Texas Go Math

Refer to our Texas Go Math Grade 2 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 2 Lesson 4.4 Answer Key Identify Parts of a Whole.

Texas Go Math Grade 2 Lesson 4.4 Answer Key Identify Parts of a Whole

Explore

Circle the shapes that show equal parts. Name the equal parts shown.

Answer

Explanation:
Each equal part of a whole is called one-half.
It is expressed as 1/2 and read as one over two or one upon two.
One eighth is one part of eight equal sections.
Two eighths is one quarter and four eighths is a half.

HOME CONNECTION • Your child completed this sorting activity with shapes to review the concept of equal parts.
Answer:
Yes, know the child get the concept of equal parts of a whole.
The whole is divided in to two halves, one paper can be folded 2 halves,
that two halves folded again for fourths, and again folded for eighths.

Math Talk
Mathematical Processes

Explain how the two circles are different.
Answer:

Explanation:
Each equal part of a whole is called one-half.
One eighth is one part of eight equal sections.
Two eighths is one quarter and four eighths is a half.

Model and Draw

Can you name the shaded amount as some equal parts?

Share and Show

If there are equal parts, write the amount shaded. If the parts are not equal, write unequal parts.

Question 1.

____________ shaded
Answer:
Whole
Explanation:
When we divide a whole into equal parts, each part is a fraction of the whole.
So, the shaded part represents the whole.

Go Math Grade 2 Lesson 4.4 Answer Key Question 2.

____________ shaded
Answer:
Three eighths
Explanation:
If you divide something into 8 equal parts, each is one-eighth of the whole.
in the above rectangle 3-eighths are shaded.

Question 3.

____________ shaded
Answer:
1 unequal part is shaded.
Explanation:
In the above picture it is divided into un equal parts.
1 shaded part is also unequal.

Question 4.

____________ shaded
Answer:
Two fourths shaded
Explanation:
If a whole is divided into four equal parts, each part is a FOURTH.
A fourth is obtained by dividing a whole (1) by 4.
In the above picture two fourths are shaded.

Problem Solving

If there are equal parts, write the amount shaded. If the parts are not equal, write unequal parts.

Go Math 2nd Grade Lesson 4.4 Answer Key Question 5.

____________ shaded
Answer:
Two un equal parts are shaded.
Explanation:
The above Hexagon is divided into unequal parts.
Two parts are shaded.

Question 6.

____________ shaded
Answer:
Six eighths are shaded.
Explanation:
The above picture is divided into eight equal parts.
Six eighths are shaded among it.

Question 7.
H.O.T. Multi-Step Follow the directions.

• Use yellow to shade 3 fourths of one shape.
• Use green to shade 7 eighths of one shape.
• Use blue to shade 2 halves of one shape.

Answer:

Explanation:
The above given pictures which have equal parts are represented with different colors,
Yellow color represents to shade 3 fourths of one shape.
Green color represents to shade 7 eighths of one shape.
Blue color represents to shade 2 halves of one shape.

Go Math Grade 2 Answer Key Lesson 4.4 Question 8.
H.O.T. Does this shape show fourths? Explain.

Answer: NO
Explanation:
As the given shape is not divided into equal parts.

Daily Assessment Task

Choose the correct answer.

Question 9.
Which shape is not divided into eighths?

Answer:

Explanation:
The above picture option (A) is not divided into eighths.
If a whole is divided into eight equal parts, each part is an Eighth.
An eighth is obtained by dividing a whole (1) by 8.

Question 10.
Which shape is not divided into halves?

Answer:

Explanation:
The above picture option (B) is not divided into halves.
If a whole is divided into two equal parts, each part is a half.
A half is obtained by dividing a whole (1) by 2.

Question 11.
Which shape is not divided into fourths?

Answer:

Explanation:
The above picture option (A) is not divided into fourths.
If a whole is divided into four equal parts, each part is a fourth.
A fourth is obtained by dividing a whole (1) by 4.

Go Math Grade 2 Lesson 4.4 Equal and Unequal Parts Question 12.
TEXAS Test Prep Angelo drew this shape and shaded some of the parts. What amount is shaded?

(A) 1 eighth
(B) 1 fourth
(C) 8 eighths
Answer:
Option (C)
Explanation:
The above picture option (C) is divided into eighths.
If a whole is divided into eight equal parts, each part is an Eighth.
An eighth is obtained by dividing a whole (1) by 8.
There were 8 equal parts, all parts are shaded.

TAKE HOME ACTIVITY • Ask your child to show how he or she solved an exercise in the lesson.
Answer:
Child gets the concept of dividing the picture in to equal parts or not divided in to un equal parts.

Texas Go Math Grade 2 Lesson 4.4 Homework and Practice Answer Key

If there are equal parts, write the amount shaded. If the parts are not equal, write unequal parts.

Question 1.

____________ shaded
Answer:
2 unequal parts are shaded.
Explanation:
The above picture is has unequal parts.
2 unequal parts are shaded.

Question 2.

____________ shaded
Answer:
Three fourths are shaded.
Explanation:
The above picture divided into fourths.
If a whole is divided into four equal parts, each part is a fourth.
A fourth is obtained by dividing a whole (1) by 4.

Go Math Practice and Homework Lesson 4.4 Answer Key Question 3.

____________ shaded
Answer:
Five eighths are shaded.
Explanation:
The above picture is divided into eighths.
If a whole is divided into eight equal parts, each part is an Eighth.
An eighth is obtained by dividing a whole (1) by 8.

Question 4.

____________ shaded
Answer:
2 unequal parts are shaded.
Explanation:
The above picture is has unequal parts.
2 unequal parts are shaded

Problem Solving

Follow directions.

Go Math Lesson 4.4 Homework Answer Key Grade 2 Question 5.
Multi-Step

• Use yellow to shade 5 eighths of one shape.
• Use green to shade 2 halves of one shape.
• Use blue to shade 3 fourths of one shape.

Answer:

Explanation:
The above given pictures which have equal parts are represented with different colors,
yellow to shade 5 eighths of one shape.
green to shade 2 halves of one shape.
blue to shade 3 fourths of one shape.

Lesson Check

Choose the correct answer.

Question 6.
Andy drew this shape and shaded some of the parts. What amount is shaded?

(A) 3 fourths
(B) 1 eighth
(C) 4 fourths
Answer:
Option (C)
Explanation:
The above picture divided into fourths.
If a whole is divided into four equal parts, each part is a fourth.
A fourth is obtained by dividing a whole (1) by 4.
The whole circle is shaded.

Question 7.
Alice baked a pie and cut it into equal slices. She gave 5 slices of the pie to her friends. Which pie is shaded to show how much she gave her friends?

Answer:

Explanation:
The above pie divided into eighths.
If a whole is divided into eight equal parts, each part is an eighth.
An eighth is obtained by dividing a whole (1) by 8.
Out of 8 parts of pie slices, She gave 5 slices of the pie to her friends.
It is represented with 5 shaded parts.

Go Math 2nd Grade Practice and Homework Lesson 4.4 Question 8.
Mark drew these shapes. Which shape shows 1 fourth shaded?

Answer:

Explanation:
The above picture divided into fourths.
If a whole is divided into four equal parts, each part is a fourth.
A fourth is obtained by dividing a whole (1) by 4.
Out of 4 parts of circle 1 fourth is shaded.

Go Math Lesson 4.4 Answer Key 2nd Grade Question 9.
Jackie drew .this shape. What amount is shaded?

(A) 3 eighths
(B) 5 eighths
(C) 2 eighths
Answer:
Option (A)
Explanation:
The above picture divided into eights.
If a whole is divided into eight equal parts, each part is an eighth.
An eighth is obtained by dividing a whole (1) by 8.
3 are shaded out of eight parts.

Refer to our Texas Go Math Grade 2 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 2 Lesson 2.3 Answer Key Order Numbers.

Texas Go Math Grade 2 Lesson 2.3 Answer Key Order Numbers

Explore

Write the numbers. Draw quick pictures for each. Then complete the sentence.
______________ red gumballs

______________ blue gumballs
______________ is less than ___________.

FOR THE TEACHER • Read the following and have children compare. There are 364 red gumballs and 346 blue gumballs in a gumball machine. Children should write the numbers and draw quick pictures, then use the numbers to complete the sentence.
Answer: 346 is less than 364
Explanation:
The number of red gumballs=364
The number of blue gumballs=346
We need to find out the least number.

Explanation:
346, 364 both the numbers have an equal number of digits, therefore, we will compare the left-most digit of both the numbers.
But the left-most digit is also the same for both numbers, i.e.,3. So, we need to check the second left-most digit.
4 < 6
Therefore,
346 < 364
hence, 346 is smaller than 364.

Math Talk
Mathematical Processes

Describe how the numbers are different.
Answer: By place values, we can differentiate the numbers.
Place value in Maths describes the position or place of a digit in a number. Each digit has a place in a number. When we represent the number in general form, the position of each digit will be expanded. Those positions start from a unit place or we also call it one’s position. The order of place value of digits of a number of right to left is units, tens, hundreds, thousands, ten thousand, a hundred thousand, and so on.
The place value chart is:

Model and Draw

You can compare digits to order numbers from least to greatest. Start by looking at the hundreds of place.

Answer:

Explanation:
The numbers 342, 349, and 395 have an equal number of digits, therefore, we will compare the left-most digit of given numbers.
But the left-most digit is also the same for all numbers, i.e.,3. So, we need to check the second left-most digit.
Now check all the digits present in the tens place: 4, 4, 9
But the left-most digit is also the same for both numbers, i.e.,4. So, we need to check the second left-most digit. Now check with the third number present in the tens place.
4 < 9.
342 < 395
Now check the left-most digits present in the one’s place. Those numbers are 342, 349
2 < 9
Therefore,
342 < 349
By comparing all the numbers we got:
342 < 349 < 395.
Hence, 342 is smaller than 349
349 is smaller than 395.

Share and Show

Compare the numbers. Write them in order from least to greatest.

Question 1.

Answer:

Explanation:
125, 133, and 142 the numbers have an equal number of digits, therefore, we will compare the left-most digit of both the numbers.
But the left-most digit is also the same for all the numbers, i.e.,1. So, we need to check the second left-most digit.
2 < 3 < 4
Therefore,
125 < 133 < 142
hence, 125 is smaller than 133
133 is smaller than 142.

2nd Grade Go Math Lesson 2.2 Answer Key Question 2.

Answer:

Explanation:
Since, all the given numbers, 148, 230, and 320 have three digits, thus we will compare the left-most digit of the given numbers.
1 < 2 < 3
Therefore,
148 < 230 < 320
Hence, 148 is less than 230
230 is less than 320.

Question 3.

Answer:

Explanation:
Since, all the given numbers, 599, 755, and 901 have three digits, thus we will compare the left-most digit of the given numbers.
5 < 7 < 9
Therefore,
599 < 755 < 901
Hence, 599 is less than 755
755 is less than 901.

Problem Solving

Compare the numbers. Write them in order from least to greatest.

Question 4.

Answer:

Explanation:
1. Since, all the numbers, 212, 222, and 202 have three digits, thus we will compare the left-most digit of both numbers.
But the left-most digit is also the same for all the given numbers, i.e.,2. So, we need to check the second left-most digit.
0 < 1 < 2
therefore,
202 < 212 < 222
Hence, 202 is smaller than 212
212 is smaller than 222.

Go Math Grade 2 Lesson 2.2 Answer Key Question 5.

Answer:

Explanation:
1. Since, all the numbers, 325, 501 and 215 are having three digits, thus we will compare the left-most digit of both numbers.
2. Arrange them in order:
215, 325, 501
2 < 3 < 5
Therefore,
215 < 325 < 501.
Hence, 215 is lesser than 325
325 is less than 501.

Question 6.

Answer:

Explanation:
1. Since, all the numbers, 418, 148 and 481 are having three digits, thus we will compare the left-most digit of both the numbers.
418 and 481 are having the same digits in hundreds value. So check 1 and 4
1 < 4
148 is less than 418 and 481.
Now check the numbers 418 and 481. But the left-most digit is also the same for both numbers, i.e.,4. So, we need to check the second left-most digit.
1 < 8
therefore,
418 < 481
Hence, 148 < 418 < 481.
148 is smaller than 418
418 is smaller than 481.

Solve. Write or draw to explain.

Go Math Lesson 2.2 2nd Grade Answers Question 7.
H.O.T. Multi-Step Mr. Damon has three boxes of paper with 153 sheets, 214 sheets, and 180 sheets. Write the numbers in order from greatest to least. Remember to write comparison symbols.

Answer:

Explanation:
The above-given numbers are 153, 214, 180
These numbers should be written from greatest to least.
arrange them in greatest order: 214, 180, 153
214, 180, 153
Apply the below rule:
This rule is applicable when two numbers are having the same number of digits. In such cases, we need to check the digit at the leftmost place, whichever is greater. Therefore, the number with a greater digit at the leftmost place of the number is greater than the other number.
then we get 214 > 180 > 153.

Question 8.
H.O.T. Nisha wrote these numbers in order from least to greatest. She spills some water on her paper. Write the missing number.

Answer: 345

Explanation:
Nisha was writing the numbers from least to greatest.
The missing numbers would be starting from 336 to 349.
We can write any number in that above-given figure:
Here we need to write greater than 335 and less than 350.
So I choose the number 345
335 < 345 < 350.
The order is least to greatest.

Daily Assessment Task

Choose the correct answer.

Question 9.
There are 3 bags with 953 peanuts, 721 peanuts, and 598 peanuts. Which is the greatest number?
(A) 953
(B) 721
(C) 598
Answer: Option A is correct.

Explanation:
Option B and option C were wrong.
Option A showed the correct comparison between the numbers.
Now taking options:
953, 721, 598 all the numbers have an equal number of digits, therefore, we will compare the left-most digit of the given numbers.
9 > 7 > 5
Therefore,
953 > 721 > 598
Hence 953 is greater than the other two numbers

Go Math Lesson 2.2 Answer Key 2nd Grade Question 10.
Representations Sam writes 631, 321, and 621 on a piece of paper. Which of these numbers is the greatest?
(A) 631
(B) 321
(C) 621
Answer: Option A is correct.

Explanation:
Option B and option C were wrong.
Option A showed the correct comparison between the numbers.
Now taking option all options:
631, 321, 621 all the numbers have an equal number of digits, therefore, we will compare the left-most digit of the given numbers.
But the left-most digit is also the same for the two numbers, i.e.,6. So, we need to check the leftmost digit.
6 < 3
Now check the 631 and 621, as we know both the numbers have the same digits in the place value. So we need to check the leftmost digit.
3 > 2
Therefore,
631 > 621 > 321
631 is the greatest number when compared to 621 and 321.
Question 11.
Multi-Step John writes the following numbers on a piece of paper. Which of these numbers is the least?
(A) four hundred twenty-six
(B) 200 + 30 + 9
(C) 371
Answer: Option C is correct.

Explanation:
We need to write the least number from the above-given options.
Four hundred twenty-six:426
200+30+9:239
another number is 371.
Of the above-given numbers, 239 is the least number.

Go Math Practice and Homework Lesson 2.2 Answer Key 2nd Grade Question 12.
TEXAS Test Prep Which of these is true?
(A) 161 < 149 < 152
(B) 161 < 152 < 149
(C) 149 < 152 < 161
Answer: Option C is correct.

Explanation:
Option A and option B were wrong.
Option C showed the correct comparison between the numbers.
Now take option C:
149, 152, 161 all the numbers have an equal number of digits, therefore, we will compare the left-most digit of the given numbers.
But the left-most digit is also the same for the given numbers, i.e.,1. So, we need to check the second left-most digit.
4 < 5 < 6
Therefore,
149 < 152 < 161
Hence 149 is smaller than 152
152 smaller than 161.

TAKE HOME ACTIVITY • Ask your child to show how he or she solved an exercise in the lesson.
Answer:
– The three comparison symbols are less than (<), greater than (>) and equal to (=).
– The “equal to” symbol is used to represent two equal numbers or quantities, such as:
– 3 = 3 or 10 – 7 = 3
– The “greater than” symbol is used to show if a number is greater than the other number. For example,
10 > 3 [10 is greater than 3]
– The “less than” symbol is used when a number or a quantity is less than the other. For example,
9 < 11 [9 is less than 11].
Use of less than and greater than:
– The less than and greater than symbols are used based on two numbers given to compare.
– A bigger number greater than a smaller number is represented as:
Bigger Number > Smaller Number
– A smaller number less than a greater number is represented as:
Smaller Number < Greater Number.

Refer to our Texas Go Math Grade 2 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 2 Module 2 Assessment Answer Key.

Texas Go Math Grade 2 Module 2 Assessment Answer Key

Concepts and Skills

Read the number and draw a quick picture. Then write the number in different ways. (TEKS 2.2.8, 2.2.A)

Question 1.
two hundred sixty-four
____________ hundreds __________ tens ____________ones
____________ + ____________+ ____________
____________
Answer: 2 hundreds 6 tens 4 ones

Explanation:
From the above-given diagram, we can write the number in different ways.
There are four ways we can represent a number. They are:
1. Standard form
2. Expanded form
3. Word form
4. Place value chart.
1. Standard form: This is a way to write a number showing only its digits. This is the form we are most familiar with and see most often.
The number can be written in standard form as:264
2. Expanded form: This is a way to write a number as the sum of the value of its digits. This form indicates the place value of each digit in the number.
The expanded form of a number 264: 200+60+4
3. word form: This is a way to write a number in words only, also need to include commas separating the periods. If there are commas in standard form, there must be commas in word form.
The word form of 264: two hundred sixty-four
4. Place value chart: Place value in Maths describes the position or place of a digit in a number. Each digit has a place in a number. When we represent the number in general form, the position of each digit will be expanded. Those positions start from a unit place or we also call it one’s position. The order of place value of digits of a number of right to left is units, tens, hundreds, thousands, ten thousand, a hundred thousand, and so on.
The place value chart of 536:

2 is in the hundreds place
6 is in the tens place
4 is in the one’s place.
In Mathematics, place value charts help us to make sure that the digits are in the correct places. To identify the positional values of numbers accurately, first, write the digits in the place value chart and then write the numbers in the usual and the standard form.

Compare the numbers. Write is greater than, is less than, or is equal to. Write >, <, or =. (TEKS 2.2.D)

Go Math Grade 2 Module 2 Assessment Question 2.

Answer: is less than

Explanation:
475, 692 both numbers have an equal number of digits, therefore, we will compare the left-most digit of both numbers.
4 < 6
Therefore,
475 < 692
hence, 475 is smaller than 692.

Question 3.
Write numbers for the points on the number line. (TEKS 2.2.F)

Answer:

Explanation:
1. Here is a number line between 820 and 920.
2. There are 10 lines dividing the total distance into 10 equal parts.
3. One whole is divided into 10 equal parts.
4. At each new line we are adding 1.
5. The digit after the point increase by 1 each time.
6. Then we have 810, 811, 812, 813, 814, 815, 816, 817, 818, 819, 820 and so on… continues up to 920.
7. Here we count by 10’s it means we need to add 10 to the 610 then we get: 800+10=810
810+10=820
820+10=830
830+10=840
840+10=850 and so on…
8. Now write the given boxes by adding 10 to every number each time.

Go Math Grade 2 Module 2 Answer Key Pdf Question 4.
Draw and label points for 300, 345, and 375 on the number line. (TEKS 2.2.E)

Answer:

Explanation:
1. Here is a number line between 275 and 375.
2. Here I count by ’25s means adding 25 to the 275 and continuing adding to the next number.
275+25=300
300+25=325
325+25=350
350+25=375
3. The above-given numbers need to plot on the number line. those are 137 and 240
4. I represented 275, 300, 325, 350, 375 on the number line and choose the intervals between the numbers. Mapped the points and highlighted them with circles.

Fill in the bubble for the correct answer choice.

Question 5.
At three schools, there are 278 students, 314- students, and 259 students. Which of these shows the numbers ordered from least to greatest? (TEKS 2.2.D)
(A) 278 < 259 < 314
(B) 259 < 278 < 314
(C) 314 < 259 < 278
Answer: Option B is correct.

Explanation:
Explanation:
1. Since, all the numbers, 259, 278, and 314 have three digits, thus we will compare the left-most digit of the given numbers.
251 and 278 have the same digits in hundreds value i.e., 2.
So check with other numbers 278 and 314
2 < 3
278 is less than 314.
Now check the numbers 259 and 278. So, we need to check the second left-most digit.
5 < 7
therefore,
259 < 278
Hence, 259 < 278 < 314.
259 is smaller than 278
278 is smaller than 314.

Go Math Grade 2 Module 2 End of Module Assessment Question 6.
Jim used 627 craft sticks for his model boat. Which is another way to write this number? (TEKS 2.2.B)
(A) 600 + 20 + 7
(B) six twenty-seven
(C) 600 + 200 + 700
Answer: Option A is correct.

Explanation:
The standard form is given:627
The above-given options are given in the expanded form.
In mathematics, the expanded form of a number is defined as the notation. It is the way of writing the numbers to define the individual digit value. When the numbers are written using place value, it will create a new algebraic expression.
It can be written as:600+20+7

Question 7.
The Sports Shop has 325 baseballs, 24-5 footballs, and 387 soccer balls. Which of these is the greatest number? (TEKS 2.2.D)
(A) 325
(B) 245
(C) 387
Answer: Option C is correct.

Explanation:
The number of baseballs=325
The number of footballs=245
The number of soccer balls=387
Now compare the numbers 245, 325, and 387
1. Since, all the numbers, 245, 325 and 387 are having three digits, thus we will compare the left-most digit of the given numbers.
325 and 387 are having the same digits in hundreds value i.e., 3.
So check with another number 325 and 245
3 > 2
325 is greater than 245.
Now check the numbers 325 and 387. So, we need to check the second left-most digit.
8 < 2
therefore,
387 > 325
Hence, 387 > 325 > 245
387 is greater than the other two numbers.

Go Math Grade 2 Module 2 Test Answers Question 8.
Ava wrote a number with a 3 in the tens place. Which of these could be the number? (TEKS 2.2.B)
(A) 300 + 20 + 5
(B) two hundred thirty
(C) four hundred three
Answer: Option B is correct.

Explanation:
In option B, 3 tens are there.
In expanded form, we can write as:200+30+0
In mathematics, the expanded form of a number is defined as the notation. It is the way of writing the numbers to define the individual digit value. When the numbers are written using place value, it will create a new algebraic expression.
2 is in the hundreds place
3 is in the tens place.

Refer to our Texas Go Math Grade 2 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 2 Lesson 2.4 Answer Key Locate Numbers on a Number Line.

Texas Go Math Grade 2 Lesson 2.4 Answer Key Locate Numbers on a Number Line

Explore

Draw points on the number lines for the problem.
Ellie’s number line

Alfredo’s number line

FOR THE TEACHER • Read the problem to children. Ellie and Alfredo each want to draw points for 28 and 63 on their number lines. Where should the points be? Draw and label the points.
Answer:
Ellie number line:

Alfredo number line:

Explanation:
– A number line is a pictorial representation of numbers on a straight line. It’s a reference for comparing and ordering numbers. It can be used to represent any real number that includes every whole number and natural number. Just to recollect, the whole number is a set of numbers that include all counting numbers (1, 2, 3,4,5,6 …….) and zero (0), whereas the natural number is the set of all counting numbers i.e. 1, 2, 3, 4, 5, 6……..
– Writing numbers on a number line make it easier to compare the numbers. From the above figure, we can see that the integers were placed. In that, we have to point out the 28 and 63.
– Check the number line given and how it was divided.
– In the above-given number line we can count by ones and point out the 28 and 63 easily.
– Map the points and highlighted with circle.

Math Talk

Mathematical Processes

Describe how you decided where the points should go on Alfredo’s number line.
Answer: I divided it by 5 parts up to the number 100.
Explanation:
1. Every point of a number line is assumed to correspond to a real number and every real number to a point.
2. The integers are often shown as specially-marked points evenly spaced on the line. Although this image only shows the integers from 0 to 100, the line includes all real numbers, continuing forever in each direction, and also numbers that are between the integers.
3. On the number line, the distance between two points is the unit length if and only if the difference of the represented numbers equals 1. Other choices are possible. It could be equals to 5, 10, and so on…
4. Likewise I divided the intervals and marked the dots.
5. Mapped the numbers with the help of dots and highlighted them with the circle.

Model and Draw

This number line shows counting by tens. What numbers belong at the points?

Answer:

Explanation:
1. Here is a number line between 240 and 340.
2. There are 10 lines dividing the total distance into 10 equal parts.
3. One whole is divided into 10 equal parts.
4. At each new line we are adding 1.
5. The digit after the point increase by 1 each time.
6. Then we have 240, 241, 242, 243, 244, 245, 246, 247, 248, 249, 250, and so on… continues up to 350.
7. Here we counting by 10’s it means we need to add 10 to the 240
240+10=250
250+10=260 and so on…
Draw and label points for the numbers 350 and 500 on this number line.

Answer:

Explanation:
1. The above-given numbers we need to plot 350 and 500
2. The number line has given between 325 and 525.
3. Here I skip count by 25’s to plot the answer.
4. adding 25 to the 325 then we get:
325+25=350
350+25=375
375+25=400
400+25=425
425+25=450
450+25=475
475+25=500
500+25=525.
But the number line didn’t mark all the numbers.
5. Close to the 325, 350 was marked and close to the 525, 500 were marked.
Share and Show

Question 1.
Write numbers for the points on the number line.

Answer:

1. Here is a number line between 610 and 710.
2. There are 10 lines dividing the total distance into 10 equal parts.
3. One whole is divided into 10 equal parts.
4. At each new line we are adding 1.
5. The digit after the point increases by 1 each time.
6. Then we have 610, 611, 612, 613, 614, 615, 616, 617, 618, 619, 620 and so on… continues up to 710.
7. Here we count by 10’s which means we need to add 10 to the 610 then we get: 610+10=610
610+10=620
620+10=630
630+10=640
640+10=650 and so on…
8. Now write the given boxes by adding 10 to every number each time.

Go Math Answer Key Grade 2 Lesson 2.4 Question 2.
Draw and label points for 137 and 240 on the number line.

Answer:

Explanation:
1. Here is a number line between 100 and 300.
2. Here I count by ’40s means adding 40 to the 100 and continuing adding to the next number.
3. 100+40=140
140+40=180
180+40=220
220+40=260
260+40=300
3. The above-given numbers need to plot on the number line. those are 137 and 240
4. I represented the 100, 140, 180, 220, 260, 300 on the number line and choose the intervals between the numbers which are closed to 137 and 240. Mapped the points and highlighted them with circles.

Problem Solving

Question 3.
Write numbers for the points on the number line.

Answer:

Explanation:
1. Here is a number line between 400 and 500
2. There are 10 lines dividing the total distance into 10 equal parts.
3. One whole is divided into 10 equal parts.
4. At each new line we are adding 1.
5. The digit after the point increase by 1 each time.
6. Then we have 410, 411, 412, 413, 414, 415, 416, 417, 418, 419, 420 and so on… continues up to 500.
7. Here we counting by 10’s it means we need to add 10 to the 400 then we get: 400+10=410
410+10=420
420+10=430
430+10=440
440+10=450 and so on…
8. Now write the given boxes by adding 10 to every number each time.

Question 4.
Draw and label points for 220, 258, and 370.

Answer:

Explanation:
1. Here is a number line between 200 and 380.
2. Here I count by ’20s means adding 20 to the 200 and continuing adding to the next number.
3. 200+20=220
220+20=240
240+20=260
260+20=280
280+20=300 and so on.. up to 380.
3. The above-given numbers need to be plotted on the number line. those are 220, 258 and 370
4. Marked the points on the number line and highlighted them with circles.

Go Math Lesson 2.4 Grade 2 Answer Key Question 5.
H.O.T. Multi-Step One of these points is for the number 200. What numbers might the other points be? Label all the points.

Answer:

Explanation:
1. I choose the first box to be kept at 200.
2. From the 200 I count by 10’s and keep numbers in the boxes.
3. Adding 10 to the 200 we get 210.
4. 200+10=210
210+10=220
220+10=230
230+10=240 and so on…

Question 6.
H.O.T. There are points on this number line for the numbers 430, 275, 360, and a mystery number. Label all points with numbers.

Answer: The mystery number is 150

Explanation:
1. here the number line starts at 100 and ends at 500
2. For every number added 50 each time.
3. By keenly observing the point it is the centre of 100 and 200. So it was definitely 150.
4. And the remaining numbers are given 430, 275, 360, and the mystery number which is needed to be found out.
5. Therefore, we can conclude that the mystery number is 150.

Daily Assessment Task

Choose the correct answer.

Question 7.
Record Alex drew this number line. Which is the number for the point on the number line?

(A) 90
(B) 130
(C) 120
Answer: Option B is correct.

Explanation:

1. here the number line starts at 90 and ends at 140
2. We count by 10’s each time to the next number.
Thus, we get:
90+10=100
100+10=110
110+10=120
120+10=130
130+10=140
3. The above-given figure has a point with a black dot which we need to write the number to point.
4. Therefore, continue to add 10 to the next number. Hence the belonging number is 130.

Go Math Answer Key Grade 2 Lesson 2.4 Question 8.
Representations Sandy drew this number line. Which is the number for the point on the number line?

(A) 930
(B) 950
(C) 920
Answer: Option C is correct.

Explanation:

1. here the number line starts at 900 and ends at 950
2. We count by 10’s each time to the next number.
Thus, we get:
900+10=910
910+10=920
920+10=930
930+10=940
940+10=950
3. The above-given figure has point with a black dot which we need to write the belonged number to that point.
4. Therefore, continuing to add 10 to the next number. Hence the belonging number is 920.

Question 9.
TEXAS Test Prep Which is the number for the point on the number line?

(A) 910
(B) 900
(C) 915
Answer: Option A is correct.

Explanation:

1. here the number line starts at 870 and ends at 920
2. We count by 10’s each time to the next number.
Thus, we get:
870+10=880
880+10=890
890+10=900
900+10=910
910+10=920
3. The above-given figure has point with a black dot which we need to write the belonged number to that point.
4. Therefore, continuing to add 10 to the next number. Hence the belonging number is 910.

TAKE HOME ACTIVITY • Ask your child to show how he or she solved an exercise in the lesson.
Answer:

Texas Go Math Grade 2 Lesson 2.4 Homework and Practice Answer Key

Question 1.
Write numbers for the points on the number line.

Answer:

Explanation:
1. Here is a number line between 200 and 300
2. There are 10 lines dividing the total distance into 10 equal parts.
3. One whole is divided into 10 equal parts.
4. At each new line we are adding 1.
5. The digit after the point increase by 1 each time.
6. Then we have 210, 211, 212, 213, 214, 215, 216, 217, 218, 219, 220 and so on… continues up to 300.
7. Here we count by 10’s it means we need to add 10 to the 200 then we get: 200+10=210
210+10=220
220+10=230
230+10=240
240+10=250 and so on…
8. Now write the given boxes by adding 10 to every number each time.

Lesson 2.4 Homework Answer Key Go Math Grade 2 Question 2.
Draw and label points for 310, 348, and 420.

Answer:

Explanation:
1. Here is a number line between 400 and 500
2. There are 10 lines dividing the total distance into 10 equal parts.
3. One whole is divided into 10 equal parts.
4. At each new line we are adding 1.
5. The digit after the point increase by 1 each time.
6. Then we have 310, 311, 312, 313, 314, 315, 316, 317, 318, 319, 320 and so on… continues up to 430.
7. Here we counting by 10’s it means we need to add 10 to the 300 then we get: 300+10=310
310+10=320
320+10=330
330+10=340
340+10=350 and so on…
8. Now write the given boxes by adding 10 to every number each time.
9. Now mark the points and highlight them with circles.

Problem Solving

Solve.

Question 3.
Multi-Step There are points on this number line for the numbers 525, 560, and a mystery number. Label all points with numbers.

Answer: the mystery number is 370

Explanation:
1. here the number line starts at 300 and ends at 600
2. For every number added 50 each time.
3. By keenly observing the point it is the centre of 350 and 400. So it was definitely 370.
4. And the remaining numbers are given 525, 560, and the mystery number which is needed to be found out.
5. Therefore, we can conclude that the mystery number is 370.

Lesson Check

Choose the correct answer.

Question 4.
Which is the number for the point on the number line?

(A) 780
(B) 770
(C) 800
Answer: Option A is correct.

Explanation:

1. Here the number line starts at 700 and ends at 830.
2. We count by 10’s each time to the next number.
Thus, we get:
700+10=710
710+10=720
720+10=730
730+10=740
740+10=750
750+10=760
760+10=770
770+10=780 and so on…
3. The above-given figure has a point with a black dot which we need to write the number to that point.
4. Therefore, continue to add 10 to the next number. Hence the belonging number is 780.

Go Math Grade 2 Lesson 2.4 Homework Answer Key Question 5.
Emma drew this number line. Which is the number for the point on the number line?

(A) 590
(B) 610
(C) 600
Answer: Option C is correct.

Explanation:

1. Here the number line starts at 550 and ends at 600.
2. We count by 10’s each time to the next number.
Thus, we get:
550+10=560
560+10=570
570+10=580
580+10=590
590+10=600
3. The above-given figure has point with a black dot which we need to write the belonged number to that point.
4. Therefore, continuing to add 10 to the next number. Hence the belonging number is 600.

Question 6.
Sandy drew this number line. Which could be the number for the point on the number line?

(A) 840
(B) 900
(C) 810
Answer: Option C is correct.

Explanation:

1. Here the number line starts at 800 and ends at 850.
2. We count by 10’s each time to the next number.
Thus, we get:
800+10=810
810+10=820
820+10=830
830+10=840
840+10=850
3. The above-given figure has point with a black dot which we need to write the belonged number to that point.
4. Therefore, continuing to add 10 to the next number. Hence the belonging number is 810.

Refer to our Texas Go Math Grade 2 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 2 Lesson 3.1 Answer Key Model 4-Digit Numbers.

Texas Go Math Grade 2 Lesson 3.1 Answer Key Model 4-Digit Numbers

Explore

Use blocks. Draw to show your models. Write the numbers.
Aaron ___________
Tasha ___________

FOR THE TEACHER • Read the following problem. Aaron models a number with 4 hundreds, 3 tens, and 7 ones. Tasha models a different number that uses the same three digits.
Answer:
Answer may vary from child to child.
Explanation:
4 hundreds, 3 tens, and 7 ones
The above given numbers are the models of Aaron.
By using the same numbers Tasha can write different model of numbers,
Example;
3 hundreds, 4 tens, and 7 ones
7 hundreds, 3 tens, and 4 ones
3 hundreds, 7 tens, and 4 ones

Math Talk
Mathematical Processes

What is the value of the digit 4 in each number you wrote?
Answer:
The place value of digit 4 in each number is thousandth place.
Explanation:
There are 10 hundreds in 1 thousand.

Model and Draw

There are 10 hundreds in 1 thousand.


Answer: 1,138

Explanation:
There are 10 hundreds in 1 thousand.
There are 10 tens in 100
There are 3 tens in 30 and 8 ones in 8.
So, the number is 1,138

Share and Show

Use blocks. Complete the chart. Write the number.

Question 1.

Answer:1055

Explanation:
There are 10 hundreds in 1 thousand.
There are 5 tens in 50 and 5 ones in 5.
So, the number is 1,055

Question 2.

Answer:1200

Explanation:
There are 10 hundred in 1 thousand.
There are 2 hundreds in 200
So, the number is 1,200

Go Math Lesson 3.1 2nd Grade Answer Key Question 3.

Answer:1147

Explanation:
There are 10 hundreds in 1 thousand.
There is 1 hundred in 100
There are 4 tens in 40 and 7 ones in 7.
So, the number is 1,147

Problem Solving

Use blocks. Complete the chart. Write the number.

Question 4.

Answer:1099

Explanation:
There are 10 hundreds in 1 thousand.
There are 9 tens in 90 and 9 ones in 9.
So, the number is 1,099

Question 5.

Answer:1122

Explanation:
There are 10 hundreds in 1 thousand.
There is 1 hundred in 100
There are 2 tens in 20 and 2 ones in 2.
So, the number is 1,122

Write a number to match the clues. Use blocks if you need to.

Question 6.
H.O.T. My 4-digit number has fewer than 2 thousands. It has no hundreds, tens, or ones. What is my number?

Answer: 1000
Explanation:
1000 is fewer then 2000 and it has no hundreds and no ten and ones.

Go Math Grade 2 Lesson 3.1 Answer Key Question 7.
H.O.T. Multi-Step My number has 1 hundred and 1 thousand. It has double the number of tens as ones. What could my number be?
Answer:1122
Explanation:

Explanation:
There are 10 hundreds in 1 thousand.
There is 1 hundred in 100
There are 2 tens in 20 and 2 ones in 2.
So, the number is 1,122

Question 8.
H.O.T. Cathy wants to model the number 1,100 using only hundreds blocks. How many does she need?
Answer:
She need 11 hundred blocks
Explanation:
There are 10 hundreds in 1 thousand.
There is 1 hundred in 100
So, the number is 1,100

Daily Assessment Task

Choose the correct answer.

Question 9.
Connect Rob writes the number 1,150. Which list of blocks could he use to show this number?
(A) 1 thousand, 1 hundred, 5 tens, and 0 ones
(B) 1 thousand, 5 hundreds, 1 ten, and 0 ones
(C) 0 thousands, 5 hundreds, 1 ten, and 1 one
Answer:
Option (A)
Explanation:
Rob has to use 10 hundreds in 1 thousand block.
1 hundred block in 100
There are 5 ten blocks in 50
So, the number is 1,150

Question 10.
Representations Bree writes a number as I thousand, 8 hundreds, 9 tens, and 7 ones. Which is another way to write her number?
(A) 1,879
(B) 1,798
(C) 1,897
Answer:
Option (C)
Explanation:
In the above the number is represented with place values.
Put all the place values in ascending order to write the number in another form.
So, the number is 1,897

2nd Grade Go Math Lesson 3.1 Answer Key Question 11.
Connect Marita’s number has the digit 7 in the hundreds place. Which of the following could be her number?
(A) 1,287
(B) 1,278
(C) 1,728
Answer:
Option(C)
Explanation:
From the above options,
option C has the digit 7 in the hundreds place.

Question 12.
TEXAS Test Prep Which of these numbers is shown with the model?

(A) 243
(B) 1,143
(C) 1,138
Answer:
Option (B)
Explanation:
The above model,
There are 10 hundreds in 1 thousand.
There is 1 hundred in 100
There are 4 tens in 40 and 3 ones in 3.
So, the number is 1,138

TAKE HOME ACTIVITY • Have your child explain how he or she solved one of the exercises in this lesson.
Answer:
It differs from child learning.
Explanation:
By bringing the concept of blocks one can easily understand the place values and write the numbers.

Texas Go Math Grade 2 Lesson 3.1 Homework and Practice Answer Key

Use blocks. Complete the chart. Write the number.

Question 1.

Answer: 1053

Explanation:
There are 10 hundreds in 1 thousand.
There are 5 tens in 50 and 3 ones in 3.
So, the number is 1,053

Go Math Grade 2 Lesson 3.1 Homework Answer Key Question 2.

Answer: 1178

Explanation:
There are 10 hundreds in 1 thousand.
There is 1 hundred in 100
There are 7 tens in 70 and 8 ones in 8.
So, the number is 1,178

Problem Solving

Write a number to match the clues. Use blocks if you need to.

Question 3.
Ryan wants to model the number 1,200 using only hundreds blocks. How many does he need? Draw or write to explain your answer.
Answer:
She need 12 hundred blocks.

Explanation:
There are 10 hundreds blocks in 1 thousand.
There are 2 hundred blocks in 200.
So, the number is 1,200
He need 12 hundred blocks in all.

Question 4.
Multi-Step My number has 2 hundreds and 1 thousand. It has 4 ones and one more tens blocks than ones blocks. What is my number?
Answer: 1214
Explanation:
There are 10 hundreds in 1 thousand block.
There are 2 hundred blocks in 200
There are 1 tens block in 10 and 4 ones block in 4.
So, the number is 1,122

Lesson Check

Choose the correct answer.

Question 5.
What is the number?

(A) 146
(B) 1,046
(C) 461
Answer:
Option (B)
Explanation:
There are 10 hundreds blocks in 1 thousand.
There are 4 tens block in 40 and 6 ones block in 6.
So, the number is 1,046

Go Math Practice and Homework Lesson 3.1 Answers 2nd Grade Question 6.
Dena models a number. Her number has a 5 in the tens place. Which of the following could be her number?
(A) 1,153
(B) 571
(C) 1,095
Answer:
Option (A)
Explanation:
From the above options, option B is correct as it has 5 in tens place.
Question 7.
Shown writes a number as 1 thousand, 1 hundred, 3 tens. and 9 ones. Which is another way to write his number?
(A) 1,193
(B) 1,039
(C) 1,139
Answer:
Option (C)
Explanation:
In the above the number is represented with place values.
Put all the place values in ascending order to write the number in another form.
So, the number is 1,139

Go Math 2nd Grade Practice and Homework Lesson 3.1 Answer Key Question 8.
Brenda writes the number 1,052 on a card. Which is another way to write Brenda’s number?
(A) 1 thousand, 0 hundreds, 2 tens, and 5 ones
(B) 1 thousand, 0 hundreds, 5 tens, and 2 ones
(C) 1 thousand, 0 hundreds, 2 tens, and 5 ones
Answer:
Option (B)
Explanation:
By writing the given number with place values in expanded form.
So, we can write as 1 thousand, 0 hundreds, 5 tens, and 2 ones.

Refer to our Texas Go Math Grade 2 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 2 Lesson 3.3 Answer Key Build Numbers in Different Ways.

Texas Go Math Grade 2 Lesson 3.3 Answer Key Build Numbers in Different Ways

Explore

Draw quick pictures to solve. Write how many 1 hundreds, tens, and ones.
__________ hundred _________ tens ____________ ones
__________ hundred _________ tens ____________ ones

FOR THE TEACHER • Read this problem to children. Mrs. Walters wants to buy exactly 275 oranges for a community project. She can buy oranges in boxes of 100, bags of 10, and as single oranges. What are two different ways she can buy the oranges?
Answer: 275

Explanation:
2 hundred 7 tens 5 ones
oranges in 2 boxes of 100, 7 bags of 10, and as 5 single oranges
200 + 70 + 5 = 275
Math Talk
Mathematical Processes

Describe another way to show the number.
Answer:
200 + 70 + 5 or 275
Explanation:
2 hundreds + 7 tens + 5 ones = 275
20 tens + 7 tens + 5 ones 275

Model and Draw

Here are two different ways that show the same number

__________thousands + __________ hundreds + __________tens + __________ones

__________thousands + __________ hundreds + __________tens + __________ones
The number is __________.
Answer: 1,038
Explanation:

Share and Show

Use blocks to show the same number a different way. Draw a quick picture of your model. Write the numbers.

Question 1.

__________thousands + __________ hundreds + __________tens + __________ones
__________thousands + __________ hundreds + __________tens + __________ones
The number is __________thousands.
Answer: 1,025
Explanation:
10 hundreds is 1 thousand
1 thousands + 0 hundreds + 2 tens + 5 ones
1 thousands + 2 tens + 5 ones
So, the number is 1,025.

Go Math Grade 2 Lesson 3.3 Answer Key Question 2.

__________thousands + __________ hundreds + __________tens + __________ones
__________thousands + __________ hundreds + __________tens + __________ones
The number is __________.
Answer: 1,146
Explanation:
The above blocks in the question represents
1 thousands + 1 hundreds + 4 tens + 6 ones
As 1 thousand is 10 hundreds and 1 hundred is 10 tens
So, the number is 1,146.

Problem Solving

Use blocks to show the same number in two other ways. Draw quick pictures. Write the number.

Question 3.

__________thousands + __________ hundreds + __________tens + __________ones
__________thousands + __________ hundreds + __________tens + __________ones
__________thousands + __________ hundreds + __________tens + __________ones
__________thousands + __________ hundreds + __________tens + __________ones
The number is __________.
Answer: 1,032
Explanation:
The above blocks in the question represents
1 thousands  + 3 tens + 2 ones
10 hundreds + 3 tens + 2 ones ( 1 thousand is 10 hundreds)
10 hundreds are arranged in 2two 5 hundreds
5 hundreds + 5 hundreds + 3 tens + 2 once
So, the number is 1032.

Solve. Write or draw to explain.

Question 4.
H.O.T. I have 10 hundreds blocks, 10 tens blocks, and 10 ones blocks. I use all my blocks to make a number. What is my number?

Answer: 1,110
Explanation:
I have 10 hundreds blocks, 10 tens blocks, and 10 ones blocks.
10 hundreds +10 tens + 10 ones
Use all the blocks to make a number
1,000 + 100 + 10 = 1,110

Go Math Answer Key Grade 2 Lesson 3.3 Question 5.
H.O.T. Multi-Step I have 9 hundreds blocks, 3 tens blocks, and 4 ones blocks. I get 5 more tens blocks and 2 more hundreds blocks. I use all my blocks to make a number. What is my number?
Answer: 1,184
Explanation:
I have 9 hundreds blocks, 3 tens blocks, and 4 ones blocks.
9 hundreds + 3 tens + 4 ones = 934
I get 5 more tens blocks and 2 more hundreds blocks.
2 hundreds + 5 tens = 250
total blocks arranged together
934 + 250 =1,184

Daily Assessment Task

Choose the correct answer.

Question 6.
Representations Wendy modeled a number with 10 hundreds blocks and 11 tens blocks. What number did she model?
(A) 1,110
(B) 1,011
(C) 111
Answer:
Option (A)
Explanation:
10 hundreds is 1 thousand,
10 tens is 1 hundred.
10 hundreds + 11 tens =
= 1000 +110
= 1,110

Question 7.
Use blocks to show the same number in a different way. Draw o quick picture of your model. Write the number.

__________thousands + __________ hundreds + __________tens + __________ones
__________thousands + __________ hundreds + __________tens + __________ones
The number is __________.
Answer: 1,125
Explanation:
Ten hundred is 1 thousand, 10 tens is 1 hundred
1 thousands + 1 hundreds + 1 tens + 15 ones
1 thousands + 1 hundreds + 2 tens + 5 ones
So, the number is 1,125

Lesson 3.3 Answer Key Go Math Grade 2 Question 8.
TEXAS Test Prep Which shows the same number?

(A) 1,063
(B) 1,163
(C) 1,073
Answer: Option (B)
Explanation:
The given blocks represent,
11 hundreds and 6 tens and 3 ones
= 1,163

TAKE HOME ACTIVITY • Have your child explain how he or she solved one of the exercises in this lesson.
Answer:

Texas Go Math Grade 2 Lesson 3.3 Homework and Practice Answer Key

Use blocks to show the same number a different way. Draw a quick picture of your model. Write the numbers.

Question 1.

__________thousands + __________ hundreds + __________tens + __________ones
__________thousands + __________ hundreds + __________tens + __________ones
The number is __________.
Answer: 1,039
Explanation:
1 thousands + 3 tens + 9 ones
10 hundreds + 39 ones
So, the number is 1,039.

Go Math Grade 2 Lesson 3.3 Homework Answer Key Question 2.

__________thousands + __________ hundreds + __________tens + __________ones
__________thousands + __________ hundreds + __________tens + __________ones
The number is __________.
Answer: 1,157
Explanation:
1 thousands + 1 hundred + 5 tens + 7 ones
11 hundreds + 57 ones
So, the number is 1,157.

Problem Solving

Solve.

Question 3.
Multi-Step I have 7 hundreds blocks, 4 tens blocks, and 5 ones blocks. I get 2 more tens blocks, and 3 more hundreds blocks. I use all my blocks to make a number. What is my number?
Answer: 1,065
Explanation:
7 hundreds + 4 tens + 5 ones = 745
3 hundreds + 2 tens = 320
total
745 + 320 =1,065

Lesson Check

Choose the correct answer.

Question 4.
Which shows the same number?

(A) 1,032
(B) 132
(C) 1,123
Answer:
Option (A)
Explanation:
The given picture has 2 sets of 5 hundred blocks
500 + 500 + 30 + 2
10 hundred blocks is 1 thousand
= 1000 + 30 + 2 = 1,032

Go Math Grade 2 Practice and Homework Lesson 3.3 Answer Key Question 5.
Ken is modeling the number 1,172. He does not use any thousands. How many hundreds will he use?
(A) 11
(B) 7
(C) 20
Answer:
Option (A)
Explanation:
1,172 is a four digit number 1000 + 100 = 1100
it means 11 hundreds are used by Ken,
as ten hundreds is equal to 1 thousand.

Question 6.
Lena uses red blocks to show 0 thousands,10 hundreds, 0 tens, 36 ones.
She uses blue blocks to show 1 thousand, 1 hundred, 3 tens, 6 ones.
She uses yellow blocks to show 1 thousand, 13 tens, 6 ones.
Which color blocks show the same number?
(A) red blocks and blue blocks
(B) blue blocks and yellow blocks
(C) red blocks and yellow blocks
Answer:
Option (B)
Explanation:
By comparing all the color blocks,
blue and yellow blocks are same,
as blue block has 1 thousand, 1 hundred, 3 tens, 6 ones = 1,136
as yellow blocks to show 1 thousand, 13 tens, 6 ones = 1,136

Refer to our Texas Go Math Grade 2 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 2 Lesson 3.4 Answer Key Compare and Order Numbers.

Texas Go Math Grade 2 Lesson 3.4 Answer Key Compare and Order Numbers

Explore

Draw quick pictures to model the problem. Then solve.

The least number of people went to the fair on ___________.
The greatest number of people went to the fair on _________.

FOR THE TEACHER • Read the problem. On Friday, 823 people went to the fair. On Saturday, 831 people went to the fair. On Sunday. 649 people went to the fair. On which day were the least number of people at the fair? On which day were the greatest number of people at the fair?
Answer:
The least number of people went to the fair on Sunday.
The greatest number of people went to the fair on Saturday.

Explanation:
From the above data On Friday, 823 people went to the fair.
On Saturday, 831 people went to the fair.
On Sunday, 649 people went to the fair.
By comparing the 3 days data Sunday is the least number of people at the fair and
Friday were the greatest number of people at the fair.

Math Talk
Mathematical Processes

Explain how you compared to find the least and greatest numbers.
Answer:
Place value is compared to find the least and greatest numbers.
We consider a number greatest by arranging the given digits in descending order and similarly we consider a number least by arranging the digits in ascending order.

Model and Draw

Answer:

Explanation:
We consider a number greatest by arranging the given digits in descending order and similarly we consider a number least by arranging the digits in ascending order.
Place value is compared to find the least and greatest numbers.

Share and Show

Compare the digits. Write the numbers in order.

Question 1.

Answer:

Explanation:
We consider a number greatest by arranging the given digits in descending order and similarly, we consider a number least by arranging the digits in ascending order.
Place value is compared to find the least and greatest numbers.

Go Math Lesson 3.4 2nd Grade Answer Key Question 2.

Answer:

Explanation:
When we compare numbers, check if both the numbers are having the same number of digits. If a number has more digits, then it is greater than the other number.
when two numbers have the same number of digits,
we need to check the digit at the leftmost place, whichever is greater.
But if the left-most digit of both the numbers is the same,
then we need to check with the second left-most digit or so on.
Thus, in this way, we can find the greater or smaller number.

Question 3.

Answer:

Explanation:
When we compare numbers, check if both the numbers are having the same number of digits. If a number has more digits, then it is greater than the other number.
when two numbers are having the same number of digits,
we need to check the digit at the leftmost place, whichever is greater.
But if the left-most digit of both the numbers is the same,
then we need to check with the second left-most digit or so on.
Thus, in this way, we can find the greater or smaller number.

Problem Solving

Compare the digits. Write the numbers in order.

Question 4.

Answer:

Explanation:
When we compare numbers, check if both the numbers are having the same number of digits. If a number has more digits, then it is greater than the other number.
when two numbers have the same number of digits,
we need to check the digit at the leftmost place, whichever is greater.
But if the left-most digit of both the numbers is the same,
then we need to check with the second left-most digit or so on.
Thus, in this way, we can find the greater or smaller number.

Texas Go Math Grade 2 Lesson 3.4 Answer Key Question 5.

Answer:

Explanation:
When we compare numbers, check if both the numbers are having the same number of digits. If a number has more digits, then it is greater than the other number.
when two numbers are having the same number of digits,
we need to check the digit at the leftmost place, whichever is greater.
But if the left-most digit of both the numbers is the same,
then we need to check with the second left-most digit or so on.
Thus, in this way, we can find the greater or smaller number.

Use the numbers in the box to complete the sentences.

Question 6.
___________ is greater than 1,100.
Answer: 1,103
1,103 is greater than 1,100.
Explanation:
Arrange the above given numbers in ascending or descending order,
according to their place values, then we know 1,103 is greater than 1,100.

Question 7.
981 is less than _________.
Answer: 1,047
981 is less than 1,047
Explanation:
When we compare numbers, check if both the numbers are having the same number of digits. If a number has more digits, then it is greater than the other number.
Question 8.
1,000 is greater than ___________.
Answer: 850
1,000 is greater than 850
Explanation:
When we compare numbers, check if both the numbers are having the same number of digits. If a number has more digits, then it is greater than the other number.

Lesson 3.4 Answer Key Go Math 2nd Grade Question 9.
H.O.T. At 3 schools, there are 972 students, 1,014 students, and 1,050 students. Write the numbers in order from greatest to least.

Answer:

Explanation:
Arrange 3 school students data in ascending or descending order.
When we compare numbers, check if both the numbers are having the same number of digits. If a number has more digits, then it is greater than the other number.
when two numbers are having the same number of digits,
we need to check the digit at the leftmost place, whichever is greater.
But if the left-most digit of both the numbers is the same,
then we need to check with the second left-most digit or so on.
Thus, in this way, we can find the greater or smaller number.

Question 10.
Multi-Step The number of shells Mary has is less than 1,034 but greater than 998.

How many shells might she have?
_________ shells
Answer: 1,000 shells
Explanation:
By comparing the greatest and smallest numbers,
Mary has 1,000 shells, because 1,000 is less than 1,034 but greater than 998.

Daily Assessment Task

Choose the correct answer.

Question 11.
Analyze At a coral reef, scientists counted 952 clownfish and some other fish.

Which of the following is true?
(A) There were more clownfish than rabbitfish.
(B) There were more clownfish than parrotfish.
(C) There were more lionfish than clownfish.
Answer:
Option (B)
Explanation:
Number of clownfish = 952
Number of parrotfish = 912
Compare both the fishes according to their place values
952 > 912
Hence, There were more clownfish than parrotfish. statement is true.

Question 12.
Reasoning There are 874 white shells on the beach. There are fewer pink shells than white shells. How many pink shells could there be?
(A) 1,000
(B) 714
(C) 941
Answer:
Option (B)
Explanation:
874 white shells
From the above options 1,000 and 941 are greater than 714
So, 714 pink shells on the beach,
but 714 pink shells are less than 874 white shells.
874 > 714
Go Math Grade 2 Lesson 3.4 Answer Key Question 13.
TEXAS Test Prep Which could be the unknown number?
741 < 1,062 < __________
(A) 1,029
(B) 1,068
(C) 895
Answer:
Option (B)
Explanation:
From the above options 1,068 is the unknown number.
As, the other numbers 1,029 and 895 are less than 1,062.
741 < 1,062 < 1,068

TAKE HOME ACTIVITY • Have your child explain how he or she solved one of the exercises in the lesson.
Answer:
Yes, by using effective problem solving techniques with concepts will help children doing with interest all exercises in the lesson.

Texas Go Math Grade 2 Lesson 3.4 Homework and Practice Answer Key

Compare the digits. Write the numbers in order.

Question 1.

Answer:

Explanation:
When we compare numbers, check if both the numbers are having the same number of digits. If a number has more digits, then it is greater than the other number.
when two numbers are having the same number of digits,
we need to check the digit at the leftmost place, whichever is greater.
But if the left-most digit of both the numbers is the same,
then we need to check with the second left-most digit or so on.
Thus, in this way, we can find the greater or smaller number.

Use the numbers in the box to complete the sentences.

Question 2.
1,061 is less than __________.
Answer: 1,074
1,061 is less than 1,074
Explanation:
Arrange the above given numbers in ascending or descending order,
according to their place values and compare with the given number in the problem.
So, 1,061 is less than 1,074.

Question 3.
1,000 is greater than __________.
Answer: 960
1,000 is greater than 960
Explanation:
Arrange the above given numbers in ascending or descending order,
according to their place values and compare with the given number in the problem.
So, 1,103 is greater than 1,100.

Question 4.
________ is greater than 1,000.
Answer: 1,074
1074 is greater than 1,000.
Explanation:
Arrange the above given numbers in ascending or descending order,
according to their place values and compare with the given number in the problem.
So, 1,074 is greater than 1,000.

Problem Solving

Solve the problem.

Question 5.
Multi-Step The number of stickers Robert has is less than 1,145 but greater than 1,100. How many stickers might he have?
Answer: 1,120
Explanation:
The number of stickers Robert has is less than 1,145 but greater than 1,100.
1,100 < 1,120 < 1,145
So, 1,120 stickers might Robert have.

Lesson Check

Choose the correct answer.

Question 6.
Which could be the unknown number?
541 < 1,074 < __________
(A) 378
(B) 1,088
(C) 1,056
Answer:
Option (B)
Explanation:
From the above options, 1,088 is the unknown number.
As the other numbers 1,056 and 378 are less than 1,088.
So, after 1,074 we get 1,088.
541 < 1,074 < 1,088

Go Math Answer Key Grade 2 Comparing and Ordering Real Numbers Question 7.
There are 475 red crayons in a bucket. There are fewer green crayons than red crayons. How many green crayons could there be?
(A) 461
(B) 1,000
(C) 525
Answer:
Option (A)
Explanation:
There are 475 red crayons in a bucket.
There are fewer green crayons than red crayons.
So, from the above options, 461 is less than 475.
461 < 475

Question 8.
There are 962 small paper clips. There are more large paper clips than small paper clips. How many large paper clips could there be?
(A) 759
(B) 800
(C) 1,130
Answer:
Option(C)
Explanation:
There are 962 small paper clips.
There are more large paper clips than small paper clips.
So, from the above options, 1,130 is greater than 962.
962 < 1,130

Question 9.
The chart shows the number of crayons in a bin.

Which of the following is true?
(A) There are more blue crayons than green crayons
(B) There are more yellow crayons than red crayons.
(C) There are more green crayons than red crayons.
Answer:
Option (A)
Explanation:
Number of blue crayons = 1,075
Number of green crayons = 1,025
By comparing the above chart there are more blue crayons than green crayons.
So, the statement is true.

Refer to our Texas Go Math Grade 2 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 2 Module 1 Assessment Answer Key.

Texas Go Math Grade 2 Module 1 Assessment Answer Key

Concepts and Skills

Write the number. (TEKS 2.2.B)

Question 1.
six hundred forty-seven
Answer: 647
Explanation:
The word form is given, we need to write the number form.

6 is in the hundreds place
4 is in the tens place
7 is in the one’s place.
This can be written in expanded form:
600+40+7=647

Go Math Grade 2 Module 1 Assessment Answer Key Question 2.
nine hundred twenty-one
Answer: 921

9 is in the hundreds place
2 is in the tens place
1 is in the one’s place.
This can be written as in expanded form:
900+20+1=921

Write the number using words.

Question 3.
562
Answer: Five hundred sixty-two
Explanation:

Note: Learn to write numbers from 1 to 9. This is where it all starts. Learn these, and the rest gets much easier:
1. Understanding the place values: We can tell what each digit in a number means based on where it is.
2. Write the last two digits at the end of the number. This part is just like writing a normal two-digit number.
– 562: Start with just the 62 at the end. Write this as sixty-two
3. Write the hundreds place. The next digit is the hundreds place. This is an easy one. Just write the number in that place, then add the word “hundred.” Write this in front of your number.
– In 506, the 5 is in the hundreds place. Write this as five hundred.
4. Now we have five hundred sixty-two.

Question 4.
Draw and label points to show where 25 and 61 belong. (TEKS 2.2.E)

Answer:

To make a number line or to plot a number on it, follow the steps given below:
1. Step 1: Draw a horizontal line with arrows on both ends. [You can also draw a vertical number line]
2. Step 2: Choose a scale depending on the given number. For example, if you have to plot 5, then you can choose a scale of 1. If you have to plot 50, you can choose a scale of either 5, 10, or 25. [Determining an appropriate scale depends on the factors of the given number]
3. Step 3: Mark the points at equal intervals. So, if you have chosen 10 as the scale, then mark 10, 20, 30, 40, and so on.
4. Step 4: Locate the given number. Highlight that point with a circle.

Go Math Grade 2 End of Module 1 Assessment Question 5.
Write how many hundreds, tens, and ones are shown. Then use blocks. Draw and write another way to show the number. (TEKS 2.2.A)
123

Answer:

Explanation:
First representation:
There is 1 block of hundreds which is equivalent to each block being 100.
There are 2 ten blocks which are equivalent to each block being 10
There are 3 ones of blocks which is equivalent to each block being 1
The total marbles are 1*100=100
2*10=20
3*1=3
Therefore, the total marble is 100+20+3.
the total:123
Second representation:
There are 1 block of hundreds which is equivalent to each block being 100.
There are 1 ten of blocks which are equivalent to each block is 10
There are 13 ones of block which is equivalent to each block is 1
The total marbles are 1*100=100
1*10=10
13*1=13
Therefore, the total marble is 100+10+13
the total:123.

Fill in the bubble for the correct answer choice.

Question 6.
There are four hundred twelve pennies in a jar. Which shows this number?

(A) 400
(B) 420
(C) 412
Answer: Option C is correct.

Explanation:
The number of pennies in a jar=412.
The word form is given. Now we have to write in the number form.
4 is in the hundreds place
1 is in the tens place
2 is in the one’s place.

Go Math Assessment Guide Grade 2 Pdf Module 1 Question 7.
There are 10 crackers on each plate. There are 16 plates in all. How many crackers are there? (TEKS 2.2.A)

(A) 160
(B) 116
(C) 206
Answer: Option A is correct.

Explanation:
The number of crackers in each plate=10
The number of crackers in all=16
The total number of crackers=16*10=160
Therefore, there are 160 crackers.

Question 8.
Ben draws a point on the number line. Which number belongs at the point? (TEKS 2.2.F)

(A) 67
(B) 65
(C) 70
Answer: Option B is correct.


To make a number line or to plot a number on it, follow the steps given below:
1. Step 1: Draw a horizontal line with arrows on both ends. [You can also draw a vertical number line]
2. Step 2: Choose a scale depending on the given number. For example, if you have to plot 5, then you can choose a scale of 1. If you have to plot 50, you can choose a scale of either 5, 10, or 25. [Determining an appropriate scale depends on the factors of the given number]
3. Step 3: Mark the points at equal intervals. So, if you have chosen 1 as the scale, then mark 60, 61, 62, 63, 64, and so on.
4. Step 4: Locate the given number. Highlight that point with a circle.

Go Math Grade 2 Module 1 End of Module Assessment Answer Key Question 9.
Tammy has 237 marbles. Which is another way to show this number? (TEKS 2.2.B)

(A) 200 + 70 + 3
(B) 200 + 30 + 7
(C) 700 + 30 + 2
Answer: Option B is correct

Explanation:
Another way we had written in expanded form:
In mathematics, the expanded form of a number is defined as the notation. It is the way of writing the numbers to define the individual digit value. When the numbers are written using place value, it will create a new algebraic expression.
The expanded form of the number 237 is 200+30+7.

Refer to our Texas Go Math Grade 2 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 2 Lesson 1.7 Answer Key Different Ways to Show Numbers.

Texas Go Math Grade 2 Lesson 1.7 Answer Key Different Ways to Show Numbers

Explore

Draw quick pictures to solve. Write how many tens and ones.
___________ tens ___________ ones

___________ tens ___________ ones

FOR THE TEACHER • Read this problem to children. Mrs. Peabody has 35 books on a cart to take to classrooms. She can use boxes that each hold 10 books and she can also place single books on the cart. What are two different ways she can put the books on the cart?
Answer:
3 tens 5 one’s
0 tens 35 one’s
Explanation:

First representation:
There are 3 tens of books which are equivalent to each block is 10
There are 5 ones of books which is equivalent to each block is 1
The total books in a cart: 30+5
3*10=30
5*1=5
Therefore, the total marble is 100+40+8.
the total:148
Second representation:
There are 0 ten of books which are equivalent to each block is 10
There are 35 ones of books which is equivalent to each block is 1
The total marbles are 0*10=0
35*1=35
Therefore, the total marble is 0+35
the total:35.

Math Talk
Mathematical Processes

Describe how you found different ways 35 books.
Answer: Place value.
Place value in Maths describes the position or place of a digit in a number. Each digit has a place in a number. When we represent the number in general form the position of each digit will be expanded. Those positions start from a unit place or we also call it one’s position. The order of place value of digits of a number of right to left is units, tens, hundreds, thousands, ten thousand, a hundred thousand, and so on.
We placed digits in different ways in place values.

Model and Draw

Here are two ways to show 148.

Answer:

Explanation:
First representation:
There is 1 block of hundreds which is equivalent to each block being 100.
There are 4 ten of blocks which are equivalent to each block is 10
There are 8 ones of block which is equivalent to each block is 1
The total marbles are 1*100=100
4*10=40
8*1=8
Therefore, the total marble is 100+40+8.
the total:148
Second representation:
There are 0 block of hundreds which is equivalent to each block being 100.
There are 14 ten blocks which are equivalent to each block is 10
There are 8 ones of blocks which is equivalent to each block is 1
The total marbles are 0*100=0
14*10=140
8*1=8
Therefore, the total marble is 0+140+8
the total:148.

Share and Show

Write how many hundreds, tens, and ones are shown. Then use blocks. Draw and write another way to show the number.

Go Math Grade 2 Answer Key Chapter 1 Lesson 1.7 Question 1.
213

Answer:

Explanation:
First representation:
There is 2 block of hundreds which is equivalent to each block being 100.
There are 1 ten of blocks which are equivalent to each block is 10
There are 3 ones of block which is equivalent to each block is 1
The total marbles are 2*100=200
1*10=10
3*1=3
Therefore, the total marble is 200+10+3.
the total:213
Second representation:
There are 2 block of hundreds which is equivalent to each block being 100.
There are 0 ten of blocks which are equivalent to each block is 10
There are 13 ones of block which is equivalent to each block is 1
The total marbles are 2*100=200
0*10=0
13*1=13
Therefore, the total marble is 200+0+13.
the total:213.

Problem Solving

Question 2.

Answer: 132

Explanation:
First representation:
There is 1 block of hundreds which is equivalent to each block being 100.
There are 2 ten of blocks which are equivalent to each block is 10
There are 12 ones of block which is equivalent to each block is 1
The total marbles are 1*100=100
2*10=20
12*1=12
Therefore, the total marble is 100+20+12.
the total:.
Second representation:
There are 1 block of hundreds which is equivalent to each block being 100.
There are 1 ten of blocks which are equivalent to each block is 10
There are 22 ones of block which is equivalent to each block is 1
The total marbles are 1*100=100
1*10=10
22*1=22
Therefore, the total marble is 100+10+22.
the total:132.

Problem-Solving

Write how many hundreds, tens, and ones are shown. Then use blocks. Draw and write another way to show the number.

Go Math Grade 2 Different Ways To Show Numbers Question 3.
144

Answer:

First representation:
There is 1 block of hundreds which is equivalent to each block being 100.
There are 4 ten of blocks which are equivalent to each block is 10
There are 4 ones of block which is equivalent to each block is 1
The total marbles are 1*100=100
4*10=40
4*1=4
Therefore, the total marble is 100+40+4.
the total:144.
Second representation:
There are 1 block of hundreds which is equivalent to each block being 100.
There are 3 ten of blocks which are equivalent to each block is 10
There are 14 ones of block which is equivalent to each block is 1
The total marbles are 1*100=100
3*10=30
14*1=14
Therefore, the total marble is 100+30+14.
the total:144.

Marbles are sold in boxes, in bags, or as single marbles. Each box has 10 bags of marbles in it. Each bag has 10 marbles in it.

Question 4.
H.O.T. Draw pictures to show two ways to buy 324 marbles.

Answer:
First representation:


There are 3 blocks of hundreds which is equivalent to each block being 100.
There are 2 ten of blocks which are equivalent to each block is 10
There are 4 ones of block which is equivalent to each block is 1
The total marbles are 3*100=300
2*10=20
4*1=4
Therefore, the total marbles 300+20+4.
the total:324.
second representation:

There are 3 blocks of hundreds which is equivalent to each block being 100.
There are 1 ten of blocks which are equivalent to each block is 10
There are 14 ones of block which is equivalent to each block is 1
The total marbles are 3*100=300
1*10=10
14*1=14
Therefore, the total marbles 300+20+4.
the total:324.

Go Math Grade 2 Subtract Whole Numbers Lesson 1.7 Answer Key Question 5.
H.O.T. Multi-Step There is only one box of marbles in the store. There are many bags of marbles and single marbles. Draw a picture to show a way to buy 312 marbles.
Answer:

There are 3 blocks of hundreds which is equivalent to each block being 100.
There are 1 ten of blocks which are equivalent to each block is 10
There are 2 ones of block which is equivalent to each block is 1
The total marbles are 3*100=300
1*10=10
1*2=2
Therefore, the total marbles 300+10+2=312.

Daily Assessment Task

Choose the correct answer.

Question 6.
Multi-Step Minnie has 220 pennies. She already filled these bags. How m more bags of 10 pennies can she fill?

(A) 2 more bags of 10 pennies
(B) 1 more bag of 10 pennies
(C) 3 more bags of 10 pennies
Answer: Option C is correct.

3 more bags of 10 pennies means 3*10=30
Already one hundred bags are given and 9 tens bags are given
1*100=100
9*10=90
Total:100+90=190.
We need to find out the number of more bags needed to get 220 pennies. Assume it as X.
Subtract 220 and 190 then we get the needed bags.
X=220-190
X=30.
Therefore, this can be written as 3 more bags of 10 pennies are needed.
30=3*10.

Question 7.
Representations Write how many hundreds, tens, and ones are shown. Then use blocks. Draw and write another way to show the number.
238

Answer:

Explanation:
Here we placed another representation having 2 100’s and 3 10’s and then 8 1’s.
The place value of 238 is:
2 is in the hundreds place
3 is in the tens place
8 is in the one’s place
The word form of 238 is two hundred thirty-eight.

Go Math 2nd Grade Lesson 1.7 Answer Key Question 8.
TEXAS Test Prep What number is shown with these blocks?

(A) 317
(B) 342
(C) 327
Answer: Option C is correct.

There are 3 blocks of hundreds which is equivalent to each block 100.
There is 1 block of tens which is equivalent to each block 10.
There are 17 ones that are equivalent to each block 1.
It was clearly representing that:
3 is in the hundreds place
1 in the tens place
17 is in the one’s place.
The total blocks:300+10+17
The total blocks:327.

TAKE HOME ACTIVITY • Write the number I56. Have your child draw quick pictures to show this number two ways.
Answer:

We can write numbers in different ways such as expanded form, word form, standard form, pictorial representation, and place values.
Now 156 can be written in expanded form:
100+50+6.
The place value can be written as:
1 is in the hundreds place
5 is in the tens place
6 is in the one’s place.
The word form is one hundred fifty-six.

Refer to our Texas Go Math Grade 2 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 2 Lesson 2.2 Answer Key Compare Numbers.

Texas Go Math Grade 2 Lesson 2.2 Answer Key Compare Numbers

Explore

Draw quick pictures to solve the problems. Then complete the sentences.
More ____________ were at the zoo.
Fewer ____________ were at the park.

FOR THE TEACHER: Read the following problem and have children draw quick pictures to compare the numbers. There were 82 butterflies and 86 birds at the zoo. Were there more butterflies or more birds? Repeat for the following problem: There were 47 water fountains at the park and 92 benches at the park. Were there fewer benches or fewer water fountains?
Answer:
More birds were at the zoo
Fewer water fountains at the park.
Explanation:
The number of butterflies at the zoo=82
The number of birds at the zoo=86
Now comparing the butterflies and birds each other:
When we have two numbers or quantities to compare, then we use three basic symbols, they are:
1. Equal to (=)
2. Greater than symbol (>)
3. less than symbol (<).
Birds are greater than butterflies.
Birds < butterflies.
Therefore, more birds are there in a zoo compared to butterflies.
The number of water fountains in a park=47
The number of benches at the park=92
Now comparing both;
water fountains are lesser than benches.
water fountains<benches.

Math Talk
Mathematical Processes

Explain how you compared the numbers in the first problem.
Answer:
For comparing numbers there are some basic rules we need to learn:
When we have two numbers or quantities to compare, then we use three basic symbols, they are:
1. Equal to (=)
2. Greater than symbol (>)
3. less than symbol (<).
Here we need to compare the numbers. There are certain rules, based on which it becomes easier to compare numbers. These rules are:
– Numbers with more digits
– Numbers starting with a larger digit
Rule 1: Number with more digits
When we compare numbers, then check if both the numbers are having the same number of digits or not. If a number has more digits, then it is greater than the other number.
For example:
– Two-digit numbers are greater than single-digit numbers
– Three-digit numbers are greater than two-digit numbers and so on…
Rule 2: Numbers starting with a greater digit
This rule is applicable when two numbers are having the same number of digits. In such cases, we need to check the digit at the leftmost place, whichever is greater. Therefore, the number with a greater digit at the leftmost place of the number is greater than the other number.
For example, take the number of birds and butterflies.
birds=86
butterflies=82
86>82 [ 86 is greater than 82]
82<86 [82 is less than 86]
Thus, in the above examples, we can see that, when we compare the two numbers, though the number of digits is the same, one number is greater than/less than the other number.
This is how we differentiate and compare the numbers.

Model and Draw

Use place value to compare numbers. Start by looking at the digits in the greatest place value position first.

Answer:

Explanation:
Here we need to compare the place values:
In the first diagram,
there are two numbers: 483 and 570
In the number 483,
4 is in the hundreds place
8 is in the tens place
3 is in the one’s place.
In the number 570,
5 is in the hundreds place
7 is in the tens place
0 is in the ones.
Now compare all the places:
First, compare the hundreds of places:
In the hundreds place, 4 and 5 numbers are there:
4 is less than the 5 (4<5)
Now compare tens place :
In the tens place, 8 and 7 are there:
8 is greater than the 7 (8>7)
In the one’s place, 3 and 0 are there:
3 is greater than 0 (3>0).
Likewise, we need to write for 352 and 346.
Compare hundreds, tens and ones place.
3 and 3 are equal (3=3)
5 and 4: 5 is greater than 4 (5>4)
2 and 6: 2 is less than 6 (2>6)

Share and Show

Compare the numbers. Write Is greater than, is less than, or ¡s equal to. Write>, <,or =.

Question 1.

Answer: greater than (>).

Explanation:
By comparing two numbers 239 and 179:
239 is greater than 179.
Fact: In mathematics, the greater than symbol is a basic mathematical symbol that is used to represent the inequality between two values. The symbol used to represent the greater than inequality is “ > “. This is the universally adopted math symbol of two equal-length strokes joining in the acute angle at the right.
The typical use of the greater than symbol is to compare two values in which the first number is greater than the second number or one value is greater than the other one. The greater than symbol is an approximation of a closing angle bracket. We can see its huge application in descending order, where the arrangement from the largest number to the smallest number is done using greater than a symbol.

Go Math Lesson 2.2 2nd Grade Answers Question 2.

Answer:

Explanation:
By comparing two numbers 435 and 437
435 is less than 437.
Fact: In Mathematics, the less-than symbol is a fundamental Mathematical symbol that describes the inequality between two values. There are different symbols in Maths, which are used to perform different arithmetic operations, hold some constant values, as well as used to compare the quantities with the help of equality and inequality symbols.
The Less-than symbol is to compare two values in which the first number is less than the second number, such as in ascending order. The less than symbol is an approximation of the opening angle bracket. The symbol used to represent the less than inequality is “< “. Less than sign is a universally adopted math symbol of two equal measure strokes that meet in the acute angle at the left.

Question 3.

Answer: greater than

Explanation:
By comparing two numbers 764 and 674
Here we apply rule 2:
Rule 2: Numbers starting with a greater digit
This rule is applicable when two numbers are having the same number of digits. In such cases, we need to check the digit at the leftmost place, whichever is greater. Therefore, the number with a greater digit at the leftmost place of the number is greater than the other number.
Applying by above rule now we compare the numbers:
764 and 674: 764 is greater than 674.
The left side digit is greater than the other side. So it is greater.

Go Math Grade 2 Lesson 2.2 Answer Key Question 4.

Answer: less than

Explanation:
– Since, both the numbers, 519 and 572 have three digits, thus we will compare the left-most digit of both numbers.
5=5, both are equal.
– Now compare the second-most digits 1 and 7
1<7
Therefore, 519 < 572
Hence, 519 is less than 572.

Problem Solving

Compare the numbers. Write is greater than, is less than, or is equal to. Write >, <, or =.

Question 5.

Answer: <, less than

Explanation:
– Since, both the numbers, 378 and 504 have three digits, thus we will compare the left-most digit of both the numbers.
– Now compare the second most digits 3 and 5
3<5
Therefore, 378 < 504
Hence, 378 is less than 504.

Question 6.

Answer: equal to (=)

Explanation:
– 821 and 821 both the numbers have an equal number of digits, therefore, we will compare the left-most digit of both the numbers.
– As we can see the first three digits are the same for both numbers, thus we can say both numbers are equal
Hence, 821 is equal to 821.

Go Math 2nd Grade Lesson 2.2 Answer Key Question 7.

Answer: greater than (>)

Explanation:
Since, both the numbers, 560 and 439 have three digits, thus we will compare the left-most digit of both the numbers.
5 > 4
Therefore,
560 > 439
Hence, 560 is greater than 439.

Question 8.

Answer: less than

Explanation:
– 934 and 943 both the numbers have an equal number of digits, therefore, we will compare the left-most digit of both the numbers.
– But the left-most digit is also the same for both numbers, i.e.,9. So, we need to check the second left-most digit.
– 3 < 4
therefore,
934 < 943
Hence, 934 is less than 943.

 

Solve. Write or draw to explain.

Question 9.
H.O.T. Mrs. York has 300 red stickers, 50 blue stickers, and 8 green stickers. Mr. Reed has 372 stickers. Who has more stickers?

Answer: Mrs York
Explanation:
The number of red stickers York has=300
The number of blue stickers York has=50
The number of green stickers York has=8
The total number of stickers York has=X
Add all the numbers of red, blue, green stickers.
x=300+50+8
X=358.
Therefore, Mrs York has 358 stickers.
The number of stickers Reed has=372
Now compare both the numbers 358 and 372
358 and 372  both the numbers have an equal number of digits, therefore, we will compare the left-most digit of both numbers.
– But the left-most digit is also the same for both numbers, i.e.,3. So, we need to check the second left-most digit.
5 < 7
Therefore,
358 < 372
Hence, 358 is smaller than 372.

2nd Grade Go Math Lesson 2.2 Answer Key Question 10.
H. O.T. Multi-Step Use the digits on these cards to make two 3-digit numbers. Use each card only once. Compare the numbers.

Answer: less than (<)

Explanation:
Since, both the numbers, 125 and 638 have three digits, thus we will compare the left-most digit of both the numbers.
1 < 6
Therefore,
125 < 638
Hence, 125 is less than 638.

Daily Assessment Task

Choose the correct answer.

Question 11.
Analyze A spruce tree has lived for 584 years. A fir tree has lived for 198 years. A redwood tree has lived for 767 years. Which is the least number of years?
(A) 584
(B) 767
(C) 198
Answer: Option C is correct.

Explanation:
The number of years a spruce tree has lived=584
The number of years a fir tree has lived=198
The number of trees a redwood tree has lived=767
We need to find out the least number of years a tree has lived.
compare the numbers 1 is the least number so 198 is the least.

Question 12.
Analyze Mario sees the numbers 701, 149, and 589. Which number has the greatest number of hundreds?
(A) 701
(B) 149
(C) 589
Answer: Option A is correct.

Explanation:
The numbers Mario analyzes 701, 149, 589
We need to find out the greatest number:
So check the place values of hundreds places.
The hundreds place the numbers are 7, 1, and 5
7 is the highest number.
Hence, 701 is greater than the other two numbers.

Go Math Lesson 2.2 2nd Grade Homework Answer Key Question 13.
Isaiah has 399 stickers in one book, 600 stickers in another book, and 599 stickers in a third book. Which is the greatest number?
(A) 399
(B) 600
(C) 599
Answer: Option B is correct

Explanation:
The number of stickers in the first book=399
The number of stickers in the second book=600
The number of stickers in the third book=599
We need to find out the greatest number
Check the place values first:
In the hundreds place, the numbers are 3, 6, and 5
600 is the highest
Hence, 600 is greater than the other two numbers.

Question 14.
TEXAS Test Prep Which of these is true?
(A) 453 > 354
(B) 253 < 164
(C) 391 > 417
Answer: Option A is correct.

Explanation:
453 > 354 both the numbers have an equal number of digits, therefore, we will compare the left-most digit of both numbers.
4 > 3
Therefore,
453 > 354
hence, 453 is greater than 354.

TAKE HOME ACTIVITY • Have your child explain how to compare the numbers 281 and 157.
Answer: greater than
Explanation:
281 and 157 both the numbers have an equal number of digits, therefore, we will compare the left-most digit of both numbers.
2 > 1
Therefore,
281 > 157
hence, 281 is greater than 157.