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Chapter 5: Number Lines to 200

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 Number Lines to 200 with simple explanations, visual thinking, worked examples, practice, and review.

5.1 Reading a number line

Counting patterns organize numbers and help with addition, subtraction, and number relationships. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

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 2

Problem: Continue 39, 49, 59, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 69, 79

Worked Example 3

Problem: Continue 22, 32, 42, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 52, 62

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 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 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 35, 40, 45, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 50, 55

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 15, 25, 35, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 45, 55

Worked Example 10

Problem: Continue 6, 7, 8, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 9, 10

5.2 Locating a number on a line

Locating a number on a line 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 5 and 8 to make a simple example about Locating a number on a line.

  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 Locating a number on a line.

Worked Example 2

Problem: Use 15 and 6 to make a simple example about Locating a number on a line.

  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 Locating a number on a line.

Worked Example 3

Problem: Use 5 and 19 to make a simple example about Locating a number on a line.

  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 Locating a number on a line.

Worked Example 4

Problem: Use 2 and 10 to make a simple example about Locating a number on a line.

  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 Locating a number on a line.

Worked Example 5

Problem: Use 10 and 6 to make a simple example about Locating a number on a line.

  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 Locating a number on a line.

Worked Example 6

Problem: Use 8 and 7 to make a simple example about Locating a number on a line.

  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 Locating a number on a line.

Worked Example 7

Problem: Use 19 and 18 to make a simple example about Locating a number on a line.

  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 Locating a number on a line.

Worked Example 8

Problem: Use 17 and 11 to make a simple example about Locating a number on a line.

  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 Locating a number on a line.

Worked Example 9

Problem: Use 18 and 5 to make a simple example about Locating a number on a line.

  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 Locating a number on a line.

Worked Example 10

Problem: Use 13 and 12 to make a simple example about Locating a number on a line.

  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 Locating a number on a line.

5.3 Finding missing numbers

Finding missing numbers 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 12 and 12 to make a simple example about Finding missing numbers.

  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 numbers.

Worked Example 2

Problem: Use 17 and 16 to make a simple example about Finding missing numbers.

  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 numbers.

Worked Example 3

Problem: Use 16 and 1 to make a simple example about Finding missing numbers.

  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 numbers.

Worked Example 4

Problem: Use 11 and 13 to make a simple example about Finding missing numbers.

  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 numbers.

Worked Example 5

Problem: Use 4 and 3 to make a simple example about Finding missing numbers.

  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 numbers.

Worked Example 6

Problem: Use 13 and 14 to make a simple example about Finding missing numbers.

  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 numbers.

Worked Example 7

Problem: Use 20 and 16 to make a simple example about Finding missing numbers.

  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 numbers.

Worked Example 8

Problem: Use 1 and 19 to make a simple example about Finding missing numbers.

  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 numbers.

Worked Example 9

Problem: Use 15 and 8 to make a simple example about Finding missing numbers.

  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 numbers.

Worked Example 10

Problem: Use 7 and 3 to make a simple example about Finding missing numbers.

  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 numbers.

5.4 Using equal intervals

Using equal intervals 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 12 and 19 to make a simple example about Using equal intervals.

  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 Using equal intervals.

Worked Example 2

Problem: Use 10 and 13 to make a simple example about Using equal intervals.

  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 Using equal intervals.

Worked Example 3

Problem: Use 8 and 20 to make a simple example about Using equal intervals.

  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 Using equal intervals.

Worked Example 4

Problem: Use 6 and 2 to make a simple example about Using equal intervals.

  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 Using equal intervals.

Worked Example 5

Problem: Use 4 and 13 to make a simple example about Using equal intervals.

  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 Using equal intervals.

Worked Example 6

Problem: Use 9 and 20 to make a simple example about Using equal intervals.

  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 Using equal intervals.

Worked Example 7

Problem: Use 12 and 6 to make a simple example about Using equal intervals.

  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 Using equal intervals.

Worked Example 8

Problem: Use 4 and 7 to make a simple example about Using equal intervals.

  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 Using equal intervals.

Worked Example 9

Problem: Use 2 and 13 to make a simple example about Using equal intervals.

  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 Using equal intervals.

Worked Example 10

Problem: Use 19 and 13 to make a simple example about Using equal intervals.

  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 Using equal intervals.

5.5 Using partial number lines

Counting patterns organize numbers and help with addition, subtraction, and number relationships. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Continue 20, 21, 22, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 23, 24

Worked Example 2

Problem: Continue 5, 15, 25, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 35, 45

Worked Example 3

Problem: Continue 2, 12, 22, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 32, 42

Worked Example 4

Problem: Continue 35, 36, 37, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 38, 39

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 34, 44, 54, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 64, 74

Worked Example 7

Problem: Continue 27, 28, 29, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 30, 31

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 8, 9, 10, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 11, 12

Worked Example 10

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

5.6 Counting forward on a number line

Counting patterns organize numbers and help with addition, subtraction, and number relationships. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Continue 40, 42, 44, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 46, 48

Worked Example 2

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 3

Problem: Continue 14, 15, 16, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 17, 18

Worked Example 4

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 5

Problem: Continue 36, 46, 56, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 66, 76

Worked Example 6

Problem: Continue 25, 30, 35, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 40, 45

Worked Example 7

Problem: Continue 38, 40, 42, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 44, 46

Worked Example 8

Problem: Continue 8, 13, 18, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 23, 28

Worked Example 9

Problem: Continue 26, 31, 36, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 41, 46

Worked Example 10

Problem: Continue 15, 25, 35, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 45, 55

5.7 Counting backward on a number line

Counting patterns organize numbers and help with addition, subtraction, and number relationships. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Continue 31, 33, 35, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 37, 39

Worked Example 2

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 3

Problem: Continue 11, 13, 15, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 17, 19

Worked Example 4

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 5

Problem: Continue 14, 15, 16, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 17, 18

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 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 8

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 9

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 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

5.8 Comparing numbers on a line

Comparing numbers on a line 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 8 and 16 to make a simple example about Comparing numbers on a line.

  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 Comparing numbers on a line.

Worked Example 2

Problem: Use 7 and 14 to make a simple example about Comparing numbers on a line.

  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 Comparing numbers on a line.

Worked Example 3

Problem: Use 2 and 7 to make a simple example about Comparing numbers on a line.

  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 Comparing numbers on a line.

Worked Example 4

Problem: Use 13 and 7 to make a simple example about Comparing numbers on a line.

  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 Comparing numbers on a line.

Worked Example 5

Problem: Use 1 and 3 to make a simple example about Comparing numbers on a line.

  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 Comparing numbers on a line.

Worked Example 6

Problem: Use 17 and 20 to make a simple example about Comparing numbers on a line.

  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 Comparing numbers on a line.

Worked Example 7

Problem: Use 1 and 17 to make a simple example about Comparing numbers on a line.

  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 Comparing numbers on a line.

Worked Example 8

Problem: Use 2 and 7 to make a simple example about Comparing numbers on a line.

  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 Comparing numbers on a line.

Worked Example 9

Problem: Use 1 and 10 to make a simple example about Comparing numbers on a line.

  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 Comparing numbers on a line.

Worked Example 10

Problem: Use 4 and 10 to make a simple example about Comparing numbers on a line.

  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 Comparing numbers on a line.

5.9 Finding halfway points informally

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: 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 2

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 3

Problem: 4 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: 1

Worked Example 4

Problem: 16 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: 4

Worked Example 5

Problem: 2 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: 1

Worked Example 6

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 7

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 8

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 9

Problem: 4 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: 1

Worked Example 10

Problem: 2 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: 1

5.10 Making a number line

Counting patterns organize numbers and help with addition, subtraction, and number relationships. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

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 2

Problem: Continue 0, 5, 10, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 15, 20

Worked Example 3

Problem: Continue 30, 32, 34, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 36, 38

Worked Example 4

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 5

Problem: Continue 31, 32, 33, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 34, 35

Worked Example 6

Problem: Continue 11, 21, 31, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 41, 51

Worked Example 7

Problem: Continue 8, 18, 28, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 38, 48

Worked Example 8

Problem: Continue 3, 13, 23, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 33, 43

Worked Example 9

Problem: Continue 35, 36, 37, ...

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

Very beginner explanation: Counting patterns use a consistent step.

Answer: 38, 39

Worked Example 10

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

5.11 Estimating a location

Estimating a location 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 20 to make a simple example about Estimating a location.

  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 Estimating a location.

Worked Example 2

Problem: Use 15 and 13 to make a simple example about Estimating a location.

  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 Estimating a location.

Worked Example 3

Problem: Use 3 and 18 to make a simple example about Estimating a location.

  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 Estimating a location.

Worked Example 4

Problem: Use 7 and 16 to make a simple example about Estimating a location.

  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 Estimating a location.

Worked Example 5

Problem: Use 18 and 8 to make a simple example about Estimating a location.

  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 Estimating a location.

Worked Example 6

Problem: Use 3 and 9 to make a simple example about Estimating a location.

  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 Estimating a location.

Worked Example 7

Problem: Use 19 and 6 to make a simple example about Estimating a location.

  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 Estimating a location.

Worked Example 8

Problem: Use 20 and 12 to make a simple example about Estimating a location.

  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 Estimating a location.

Worked Example 9

Problem: Use 9 and 7 to make a simple example about Estimating a location.

  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 Estimating a location.

Worked Example 10

Problem: Use 13 and 8 to make a simple example about Estimating a location.

  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 Estimating a location.

5.12 Checking a number-line answer

Checking a number-line answer 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 15 and 17 to make a simple example about Checking a number-line answer.

  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 Checking a number-line answer.

Worked Example 2

Problem: Use 16 and 5 to make a simple example about Checking a number-line answer.

  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 Checking a number-line answer.

Worked Example 3

Problem: Use 11 and 13 to make a simple example about Checking a number-line answer.

  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 Checking a number-line answer.

Worked Example 4

Problem: Use 18 and 18 to make a simple example about Checking a number-line answer.

  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 Checking a number-line answer.

Worked Example 5

Problem: Use 6 and 17 to make a simple example about Checking a number-line answer.

  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 Checking a number-line answer.

Worked Example 6

Problem: Use 10 and 10 to make a simple example about Checking a number-line answer.

  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 Checking a number-line answer.

Worked Example 7

Problem: Use 7 and 2 to make a simple example about Checking a number-line answer.

  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 Checking a number-line answer.

Worked Example 8

Problem: Use 1 and 20 to make a simple example about Checking a number-line answer.

  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 Checking a number-line answer.

Worked Example 9

Problem: Use 7 and 4 to make a simple example about Checking a number-line answer.

  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 Checking a number-line answer.

Worked Example 10

Problem: Use 3 and 11 to make a simple example about Checking a number-line answer.

  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 Checking a number-line answer.

30 Review Questions and Answers

Q1. What should a Grade 2 learner understand about Reading a number line?

Answer: Counting patterns organize numbers and help with addition, subtraction, and number relationships.

Q2. What should a Grade 2 learner understand about Locating a number on a line?

Answer: Locating a number on a line is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q3. What should a Grade 2 learner understand about Finding missing numbers?

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

Q4. What should a Grade 2 learner understand about Using equal intervals?

Answer: Using equal intervals 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 Using partial number lines?

Answer: Counting patterns organize numbers and help with addition, subtraction, and number relationships.

Q6. What should a Grade 2 learner understand about Counting forward on a number line?

Answer: Counting patterns organize numbers and help with addition, subtraction, and number relationships.

Q7. What should a Grade 2 learner understand about Counting backward on a number line?

Answer: Counting patterns organize numbers and help with addition, subtraction, and number relationships.

Q8. What should a Grade 2 learner understand about Comparing numbers on a line?

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

Q9. What should a Grade 2 learner understand about Finding halfway points informally?

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

Q10. What should a Grade 2 learner understand about Making a number line?

Answer: Counting patterns organize numbers and help with addition, subtraction, and number relationships.

Q11. What should a Grade 2 learner understand about Estimating a location?

Answer: Estimating a location 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 Checking a number-line answer?

Answer: Checking a number-line answer is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q13. What should a Grade 2 learner understand about Reading a number line?

Answer: Counting patterns organize numbers and help with addition, subtraction, and number relationships.

Q14. What should a Grade 2 learner understand about Locating a number on a line?

Answer: Locating a number on a line is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q15. What should a Grade 2 learner understand about Finding missing numbers?

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

Q16. What should a Grade 2 learner understand about Using equal intervals?

Answer: Using equal intervals 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 Using partial number lines?

Answer: Counting patterns organize numbers and help with addition, subtraction, and number relationships.

Q18. What should a Grade 2 learner understand about Counting forward on a number line?

Answer: Counting patterns organize numbers and help with addition, subtraction, and number relationships.

Q19. What should a Grade 2 learner understand about Counting backward on a number line?

Answer: Counting patterns organize numbers and help with addition, subtraction, and number relationships.

Q20. What should a Grade 2 learner understand about Comparing numbers on a line?

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

Q21. What should a Grade 2 learner understand about Finding halfway points informally?

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

Q22. What should a Grade 2 learner understand about Making a number line?

Answer: Counting patterns organize numbers and help with addition, subtraction, and number relationships.

Q23. What should a Grade 2 learner understand about Estimating a location?

Answer: Estimating a location 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 Checking a number-line answer?

Answer: Checking a number-line answer is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q25. What should a Grade 2 learner understand about Reading a number line?

Answer: Counting patterns organize numbers and help with addition, subtraction, and number relationships.

Q26. What should a Grade 2 learner understand about Locating a number on a line?

Answer: Locating a number on a line is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q27. What should a Grade 2 learner understand about Finding missing numbers?

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

Q28. What should a Grade 2 learner understand about Using equal intervals?

Answer: Using equal intervals 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 Using partial number lines?

Answer: Counting patterns organize numbers and help with addition, subtraction, and number relationships.

Q30. What should a Grade 2 learner understand about Counting forward on a number line?

Answer: Counting patterns organize numbers and help with addition, subtraction, and number relationships.