds left on the tree will be calculated by substracting the number of birds flew away from the total number of birds on the tree. If we substract three from six, then we get the answer as three.

Question 6.

Answer:

Explanation:
The process of taking one number or amount away from another number is called as subtraction. The result of a subtraction is called a difference. Subtraction is signified by the minus sign. For example, there are nine birds on a tree. If three birds flew away, then the number of birds left on the tree will be calculated by substracting the number of birds flew away from the total number of birds on the tree. If we substract three from nine, then we get the answer as six.

HOME ACTIVITY • Ask your child to use objects to model a simple addition problem. Then have him or her explain how to make it into a subtraction problem.

Algebra • Addition and Subtraction Homework & Practice 6.7

DIRECTIONS 1–2. Tell an addition or subtraction word problem. Use cubes to add or subtract. Complete the number sentence.
Question 1.

Answer:

Explanation:
In the above image we can see five grey cubes and three white cubes .Perform addition to get total number of cubes. An addition sentence is a mathematical expression that shows two or more values added together and their sum. ADD five black cubes with three white cubes then we get total number of cubes. The total number of cubes are eight.
Question 2.

Answer:

Explanation:
In the above image we can see the total number of cubes are eight .Three cubes are taken away .We have to find how many cubes are left over there.  Number of cubes taken away are three and total number of cubes are eight .So we have to substract total number of cubes taken away from total number of cubes . The left over cubes are five .

DIRECTIONS 1. Tell a subtraction word problem. Use cubes to subtract. Complete the number sentence. 2. Complete the addition sentence to show the numbers that match the cube train. 3. Compare the numbers. Circle the number that is greater.
Lesson Check
Question 1.

Answer:

Explanation:
In the above image we can see the total number of cubes are eight .Three cubes are taken away .We have to find how many cubes are left over there.  Number of cubes taken away are three and total number of cubes are eight .So we have to substract total number of cubes taken away from total number of cubes . The left over cubes are five .

Spiral Review
Question 2.

Answer:

Explanation:
In the above image the total number of cubes are ten. In that image we can see four black cubes and six white cubes .Perform addition to get total number of cubes. An addition sentence is a mathematical expression that shows two or more values added together and their sum. ADD four black cubes with six white cubes then we get total number of cubes are ten.

Question 3.

Answer:

Explanation:
In the above image we can see two numbers. First one is eight and second one is nine. By comparing these two numbers nine is greater than eight .So circle it for nine.

Subtraction Review/Test

DIRECTIONS 1. Write how many owls are flying away. Write how many owls are left. 2. Which answers show how many counters are red? Choose Yes or No. 3. Model a five-cube train. Two cubes are yellow and the rest are blue. Take apart the cube train to show how many are blue. Draw the cube trains. Trace and write to complete the subtraction sentence.
Question 1.

Answer:

Explanation:
In the above image total number of owls on the tree are four. One owl is flying away. The number of owls left on the tree are calculated by the subtraction method. Subtract number of owls flying away from the total number of owls present on the tree which means subtract one owl from four owls. Owls left on a tree are three.

Question 2.

Answer:

Explanation:
In the above image, we can see there are total nine counters. In that, four are red counters and five are yellow counters. We have to choose the correct answer for number of red counters by subtracting the number of yellow counters from total umber of counters. If the answer matches with the number of red counters, then the answer is ‘Yes’ or else ‘No’.

• In the first number sentence, subtracting one yellow counter from the total nine counters will not give the correct number of red counters. The answer doesn’t match with the number of red counters and so the answer is ‘No’.
• In the second number sentence, substracting five yellow counters from the total nine counters equals four red counters. So, the answer is ‘Yes’.
• In the third number sentence, substracting three yellow counters from eight counters will not give correct number of red counters. So the answer is ‘No’.

Question 3.
THINK SMARTER+

Answer:

Explanation:
In the above image we can see a five-cube train. Two cubes are yellow and the rest are blue. In order to find how many cubes are blue, we have to substract the yellow cubes from total number of cubes.

• Total number of cubes are five.
• Number of Yellow color cubes are two.
• Substracting two yellow cubes from the total five cubes will give us the total number of blue cubes which are three.

DIRECTIONS 4. There are 4 penguins. Two penguins are taken from the set. How many penguins are left? Trace and write to complete the subtraction sentence. 5. There are some birds. Three birds are taken from the set. How many birds are left? How many birds were there in all to start? Write and trace to complete the subtraction sentence. 6. Does the number sentence match the picture? Circle Yes or No. 7. Mark under all the number sentences that match the cubes.
Question 4.

Answer:

Explanation:
In the above image there are four penguins. Two penguins are taken from the set. Substract two penguins from the total four penguins and so we get left over penguins. The left over penguins are two.

Question 5.

Answer:

Explanation:
In the above image, the total number of birds are seven. In that, three birds are taken from the set. So, substract three birds which are taken away from the set from the total seven birds  and we will get the number of birds left over in the set and they are four.

Question 6.

Answer:

Explanation:
In the above picture, we can see a five cube train. In that, three are red cubes and two are blue cubes . The picture says that all the blue cubes are taken apart from the train and only the red cubes are remaining there.

• The first number sentence doesn’t match with the five cube train. Because in the above picture two blue cubes are taken away , So substracting four from five is not relevant here. So answer is ‘No’ for first number sentence.
• In the second sentence we can observe addition process takes place , which is irrelevant to the cube train as we are taking apart the blue cubes from the train actually. .So answer is ‘No’ for second number sentence also.
• In third number sentence, we can see total number of cubes are 5 and taken away blue cubes are two by substracting these we can get three red cubes . So answer is ‘Yes’ for third sentence.

Question 7.

Answer:

Explanation:
In the above image we can see a ten cube train and three number sentences. In that image we have to match the cube train with number sentence. A ten cube train contains three red cubes and seven blue cubes. Add three red cubes with seven blue cubes to get ten cube train which matches with the third number sentence. Mark for third number sentence.

DIRECTIONS 8. Model a four-cube train. Three cubes are red and the rest are blue. Take apart the train to show how many cubes are blue. Draw the cube trains. Complete the subtraction sentence. 9–10. Complete the subtraction sentence to match the picture.
Question 8.

Answer:

Explanation:
In the above image we can see a four-cube train. In that three cubes are red and rest are blue. In order to get how many cubes are blue ,subtract three red cubes from the total four cubes so as to get one blue cube .
Question 9.

Answer:

Explanation:
In the above image we can see an eight cube train . In that, one cube is blue and remaining are red. Blue cube is taken apart from the train, so substract one blue cube from the total eight cube train and then we will get the number of red cubes present in the train .The number of red cubes in the above image are seven.

Question 10.

Answer:

Explanation:
In the above image we can see four fish are there. In that two fish are taken away which represents to subtract two fish from four fish that we have and we will get the number of fish left over. The left over fish are two in the image.

DIRECTIONS 11. There were some apples on a tree. Some were taken away. Now there are zero apples left. Draw to show how many apples there could have been to start. Cross out apples to show how many were taken away. Complete the subtraction sentence. 12. There are some birds. Two birds are taken from the set. How many birds are left? How many birds were there in all to begin with? Write the number to complete the subtraction sentence. 13. Erica has 6 balloons. She gives some of her balloons to a friend. Now Erica has 4 balloons. How many did Erica give to her friend? Draw to solve the problem. Complete the subtraction sentence.
Question 11.
THINK SMARTER+

Answer:

                

Explanation:
In the first image, we can see there are five apples on a tree and in the second image five apples are taken away. Now the apples on the tree are zero as we have taken away all the five apples.

Question 12.

Answer:

Explanation:
In the above image we can see five birds are there in total and two birds were taken away from the set. So, substract two birds from the set of five birds and then the remaining birds are three.

Question 13.

Answer:


Explanation:
In the above image we can see Erica has six balloons and She gave two of her balloons to her friend.  Subtract two balloons from total number of balloons are two. Now Erica has four balloons with her.

Go Math Grade 1 Chapter 12 Answer Key Two-Dimensional Geometry

Go Math Grade 1 Chapter 12 Answer Key Two-Dimensional Geometry is here to provide you the help to have your kids a fun way of learning. It helps children to improve their practical skills by recognizing the real life geometrical shapes and here we concentrated on the two dimensional shapes with colorful methods and answers will be an extra point to the children to gain the knowledge easily with playful learning.

Go Math Grade 1 Chapter 12 Answer Key Two-Dimensional Geometry

Now parents have an easy way to teach their kids about shapes. Go Math Grade 1 Chapter 12 Answer Key Two-Dimensional Geometry has all the answers for the kids who are learning the concepts of two dimensional shapes. In this chapter each and every question is answered in a colorful and fun way to help your kids to have a happy learning. The difficulty level of this chapter is very easy as other kids also seem to be enjoying to learn together . This chapter highlights the concepts of shapes , sizes, equal shares, by visualizing them practically.

Two-Dimensional Geometry Show What You Know

• Two-Dimensional Geometry Show What You Know

Two-Dimensional Geometry Vocabulary Builder

• Two-Dimensional Geometry Vocabulary Builder

Two-Dimensional Geometry Game Rocket Shapes

• Two-Dimensional Geometry Game Rocket Shapes

Two-Dimensional Geometry Vocabulary Game

• Two-Dimensional Geometry Vocabulary Game

Lesson 1 Sort Two-Dimensional Shapes

• Lesson 12.1 Sort Two-Dimensional Shapes
• Sort Two-Dimensional Shapes Homework & Practice 12.1

Lesson 2 Describe Two-Dimensional Shapes

• Lesson 12.2 Describe Two-Dimensional Shapes
• Describe Two-Dimensional Shapes Homework & Practice 12.2

Lesson 3 Combine Two-Dimensional Shapes

• Lesson 12.3 Combine Two-Dimensional Shapes
• Combine Two-Dimensional Shapes Homework & Practice 12.3

Lesson 4 Combine More Shapes

• Lesson 12.4 Combine More Shapes
• Combine More Shapes Homework & Practice 12.4

Lesson 5 Problem Solving • Make New Two-Dimensional Shapes

• Lesson 12.5 Problem Solving • Make New Two-Dimensional Shapes
• Problem Solving • Make New Two-Dimensional Shapes Homework & Practice 12.5

Lesson 6 Find Shapes in Shapes

• Lesson 12.6 Find Shapes in Shapes
• Find Shapes in Shapes Homework & Practice 12.6

Lesson 7 Take Apart Two-Dimensional Shapes

• Lesson 12.7 Take Apart Two-Dimensional Shapes
• Take Apart Two-Dimensional Shapes Homework & Practice 12.7

Lesson 8 Equal or Unequal Parts

• Lesson 12.8 Equal or Unequal Parts
• Equal or Unequal Parts Homework & Practice 12.8

Lesson 9 Halves

• Lesson 12.9 Halves
• Halves Homework & Practice 12.9

Lesson 10 Fourths

• Lesson 12.10 Fourths
• Fourths Homework & Practice 12.10

Two-Dimensional Geometry Review/Test

• Two-Dimensional Geometry Review/Test

Two-Dimensional Geometry Show What You Know

Sort by Shape
Circle the shape that belongs in each group.
Question 1.

Answer:

Explanation:
Given, in the question above,
All the figures in the picture are triangles,
The odd one in the second picture is triangle
So, triangle shape is circled.

Question 2.

Answer:

Explanation:
Given, in the question above,
All the figures in the picture are rectangle ,
The odd one in the second picture is rectangle,
So, rectangle shape is circled.

Sort Shapes
Circle the shapes with 4 sides.
Question 3.

Answer:

Explanation:
The shapes having four sides are square and rectangle,
and shapes having three sides are triangles.

Identify Two-Dimensional Shapes
Color each square blue. Color each rectangle yellow.
Color each circle red.
Question 4.

Answer:

Explanation:
There are totally 8 circles in the picture,
All of them are colored in red.

Two-Dimensional Geometry Vocabulary Builder

Visualize It
Complete the chart.
Mark each row with a ✓.

Understand Vocabulary
Write the number of each shape.

Question 1.
_____ circles
Answer: 2

Explanation:
There are 9 shapes in the picture,
And there are 2 circles in the picture.

Question 2.
_____ squares
Answer: 4

Explanation:
There are 9 shapes in the picture,
And there are 4 squares in the picture.

Question 3.
_____ triangles
Answer: 3

Explanation:
There are 9 shapes in the picture,
And there are 3 triangles in the picture.

Two-Dimensional Geometry Game Rocket Shapes

Materials

Play with a partner.
Take turns.

1. Spin the .
2. Name the shape you spin.
3. Place that shape on the rocket if you can.
4. If you cannot place the shape, your turn is over.
5. The first player to cover a whole rocket wins.
   

Answer:

Explanation:
who ever wins the points between the player1 and player2,
The picture with the colors is the output.

Two-Dimensional Geometry Vocabulary Game

Guess the Word

Materials
timer
How to Play
Play with a partner.

1. Choose a math word from the Word Box. Do not tell your partner.
2. Set the timer.
3. Give a one-word clue.
4. Your partner tries to guess the secret word.
5. Repeat with a new one-word clue until your partner guesses correctly or time runs out.
6. Take turns.
7. The first player to correctly guess 5 words wins.
   

Answer:  Circle, Triangle, Rectangle, Square, Trapezoid.

Explanation:
From the picture we have the 5 words,
That is Circle, Triangle, Rectangle, Square, Trapezoid.
circles and trapezoid are in the cycle  from the picture,
Rectangle is from fencing of the play ground in the picture,
Square is from the sandbox in the picture,
Triangle is from the support of the swings in the frame.

The Write Way
Reflect
Choose one idea. Draw and write about it.

• Tell about two of your favorite shapes.
• Explain how you can combine shapes to make a new shape.
  

Answer: we can use circle and triangle to form a Cone.

Explanation:
From the shapes Circle and Triangle, combined together,
Thus forming a Cone.

Lesson 12.1 Sort Two-Dimensional Shapes

Essential Question How can you use attributes to classify and sort two-dimensional shapes?

Listen and Draw

Draw to sort the shapes.
Write the sorting rule.

Answer: Sorting rule is defined as the method to identify the patterns by sort of size, color and shapes for two-dimensional objects and also helpful to recognizing the shapes which are similar and different.

The different ways to sort out the two-dimensional shapes are given below

Explanation:
shapes with 3 vertices are:

shapes with 4 vertices are:

shapes with open figures are:

MATHEMATICAL PRACTICES
Explain Are there shapes that did not go in your groups?
Answer: No, There are no shapes that did not go in your group , because here we are dealing with two dimensional shapes and we have triangle, square, circle, rectangle and so on. from the above questions so all  of them are grouped.

Model and Draw

Here are some ways to sort two-dimensional shapes.

Answer: By sorting rule we have , circles, triangles, rectangles

Explanation:
From the question, we know that
curved and closed shapes here are circles,
closed shapes with 3 sides here are triangles,
closed shapes with 4 sides here are rectangles.

Share and Show

Read the sorting rule. Circle the shapes that follow the rule.
Question 1.
4 vertices (corners)

Answer: There are 3 figures following the given sorting rule.

Explanation:

Here we have rectangle and 2 squares.

Question 2.
not curved

Answer: There are 4 figures following the given sorting rule.

Explanation:

Here we have shapes with out curved end are triangle, square and rectangle.

Question 3.
only 3 sides

Answer: There are 2 figures following the given sorting rule.

Explanation:

Here we have shapes with 3 sides are triangle

Question 4.
more than 3 sides

Answer: There are 3 figures following the given sorting rule.

Explanation:

Here we have shapes with more than 3 sides are 2 squares and  a rectangle.

On Your Own

MATHEMATICAL PRACTICE Use Math Vocabulary
Circle the shapes that follow the rule.
Question 5.
curved

Answer: shape with round and curved surface

Explanation:
The shape that follow the given rule is shape with curved and round surface is

Question 6.
only 3 vertices (corners)

Answer:  shape with only 3 equal sides

Explanation:
The shape that follow the given rule is shape with only 3 equal sides is

Question 7.
4 sides

Answer: shape with only 4 sides

Explanation:
The shape that follow the given rule is shape with only 4 sides is

Question 8.
4 sides are the same length

Answer: shape with 4 sides are the same length

Explanation:
The shape that follow the given rule is shape with 4 sides are the same length is

THINK SMARTER Draw 2 different two-dimensional shapes that follow both parts of the sorting rule.

Question 9.
3 sides and 3 vertices (corners)
Answer: Triangle

Explanation:

By sorting rule given in the question,
A Triangle has 3 sides and 3 vertices (corners)

Question 10.
2 sides are long and 2 sides are short
Answer: Rectangle

Explanation:

By sorting rule given in the question,
A Rectangle has 2 sides are long and 2 sides are short

Problem Solving • Applications

Ted sorted these shapes three different ways. Write sorting rules to tell how Ted sorted.

Question 11.

Answer: He sorted out by using 3 sides and 3 vertices

Explanation:
Because only triangle has 3 sides and 3 vertices

Question 12.

Answer: He sorted out by using 4 vertices and 4 sides

Explanation:
Because rectangles and squares have 4 vertices and 4 sides

Question 13.
THINK SMARTER

Answer: He sorted out by using shapes having 3 or more sides and 3 vertices

Explanation:
The shapes with having 3 or more sides and 3 vertices  are triangle, square, rectangle. are given in the picture.

Question 14.
THINK SMARTER
Which shapes have more than 3 sides? Choose all that apply.

Answer:  The shapes have more than 3 sides are square, rectangle, parallelogram and pentagon.

Explanation:

The shapes have more than 3 sides are square has 4 sides,
rectangle has 4 sides,
parallelogram has 4 sides,
pentagon has 5 sides.

TAKE HOME ACTIVITY • Gather some household objects such as photos, buttons, and napkins. Ask your child to sort them by shape.

Sort Two-Dimensional Shapes Homework & Practice 12.1

Read the sorting rule. Circle the shapes that follow the rule.
Question 1.
not curved

Answer: The shapes having are 4 figures following the given sorting rule.

Explanation:

The shapes having are 4 figures following the given sorting rule,
They are triangle, square.

Question 2.
4 vertices

Answer: The shapes having are 3 figures following the given sorting rule.

Explanation:

The shapes having are 3 figures following the given sorting rule,
They are rectangle, square.

Problem Solving
Question 3.
Katie sorted these shapes. Write a sorting rule to tell how Katie sorted.

Answer: shapes having 3 vertices

Explanation:
Katie sorted these shapes by choosing 3 vertices ,
Because all triangles have 3 vertices irrespective of their length of the sides

Question 4.
WRITE
Explain how you would name a sorting rule for 1 square, 1 rectangle, and 1 triangle.
____________________
____________________
Answer: shapes having 3 or more sides

Explanation:

Here we have 1 square, 1 rectangle, and 1 triangle,
shapes having 3 or more sides.

Lesson Check
Question 1.
Circle the shape that would not be sorted into this group.

Answer: triangle and circle.

Explanation:

From the first group , we have all of them with 4 sides except triangle,
So, triangle does not belong to the group.
From the second group, we have sides and corners except circle
So, circle does not belong to the group.

Question 2.
Circle the shape that has fewer than 4 sides.

Answer: Triangle

Explanation:

From the group we have all of them having 4 sides Except triangle,
So, triangle does not belong to the group.

Spiral Review
Solve. Draw or write to explain.
Question 3.
Clue 1: A black line is shorter than a white line.
Clue 2: The white line is shorter than a gray line. Is the black line longer or shorter than the gray line?

Answer: The black line is shorter than the gray line.

Explanation:

Given, A black line is shorter than a white line.
The white line is shorter than a gray line,
So, from the picture we have, The black line is shorter than the gray line.

Lesson 12.2 Describe Two-Dimensional Shapes

Essential Question What attributes can you use to describe two-dimensional shapes?

Listen and Draw

Use two-dimensional shapes. Sort them into two groups. Draw to show your work.

MATHEMATICAL PRACTICES
Look for Structure How did you sort the shapes into two groups? Name the shapes in each group.
Answer: shapes with 3 vertices and shapes with 4 vertices

Explanation:

Table shows , shapes with 3 vertices and shapes with 4 vertices

Share and Show

Use two-dimensional shapes.
Draw and write to complete the chart.

Answer:

On Your Own

Use to trace each straight side.
Use to circle each vertex (corner).
Write the number of sides and vertices (corners).
Question 6.

_____ sides
_____ vertices
Answer: 4 sides and 4 vertices.

Explanation:

There are 4 sides and 4 vertices in the given figure.

Question 7.

_____ sides
_____ vertices
Answer: 4 sides and 4 vertices

Explanation:

There are 4 sides and 4 vertices in the given figure.

Question 8.

_____ sides
_____ vertices
Answer: 3 sides and 3 vertices

Explanation:

There are 3 sides and 3 vertices in the given figure.

Question 9.

_____ sides
_____ vertices
Answer:  3 sides and 3 vertices

Explanation:

There are 3 sides and 3 vertices in the given figure.

Question 10.

_____ sides
_____ vertices
Answer: 6 sides and 6 vertices

Explanation:

There are 6 sides and 6 vertices in the given figure.

Question 11.

_____ sides
_____ vertices
Answer: 4 sides and 4 vertices

Explanation:

There are 4 sides and 4 vertices in the given figure.

THINK SMARTER Draw a picture to solve.

Question 12.
I am a shape with 3 straight sides and 3 vertices.
Answer: Triangle

Explanation:

A Triangle has 3 straight sides and 3 vertices.

Question 13.
I am a shape with 4 straight sides that are the same length and 4 vertices.
Answer: Square

Explanation:

A Square has 4 straight sides that are the same length and 4 vertices.

Problem Solving • Applications

MATHEMATICAL PRACTICE Use Math Vocabulary
Draw shapes to match the clues.
Question 14.
Jake draws a shape that has fewer than 5 sides. It has 3 vertices.
Answer: Triangle

Explanation:

A Triangle has 3 straight sides and 3 vertices.

Question 15.
Meg draws a shape with 4 sides. She labels it as a trapezoid.
Answer: yes, Trapezoid

Explanation:

A Trapezoid has 4 sides

Question 16.
GO DEEPER
Ben draws two different shapes. They each have only 4 vertices.
Answer: Rectangle and Square.

Explanation:
and
Both of them have 4 vertices

Question 17.
THINK SMARTER
Circle the number that makes the sentence true.

Answer: A triangle has 3 vertices.

Explanation:

TAKE HOME ACTIVITY • Have your child draw a square, a trapezoid, and a triangle. For each shape, have him or her show you the sides and vertices and tell how many of each.

Describe Two-Dimensional Shapes Homework & Practice 12.2

Use to trace each straight side.
Use to circle each vertex. Write the number of sides and vertices.
Question 1.

______ sides
______ vertices
Answer: 6 sides and 6 vertices

Explanation:

There are 6 sides and 6 vertices in the given figure.

Question 2.

______ sides
______ vertices
Answer: 4 sides and 4 vertices

Explanation:

There are 4 sides and 4 vertices in the given figure.

Question 3.

______ sides
______ vertices
Answer: 4 sides and 4 vertices

Explanation:

There are 4 sides and 4 vertices in the given figure.

Question 4.

______ sides
______ vertices
Answer: 3 sides and 3 vertices

Explanation:

There are 3 sides and 3 vertices in the given figure.

Problem Solving
Draw a shape to match the clues.
Question 5.
Ying draws a shape with 4 sides. She labels it as a rectangle.
Answer: Yes, rectangle

Explanation:

Rectangle has 4 sides.

Question 6.
WRITE
Use pictures and words to show the attributes of a hexagon.
Answer:

Explanation:
Characteristics of hexagon are,
All the sides are equal in length.
All the interior angles measure 120°.
The sum of all the interior angles of a regular hexagon is 720°.

Lesson Check
Question 1.
How many vertices does a triangle have?

______ vertices
Answer:  A Triangle has 3 vertices

Explanation:

A Triangle has 3 vertices

Question 2.
How many vertices does a ☐ have?
______ vertices
Answer: A Square has 4 vertices

Explanation:

A Square has 4 vertices

Spiral Review
Question 3.
Circle the greater addend.
Count on to find the sum.

Answer: 9 + 2 = 11

Explanation:

9 + 2 = 11

Question 4.
Corey measures a crayon box with his paper clip ruler. About how long is the box?

Answer: The box is about 5 inches

Explanation:
He used  4 paper clips in the figure,
So, crayon box is about 5 inches in length.

Lesson 12.3 Combine Two-Dimensional Shapes

Essential Question How can you put two-dimensional shapes together to make new two-dimensional shapes?

Listen and Draw

Use pattern blocks. Draw to show your work.
Answer: we can use 2squares to form a rectangle.

Explanation:

we need 2 squares to form 1 rectangle,
Each square has 4 sides ,
And combined to form a Rectangle having four sides

MATHEMATICAL PRACTICES
Use Tools Describe the new shape Karen made.
Answer: we can use 2 triangles to form a rhombus

Explanation:

we need 2 triangles to make 1 rhombus
Each triangle has 3 vertices,
And combined to form a Rhombus which has 4 sides.

Share and Show

Use pattern blocks. Draw to show the blocks. Write how many blocks you used.
Question 1.

Answer: we need 3 Rhombus to form a Hexagon.

Explanation:

We need 3 Rhombus to form a Hexagon.
Each rhombus have 4 sides,
and combined forming a hexagon having 6 sides

Question 2.

Answer: we need 3 triangles to form a trapezoid.

Explanation:

we need 3 triangles to form a trapezoid.
Each triangle has 3 sides
And combined to form a Trapezoid having 4 sides.

On Your Own

MATHEMATICAL PRACTICE Use a Concrete Model
Use pattern blocks. Draw to show the blocks.
Write how many blocks you used.
Question 3.

Answer: we need 6 triangles to make a Hexagon.

Explanation:

we need 6 triangles to make a Hexagon.
Each triangle has 3 sides,
And combined to form a Hexagon having 6 sides.

Question 4.

Answer: we need 2 triangles to make 1 rhombus

Explanation:

we need 2 triangles to make 1 rhombus
Each triangle has 3 vertices,
And combined to form a Rhombus which has 4 sides.

Question 5.
THINK SMARTER
Use me two times to make this shape. Which block am I? Circle a block to show your answer.

Answer: we need 2 Rhombus to get the given shape.

Explanation:

we need 2 Rhombus to get the given shape.
Each rhombus has 4 sides,
And combined to form the given shape which also has 4 sides.

Question 6.
GO DEEPER
Use these pattern blocks to make the shape. Write how many times you used each block.

Answer: we used 6 triangles to make a hexagon,
we used 3 rhombus to make a hexagon,

Explanation:

We need 3 Rhombus to form a Hexagon.
Each rhombus have 4 sides,
and combined forming a hexagon having 6 sides

we need 6 triangles to make a Hexagon.
Each triangle has 3 sides,
And combined to form a Hexagon having 6 sides.

we need 2 trapezoids to make a Hexagon.
Each trapezoid has 4 sides,
And combined to form a Hexagon having 6 sides.

Problem Solving • Applications

GO DEEPER Use pattern blocks. Draw to show your answer.
Question 7.

Answer: we need 2 triangles to make 1 rhombus, for 3 rhombus we need 6 triangles .

Explanation:

we need 2 triangles to make 1 rhombus
So, for 3 rhombus we need 6 triangles .

Question 8.
THINK SMARTER
How many make a ? Use pattern blocks. Draw to show the blocks you used.
Answer: we need 3 triangles to form a trapezoid.

Explanation:

we need 3 triangles to form a trapezoid.
Each triangle has 3 sides
And combined to form a Trapezoid having 4 sides.

TAKE HOME ACTIVITY • Have your child explain how he or she solved Exercise 7.

Combine Two-Dimensional Shapes Homework & Practice 12.3

Use pattern blocks. Draw to show the blocks. Write how many blocks you used.
Question 1.

Answer: we need 3 triangles to form a trapezoid.

Explanation:

we need 3 triangles to form a trapezoid.
Each triangle has 3 sides
And combined to form a Trapezoid having 4 sides.

Question 2.

Answer: we can use 2 triangles to form a rhombus

Explanation:

we need 2 triangles to make 1 rhombus
Each triangle has 3 vertices,
And combined to form a Rhombus which has 4 sides.

Problem Solving
Use pattern blocks. Draw to show your answer.
Question 3.

Answer:  we need 6 trapezoids for 4 hexagons

Explanation:

we need 2 trapezoids to make a Hexagon.
Each trapezoid has 4 sides,
And combined to form a Hexagon having 6 sides.
So, we need 6 trapezoids for 4 hexagons

Question 4.
WRITE
Draw the shapes you could put together to make a rectangle.
Answer: we can use 2squares to form a rectangle.

Explanation:

we need 2 squares to form 1 rectangle,
Each square has 4 sides ,
And combined to form a Rectangle having four sides

Lesson Check
Question 1.

Answer: we need 6 triangles to make a Hexagon.

Explanation:

we need 6 triangles to make a Hexagon.
Each triangle has 3 sides,
And combined to form a Hexagon having 6 sides.

Question 2.

Answer: we need 3 Rhombus to form a Hexagon.

Explanation:

We need 3 Rhombus to form a Hexagon.
Each rhombus have 4 sides,
and combined forming a hexagon having 6 sides

Spiral Review
Question 3.
Use . Which string is about 5 long?
Circle the string that is about 5 long.

Answer: First string has minimum length of 6 inches that is 5 paper clips.

Explanation:

So, First string has minimum length of 6 inches that is 5 paper clips.

Question 4.
Look at the hour hand. Write the time.

_________
Answer: 5 O’clock

Explanation:
Because in the clock ,
short hand is the hour hand and long hand is the minutes hand .
So, it is 5 O’clock , in the watch.

Lesson 12.4 Combine More Shapes

Essential Question How can you combine two-dimensional shapes to make new shapes?

Listen and Draw

Use shapes to fill each outline.
Draw to show your work.

Answer: we can use right angle triangle and square for the the first shape,
we can use triangle and rectangle for the second shape.

Explanation:

we can use right angle triangle and square for the the first shape,
we can use triangle and rectangle for the second shape.

MATHEMATICAL PRACTICES
Represent Use the outline on the left to describe how two shapes can make another shape.
Answer:  we are representing the above figures by outline to make another shape

Explanation:

we are representing the above figures by outline to make another shape
By, using two shapes to fill the outline on the left, and drawing a line to show the two shapes. Then using three shapes to fill the outline on the right,

Share and Show

Circle two shapes that can combine to make the shape on the left.
Question 1.

Answer:  two semi circles give one full circle

Explanation:

So, Two semi circles give one full circle.

Question 2.

Answer: Two squares will form a new rectangle

Explanation:

So, Two squares will form a new rectangle

Question 3.

Answer: Two Quarter circles form a new shape

Explanation:

So, Two Quarter circles form a new shape

On Your Own

MATHEMATICAL PRACTICE Use Diagrams Circle two shapes that can combine to make the shape on the left.
Question 4.

Answer: One rectangle and one quarter circle form a new shape

Explanation:

Thus , One rectangle and one quarter circle form a new shape

Question 5.

Answer: one triangle and one square form a new shape

Explanation:

Thus, one triangle and one square form a new shape

THINK SMARTER Draw lines to show two different ways to combine the shapes on the left to make new shapes on the right.
Question 6.

Answer: we are using the shapes given  on left to identify the shapes on the right to by drawing lines

Explanation:

Here, we have Two squares and one Rectangle

Question 7.

Answer: we are using the shapes given  on left to identify the shapes on the right to by drawing lines

Explanation:

Here, we have Two Squares and Two Triangles

Problem Solving • Applications

THINK SMARTER Draw lines to show how the shapes on the left combine to make the new shape.
Question 8.

Answer: we are using the shapes given  on left to identify the shapes on the right to by drawing lines

Explanation:

Here, we have one Rectangle and one Triangle.

Question 9.

Answer: we are using the shapes given  on left to identify the shapes on the right to by drawing lines

Explanation:

Here, we have  a semi circle and a quarter circle.

Question 10.

Answer: we are using the shapes given  on left to identify the shapes on the right to by drawing lines

Explanation:

Here, we have Two squares and a Rectangle .

Question 11.
THINK SMARTER
Circle the two shapes that can combine to make this new shape.

Answer: A Triangle and a Hexagon forma a new shape.

Explanation:

Thus, A Triangle and a Hexagon forma a new shape.

TAKE HOME ACTIVITY • Ask your child to draw a new shape he or she can make by combining two triangles.

Combine More Shapes Homework & Practice 12.4

Circle two shapes that can combine to make the shape on the left.
Question 1.

Answer: A Rectangle and a Quarter circle forms a new shape,

Explanation:

Hence, A Rectangle and a Quarter circle forms a new shape.

Question 2.

Answer: A Triangle and a Square forms a new shape.

Explanation:

Hence, A Triangle and a Square forms a new shape.

Problem Solving
Question 3.
Draw lines to show how the shapes on the left combine to make the new shape.

Answer: we are representing the above figures by outline to make another shape

Explanation:

we are using the shapes given  on left to identify the shapes on the right to by drawing lines

Question 4.
WRITE
Draw two shapes. Then draw what they would look like if you put them together to make a new shape.
Answer:  we have one Rectangle and one Triangle.

Explanation:

Hence, we have one Rectangle and one Triangle.

Lesson Check
Question 1.
Circle the shapes that can combine to make this new shape.

Answer: Two circles can form a full  circle.

Explanation:

Thus, Two circles can form a full  circle.

Spiral Review
Use the picture graph to answer each question.

Question 2.
How many more children chose than ?
______ more children
Answer: 3 more children.

Explanation:
From given , data we have,
3 more children in drawing  than swimming.

Question 3.
How many children chose and ?
______ children
Answer: 6 children chose both of them.

Explanation:
From given , data we have,
Totally 6 children chose Dancing and Swimming.

Lesson 12.5 Problem Solving • Make New Two-Dimensional Shapes

Essential Question How can acting it out help you make new shapes from combined shapes?

Cora wants to combine shapes to make a circle. She has . How can Cora make a circle?

Unlock the Problem

Show how to solve the problem.
Step 1 Use shapes. Combine to make a new shape.

Step 2 Then use the new shape.

Answer: we can make a new circle by using given shape.

Explanation:
step 1 : use the given shape, combine to make a new shape

step2 : Then use the new shape.

HOME CONNECTION • Recognizing how shapes can be put together and taken apart provides a foundation for future work with fractions.

Try Another Problem

Use shapes to solve.
Draw to show your work.
Question 1.
Use ☐ to make a larger ☐.
Step 1 Combine shapes to make a new shape.

Step 2 Then use the new shape.

Answer: we can make a new shape by using given shape.

Explanation:
step 1 : use the given shape, combine to make a new shape

step2 : Then use the new shape.

Question 2.

Answer:  we can make a new shape by using given shape.

Explanation:
step 1 : use the given shape, combine to make a new shape

step2 : Then use the new shape.

MATHEMATICAL PRACTICES
Model How did you make the rectangle in Exercise 2?
Answer: we used the new blocks of  squares from the set of triangles,
And the two squares are formed as rectangle.

Explanation:

Share and Show

MATHEMATICAL PRACTICE Analyze Relationships Use shapes to solve. Draw to show your work.
Question 3.

Answer: we can make a new shape by using given shape.

Explanation:
step 1 : use the given shape, combine to make a new shape

step2 : Then use the new shape.

Question 4.
THINK SMARTER

Answer: we can make a new shape by using given shape.

Explanation:
step 1 : use the given shape, combine to make a new shape

step2 : Then use the new shape.

TAKE HOME ACTIVITY • Have your child explain how he or she solved Exercise 3.

Problem Solving • Make New Two-Dimensional Shapes Homework & Practice 12.5

Use shapes to solve.
Draw to show your work.
Question 1.

Answer: we can make a new shape by using given shape.

Explanation:
step 1 : use the given shape, combine to make a new shape

step2 : Then use the new shape.

Question 2.
WRITE
Use pictures to show how you can make a new shape using a combined shape made from two trapezoids.
Answer: we can make a new shape using a combined shape made from two trapezoids.

Explanation:
step 1 : use the given shape, combine to make a new shape

step2 : Then use the new shape.

Lesson Check
Follow the steps.
Question 1.
Which new shape could you make? Circle your answer.

Answer: we can make a new shape by using given shape.

Explanation:
step 1 : use the given shape, combine to make a new shape

step2 : Then use the new shape.

Spiral Review
Question 2.
Circle the shape that has no flat surfaces.

Answer:  A circle has no flat surface

Explanation:

Because, A circle has no flat surface

Question 3.
Which flat surface does a cylinder have? Circle your answer.

Answer: The flat surface which a cylinder have is rectangle.

Explanation:

The flat surface which a cylinder have is rectangle.

Two-Dimensional Geometry Mid-Chapter Checkpoint

Concepts and Skills

Write the number of sides and vertices (corners).
Question 1.

_____ sides
______ vertices
Answer: the shape has 4 corners and 4 sides.

Explanation:

So, the shape has 4 corners and 4 sides.

Question 2.

_____ sides
______ vertices
Answer: the shape has 6 corners and 6 sides

Explanation:

So, the shape has 6 corners and 6 sides

Circle the shapes that can combine to make the new shape.
Question 3.

Answer: we have a rectangle and a quarter circle

Explanation:

To form a new shape, we have a rectangle and a quarter circle

Question 4.
THINK SMARTER
Which new shape can you make?

Answer: 

Explanation:
we can make a new shape by using given shape.
step 1 : use the given shape, combine to make a new shape

step2 : Then use the new shape.

Lesson 12.6 Find Shapes in Shapes

Essential Question How can you find shapes in other shapes?

Listen and Draw

Use pattern blocks. What shape can you make with 1 and 2 ?
Draw to show your shape.
Answer: we can make a new shape by using given shape.

Explanation:

We can forma new shape from a hexagon and a triangle.

MATHEMATICAL PRACTICES
Use Tools Can you use the same pattern blocks to make a different shape?
Answer: yes, we can use the same pattern blocks to make a different shape

Explanation:
or
Here we used same pattern blocks to make a different shape

Share and Show

Use two pattern blocks to make the shape.
Draw a line to show your model.
Circle the blocks you use.
Question 1.

Answer:

Explanation:

We can form a new shape from a hexagon and a triangle.

Question 2.

Answer:

Explanation:

We can form a new shape from a hexagon and a rhombus.

On Your Own

MATHEMATICAL PRACTICE Use a Concrete Model Use two pattern blocks to make the shape. Draw a line to show your model. Circle the blocks you use.
Question 3.

Answer:

Explanation:

we can form a new shape with a rhombus and a triangle.

Question 4.

Answer:

Explanation:

we can form a new shape with a rhombus and a triangle.

Question 5.

Answer:

Explanation:

Just rotate the give triangle

Question 6.

Answer: 

Explanation:

we can form a new shape with a rhombus and a triangle.

Question 7.
THINK SMARTER
Use three pattern blocks to make the shape. Draw lines to show your model. Circle the blocks you use.

Answer: we use three figures to form a new shape.

Explanation:

Here, we are using trapezoid, rhombus and triangle.

Problem Solving • Applications

THINK SMARTER
Make this shape. Use the number of pattern blocks listed in the exercise. Write how many of each block you use.

Question 8.
Use 3 blocks.

Answer:

Explanation:
=
Here, we used one hexagon and two triangles

Question 9.
Use 5 blocks.

Answer: 

Explanation:

Here, we used 3 triangles, 1 rhombus, 1 trapezoid to form a new shape.

Question 10.
Use 7 blocks.

Answer: 

Explanation:

Here, we used 6 triangles, 1 rhombus, to form a new shape.

Question 11.
Use 8 blocks.

Answer:

Explanation:

Here, we used 8 triangles to form a new shape.

Question 12.
THINK SMARTER
Use 4 pattern blocks to fill the shape. Draw to show the blocks you used.

Answer:

Explanation:

Here, we used 1 triangle, 1 rhombus, 2 trapezoids to form a new shape.

TAKE HOME ACTIVITY • Have your child use this page to explain how to find shapes within the given shape.

Find Shapes in Shapes Homework & Practice 12.6

Use two pattern blocks to make the shape. Draw a line to show your model. Circle the blocks you use.
Question 1.

Answer:

Explanation:

Here, we used two pattern blocks to form a new shape.

Question 2.

Answer:

Explanation:

Here, we used two pattern blocks to form a new shape.

Problem Solving
Make the shape to the right. Use the number of pattern blocks listed in the exercise. Write how many of each block you use.

Question 3.
Use 3 blocks.

Answer:

Explanation:

Here, we used two pattern blocks to form a new shape.

Question 4.
WRITE
Use pictures or words to explain what shapes can be put together to make a hexagon shape.
Answer: I put together 2 trapezoids to make a hexagon. It has 6 sides and 6 vertices.
It has 2 equal parts. My new shape has 2 trapezoids and 4 triangles.

Lesson Check
Question 1.
Circle the pair of pattern blocks that can make this shape.

Answer:

Explanation:

Here, we used two pattern blocks to form a new shape.

Spiral Review
Question 2.
Write the time.

_______
Answer: It is 2 hours and 30 minutes in the clock.

Explanation:
Because, the hours hand is in between 2 and 3,
And minutes hand is on 6 , that implies an half an hour or 30 minutes.
So, It is 2 hours and 30 minutes in the clock.

Question 3.
Write tally marks to show the number 8.
_________
Answer: 

Explanation:
It is a form of numeral used for counting. The general way of writing tally marks is as a group or set of five lines. The first four lines are drawn vertically and each of the fifth line runs diagonally over the previous four vertical lines, i.e. from the top of the first line to the bottom of the fourth line.

Question 4.
How many vertices does a ☐ have?
_____ vertices
Answer: 4 vertices.

Explanation:

A square has 4 vertices and 4 sides.

Lesson 12.7 Take Apart Two-Dimensional Shapes

Essential Question How can you take apart two dimensional shapes?

Listen and Draw

Color rectangles orange.
Color triangles purple.

Answer:
In the picture there are 4 triangles and are colored in purple,
And 2 rectangles and are colored in orange

MATHEMATICAL PRACTICES
Look for Structure What shapes did Angelina make?
Answer:

Explanation:
Angelina put some triangles and rectangles together.
She drew pictures to show what she made.
We have Colored them to show how Angelina put the shapes together.

Share and Show

Draw a line to show the parts.
Question 1.

Answer:

Question 2.

Answer:

Question 3.

Answer:

Question 4.

Answer:

On Your Own

MATHEMATICAL PRACTICE Identify Relationships Draw a line to show the parts.
Question 5.

Answer: 

Question 6.

Answer:

Question 7.

Answer:

Question 8.

Answer:

THINK SMARTER
Draw two lines to show the parts.

Question 9.

Answer:

Question 10.

Answer:

Problem Solving • Applications

Question 11.
THINK SMARTER
How many squares are there?

________ squares
Answer:
There 4 squares in the given figure.

Question 12.
THINK SMARTER
Draw a line to show the parts.

Answer: 

TAKE HOME ACTIVITY • Ask your child to explain how he or she solved Exercise 11.

Take Apart Two-Dimensional Shapes Homework & Practice 12.7

Draw a line to show the parts.
Question 1.

Answer:

Question 2.

Answer:

Problem Solving
Question 3.
How many triangles are there?

_______ triangles
Answer:
There are 4 triangles in the given picture.

Question 4.
WRITE
Draw a shape. Then draw one or two lines to show parts of the shape.
Answer:
We used a triangle and a rectangle to have a new shape.

Lesson Check
Question 1.
Look at the picture.
Circle the pair that shows the parts.

Answer: 

Explanation:

Spiral Review
Question 2.
Use the graph.
How many children chose

______ children
Answer: 2 children chose soccer.

Question 3.
Which new shape can you make?
Circle your answer.

Answer:

Lesson 12.8 Equal or Unequal Parts

Essential Question How can you identify equal and unequal parts in two-dimensional shapes?

Listen and Draw

Draw to show the parts.

Answer:  and

MATHEMATICAL PRACTICES
Explain how the triangles shown in each square compare.
Answer: For the first square we have 2 equal triangles,
For the second square we have 3 unequal triangles.

Share and Show

Circle the shape that shows equal parts.
Question 1.

Answer:
Here we have 2 equal rectangles.

Question 2.

Answer:
Here we have 4 equal triangles

Question 3.

Answer: 
Here we have 2 equal semi circles.

Circle the shape that shows unequal parts.
Question 4.

Answer:
Here we have 4 equal quarters of a circle.

Question 5.

Answer:
Here we have 2 equal parts of rectangles.

Question 6.

Answer:
Here we have 4 equal parts of the given shape.

On Your Own

MATHEMATICAL PRACTICE Use Math Vocabulary Color the shapes that show unequal shares.
Question 7.

Answer:

Question 8.

Answer:

Color the shapes that show equal shares.
Question 9.

Answer:

Question 10.

Answer:

THINK SMARTER Write the number of equal shares.
Question 11.

______ equal shares
Answer: 2 equal shares

Explanation:

Question 12.

_______ equal shares
Answer: 4 equal shares.

Explanation:

Problem Solving • Applications

THINK SMARTER Draw lines to show the parts.
Question 13.
2 equal parts

Answer:

Question 14.
2 unequal parts

Answer:

Question 15.
4 equal shares

Answer:

Question 16.
4 unequal shares

Answer:

Question 17.
THINK SMARTER
Does the shape show equal shares? Choose Yes or No.

Answer:

TAKE HOME ACTIVITY• Draw a circle on a piece of paper. Ask your child to draw a line so the circle shows 2 equal shares

Equal or Unequal Parts Homework & Practice 12.8

Color the shapes that show unequal shares.
Question 1.

Answer:

Color the shapes that show equal shares.
Question 2.

Answer:

Problem Solving
Draw lines to show the parts.
Question 3.
4 equal shares

Answer:

Question 4.
WRITE
Draw two rectangles. Draw lines on one rectangle to show equal parts. Draw lines on the other rectangle to show unequal parts.
Answer: First rectangle is
second rectangle is 

Lesson Check
Question 1.
Color the shape that shows unequal shares.

Answer:

Spiral Review
Question 2.
Which food did the most children choose?
Circle your answer.

Answer: Most of the children chose Pancakes, Because it has the highest number of 6 children

Question 3.
Use the graph. How many children chose

__________ children
Answer: The number of children whos chose stuffed animals are 4 members .

Lesson 12.9 Halves

Essential Question How can a shape be separated into two equal shares?

Listen and Draw

Draw to solve

Answer: First equal share =
second equal share = 

MATHEMATICAL PRACTICES
Analyze Will all four friends get the same amount of sandwich?
Answer: Yes all of them get the same amount of sandwich.

Explanation:
Two friends share the sandwich on the left, they cut the sandwich so each gets an equal share.

Two other friends share the sandwich on the right, this sandwich be cut a different way so each friend gets an equal share.

Share and Show

Draw a line to show halves.
Question 1.

Answer:

Question 2.

Answer:

Question 3.

Answer:

Question 4.

Answer:

On Your Own

MATHEMATICAL PRACTICE Analyze Relationships Circle the shapes that show halves.
Question 5.

Answer: This shape has  equal shares

Question 6.

Answer: This shape has  unequal shares

Question 7.

Answer: This shape has  equal shares

Question 8.

Answer: This shape has  equal shares

Question 9.

Answer: This shape has  equal shares

Question 10.

Answer: This shape has  equal shares

Question 11.

Answer: This shape has  equal shares

Question 12.

Answer: This shape has  equal shares

Question 13.

Answer: This shape has  unequal shares

Question 14.
THINK SMARTER
Use the picture.
Write numbers to solve

The picture shows ______ halves.
The _____ equal shares make _____ whole.
Answer:  The picture shows 2 halves.
The 2 equal shares make 1 whole.

Problem Solving • Applications

Draw or write to solve.
Question 15.
Color half of each shape.

Answer:

Question 16.
Linus cut a circle into equal shares. He traced one of the parts. Write half of or halves to name the part.

Answer: 

Question 17.
GO DEEPER
Draw three different ways to show halves.

Answer:

Question 18.
THINK SMARTER
Circle the shapes that show halves.

Answer:

TAKE HOME ACTIVITY • Draw a rectangle on a piece of paper. Ask your child to draw a line to show halves.

Halves Homework & Practice 12.9

Circle the shapes that show halves.
Question 1.

Answer: This shape has  equal shares

Question 2.

Answer: This shape has  equal shares

Question 3.

Answer: This shape has  equal shares

Question 4.

Answer: This shape has  unequal shares

Question 5.

Answer: This shape has  equal shares

Question 6.

Answer: This shape has  unequal shares

Problem Solving
Draw or write to solve.
Question 7.
Kate cut a square into equal shares. She traced one of the parts. Write half of or halves to name the part.

Answer:

Question 8.
WRITE
Draw a circle and separate it into halves. Color each half a different color.
Answer:

Lesson Check
Question 1.
Circle the shape that shows halves.

Answer:

Spiral Review
Question 2.
Circle the new shape you can make.

Answer:

Question 3.
Circle the shape that has both flat and curved surfaces.

Answer: A Cylinder shape has both flat and curved surfaces.

Question 4.
How many ∆ do you use to make a ?
Draw to show your answer.

Answer: 
3 triangles make a 1 trapezoid.

6 triangles make 1 Hexagon.

Lesson 12.10 Fourths

Essential Question How can a shape be separated into four equal shares?

Listen and Draw

Use what you know about halves.
Draw to solve. Write how many.

There are _____ equal shares.
Answer: There are 2 equal share.

MATHEMATICAL PRACTICES
Explain How did you decide how to cut the pizza?
Answer: There are 4 equal shares.

Explanation:
Two friends will share a pizza, Then two more friends come. Now four friends will share the pizza.
The pizza can be cut into 4 equal pieces so each friend gets an equal share.

Share and Show

Color a fourth of the shape.
Question 1.

Answer:

Question 2.

Answer:

Question 3.

Answer:

Color a quarter of the shape.
Question 4.

Answer:

Question 5.

Answer:

Question 6.

Answer:

On Your Own

MATHEMATICAL PRACTICE Use Diagrams Circle the shapes that show fourths.
Question 7.

Answer:

Question 8.

Answer:

Question 9.

Answer: There are no fourths in this shape because, it is divided in to two equal shares.

Question 10.

Answer: There are no fourths in this shape because, it is divided in to two equal shares.

Question 11.

Answer:

Question 12.

Answer:

Question 13.

Answer:

Question 14.

Answer: There are no fourths in this shape because, it is divided in to unequal shares.

Question 15.

Answer: There are no fourths in this shape because, it is divided in to unequal shares.

Question 16.
GO DEEPER
Draw three different ways to show fourths.

Answer:

Problem Solving • Applications

Solve.
Question 17.
Write halves, fourths, or quarters to name the equal shares.

Answer:

Question 18.
THINK SMARTER
Circle the shape that shows quarters.

Answer:

Explanation:

Question 19.
THINK SMARTER+
Alano has a small pizza.
He wants to share the pizza with friends.
He cuts the pizza into fourths.
Draw lines to show how he cuts the pizza.

How many equal shares did you draw? ______
How many halves can you show in a circle? _______
Tell how you can solve this problem in a different way.
Answer: He has 4 equal shares
and we can show 2 halves in a circle.

Explanation:
He has 4 equal shares

and we can show 2 halves in a circle.

TAKE HOME ACTIVITY • Draw a circle on a piece of paper. Ask your child to draw lines to show fourths.

Fourths Homework & Practice 12.10

Circle the shapes that show fourths.
Question 1.

Answer: There are no fourths in this shape because, it is divided in to unequal shares.

Question 2.

Answer: 

Question 3.

Answer: 

Question 4.

Answer:

Question 5.

Answer: There are no fourths in this shape because, it is divided in to unequal shares.

Question 6.

Answer:

Problem Solving
Solve.
Question 7.
Chad drew a picture to show a quarter of a circle. Which shape did Chad draw? Circle it.

Answer: 

Explanation:

Question 8.
WRITE
Draw two squares. Draw lines to show fourths. Color a fourth of the first square. Color the second square to show a whole.
Answer:

Lesson Check
Question 1.
Circle the shape that shows fourths.

Answer:

Spiral Review
Question 2.
What shapes did Leila use to build the wall? Circle the shapes she used.

Answer:

Question 3.
Use the graph to answer the question. How many fewer children answered yes than no?

________ fewer children
Answer: 2 fewer children answered yes than no

Two-Dimensional Geometry Review/Test

Question 1.
Which shapes have only 3 sides?
Choose all that apply.

Answer:

Question 2.
Circle the number that makes the sentence true.

Answer:

Question 3.

Use pattern blocks. Draw to show the blocks you used.
Answer:
Here we used 2 trapezoids to form a Hexagon.

Question 4.
Circle two shapes that can combine to make this new shape.

Answer:

Question 5.
THINK SMARTER+

Answer: No.

Explanation:

We need four quarters to form a whole circle.

Question 6.
Use 4 pattern blocks to fill the shape.
Draw to show the blocks you used.

Answer:

Question 7.
Draw a line to show the parts.

Answer:

Question 8.
Does the shape show equal shares? Choose Yes or No.

Answer:

Question 9.
Circle the shapes that show halves.

Answer:

Question 10.
GO DEEPER
Draw lines to show fourths.

How many equal shares did you draw?
☐
How many halves can you show in a rectangle?
☐
Tell how you can solve this problem in a different way.
Answer: we have 4 equal shares.

we can have 2 halves in a rectangle.

Go Math Grade 2 Answer Key Chapter 5 2-Digit Subtraction answer key is useful for students who are preparing for their examinations and can download this pdf for free of cost. In this chapter, each and every question was explained in detail which helps students to understand easily. Go Math Grade 2 Answer Key Chapter 5 2-Digit Subtraction explains different types of questions on 2 Digit Subtraction.

Go Math Grade 2 Answer Key Chapter 5 2-Digit Subtraction

In this chapter, we can see different topics on Break Apart Ones to Subtract, Break Apart Numbers to Subtract, Model Regrouping for Subtraction, Model and Record 2-Digit Subtraction, 2-Digit Subtraction, etc. Those topics were being set up by the mathematical professionals as indicated by the most recent release. Look down this page to get the answers to all the inquiries. Click on the links to look at the subjects shrouded in this chapter 2-Digit Subtraction.

Chapter: 9-  2-Digit Subtraction

2-Digit Subtraction Show What You Know
2-Digit Subtraction Vocabulary Builder
2-Digit Subtraction Game: Subtraction Search
2-Digit Subtraction Vocabulary Game

Lesson 1: Algebra • Break Apart Ones to Subtract

Lesson 5.1 Algebra • Break Apart Ones to Subtract
Algebra • Break Apart Ones to Subtract Homework & Practice 5.1

Lesson 2: Algebra • Break Apart Numbers to Subtract

Lesson 5.2 Algebra • Break Apart Numbers to Subtract
Algebra • Break Apart Numbers to Subtract Homework & practice 5.2

Lesson 3: Model Regrouping for Subtraction

Lesson 5.3 Model Regrouping for Subtraction
Model Regrouping for Subtraction Homework & Practice 5.3

Lesson 4: Model and Record 2-Digit Subtraction

Lesson 5.4 Model and Record 2-Digit Subtraction
Model and Record 2-Digit Subtraction Homework & Practice 5.4

Lesson 5: 2-Digit Subtraction

Lesson 5.5 2-Digit Subtraction
2-Digit Subtraction Homework & practice 5.5

Lesson 6: Practice 2-Digit Subtraction

Lesson 5.6 Practice 2-Digit Subtraction
Practice 2-Digit Subtraction Homework & Practice 5.6

Mid-Chapter Checkpoint

2-Digit Subtraction Mid-Chapter Checkpoint

Lesson 7: Rewrite 2-Digit Subtraction

Lesson 5.7 Rewrite 2-Digit Subtraction
Rewrite 2-Digit Subtraction Homework & Practice 5.7

Lesson 8: Add to Find Differences

Lesson 5.8 Add to Find Differences
Add to Find Differences Homework & practice 5.8

Lesson 9: Problem Solving • Subtraction

Lesson 5.9 Problem Solving • Subtraction
Problem Solving • Subtraction Homework & Practice 5.9

Lesson 10: Algebra • Write Equations to Represent Subtraction

Lesson 5.10 Algebra • Write Equations to Represent Subtraction
Algebra • Write Equations to Represent Subtraction Homework & Practice 5.10

Lesson 11: Solve Multistep problems

Lesson 5.11 Solve Multistep Problems
Solve Multistep Problems Homework & Practice 5.11

Chapter 5 Review/Test

2-Digit Subtraction Chapter 5 Review Test

Curious about Math

There are hundreds of different kinds of dragonflies. If 52 dragonflies are in a garden and 10 fly away, how many dragonflies are left? How many are left if 10 more fly away?

Answer:
The total number of files left is 32 files.

Explanation:
As there are hundreds of different kinds of dragonflies and if 52 dragonflies are in a garden and 10 flies away, so the number of files left is 52 – 10= 42 files and again there are 10 more flies away. So there will be 42 – 10= 32 files left.

2-Digit Subtraction Show What You Know

Subtraction Patterns
Subtract 2. Complete each subtraction sentence.

Question 1.

Question 2.
6 – __ = ___

Answer:
On subtracting 6 – 2 we will get the result as 4.

Explanation:
By subtracting 2 with 6 we will get the result as 6 – 2= 4.

Question 3.
5 – __ = __

Answer:
On subtracting 5 – 2 we will get the result as 3.

Explanation:
By subtracting 2 with 5 we will get the result as 5 – 2= 3.

Question 4.
4 – ___ = __

Answer:
On subtracting 4 – 2 we will get the result as 2.

Explanation:
By subtracting 2 with 4 we will get the result as 4 – 2= 2.

Question 5.
3 – __ = __

Answer:
On subtracting 3 – 2 we will get the result as 1.

Explanation:
By subtracting 2 with 3 we will get the result as 3 – 2= 1.

Question 6.
2 – _ = __

Answer:
On subtracting 2 – 2 we will get the result as 0.

Explanation:
By subtracting 2 with 2 we will get the result as 2 – 2= 0.

Subtraction Facts
Write the difference.

Question 7.

Answer:
On subtracting 8 – 5 we will get the result as 3.

Explanation:
By subtracting 5 with 8 we will get the result as 8 – 5= 3.

Question 8.

Answer:
On subtracting 14 – 6 we will get the result as 8.

Explanation:
By subtracting 6 with 14 we will get the result as 14 – 6= 8.

Question 9.

Answer:
On subtracting 9 – 6 we will get the result as 3.

Explanation:
By subtracting 6 with 9 we will get the result as 9 – 6= 3.

Question 10.

Answer:
On subtracting 16 – 7 we will get the result as 9.

Explanation:
By subtracting 7 with 16 we will get the result as 16 – 7= 9.

Question 11.

Answer:
On subtracting 12 – 6 we will get the result as 6.

Explanation:
By subtracting 6 with 12 we will get the result as 12 – 6= 6.

Question 12.

Answer:
On subtracting 10 – 8 we will get the result as 2.

Explanation:
By subtracting 8 with 10 we will get the result as 10 – 8= 2.

Tens and Ones
Write how many tens and ones are in each model.

Question 13.
54

__ tens __ ones

Answer:
The number of tens is 5 and the number of ones is 4.

Explanation:
In the above image, we can see 10 blocks with 5 rows. Which are 10 × 5= 50 blocks, so there are 5 tens and we can see 4 blocks which are 4 ones. So the total number of blocks is 50 + 4= 54 blocks.

Question 14.
45

__ tens __ ones

Answer:
The number of tens is 4 and the number of ones is 5.

Explanation:
In the above image, we can see 10 blocks with 4 rows. Which are 10 × 4= 40 blocks, so there are 4 tens and we can see 5 blocks which are 5 ones. So the total number of blocks is 40 + 5= 45 blocks.

2-Digit Subtraction Vocabulary Builder

Visualize It
Fill in the boxes of the graphic organizer.

Understand Vocabulary
Draw a line to complete the sentence.

Answer:
1. A digit can be 0,1,2,3,4,5,6,7,8, or 9.
2. You can regroup to trade 10 ones for 1 ten.
3. 20 ones are the same as 2 tens.

Explanation:

1.  A digit is a single symbol that is used to make numerals, so the digits can be 0, 1, 2, 3, 4, 5, 6, 7, 8, or 9 are the ten digits which we will use every day.
2. Here, regrouping is defined as the process of making and then carrying out the operation like addition with two-digit numbers or larger than the two-digit numbers. And we use regrouping in addition when the sum of two digits in the place value column is greater than nine. And Regrouping in subtraction is a method of interchanging one ten into ten ones. This regrouping of subtraction is used to work out the different subtraction problems. We can regroup to trade 10 ones for 1 ten. And we can regroup to trade 10 ones for 1 ten.
3. 20 ones are the same as 2 tens. As two tens mean 2 × 10= 20 and 20 × 1= 20, so 20 ones are the same as 2 tens.

2-Digit Subtraction Game: Subtraction Search

Materials Search
• 3 sets of number cards 4 – 9 • 18
Play with a partner.
1. Shuffle all the cards. Place them face down in one stack.
2. Take one card. Find a square with a subtraction problem with this number as the difference. Your partner checks your answer.
3. If you are correct, place a on that square. If there is no match, skip your turn.
4. Take turns. The first player to have on all the squares wins.

2-Digit Subtraction Vocabulary Game

Going Places with GOMATH! Words

Bingo

For 3 to 6 players

Materials

• 1 set of word cards
• 1 Bingo board for each player
• game markers

How to Play

1. The caller chooses a word card and reads the word. Then the caller puts the word card in a second pile.
2. Players put a marker on the word each time they find it on their Bingo boards.
3. Repeat steps 1 and 2 until a player marks 5 boxes in a line going down, across, or on a slant and calls “Bingo.”
4. Check the answers. Have the player who said “Bingo” read the words aloud while the caller checks the word cards in the second pile.

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 about a time that you helped explain something to a classmate. What was your classmate having trouble with? How did you help him or her?

Lesson 5.1 Algebra • Break Apart Ones to Subtract

Essential Question
How does breaking apart a number make subtracting easier?

Listen and Draw

Write two addends for each sum.

Answer:
The two addends for the first image are 3 and 4.
The two addends for the second image are 4 and 5.
The two addends for the third image are 2 and 3.
The two addends for the fourth image are 3 and 3.
The two addends for the fifth image are 2 and 2.
The two addends for the sixth image are 4 and 4.

Explanation:

As addend can be defined as the numbers are added together to get the sum. Here the given sum is 7, so to get the sum 7 we will take the two addends as 3 + 4 so we can get the sum as 7. The given sum is 9, so to get the sum 9 we will take the two addends 4 + 5 so we can get the sum as 9. The given sum is 5, so to get the sum 5 we will take the two addends 2 + 3 so we can get the sum as 5. The given sum is 6, so to get the sum 6 we will take the two addends 3 + 3 so we can get the sum as 6. the given sum is 4, so to get the sum 4 we will take the two addends 2 + 2 so we can get the sum as 4. The given sum is 8, so to get the sum 8 we will take the two addends
4 + 4 so we can get the sum as 8.

Math Talk
MATHEMATICAL PRACTICES

Describe how you chose addends for each sum.

Answer:
The addends are chosen by the given sum. As addend can be defined as the numbers are added to together to get the sum. So we have chosen the two addends by the given sum.

Model and Draw

Break apart ones. Subtract in two steps.

So, 63 − 7 = ___.

Answer:
The subtraction of 63 – 7 is 56.

Explanation:
Here, we have started at 63 and subtracted 3, to subtract 3 on the number line jump makes a jump from 63 to 60 and the size of the jump is 3 and we will get 60. Then we have to subtract 4, so we will start from 60 on the number line jump makes a jump from 60 to 56 and the size of the jump is 4 and we will get 56. So the subtraction of 63 – 7 is 56.

Share and Show MATH BOARD

Break apart ones to subtract. Write the difference.

Question 1.

Answer:
The subtraction of 55 – 8 is 47.

Explanation:
Here, we have started at 55 and subtracted 5, to subtract 5 on the number line jump makes a jump from 55 to 50 and the size of the jump is 5 and we will get 50. Then we have to subtract 3, so we will start from 50 on the number line jump makes a jump from 50 to 47 and the size of the jump is 3 and we will get 47. So the subtraction of 55 – 8 is 47.

Question 2.

Answer:
The subtraction of 42 – 5 is 37.

Explanation:
Here, we have started at 42 and subtracted 2, to subtract 2 on the number line jump makes a jump from 42 to 40 and the size of the jump is 2 and we will get 40. Then we have to subtract 3, so we will start from 40 on the number line jump makes a jump from 40 to 37 and the size of the jump is 3 and we will get 37. So the subtraction of 42 – 5 is 37.

Question 3.
41 – 9 = __

Answer:
The subtraction of 41 – 9 is 32.

Explanation:
Here, we have started at 41 and subtracted 4, to subtract 4 on the number line jump makes a jump from 41 to 37 and the size of the jump is 4 and we will get 37. Then we have to subtract 5, so we will start from 37 on the number line jump makes a jump from 37 to 32 and the size of the jump is 5 and we will get 32. So the subtraction of 41 – 9 is 32.

Question 4.
53 – 6 = __

Answer:
The subtraction of 53 – 6 is 47.

Explanation:
Here, we have started at 53 and subtracted 3, to subtract 3 on the number line jump makes a jump from 53 to 50 and the size of the jump is 3 and we will get 50. Then we have to subtract 3, so we will start from 50 on the number line jump makes a jump from 50 to 47 and the size of the jump is 3 and we will get 47. So the subtraction of 53 – 6 is 47.

Question 5.
44 – 7 = __

Answer:
The subtraction of 44 – 7 is 37.

Explanation:
Here, we have started at 44 and subtracted 3, to subtract 3 on the number line jump makes a jump from 44 to 41 and the size of the jump is 3 and we will get 41. Then we have to subtract 4, so we will start from 41 on the number line jump makes a jump from 41 to 37 and the size of the jump is 4 and we will get 37. So the subtraction of 44 – 7 is 37.

Question 6.
52 – 8 = __

Answer:
The subtraction of 52 – 8 is 44.

Explanation:
Here, we have started at 52 and subtracted 4, to subtract 4 on the number line jump makes a jump from 52 to 48 and the size of the jump is 4 and we will get 48. Then we have to subtract 4, so we will start from 48 on the number line jump makes a jump from 48 to 44 and the size of the jump is 4 and we will get 44. So the subtraction of 52 – 8 is 44.

On Your Own

Break apart ones to subtract. Write the difference.

Question 7.

Answer:
The subtraction of 75 – 7 is 68.

Explanation:
Here, we have started at 75 and subtracted 3, to subtract 3 on the number line jump makes a jump from 75 to 72 and the size of the jump is 3 and we will get 72. Then we have to subtract 4, so we will start from 72 on the number line jump makes a jump from 72 to 68 and the size of the jump is 4 and we will get 68. So the subtraction of 75 – 7 is 68.

Question 8.

Answer:
The subtraction of 86 – 8 is 78.

Explanation:
Here, we have started at 86 and subtracted 4, to subtract 4 on the number line jump makes a jump from 86 to 82 and the size of the jump is 4 and we will get 82. Then we have to subtract 4, so we will start from 82 on the number line jump makes a jump from 82 to 78 and the size of the jump is 4 and we will get 78. So the subtraction of 86 – 8 is 78.

Question 9.
82 – 5 = __

Answer:
The subtraction of 82 – 5 is 77.

Explanation:
Here, we have started at 82 and subtracted 3, to subtract 3 on the number line jump makes a jump from 82 to 79 and the size of the jump is 3 and we will get 79. Then we have to subtract 2, so we will start from 79 on the number line jump makes a jump from 79 to 77 and the size of the jump is 2 and we will get 77. So the subtraction of 82 – 5 is 77.

Question 10.
83 – 7 = __

Answer:
The subtraction of 83 – 7 is 76.

Explanation:
Here, we have started at 83 and subtracted 3, to subtract 3 on the number line jump makes a jump from 83 to 80 and the size of the jump is 3 and we will get 80. Then we have to subtract 4, so we will start from 80 on the number line jump makes a jump from 80 to 76 and the size of the jump is 4 and we will get 76. So the subtraction of 83 – 7 is 76.

Question 11.
72 – 7 = __

Answer:
The subtraction of 72 – 7 is 65.

Explanation:
Here, we have started at 72 and subtracted 3, to subtract 3 on the number line jump makes a jump from 72 to 69 and the size of the jump is 3 and we will get 69. Then we have to subtract 4, so we will start from 69 on the number line jump makes a jump from 69 to 65 and the size of the jump is 4 and we will get 65. So the subtraction of 72 – 7 is 65.

Question 12.
76 – 9 = __

Answer:
The subtraction of 76 – 9 is 67.

Explanation:
Here, we have started at 76 and subtracted 5, to subtract 5 on the number line jump makes a jump from 76 to 71 and the size of the jump is 5 and we will get 71. Then we have to subtract 4, so we will start from 71 on the number line jump makes a jump from 71 to 67 and the size of the jump is 4 and we will get 67. So the subtraction of 76 – 9 is 67.

Question 13.
85 – 8 = __

Answer:
The subtraction of 85 – 8 is 77.

Explanation:
Here, we have started at 85 and subtracted 4, to subtract 4 on the number line jump makes a jump from 85 to 81 and the size of the jump is 4 and we will get 81. Then we have to subtract 4, so we will start from 81 on the number line jump makes a jump from 81 to 77 and the size of the jump is 4 and we will get 77. So the subtraction of 85 – 8 is 77.

Question 14.
71 – 6 = __

Answer:
The subtraction of 71 – 6 is 65.

Explanation:
Here, we have started at 71 and subtracted 3, to subtract 3 on the number line jump makes a jump from 71 to 68 and the size of the jump is 3 and we will get 68. Then we have to subtract 3, so we will start from 68 on the number line jump makes a jump from 68 to 65 and the size of the jump is 3 and we will get 65. So the subtraction of 71 – 6 is 65.

Question 15.
THINK SMARTER
Cheryl brought 27 bagels for the bake sale. Mike brought 24 bagels. They sold all but 9 of them. How many bagels did they sell?

__ bagels

Answer:
The total number of bagels sold is 42 bagels.

Explanation:
Cheryl brought 27 bagels for the bake sale and Mike brought 24 bagels, so the total number of bagels did Mike and Cheryl bought is 27 + 24= 51 bagels. And they sold all but 9 bagels are left with them, so the number of bagels sold is 51 – 9= 42 bagels. So the total number of bagels sold is 42 bagels.

Question 16.
MATHEMATICAL PRACTICE
Analyze Lexi has 8 fewer crayons than Ken. Ken has 45 crayons. How many crayons does Lexi have?
__ crayons

Answer:
The number of crayons Lexi had is 37 crayons.

Explanation:
As Lexi has 8 fewer crayons than Ken and Ken has 45 crayons, so Lexi has 45 – 8= 37 crayons.

Problem Solving • Applications

Write or draw to explain.

Question 17.
Cheryl built a toy train with 27 train cars. Then she added 18 more train cars. How many train cars are on the toy train now?

__ train cars

Answer:
The number of train cars is on the toy train is 9 train cars.

Explanation:
Cheryl built a toy train with 27 train cars and then she added 18 more train cars, so the number of train cars are on the toy train is 27 – 18= 9 train cars.

Question 18.
MATHEMATICAL PrACTICE
Analyze
Samuel had 46 marbles. He gave some marbles to a friend and has 9 marbles left. How many marbles did Samuel give to his friend?
__ marbles

Answer:
The number of marbles did Samuel gave to his friend is 37 marbles.

Explanation:
Samuel had 46 marbles and he gave some marbles to a friend and has 9 marbles left, so the number of marbles did Samuel gave to his friend is 46 – 9= 37 marbles. So the number of marbles did Samuel gave to his friend is 37 marbles.

Question 19.
THINK SMARTER
Matthew had 73 blocks. He gave 8 blocks to his sister. How many blocks does Matthew have now? Draw or write to show how to solve the problem.

Matthew has __ blocks now.

Answer:
The total number of blocks Matthew had is 65 blocks.

Explanation:
Matthew had 73 blocks and he gave 8 blocks to his sister, so the number of blocks did Matthew had is 73 – 8= 65 blocks. So after giving 8 blocks to his sister Matthew had 65 blocks. By subtracting the number of blocks did Matthew had and the number of blocks did he gave to his sister we had solved the problem.

TAKE HOME ACTIVITY
• Ask your child to describe how to find 34 − 6.

Answer:
The subtraction of 6 from 34 is 28. And there are two tens and eight ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 6 from 34, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 6 from 34 is 34 – 6= 28 and there are two tens and eight ones.

Algebra • Break Apart Ones to Subtract Homework & Practice 5.1

Break apart ones to subtract. Write the difference.

Question 1.
36 – 7 = __

Answer:
The subtraction of 36 – 7 is 29.

Explanation:
Here, we have started at 36 and subtracted 3, to subtract 3 on the number line jump makes a jump from 36 to 33 and the size of the jump is 3 and we will get 33. Then we have to subtract 4, so we will start from 33 on the number line jump makes a jump from 33 to 29 and the size of the jump is 4 and we will get 29. So the subtraction of 36 – 7 is 56.

Question 2.
35 – 8 = __

Answer:
The subtraction of 35 – 8 is 27.

Explanation:
Here, we have started at 35 and subtracted 4, to subtract 4 on the number line jump makes a jump from 35 to 31 and the size of the jump is 4 and we will get 31. Then we have to subtract 4, so we will start from 31 on the number line jump makes a jump from 31 to 27 and the size of the jump is 4 and we will get 27. So the subtraction of 35 – 8 is 27.

Question 3.
37 – 9 = __

Answer:
The subtraction of 37 – 9 is 28.

Explanation:
Here, we have started at 37 and subtracted 4, to subtract 4 on the number line jump makes a jump from 37 to 33 and the size of the jump is 4 and we will get 33. Then we have to subtract 5, so we will start from 33 on the number line jump makes a jump from 33 to 28 and the size of the jump is 5 and we will get 28. So the subtraction of 37 – 9 is 28.

Question 4.
41 – 6 = __

Answer:
The subtraction of 41 – 6 is 35.

Explanation:
Here, we have started at 41 and subtracted 3, to subtract 3 on the number line jump makes a jump from 41 to 38 and the size of the jump is 3 and we will get 38. Then we have to subtract 3, so we will start from 35 on the number line jump makes a jump from 38 to 35 and the size of the jump is 3 and we will get 35. So the subtraction of 41 – 6 is 35.

Question 5.
44 – 5 = __

Answer:
The subtraction of 44 – 5 is 39.

Explanation:
Here, we have started at 44 and subtracted 3, to subtract 3 on the number line jump makes a jump from 44 to 41 and the size of the jump is 3 and we will get 41. Then we have to subtract 2, so we will start from 41 on the number line jump makes a jump from 41 to 39 and the size of the jump is 2 and we will get 39. So the subtraction of 44 – 5 is 39.

Question 6.
33 – 7 = __

Answer:
The subtraction of 33 – 7 is 26.

Explanation:
Here, we have started at 33 and subtracted 3, to subtract 3 on the number line jump makes a jump from 33 to 30 and the size of the jump is 3 and we will get 30. Then we have to subtract 4, so we will start from 30 on the number line jump makes a jump from 30 to 26 and the size of the jump is 4 and we will get 26. So the subtraction of 33 – 7 is 26.

Question 7.
32 – 4 = __

Answer:
The subtraction of 32 – 4 is 28.

Explanation:
Here, we have started at 32 and subtracted 2, to subtract 2 on the number line jump makes a jump from 32 to 30 and the size of the jump is 2 and we will get 30. Then we have to subtract 2, so we will start from 30 on the number line jump makes a jump from 30 to 28 and the size of the jump is 2 and we will get 28. So the subtraction of 32 – 4 is 28.

Question 8.
31 – 6 = __

Answer:
The subtraction of 31 – 6 is 25.

Explanation:
Here, we have started at 31 and subtracted 3, to subtract 3 on the number line jump makes a jump from 31 to 28 and the size of the jump is 3 and we will get 28. Then we have to subtract 3, so we will start from 28 on the number line jump makes a jump from 28 to 25 and the size of the jump is 3 and we will get 25. So the subtraction of 31 – 6 is 25.

Problem Solving

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

Question 9.
Beth had 44 marbles. She gave 9 marbles to her brother. How many marbles does Beth have now?
__ marbles.

Answer:
The total number of marbles does Beth had is 35 marbles.

Explanation:
Beth had 44 marbles and she gave 9 marbles to her brother and the remaining marbles do Beth had are 44 – 9= 35 marbles.

Question 10.
WRITE Math
Draw a number line and show how to find the difference for 24 – 6 using the break apart method in this lesson.

Lesson Check

Question 1.
What is the difference?

58 – 9 = __

Answer:
The difference of 58 – 9 is 49.

Explanation:
Here, we have started at 58 and subtracted 4, to subtract 4 on the number line jump makes a jump from 58 to 54 and the size of the jump is 4 and we will get 54. Then we have to subtract 5, so we will start from 54 on the number line jump makes a jump from 54 to 49 and the size of the jump is 5 and we will get 49. So the subtraction of 58 – 9 is 49.

Spiral Review

Question 2.
What is the difference?
14 – 6 = __

Answer:
The difference of 14 – 6 is 8.

Explanation:
Here, we have started at 14 and subtracted 3, to subtract 3 on the number line jump makes a jump from 14 to 11 and the size of the jump is 3 and we will get 11. Then we have to subtract 3, so we will start from 11 on the number line jump makes a jump from 11 to 3 and the size of the jump is 3 and we will get 8. So the subtraction of 14 – 6 is 8.

Question 3.
What is the sum?
3 + 6 + 2 = ___

Answer:
The sum of the three numbers is 11.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the three numbers
3 + 6 + 2 is 11.

Question 4.
What is the sum?
64 + 7 = __

Answer:
The sum of the two numbers is 71.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the two numbers 64 + 7 is 71.

Question 5.
What is the sum?
56 + 18 = __

Answer:
The sum of the two numbers is 74.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the two numbers 56 + 18  is 74.

Lesson 5.2 Algebra • Break Apart Numbers to Subtract

Essential Question
How does breaking apart a number make subtracting easier?

Listen and Draw

Draw jumps on the number line to show how to break apart the number to subtract.

Math Talk
MATHEMATICAL PRACTICES
Describe a Method
For one of the problems, describe what you did.

Model and Draw

Break apart the number you are subtracting into tens and ones.
Subtract 10.
Next, subtract 2 to get to 60.
Then subtract 5 more.


So, 72 – 12 = ___

Share and Show MATH BOARD

Break apart the number you are subtracting.
Write the difference.

Question 1.

Answer:
The subtraction of 43 – 18 is 25.

Explanation:
Here, we will break apart the number that we are subtracting. So first we will break into tens and ones. So here we will break 18 as 10 and 8 and we will subtract 10 and we will get the result as 33. Then we will start from 33 and subtract 3 to get to 30 and then subtract 5 more. So we will get the result as 25, and we will place it on the number line. So the subtraction of 43 – 18 is 25.

Question 2.

Answer:
The subtraction of 45 – 14 is 31.

Explanation:
Here, we will break apart the number that we are subtracting. So first we will break into tens and ones. So here we will break 14 as 10 and 4 and we will subtract 10 and we will get the result as 35. Then we will start from 35 and subtract 2 to get to 33 and then subtract 2 more. So we will get the result as 31, and we will place it on the number line. So the subtraction of 45 – 14 is 31.

Question 3.
46 – 17 = __

Answer:
The subtraction of 46 – 17 is 29.

Explanation:
Here, we will break apart the number that we are subtracting. So first we will break into tens and ones. So here we will break 17 as 10 and 7 and we will subtract 10 and we will get the result as 36. Then we will start from 33 and subtract 3 to get to 30 and then subtract 5 more. So we will get the result as 25, and we will place it on the number line. So the subtraction of 46 – 17 is 29.

Question 4.
44 – 16 = __

Answer:
The subtraction of 44 – 16 is 28.

Explanation:
Here, we will break apart the number that we are subtracting. So first we will break into tens and ones. So here we will break 18 as 10 and 6 and we will subtract 10 and we will get the result as 34. Then we will start from 34 and subtract 4 to get to 30 and then subtract 2 more. So we will get the result as 28, and we will place it on the number line. So the subtraction of 44 – 16 is 28.

On Your Own

Break apart the number you are subtracting. Write the difference.

Question 5.

Answer:
The subtraction of 57 – 15 is 42.

Explanation:
Here, we will break apart the number that we are subtracting. So first we will break into tens and ones. So here we will break 15 as 10 and 5 and we will subtract 10 and we will get the result as 47. Then we will start from 47 and subtract 3 to get to 44 and then subtract 2 more. So we will get the result as 42, and we will place it on the number line. So the subtraction of 57 – 15 is 42.

Question 6.

Answer:
The subtraction of 63 – 17 is 46.

Explanation:
Here, we will break apart the number that we are subtracting. So first we will break into tens and ones. So here we will break 17 as 10 and 7 and we will subtract 10 and we will get the result as 53. Then we will start from 53 and subtract 3 to get to 50 and then subtract 4 more. So we will get the result as 46, and we will place it on the number line. So the subtraction of 63 – 17 is 46.

Question 7.
68 – 19 = __

Answer:
The subtraction of 68 – 19 is 49.

Explanation:
Here, we will break apart the number that we are subtracting. So first we will break into tens and ones. So here we will break 19 as 10 and 9 and we will subtract 10 and we will get the result as 58. Then we will start from 58 and subtract 8 to get to 50 and then subtract 1 more. So we will get the result as 49, and we will place it on the number line. So the subtraction of 68 – 19 is 49.

Question 8.
61 – 18 = __

Answer:
The subtraction of 61 – 18 is 43.

Explanation:
Here, we will break apart the number that we are subtracting. So first we will break into tens and ones. So here we will break 18 as 10 and 8 and we will subtract 10 and we will get the result as 51. Then we will start from 51 and subtract 1 to get to 50 and then subtract 7 more. So we will get the result as 43, and we will place it on the number line. So the subtraction of 61 – 18 is 43.

Question 9.
THINK SMARTER
Jane has 53 toys in a box. She takes some toys out. Now there are 36 toys in the box. How many toys did Jane take out of the box?

Answer:
The number of toys did Jane take out of the box is 17 toys.

Explanation:
As Jane has 53 toys in a box and she takes some toys out, so Now there are 36 toys in the box. So to find how many toys did Jane take out of the box we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So The subtraction of 36 from 53 is 53 – 36= 17. So the number of toys did Jane take out of the box is 17 toys.

Question 10.
GO DEEPER
Look at Tom’s steps to solve a problem. Solve this problem in the same way.
42 – 15 = ?

Answer:
The subtraction of 42 – 15 is 27.

Explanation:
As we can see in the above image that the subtraction is done by the break apart number process, so the given problem is 42 – 15, so here we will break the 15 into 10 and 5, and then we will break 5 apart into 3 and 2. So first we will subtract 10 then the result will be 42 – 10 is 32 and then we will 2 then the result will be 32 – 2= 30. Now we will subtract 3 then the result will be 30 – 3= 27. So the subtraction of 42 – 15 is 27.

Problem Solving • Applications

Question 11.
38 people are in the library. Then 33 more people go into the library. How many people are in the library now?
__ people

Answer:
The total number of people in the library is 71 people.

Explanation:
As there are 38 people in the library and then 33 more people go into the library, so to find the number of people in the library we will perform addition. So we will add 38 + 33 is 71. The total number of people in the library is 71 people.

Question 12.
MATHEMATICAL PRACTICE
Analyze Alex has 24 toys in a chest. He takes some toys out of the chest. Then there are 16 toys in the chest. How many toys did he take out of the chest?

__ toys

Answer:
There are 8 toys did Alex take out of the chest.

Explanation:
As Alex has 24 toys in a chest and he takes some toys out of the chest. Then there are 16 toys in the chest, so to find the number of toys did Alex has to take out of the chest we will perform subtraction. So we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 16 from 24 is 24 – 16= 8 and there are 8 toys did Alex take out of the chest.

Question 13.
THINK SMARTER
Gail has two piles of newspapers. There are 32 papers in the first pile. There are 19 papers in the second pile. How many more papers are in the first pile than in the second pile?
__ more papers
Write or draw to explain how you solved the problem.

Answer:
The number of papers more in the first pile than the second pile is 13 more papers.

Explanation:
As Gail has two piles of newspapers and there are 32 papers in the first pile and there are 19 papers in the second pile. So to know how many papers are in the first pile than the second pile we will perform subtraction which is 32 – 19= 13 more papers.

TAKE HOME ACTIVITY
• Ask your child to write a subtraction story that uses 2-digit numbers.

Answer:
We will perform subtraction by breaking the two-digit number into tens place digit and ones place digit. Then the other number will be placed below the number. If the minuend number is less than the subtrahend number then we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So by this, we will perform the subtraction.

Algebra • Break Apart Numbers to Subtract Homework & practice 5.2

Break apart the number you are subtracting. Write the difference.

Question 1.
81 – 14 = __

Answer:
The subtraction of 81 – 14 is 67.

Explanation:
Here, we have started at 81 and subtracted 7, to subtract 7 on the number line jump makes a jump from 81 to 74 and the size of the jump is 7 and we will get 74. Then we have to subtract 7, so we will start from 74 on the number line jump makes a jump from 74 to 67 and the size of the jump is 7 and we will get 67. So the subtraction of 81 – 14 is 67.

Question 2.
84 – 16 = __

Answer:
The subtraction of 84 – 16 is 68.

Explanation:
Here, we have started at 84 and subtracted 8, to subtract 8 on the number line jump makes a jump from 84 to 76 and the size of the jump is 8 and we will get 76. Then we have to subtract 8, so we will start from 76 on the number line jump makes a jump from 76 to 68 and the size of the jump is 8 and we will get 68. So the subtraction of 84 – 16 is 68.

Question 3.
77 – 14 = __

Answer:
The subtraction of 77 – 14 is 63.

Explanation:
Here, we have started at 77 and subtracted 7, to subtract 7 on the number line jump makes a jump from 77 to 70 and the size of the jump is 7 and we will get 70. Then we have to subtract 7, so we will start from 70 on the number line jump makes a jump from 70 to 63 and the size of the jump is 7 and we will get 63. So the subtraction of 77 – 14 is 63.

Question 4.
83 – 19 = __

Answer:
The subtraction of 83 – 19 is 64.

Explanation:
Here, we have started at 83 and subtracted 10, to subtract 10 on the number line jump makes a jump from 83 to 73 and the size of the jump is 10 and we will get 73. Then we have to subtract 9, so we will start from 73 on the number line jump makes a jump from 73 to 64 and the size of the jump is 9 and we will get 64. So the subtraction of 83 – 19 is 64.

Question 5.
81 – 17 = __

Answer:
The subtraction of 81 – 17 is 64.

Explanation:
Here, we have started at 81 and subtracted 10, to subtract 10 on the number line jump makes a jump from 81 to 71 and the size of the jump is 10 and we will get 71. Then we have to subtract 7, so we will start from 71 on the number line jump makes a jump from 71 to 64 and the size of the jump is 7 and we will get 64. So the subtraction of 81 – 17 is 64.

Question 6.
88 – 13 = __

Answer:
The subtraction of 88 – 13 is 75.

Explanation:
Here, we have started at 88 and subtracted 3, to subtract 3 on the number line jump makes a jump from 83 to 80 and the size of the jump is 3 and we will get 80. Then we have to subtract 10, so we will start from 80 on the number line jump makes a jump from 80 to 75 and the size of the jump is 10 and we will get 75. So the subtraction of 88 – 13 is 75.

Question 7.
84 – 19 = __

Answer:
The subtraction of 84 – 19 is 65.

Explanation:
Here, we have started at 84 and subtracted 10, to subtract 10 on the number line jump makes a jump from 84 to 74 and the size of the jump is 10 and we will get 74. Then we have to subtract 9, so we will start from 74 on the number line jump makes a jump from 74 to 65 and the size of the jump is 9 and we will get 65. So the subtraction of 84 – 19 is 65.

Question 8.
86 – 13 = __

Answer:
The subtraction of 86 – 13 is 73.

Explanation:
Here, we have started at 86 and subtracted 7, to subtract 7 on the number line jump makes a jump from 86 to 79 and the size of the jump is 7 and we will get 79. Then we have to subtract 6, so we will start from 79 on the number line jump makes a jump from 79 to 73 and the size of the jump is 6 and we will get 73. So the subtraction of 86 – 13 is 73.

Question 7.
84 – 19 = __

Answer:
The subtraction of 84 – 19 is 65.

Explanation:
Here, we have started at 84 and subtracted 10, to subtract 10 on the number line jump makes a jump from 84 to 74 and the size of the jump is 10 and we will get 74. Then we have to subtract 9, so we will start from 74 on the number line jump makes a jump from 74 to 65 and the size of the jump is 9 and we will get 65. So the subtraction of 84 – 19 is 65.

Question 8.
86 – 18 = __

Answer:
The subtraction of 86 – 18 is 68.

Explanation:
Here, we have started at 84 and subtracted 9, to subtract 9 on the number line jump makes a jump from 86 to 77 and the size of the jump is 9 and we will get 77. Then we have to subtract 9, so we will start from 77 on the number line jump makes a jump from 77 to 68 and the size of the jump is 9 and we will get 68. So the subtraction of 86 – 18 is 68.

Problem Solving

Solve. Write or draw to explain.

Question 9.
Mr. Pearce bought 43 plants. He gave 14 plants to his sister. How many plants does Mr. Pearce have now?
__ plants

Answer:
The number of plants does Mr. Pearce had is 29 plants.

Explanation:
Mr. Pearce bought 43 plants and he gave 14 plants to his sister. So the number of plants does Mr. Pearce has now is 43 – 14. Here, we have started at 43 and subtracted 7, to subtract 7 on the number line jump makes a jump from 43 to 36 and the size of the jump is 7 and we will get 36. Then we have to subtract 7, so we will start from 36 on the number line jump makes a jump from 7 to 29 and the size of the jump is 7 and we will get 29. So the subtraction of 43 – 14 is 29. So the number of plants does Mr. Pearce had is 29 plants.

Question 10.
WRITE Math
Draw a number line and show how to find the difference for 36 – 17 using the break apart method in this lesson.

Lesson Check

Question 1.
What is the difference?

63 – 19 = __

Answer:
The subtraction of 63 – 19 is 44.

Explanation:
Here, we have started at 63 and subtracted 10, to subtract 10 on the number line jump makes a jump from 63 to 53 and the size of the jump is 10 and we will get 53. Then we have to subtract 9, so we will start from 53 on the number line jump makes a jump from 53 to 44 and the size of the jump is 9 and we will get 44. So the subtraction of 63 – 19 is 44.

Spiral Review

Question 2.
What is the sum?

Answer:
The sum of the two numbers is 37.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the two numbers 14 + 23 is 37.

Question 3.
What is the sum?
8 + 7 = _

Answer:
The sum of the two numbers is 15.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the two numbers 8 + 7 is 15.

Question 4.
Write a related subtraction fact for 6 + 8 = 14.
____

Question 5.
John has 7 kites. Annie has 4 kites. How many kites do they have altogether?
__ kites

Answer:
The number of kites does they together have is 7 + 4= 11 kites.

Explanation:
John has 7 kites and Annie has 4 kites, so the number of kites do they together have is 7 + 4= 11 kites.

Lesson 5.3 Model Regrouping for Subtraction

Essential Question
When do you regroup in subtraction?

Answer:
We will regroup in subtraction when the minuend digit is less than the subtrahend digit. Then we will take carry forward to the lesser digit and then we will perform subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend.

Listen and Draw

Use to model the problem. Draw quick pictures to show your model.

Math Talk
MATHEMATICAL PRACTICES

Describe why you traded a tens block for 10 ones blocks.

Model and Draw

How do you subtract 26 from 53?

Answer:
The subtraction of 53 and 26 is 27.

Explanation:
To perform subtraction for 26 from 53 we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So The subtraction of 26 from 53 is 27.

Step 1
Show 53. Are there enough ones to subtract 26?

Step 2
If there are not enough ones, regroup 1 ten as 10 ones.

Step 3
Subtract 6 ones from 13 ones.

Step 4
Subtract the tens. Write the tens and ones. Write the difference.

Share and Show MATH BOARD

Draw to show the regrouping. Write the difference two ways. Write the tens and ones. Write the number.

Question 1.
Subtract 13 from 41.

__ tens __ ones __

Answer:
The subtraction of 13 from 41 is 28. And there are two tens and eight ones.

Explanation:
In the above image, we can see that there are four tens blocks and one one’s block. So here we need to subtract 13 from 41, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 13 from 41 is 41 – 13= 28 and there are two tens and eight ones.

Question 2.
Subtract 9 from 48.

__ tens __ ones __

Answer:
The subtraction of 9 from 48 is 39. And there are three tens and nine ones.

Explanation:
In the above image, we can see that there is four tens blocks and eight one’s block. So here we need to subtract 9 from 48, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 9 from 48 is 48 – 9= 39 and there are three tens and nine ones.

 

Question 3.
Subtract 28 from 52.

__ tens __ ones __

Answer:
The subtraction of 28 from 52 is 24. And there are two tens and four ones.

Explanation:
In the above image, we can see that there is five tens blocks and two one’s block. So here we need to subtract 28 from 48, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 28 from 52 is 52 – 28= 24 and there are two tens and four ones.

On Your Own

Draw to show the regrouping. Write the difference two ways. Write the tens and ones. Write the number.

Question 4.
Subtract 8 from 23

__ tens __ ones __

Answer:
The subtraction of 8 from 23 is 15. And there are one ten and five ones.

Explanation:
In the above image, we can see that there is one tens block and five ones block. So here we need to subtract 8 from 23, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 8 from 23 is 23 – 8= 15 and there are one ten and five ones.

Question 5.
Subtract 36 from 45.

__ tens __ ones __

Answer:
The subtraction of 36 from 45 is 9. And there are no tens and nine ones.

Explanation:
In the above image, we can see that there is five tens blocks and two one’s block. So here we need to subtract 36 from 45, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 36 from 45 is 45 – 36= 9 and there are no tens and nine ones.

Question 6.
Subtract 6 from 43.

__ tens __ ones __

Answer:
The subtraction of 6 from 43 is 37. And there are three tens and seven ones.

Explanation:
In the above image, we can see that there is four tens blocks and three one’s block. So here we need to subtract 6 from 43, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 6 from 43 is 43 – 6= 37 and there are three tens and seven ones.

Question 7.
Subtract 39 from 67

__ tens __ ones __

Answer:
The subtraction of 39 from 67 is 28. And there are two tens and eight ones.

Explanation:
In the above image, we can see that there is six tens blocks and seven ones block. So here we need to subtract 28 from 48, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 39 from 67 is 67 – 39= 28 and there are two tens and eight ones.

Question 8.
Subtract 21 from 50.

__ tens __ ones __

Answer:
The subtraction of 21 from 50 is 29. And there are two tens and nine ones.

Explanation:
In the above image, we can see that there is five tens blocks and zero ones in ones block. So here we need to subtract 21 from 50, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 21 from 50 is 50 – 21= 29 and there are two tens and nine ones.

Question 9.
Subtract 29 from 56

__ tens __ ones __

Answer:
The subtraction of 29 from 56 is 27. And there are two tens and seven ones.

Explanation:
In the above image, we can see that there are five tens blocks and two one’s blocks. So here we need to subtract 28 from 48, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 29 from 56 is 56 – 29= 27 and there are two tens and seven ones.

Question 10.
GO DEEPER
Draw to find what number was subtracted from 53.

Subtract __ from 53.
3 tens 4 ones
34

Problem Solving • Applications

Write or draw to explain.

Question 11.
THINK SMARTER
Billy has 18 fewer marbles than Sara. Sara has 34 marbles. How many marbles does Billy have?

__ marbles

Answer:
The total number of marbles does Billy had is 16 marbles.

Explanation:
As Billy has 18 fewer marbles than Sara and Sara has 34 marbles, so here fewer marbles means we will do subtraction. So the number of marbles do Billy had is 34 – 18= 16 marbles. Here we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the total number of marbles does Billy had is 16 marbles.

Question 12.
THINK SMARTER
There are 67 toy animals in the store. Then the clerk sells 19 toy animals. How many toy animals are in the store now?
Draw to show how to find the answer.

__ toy animals

Answer:
The number of toys in the store is 48 toys.

Explanation:
As there are 67 toy animals in the store and then the clerk sells 19 toy animals, so to find how many toys in the store is we will perform subtraction. Here we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the number of toys in the store is 67 – 19= 48 toys.

Describe how you solved the problem.
__________________________
__________________________
__________________________

Answer:
The problem is solved by using regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend.

TAKE HOME ACTIVITY
• Ask your child to write a subtraction story and then explain how to solve it.

Answer:
We will perform subtraction by breaking the two-digit number into tens place digit and ones place digit. Then the other number will be placed below the number. If the minuend number is less than the subtrahend number then we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So by this, we will perform the subtraction.

Model Regrouping for Subtraction Homework & Practice 5.3

Draw to show the regrouping. Write the difference two ways. Write the tens and ones. Write the number.

Question 1.
Subtract 9 from 35

__ tens __ ones __

Answer:
The subtraction of 9 from 35 is 26. And there are two tens and six ones.

Explanation:
In the above image, we can see that there are three tens blocks and five one’s block. So here we need to subtract 9 from 35, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 9 from 35 is 35 – 9= 26 and there are two tens and six ones.

Question 2.
Subtract 14 from 52.

__ tens __ ones __

Answer:
The subtraction of 9 from 35 is 26. And there are two tens and six ones.

Explanation:
In the above image, we can see that there are three tens blocks and five one’s block. So here we need to subtract 9 from 35, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 9 from 35 is 35 – 9= 26 and there are two tens and six ones.

Problem Solving

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

Question 3.
Mr. Ortega made 51 cookies. He gave 14 cookies away. How many cookies does he have now?
__ cookies

Answer:
The cookies that Mr. Ortega had now are 37 cookies.

Explanation:
As Mr. Ortega made 51 cookies and he gave 14 cookies away. So to find the number of cookies does Ortega had we will do regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 51 – 14 is 37 cookies. The cookies that
Mr. Orteg had now is 37 cookies.

Question 4.
WRITE Math
Draw a quick picture for 37. Draw to show how you would subtract 19 from 37. Write to explain what you did.

__________________________
__________________________
__________________________

Answer:
The subtraction of 37 – 19 is 18. The subtraction is done by the regrouping of subtraction.

Explanation:

The subtraction of 37 – 19 is 18. The subtraction is done by the regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 37 – 19 is 18.

Lesson Check

Question 1.
Subtract 9 from 36. What is the difference?

Answer:
The subtraction of 9 from 36 is 27. And there are two tens and seven ones.

Explanation:
In the above image, we can see that there are three tens blocks and six one’s blocks. So here we need to subtract 9 from 36, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 9 from 36 is 36 – 9= 27 and there are two tens and seven ones.

Question 2.
Subtract 28 from 45. What is the difference?

Answer:
The subtraction of 28 from 45 is 17. And there are one ten and seven ones.

Explanation:
In the above image, we can see that there are four tens blocks and five one’s blocks. So here we need to subtract 28 from 45, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 28 from 45 is 45 – 28= 17 and there are one ten and seven ones.

Spiral Review

Question 3.
What is the difference?
51 – 8 = __

Answer:
The subtraction of 8 from 51 is 43. And there are four tens and three ones.

Explanation:
In the above image, we can see that there are three tens blocks and six one’s blocks. So here we need to subtract 8 from 51, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 8 from 51 is 51 – 8= 43 and there are four tens and three ones.

Question 4.
What is the sum?
38 + 35 = __

Answer:
The sum of the two numbers is 73.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the two numbers 38 + 35 is 73.

Question 5.
What is the sum?

Answer:
The sum of the three numbers is 90.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the three numbers 63 + 18 + 9 is 90.

Lesson 5.4 Model and Record 2-Digit Subtraction

Essential Question
How do you record 2-digit subtraction?

Answer:
We will perform subtraction by breaking the two-digit number into tens place digit and ones place digit. Then the other number will be placed below the number. If the minuend number is less than the subtrahend number then we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So by this, we will perform the subtraction.

Listen and Draw
Use to model the problem. Draw quick pictures to show your model.

Math Talk
MATHEMATICAL PRACTICE
Explain a Method
Did you trade blocks in your model? Explain why or why not.

Model and Draw

Trace over the quick pictures in the steps. Subtract.

Share and Show MATH BOARD

Draw a quick picture to solve. Write the difference.

Question 1.

Answer:
The subtraction of 15 from 47 is 32. And there are three ten and two ones.

Explanation:
In the above image, we can see that there are four tens and seven ones. So here we need to subtract 15 from 47, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 15 from 47 is 47 – 15= 32 and there are three ten and two ones.

Question 2.

Answer:
The subtraction of 18 from 32 is 14. And there are one ten and four ones.

Explanation:
In the above image, we can see that there are three tens and five ones. So here we need to subtract 18 from 32, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 18 from 32 is 32 – 18= 14 and there are one ten and four ones.

On Your Own

Draw a quick picture to solve. Write the difference.

Question 3.

Answer:
The subtraction of 29 from 35 is 6. And there are zero tens and six ones.

Explanation:
In the above image, we can see that there are three tens and five ones. So here we need to subtract 29 from 35, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 29 from 35 is 35 – 29= 6 and there are zero tens and six ones.

Question 4.

Answer:
The subtraction of 5 from 28 is 23. And there are two tens and three ones.

Explanation:
In the above image, we can see that there are two tens and eight ones. So here we need to subtract 5 from 28, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 5 from 28 is 28 – 5= 23 and there are two ten and three ones.

Question 5.

Answer:
The subtraction of 26 from 53 is 27. And there are two tens and seven ones.

Explanation:
In the above image, we can see that there are five tens and three ones. So here we need to subtract 26 from 53, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 26 from 53 is 53 – 26= 27 and there are two tens and seven ones.

Question 6.

Answer:
The subtraction of 13 from 32 is 19. And there are one ten and nine ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 13 from 32, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 13 from 32 is 32 – 13= 19 and there are one ten and nine ones.

Question 7.
GO DEEPER
There are 16 robins in the trees. 24 more fly in. Then 28 robins fly away. How many robins are still in the trees?

__ robbins

Answer:
The total number of robins are still on the trees is 12 robins.

Explanation:
As there are 16 robins on the tree and 24 more fly-ins. So the number of robins is 24 + 16= 40. Now 28 robins fly away, so the total number of robins are still on the trees is 40 – 28= 12 robins.

Problem Solving • Applications

Question 8.
THINK SMARTER
Claire’s puzzle has 85 pieces. She has used 46 pieces so far. How many puzzle pieces have not been used yet?

__ puzzle pieces

Answer:
The number of puzzle pieces that have not been used is 39 puzzle pieces.

Explanation:
As Claire’s puzzle has 85 pieces and she has used 46 pieces so far. So the number of puzzle pieces that have not been used is
85 – 46= 39 puzzle pieces.

Question 9.
MATHEMATICAL PRACTICE
Analyze There were some people at the park. 24 people went home. Then there were 19 people at the park. How many people were at the park before?
__ people

Answer:
The total number of people at the park before is 43 people.

Explanation:
As there were some people at the park and 24 people went home. Then there were 19 people at the park, so the total number of people at the park before is 24 + 19= 43 people.

Question 10.
THINK SMARTER
Mr. Sims has a box of 44 erasers. He gives 28 erasers to his students. How many erasers does Mr. Sims have now? Show how you solved the problem.

__ erasers

Answer:
The number of erasers does Mr. Sims has now is 16 erasers.

Explanation:
As Mr. Sims has a box of 44 erasers and he gives 28 erasers to his students. So the number of erasers does Mr. Sims has now is
44 – 28= 16 erasers. Here we have solved by using regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 28 from 44 is 44 – 28= 16 erasers. The number of erasers does Mr. Sims has now is 16 erasers.

TAKE HOME ACTIVITY
• Write 73 − 28 on a sheet of paper. Ask your child if he or she would regroup to find the difference.

Answer:
The subtraction of 73 – 28 is 45.

Explanation:
The subtraction of 73 – 28 is 45. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 73 – 28 is 45.

Model and Record 2-Digit Subtraction Homework & Practice 5.4

Draw a quick picture to solve. Write the difference.

Question 1.

Answer:
The subtraction of 17 from 43 is 26. And there are two tens and six ones.

Explanation:
In the above image, we can see that there are four tens and three ones. So here we need to subtract 17 from 43, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 17 from 43 is 43 – 17= 26 and there are two tens and six ones.

Question 2.

Answer:
The subtraction of 29 from 38 is 9. And there are zero tens and nine ones.

Explanation:
In the above image, we can see that there are three tens and eight ones. So here we need to subtract 29 from 38, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 29 from 38 is 38 – 29= 9 and there are zero tens and nine ones.

Problem Solving

Solve. Write or draw to explain.

Question 3.
Kendall has 63 stickers. Her sister has 57 stickers. How many more stickers does Kendall have than her sister?
__ more stickers.

Answer:
The number of stickers does Kendall has than her sister is 6 more stickers.

Explanation:
As Kendall has 63 stickers and her sister has 57 stickers, so the number of stickers does Kendall has than her sister is 63 – 57= 6 more stickers. Here we will perform regrouping of subtraction. Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 57 from 63 is 63 – 57= 9 stickers.

Question 4.
WRITE Math
Draw a quick picture to show the number 24. Then draw a quick picture to show 24 after you have regrouped 1 ten as 1-ones. Explain how both pictures show the same number, 24.
__________________________
__________________________
__________________________

Lesson Check

Question 1.
What is the difference?

Answer:
The subtraction of 18 from 47 is 29. And there are two tens and nine ones.

Explanation:
In the above image, we can see that there are four tens and seven ones. So here we need to subtract 18 from 47, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 18 from 47 is 47 – 18= 29 and there are two tens and nine ones.

Question 2.
What is the difference?

Answer:
The subtraction of 29 from 33 is 4. And there are zero tens and four ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 29 from 33, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 29 from 33 is 33 – 29= 4 and there are zero tens and four ones.

Spiral Review

Question 3.
What is the difference?
10 – 6 = __

Answer:
The difference is 4.

Explanation:
The difference between 10 and 6 is 4.

Question 4.
What is the sum?
16 + 49 = __

Answer:
The sum of the two numbers is 65.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the two numbers 16 + 49  is 65.

Question 5.
What is the sum?
28 + 8 = __

Answer:
The sum of the two numbers is 36.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the two numbers 28 + 8  is 36.

Question 6.
What is the difference?
52 – 6 = __

Answer:
The difference is 46.

Explanation:
The difference between 52 and 6 is 46.

Lesson 5.5 2-Digit Subtraction

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

Answer:
We will perform subtraction by breaking the two-digit number into tens place digit and ones place digit. Then the other number will be placed below the number. If the minuend number is less than the subtrahend number then we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So by this, we will perform the subtraction.

Listen and Draw

Draw a quick picture to model each problem.

Math Talk
MATHEMATICAL PRACTICES
Use Reasoning Explain how you know when to regroup.

Answer:
We will perform regrouping when the minuend number is less than the subtrahend number then we will perform regrouping of subtraction. And Regrouping in subtraction is a process of exchanging one ten into ten ones.

Model and Draw

Share and Show MATH BOARD

Regroup if you need to. Write the difference.

Question 1.

Answer:
The subtraction of 14 from 31 is 19. And there are one ten and nine ones.

Explanation:
In the above image, we can see that there are three tens and one in ones place. So here we need to subtract 14 from 31, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 14 from 31 is 31 – 14= 19 and there are one ten and nine ones.

Question 2.

Answer:
The subtraction of 21 from 56 is 35. And there are three tens and five ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 21 from 56, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 21 from 56 is 56 – 21= 35 and there are three tens and five ones.

Question 3.

Answer:
The subtraction of 35 from 72 is 37. And there are three tens and seven ones.

Explanation:
In the above image, we can see that there are seven tens and two ones. So here we need to subtract 35 from 72, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 35 from 72 is 72 – 35= 37 and there are three tens and seven ones.

On Your Own
Regroup if you need to. Write the difference.

Question 4.

Answer:
The subtraction of 14 from 23 is 9. And there are zero tens and nine ones.

Explanation:
In the above image, we can see that there are two tens and three one’s. So here we need to subtract 14 from 23, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 14 from 23 is 23 – 14= 9 and there are zero tens and nine ones.

Question 5.

Answer:
The subtraction of 57 from 87 is 30. And there are three ten and zero ones.

Explanation:
In the above image, we can see that there are eight tens and seven one’s. So here we need to subtract 57 from 87, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 57 from 87 is 87 – 57= 30 and there are three ten and zero ones.

Question 6.

Answer:
The subtraction of 18 from 34 is 16. And there are one ten and six ones.

Explanation:
In the above image, we can see that there are three tens and four one’s. So here we need to subtract 18 from 32, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 18 from 34 is 34 – 18= 16 and there are one ten and six ones.

Question 7.

Answer:
The subtraction of 13 from 61 is 48. And there are four ten and eight ones.

Explanation:
In the above image, we can see that there are six tens and one ones. So here we need to subtract 13 from 61, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 13 from 61 is 61 – 13= 48 and there are four ten and eight ones.

Question 8.

Answer:
The subtraction of 18 from 45 is 27. And there are two tens and seven ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 13 from 32, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 18 from 45 is 45 – 18= 27 and there are two ten and nine ones.

Question 9.

Answer:
The subtraction of 36 from 52 is 16. And there are one ten and six ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 36 from 52, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 36 from 52 is 52 – 36= 16 and there are one ten and six ones.

Question 10.

Answer:
The subtraction of 13 from 32 is 19. And there are one ten and nine ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 13 from 32, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 13 from 32 is 32 – 13= 19 and there are one ten and nine ones.

Question 11.

Answer:
The subtraction of 43 from 75 is 32. And there are three tens and two ones.

Explanation:
In the above image, we can see that there are seven tens and five ones. So here we need to subtract 43 from 75, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 43 from 75 is 75 – 43= 32 and there are three tens and two ones.

Question 12.

Answer:
The subtraction of 27 from 56 is 29. And there are two tens and nine ones.

Explanation:
In the above image, we can see that there are five tens and six ones. So here we need to subtract 27 from 56, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 27 from 56 is 56 – 27= 29 and there are two tens and nine ones.

Question 13.

Answer:
The subtraction of 29 from 94 is 65. And there are six tens and five ones.

Explanation:
In the above image, we can see that there are nine tens and four one’s. So here we need to subtract 29 from 94, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 29 from 94 is 94 – 29= 65 and there are six tens and five ones.

Question 14.

Answer:
The subtraction of 39 from 87 is 48. And there are four tens and eight ones.

Explanation:
In the above image, we can see that there are eight tens and seven one’s. So here we need to subtract 39 from 87, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 39 from 87 is 87 – 39= 48 and there are four tens and eight ones.

Question 15.

Answer:
The subtraction of 46 from 83 is 37. And there are three tens and seven ones.

Explanation:
In the above image, we can see that there are eight tens and three one’s. So here we need to subtract 46 from 83, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 46 from 83 is 83 – 46= 37 and there are three tens and seven ones.

Question 16.
THINK SMARTER
Spencer wrote 5 fewer stories than Katie. Spencer wrote 18 stories. How many stories did Katie write?

__ stories

Answer:
The number of stories written by Katie is 13 stories.

Explanation:
As Spencer wrote 5 fewer stories than Katie and Spencer wrote 18 stories. As Spencer wrote 5 fewer stories than Katie so we will perform subtraction. So the number of stories written by Katie is 18 – 5= 13 stories.

Problem Solving • Applications

Question 17.
MATHEMATICAL PRACTICE
Explain a Method Circle the problems below that you could use mental math to solve.
54 – 10 = __
63 – 27 = __
93 – 20 = __
39 – 2 = __
41 – 18 = __
82 – 26 = __
Explain your choices
__________________________
__________________________
__________________________

Answer:

Explanation:

Question 18.
THINK SMARTER
There are 34 chickens in the barn. If 16 chickens go outside into the yard, how many chickens will still be in the barn?
Circle the number from the box to make the sentence true.

Answer:
The number of chickens will be in the barn will be 18 chickens.

Explanation:
As there are 34 chickens in the barn and if 16 chickens go outside into the yard then the number of chickens will be in the barn will be 34 – 16= 18 chickens. Here we have performed regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the number of chickens will be in the barn will be 34 – 16= 18 chickens.

TAKE HOME ACTIVITY
• Ask your child to write a 2-digit subtraction problem with no regrouping needed. Have your child explain why he or she chose those numbers.

Answer:
The subtraction of 56 – 23 is 33.

Explanation:
Given that we need to perform the subtraction without regrouping, so we need to take the minuend number greater than the subtrahend. Then we need not perform the regrouping, so we will take the numbers to be subtracted be 56 – 23= 33.

2-Digit Subtraction Homework & practice 5.5

Regroup if you need to. Write the difference.

Question 1.

Answer:
The subtraction of 28 from 47 is 19. And there are one ten and nine ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 28 from 47, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 28 from 47 is 47 – 28= 19 and there are one ten and nine ones.

Question 2.

Answer:
The subtraction of 18 from 33 is 15. And there are one ten and five ones.

Explanation:
In the above image, we can see that there are three tens and three ones. So here we need to subtract 18 from 33, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 18 from 33 is 33 – 18= 15 and there are one ten and five ones.

Question 3.

Answer:
The subtraction of 14 from 28 is 19. And there are one ten and four ones.

Explanation:
In the above image, we can see that there are two tens and eight ones. So here we need to subtract 14 from 28, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 14 from 28 is 28 – 14= 14 and there are one ten and four ones.

Question 4.

Answer:
The subtraction of 19 from 66 is 47. And there are four ten and seven ones.

Explanation:
In the above image, we can see that there are six tens and six ones. So here we need to subtract 19 from 66, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 19 from 66 is 66 – 19= 47 and there are four ten and seven ones.

Question 5.

Answer:
The subtraction of 26 from 77 is 51. And there are five tens and one in one’s place.

Explanation:
In the above image, we can see that there are seven tens and seven ones. So here we need to subtract 26 from 77, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 26 from 77 is 77 – 26= 51 and there are five tens and nine one in one’s place.

Question 6.

Answer:
The subtraction of 34 from 58 is 24. And there are two tens and four ones.

Explanation:
In the above image, we can see that there are five tens and eight ones. So here we need to subtract 34 from 58, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 34 from 58 is 58 – 34= 24 and there are two tens and four ones.

Question 7.

Answer:
The subtraction of 25 from 52 is 27. And there are two tens and seven ones.

Explanation:
In the above image, we can see that there are five tens and five ones. So here we need to subtract 25 from 52, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 25 from 52 is 52 – 25= 27 and there are two tens and seven ones.

Question 8.

Answer:
The subtraction of 49 from 87 is 38. And there are three tens and eight ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 49 from 87, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 49 from 87 is 87 – 49= 38 and there are three tens and eight ones.

Problem Solving

Solve. Write or draw to explain.

Question 9.
Mrs. Paul bought 32 erasers. She gave 19 erasers to students. How many erasers does she still have?

Answer:
The number of erasers Mrs. Paul had is 13 erasers.

Explanation:
As Mrs. Paul bought 32 erasers and she gave 19 erasers to students. So to find how many erasers does she still has is we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the number of erasers Mrs. Paul had is
32 – 9= 13 erasers.

Question 10.
WRITE Math
Write a few sentences about different ways to show subtraction for a problem like 32 – 15.
__________________________
__________________________

Lesson Check

Question 1.
What is the difference?

Answer:
The subtraction of 39 from 48 is 9. And there are zero tens and nine ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 39 from 48, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 39 from 48 is 48 – 39= 9 and there are zero tens and nine ones.

Question 2.
What is the difference?

Answer:
The subtraction of 66 from 84 is 18. And there are one ten and eight ones.

Explanation:
In the above image, we can see that there are eight tens and four ones. So here we need to subtract 66 from 84, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 66 from 84 is 84 – 66= 18 and there are one ten and eight ones.

Spiral Review

Question 3.
What is the difference?

Answer:
The subtraction of 19 from 32 is 13. And there are one ten and three ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 13 from 32, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 19 from 32 is 32 – 19= 13 and there are one ten and three ones.

Question 4.
Write an addition fact that will give the same sum as 8 + 7.
10 + __

Answer:
The number to get the sum as 15 is we should add 5 to the number 10.

Explanation:
The sum of 8 + 7 is 15. So to get the 15 as a result of the given number, we will add 5 to the number 10. So we will get the result as 15.

Question 5.
27 boys and 23 girls go on a field trip to the museum. How many children go to the museum?
__ children

Answer:
The number of children who went to the museum is 50 children.

Explanation:
As there are 27 boys 23 girls on the field trip to the museum, so the number of children who went to the museum is 27 + 23= 50 children

Question 6.
There were 17 berries in the basket. Then 9 berries are eaten. How many berries are there now?
__ berries

Answer:
The number of berries will be 8 berries.

Explanation:
As there are 17 berries in the basket and 9 berries are eaten, then the number of berries will be 17 – 9= 8 berries. Here we have performed regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the number of berries will be 17 – 9= 8 berries

Lesson 5.6 Practice 2-Digit Subtraction

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

Answer:
We will perform subtraction by breaking the two-digit number into tens place digit and ones place digit. Then the other number will be placed below the number. If the minuend number is less than the subtrahend number then we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So by this, we will perform the subtraction.

Listen and Draw

Choose one way to solve the problem.
Draw or write to show what you did.

Math Talk
MATHEMATICAL PRACTICES
Describe a different way that you could have solved the problem.

Model and Draw

Carmen had 50 game cards. Then she gave 16 game cards to Theo. How many game cards does Carmen have now?

Answer:
The number of game cards will be 50 – 16= 34 game cards.

Explanation:
As the Carmen had 50 game cards and she gave 16 game cards to Theo, then the number of game cards will be 50 – 16= 34 game cards. Here we have performed regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the number of game cards will be 50 – 16= 34 game cards.
Step 1
Look at the ones. There are not enough ones to subtract 6 from 0. So, regroup

Step 2
Subtract the ones.
10 – 6 = 4

Step 3
Subtract the tens.
4 – 1 = 3

Share and Show MATH BOARD

Write the difference.

Question 1.

Answer:
The subtraction of 19 from 38 is 19. And there are one ten and nine ones.

Explanation:
In the above image, we can see that there are three tens and eight ones. So here we need to subtract 19 from 38, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 19 from 38 is 38 – 19= 19 and there are one ten and nine ones.

Question 2.

Answer:
The subtraction of 32 from 65 is 33. And there are three tens and three ones.

Explanation:
In the above image, we can see that there are six tens and five ones. So here we need to subtract 32 from 65, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 32 from 65 is 65 – 32= 33 and there are three tens and three ones.

Question 3.

Answer:
The subtraction of 12 from 50 is 38. And there are three tens and eight ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 12 from 50, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 12 from 50 is 50 – 12= 38 and there are three tens and eight ones.

Question 4.

Answer:
The subtraction of 4 from 23 is 19. And there are one ten and nine ones.

Explanation:
In the above image, we can see that there are two tens and three ones. So here we need to subtract 4 from 23, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 4 from 23 is 23 – 4= 19 and there are one ten and nine ones.

Question 5.

Answer:
The subtraction of 38 from 70 is 32. And there are three tens and two ones.

Explanation:
In the above image, we can see that there are seven tens and zero one. So here we need to subtract 38 from 70, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 38 from 70 is 70 – 38= 32 and there are three tens and two ones.

Question 6.

Answer:
The subtraction of 17 from 52 is 35. And there are three tens and five ones.

Explanation:
In the above image, we can see that there are five tens and two one. So here we need to subtract 17 from 52, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 17 from 52 is 52 – 17= 35 and there are three tens and five ones.

On Your Own

Write the difference.

Question 7.

Answer:
The subtraction of 24 from 41 is 17. And there are one ten and seven ones.

Explanation:
In the above image, we can see that there are four tens and one in ones place. So here we need to subtract 24 from 41, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 24 from 41 is 41 – 24= 17 and there are one ten and nine ones.

Question 8.

Answer:
The subtraction of 16 from 58 is 42. And there are four tens and two ones.

Explanation:
In the above image, we can see that there are five tens and eight ones. So here we need to subtract 16 from 58, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 16 from 58 is 58 – 16= 42 and there are four tens and two ones.

Question 9.

Answer:
The subtraction of 13 from 60 is 47. And there are four tens and seven ones.

Explanation:
In the above image, we can see that there are six tens and zero ones. So here we need to subtract 13 from 60, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 13 from 60 is 60 – 13= 47 and there are four tens and seven ones.

Question 10.

Answer:
The subtraction of 47 from 52 is 5. And there are zero tens and five ones.

Explanation:
In the above image, we can see that there are five tens and two ones. So here we need to subtract 47 from 52, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 47 from 52 is 52 – 47= 5 and there are zero tens and five ones.

Question 11.

Answer:
The subtraction of 46 from 72 is 26. And there are two tens and six ones.

Explanation:
In the above image, we can see that there are seven tens and two ones So here we need to subtract 46 from 72, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 46 from 72 is 72 – 46= 26 and there are two tens and six ones.

Question 12.

Answer:
The subtraction of 6 from 37 is 31. And there are three tens and one in ones place.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 6 from 37, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 6 from 37 is 37 – 6= 31 and there are three tens and one in ones place.

Question 13.

Answer:
The subtraction of 46 from 74 is 28. And there are two tens and eight ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 46 from 74, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 46 from 74 is 74 – 46= 28 and there are two tens and eight ones.

Question 14.

Answer:
The subtraction of 18 from 90 is 72. And there are seven tens and two ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 18 from 90, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 18 from 90 is 90 – 18= 72 and there are seven tens and two ones.

Question 15.
GO DEEPER
Write the missing numbers in the subtraction problems. The regrouping for each problem is shown.

Answer:
The missing values is 75 and 28 and 83 and 58.

Explanation:

Here, to find the missing values we will find with the help of the carry forward numbers. As the carry forward are 6 and 15 so the minuend is 75 as the result is 47, so the other number will be 75 – 47= 28. As the carry forward are 7 and 13 so the minuend is 83 as the result is 25, so the other number will be 83 – 58= 25.

Question 16.
THINK SMARTER
Adam takes 38 rocks out of a box. There are 23 rocks left in the box. How many rocks were in the box to start?

__ rocks

Answer:
The number of rocks were in the box to start is 61 rocks.

Explanation:
Adam takes 38 rocks out of a box and there are 23 rocks left in the box. So to find the number of rocks were in the box we will add the rocks that adam had took and the number of rocks left in the box. So the number of rocks were in the box to start is
38 + 28= 61 rocks.

TAKE HOME ACTIVITY
• Ask your child to show you one way to find 80 − 34.

Answer:
The subtraction of 34 from 80 is 46. And there are one ten and nine ones.

Explanation:
In the above image, we can see that there are eight tens and zero ones. So here we need to subtract 34 from 80, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 34 from 80 is 80 – 34= 46 and there are four tens and six ones.

Practice 2-Digit Subtraction Homework & Practice 5.6

Write the difference.

Question 1.

Answer:
The subtraction of 18 from 50 is 32. And there are three tens and two ones.

Explanation:
In the above image, we can see that there are five tens and zero ones. So here we need to subtract 18 from 50, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 18 from 50 is 50 – 18= 32 and there are three tens and two ones.

Question 2.

Answer:
The subtraction of 13 from 32 is 19. And there are one ten and nine ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 13 from 32, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 13 from 32 is 32 – 13= 19 and there are one ten and nine ones.

Question 3.

Answer:
The subtraction of 13 from 32 is 19. And there are one ten and nine ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 13 from 32, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 13 from 32 is 32 – 13= 19 and there are one ten and nine ones.

Question 4.

Answer:
The subtraction of 13 from 32 is 19. And there are one ten and nine ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 13 from 32, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 13 from 32 is 32 – 13= 19 and there are one ten and nine ones.

Question 5.

Answer:
The subtraction of 13 from 32 is 19. And there are one ten and nine ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 13 from 32, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 13 from 32 is 32 – 13= 19 and there are one ten and nine ones.

Question 6.

Answer:
The subtraction of 13 from 32 is 19. And there are one ten and nine ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 13 from 32, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 13 from 32 is 32 – 13= 19 and there are one ten and nine ones.

Problem Solving

Solve. Write or draw to explain.

Question 7.
Julie has 42 sheets of paper. She gives 17 sheets to Kari. How many sheets of paper does Julie have now?
__ sheets of paper

Question 8.
WRITE Math
Draw and write to explain how these two problems are different: 35 – 15 = ________ and 43 – 26 = _______
__________________________

Lesson Check

Question 1.
What is the difference?

Answer:
The subtraction of 13 from 32 is 19. And there are one ten and nine ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 13 from 32, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 13 from 32 is 32 – 13= 19 and there are one ten and nine ones.

Question 2.
What is the difference?

Answer:
The subtraction of 13 from 32 is 19. And there are one ten and nine ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 13 from 32, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 13 from 32 is 32 – 13= 19 and there are one ten and nine ones.

Spiral Review

Question 3.
What is the sum?
9 + 9 = __

Answer:
The sum of the two numbers is 18.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the two numbers 9 + 9 is 18.

Question 4.
What is the difference?
14 – 7 = __

Answer:
The subtraction of 7 from 14 is 7. And there are zero tens and seven ones.

Explanation:
In the above image, we can see that there are one ten and four ones. So here we need to subtract 7 from 14, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 7 from 14 is 14 – 7= 7 and there are zero tens and seven ones.

Question 5.
What is the sum?
36 + 25 = __

Answer:
The sum of the two numbers is 61.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the two numbers 36 + 25 is 61.

Question 6.
What is the sum?
7 + 2 + 3 = __

Answer:
The sum of the three numbers is 12.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the three numbers 7 + 2 + 3 is 12.

2-Digit Subtraction Mid-Chapter Checkpoint

Concepts and Skills

Break apart the number you are subtracting. Use the number line to help. Write the difference.

Question 1.
34 – 8 = __

Answer:
The subtraction of 8 from 34 is 26. And there are two tens and six ones.

Explanation:
In the above image, we can see that there are three tens and four ones. So here we need to subtract 8 from 34, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 8 from 34 is 34 – 8= 26 and there are two tens and six ones.

Question 2.
45 – 17 = __

Answer:
The subtraction of 17 from 45 is 28. And there are two tens and eight ones.

Explanation:
In the above image, we can see that there are four tens and five ones. So here we need to subtract 17 from 45, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 17 from 45 is 45 – 17= 28 and there are two tens and eight ones.

Draw a quick picture to solve. Write the difference.

Question 3.

Answer:
The subtraction of 29 from 42 is 13. And there are one ten and three ones.

Explanation:
In the above image, we can see that there are four tens and two ones. So here we need to subtract 29 from 42, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 29 from 42 is 42 – 29= 13 and there are one ten and three ones.

Question 4.

Answer:
The subtraction of 23 from 54 is 31. And there are three tens and one in ones place.

Explanation:
In the above image, we can see that there are five tens and four ones. So here we need to subtract 23 from 54, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 23 from 54 is 54 – 23= 31 and there are three tens and one in ones place

Write the difference.

Question 5.

Answer:
The subtraction of 43 from 78 is 35. And there are three tens and five ones.

Explanation:
In the above image, we can see that there are seven tens and eight ones. So here we need to subtract 43 from 78, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 43 from 78 is 78 – 43= 35 and there are three tens and five ones.

Question 6.

Answer:
The subtraction of 26 from 60 is 34. And there are three tens and four ones.

Explanation:
In the above image, we can see that there are six tens and zero ones. So here we need to subtract 26 from 60, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 26 from 60 is 60 – 26= 34 and there are three tens and four ones.

Question 7.

Answer:
The subtraction of 37 from 85 is 48. And there are four tens and eight ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 37 from 85, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 37 from 85 is 85 – 37= 48 and there are four tens and eight ones.

Question 8.
THINK SMARTER
Marissa had 51 toy dinosaurs. She gave 14 toy dinosaurs to her brother. How many toy dinosaurs does she have now?

__ toy dinosaurs

Answer:
The number of dinosaurs does Marissa has is 37 dinosaurs.

Explanation:
Marissa had 51 toy dinosaurs and she gave 14 toy dinosaurs to her brother. So to how many toy dinosaurs does she have we will perform regrouping of subtraction. Here we have solved by using regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the number of dinosaurs does Marissa has is 51 – 14= 37 dinosaurs.

Lesson 5.7 Rewrite 2-Digit Subtraction

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

Math Talk
MATHEMATICAL PRACTICES
Explain why it is important to line up the digits of the numbers in columns.

Model and Draw

What is 81 – 36?
Rewrite the subtraction problem.
Then find the difference.

Step 1
For 81, write the tens digit in the tens column. Write the ones digit in the ones column.

Step 2
Look at the ones. Regroup if you need to.

Share and Show MATH BOARD

Rewrite the subtraction problem. Then find the difference.

Question 1.

Answer:
The subtraction of 37 from 4 is 33. And there are three tens and three ones.

Explanation:
In the above image, we can see that there are three tens and four ones. So here we need to subtract 4 from 37, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 4 from 37 is 37 – 4= 33 and there are three tens and three ones.

Question 2.

Answer:
The subtraction of 24 from 48 is 24. And there are two tens and four ones.

Explanation:
In the above image, we can see that there are four tens and eight ones. So here we need to subtract 24 from 48, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 24 from 48 is 48 – 24= 24 and there are two tens and four ones.

Question 3.

Answer:
The subtraction of 37 from 85 is 48. And there are four tens and eight ones.

Explanation:
In the above image, we can see that there are eight tens and five ones. So here we need to subtract 37 from 85, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 37 from 85 is 85 – 37= 48 and there are four tens and eight ones.

Question 4.

Answer:
The subtraction of 19 from 63 is 44. And there are four tens and four ones.

Explanation:
In the above image, we can see that there are six tens and three ones. So here we need to subtract 19 from 63, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 19 from 63 is 63 – 19= 44 and there are four tens and four ones.

Question 5.

Answer:
The subtraction of 37 from 62 is 25. And there are two tens and five ones.

Explanation:
In the above image, we can see that there are six tens and two ones. So here we need to subtract 37 from 62, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 37 from 62 is 62 – 37= 25 and there are two tens and five ones.

Question 6.

Answer:
The subtraction of 27 from 51 is 24. And there are two tens and four ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 27 from 51, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 27 from 51 is 51 – 27= 24 and there are two tens and four ones.

Question 7.

Answer:
The subtraction of 3 from 76 is 73. And there are seven tens and three ones.

Explanation:
In the above image, we can see that there are seven tens and three ones. So here we need to subtract 3 from 76, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 3 from 76 is 76 – 3= 73 and there are seven tens and three ones.

Question 8.

Answer:
The subtraction of 48 from 95 is 47. And there are four tens and seven ones.

Explanation:
In the above image, we can see that there are nine tens and five ones. So here we need to subtract 48 from 95, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 48 from 95 is 95 – 48= 47 and there are four tens and seven ones.

On Your Own

Rewrite the subtraction problem. Then find the difference.

Question 9.

Answer:
The subtraction of 8 from 49 is 41. And there are four tens and one in one’s place.

Explanation:
In the above image, we can see that there are four tens and nine ones. So here we need to subtract 8 from 49, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 8 from 49 is 49 – 8= 41 and there are four tens and one in one’s place.

Question 10.

Answer:
The subtraction of 47 from 85 is 38. And there are three tens and eight ones.

Explanation:
In the above image, we can see that there are eight tens and five ones. So here we need to subtract 47 from 85, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 47 from 85 is 85 – 47= 38 and there are three tens and eight ones.

Question 11.

Answer:
The subtraction of 23 from 63 is 40. And there are four tens and zero ones.

Explanation:
In the above image, we can see that there are six tens and three ones. So here we need to subtract 23 from 63, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 23 from 63 is 63 – 23= 40 and there are four tens and zero ones.

Question 12.

Answer:
The subtraction of 23 from 51 is 28. And there are two tens and eight ones.

Explanation:
In the above image, we can see that there are five tens and one in one’s place. So here we need to subtract 23 from 51, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 23 from 51 is 51 – 23= 28 and there are two tens and eight ones.

Question 13.

Answer:
The subtraction of 15 from 60 is 45. And there are four tens and five ones.

Explanation:
In the above image, we can see that there are six tens and zero ones. So here we need to subtract 15 from 60, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 15 from 60 is 60 – 15= 45 and there are four tens and four ones.

Question 14.

Answer:
The subtraction of 58 from 94 is 36. And there are three tens and six ones.

Explanation:
In the above image, we can see that there are nine tens and four ones. So here we need to subtract 58 from 94, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 58 from 94 is 94 – 58= 36 and there are three tens and six ones.

Question 15.

Answer:
The subtraction of 20 from 47 is 27. And there are two tens and seven ones.

Explanation:
In the above image, we can see that there are four tens and seven ones. So here we need to subtract 20 from 47, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 20 from 47 is 47 – 20= 27 and there are two tens and seven ones.

Question 16.

Answer:
The subtraction of 9 from 35 is 26. And there are two tens and six ones.

Explanation:
In the above image, we can see that there are three tens and five ones. So here we need to subtract 9 from 35, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 9 from 35 is 35 – 9= 26 and there are two tens and six ones.

Question 17.

Answer:
The subtraction of 10 from 78 is 68. And there are six tens and eight ones.

Explanation:
In the above image, we can see that there are seven tens and eight ones. So here we need to subtract 10 from 78, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 10 from 78 is 78 – 10= 68 and there are six tens and eight ones.

Question 18.

Answer:
The subtraction of 38 from 54 is 16. And there are one ten and six ones.

Explanation:
In the above image, we can see that there are five tens and four one. So here we need to subtract 38 from 54, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 38 from 54 is 54 – 38= 16 and there are one ten and six ones.

Question 19.

Answer:
The subtraction of 39 from 92 is 53. And there are five tens and three ones.

Explanation:
In the above image, we can see that there are nine tens and two ones. So here we need to subtract 39 from 92, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 39 from 92 is 92 – 39= 53 and there are five tens and three ones.

Question 20.

Answer:
The subtraction of 28 from 87 is 59. And there are five tens and nine ones.

Explanation:
In the above image, we can see that there are eight tens and seven ones. So here we need to subtract 28 from 87, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 28 from 87 is 87 – 28= 59 and there are eight tens and nine ones.

Question 21.
THINK SMARTER
For which of the problems above could you find the difference without rewriting it? Explain.

___________________________
___________________________
___________________________

Problem Solving • Applications

Read about the class trip. Then answer the questions.

Question 22.
How many more paintings were done by adults than by children?
__ more paintings

Answer:
The number of paints which were more by adults than the children is 53 – 26= 27 paintings.

Explanation:
As Pablo’s class went to the art museum, and they saw 26 paintings done by the children. After that, they saw 53 paintings done by the adults. So the number of paints which were more by adults than the children is 53 – 26= 27 paintings.

Question 23.
GO DEEPER
How many more paintings than sculptures did they see?
__ more paintings

Answer:
The number of paints that were more than the sculptures is 61 more paintings.

Explanation:
As Pablo’s class went to the art museum, and they saw 26 paintings done by the children. After that they saw 53 paintings done by the adults. So the total number of paintings is 53 + 26 = 79 paintings. And they saw 18 sculptures, so the number of paints which were more than the sculptures is 79 – 18= 61 more paintings.

Question 24.
THINK SMARTER
Tom drew 23 pictures last year. Beth drew 14 pictures. How many more pictures did Tom draw than Beth?
Fill in the bubble next to all the ways to show the problem.

Answer:
The number of more pictures did Tom draw than Beth is 23 – 14= 9 pictures.

Explanation:
As Tom draw 23 pictures last year and Beth draw 14 pictures, so the number of more pictures did Tom draw than Beth is 23 – 14= 9 pictures.

TAKE HOME ACTIVITY
• Ask your child to write and solve a subtraction problem about a family trip.

Rewrite 2-Digit Subtraction Homework & Practice 5.7

Rewrite the subtraction problem. Then find the difference.

Question 1.

Answer:
The subtraction of 19 from 35 is 16. And there are one ten and six ones.

Explanation:
In the above image, we can see that there are three tens and five ones. So here we need to subtract 19 from 35, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 19 from 35 is 35 – 19= 16 and there are one ten and six ones.

Question 2.

Answer:
The subtraction of 23 from 47 is 24. And there are two tens and four ones.

Explanation:
In the above image, we can see that there are four tens and seven ones. So here we need to subtract 23 from 32, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 23 from 47 is 47 – 23= 24 and there are two tens and four ones.

Question 3.

Answer:
The subtraction of 28 from 58 is 30. And there are three tens and zero ones.

Explanation:
In the above image, we can see that there are three tens and five one’s blocks. So here we need to subtract 28 from 58, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 28 from 58 is 58 – 28= 30 and there are three tens and zero ones.

Problem Solving

Solve. Write or draw to explain.

Question 4.
Jimmy went to the toy store. He saw 23 wooden trains and 41 plastic trains. How many more plastic trains than wooden trains did he see?
___ more plastic trains

Answer:
There are 18 more plastic trains than wooden trains.

Explanation:
Jimmy went to the toy store and he saw 23 wooden trains and 41 plastic trains, so to find how many more plastic trains than wooden trains did he see is we will perform subtraction. So there will be 41 – 23= 18 more plastic trains than wooden trains.

Question 5.
WRITE Math
Is it easier to subtract when the numbers are written above and below each other? Explain your answer
__________________________
__________________________
__________________________
__________________________

Answer:
Yes, it is easier to subtract the numbers that are written above and below each other. As we can easily borrow from the place in front of the number and we can rewrite without a problem. It also helps to keep the math problems more organized so by writing the numbers above and below we will be confused.

Lesson Check

Question 1.
What is the difference for 43 − 17?

Answer:
The subtraction of 17 from 43 is 26. And there are one ten and nine ones.

Explanation:
In the above, we can see that there are four tens and three ones. So here we need to subtract 13 from 32, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 17 from 43 is 43 – 16= 26 and there are two tens and six ones.

Question 2.
What is the difference for 50 − 16?

Answer:
The subtraction of 16 from 50 is 34. And there are three tens and four ones.

Explanation:
In the above, we can see that there are five tens and zero ones. So here we need to subtract 16 from 50, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 16 from 50 is 50 – 16= 34 and there are three tens and four ones.

Spiral Review

Question 3.
What is the sum?

Answer:
The sum of the given numbers is 74.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the given numbers
29 + 4 + 25 + 16  is 74.

Question 4.
What is the sum of 41 + 19?
_______

Answer:
The sum of the given numbers is 60.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the given numbers
41 + 19 is 60.

Question 5.
Write an addition fact that will give the same sum as 5 + 9?
10 + ___

Answer:
The sum of the two numbers is 14.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the two numbers 5 + 9 is 14. So to get the same sum we need to add 4, so the sum of the 10 + 4= 14, which is same as 5 + 9 sum.

Question 6.
What is the difference?
45 – 13 = ___

Answer:
The subtraction of 13 from 45 is 32. And there are three tens and two ones.

Explanation:
In the above, we can see that there are four tens and three ones. So here we need to subtract 13 from 45, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 13 from 45 is 45 – 13= 32 and there are three tens and two ones.

Lesson 5.8 Add to Find Differences

Essential Question
How can you use addition to solve subtraction problems?
_______ ____ markers

Now draw pictures to show the next part of the problem. Write a number sentence for your drawing.
_______ ____ markers

Math Talk
MATHEMATICAL PRACTICES
Describe what happens when you add back the number that you had subtracted.

Model and Draw

Count up from the number you are subtracting to find the difference.

Start at 38. Count up to 40.

Then count up 5 more to 45.

So, 45 − 38 = __.

Share and Show MATH BOARD

Use the number line. Count up to find the difference.

Question 1.
36 – 27 = ___

Answer:
The subtraction of 27 from 36 is 9. And there are zero tens and nine ones.

Explanation:
Here we need to subtract 27 from 36, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 27 from 36 is 36 – 27= 9 and there are zero tens and nine ones.

Question 2.
56 – 49 = __

Answer:
The subtraction of 49 from 56 is 7. And there are zero tens and seven ones.

Explanation:
Here we need to subtract 49 from 56, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 49 from 56 is 56 – 49= 7 and there are zero tens and seven ones.

Question 3.
64 – 58 = __

Answer:
The subtraction of 58 from 64 is 6. And there are zero tens and six ones.

Explanation:
Here we need to subtract 58 from 64, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 58 from 64 is 64 – 58= 6 and there are zero tens and six ones.

On Your Own

Use the number line. Count up to find the difference.

Question 4.
33 – 28 = __

Answer:
The subtraction of 28 from 33 is 5. And there are zero tens and five ones.

Explanation:
In the above image, we can see that there are three tens and three ones. So here we need to subtract 28 from 33, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 28 from 33 is 33 – 28= 5 and there are zero tens and five ones.

Question 5.
45 – 37 = __

Answer:
The subtraction of 37 from 45 is 8. And there are zero tens and eight ones.

Explanation:
In the above image, we can see that there are four tens and five ones. So here we need to subtract 37 from 45, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 37 from 45 is 45 – 37= 8 and there are zero tens and eight ones.

Question 6.
58 – 49 = __

Answer:
The subtraction of 49 from 58 is 9. And there are zero tens and nine ones.

Explanation:
In the above image, we can see that there are five tens and eight ones. So here we need to subtract 49 from 58, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 49 from 58 is 58 – 49= 49 and there are zero tens and nine ones.

Question 7.
THINK SMARTER
There were 55 books on the table. Sandra picked up some of the books. Now there are 49 books on the table. How many books did Sandra pick up?

__ books

Answer:
The number of books picked up by the Sandra is 6 books.

Explanation:
As there were 55 books on the table and Sandra picked up some of the books. And Now there are 49 books on the table, so to find how many books did Sandra pick up is we will perform subtraction. So the number of books picked up by the Sandra is 55 – 49= 6 books.

Problem Solving • Applications

Solve. You may wish to use the number line to help.

Question 8.
There are 46 game pieces in a box. Adam takes 38 game pieces out of the box. How many game pieces are still in the box?

__ game pieces

Answer:
The number of game pieces is still in the box is 8 game pieces.

Explanation:
As there are 46 game pieces in a box and Adam takes 38 game pieces out of the box. So there will be 46 – 38= 8 game pieces.

Question 9.
THINK SMARTER
Rachel had 27 craft sticks. Then she gave 19 craft sticks to Theo. How many craft sticks does Rachel have now?
Circle the number from the box to make the sentence true.
Rachel has craft sticks now.
Explain how you can use addition to solve the problem.
__________________________
__________________________

Answer:
The number of craft sticks Rachel has now is 27 – 19 = 8 craft sticks.

Explanation:
As Rachel had 27 craft sticks and then she gave 19 craft sticks to Theo. So the number of craft sticks Rachel has now is 27 – 19 = 8 craft sticks.

TAKE HOME ACTIVITY
• Have your child describe how he or she used a number line to solve one problem in this lesson.

Answer:
The number line is used by performing we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. Then we will make the number of jumps by the difference what we had got and we will make jump from minuend number to the subtrahend and will count the number of jumps.

Add to Find Differences Homework & practice 5.8

Use the number line. Count up to find the difference.

Question 1.
36 – 29 = __

Answer:
The subtraction of 29 from 36 is 7. And there are zero tens and seven ones.

Explanation:
In the above image, we can see that there are three tens and six ones. So here we need to subtract 29 from 36, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 29 from 36 is 36 – 29= 7 and there are zero tens and seven ones.

Question 2.
43 – 38 = __

Answer:
The subtraction of 38 from 43 is 5. And there are zero tens and five ones.

Explanation:
In the above image, we can see that there are three tens blocks and six one’s blocks. So here we need to subtract 8 from 51, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 38 from 43 is 43 – 38= 5 and there are zero tens and five ones.

Problem Solving

Solve. You may wish to use the number line.

Question 3.
Jill has 63 index cards. She uses 57 of them for a project. How many index cards does Jill have now?
__ index cards

Answer:
The number of index cards does Jill has now is 6 index cards.

Explanation:
As Jill has 63 index cards and she uses 57 of them for a project, so the number of index cards does Jill have now is 63 – 57 = 6 index cards.

Question 4.
WRITE Math
Explain how a number line can be used to find the difference for 34 – 28.
__________________________
__________________________

Answer:

Lesson Check

Use the number line. Count up to find the difference.

Question 1.
82 − 75 = __

Answer:
The subtraction of 75 from 82 is 7. And there are zero tens and seven ones.

Explanation:
In the above image, we can see that there are eight tens and two ones. So here we need to subtract 75 from 82, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 75 from 82 is 82 – 75= 7 and there are zero tens and seven ones.

Question 2.
90 − 82 = __

Answer:
The subtraction of 82 from 90 is 8. And there are zero tens and eight ones.

Explanation:
In the above image, we can see that there are nine tens and zero ones. So here we need to subtract 82 from 90, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 82 from 90 is 90 – 82= 8and there are zero tens and eight ones.

Spiral Review

Question 3.
Jordan has 41 toy cars at home. He brings 24 cars to school. How many cars are at home?
__ cars

Answer:
The number of cars is at home is 17 cars.

Explanation:
As Jordan has 41 toy cars at home and he brings 24 cars to school, so the number of cars are at home is 41 – 24= 17 cars.

Question 4.
Pam has 15 fish. 9 are goldfish and the rest are guppies. How many fish are guppies?
__ guppies

Answer:
The number of fishes is guppies is 6 guppies.

Explanation:
As Pam has 15 fishes and 9 are gold fishes and the rest are guppies, so the number of fishes are guppies is 15 – 9= 6 guppies.

Question 5.
What is the sum?

Answer:
The sum of the two numbers is 54.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the two numbers 35 + 19 is 54.

Question 6.
Each table has 5 pencils. There are 3 tables. How many pencils are there altogether?
__ pencils.

Answer:
The total number of pencils will be 15 pencils are there altogether.

Explanation:
As each table has 5 pencils and there are 3 tables, so the total number of pencils will be 5 × 3= 15 pencils are there altogether.

Lesson 5.9 Problem Solving • Subtraction

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

Jane and her mom made 33 puppets for the craft fair. They sold 14 puppets. How many puppets do they still have?

Answer:
The total number of puppets do they left is 19 puppets.

Explanation:
As Jane and her mom made 33 puppets for the craft fair and they sold 14 puppets, so they still have 33 – 14= 19 puppets. Here we need to subtract 14 from 33, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 14 from 33 is 33 – 14= 19 and there are one ten and nine ones. So they will have 19 puppets left.

Unlock the Problem

What do I need to find?
they still have

What information do I need to use?

They made __ puppets.
They sold __ puppets.

Show how to solve the problem.

HOME CONNECTION
• Your child used a bar model and a number sentence to represent the problem. Using a bar model helps show what is known and what is needed to solve the problem.

Try Another Problem

Label the bar model. Write a number sentence with a for the missing number. Solve.

Question 1.
Carlette had a box of 46 craft sticks. She used 28 craft sticks to make a sailboat. How many craft sticks were not used?

Answer:
They will have 18 craft sticks left.

Explanation:
As Carlette had a box of 46 craft sticks and she used 28 craft sticks to make a sailboat. So the number of craft sticks that are not used is 46 – 28= 18 craft sticks. Here we need to subtract 28 from 46, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 28 from 46 is 46 – 28= 18 and there are one ten and eight ones. So they will have 18 craft sticks left.

Question 2.
Rob’s class made 31 clay bowls. Sarah’s class made 15 clay bowls. How many more clay bowls did Rob’s class make than Sarah’s class?

______ ___ more clay bowls

Answer:
The number of more clay bowls did Rob’s class make than Sarah’s class is 31 – 15= 16 clay bowls.

Explanation:
As Rob’s class made 31 clay bowls and Sarah’s class made 15 clay bowls. So the number of more clay bowls did Rob’s class make than Sarah’s class is 31 – 15= 16 clay bowls. So we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the number of more clay bowls did Rob’s class make than Sarah’s class is 16 clay bowls.

Share and Show MATH BOARD

Label the bar model. Write a number sentence with a for the missing number. Solve.

Question 3.
Mr. Hayes makes 32 wooden frames. He gives away 15 frames as gifts. How many frames does he still have?

Answer:
The number of many frames does he still have now is 32 – 15= 17 frames.

Explanation:
As Mr. Hayes makes 32 wooden frames and he gives away 15 frames as gifts. So the number of many frames does he still have now is 32 – 15= 17 frames. So we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the number of many frames does he still have now is 17 frames.

Question 4.
Wesley has 21 ribbons in a box. He has 15 ribbons on the wall. How many more ribbons does he have in the box than on the wall?

__ more ribbons

_____

Answer:
The number of many more ribbons does he have in the box than on the wall is 6 more ribbons.

Explanation:
As Wesley has 21 ribbons in a box and he has 15 ribbons on the wall. So the number of many more ribbons does he have in the box than on the wall is 21 – 15= 6 more ribbons. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the number of many more ribbons does he have in the box than on the wall is 6 more ribbons.

Question 5.
THINK SMARTER
Jennifer wrote 9 poems at school and 11 poems at home. She wrote 5 more poems than Nell. How many poems did Nell write?

__ poems

Answer:

Explanation:

On Your Own

Question 6.
GO DEEPER
There are 70 children. 28 children are hiking and 16 are at a picnic. The rest of the children are playing soccer. How many children are playing soccer?
Draw a model with bars for the problem. Describe how your drawing shows the problem. Then solve the problem.
__________________________
__________________________
__________________________

Question 7.
THINK SMARTER
There are 48 crackers in a bag. The children eat 25 crackers. How many crackers are still in the bag? Circle the bar model that can be used to solve the problem.

Write a number sentence with a for the missing number. Solve.
__________________________
___ crackers

TAKE HOME ACTIVITY
• Ask your child to explain how he or she solved one of the problems on this page.

Answer:
We will perform subtraction by breaking the two-digit number into tens place digit and ones place digit. Then the other number will be placed below the number. If the minuend number is less than the subtrahend number then we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So by this, we will perform the subtraction.

Problem Solving • Subtraction Homework & Practice 5.9

Label the bar model. Write a number sentence with a for the missing number. Solve.

Question 1.
Megan picked 34 flowers. Some of the flowers are yellow and 18 flowers are pink. How many of the flowers are yellow?
___ yellow flowers

___

Question 2.
Alex had 45 toy cars. He put 26 toy cars in a box. How many toy cars are not in the box?
___ toy cars

Question 3.
WRITE Math
Explain how bar models show a problem in a different way.
__________________________
__________________________
__________________________
__________________________

Lesson Check

Question 1.
There were 39 pumpkins at the store. Then 17 of the pumpkins were sold. How many pumpkins are still at the store?
__ pumpkins

Question 2.
There were 48 ants on a hill. Then 13 of the ants marched away. How many ants are still on the hill?
__ ants

Spiral Review

Question 3.
Ashley had 26 markers. Her friend gave her 17 more markers. How many markers does Ashley have now?
__ markers

Question 4.
What is the sum?

Question 5.
Write a subtraction fact that will give the same difference as 15 − 7.
10 – __

Question 6.
What is the sum?
34 + 5 = __

Lesson 5.10 Algebra • Write Equations to Represent Subtraction

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

Listen and Draw

Draw to show the problem. Write a number sentence. Then solve.
_______________

Math Talk
MATHEMATICAL PRACTICES
Describe how your drawing shows the problem.

Model and Draw

You can write a number sentence to
show a problem.
Liza has 65 postcards. She gives 24 postcards to Wesley. How many postcards does Liza have now?

Liza has __ postcards now.

Share and Show MATH BOARD

Write a number sentence for the problem. Use a for the missing number. Then solve.

Question 1.
There were 32 birds in the trees. Then 18 birds flew away. How many birds are in the trees now?

__ birds

Question 2.
Carla read 43 pages in her book. Joe read 32 pages in his book. How many more pages did Carla read than Joe?
________
__ more pages

On Your Own

Write a number sentence for the problem. Use a for the missing number. Then solve.

Question 3.
There were 40 ants on a rock. Some ants moved to the grass. Now there are 26 ants on the rock. How many ants moved to the grass?
___
__ ants

Question 4.
THINK SMARTER
Keisha had a bag of ribbons. She took 29 ribbons out of the bag. Then there were 17 ribbons still in the bag. How many ribbons were in the bag to start?

_______
__ ribbons

Question 5.
GO DEEPER
There are 50 bees in a hive. Some bees fly out. If fewer than 20 bees are still in the hive, how many bees could have flown out?
__ bees

Problem Solving • Applications

Question 6.
MATHEMATICAL PRACTICE
Make Connections Brendan made this number line to find a difference. What was he subtracting from 100? Explain your answer.

__________________________
__________________________
__________________________
__________________________

Question 7.
THINK SMARTER
There are 52 pictures on the wall. 37 are wild cats and the rest are birds. How many of the pictures are birds? Use the numbers and symbols on the tiles to complete the number sentence for the problem.

_______________
___ birds

TAKE HOME ACTIVITY
• Have your child explain how he or she solved one problem in this lesson.

Algebra • Write Equations to Represent Subtraction Homework & Practice 5.10

Write a number sentence for the problem. Use a for the missing number. Then solve.

Question 1.
29 children rode their bikes to school. After some of the children rode home, there were 8 children with bikes still at school. How many children rode their bikes home?
________
__ children

Answer:
The number of students who rode their bikes home is 29 – 8= 21 children rode their bike home.

Explanation:
As 29 children rode their bikes to school and after that some of the children rode home, there were 8 children with bikes still at school. So the number of students who rode their bikes home is 29 – 8= 21 children rode their bike home. So we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the number of students who rode their bikes home is 21 children rode their bike home.

Problem Solving

Solve. Write or draw to explain.

Question 2.
There were 21 children in the library. After 7 children left the library, how many children were still in the library?
__ children

Question 3.
WRITE Math
Describe different ways that you can show a story problem. Use one of the problems in this lesson as your example.
__________________________
__________________________
__________________________
__________________________

Lesson Check

Question 1.
Cindy had 42 beads. She used some beads for a bracelet. She has 14 beads left. How many beads did she use for the bracelet?
__ beads

Question 2.
Jake had 36 baseball cards. He gave 17 cards to his sister. How many baseball cards does Jake have now?
__ cards

Spiral Review

Question 3.
What is the sum?
6 + 7 = __

Question 4.
What is the difference?
16 – 9 = __

Answer:
The subtraction of 9 from 16 is 7. And there are zero tens and seven ones.

Explanation:
In the above image, we can see that there are nine tens and zero ones. So here we need to subtract 9 from 16, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 9 from 16 is 16 – 9= 7 and there are zero tens and seven ones.

Question 5.
What is the difference?

Answer:
The subtraction of 39 from 46 is 7. And there are zero tens and seven ones.

Explanation:
In the above image, we can see that there are four tens and six ones. So here we need to subtract 39 from 46, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 39 from 46 is 46 – 39= 7 and there are zero tens and seven ones.

Question 6.
Write an addition fact that will give the same sum as 6 + 8.
10 + ___

Answer:
The sum of the two numbers is 14.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the two numbers 6 + 8 is 14. So to get the same sum we need to add 4, so the sum of the 10 + 4= 14, which is same as 6 + 8 sum.

Lesson 5.11 Solve Multistep Problems

Essential Question
How do you decide what steps to do to solve a problem?

Listen and Draw

Label the bar model to show each problem. Then solve.

Math Talk
MATHEMATICAL PRACTICES

Describe how the two bar models are different.

Model and Draw

Bar models help you know what to do to solve a problem.
Ali has 27 stamps. Matt has 38 stamps. How many more stamps are needed so they will have 91 stamps?

They need __ more stamps

Share and Show MATH BOARD

Complete the bar models for the steps you do to solve the problem.

Question 1.
Jen has 93 beads. Ana has 46 red beads and 29 blue beads. How many more beads does Ana need to have 93 beads also?


__ more beads

Answer:
Ana needs 18 beads to have 93 beads.

Explanation:
As Jen has 93 beads and Ana has 46 red beads and 29 blue beads, so the total number of beads does Ana had is 46 + 29= 75 beads. So the number of many more beads does Ana need to have 93 beads is 93 – 75= 18 beads. So we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So Ana needs 18 beads to have 93 beads.

On Your Own

Complete the bar models for the steps you do to solve the problem.

Question 2.
Max has 35 trading cards. He buys 22 more cards. Then he gives 14 cards to Rudy. How many cards does Max have now?

Answer:
The number of many cards does Max have now is 43 trading cards.

Explanation:
As Max has 35 trading cards and he buys 22 more cards, so the total number of cards will be 35 + 22= 57 trading cards. Then he gives 14 cards to Rudy. So the number of trading cards will be 57 – 14= 43 trading cards. So the number of many cards does Max have now is 43 trading cards.

Question 3.
Drew has 32 toy cars. He trades 7 of those cars for 11 other toy cars. How many toy cars does Drew have now?

Question 4.
Marta and Debbie each have 17 ribbons. They buy 1 package with 8 ribbons in it. How many ribbons do they have now?

Answer:
The total number of ribbons do they had now is 42 ribbons.

Explanation:
As Marta and Debbie each have 17 ribbons, so the total number of ribbons did Marta and Debbie had together is 17 + 17= 34 ribbons. And they bought 1 package with 8 ribbons in it. So the total number of ribbons do they had now is 34 + 8= 42 ribbons.

Problem Solving • Applications WRITE Math

Question 5.
Shelby had 32 rocks. She finds 33 more rocks at the park and gives 28 rocks to George. How many rocks does she have now?


__ rocks

Answer:
So the number of many rocks does she have now is 37 rocks.

Explanation:
As Shelby had 32 rocks and she finds 33 more rocks at the park, so the total number of rocks did Shelby had now is 32 + 33= 65 rocks. And Shelby gives 28 rocks to George. So the number of many rocks does she have now is 65 – 28= 37 rocks. so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the number of many rocks does she have now is 37 rocks.

Question 6.
Benjamin finds 31 pinecones at the park. Together, Jenna and Ellen find the same number of pinecones as Benjamin. How many pinecones could each girl have found?

Jenna: __ pinecones
Ellen: __ pinecones

Answer:

Explanation:
As Benjamin finds 31 pinecones at the park and Jenna and Ellen together finds the same number of pinecones as Benjamin. How many pinecones could each girl have found

Question 7.
THINK SMARTER
Tanya finds 22 leaves. Maurice finds 5 more leaves than Tanya finds. How many leaves do the children find? Draw to show how you solve the problem.

__ leaves

Answer:
The number of many leaves do the children finds together is 22 + 5=  27 leaves.

Explanation:
As Tanya finds 22 leaves and Maurice finds 5 more leaves than Tanya finds. So the number of many leaves do the children finds together is 22 + 5=  27 leaves.

TAKE HOME ACTIVITY
• Have your child explain how he or she would solve Exercise 6 if the number 31 was changed to 42.

Solve Multistep Problems Homework & Practice 5.11

Complete the bar models for the steps you do to solve the problem

Question 1.
Greg has 60 building blocks. His sister gives him 17 more blocks. He uses 38 blocks to make a tower. How many blocks are not used in the tower?

__ blocks

Answer:
The number of many blocks are not used in the tower is 5 blocks.

Explanation:
As Greg has 60 building blocks and his sister gives him 17 more blocks, so the number of blocks did Greg had now is 60 – 17= 43 blocks and he uses 38 blocks to make a tower so the number of many blocks are not used in the tower is 43 – 38= 5 blocks. So we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the number of many blocks are not used in the tower is 5 blocks.

Problem Solving

Solve. Write or draw to explain.

Question 2.
Ava has 25 books. She gives away 7 books. Then Tom gives her 12 books. How many books does Ava have now?
__ books

Answer:
The number of many books does Ava have now is 6 books.

Explanation:
As Ava has 25 books and she gives away 7 books, then Ava will have 25 – 7= 18 books and then Tom gives her 12 books, so the number of books did Ava have now is 18 – 12= 6 books. So we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the number of many books does Ava have now is 6 books.

Question 3.
WRITE Math
Choose one of the problems on this page. Describe how you decided what steps were needed to solve the problem.
___________________________
___________________________
___________________________
___________________________

Lesson Check

Question 1.
Sara has 18 crayons. Max has 19 crayons. How many more crayons do they need to have 50 crayons altogether?
__ crayons

Answer:
They need 13 crayons more do they need to have 50 crayons altogether.

Explanation:
As Sara has 18 crayons and Max has 19 crayons, so the total number of crayons do they have together is 18 + 19= 37 crayons. So to get 50 crayons altogether we need to perform subtraction. So we need 50 – 37= 13 crayons more do they need to have 50 crayons altogether. So we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So They need 13 crayons more do they need to have 50 crayons altogether.

Question 2.
Jon has 12 pennies. Lucy has 17 pennies. How many more pennies do they need to have 75 pennies altogether?
__ pennies

Answer:
They need 46 pennies more to have 75 pennies altogether.

Explanation:
As Jon has 12 pennies and Lucy has 17 pennies, so the total number of pennies together they have is 29 pennies. So to 75 pennies together we need to perform subtraction 75 – 29= 46 pennies. So the number of many frames does he still have now is 32 – 15= 17 frames. So we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the total number of pennies together they have is 29 pennies. So to 75 pennies together we need to perform subtraction 75 – 29= 46 pennies.

Spiral Review

Question 3.
What is the difference?
58 – 13 = __

Answer:
The subtraction of 8 from 51 is 43. And there are four tens and three ones.

Explanation:
In the above image, we can see that there are three tens blocks and six one’s blocks. So here we need to subtract 8 from 51, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 8 from 51 is 51 – 8= 43 and there are four tens and three ones.

Question 4.
What is the sum?

Answer:
The sum of the two numbers is 62.

Explanation:
The sum can be defined as the resulting of two or more numbers by adding. So here the sum of the two numbers 47 + 15 is 62.

Question 5.
There are 26 cards in a box. Bryan takes 12 cards. How many cards are still in the box?
__ cards

Answer:
The number of cards still in the box is 14 cards.

Explanation:
As there are 26 cards in a box and Bryan takes 12 cards, so the number of cards still in the box is 26 – 12= 14 cards. we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 12 from 26 is 26 – 12= 14 and there are zero tens and four ones.

2-Digit Subtraction Chapter 5 Review Test

Question 1.
Do you need to regroup to subtract? Choose Yes or No.

Question 2.
Use the number line. Count up to find the difference.
52 – 48 = __

Answer:
The subtraction of 48 from 52 is 4. And there are zero tens and four ones.

Explanation:
Here we need to subtract 48 from 52, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 48 from 52 is 52 – 48= 4 and there are zero tens and four ones.

Question 3.
Ed has 28 blocks. Sue has 34 blocks. Who has more blocks? How many more? Label the bar model. Solve.

Circle the word and number from each box to make the sentence true.

Break apart the number you are subtracting. Write the difference?

Answer:
Sue has more number of blocks tha Ed. And had 6 more blocks than Ed.

Explanation:
Ed has 28 blocks and Sue has 34 blocks. As 34 is greater than 28, so Sue has more number of blocks and has 34 – 28= 6 more blocks than the Ed. So to perform Break apart the number subratction for 34 – 28 first we will break into tens and ones. So here we will break 28 as 20 and 8 and we will subtract 20 and we will get the result as 14. Then we will start from 14 and subtract 8 to get to 6. So we will get the result as 6. The subtraction of 34 – 28 is 6.

Question 4.

Answer:
The subtraction of 42 – 8 is 34.

Explanation:
Here, we will break apart the number that we are subtracting. So first we will break into tens and ones. So here we will break 8 as 2 and 6 and we will subtract 2 and we will get the result as 42. Then we will start from 42 and subtract 6 to get to 34 and then. So we will get the result as 34. The subtraction of 42 – 8 is 34.

Question 5.

Answer:
The subtraction of 53 – 16 is 37.

Explanation:
Here, we will break apart the number that we are subtracting. So first we will break into tens and ones. So here we will break 10 as 6 and we will subtract 10 and we will get the result as 43. Then we will start from 43 and subtract 6 to get to 37 and then. So we will get the result as 37. The subtraction of 53 – 16 is 37.

Question 6.
What is 33 − 19? Use the numbers on the tiles to rewrite the subtraction problem. Then find the difference.

Answer:
The subtraction of 19 from 33 is 14. And there are one ten and four ones.

Explanation:
In the above image, we can see that there are three tens and three ones. So here we need to subtract 19 from 33, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 19 from 33 is 33 – 19= 14 and there are one ten and four ones.

Question 7.
GO DEEPER
Jacob’s puzzle has 84 pieces. Jacob puts together 27 pieces in the morning. He puts together 38 more pieces in the afternoon. How many pieces does Jacob need to put together to finish the puzzle?

Complete the bar models for the steps you do to solve the problem.
__ more pieces

Answer:
Jacob needs 19 pieces to complete the puzzle.

Explanation:
Jacob’s puzzle has 84 pieces and Jacob puts together 27 pieces in the morning and he puts together 38 more pieces in the afternoon. So the total number of puzzles kept by Jacob together in the morning and the afternoon is 27 + 38= 65 pieces. So Jacob needs 84 – 65= 19 pieces to complete the puzzle.

Regroup if you need to. Write the difference.

Question 8.

Answer:
The subtraction of 5 from 28 is 23. And there are two tens and three ones.

Explanation:
In the above image, we can see that there are two tens and eight ones. So here we need to subtract 5 from 28, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 5 from 28 is 28 – 5= 23 and there are two ten and three ones.

Question 9.

Answer:
The subtraction of 12 from 32 is 23. And there are two tens and three ones.

Explanation:
In the above image, we can see that there are two tens and eight ones. So here we need to subtract 5 from 28, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 5 from 28 is 28 – 5= 23 and there are two ten and three ones.

Question 10.
Find the difference.

Answer:
The subtraction of 62 from 90 is 28. And there are two tens and eight ones.

Explanation:
In the above image, we can see that there are nine tens and zero ones. So here we need to subtract 62 from 90, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 62 from 90 is 90 – 62= 28 and there are two tens and eight ones.

Fill in the bubble next to one number from each column to show the difference.

Question 11.
There are 22 children at the park. 5 children are on the swings. The rest of the children are playing ball. How many children are playing ball?

Answer:
The number of children is playing ball is 17 children.

Explanation:
As there are 22 children at the park and 5 children are on swings and the rest of the children are playing ball. So the number of children are playing ball is 22 – 15= 17 children.

Question 12.
THINK SMARTER
Subtract 27 from 43. Draw to show the regrouping.
Fill in the bubble next to all the ways to write the difference.

Answer:
The subtraction of 27 from 43 is 16. And there are one ten and six ones.

Explanation:
In the above image, we can see that there are two tens and eight ones. So here we need to subtract 27 from 43, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 27 from 43 is 43 – 27= 43 and there are one ten and six ones.

Question 13.
Jill collects stamps. Her stamp book has space for 64 stamps. She needs 18 more stamps to fill the book. How many stamps does Jill have now?
Write a number sentence for the problem.
Use a for the missing number. Then solve.
________
Jill has __ stamps.

Answer:
The number of does Jill have now is 46 stamps.

Explanation:
Jill collects stamps and her stamp book has space for 64 stamps then she needs 18 more stamps to fill the book. So the number of does Jill have now is 64 – 18= 46 stamps.

Question 14.
Draw a quick picture to solve. Write the difference.

Explain what you did to find the difference.
_______________
_______________

Answer:
The subtraction of 25 from 62 is 37. And there are three tens and seven ones.

Explanation:
In the above image, we can see that there are two tens and eight ones. So here we need to subtract 25 from 62, so we will perform regrouping of subtraction. Here Regrouping in subtraction is a process of exchanging one ten into ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend. So the subtraction of 25 from 62 is 62 – 25= 37 and there are three tens and seven ones.

Conclusion:

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