Student Companion GRADE 2 Tennessee
Tennessee Authors Randall I. Charles Professor Emeritus Department of Mathematics San Jose State University San Jose, California Jennifer Bay-Williams Professor Department of Elementary, Middle, and Secondary Teacher Education College of Education and Human Development University of Louisville Louisville, Kentucky Robert Q. Berry, III Professor of Mathematics Education Department of Curriculum, Instruction and Special Education University of Virginia Charlottesville, Virginia Janet H. Caldwell Professor Emerita Department of Mathematics Rowan University Glassboro, New Jersey Zachary Champagne Lead Teacher and Math Specialist The Discovery School Jacksonville, Florida Juanita Copley Professor Emerita, College of Education University of Houston Houston, Texas Francis (Skip) Fennell Professor Emeritus of Education and Graduate and Professional Studies McDaniel College Westminster, Maryland Karen Karp Professor of Mathematics Education School of Education Johns Hopkins University Baltimore, Maryland Stuart J. Murphy Visual Learning Specialist Boston, Massachusetts Jane F. Schielack Professor Emerita Department of Mathematics Texas A&M University College Station, Texas Jennifer M. Suh Professor of Mathematics Education George Mason University Fairfax, Virginia Jonathan A. Wray Mathematics Supervisor Howard County Public Schools Ellicott City, Maryland Student Companion
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GRADE 2 Lessons Exclusively for Tennessee Patterns in an Addition Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1 Use after Lesson 3-5 Topic 3 Assessment Practice for Tennessee Lesson 1 . . . . . . . . . . . . . . T7 Mental Math Strategies: Add Within 30 . . . . . . . . . . . . . . . . . . . . . . . . . T9 Use before Lesson 4-1 Topic 4 Assessment Practice for Tennessee Lesson 2 . . . . . . . . . . . . . T15 Mental Math Strategies: Subtract Within 30 . . . . . . . . . . . . . . . . . . . . . T17 Use before Lesson 6-1 Topic 6 Assessment Practice for Tennessee Lesson 3 . . . . . . . . . . . . . T23 Patterns in a Hundred Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T25 Use after Lesson 7-7 Topic 7 Assessment Practice for Tennessee Lesson 4 . . . . . . . . . . . . . T31 Number Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T33 Use after Lesson 9-7 Topic 9 Assessment Practice for Tennessee Lesson 5 . . . . . . . . . . . . . T39 Add or Subtract 10 or 100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T41 Use after Lesson 11-5 Topic 11 Assessment Practice for Tennessee Lesson 6 . . . . . . . . . . . . T47 Topic 13 Replacement Tennessee Assessment Practice . . . . . . . . . . . T49 Make Line Plots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T53 Use before Lesson 15-1 Make Pictographs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T59 Use after Lesson 15-4 Topic 15 Replacement Tennessee Assessment Practice . . . . . . . . . . . T65 TN 1 TN 2 TN 3 TN 4 TN 5 TN 6 TN 7 TN 8 You will use these lessons in Topics 3, 4, 6, 7, 9, 11, and 15.
Name Lesson TN-1 Patterns in an Addition Chart I can … find and explain patterns in an addition chart. Look at this addition chart. Find the total of each pair of sums that are shaded the same color. Describe any pattern you notice. + 0 1 2 3 4 5 6 7 0 0 1 2 3 4 5 6 7 total: 1 1 2 3 4 5 6 7 8 total: 2 2 3 4 5 6 7 8 9 total: 3 3 4 5 6 7 8 9 10 total: 4 4 5 6 7 8 9 10 11 total: 5 5 6 7 8 9 10 11 12 total: 6 6 7 8 9 10 11 12 13 total: 7 7 8 9 10 11 12 13 14 total: I can also reason about math. Topic 3 Tennessee Lesson 1 T1 Go Online | SavvasRealize.com
Visual Learning Bridge Glossary What pattern do you see in the sums that are shaded the same color? You can use words to describe the pattern. The sums shaded the same color are the same number. Convince Me! Start with the blue boxes. Find the sum of each pair of numbers that are shaded the same color. Describe the pattern. Use the addition chart above to solve the problems. 1. What are the sums in the row that starts at 5 and ends at 15? 2. Describe the pattern. 3. Why do the numbers make that pattern? 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 There are many patterns in an addition chart. + 0 1 2 3 4 5 6 7 8 9 10 0 0 1 2 3 4 5 6 7 8 9 10 1 1 2 3 4 5 6 7 8 9 10 11 2 2 3 4 5 6 7 8 9 10 11 12 3 3 4 5 6 7 8 9 10 11 12 13 4 4 5 6 7 8 9 10 11 12 13 14 5 5 6 7 8 9 10 11 12 13 14 15 6 6 7 8 9 10 11 12 13 14 15 16 7 7 8 9 10 11 12 13 14 15 16 17 8 8 9 10 11 12 13 14 15 16 17 18 9 9 10 11 12 13 14 15 16 17 18 19 10 10 11 12 13 14 15 16 17 18 19 20 You can explain why the pattern works. The sums are the same because the addends are the same, but in a different order. 1 + 3 = 3 + 1 3 + 5 = 5 + 3 5 + 7 = 7 + 5 7 + 9 = 9 + 7 Topic 3 Tennessee Lesson 1 Copyright © Savvas Learning Company LLC. All Rights Reserved. T2
Assessment Name Use the addition chart to solve each problem. 4. Find the sum of each pair of numbers that are shaded the same color. , , , , , 5. Describe the pattern. 6. Explain why the numbers make that pattern. 7. Use the addition chart. Shade some numbers that follow a pattern. Describe the pattern and explain why it works. + 0 1 2 3 4 5 0 0 1 2 3 4 5 1 1 2 3 4 5 6 2 2 3 4 5 6 7 3 3 4 5 6 7 8 4 4 5 6 7 8 9 5 5 6 7 8 9 10 + 0 1 2 3 4 5 0 0 1 2 3 4 5 1 1 2 3 4 5 6 2 2 3 4 5 6 7 3 3 4 5 6 7 8 4 4 5 6 7 8 9 5 5 6 7 8 9 10 T3 Topic 3 Tennessee Lesson 1
Use the addition chart to solve the problems. 8. Look For Patterns Beena drew a rectangle on the addition chart and shaded the numbers in the corners. Find the sum of the pink corners. Find the sum of the green corners. What pattern do you notice? 9. Draw another rectangle on the table. Does the same pattern work? Explain. 10. Higher Order Thinking Explain why the pattern in Beena’s rectangle works. 11. Assessment Practice Which is true about the sums in the orange boxes? The sum increases by 2 each time. The sum increases by 1 each time. All the sums are odd numbers. The sums are even, odd, even, odd, and so on. + 0 1 2 3 4 5 0 0 1 2 3 4 5 1 1 2 3 4 5 6 2 2 3 4 5 6 7 3 3 4 5 6 7 8 4 4 5 6 7 8 9 5 5 6 7 8 9 10 + 0 1 2 3 4 5 6 7 0 0 1 2 3 4 5 6 7 1 1 2 3 4 5 6 7 8 2 2 3 4 5 6 7 8 9 3 3 4 5 6 7 8 9 10 4 4 5 6 7 8 9 10 11 5 5 6 7 8 9 10 11 12 6 6 7 8 9 10 11 12 13 7 7 8 9 10 11 12 13 14 Copyright © Savvas Learning Company LLC. All Rights Reserved. T4 Topic 3 Tennessee Lesson 1
+ 0 1 2 3 4 5 0 0 1 2 3 4 5 1 1 2 3 4 5 6 2 2 3 4 5 6 7 3 3 4 5 6 7 8 4 4 5 6 7 8 9 5 5 6 7 8 9 10 + 0 1 2 3 4 5 0 0 1 2 3 4 5 1 1 2 3 4 5 6 2 2 3 4 5 6 7 3 3 4 5 6 7 8 4 4 5 6 7 8 9 5 5 6 7 8 9 10 Games Practice Name Go Online | SavvasRealize.com Use the addition chart to solve each problem. HOME ACTIVITY Have your child look for other patterns in the addition chart on the left. Ask him or her to explain a pattern to you. TN-1 Patterns in an Addition Chart Another Look! What pattern do you see in the outlined row of sums that starts with 0? Why does the pattern work? Can you find the same pattern in one of the columns? Every sum is the same as the addend above it. This pattern works because when you add 0, the sum is the same as the other addend. 0 + 0 = 0 1 + 0 = 1 2 + 0 = 2 3 + 0 = 3 4 + 0 = 5 + 0 = 4 5 1. Describe a pattern shown by the outlined column of sums that starts with 1. Explain why the pattern works. Additional Practice 2. Describe a pattern shown by the circled sums. Explain why the pattern works. Topic 3 Tennessee Lesson 1 T5
+ 0 1 2 3 4 5 6 7 0 0 1 2 3 4 5 6 7 1 1 2 3 4 5 6 7 8 2 2 3 4 5 6 7 8 9 3 3 4 5 6 7 8 9 10 4 4 5 6 7 8 9 10 11 5 5 6 7 8 9 10 11 12 6 6 7 8 9 10 11 12 13 7 7 8 9 10 11 12 13 14 + 0 1 2 3 4 5 0 0 1 2 3 4 5 1 1 2 3 4 5 6 2 2 3 4 5 6 7 3 3 4 5 6 7 8 4 4 5 6 7 8 9 5 5 6 7 8 9 10 Copyright © Savvas Learning Company LLC. All Rights Reserved. Use the addition chart to solve the problems. Reggie drew rectangles around groups of 3 squares on the addition chart. 6. Assessment Practice Use the addition chart. Which statements are true about the pairs of numbers inside the rings? Choose all that apply. The numbers in each pair are the same. One number is even, and one number is odd. The numbers in each pair are odd numbers. The addends for each number in the pair are the same, but in a different order. The numbers in each pair are even numbers. 3. For each rectangle, add the first and third numbers. Compare the sum to the middle number. What pattern do you notice? 4. Higher Order Thinking Explain why the pattern works for the top rectangle. 5. Draw another rectangle like the ones Reggie drew. Does your rectangle have the same pattern? Topic 3 Tennessee Lesson 1 T6
Name Assessment Practice 17. Use the addition chart to solve each problem. A. Which describes the pattern in the sums that are shaded the same color? Both sums are odd. Both sums are the same number. One sum is even, and the other sum is odd. Both sums are even. B. Explain why the pattern works. TOPIC 3 + 0 1 2 3 4 5 0 0 1 2 3 4 5 1 1 2 3 4 5 6 2 2 3 4 5 6 7 3 3 4 5 6 7 8 4 4 5 6 7 8 9 5 5 6 7 8 9 10 Topic 3 Additional Tennessee Assessment Practice T7
Name Lesson TN-2 Mental Math Strategies: Add Within 30 I can … fluently add within 30 using mental math strategies. I can also reason about math. Mental math strategies can help you add. Use a mental math strategy to find 17 + 8. Compare strategies with a partner. How are your strategies similar? How are they different? Topic 4 Tennessee Lesson 2 T9 Go Online | SavvasRealize.com
Glossary Visual Learning Bridge Use mental math strategies to solve addition problems quickly. Find 12 + 13. 12+ 13 = 25 Breaking apart numbers can help, too! Find 11 + 18. Break apart the first addend, then make a 10. So, 11 + 18 = 29. Convince Me! Explain one way you can break apart numbers to find 19 + 7. One way is to use doubles facts. 12 + 12 = 24 Add 18 + 2 = 20. Then, 20 + 9 = 29. 1. 12 + 15 = 2. 17 + 9 = 3. 14 + 7 = 4. 21 + 5 _ 5. 16 + 12 _ 6. 17 + 11 _ 7. 13 + 8 _ 8. 9 + 17 _ 9. 11 + 14 _ Add. Use any strategy. 11 + 18 = ? 20 29 9 2 Topic 4 Tennessee Lesson 2 Copyright © Savvas Learning Company LLC. All Rights Reserved. T10
Assessment Name Add. Use any strategy. 10. 19 + 7 = 11. 8 + 15 = 12. 6 + 18 = 13. 15 + 6 = 14. 12 + 17 = 15. 5 + 13 = 16. 25 + 3 = 17. 16 + 4 = 18. 8 + 17 = 19. 5 + 21 = 20. 14 + 12 = 21. 18 + 9 = 22. 24 + 5 = 23. 3 + 21 = 24. 16 + 11 = 25. 8 + 18 = 26. 12 + 12 = 27. 15 + 14 = Higher Order Thinking Write the missing number. 28. 15 + = 14 + 16 29. 27 + 2 = 18 + 30. + 11 = 19 + 8 Topic 4 Tennessee Lesson 2 T11
31. Look for Patterns Joel says that 17 + 12 has the same value as 13 + 16. Do you agree? Explain. 32. Hannen has 16 cucumbers. She picks 14 more cucumbers. How many cucumbers does she have now? cucumbers 33. Higher Order Thinking Arjun has 14 apple pies and 13 peach pies for a bake sale. Dante has 18 berry pies and 7 pumpkin pies. Who has more pies? Explain. 34. Assessment Practice Find 18 + 6. 22 23 24 25 Solve each problem. Topic 4 Tennessee Lesson 2 Copyright © Savvas Learning Company LLC. All Rights Reserved. T12
Games Practice Name Go Online | SavvasRealize.com Add. Use any mental math strategy. HOME ACTIVITY Have your child explain how he or she would find 18 + 9 using mental math. Have your child use a different mental math strategy to find the sum again. TN-2 Mental Math Strategies: Add Within 30 Another Look! You can use compensation to add numbers. Find 11 + 16. Subtract 1 from 11 because 10 is easier to add. Then add the 1 to 16 to compensate. So, 11 + 16 = . 27 11 + 16 = ? 10 + 17 = 27 −1 +1 1. 19 + 4 _ 2. 3. 8 + 21 _ 4. 15 + 12 _ 12 + 14 _ Additional Practice Topic 4 Tennessee Lesson 2 T13
Copyright © Savvas Learning Company LLC. All Rights Reserved. 10. Higher Order Thinking Ila has 16 banana muffins and 12 apple muffins to sell. Maren has 17 cinnamon muffins and 8 blueberry muffins. Who has more muffins? Explain. 8. Look for Patterns Clodine says that 16 + 12has the same value as 14 + 15. Do you agree? Explain. 11. Assessment Practice Find 19 + 9. 28 27 26 25 9. Priya has 17 apples. She picks 12 more apples. How many apples does she have now? apples 5. 7 + 17 = 6. 12 + 14 = 7. 15 + 13 = Add. Use any mental math strategy. Topic 4 Tennessee Lesson 2 T14
Assessment Practice Name TOPIC 4 14. Find 12 + 16. 27 28 29 30 15. Find 13 + 14. 29 28 27 26 Topic 4 Additional Tennessee Assessment Practice T15
Name Lesson TN-3 Mental Math Strategies: Subtract Within 30 I can … fluently subtract within 30 using mental math strategies. Mental math strategies can help you subtract. Use a mental math strategy to find 28 − 9. Compare strategies with a partner. How are your strategies similar? How are they different? I can also reason about math. Topic 6 Tennessee Lesson 3 T17 Go Online | SavvasRealize.com
Glossary 26 Breaking apart numbers can help too! Find 21− 5. Break apart the second number. 21− 5 = ? 1 4 20 16 So, 21− 5 = 16. Visual Learning Bridge Use mental math strategies to solve subtraction problems quickly. Find 26 − 17. Think of strategies to help you find the difference. 17 + = 26 So, 26 − 17 = . One way to subtract is to think about addition. Subtract 21 — 1 = 20. Then 20 — 4 = 16. Convince Me! Explain how to find 23 − 11 using any mental math strategy. 1. 29 – 15 = 4. 23 − 7 _ 7. 26 − 18 _ 9 9 Subtract. Use any strategy. 2. 23 – 12 = 5. 24 − 12 _ 8. 21 − 17 _ 3. 27 – 17 = 6. 28 − 11 _ 9. 27 − 14 _ Topic 6 Tennessee Lesson 3 Copyright © Savvas Learning Company LLC. All Rights Reserved. T18
Assessment Name Subtract. Use any strategy. 10. 25 − 7 = 13. 19 − 7 = 16. 22 − 3 = 19. 25 − 21 = 22. 24 − 5 = 25. 28 − 18 = 28. 25 − = 24 − 16 11. 24 − 15 = 14. 29 − 7 = 17. 26 − 14 = 20. 24 − 12 = 23. 23 − 12 = 26. 22 − 12 = 29. 21 − 7 = 18 − 12. 30 − 18 = 15. 25 − 13 = 18. 28 − 19 = 21. 27 − 9 = 24. 26 − 19 = 27. 25 − 14 = 30. − 6 = 29 − 12 Higher Order Thinking Write the missing number. Topic 6 Tennessee Lesson 3 T19
Solve each problem. Use any strategy. 31. Look for Patterns Maren says that she can use 26 − 13 to find 26 − 14. Do you agree? Explain. 32. Tara has 27 friendship bracelets. She gives 14 of them to friends. How many bracelets does she have now? bracelets 33. Higher Order Thinking Claire is selling cupcakes. She started with 14 chocolate cupcakes and 15 strawberry cupcakes. She sold 17 cupcakes. How many cupcakes does she have left? Show how you know. cupcakes 34. Assessment Practice Find 27 – 19. 7 8 17 18 Topic 6 Tennessee Lesson 3 Copyright © Savvas Learning Company LLC. All Rights Reserved. T20
Practice Games Name Go Online | SavvasRealize.com Subtract. Use any mental math strategy. HOME ACTIVITY Have your child explain how to find 28 – 19 using his or her preferred mental math strategy. Have your child choose a different mental math strategy to find the difference again. TN-3 Mental Math Strategies: Subtract Within 30 Another Look! You can use compensation to subtract numbers. Find 22 − 15. Subtract 2 from 22 because 20 is easier to subtract from. Also subtract 2 from 15 to compensate. 22 − 15 = ? −2 −2 20 − 13 = 7 So, 22 − 15 = . 7 1. 2. 3. 4. 27 − 19 _ 22 − 13 _ 28 − 11 _ 25 − 18 _ Additional Practice Topic 6 Tennessee Lesson 3 T21
Copyright © Savvas Learning Company LLC. All Rights Reserved. 5. 22 − 17 = 6. 20 − 14 = 7. 22 − 3 = 8. Look for Patterns Sookie says that 26 − 13 can help her find 28 − 12. Do you agree? Explain. 9. Jeb has 27 apps on his tablet. He deletes 9 apps. How many apps does Jeb have now? apps 10. Higher Order Thinking Brian has 15 toy cars. He gets 9 toy cars for his birthday. Then he gives 7 toy cars to his brother. How many toy cars does Brian have now? Show how you know. toy cars 11. Assessment Practice Find 27 – 13. 14 13 12 11 Subtract. Use any mental math strategy. Topic 6 Tennessee Lesson 3 T22
Assessment Practice Name TOPIC 6 15. Find 23 – 15. 7 8 17 18 16. Find 29 – 21. 9 8 7 6 Topic 6 Additional Tennessee Assessment Practice T23
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Name Lesson TN-4 Patterns in a Hundred Chart I can … find and explain patterns in a hundred chart. Look at this hundred chart. Describe any pattern you see in the column of green boxes. Shade another column of boxes. Does it have the same pattern? I can also reason about math. T25 Topic 7 Tennessee Lesson 4 Go Online | SavvasRealize.com
Glossary 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Visual Learning Bridge Isabel shaded some pairs of numbers along a diagonal on a hundred chart. What pattern do you see in each pair? Compare the digits in the numbers. The tens digit increases by 1, and the ones digit increases by 1. Explain why the pattern works for 23 and 34. When you move down one row, you add 10. When you move one rectangle to the right, you add 1. 23 + 10 + 1is the same as 33 + 1,which is 34. Remember, when you add 3 numbers, you can add them in any order. Convince Me! Shade another pair of numbers on a diagonal that goes in the same direction. What numbers did you shade? Does your pair have the same pattern? Explain. 1. Start at 41 and circle every other number in that row. What numbers did you circle? , , , , 2. 3. Use the hundred chart above to solve each problem. 41 43 45 47 49 Describe the pattern. Why do the numbers make that pattern? Topic 7 Tennessee Lesson 4 Copyright © Savvas Learning Company LLC. All Rights Reserved. T26
Assessment 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Name 4. Find the sum of each pair of numbers that are shaded the same color. , , , 5. Describe the pattern. 6. Explain why the pattern works for 33 and 34. 7. Look For Patterns Use the hundred chart. Shade some numbers that follow a pattern. Describe the pattern and explain why it works. Use the hundred chart to solve each problem. Topic 7 Tennessee Lesson 4 T27
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Use the hundred chart to solve each problem. 8. Look For Patterns Felix and Ruby are adding 14 + 25. Felix uses red and adds 5 first and then 20. Ruby uses blue and adds 20 first and then 5. What pattern do you notice? 9. Higher Order Thinking Explain why the pattern works. 10. Assessment Practice Use the hundred chart. Select all the statements that are true about the numbers in the blue boxes. The numbers all have the same ones digit. The numbers increase by 2 each time. All the numbers are odd. All the numbers are even. The numbers all have the same tens digit. Topic 7 Tennessee Lesson 4 Copyright © Savvas Learning Company LLC. All Rights Reserved. T28
Games 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Practice Go Online | SavvasRealize.com Name 1. Describe a pattern in the pairs of numbers inside the rings. 2. Explain why the pattern works for 26 and 36. Use the hundred chart to solve each problem. Another Look! Tonya and Steve are adding 22 + 35 . Tonya starts at 22. Steve starts at 35. What pattern do you notice? Tonya and Steve both land on 57. This pattern works because you can add the addends in any order and the sum is the same. 22 + 35 = 35 + 22 = HOME ACTIVITY Have your child look for other patterns in the hundred chart at the left. Ask your child to explain a pattern to you. TN-4 Patterns in a Hundred Chart Additional Practice 57 57 There are many patterns in a hundred chart. Topic 7 Tennessee Lesson 4 T29
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Copyright © Savvas Learning Company LLC. All Rights Reserved. Andrea drew rectangles around pairs of numbers on a hundred chart. 3. Find the sum of the pair of numbers in each rectangle. , , , , , 4. Describe the pattern. 5. Higher Order Thinking Explain why the pattern works for 17 and 27. 6. Assessment Practice Use the hundred chart. Select all the statements that are true about the numbers in the shaded boxes. All the numbers are odd. All the numbers are even. The numbers are even, odd, even, odd, and so on. Starting at 19, the ones digit decreases by 2 each time. Starting at 19, the tens digit increases by 2 each time. Use the hundred chart to solve the problems. Topic 7 Tennessee Lesson 4 T30
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Assessment Practice Name TOPIC 7 10. Use the hundred chart to solve each problem. A. Starting at 6, which pattern do you see as you move from shaded rectangle to shaded rectangle? The tens digit increases by 1, and the ones digit increases by 1. The tens digit increases by 1, and the ones digit decreases by 1. All the numbers are odd. All the numbers are even. B. Explain why the pattern works as you move from 17 to 28. Topic 7 Additional Tennessee Assessment Practice T31
Name Lesson TN-5 Number Patterns I can … recognize and make patterns. I can also reason about math. Choose a number to start. Use the number line to skip count by 2s. Write the missing numbers. Describe any patterns you see. Topic 9 Tennessee Lesson 5 T33 Go Online | SavvasRealize.com
271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 Glossary Visual Learning Bridge Convince Me! Count by 2s. What are the next three numbers that come after 291? Explain. Write the next numbers in each pattern. Then describe the rule for each pattern. You can use a number chart to help. What number comes next in the pattern? 281, 283, 285, 287, The rule for the pattern is Count by 2s. The next number is 289. The ones digit increases by 2 each time. 1. 108, 208, 308, 408, , 2. 446, 448, 450, 452, , 3. 655, 660, 665, 670, , 508 608 Count by 100s ? Topic 9 Tennessee Lesson 5 Copyright © Savvas Learning Company LLC. All Rights Reserved. T34
Assessment 300 302 304 715 717 719 Name 4. 6. 722, 727, , , 742, 10. Make your own pattern and rule. , , , , Rule: 5. 7. 456, 457, , , 460, Continue the pattern on the number line. Write the missing numbers. Then describe the rule for each pattern. Look at the pattern. Write the missing numbers. Then describe the rule for each pattern. 8. 360, 370, , 390, , 410 9. 494, 594, 694, , 894, Topic 9 Tennessee Lesson 5 T35
11. Look For Patterns Paula is skip counting. On paper she writes 848, 850, 852. She wants to write three more numbers after 852. What should she write? , , Make your own pattern using Paula’s rule. , , , , 12. Look For Patterns Mr. Jackson writes 975, 980, 985 on the board. He wants his students to write three more numbers after 985. What should his students write? , , Make your own pattern using Mr. Jackson’s rule. , , , , 13. Higher Order Thinking Jesse counted forward by 5s from 266. The first number he writes down is 270. Is he correct? Why or why not? 14. Assessment Practice Jose counts 118, 218, 318, 418, 518. By which number does Jose skip count? 2 5 10 100 Solve each problem. Topic 9 Tennessee Lesson 5 Copyright © Savvas Learning Company LLC. All Rights Reserved. T36
Practice 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Games Go Online | SavvasRealize.com Name HOME ACTIVITY Starting at 100, ask your child to skip count by 2s. Then repeat the activity starting at a different number. TN-5 Number Patterns Additional Practice Another Look! This pattern shows counting by 2s. Notice how the lighter ones digits increase by 2 as you move from left to right. I can see a pattern in the ones digits! 52, 54, 56, 58, 60 1. Count forward by 2s from 66: 66, , , 2. Count forward by 2s from 898: 898, , , 3. Count forward by 2s from 92: 92, , , 4. Count forward by 2s from 736: 736, , , Write the missing numbers. Topic 9 Tennessee Lesson 5 T37
Copyright © Savvas Learning Company LLC. All Rights Reserved. Solve each problem. 5. Look For Patterns Ursula is skip counting. On paper she writes 190, 192, 194. She wants to write three more numbers after 194. What should she write? , , Make your own pattern using Ursula’s rule. , , , , 7. Higher Order Thinking Evan counted forward by 2s from 521. The first number he writes down is 526. Is he correct? Why or why not? 8. Assessment Practice Seth counts 751, 756, 761, 766, 771. By which number does Seth skip count? 2 5 10 100 6. Look For Patterns Mrs. Miller writes 350, 450, 550 on the board. She wants her students to write three more numbers after 550. What should the students write? , , Make your own pattern using Mrs. Miller’s rule. , , , , Topic 9 Tennessee Lesson 5 T38
Assessment Practice Name TOPIC 9 19. Morgan counts 124, 129, 134, 139, 144. By which number does Morgan skip count? 2 5 10 100 20. Raul is skip counting from 138. Write the missing numbers in his pattern. By what number is Raul skip counting? Explain. 138, 140, , 144, Topic 9 Additional Tennessee Assessment Practice T39
Name Lesson TN-6 Add or Subtract 10 or 100 I can … mentally add and subtract 10 or 100 from a number. 510 520 530 610 620 630 710 810 910 920 930 940 950 960 970 980 990 1,000 Complete the chart below. Which numbers can you use to complete the equations? + 10 = − 10 = + 100 = − 100 = I can also look for patterns. Topic 11 Tennessee Lesson 6 T41 Go Online | SavvasRealize.com
Visual Learning Bridge Glossary 453 473 553 663 760 770 780 860 870 880 960 970 980 536 546 556 636 646 656 736 746 756 What pattern is shown by the tens digits as you move up and down the number chart? How do the hundreds digits change as you move up and down the number chart? Sometimes adding or subtracting 10 or 100 changes more than one digit. Convince Me! Describe and explain the pattern in the tens digits from left to right in the chart. Write the missing numbers in the chart. Then use the chart to complete the equations. 1. + 100 = 980 – 100 = 870 880 553 + 10 = – 10 = 463 The tens digits decrease or increase by 1. 41 + 10 = 51 41 — 10 = 31 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 683 684 685 686 783 784 785 786 883 884 885 886 983 984 985 986 570 580 590 600 670 680 690 700 770 780 790 800 870 880 890 900 970 980 990 1,000 The hundreds digits decrease or increase by 1. 883 + 100 = 983 883 — 100 = 783 890 + 10 = 900 900 — 10 = 890 2. Topic 11 Tennessee Lesson 6 Copyright © Savvas Learning Company LLC. All Rights Reserved. T42
Assessment 629 709 729 829 770 780 870 980 312 322 412 432 522 532 Name Write the missing numbers in each chart. Use mental math to solve each problem. 3. 6. 620 + 100 = 12. + 100 = 610 4. 7. 583 – 100 = 13. – 100 = 890 5. 8. 906 – 10 = 14. 390 + = 400 9. 954 – 10 = 10. 998 – 100 = 11. 505 + 100 = 15. 936 + 10 = 16. 684 + 10 = 17. 971 – 100 = Topic 11 Tennessee Lesson 6 T43
440 450 460 540 550 560 640 650 660 330 340 350 360 430 440 450 460 530 540 550 560 Solve the problems below. 18. Look for Patterns I start at a number on this chart. I subtract 100. Then I subtract 10. I end at 440. What number did I start at? 20. Higher Order Thinking Devin and Adele are each thinking of a number. Devin’s number is the sum of 415 + 100. Devin’s number is 10 less than Adele’s number. What is Adele’s number? 21. Assessment Practice Which of the equations are NOT correct? Choose all that apply. 998 – 10 = 988 958 + 10 = 948 857 + 100 = 957 908 – 100 = 708 989 + 10 = 999 19. Look for Patterns Ron and Sam start at 540. Ron adds 100, then he adds 10. Sam adds 10, then he adds 100. They both end at 650. Explain why. Copyright © Savvas Learning Company LLC. All Rights Reserved. Topic 11 Tennessee Lesson 6 T44
Games Practice 710 711 712 713 714 715 716 717 718 719 720 810 811 812 813 814 815 816 817 818 819 820 910 911 912 913 914 915 916 917 918 919 920 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 77 78 86 87 96 98 470 490 570 590 690 723 733 823 933 943 Name Go Online | SavvasRealize.com Look at the digits. Write the missing numbers. HOME ACTIVITY Draw a number chart with three-digit numbers and three rows, like the bottom chart at the left. Ask your child to write the numbers in a fourth row below it and identify the pattern of 100 more. TN-6 Add or Subtract 10 or 100 Another Look! Look at the top chart. Read the numbers from top to bottom in one column. The tens digits increase by . 1 Look at the bottom chart. The hundreds digits from top to bottom increase by . 1 36 – 10 = 717 + 100 = 26 817 Additional Practice 1. 2. 3. Topic 11 Tennessee Lesson 6 T45
700 720 900 Copyright © Savvas Learning Company LLC. All Rights Reserved. Use a number chart or mental math to solve each problem. 4. 765 – 100 = 7. + 100 = 438 10. Higher Order Thinking Complete the sentences below. Fill in the chart to help you. 10 more than is 1,070. 10 less than is 1,190. 100 more than is 1,080. 100 less than is 1,000. 5. 890 + = 900 8. 990 + = 1,000 950 960 1,050 11. The chart shows part of a hundreds chart. Write the two missing numbers. 12. Assessment Practice Which of the equations are NOT correct? Choose all that apply. 726 + 100 = 626 899 + 100 = 999 865 – 10 = 765 941 – 10 = 931 805 + 100 = 705 6. 513 – 10 = 9. 981 – 100 = Topic 11 Tennessee Lesson 6 T46
Assessment Practice Name TOPIC 11 9. Which shows the missing numbers? 560, 440, 540 400, 500, 600 460, 540, 650 451, 549, 641 10. The bookstore ships 477 books on Monday. It ships 377 books on Tuesday. It ships 277 on Wednesday. If the pattern continues, how many books will the bookstore ship on Thursday? Part A Which equation will help you find the answer? 277 + 10 = ? 277 − 10 = ? 277 + 100 = ? 277 − 100 = ? Part B How many books will the bookstore ship on Thursday? books 440 450 550 560 640 660 Topic 11 Additional Tennessee Assessment Practice T47
Assessment Practice Name TOPIC 13 1. Which polygons are pentagons? Choose all that apply. 2. Rita draws a polygon. It has fewer than 8 sides and more angles than a square. Which shape does Rita draw? triangle rectangle hexagon quadrilateral 3. Which rectangles are shown in fourths? Choose all that apply. 4. Draw a polygon with 4 angles. Make one angle a right angle. Then name the polygon. Name: Topic 13 Replacement Tennessee Assessment Practice T49
5. Is the polygon a quadrilateral? Choose Yes or No. I have 3 sides and 3 angles. ○ Yes ○ No I have 4 sides and 4 angles. ○ Yes ○ No I am a square. ○ Yes ○ No I am a rectangle. ○ Yes ○ No 6. Mandy draws a polygon with 6 sides and 6 angles. Which shape does she draw? pentagon hexagon octagon quadrilateral 7. Name the shape below. Write 3 things that describe the shape. 8. Draw the polygon described below. Then complete the sentence. I have 2 fewer sides than a pentagon. I have 1 less angle than a square. I have one right angle. The shape is a . Topic 13 Replacement Tennessee Assessment Practice T50 Copyright © Savvas Learning Company LLC. All Rights Reserved.
Continued Assessment Practice Name TOPIC 13 9. Show this circle with 2 equal shares. Then complete the sentences. Each share is a of the whole. The whole is halves. 10. Brad says there are only two ways to divide the same rectangle below into 3 equal shares. Do you agree? Use words and pictures to explain. 11. Count the number of squares in the rows and columns of the rectangle. Use the numbers on the cards to write the missing numbers in the equations. Rows: + + = squares Columns: + + + + = squares 15 3 5 Topic 13 Replacement Tennessee Assessment Practice T51
12. Kerry wants a design that shows thirds. Which designs could Kerry use? Choose all that apply. 13. Divide the rectangle into rows and columns of squares the same size as the green square. Then count and record the number of squares. squares Topic 13 Replacement Tennessee Assessment Practice T52 Copyright © Savvas Learning Company LLC. All Rights Reserved.
Name Lesson TN-7 Make Line Plots I can … organize data to make a line plot. Mr. Libre keeps track of how many books students check out of the library each week. How can you show this information on the number line? I can also model with math. Student Number of Books Jay 3 Lin 2 Tamron 5 Manuel 3 Terri 1 Jack 2 Chandra 4 Mai 3 Ciara 3 1 2 3 4 5 Books Checked Out of Library Number of Books Topic 15 Tennessee Lesson 7 T53 Go Online | SavvasRealize.com
Glossary Visual Learning Bridge The data below show how many miles students in a class live from the school. You can use a line plot to show the data in an organized way. Plot the data on the number line. Each dot represents 1 student. You can use the line plot to describe the data. Convince Me! If you want to find the shortest and longest distances students travel to school, which is easier to use, the list of data or the line plot? Explain. Some friends measured their pets’ tail lengths in inches. These are the lengths they recorded: 4, 2, 5, 3, 8, 4, 6, 3, 3, 5, 3. Make a line plot to organize the data. 1. Label the numbers on the number line. Then complete the line plot to represent each tail length in the data. 2. How many pet tails measure 3 inches? A line plot shows data on a number line. The number line includes the least and greatest numbers in the data. Six students live 3 miles from school. The longest distance students travel is 6 miles. 1 2 3 4 5 6 Distance from School Miles 1 2 3 4 5 6 Distance from School Miles 2 3 4 5 6 7 8 Lengths of Pet Tails Inches Topic 15 Tennessee Lesson 7 Copyright © Savvas Learning Company LLC. All Rights Reserved. T54 3 2 3 1 6 5 2 5 3 3 2 3 3 5 1 6 5 6
Assessment Name Use the data in the table to make a line plot and answer each question. 3. How many students exercised 3 hours? 4. How many students in all exercised 2 hours and 3 hours? 5. What is the most-reported exercise time? 6. Higher Order Thinking How many more students would need to have exercised 3 hours to make 3 hours the most-reported time? more students Exercise Time Hours Hours of Exercise 1 3 2 0 2 1 4 3 0 1 3 2 1 0 3 4 3 2 1 1 The table shows the length of time second-grade students exercised in one week. T55 Topic 15 Tennessee Lesson 7
9. Higher Order Thinking How many bags of potatoes did Jess sell that weighed more than 20 pounds? Explain how you used the line plot to help. bags 10. Assessment Practice Jess then sells a 30-lb bag of potatoes. How many dots would you add to the line plot to record this bag? Record this extra bag on the line plot you made in Exercise 7. Weekly Potato Sales Weights of Bags Sold (lbs) 10 15 20 35 15 20 25 20 20 25 5 10 15 25 20 15 25 15 20 5 Solve each problem. 7. Model The table shows how many bags of potatoes Jess sold in one week. Make a line plot of the data in the table. 8. Which weight bag did Jess sell the least? pounds Topic 15 Tennessee Lesson 7 Copyright © Savvas Learning Company LLC. All Rights Reserved. T56
Practice Games 47 52 Inches 48 49 50 51 Height of Students Go Online | SavvasRealize.com Name TN-7 Make Line Plots HOME ACTIVITY Make a list of at least 10 first names of family members. Ask your child to record the number of letters in each name. Help him or her make a line plot to organize the data. Ask questions about the line plot, such as, “How many names have more than 5 letters?” Additional Practice Another Look! You can use a line plot to organize data. You can see how often items appear in a set of data. Use these heights of second-grade students to make a line plot: 48, 52, 47, 52, 49, 52, 48. Each dot stands for 1 student. 1. What is the height of the tallest student? inches 2. How many students are less than 50 inches tall? students 3. Are there any numbers on the number line that do not have marks above them? Why? Use the line plot above to solve each problem. Topic 15 Tennessee Lesson 7 T57
Copyright © Savvas Learning Company LLC. All Rights Reserved. Solve each problem. 7. Assessment Practice Alan measures a piece of string that is 16 inches long and a folder that is 9 inches long. How many dots would you add to the line plot to record these objects? Record these extra objects on the line plot you made in Exercise 4. Inches Object Length (in.) Ribbon 8 Calendar 18 Book 10 Laptop 12 Ruler 12 Stapler 9 Calculator 8 Poster board 18 4. Model Alan measures some objects and records their lengths in a table. Use the data in the table to complete the line plot. 6. Higher Order Thinking How many objects are longer than 10 inches? Explain how you used the line plot to help. objects 5. How much longer is the longest object than the shortest object? inches Topic 15 Tennessee Lesson 7 T58
Name Favorite Meal 2 students Key: = Lesson TN-8 Make Pictographs I can … make a pictograph with a scale of 2, 5, or 10 and solve addition and subtraction problems related to the data. How can you use the data in the table to make a pictograph? Explain to a partner. Complete the pictograph. I can also reason about math. Breakfast Lunch Dinner Favorite Meal 10 16 14 Topic 15 Tennessee Lesson 8 T59 Go Online | SavvasRealize.com
Glossary Gwen Mike Elena Lee Lemonade Sold Each = 10 cups sold. Elena sold 20 more cups than Mike. Gwen and Lee sold 40 cups in all. Visual Learning Bridge Convince Me! Who sold the fewest cups of lemonade? Explain how you know. Use the table to make a pictograph. Then use the pictograph to solve each problem. This table shows the number of cups of lemonade sold by each student. You can make a pictograph. The key on a pictograph tells how many data points each picture represents. For the data in the table, let each represent 10 cups of lemonade sold. Make the pictograph. What is another way to show this information? Gwen 20 Mike 30 Elena 50 Lee 20 Lemonade Sold Favorite Vegetable Corn 30 Carrots 15 Broccoli 25 Lettuce 35 1. How many students chose lettuce? 35 2. How many fewer students chose carrots than lettuce? fewer students Favorite Vegetable Corn Carrots Broccoli Lettuce Key: = 5 students Topic 15 Tennessee Lesson 8 Copyright © Savvas Learning Company LLC. All Rights Reserved. T60
Assessment Name Use the table to make a pictograph. Then use the pictograph to solve each problem. 3. How many students ride a bike or walk to school? 6. Higher Order Thinking Look at the pictograph for the ways to get to school. If 10 students rode a skateboard to school, how would the pictograph change? Ways to Get to School Walk 20 Car 50 Bus 90 Bike 30 Ways to Get to School Walk Car Bus Bike 4. How many more students ride the bus than ride in a car to school? 5. How many fewer students ride in a car and ride a bike to school than ride a bus? alk Car Bus Bike = 10 students Each ays to Get to c l . = 10 students Each t t to Sch ol l i t t t l Topic 15 Tennessee Lesson 8 T61
Cartons of Milk Week 1 30 Week 2 50 Week 3 40 Week 4 60 Cartons of Milk Week 1 Week 2 Week 3 Week 4 Shawna’s Collections Marbles Cards Shells Stamps Key: = 2 items 7. Be Precise Shawna collected 18 shells, 8 marbles, 14 cards, and 16 stamps. Use this information to complete the pictograph. 10. Assessment Practice Anna is making a pictograph from the table. How many symbols should she draw in the bottom row? 1 6 10 60 Solve each problem. 8. What is the total number of items in all four of Shawna’s collections in Exercise 7? + + + = 9. Higher Order Thinking If Shawna collected 4 more stamps and 4 more cards, which row of the pictograph would have the most symbols? Each = 10 votes. Topic 15 Tennessee Lesson 8 Copyright © Savvas Learning Company LLC. All Rights Reserved. T62
Practice Games Tickets Sold to School Play Grade 1 Grade 3 Grade 2 Key: = 10 tickets Go Online | SavvasRealize.com Name Use the pictograph to solve each problem. HOME ACTIVITY Ask your child to explain how the data about ticket sales were used to make a pictograph. Then ask your child how he or she could make a bar graph to organize the same data. TN-8 Make Pictographs Another Look! Use data in the table to make a pictograph. Additional Practice Students at Grand School sold tickets to their school play. Complete the pictograph to show the number of tickets each grade sold. Tickets Sold to School Play Grade 1 80 Grade 2 60 Grade 3 90 1. How many more tickets did Grade 3 sell than Grade 1? 2. How many fewer tickets did Grade 2 sell than Grade 3? Topic 15 Tennessee Lesson 8 T63
Ken Linda Paul Yuki 55 cans. Each Cans Collected Copyright © Savvas Learning Company LLC. All Rights Reserved. Use the graph to solve each problem. 3. The table shows how many cans each student collected for recycling. Make a pictograph that shows the same data. 4. Higher Order Thinking How will the pictograph change if each = 10 cans? Explain. 5. Assessment Practice How many more cans did Paul collect than Linda and Yuki? 5 10 15 30 Cans Collected Ken 70 Linda 30 Paul 90 Yuki 50 Topic 15 Tennessee Lesson 8 T64
Assessment Practice Name TOPIC 15 1. Pam has 5 pennies, 2 nickels, 8 dimes, and 9 quarters. Draw bars to show this data in the bar graph below. Pam’s Coin Collection Pennies Nickels Dimes Quarters Coin Number of Coins 2. Use the bar graph you made above. Pam spends 5 of her dimes to buy an apple. Now how many dimes does Pam have left? 13 5 3 0 3. Is each sentence about the pictograph correct? Choose Yes or No. Crafts Swimming Archery Tennis Favorite Camp Activity = 1 camper. Each 7 students voted for tennis. ○ Yes ○ No 16 students voted in all. ○ Yes ○ No 2 more students voted for ○ Yes ○ No swimming than for crafts. 3 fewer students voted for ○ Yes ○ No tennis than for crafts. 0 1 2 3 4 5 6 7 8 9 10 T65 Topic 15 Replacement Tennessee Assessment Practice
4. How many more tickets did Kendra sell than Leon? 5 6 11 17 Tickets Sold to School Band Concert Student Name Number of Tickets Sold Leon Kendra Brian 0 1 2 3 4 5 6 7 8 9 10 11 12 Paola 5. Complete the line plot and answer the question. A. Use the data in the table to complete the line plot. Crayon Lengths in Centimeters 5 7 7 8 4 7 5 6 B. How did you know how many dots to draw for crayons that are 7 cm long? Explain. 4 5 6 7 8 Number of Centimeters Crayon Lengths Topic 15 Replacement Tennessee Assessment Practice T66 Copyright © Savvas Learning Company LLC. All Rights Reserved.
Continued Assessment Practice 6. Scott is making a pictograph from the data in the tally chart. How many symbols should he draw in the bottom row? Favorite Fruit Apple Banana Pear Orange | | | | | | | | | | | | | | Favorite Fruit Apple Banana Pear Orange Each = 1 student. 3 4 5 6 7. Mary gets new stamps every month. The bar graph shows the number of stamps she collects each month. Which statements are true? Choose all that apply. Mary collects 1 more stamp in May than she does in April. Mary collects 2 fewer stamps in June than she does in July. Mary collects a total of 11 stamps in May and June. Mary collects one additional stamp each month from May to July. Mary collects the most stamps in June. Mary’s Stamps Month Number of Stamps May July June 0 1 2 3 4 5 6 7 8 9 10 April TOPIC 15 Topic 15 Replacement Tennessee Assessment Practice T67
Favorite Flower Rose 30 Daisy 15 Tulip 25 Lily 40 Favorite Flower Rose Daisy Tulip Lily Favorite Ride Merry-Go-Round Bumper Cars Ferris Wheel Roller Coaster Key: = 2 students 8. Use the data in the table to complete the pictograph. Some students voted for their favorite ride. Use the pictograph to answer each question. 9. How many students voted for Ferris Wheel and Roller Coaster? 4 7 14 70 10. How many fewer students voted for Bumper Cars than for Merry-Go-Round? 3 6 15 30 Each Rose Daisy Tulip Lily Favorite Flower = 1 vote 5 t s. Topic 15 Replacement Tennessee Assessment Practice T68 Copyright © Savvas Learning Company LLC. All Rights Reserved.
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