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Chapter 33: Growing Patterns

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 Growing Patterns with simple explanations, visual thinking, worked examples, practice, and review.

33.1 Growing shape patterns

A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Continue 3, 5, 7, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 9, 11

Worked Example 2

Problem: Continue 40, 41, 42, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 43, 44

Worked Example 3

Problem: Continue 1, 6, 11, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 16, 21

Worked Example 4

Problem: Continue 5, 6, 7, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 8, 9

Worked Example 5

Problem: Continue 10, 15, 20, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 25, 30

Worked Example 6

Problem: Continue 18, 28, 38, ...

  1. The rule is add 10.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 48, 58

Worked Example 7

Problem: Continue 36, 38, 40, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 42, 44

Worked Example 8

Problem: Continue 39, 44, 49, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 54, 59

Worked Example 9

Problem: Continue 9, 11, 13, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 15, 17

Worked Example 10

Problem: Continue 22, 24, 26, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 28, 30

33.2 Growing number patterns

A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Continue 18, 19, 20, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 21, 22

Worked Example 2

Problem: Continue 33, 38, 43, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 48, 53

Worked Example 3

Problem: Continue 16, 17, 18, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 19, 20

Worked Example 4

Problem: Continue 16, 21, 26, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 31, 36

Worked Example 5

Problem: Continue 22, 23, 24, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 25, 26

Worked Example 6

Problem: Continue 39, 40, 41, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 42, 43

Worked Example 7

Problem: Continue 33, 34, 35, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 36, 37

Worked Example 8

Problem: Continue 32, 42, 52, ...

  1. The rule is add 10.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 62, 72

Worked Example 9

Problem: Continue 34, 39, 44, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 49, 54

Worked Example 10

Problem: Continue 32, 33, 34, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 35, 36

33.3 Adding one each time

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 16 + 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: 73

Worked Example 2

Problem: Find 59 + 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: 75

Worked Example 3

Problem: Find 46 + 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: 107

Worked Example 4

Problem: Find 20 + 25.

  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: 45

Worked Example 5

Problem: Find 44 + 12.

  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: 56

Worked Example 6

Problem: Find 29 + 51.

  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: 80

Worked Example 7

Problem: Find 25 + 68.

  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: 93

Worked Example 8

Problem: Find 48 + 70.

  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: 118

Worked Example 9

Problem: Find 24 + 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: 70

Worked Example 10

Problem: Find 23 + 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: 69

33.4 Adding two each time

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 48 + 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: 51

Worked Example 2

Problem: Find 67 + 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: 85

Worked Example 3

Problem: Find 70 + 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: 127

Worked Example 4

Problem: Find 58 + 47.

  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: 105

Worked Example 5

Problem: Find 40 + 65.

  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: 105

Worked Example 6

Problem: Find 24 + 53.

  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: 77

Worked Example 7

Problem: Find 66 + 28.

  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 8

Problem: Find 40 + 41.

  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 9

Problem: Find 34 + 62.

  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: 96

Worked Example 10

Problem: Find 24 + 31.

  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: 55

33.5 Adding five each time

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 + 68.

  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: 73

Worked Example 2

Problem: Find 19 + 45.

  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: 64

Worked Example 3

Problem: Find 63 + 63.

  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: 126

Worked Example 4

Problem: Find 61 + 4.

  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: 65

Worked Example 5

Problem: Find 59 + 53.

  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: 112

Worked Example 6

Problem: Find 25 + 24.

  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 7

Problem: Find 15 + 31.

  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 8

Problem: Find 7 + 19.

  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 9

Problem: Find 68 + 2.

  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: 70

Worked Example 10

Problem: Find 44 + 39.

  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: 83

33.6 Extending a growing pattern

A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Continue 30, 40, 50, ...

  1. The rule is add 10.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 60, 70

Worked Example 2

Problem: Continue 17, 22, 27, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 32, 37

Worked Example 3

Problem: Continue 22, 27, 32, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 37, 42

Worked Example 4

Problem: Continue 10, 11, 12, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 13, 14

Worked Example 5

Problem: Continue 1, 11, 21, ...

  1. The rule is add 10.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 31, 41

Worked Example 6

Problem: Continue 34, 39, 44, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 49, 54

Worked Example 7

Problem: Continue 5, 7, 9, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 11, 13

Worked Example 8

Problem: Continue 12, 14, 16, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 18, 20

Worked Example 9

Problem: Continue 28, 29, 30, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 31, 32

Worked Example 10

Problem: Continue 18, 23, 28, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 33, 38

33.7 Finding missing terms

Finding missing terms 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 2 and 17 to make a simple example about Finding missing terms.

  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 missing terms.

Worked Example 2

Problem: Use 2 and 2 to make a simple example about Finding missing terms.

  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 missing terms.

Worked Example 3

Problem: Use 17 and 12 to make a simple example about Finding missing terms.

  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 missing terms.

Worked Example 4

Problem: Use 11 and 17 to make a simple example about Finding missing terms.

  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 missing terms.

Worked Example 5

Problem: Use 5 and 4 to make a simple example about Finding missing terms.

  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 missing terms.

Worked Example 6

Problem: Use 12 and 13 to make a simple example about Finding missing terms.

  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 missing terms.

Worked Example 7

Problem: Use 7 and 5 to make a simple example about Finding missing terms.

  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 missing terms.

Worked Example 8

Problem: Use 20 and 13 to make a simple example about Finding missing terms.

  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 missing terms.

Worked Example 9

Problem: Use 8 and 4 to make a simple example about Finding missing terms.

  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 missing terms.

Worked Example 10

Problem: Use 12 and 9 to make a simple example about Finding missing terms.

  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 missing terms.

33.8 Building a growing pattern

A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Continue 23, 33, 43, ...

  1. The rule is add 10.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 53, 63

Worked Example 2

Problem: Continue 24, 25, 26, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 27, 28

Worked Example 3

Problem: Continue 19, 24, 29, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 34, 39

Worked Example 4

Problem: Continue 10, 20, 30, ...

  1. The rule is add 10.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 40, 50

Worked Example 5

Problem: Continue 32, 33, 34, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 35, 36

Worked Example 6

Problem: Continue 7, 17, 27, ...

  1. The rule is add 10.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 37, 47

Worked Example 7

Problem: Continue 39, 40, 41, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 42, 43

Worked Example 8

Problem: Continue 27, 32, 37, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 42, 47

Worked Example 9

Problem: Continue 23, 25, 27, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 29, 31

Worked Example 10

Problem: Continue 3, 5, 7, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 9, 11

33.9 Describing how it grows

Describing how it grows 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 4 and 19 to make a simple example about Describing how it grows.

  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 Describing how it grows.

Worked Example 2

Problem: Use 6 and 20 to make a simple example about Describing how it grows.

  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 Describing how it grows.

Worked Example 3

Problem: Use 5 and 10 to make a simple example about Describing how it grows.

  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 Describing how it grows.

Worked Example 4

Problem: Use 20 and 18 to make a simple example about Describing how it grows.

  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 Describing how it grows.

Worked Example 5

Problem: Use 11 and 16 to make a simple example about Describing how it grows.

  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 Describing how it grows.

Worked Example 6

Problem: Use 7 and 18 to make a simple example about Describing how it grows.

  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 Describing how it grows.

Worked Example 7

Problem: Use 2 and 20 to make a simple example about Describing how it grows.

  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 Describing how it grows.

Worked Example 8

Problem: Use 13 and 9 to make a simple example about Describing how it grows.

  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 Describing how it grows.

Worked Example 9

Problem: Use 15 and 8 to make a simple example about Describing how it grows.

  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 Describing how it grows.

Worked Example 10

Problem: Use 4 and 2 to make a simple example about Describing how it grows.

  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 Describing how it grows.

33.10 Using a table

Data are collected to answer questions. Tables and graphs help organize and compare results. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Four categories have counts [5, 7, 10, 8]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 10

Worked Example 2

Problem: Four categories have counts [4, 5, 7, 8]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 8

Worked Example 3

Problem: Four categories have counts [7, 6, 5, 9]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 9

Worked Example 4

Problem: Four categories have counts [7, 2, 6, 5]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 7

Worked Example 5

Problem: Four categories have counts [3, 9, 2, 2]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 9

Worked Example 6

Problem: Four categories have counts [4, 5, 10, 10]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 10

Worked Example 7

Problem: Four categories have counts [10, 1, 8, 6]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 10

Worked Example 8

Problem: Four categories have counts [9, 5, 9, 2]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 9

Worked Example 9

Problem: Four categories have counts [3, 6, 1, 3]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 6

Worked Example 10

Problem: Four categories have counts [5, 1, 1, 6]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 6

33.11 Predicting the next term

Predicting the next term 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 18 and 8 to make a simple example about Predicting the next term.

  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 Predicting the next term.

Worked Example 2

Problem: Use 18 and 8 to make a simple example about Predicting the next term.

  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 Predicting the next term.

Worked Example 3

Problem: Use 11 and 17 to make a simple example about Predicting the next term.

  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 Predicting the next term.

Worked Example 4

Problem: Use 3 and 17 to make a simple example about Predicting the next term.

  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 Predicting the next term.

Worked Example 5

Problem: Use 16 and 4 to make a simple example about Predicting the next term.

  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 Predicting the next term.

Worked Example 6

Problem: Use 17 and 10 to make a simple example about Predicting the next term.

  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 Predicting the next term.

Worked Example 7

Problem: Use 8 and 10 to make a simple example about Predicting the next term.

  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 Predicting the next term.

Worked Example 8

Problem: Use 7 and 14 to make a simple example about Predicting the next term.

  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 Predicting the next term.

Worked Example 9

Problem: Use 16 and 14 to make a simple example about Predicting the next term.

  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 Predicting the next term.

Worked Example 10

Problem: Use 4 and 12 to make a simple example about Predicting the next term.

  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 Predicting the next term.

33.12 Real-life growing patterns

A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Continue 38, 39, 40, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 41, 42

Worked Example 2

Problem: Continue 19, 29, 39, ...

  1. The rule is add 10.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 49, 59

Worked Example 3

Problem: Continue 21, 22, 23, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 24, 25

Worked Example 4

Problem: Continue 9, 14, 19, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 24, 29

Worked Example 5

Problem: Continue 25, 35, 45, ...

  1. The rule is add 10.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 55, 65

Worked Example 6

Problem: Continue 20, 25, 30, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 35, 40

Worked Example 7

Problem: Continue 38, 39, 40, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 41, 42

Worked Example 8

Problem: Continue 1, 3, 5, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 7, 9

Worked Example 9

Problem: Continue 32, 33, 34, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 35, 36

Worked Example 10

Problem: Continue 10, 20, 30, ...

  1. The rule is add 10.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 40, 50

30 Review Questions and Answers

Q1. What should a Grade 2 learner understand about Growing shape patterns?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q2. What should a Grade 2 learner understand about Growing number patterns?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q3. What should a Grade 2 learner understand about Adding one each time?

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

Q4. What should a Grade 2 learner understand about Adding two each time?

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

Q5. What should a Grade 2 learner understand about Adding five each time?

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

Q6. What should a Grade 2 learner understand about Extending a growing pattern?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q7. What should a Grade 2 learner understand about Finding missing terms?

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

Q8. What should a Grade 2 learner understand about Building a growing pattern?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q9. What should a Grade 2 learner understand about Describing how it grows?

Answer: Describing how it grows is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q10. What should a Grade 2 learner understand about Using a table?

Answer: Data are collected to answer questions. Tables and graphs help organize and compare results.

Q11. What should a Grade 2 learner understand about Predicting the next term?

Answer: Predicting the next term 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 Real-life growing patterns?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q13. What should a Grade 2 learner understand about Growing shape patterns?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q14. What should a Grade 2 learner understand about Growing number patterns?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q15. What should a Grade 2 learner understand about Adding one each time?

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

Q16. What should a Grade 2 learner understand about Adding two each time?

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

Q17. What should a Grade 2 learner understand about Adding five each time?

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

Q18. What should a Grade 2 learner understand about Extending a growing pattern?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q19. What should a Grade 2 learner understand about Finding missing terms?

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

Q20. What should a Grade 2 learner understand about Building a growing pattern?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q21. What should a Grade 2 learner understand about Describing how it grows?

Answer: Describing how it grows is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q22. What should a Grade 2 learner understand about Using a table?

Answer: Data are collected to answer questions. Tables and graphs help organize and compare results.

Q23. What should a Grade 2 learner understand about Predicting the next term?

Answer: Predicting the next term 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 Real-life growing patterns?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q25. What should a Grade 2 learner understand about Growing shape patterns?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q26. What should a Grade 2 learner understand about Growing number patterns?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q27. What should a Grade 2 learner understand about Adding one each time?

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

Q28. What should a Grade 2 learner understand about Adding two each time?

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

Q29. What should a Grade 2 learner understand about Adding five each time?

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

Q30. What should a Grade 2 learner understand about Extending a growing pattern?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.