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Chapter 30: Multiplication and Division Connections

Learn Grade 2 mathematics with very-beginner explanations, original worked examples, practice, reasoning, and review.

Grade 2Very Beginner Friendly10 Examples Per Topic30 Q&APractice + Review
Estimated reading time0% read
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Chapter Overview

This chapter teaches Multiplication and Division Connections with simple explanations, visual thinking, worked examples, practice, and review.

30.1 Related multiplication and division stories

Early multiplication uses equal groups, arrays, skip counting, and repeated addition. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: There are 2 equal groups of 5. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 10

Worked Example 2

Problem: There are 2 equal groups of 5. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 10

Worked Example 3

Problem: There are 4 equal groups of 3. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 12

Worked Example 4

Problem: There are 2 equal groups of 2. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 4

Worked Example 5

Problem: There are 2 equal groups of 3. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 6

Worked Example 6

Problem: There are 4 equal groups of 4. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 16

Worked Example 7

Problem: There are 3 equal groups of 3. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 9

Worked Example 8

Problem: There are 5 equal groups of 4. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 20

Worked Example 9

Problem: There are 2 equal groups of 4. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 8

Worked Example 10

Problem: There are 5 equal groups of 4. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 20

30.2 Using arrays both ways

Early multiplication uses equal groups, arrays, skip counting, and repeated addition. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: There are 3 equal groups of 2. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 6

Worked Example 2

Problem: There are 5 equal groups of 5. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 25

Worked Example 3

Problem: There are 2 equal groups of 3. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 6

Worked Example 4

Problem: There are 4 equal groups of 2. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 8

Worked Example 5

Problem: There are 5 equal groups of 2. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 10

Worked Example 6

Problem: There are 2 equal groups of 3. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 6

Worked Example 7

Problem: There are 5 equal groups of 3. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 15

Worked Example 8

Problem: There are 5 equal groups of 3. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 15

Worked Example 9

Problem: There are 3 equal groups of 5. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 15

Worked Example 10

Problem: There are 3 equal groups of 3. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 9

30.3 Fact families with equal groups

Early multiplication uses equal groups, arrays, skip counting, and repeated addition. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: There are 3 equal groups of 4. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 12

Worked Example 2

Problem: There are 5 equal groups of 3. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 15

Worked Example 3

Problem: There are 2 equal groups of 2. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 4

Worked Example 4

Problem: There are 3 equal groups of 4. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 12

Worked Example 5

Problem: There are 2 equal groups of 2. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 4

Worked Example 6

Problem: There are 3 equal groups of 5. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 15

Worked Example 7

Problem: There are 5 equal groups of 4. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 20

Worked Example 8

Problem: There are 3 equal groups of 5. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 15

Worked Example 9

Problem: There are 4 equal groups of 2. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 8

Worked Example 10

Problem: There are 4 equal groups of 2. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 8

30.4 Finding group size

Finding group size is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 11 and 3 to make a simple example about Finding group size.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding group size.

Worked Example 2

Problem: Use 2 and 7 to make a simple example about Finding group size.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding group size.

Worked Example 3

Problem: Use 11 and 3 to make a simple example about Finding group size.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding group size.

Worked Example 4

Problem: Use 13 and 14 to make a simple example about Finding group size.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding group size.

Worked Example 5

Problem: Use 20 and 9 to make a simple example about Finding group size.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding group size.

Worked Example 6

Problem: Use 11 and 1 to make a simple example about Finding group size.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding group size.

Worked Example 7

Problem: Use 17 and 14 to make a simple example about Finding group size.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding group size.

Worked Example 8

Problem: Use 6 and 1 to make a simple example about Finding group size.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding group size.

Worked Example 9

Problem: Use 7 and 18 to make a simple example about Finding group size.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding group size.

Worked Example 10

Problem: Use 12 and 17 to make a simple example about Finding group size.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding group size.

30.5 Finding number of groups

Finding number of groups is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 1 and 7 to make a simple example about Finding number of groups.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding number of groups.

Worked Example 2

Problem: Use 11 and 8 to make a simple example about Finding number of groups.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding number of groups.

Worked Example 3

Problem: Use 11 and 9 to make a simple example about Finding number of groups.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding number of groups.

Worked Example 4

Problem: Use 18 and 19 to make a simple example about Finding number of groups.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding number of groups.

Worked Example 5

Problem: Use 10 and 10 to make a simple example about Finding number of groups.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding number of groups.

Worked Example 6

Problem: Use 3 and 10 to make a simple example about Finding number of groups.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding number of groups.

Worked Example 7

Problem: Use 10 and 6 to make a simple example about Finding number of groups.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding number of groups.

Worked Example 8

Problem: Use 15 and 7 to make a simple example about Finding number of groups.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding number of groups.

Worked Example 9

Problem: Use 17 and 10 to make a simple example about Finding number of groups.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding number of groups.

Worked Example 10

Problem: Use 5 and 9 to make a simple example about Finding number of groups.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding number of groups.

30.6 Using repeated addition to check division

Addition combines quantities. Counting on, making ten, drawings, and place value can help. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Find 5 + 21.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 26

Worked Example 2

Problem: Find 17 + 57.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 74

Worked Example 3

Problem: Find 66 + 55.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 121

Worked Example 4

Problem: Find 61 + 46.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 107

Worked Example 5

Problem: Find 26 + 69.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 95

Worked Example 6

Problem: Find 33 + 61.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 94

Worked Example 7

Problem: Find 31 + 18.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 49

Worked Example 8

Problem: Find 30 + 16.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 46

Worked Example 9

Problem: Find 17 + 64.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 81

Worked Example 10

Problem: Find 6 + 3.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 9

30.7 Using sharing to check multiplication

Fractions begin with fair sharing. Equal parts must be the same size, and equal parts can be joined to make a whole. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: 8 objects are shared equally among 2 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 4

Worked Example 2

Problem: 8 objects are shared equally among 2 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 4

Worked Example 3

Problem: 6 objects are shared equally among 2 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 3

Worked Example 4

Problem: 8 objects are shared equally among 2 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 4

Worked Example 5

Problem: 9 objects are shared equally among 3 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 3

Worked Example 6

Problem: 12 objects are shared equally among 4 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 3

Worked Example 7

Problem: 8 objects are shared equally among 4 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 2

Worked Example 8

Problem: 3 objects are shared equally among 3 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 1

Worked Example 9

Problem: 12 objects are shared equally among 3 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 4

Worked Example 10

Problem: 9 objects are shared equally among 3 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 3

30.8 Unknown total

Equality means both sides have the same value. An unknown is the number needed to make a statement true. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Find □: □ + 6 = 11.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 5

Worked Example 2

Problem: Find □: □ + 1 = 13.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 12

Worked Example 3

Problem: Find □: □ + 5 = 13.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 8

Worked Example 4

Problem: Find □: □ + 6 = 7.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 1

Worked Example 5

Problem: Find □: □ + 8 = 21.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 13

Worked Example 6

Problem: Find □: □ + 1 = 15.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 14

Worked Example 7

Problem: Find □: □ + 9 = 19.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 10

Worked Example 8

Problem: Find □: □ + 8 = 17.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 9

Worked Example 9

Problem: Find □: □ + 9 = 18.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 9

Worked Example 10

Problem: Find □: □ + 8 = 16.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 8

30.9 Unknown group size

Equality means both sides have the same value. An unknown is the number needed to make a statement true. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Find □: □ + 5 = 11.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 6

Worked Example 2

Problem: Find □: □ + 10 = 13.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 3

Worked Example 3

Problem: Find □: □ + 1 = 8.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 7

Worked Example 4

Problem: Find □: □ + 9 = 12.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 3

Worked Example 5

Problem: Find □: □ + 9 = 24.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 15

Worked Example 6

Problem: Find □: □ + 9 = 14.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 5

Worked Example 7

Problem: Find □: □ + 3 = 15.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 12

Worked Example 8

Problem: Find □: □ + 7 = 22.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 15

Worked Example 9

Problem: Find □: □ + 10 = 17.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 7

Worked Example 10

Problem: Find □: □ + 1 = 10.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 9

30.10 Unknown number of groups

Equality means both sides have the same value. An unknown is the number needed to make a statement true. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Find □: □ + 7 = 10.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 3

Worked Example 2

Problem: Find □: □ + 9 = 23.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 14

Worked Example 3

Problem: Find □: □ + 4 = 10.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 6

Worked Example 4

Problem: Find □: □ + 10 = 23.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 13

Worked Example 5

Problem: Find □: □ + 1 = 9.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 8

Worked Example 6

Problem: Find □: □ + 4 = 7.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 3

Worked Example 7

Problem: Find □: □ + 10 = 19.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 9

Worked Example 8

Problem: Find □: □ + 5 = 18.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 13

Worked Example 9

Problem: Find □: □ + 7 = 19.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 12

Worked Example 10

Problem: Find □: □ + 10 = 12.

  1. Find the missing part.
  2. Use subtraction if helpful.

Very beginner explanation: The unknown must make both sides equal.

Answer: 2

30.11 Drawing a model

Drawing a model is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 1 and 8 to make a simple example about Drawing a model.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Drawing a model.

Worked Example 2

Problem: Use 7 and 8 to make a simple example about Drawing a model.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Drawing a model.

Worked Example 3

Problem: Use 4 and 7 to make a simple example about Drawing a model.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Drawing a model.

Worked Example 4

Problem: Use 2 and 20 to make a simple example about Drawing a model.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Drawing a model.

Worked Example 5

Problem: Use 12 and 9 to make a simple example about Drawing a model.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Drawing a model.

Worked Example 6

Problem: Use 20 and 7 to make a simple example about Drawing a model.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Drawing a model.

Worked Example 7

Problem: Use 11 and 13 to make a simple example about Drawing a model.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Drawing a model.

Worked Example 8

Problem: Use 9 and 2 to make a simple example about Drawing a model.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Drawing a model.

Worked Example 9

Problem: Use 19 and 18 to make a simple example about Drawing a model.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Drawing a model.

Worked Example 10

Problem: Use 14 and 7 to make a simple example about Drawing a model.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Drawing a model.

30.12 Choosing multiplication or division

Early multiplication uses equal groups, arrays, skip counting, and repeated addition. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: There are 2 equal groups of 2. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 4

Worked Example 2

Problem: There are 3 equal groups of 4. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 12

Worked Example 3

Problem: There are 4 equal groups of 5. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 20

Worked Example 4

Problem: There are 5 equal groups of 4. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 20

Worked Example 5

Problem: There are 3 equal groups of 2. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 6

Worked Example 6

Problem: There are 3 equal groups of 2. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 6

Worked Example 7

Problem: There are 5 equal groups of 2. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 10

Worked Example 8

Problem: There are 2 equal groups of 4. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 8

Worked Example 9

Problem: There are 4 equal groups of 5. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 20

Worked Example 10

Problem: There are 2 equal groups of 5. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 10

30 Review Questions and Answers

Q1. What should a Grade 2 learner understand about Related multiplication and division stories?

Answer: Early multiplication uses equal groups, arrays, skip counting, and repeated addition.

Q2. What should a Grade 2 learner understand about Using arrays both ways?

Answer: Early multiplication uses equal groups, arrays, skip counting, and repeated addition.

Q3. What should a Grade 2 learner understand about Fact families with equal groups?

Answer: Early multiplication uses equal groups, arrays, skip counting, and repeated addition.

Q4. What should a Grade 2 learner understand about Finding group size?

Answer: Finding group size is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q5. What should a Grade 2 learner understand about Finding number of groups?

Answer: Finding number of groups is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q6. What should a Grade 2 learner understand about Using repeated addition to check division?

Answer: Addition combines quantities. Counting on, making ten, drawings, and place value can help.

Q7. What should a Grade 2 learner understand about Using sharing to check multiplication?

Answer: Fractions begin with fair sharing. Equal parts must be the same size, and equal parts can be joined to make a whole.

Q8. What should a Grade 2 learner understand about Unknown total?

Answer: Equality means both sides have the same value. An unknown is the number needed to make a statement true.

Q9. What should a Grade 2 learner understand about Unknown group size?

Answer: Equality means both sides have the same value. An unknown is the number needed to make a statement true.

Q10. What should a Grade 2 learner understand about Unknown number of groups?

Answer: Equality means both sides have the same value. An unknown is the number needed to make a statement true.

Q11. What should a Grade 2 learner understand about Drawing a model?

Answer: Drawing a model is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q12. What should a Grade 2 learner understand about Choosing multiplication or division?

Answer: Early multiplication uses equal groups, arrays, skip counting, and repeated addition.

Q13. What should a Grade 2 learner understand about Related multiplication and division stories?

Answer: Early multiplication uses equal groups, arrays, skip counting, and repeated addition.

Q14. What should a Grade 2 learner understand about Using arrays both ways?

Answer: Early multiplication uses equal groups, arrays, skip counting, and repeated addition.

Q15. What should a Grade 2 learner understand about Fact families with equal groups?

Answer: Early multiplication uses equal groups, arrays, skip counting, and repeated addition.

Q16. What should a Grade 2 learner understand about Finding group size?

Answer: Finding group size is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q17. What should a Grade 2 learner understand about Finding number of groups?

Answer: Finding number of groups is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q18. What should a Grade 2 learner understand about Using repeated addition to check division?

Answer: Addition combines quantities. Counting on, making ten, drawings, and place value can help.

Q19. What should a Grade 2 learner understand about Using sharing to check multiplication?

Answer: Fractions begin with fair sharing. Equal parts must be the same size, and equal parts can be joined to make a whole.

Q20. What should a Grade 2 learner understand about Unknown total?

Answer: Equality means both sides have the same value. An unknown is the number needed to make a statement true.

Q21. What should a Grade 2 learner understand about Unknown group size?

Answer: Equality means both sides have the same value. An unknown is the number needed to make a statement true.

Q22. What should a Grade 2 learner understand about Unknown number of groups?

Answer: Equality means both sides have the same value. An unknown is the number needed to make a statement true.

Q23. What should a Grade 2 learner understand about Drawing a model?

Answer: Drawing a model is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q24. What should a Grade 2 learner understand about Choosing multiplication or division?

Answer: Early multiplication uses equal groups, arrays, skip counting, and repeated addition.

Q25. What should a Grade 2 learner understand about Related multiplication and division stories?

Answer: Early multiplication uses equal groups, arrays, skip counting, and repeated addition.

Q26. What should a Grade 2 learner understand about Using arrays both ways?

Answer: Early multiplication uses equal groups, arrays, skip counting, and repeated addition.

Q27. What should a Grade 2 learner understand about Fact families with equal groups?

Answer: Early multiplication uses equal groups, arrays, skip counting, and repeated addition.

Q28. What should a Grade 2 learner understand about Finding group size?

Answer: Finding group size is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q29. What should a Grade 2 learner understand about Finding number of groups?

Answer: Finding number of groups is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q30. What should a Grade 2 learner understand about Using repeated addition to check division?

Answer: Addition combines quantities. Counting on, making ten, drawings, and place value can help.