algebra • number patterns...round to the nearest hundred. 7. 176 10. 421 8. 395 11. 692 9. 431 12....

0 1 2 3 4

1 2 3 4 5

2 3 4 5 6

3 4 5 6 7

4 5 6 7 8

4

4

3

3

2

2

10

0

1

Name

Use the addition table to find the sum.

1. 2 1 3 5 3 1 2 5 2. 2 1 0 5 0 1 2 5

Find the sum. Then use the Commutative Property

of Addition to write the related addition sentence.

3. 3 1 0 5

1 5

4. 4 1 1 5

1 5

5. 2 1 3 5

1 5

3 1 1 5 4 and 1 1 3 5 4

are the same as in the row starting with 1.

The numbers increase by 1. The numbers

The numbers increase by 1.

• Color the row that starts with 1. What pattern do you see?

• Color the column that starts with 1. What pattern do you see?

• Circle the sum of 4 in the column you colored. Circle the addends for that sum. What two addition sentences can you write for that sum of 4?

The addends are the same. The sum is the same.

The Commutative Property of Addition states that you

can add two or more numbers in any order and get the

same sum.

A pattern is an ordered set of numbers or objects.

The order helps you predict what will come next.

Use the addition table to find patterns.

Algebra • Number Patterns

Lesson 1.1Reteach

21

553

0 3 5

2

54

5

3

2

3

5

1-21 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company

Name

0 1 2 3 4 5 6 7 8 9

1 2 3 4 5 6 7 8 9 10

2 3 4 5 6 7 8 9 10 11

3 4 5 6 7 8 9 10 11 12

4 5 6 7 8 9 10 11 12 13

5 6 7 8 9 10 11 12 13 14

6 7 8 9 10 11 12 13 14 15

7 8 9 10 11 12 13 14 15 16

8 9 10 11 12 13 14 15 16 17

9 10 11 12 13 14 15 16 17 18

987

7

8

9

6

6

5

5

4

4

3

3

2

2

1

1

0

0

Lesson 1.1Enrich

Pattern Pairs and Quads

1. Look at a pair of numbers next to each other in any row of the addition table. Is their sum even or odd? Explain.

2. Look at a pair of numbers next to each other in any column of the addition table. Is their sum even or odd? Explain.

3. Stretch Your Thinking Look at any square of four numbers in the addition table. One square is outlined as an example. Is the sum of the four numbers even or odd? Explain.

Possible explanation: the sum is even

because the sum of the diagonal pairs of

numbers is the same sum. All sums of the

same two numbers are even.

The sum is odd because the sum of an

even number and an odd number is odd.

The sum is odd because the sum of an

even number and an odd number is odd.

1-22 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company

Name

128

tens place

76

ones place

The digit in the ones place is 6.

6 . 5

So, the digit 7 in the tens place

increases to 8.

Round to the nearest hundred.

7. 176

10. 421

8. 395

11. 692

9. 431

12. 470

Round to the nearest ten.

1. 24

4. 42

2. 15

5. 81

3. 47

6. 65

Round to the Nearest Ten or Hundred

When you round a number, you find a number that tells you

about how much or about how many.

Use place value to round 76 to the nearest ten.

Step 1 Look at the digit to the right of the tens place.

• If the ones digit is 5 or more, the tens digit increases by one.

• If the ones digit is less than 5, the tens digit stays the same.

Step 2 Write zero for the ones digit.

So, 76 rounded to the nearest ten is 80.

Think: To round to the nearest hundred, look at the tens digit. So, 128 rounded to the nearest hundred is 100.

Lesson 1.2Reteach

80

500700400

400400200

7040

502020


Name

Round and About

Round the distances to the nearest hundred and ten.

Nearest Hundred Nearest Ten

1. 628 miles miles miles



4. Explain why 58 can be rounded to the nearest hundred even though there is not a digit in the hundreds place.

5. Stretch Your Thinking Write a number that is the same when rounded to the nearest hundred and ten. Explain.

Lesson 1.2Enrich

Possible explanation: 203; to round 203 to the nearest

hundred, you look at the tens digit, which is 0.

0 < 5, so 203 rounds to 200. To round 203 to the

nearest ten, you look at the ones digit, which is 3.

3 < 5, so 203 rounds to 200.

Possible explanation: when you round to the nearest

hundred, you need to look at the tens place. Since

5 = 5, the digit in the hundreds place, 0, increases by

one, making it 100.

630600

700700

60100


Name

4. 5. 6.

1. 2. 3.

Use rounding or compatible numbers to estimate the sum.

42

1 36

__

1

523

1 117

__

1

235

1 374

__

1

214

1 678

__

200

1 700

__

900

73

1 21

_

75

1 25

_

100

Estimate Sums

An estimate is a number close to an exact amount.

You can use compatible numbers to estimate.Compatible numbers are easy to compute mentally and are close to the real numbers.

Estimate. Use compatible numbers.

73 1 21 = ■

So, 73 1 21 is about 100.

Another way to estimate is to round numbers to the same place value.

Estimate. Round each number to the nearest hundred. 214 1 678 = ■

Step 1 Look at the digit to the right of the hundreds place.

• 1 , 5, so the digit 2 stays the same.

• 7 . 5, so the digit 6 increases by 1to become 7.

Step 2 Write zeros for the tens and ones places.

So, 214 1 678 is about 900.

Lesson 1.3Reteach

23

1 99

__

1

254

1 167

__

1

299

1 199

__

1

80

4040

375

150100

100

600

225

400120

625

25020

525

500

200300

Possible answers are given.


Name

Estimating the Crowd

It is Kids’ Month at the city baseball park. The table shows

how many people went to the baseball games during Kids’

Month. Estimate to answer each question.

Attendance

Game Adults Children

Game 1 235 324

Game 2 257 399

Game 3 189 404

Game 4 477 398

Game 5 317 197

1. Which game did the fewest people attend?

2. Which game did about 650 people attend?

3. Which game did the most people attend?

4. Stretch Your Thinking Suppose the total attendance at Game 6 was about 800 and there were more children than adults at the game. About how many children and how many adults could have attended? Explain how you know your answer is correct.

Lesson 1.3Enrich

Game 4

Game 2

Game 5

Answers will vary and should include a greater

number of children than adults. Possible explanation:

521 children and 278 adults; 521 is greater than 278,

so there are more children than adults. To the nearest

hundred, 521 rounds to 500 and 278 rounds to 300;

500 1 300 5 800. So, the total attendance is about 800.


8054 60 70

6 10 101 11

7358 59 60 61 62 63 64 65 66 67 68 69 70 71 72

510 1

7358 59 60 61 62 63 64 65 66 67 68 69 70 71 72

2 31011 1

Name

1. Count by tens and ones to find 54 1 26. Draw jumps and label the number line to show your thinking.

54 1 26 5

Find 58 1 15.

Step 1 Count on to the nearest ten. Start at 58. Count to 60.

Step 2 Count by tens. Start at 60. Count to 70.

Step 3 Then count by ones. Start at 70. Count to 73.

Lesson 1.4Reteach

Mental Math Strategies for Addition

You can count by tens and ones to find a sum.

Think: 58 1 2 1 10 1 3 5 73

So, 58 1 15 5 73.

You can also count on by tens first and then by ones.

Think: 58 1 10 1 5 5 73

So, 58 1 15 5 73.

Possible drawing is given.

80


Name

Musical Math

Use mental math strategies to solve the problem.

Use this information for 1–3. Use this information for 4–6.

There are 35 more musicians in the String section of a city Symphony Orchestra than in its Brass section. There are 29 musicians in the Brass section.

1. How many musicians are in the String and Brass sections of the Symphony Orchestra?

The String section of a city Symphony Orchestra has 10 more musicians playing First and Second Violins than Violas and Cellos. It has 23 Violas and Cellos.

4. How many First and Second Violins, Violas, and Cellos are in the Symphony Orchestra?

2. Suppose 2 more musicians joined the String section of the Symphony Orchestra, and 4 musicians left the Brass section. How many musicians would there be in the String and Brass sections?

5. Suppose the Symphony Orchestra added 2 Violas and 2 Cellos. How many musicians would be in the String section of the Symphony Orchestra then?

3. How many musicians would the city Symphony Orchestra need to add now to have at least 100 musicians in its String and Brass sections?

6. How many String musicians would the Symphony Orchestra need to add now to have exactly 75 musicians in its String section?

7. How do mental math strategies help you solve problems such as the ones above?

Lesson 1.4Enrich

Possible answer: I can use mental math to break

apart numbers to make adding and subtracting easier.

19 musiciansat least 7 musicians

91 60

5693


Name

Use addition properties and strategies to find the sum.

1. 2 1 15 1 8 5 2. 19 1 36 1 1 5

3. 25 1 44 1 5 5 4. 12 1 36 1 18 1 14 5

5. 23 1 14 1 23 5 6. 11 1 15 1 19 1 14 5

Algebra • Use Properties to Add

You can use addition properties and strategies to help you add.

Find 3 1 14 1 21.

The Commutative Property of Addition states that you can add numbers in any order and still get the same sum.

Step 1 Look for numbers that are easy to add. Think: Make doubles. 3 1 1 5 4 and 4 1 4 5 8.

Step 2 Use the Commutative Property to change the order.

3 1 14 1 21 5 3 1 21 1 14

Step 3 Add.

3 1 21 1 14 5 24 1 14

24 1 14 5 30 1 8

So, 3 1 14 1 21 5 38.

Find 7 1 (3 1 22).

The Associative Property of Addition states that you can group addends in different ways and still get the same sum.

Step 1 Look for numbers that are easy to add.

Think: Make a ten. 7 1 3 5 10

Step 2 Use the Associative Property to change the grouping.

7 1 (3 1 22) 5 (7 1 3) 1 22

Step 3 Add.

(7 1 3) 1 22 5 10 1 22

10 1 22 5 32

So, 7 1 (3 1 22) 5 32.

Lesson 1.5Reteach

56

59

80

60

74

25

Strategies will vary.


Name

Properties on Parade

Use addition properties to find the unknown numbers.

Write the property that you used.

1. (■ 1 7) 1 30 5 47

2. (44 1 8) 1 52 5 ■ 1 (■ 1 52)

3. (96 1 7) 1 73 5 ■ 1 (■ 1 73)

4. (9 1 17) 1 ■ 5 59

5. (■ 1 3) 1 75 5 98

6. 5 1 ■ 1 65 5 89

7. Explain how using addition properties can make adding easier.

Lesson 1.5Enrich

Possible explanation: you can use the addition

properties to regroup or reorder numbers so that

numbers that are easy to add mentally are next to one

another.

44, 8; Associative

Property of Addition

33; Associative Property

of Addition

19; Commutative and

Associative Properties of

Addition


of Addition

96, 7; Associative

Property of Addition


of Addition


4 hundreds + 7 tens + 8 ones = 478

263 = 2 hundreds + 6 tens + 3 ones

215 = 2 hundreds + 1 ten + 5 ones

Name

527 1 266

__

385 1 519

__

3. Estimate: 4. Estimate:

5

5

5

5

242 1 536

__

400 1 70 1 8

Use the Break Apart Strategy to Add

You can use the break apart strategy to add.

Add. 263 1 215

Think and Record

Step 1 Estimate. Round to the nearest hundred.

300 1 200 5 500

Step 2 Start with the hundreds. Break apart the addends. Then add each place value.

263 5 200 1 60 1 3 215 5 200 1 10 1 5

Model

Step 3 Add the sums.

400 1 70 1 8 5 478

So, 263 1 215 5 478.

469 1 413

__

Estimate. Then use the break apart strategy to find the sum.

1. Estimate: 2. Estimate:

5

5

5

5

Lesson 1.6Reteach

7 9 3 700 1 80 1 13

200 1 60 1 6

500 1 20 1 7

800900

9 0 4 800 1 90 1 14

300 1 80 1 5

500 1 10 1 9

8 8 27 7 8 800 1 70 1 12

400 1 10 1 3

400 1 60 1 9

700 1 70 1 8

500 1 30 1 6

200 1 40 1 2

900700

Possible estimates are given.


Name

1. Asha used the break apart strategy to find 405 1 503. She added the place values and got 980.

2. Mick used the break apart strategy to find 580 1 348. He added the place values and got 828.

3. Karl used the break apart strategy to find 409 1 325 and got a sum of 814.

1 111

1 111

11

11

1 1

1 111

95

4 5 814

400 1 300

_

700

08

8 5 828

90 20

_

110

80 40

_

120

500 1 300

__

800

00

0 5 980

50 30

_

80

400 1 500

_

900

4. Why is it important to write any zero in the correct place-value position when using the break apart strategy to add?

Find the Errors

Find the error in each problem. Describe the error.

Then write the correct sum.

Lesson 1.6Enrich

Possible answer: if you write the zero in the incorrect place-

value position, your answer will be wrong because you will be

adding an incorrect number.

He added the ones digits incorrectly and forgot to regroup;

9 1 5 5 14; He also wrote 409 in expanded form incorrectly; 734

He forgot to regroup 120 tens as 1 hundred 20 tens; 928

She wrote both 405 and 503 incorrectly in the expanded

forms; 908


Name

3

1

8 ones 1 5 ones 5 13 ones

13 ones 5 1 ten 3 ones

1 1

463 1 hundred 1 2 hundreds 1 1 hundred 5 4 hundreds

1 1

63

1 ten 1 6 tens 1 9 tens 5 16 tens

16 tens 5 1 hundred 6 tens

1. Estimate: 2. Estimate: 3. Estimate: 4. Estimate:


156

1 323

__

347

1 390

__

472

1 108

___

239

1 570

___

110

1 576

__

258

1 324

__

471

1 269

___

585

1 309

___

Estimate. Then find the sum.

Use Place Value to Add

You can use place value to add 3-digit numbers.

Add. 268 1 195 Estimate. 300 1 200 5 500

Step 1 Add the ones. If there are 10 or more ones, regroup as tens and ones.

268

1 195

__

Step 2 Add the tens. Regroup the tens as hundreds and tens.

268

1 195

_

Step 3 Add the hundreds.

268

1 195

__

So, 268 + 195 = 463.

Lesson 1.7Reteach

894

809

740

580

900

800

725

600

575

Possible estimates are given.750

686

479

676

450

582

737


Name

Try This

Start with a 3-digit number: 142

Reverse it: 241

Add the two numbers: 142 1 241 5 383

You get a palindrome!

You may need to reverse and add more than one time.

Back and Forth Addition

A palindrome reads the same forward as it does backward.

Forward Backward

mom mom

deed deed

A number can also be a palindrome.

Forward Backward

22 22

313 313

Find a palindrome. Show your work.

1. 125 2. 207

3. 316 4. 443

5. Sandy says that if you add two numbers that are palindromes, the sum will always be a palindrome. Do you agree? Explain.

6. Stretch Your Thinking Find a 3-digit number you can use to make a palindrome. Write your number. Then use it to make a palindrome.

Lesson 1.7Enrich

Possible answer: 134; 134 1 431 5 565

443 1 344 5 787

207 1 702 5 909

No; possible explanation: 171 and 262

are palindromes but the sum of 171

and 262 is 433; it is not a palindrome.

316 1 613 5 929

125 1 521 5 646


Name

4. 5. 6.

1. 2. 3.

Use rounding or compatible numbers to estimate the difference.

92

2 43

__

2

271

2 152

___

2

517

2 249

___

2

445

2 112

___

2

92

2 65

__

2

776

2 384

___

2

Estimate. Round each number to the nearest hundred. 687 2 516 5 ■

Think: Compatible numbers are easy to subtract.

687 700

2 516 2 500

200

78

2 47

_

75

2 50

_

25

Estimate Differences

You can use what you know about estimating sums to estimate differences.

Estimate. Use compatible numbers. 78 2 47 5 ■

So, 78 2 47 is about 25.

Another way to estimate is to round to the same place value.

Step 1 Look at the digit to the right of the hundreds place.

• 8 . 5, so the digit in the hundreds place increases by 1.

• 1 , 5, so the digit in the hundreds place stays the same.

Step 2 Write zeros for the tens and ones places.

So, 687 2 516 is about 200.

Lesson 1.8Reteach

20 400350

4090

150

70 400

250

120

270

250

90 800

500

50

100450

Possible answers are given.


Name

FE

DC

BA

7. For Exercise 5, Tom estimates 100 coins and Nina estimates 50 coins. Whose estimate is closer to the exact answer? Explain.

8. Stretch Your Thinking Charlie has two back pockets with numbers for coins in each pocket. The difference between the numbers is about 150. What numbers could he have in each pocket? Explain.

1. Pocket E 2 Pocket B 5

3. Pocket A 2 Pocket B 5

5. Pocket D 2 Pocket B 5

2. Pocket C 2 Pocket F 5

4. Pocket A 2 Pocket F 5

6. Pocket E 2 Pocket D 5

Estimate the difference.

Estimating Pocket Change

Charlie has a pair of pants with six different pockets labeled

A to F. Each pocket has a card for a number of coins inside.

The list below shows the number hidden in each pocket.

Pocket

A 5 394

B 5 147

C 5 610

D 5 198

E 5 782

F 5 336

Lesson 1.8Enrich

600

100

300

Answers will vary. Accept

any answer with an

estimated difference of

150, such as 749 2 598.

Nina’s answer; possible

explanation: 147 is very

close to 150 and 198

is very close to 200.

So, Nina might have

estimated 200 2 150 5 50.

50

250

650

Estimates will vary.

Possible answers

are given.


11 1

5327 37 47

10 10 611 1

2 22

Name

1. Find 92 2 65. Draw jumps and label the number line to show your thinking.

92 2 65 5 .

Mental Math Strategies for Subtraction

You can count up on a number line to find a difference.

Find 53 – 27.

Step 1 Count up by tens.Start at 27. Count up to 47.

Step 2 Count up by ones.Start at 47. Count up to 53.

Think: 10 1 10 1 6 5 26.

So, 53 2 27 5 26.

You can take away tens and ones to find a difference.

Step 1 Take away tens. Start at 53.

Step 2 Take away ones. Start at 33.

Think: 53 2 10 2 10 2 7 5 26.

So, 53 2 27 5 26.

Lesson 1.9Reteach

Possible drawing is given.

27


Name

16 100 24 10 37434 60 47 40 70

6. Describe the strategy you used to find the puzzle pieces to help you subtract in Exercise 3.

Subtraction Puzzle Piece 1 Puzzle Piece 2 Difference

1. 43 2 19

2. 72 2 39

3. 64 2 28

4. 46 2 9

5. 433 2 99

Friendly Numbers Puzzle

Combine pairs of numerals in the puzzle pieces to form

a friendly subtraction sentence to help you complete the

table below. Use each puzzle piece only once.

Lesson 1.9Enrich

334

37

36

33

24

Possible answer: I chose 60 as the first piece, since it’s

close to 64. Since 60 is 4 less than 64, I chose 24 as the

second piece, because it’s 4 less than 28, and I need to

subtract the same number from the original numbers

to get the correct answer. So, 64 2 28 is the same as

60 2 24, or 36.

100434

1047

2460

3770

1640


Name

537

2 123

__

268

2 157

__

426

2 218

__

785

2 549

__

354

2 206

__

679

2 482

__

787

2 378

__

843

2 675

__



3 5 2

2 1 6 7

1 8 5

14

2 4 12

Are there enough tens to subtract 6? There are not enough tens. Regroup 3 hundreds 4 tens as 2 hundreds 14 tens.14 tens 2 6 tens 5 8 tens

3 5 2

2 1 6 7

8 5

14

2 4 12

4 12

3 5 2

2 1 6 7

5

Are there enough ones to subtract 7? There are not enough ones. Regroup 5 tens 2 ones as 4 tens 12 ones.12 ones 2 7 ones 5 5 ones

2 hundreds 2 1 hundred 5 1 hundred

Estimate. Then find the difference.

Use Place Value to Subtract

You can use place value to subtract 3-digit numbers.

Subtract. 352 2 167 Estimate. 400 2 200 5 200

Step 1 Subtract the ones.

Step 2 Subtract the tens.

Step 3 Subtract the hundreds.

So, 352 2 167 5 185.

Lesson 1.10Reteach

200

250

168409197

400

200

200

100

150

400

148


236208111414


Name

Mystery Subtraction

Find the unknown digit.

1. 4 2 6

2 1 8

__

2 6 8

2. 6 9 8

2 3 8

__

3 0 9

3. 7 1 0

2 0 5

__

6 0 5

4. 5 7 2

2 3 9 7

__

7 5

5. 5 4 3

2 2 9

__

2 4 9

6. 4 7 5

2 2 9

__

2 3 6

7. 8 3 2

2 2 8

__

5 5 4

8. 9 8 6

2 6 7

__

3 0 8

9. Explain how you found the unknown digit in Exercise 6.

10. Stretch Your Thinking What is the greatest 3-digit number you can subtract from 426 so that you would need to regroup? Explain.

Lesson 1.10Enrich

8

419; possible explanation: work backward

from 426 to find the first number you could

subtract from 426 so that you would need to

regroup.

Possible explanation: to subtract the ones,

regroup 7 tens 5 ones as 6 tens 15 ones. To

subtract the tens, think: 6 minus what number

is 3? 6 – 3 = 3, so the unknown digit is 3.

4 3 7

1195


Name

443

2 207

__

712

2 289

__

623

2 397

__

835

2 548

__

347

2 198

__

500

2 338

__

657

2 424

__

485

2 376

__

1. Estimate:

2. Estimate:

3. Estimate:

4. Estimate:

5. Estimate:

6. Estimate:

7. Estimate:

8. Estimate:

06 1 0 6

So, 354 2 248 5 106.

Remember: You can also combine hundreds and tens to subtract.

Estimate. Then find the difference.

Combine Place Values to Subtract

You can combine place values to subtract. Think of two digits next to each other as one number.

Subtract. 354 2 248

Estimate. 350 2 250 5 100

Step 1 Look at the digits in the ones place.

Think: 8 . 4, so combine place values.

354

2 248

__

Step 2 Combine the tens and ones places.

Think: There are 54 ones and 48 ones.

Subtract the ones. Write 0 for the tens.

354

2 248

__

Step 3 Subtract the hundreds.

354

2 248

__

Lesson 1.11Reteach


423287162236

226149233109

400300150250

200150250100


Name

1. Tim and Alex collected aluminum cans for recycling. Tim collected a total of 942 cans. Alex collected 327 cans. How many fewer cans did Alex collect than Tim?

Estimate:

Answer: cans

2. Stewart collected 842 used tires to recycle. Angel collected 529 used tires. How many fewer tires did Angel collect than Stewart?

Estimate:

Answer: tires

3. Yesterday, a recycling center collected 679 cans. The center collected 225 fewer bottles than cans, and 178 fewer newspaper bundles than bottles. How many newspaper bundles did the center collect yesterday?

Recycling Problems

Solve the problem. Estimate first. Then write and solve a

similar problem using different numbers.

Lesson 1.11Enrich

bundles

Last week, a recycling center

collected 899 plastic bottles. They

collected 725 fewer glass bottles

than plastic bottles, and 75 fewer

cans than glass bottles. How

many cans did the center collect

last week?

Estimate: 900 2 700 5 200 and

200 2 100 5 100;

899 2 725 5 174;

174 2 75 5 99; 99 cans

Ed collected 948 newspapers

to recycle. Sue collected 673

newspapers. How many fewer

newspapers did Sue collect

than Ed?

Estimate: 900 2 700 5 200;

948 2 673 5 275 newspapers

Li and Ken collected glass bottles

for recycling. Li collected a total

of 546 bottles. Ken collected 228

bottles. How many fewer bottles

did Ken collect than Li?

Estimate: 500 2 200 5 300;

546 2 228 5 318 bottles

454 2 178 5 276; 276 newspaper

500 2 200 5 300; 679 2 225 5 454;

Estimate: 700 2 200 5 500 and

842 2 529 5 313

800 2 500 5 300

942 2 327 5 615

950 2 350 5 600

Possible problems are given.


Name

1. Kasha collected 76 fall leaves. She collects 58 more leaves. How many leaves does she have now?

2. Max has 96 stamps. Pat has 79 stamps. How many more stamps does Max have than Pat?

tickets Kim sold than Jon

38

89 3889127

127

how many more

Problem Solving • Model Addition and Subtraction

Kim sold 127 tickets to the school play. Jon sold 89 tickets. How many more tickets did Kim sell than Jon?

Read the Problem Solve the Problem

What do I need to find?

I need to find

.

Complete the bar model.

Kim

Jon

tickets

127 tickets

89 tickets

Subtract to find the unknown part.

2 5

■ 5 38 tickets

So, Kim sold more tickets than Jon.

What information do I need to use?

I know that Kim sold tickets and

Jon sold tickets.

How will I use the information?

I will draw a bar model to help me see what operation to use to solve the problem.

Lesson 1.12Reteach

17 more stamps134 leaves


Name

293

164

129

293

129293

164 129

• •

• •

••

••

Get the Picture?

The students at Audubon School voted for their favorite color. The color green had 164 votes. The color blue had 293 votes. The color red had 129 votes.

Draw a line to match the problem with the bar model

that can be used to solve it. Then solve.

Problem Bar Model

1. How many more students voted for blue than green?

2. How many more students need to vote for red for it to have the same number of votes as blue?

3. What if 129 more students voted for green? How many votes would green have now?

4. What if 129 more students voted for blue? How many votes would blue have now?

Lesson 1.12Enrich

422 votes

293 votes

164 students

129 students


algebra • number patterns...round to the nearest hundred. 7. 176 10. 421 8. 395 11. 692 9. 431 12....

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