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 Contents
Foreword ............................................................................... 6

Chapter 6: Three-Digit Numbers

Introduction .......................................................................... 7
Three-Digit Numbers .......................................................... 10
Hundreds on the Number Line .......................................... 14
Forming Numbers—and Breaking Them Apart ............. 16
Skip-Counting by Tens ....................................................... 18
More Skip-Counting ........................................................... 21
Which Number Is Greater ................................................. 23
Comparing Numbers and Some Review ........................... 26
Add and Subtract Whole Hundreds ................................. 29
Practice with Whole Hundreds ......................................... 31
Completing the Next Hundred .......................................... 34
Adding Whole Tens ............................................................ 37
Subtract Whole Tens .......................................................... 40
Patterns and Problems ....................................................... 43
Bar Graphs and Pictographs ............................................. 46
Mixed Review ...................................................................... 50
Review .................................................................................. 52

Chapter 7: Measuring
Introduction ........................................................................ 55
Measuring to the Nearest Centimeter ............................. 57
Inches and Half-Inches ...................................................... 60
Some More Measuring ...................................................... 63
Feet and Miles .................................................................... 66
Meters and Kilometers ...................................................... 69
Weight in Pounds ............................................................... 71
Weight in Kilograms .......................................................... 73
Mixed Review ..................................................................... 75
Review ................................................................................. 78

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 Chapter 8: Regrouping in
Addition and Subtraction
Introduction ........................................................................ 79
Adding 3-Digit Numbers in Columns .............................. 82
Regrouping 10 Tens as a Hundred .................................. 84
Add in Columns: Regrouping Twice ................................ 88
Regrouping in Subtraction, Part 1 ................................... 92
Regrouping in Subtraction, Part 2 ................................... 95
Regrouping in Subtraction, Part 3 ................................... 98
Word Problems ................................................................. 102
Mental Subtraction, Part 1 .............................................. 105
Mental Subtraction, Part 2 .............................................. 107
Regrouping One Ten as Ten Ones
with 3-Digit Numbers ....................................................... 110
Regrouping One Hundred as 10 Tens ............................ 113
Graphs and Problems ...................................................... 117
Euclid's Game .................................................................. 119
Mixed Review ................................................................... 122
Review .............................................................................. 124

Chapter 9: Money
Introduction ....................................................................... 128
Counting Coins Review .................................................... 130
Change ............................................................................... 134
Dollars ............................................................................... 137
Counting Change .............................................................. 140
Adding Money Amounts .................................................. 142
Mixed Review ................................................................... 144
Review ................................................................................ 147

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 Chapter 10: Exploring Multiplication
Introduction ...................................................................... 149
Many Times the Same Group ......................................... 151
Multiplication and Addition ........................................... 154
Multiplying on a Number Line ....................................... 158
Multiplication Practice .................................................... 161
Mixed Review ................................................................... 163
Review .............................................................................. 166

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 Foreword
Math Mammoth Grade 2-A and Grade 2-B worktexts comprise a complete math curriculum for the second grade
mathematics studies. This curriculum is aligned to the Common Core standards. The four main areas of study for
second grade are:

1. Understanding of the base-ten system within 1000. This includes place value with three-digit numbers, skip-
counting in fives, tens, and multiples of hundreds, tens, and ones (within 1000).
(chapters 6 and 8);

2. Develop fluency with addition and subtraction within 100, including solving word problems, regrouping in
addition, and regrouping in subtraction (chapters 1, 3, 4, and 8);

3. Using standard units of measure (chapter 7);

4. Describing and analyzing shapes (chapter 5).

Additional topics we study are time (chapter 2), money (chapter 9), introduction to multiplication (chapter 10), and
bar graphs and picture graphs (in various chapters).

This book, 2-B, covers three-digit numbers (chapter 6), measuring (chapter 7), regrouping in addition and
subtraction (chapter 8), counting coins (chapter 9), and an introduction to multiplication (chapter 10). The rest of
the topics are covered in the 2-A student worktext.

When you use these two books as your only or main mathematics curriculum, they are like a “framework,” but you
still have a lot of liberty in planning your child's studies. While addition and subtraction topics are best studied in
the order they are presented, feel free to go through the geometry, clock, and money sections in a different order.
For the chapter on measuring, the child should be familiar with three-digit numbers.

This might even be advisable if your child is “stuck” on some concept, or is getting bored. Sometimes the brain
“mulls it over” in the background, and the concept he/she was stuck on can become clear after a break.

Math Mammoth aims to concentrate on a few major topics at a time, and study them in depth. This is totally
opposite to the continually spiraling step-by-step curricula, in which each lesson typically is about a different topic
from the previous or next lesson, and includes a lot of review problems from past topics.

This does not mean that your child wouldn't need occasional review. However, when each major topic is presented
in its own chapter, this gives you more freedom to plan the course of study and choose the review times yourself. In
fact, I totally encourage you to plan your mathematics school year as a set of certain topics, instead of a certain
book or certain pages from a book.

For review, the download version includes an html page called Make_extra_worksheets_grade2.htm that you can
use to make additional worksheets for computation or for number charts. You can also simply reprint some already
studied pages. Also, chapter 3, which practices addition and subtraction facts within 18, contains a lot of pages with
problems, so you can choose to “save” some of them for later review.

I wish you success in your math teaching!

Maria Miller, the author

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 Chapter 6: Three-Digit Numbers
Introduction
The sixth chapter of Math Mammoth Grade 2 deals with three-digit numbers, or numbers up to one
thousand.

The first lesson presents three-digit numbers with hundred-flats, ten-pillars, and one-cubes. Next, we
study three-digit numbers on a number line. In the lesson Forming Numbers—and Breaking Them Apart
the child practices separating three-digit numbers into the different “parts”: hundreds, tens, and ones.
These first three lessons provide the basis for understanding three-digit numbers and place value.

Next, we study Skip-Counting by Tens, and soon also by twos and fives. Then we compare and order
three-digit numbers.

After this, the lessons change to mental math. First, we study Adding and Subtracting Whole Hundreds
mentally. Students practice completing the next hundred (problems such as 260 + ____ = 300). Then it is
time to add and subtract whole tens mentally. Along the way, students also solve word problems and other
types of problems.

The chapter ends with some bar graphs and pictographs, which provide a nice application for now learned
three-digit numbers.

The Lessons
page span
Three-Digit Numbers ................................................ 10 4 pages
Hundreds on the Number Line .................................. 14 2 pages
Forming Numbers—and Breaking Them Apart ....... 16 2 pages
Skip-Counting by Tens ............................................. 18 3 pages
More Skip-Counting ................................................. 21 2 pages
Which Number Is Greater? ....................................... 23 3 pages
Comparing Numbers and Some Review .................. 26 3 pages
Add and Subtract Whole Hundreds .......................... 29 2 pages
Practice with Whole Hundreds ................................. 31 3 pages
Completing the Next Hundred .................................. 34 3 pages
Adding Whole Tens .................................................. 37 3 pages
Subtract Whole Tens ................................................. 40 3 pages
Patterns and Problems ............................................... 43 3 pages
Bar Graphs and Pictographs ..................................... 46 4 pages
Mixed Review .......................................................... 50 2 pages
Review ..................................................................... 52 3 pages

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 Helpful Resources on the Internet
Use these free online resources to supplement the “bookwork” as you see fit.

Base Ten Blocks

Click “Next problem” to get a number to make with the blocks. You can adjust the number of columns to
make the problem easier or more challenging.
http://www.hoodamath.com/mobile/games/basetenblocks.html

Fruit Shoot Place Value

“Shoot” the fruit that has the correct answer. Choose the level “hard”.
http://www.sheppardsoftware.com/mathgames/placevalue/fruit_shoot_place_value.htm

Place Value Crossword Puzzle

Fill in the puzzle by answering the questions.
http://www.free-training-tutorial.com/word-games/crossword-puzzles-place-value-3.html

Place Value to Thousands

Multiple choice questions; help the duck swing his golf club.
http://www.toonuniversity.com/flash.asp?err=496&engine=5

Cookie Dough
Either spell the number in words or write the digits.
http://www.funbrain.com/numwords/index.html

Placing Numbers on a Number Line

Choose one type of number line or several for more of a challenge. Work quickly to get more time, build
your score and climb up the leaderboard. Click “full screen”, then choose “Between multiples of 100”.
http://mathsframe.co.uk/en/resources/resource/37/placing_numbers_on_a_number_line

Bead Numbers – Number Puzzles

Problem solving – answer the questions using the abacus.
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/bead/index.htm

Line Dry Game

Fill in a missing number on the clothes line based on different skip counting patterns.
http://www.fuelthebrain.com/games/line-dry/
Sequences
Find the correct number in a skip-counting sequence. Click “Full screen”, then choose whole numbers.
http://mathsframe.co.uk/en/resources/resource/42/sequences

Number Sequences
Skip-counting practice with lots of options – think the answer, then reveal it.
http://www.topmarks.co.uk/Flash.aspx?f=NumberSequences

COMPARING
Balloon Pop Math – Order Numbers
Pop the balloons in order from smallest to largest. Choose level 1.
http://www.sheppardsoftware.com/mathgames/placevalue/BPOrder1000.htm

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 Inequalities
Make two numbers with the given digits so the comparison is true. Use six digits for two 3-digit numbers.
http://www.primarygames.co.uk/PG5/Inequal/sidequal.html
Make a Greater Number
Can you beat the computer’s number? Make a 3-digit number with a greater value by choosing the place
for each digit.
http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/05/m3_05_00_x.swf

ADDITION AND SUBTRACTION

Mostly Postie
Drag the parcel onto the scales, then enter the value shown to deliver your letter or parcel. Practices
counting in 10s and 100s
http://www.ictgames.com/mostlyPostie.html

10-Question Quiz on Sums

Practice adding hundreds, tens, and ones.
http://www.thatquiz.org/tq-c/?-j28-l4-p0

Adding/Subtracting Multiples of 100

Answer as many questions as you can in this online quiz.
http://www.snappymaths.com/addsub/addsubp10/interactive/addsubmult100/addsubmult100.htm
Close Call Addition Card Game (Page 5 of PDF file)
Create sums as close to 100 as you can without going over.
http://www.granby.k12.ct.us/uploaded/faculty/wyzika/Dice_and_Card_Games_to_Practice_Math_Facts.pdf

Speed Challenge
Practice adding up to make 1000. Choose “Bonds to make”, then 1000. The answers are given at the end.
http://www.topmarks.co.uk/Flash.aspx?f=SpeedChallenge

Addition Quiz – Multiples of Ten

Practice your addition skills with this online quiz.
http://www.thatquiz.org/tq-1/?-jkg01-l1i-p0

Subtracting Multiples of 10 from 3-Digit Numbers

Answer as many questions as you can in this online quiz.
http://www.snappymaths.com/addsub/addsubp10/interactive/subm10f3dm10int/subm10f3dm10int.htm

GRAPHS

Thatquiz.org Quiz for Graphs

A 10-question quiz involving bar graphs and pictographs.
http://www.thatquiz.org/tq-5/?-j40v0h-l1-p0

Survey game
A game where you do a survey in which you ask children their favorite hobby or color. Make a frequency
table, a bar graph, and a pictogram from the results.
http://www.kidsmathgamesonline.com/numbers/mathdata.html

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 Three-Digit Numbers
Ten ones make a ten: Ten ten-pillars make ONE HUNDRED:

= =

10 ones = 10 10 tens = 100

Write hundreds, tens, and ones in their own columns:

hund-
reds
tens ones

= 3 2 7

three hundred twenty-seven

1. Count the ones, tens, and hundreds, and fill in the missing parts.

a. one hundred b. one hundred c. one hundred d. one hundred

one six eleven thirteen

hundreds tens ones hundreds tens ones hundreds tens ones hundreds tens ones

1 0 1 1 1 1

e. one hundred f. one hundred g. one hundred h. one hundred

twenty twenty-five fifty sixty-two

hundreds tens ones hundreds tens ones hundreds tens ones hundreds tens ones

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 2. Count the ones, tens, and hundreds, and fill in the missing parts.

a. two hundred b. two hundred c. ___________________

four thirteen ___________________

hundreds tens ones hundreds tens ones hundreds tens ones

2 0 4

d. __________________ e. __________________ f. __________________

__________________ __________________ __________________

H T O H T O H T O

g. ________________________________ h. Ten hundreds = One thousand

H T O

Th H T O

1 0 0 0

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 3. Write a sum of the hundreds, tens, and ones shown in the picture.
Also write the number.

a. b.

_____________ + ________ + _____

_____________ + ________ + _____
H T O
H T O

c. d.

_____________ + ________ + _____ _____________ + ________ + _____

H T O H T O

Notice: There are NO ones. Notice: There are NO tens.

Write a zero for ones in the sum. Write a zero for tens in the sum.

e. f.

_____________ + ________ + 0 _____________ + 0 + ________

H T O H T O

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 Patterns and Problems
1. Three children played a card game where you get points for the cards left in your hand.
The person who has the least points at the end of the game is the winner.
The table shows the point count at a certain time in the game:

Then, Dan got 100 more points and Bill Jim Dan Bill
got 30 more points (Jim got none).
Add those to their point counts and write 540 270 330
the new point counts in the grid.
The game ended now. Who won?

2. The bar graph shows how much money the Riley family spent for groceries in four
different weeks.
a. Mark above each bar how much they spent for groceries in dollars.

b. How much more did they pay for week 3 than for week 4?

c. How much more did they pay for week 2 than for week 1?

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 3. Count by 20s, and fill in the grid.

520 540 560

620

820

1000

4. Fill in.
–50 –30 +70 +200 –500

700 390

– – + + –

530 430 400 480 780 750

5. Continue the patterns!

a. 590 – 60 = __________ b. 770 + 10 = __________

590 – 70 = __________ 770 + 20 = __________

590 – 80 = __________ 770 + 30 = __________

590 – _________ = __________ 770 + ______ = __________

590 – _________ = __________ 770 + ______ = __________

590 – _________ = __________ 770 + ______ = __________

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 6. Find what number goes in the oval.

a. – 60 = 220 b. – 80 = 510
Subtractions
where the
TOTAL is
missing:
c. – 500 = 100 d. – 310 = 60

e. 450 + = 750 f. 716 + = 776

“How many
more”
additions
g. 530 + = 590 h. 637 + = 697

i. 1000 – = 700 j. 740 – = 40

What was
subtracted
is missing:
k. 667 – = 607 l. 999 – = 299

Find what number goes into the oval!

a. 980 – 200 – = 80 b. 784 – – 40 = 704

c. 210 + 50 + = 310 d. 600 + + 30 = 720

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 Bar Graphs and Pictographs
Bar graphs use “bars” or rectangles in them to show some information.

1. This bar graph shows how many hours some second grade students slept last night.

a. How many students slept 8 hours last night?

b. How many students slept 10 hours last night?

c. How many more students slept 9 hours than the ones who slept 10 hours?

d. A school nurse said that children need to sleep well for at least 8 hours.
How many students slept less than 8 hours last night?

e. How many students slept at least 8 hours last night?

f. Make a pictograph. Draw ONE sleepy face to mean 2 students.

Students

Students who slept less than 8 hours

Students who slept at least 8 hours

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 Chapter 7: Measuring
Introduction
The seventh chapter of Math Mammoth Grade 2 covers measuring length and weight. The student
measures and estimates length in inches and half-inches, and learns to measure to the nearest half-inch or
to the nearest centimeter. The bigger units—feet, miles, meters, and kilometers—are introduced, but in
this grade level the students do not yet study conversions between the units.

If you have the downloadable version of this book (PDF file), you need to print this file as 100%, not
“shrink to fit,” “print to fit,” or similar. If you print “shrink to fit,” some exercises about measuring in
inches and centimeters will not come out right, but will be “shrunk” compared to reality.

The lessons on measuring weight have several activities to do at home using a bathroom scales. The goal
is to let students become familiar with pounds and kilograms, and have an idea of how many pounds or
kilograms some common things weigh.

When it comes to measuring, experience is the best teacher. So, encourage your child to use measuring
devices (such as a measuring tape, ruler, and scales), and to “play” with them. In this way, the various
measuring units start to become a normal part of his/her life, and will never be forgotten.

The concrete activities we do in second grade are laying an important foundation for familiarizing the
students with measuring units. In third grade, the study of measuring turns toward conversions between
the different units. We will study volume in later grades.

The Lessons
page span
Measuring to the Nearest Centimeter ............... 57 3 pages
Inches and Half-Inches ..................................... 60 3 pages
Some More Measuring ..................................... 63 3 pages
Feet and Miles................................................... 66 3 pages
Meters and Kilometers ..................................... 69 2 pages
Weight in Pounds ............................................. 71 2 pages
Weight in Kilograms ........................................ 73 2 pages
Mixed Review .................................................. 75 3 pages
Review ............................................................. 78 1 page

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 Helpful Resources on the Internet
Use these free online resources to supplement the “bookwork” as you see fit.

Measure It!
Click on the ruler to measure a red bar.
http://onlineintervention.funbrain.com/measure/index.html

Reading a tape measure worksheets

Worksheet generator: You can choose to what accuracy to measure, inches, or inches and feet.
http://themathworksheetsite.com/read_tape.html

Inchy Picnic Game

Measure with a ruler to find how many inches Andy Ant needs to go.
http://www.fuelthebrain.com/games/inchy-picnic/

Measuring activity
Measure the given lines with a centimeter-ruler, including lines you draw on your own.
http://www.taw.org.uk/lic/itp/itps/ruler_1_2.swf
Measurement Quiz
Practice measuring fish in centimeters.
http://www.thatquiz.org/tq-9/math/measurement/

US Standard Measurements for Length

This page has clear explanations and good illustrations of the standard units for measuring length.
https://www.mathsisfun.com/measure/us-standard-length.html
Measuring
Choose to measure with a metric or an imperial ruler and choose a level of difficulty.
http://www.abcya.com/measuring.htm
Reading Scales
Helps teachers to illustrate a variety of measuring devices and how to read them.
http://www.teacherled.com/2009/02/18/reading-scales-2/

Scales Reader
Practice reading the scales in grams and/or kilograms.
http://www.ictgames.com/weight.html

Measuring scales
An interactive scales for the purpose of demonstrating how a scales works. You can add weights to the
scales and choose to show or hide the total weight.
http://www.taw.org.uk/lic/itp/itps/measuringScales_1_8.swf

Mostly Postie!
Choose “kg and half kg”. Place a package on the scale, and enter the reading, including the possible
“1/2 kg.”
http://www.ictgames.com/mostlyPostie.html

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 Measuring to the Nearest Centimeter
Remember? We can measure how long things are using centimeters.
This line is 1 centimeter long: 1 2 3 4 5 6
A centimeter is written in short form as “cm.”
The blue line on the right is 6 cm long. →

1. How many centimeters long are these lines?

a. b.
______ cm ______ cm

c.
______ cm

d.
________ cm

2. Measure the pencils with a centimeter ruler. If you don't have one, you can cut out the
one from the bottom of this page. Then answer the questions.

#1

#2

#3

a. How much longer is pencil #1 than pencil #2? ________ cm

b. How much longer is pencil #3 than pencil #2? ________ cm

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 Most things are NOT exactly a certain number of whole centimeters.
You can measure them to the nearest centimeter.
The pencil below is a little over 10 cm long. It is about 10 cm long.

This pencil is about 9 cm long. The end of the pencil is closer to 9 cm than to 8 cm.

3. Circle the number that is nearest to each arrow.

4. Measure the lines to the nearest centimeter.

a. about _________ cm

b. about _________ cm
c. about _________ cm

5. This line is 1 cm long: . Your finger is probably about that wide; put it on top of
the 1-cm line and check! Guess how long these lines are. Then measure.
My guess: Measurement:
a. about ______ cm about ______ cm

b. about ______ cm about ______ cm

c. about ______ cm about ______ cm

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 6. a. Find two small objects. Measure to find about how many centimeters longer
one is than the other.

The _________________________________ is about _________ cm longer

than the _________________________________.

b. Find two other small objects. Measure to find about how many centimeters longer
one is than the other.

The _________________________________ is about _________ cm longer

than the _________________________________.

7. Draw some lines here or on blank paper. Use a ruler. Hold the ruler down tight with
one hand, while drawing the line with the other. It takes some practice!

a. 6 cm long

b. 3 cm long

c. 12 cm long

d. 17 cm long

8. Find some small objects. First GUESS how long or tall they are. Then measure.
If the item is not exactly so-many centimeters long, then measure it to the nearest
centimeter and write “about” before your cm-number, such as about 8 cm.

Item GUESS MEASUREMENT

cm cm

cm cm

cm cm

cm cm

cm cm

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 Inches and Half-Inches

This line is 1 inch long. Two half-inches

This line is 1/2 inch long. make an inch!

3 inches and a 1/2-inch = 3 1/2 inches three half-inches = 1 1/2 inches

(three and a half inches) (one and a half inches)

1. How long are the lines of inches and half-inches when placed end-to-end?

a. __________ inches
b. __________ inches
c. __________ inches
d. __________ in.

2. How long are these things in inches?

| | a. _________ inches

b. _________ inches

c. _______ inches

You can cut out one of the rulers in this lesson and tape it on an existing ruler or cardboard after you have
finished the exercises on this and the next page!
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 Chapter 8: Regrouping in Addition and Subtraction
Introduction
The eighth chapter of Math Mammoth Grade 2 deals with regrouping in addition (a.k.a. carrying) and in
subtraction (a.k.a. borrowing).

In the first lesson, the student adds three-digit numbers, regrouping in tens, but there is no regrouping in
hundreds. Students already know how to regroup two-digit numbers, so this lesson only extends that
knowledge to numbers that have three digits.

In the next lesson students regroup ten tens as a hundred (or carry to the hundreds). This is first illustrated
with visual models. You can do the exercises that include visual models with manipulatives instead (base
ten blocks), if you prefer.

Then we study regrouping twice: 10 ones form a new ten, and then 10 tens form a new hundred. Again,
students work first with visual models, with the aim of helping them to understand the concept itself.
Then, they do the process with numbers only, adding in columns.

Next, we study regrouping in subtraction, starting with two-digit numbers. First, students are taught to
break 1 ten into 10 ones. For example, 5 tens 4 ones is written as 4 tens 14 ones—one ten gets “broken
down” into 10 ones. This is the process of regrouping: one of the tens “changes groups” from being with
the tens to being with the ones.

After students have mastered that, then it is time to use regrouping in subtraction problems and learn the
traditional way of subtracting in columns (the numbers are written under each other).

Then we study word problems with more and fewer, and also several techniques or “tricks” for mental
subtraction. The word problems in the chapter require both addition and subtraction. I do not like putting
only subtraction word problems to a lesson that is about subtraction. Students need to practice recognizing
whether a problem requires addition or subtraction, thus each set of word problems typically includes both
kinds.

After this, it is time to study regrouping in subtraction with three-digit numbers. There are three cases:

1. Regrouping 1 ten as 10 ones, such as is needful for 546 − 229.

2. Regrouping 1 hundred as 10 tens, such as is needful for 728 − 441.
3. Regrouping two times (1 ten as 10 ones, and 1 hundred as 10 tens), such as is needful
for 725 − 448.
4. Regrouping with zero tens, such as is needful for 405 − 278. Here, first we regroup 1 hundred
as 10 tens, then 1 ten as 10 ones.

In 2nd grade, we ONLY study cases (1) and (2) from the list above. The other two will be studied in third
grade. Again, students first practice the regrouping process with visual models. You could use base-ten
blocks instead.

In the end of the chapter, students encounter bar graphs again. They also play Euclid's game, which is
meant as a fun, supplemental lesson. You may omit it if time does not allow.

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 The Lessons
page span
Adding 3-Digit Numbers in Columns ................................... 82 2 pages
Regrouping 10 Tens as a Hundred......................................... 84 4 pages
Add in Columns: Regrouping Twice .................................... 88 4 pages
Regrouping in Subtraction, Part 1 ........................................ 92 3 pages
Regrouping in Subtraction, Part 2 ........................................ 95 3 pages
Regrouping in Subtraction, Part 3 ........................................ 98 4 pages
Word Problems .................................................................... 102 3 pages
Mental Subtraction, Part 1.................................................... 105 2 pages
Mental Subtraction, Part 2 ................................................... 107 3 pages
Regrouping One Ten as Ten Ones with 3-Digit Numbers ... 110 3 pages
Regrouping One Hundred as 10 Tens .................................. 113 4 pages
Graphs and Problems ........................................................... 117 2 pages
Euclid's Game ...................................................................... 119 3 pages
Mixed Review ...................................................................... 122 2 pages
Review ................................................................................. 124 4 pages

Helpful Resources on the Internet

Use these free online resources to supplement the “bookwork” as you see fit.

Regrouping in vertical addition

Shows hundreds, tens, ones as pictures, and asks you to regroup if needed.
http://www.harcourtschool.com/justforkids/math/elab/samplepages/g3a02.htm

Addition Quiz
Practice 3-digit addition in columns in this online quiz.
http://www.thatquiz.org/tq-1/?-jg41-lk-p0

Tic Tac Toe Addition

Practice adding on a Tic Tac Toe grid.
http://www.funbrain.com/cgi-bin/ttt.cgi?A1=s&A2=11&A3=0

3-Digit Addition with Regrouping

Practice your addition skills in this interactive exercise.
http://www.softschools.com/math/addition/3_digit_addition/3_digit_addition_with_regrouping/
Puzzle Pics Addition
Solve the addition problems to reveal the mystery picture.
http://www.mathplayground.com/puzzle_pics_addition.html
Stop Before 1000
Use addition to come as close as you can to 1000 without going over.
http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/06/m3_06_00_x.swf

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 Callum's Addition Pyramid
Add the pairs of numbers to get a number on the next level and finally the top number. Choose the “hard”
level to add two and three-digit numbers.
http://www.amblesideprimary.com/ambleweb/mentalmaths/pyramid.html

I’m the Greatest! Math card game (Page 6 of PDF file)

Practice finding the largest sum possible with this fun card game.
http://www.granby.k12.ct.us/uploaded/faculty/wyzika/Dice_and_Card_Games_to_Practice_Math_Facts.pdf

SUBTRACTION

Math Model: Subtract 2-Digit Numbers with Regrouping

A step-by-step illustration of subtraction with regrouping. The numbers are illustrated using place value.
http://www.harcourtschool.com/activity/math_models2/English/04/gr2ch10_3.html

Learning 2-Digit-Subtraction with Regrouping

Practice your subtraction skills in this 5-question quiz.
http://www.softschools.com/math/subtraction/2_digit_subtraction/2_digit_subtraction_with_regrouping/

10-Question Subtraction Quiz

Practice basic subtraction concepts in this online quiz.
http://www.thatquiz.org/tq-1/?-jg42-l5-p0

Speed Grid Challenge

Play against the clock in this fast-paced game.
http://resources.oswego.org/games/SpeedGrid/Subtraction/urikasub1res.html

Puzzle Pics Subtraction

Solve the subtraction problems to reveal the mystery picture.
http://www.mathplayground.com/puzzle_pics_subtraction.html

Subtraction by Splitting
Practice subtraction by splitting numbers. Choose the “Advanced” level.
http://www.bbc.co.uk/skillswise/game/ma09subt-game-subtraction-by-splitting

Triple-Digit Subtraction Card Game

Practice making the smallest difference. This card game requires two players.
http://www.mathgamesandactivities.com/tag/math-games-that-involve-regrouping/

GRAPHS AND PROBLEMS

Word Problems with Katie
Practice addition and subtraction in this online word problem exercise.
http://www.mathplayground.com/WordProblemsWithKatie1.html
Word Problems
Practice addition and subtraction with this set of five word problems.
http://www.mathplayground.com/wpdatabase/Addition_Subtraction_2DigitNRG_10.htm

Thatquiz.org Quiz for Graphs

A 10-question quiz involving bar graphs and pictographs.
http://www.thatquiz.org/tq-5/?-j40v0h-l1-p0
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 Regrouping 10 Tens as a Hundred
hundreds tens ones
1
2 7 7
+ 1 5 2

Ten TENS are grouped to make a new hundred! 4 2 9

In the TENS, there are 7 tens and 5 tens to add (277 has 7 tens, and 152 has 5 tens).
That is 12 tens. And, 10 tens makes a hundred! So, we make a new hundred, and regroup
that with the other hundreds, writing the new hundred with a little “1” in the hundreds
column.
(We have 2 tens left over from that, and they stay in the tens column.)

1. Circle 10 ten-sticks to make a new hundred. Write the addition.

Alternatively, you can do these exercises using base-ten blocks or similar manipulatives.

a. + b. +

__________ + ________ = __________ __________ + ________ = __________

c. + d.
+

__________ + ________ = __________ __________ + ________ = __________

e. + f.
+

__________ + ________ = __________ __________ + ________ = __________

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 2. Write the numbers in the grid, and add. Regroup. You can circle 10 ten-sticks in the
picture to help you. Alternatively, you can do these exercises using base-ten blocks or similar manipulatives.

a. +

90 + 40

b. +

180 + 140

c. +

350 + 63

d. +

262 + 384

e. +

370 + 345

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 3. Add mentally. Compare the problems. Notice you get a NEW hundred from the tens!
a. b. c.

70 + 40 = _________ 50 + 60 = _________ 90 + 50 = _________

170 + 40 = _________ 150 + 60 = _________ 290 + 50 = _________

270 + 40 = _________ 250 + 60 = _________ 490 + 50 = _________

4. Add. You need to regroup ten tens as a new hundred.

a. b. c. d. e.
8 0 2 2 0 6 4 3 7 0 5 3 3
+ 3 0 + 9 0 + 5 3 + 7 4 + 2 8 2

f. g. h. i. j.
6 7 2 2 4 4 6 4 3 5 5 7 8 7
+ 7 2 + 1 9 3 + 3 9 2 + 3 7 4 + 8 2

5. Add mentally. THINK of the new hundred you might get from adding the tens.
a. b. c.

70 + 40 = _________ 80 + 60 = _________ 290 + 50 = _________

130 + 40 = _________ 270 + 60 = _________ 220 + 50 = _________

160 + 50 = _________ 130 + 50 = _________ 190 + 20 = _________

6. What number was added? Think of regrouping!

a. b. c. d. e.
1 6 7 2 4 0 3 9 1 6 5 3 3 7 5
+ 1 __ 2 + 1 __ 2 + 4 __ 2 + 1 __ 3 + 1 __ 4
3 5 9 4 2 2 8 1 3 8 4 6 5 5 9

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 7. Add and match the answers with the letters in the key. Then use the key to unravel
the message.
W L P T S

2 3 3 5 5 3 5 9 7 1 9 1 2 8 2
+ 7 5 8 + 3 4 6 + 3 3 0 + 7 5 1 + 6 4 7

E O A E I

1 1 1 7 7 2 4 7 4 2 1 7 4 7 0
+ 7 2 9 + 1 3 2 + 3 4 3 + 6 3 9 + 3 9 9

G N R F H

2 1 6 2 3 1 8 5 1 3 6 1 0 5
1 1 6 2 4 0 2 0 5 1 3 4 3 0 1
+ 5 2 9 + 4 3 2 + 6 4 3 + 5 8 9 + 4 5 9

817 840 856 859 861 865 869 899 903 904 927 933 929 942 991
Key:

When the and the ran a race, who won?

942 865 840 856 899 856 927 865 817 903 942
, because

942 865 856 861 869 933 817 859 859 840 991 817 929 869 903

942 865 856 933 840 859 933 869 861 856 933 817 942 904 933

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 Review
1. Add.
a. b. c. 3 0 3 d. 4 0 9
2 1 5 1 9 2
1 2 8 2 1 9
+ 4 7 7 + 2 2 5
+ 2 8 7 + 1 3 6

2. Sarah bought three bicycles for her children.

Each bicycle cost $154.
How much was the total cost?

3. Add mentally. THINK of the new hundred you might get

from adding the tens.
a. b. c.

80 + 40 = _________ 90 + 90 = _________ 690 + 50 = _________

780 + 40 = _________ 240 + 50 = _________ 470 + 80 = _________

4. Find how many feet it is if you walk all

of the way around this rectangle.

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 5. Subtract. Regroup if necessary. Check each subtraction by
adding your answer and the number you subtracted.

a. b.
8 8 6 3
– 5 4 +5 4 – 4 8 +

c. d.
8 4 8 8 2
– 4 9 + – 1 5 9 +

e. f.
5 5 6 5 5 0
– 3 9 1 + – 2 4 6 +

6. Subtract using mental math methods.

a. 15 – 7 = ______ b. 13 – 5 = ______ c. 82 – 77 = ______

55 – 7 = ______ 93 – 5 = ______ 45 – 41 = ______

d. 80 – 71 = ______ e. 56 – 40 = ______ f. 78 – 35 = ______

100 – 95 = ______ 56 – 43 = ______ 33 – 4 = ______

7. Find what numbers are missing.

a. 2 4 b. 5 9 c. 2 0 d. 6 8
+ 4 7 7 + 2 5 + 6 6 + 1 9
7 3 1 9 1 4 8 9 2 9 0 0

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 8. Solve.

a. Some people are riding on the bus. At the bus stop,

13 people get on. Now there are 52 people on the
bus. How many were there originally?

b. Molly has 23 stuffed toys that she likes,

and 16 that she does not like.
How many stuffed toys does Molly have?

c. Molly gave the 16 toys she does not like to her sister Annie.
Now, Annie has 33 toys.

How many toys did Annie have before?

d. Jessica had 465 points in a computer game.

She played and got 145 more points.
Then she also got a 90-point bonus!
How many points does Jessica have now?

e. Olivia did 26 jumping jacks, which was 14 fewer

jumping jacks than what her brother Aaron did.
How many jumping jacks did Aaron do?

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 9. a. Fill in the table with how many points the children got in the game.

CHILD POINTS

Charlie 15

Bill

Amy

Cindy

Sarah

b. How many fewer points did Bill get than Amy?

c. How many more points did Cindy get than Charlie?

Can you place numbers from 1 through

12 into the circles so that the sum of
each connecting line is 26?
Hint: The numbers that go in the top corners are
7 and 6, and the numbers that go in the bottom
corners are 5 and 8.

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 Chapter 9: Money
Introduction
In chapter 9, students first count coins and bills, and learn to write money amounts in cents or in dollars.
Then we practice finding change, starting with very easy problems, such as buying a 40¢ item and paying
with $1. Students also learn to find change by counting up. Only small money amounts are used. If you
like, you can use real or fake money and set up a play store for these exercises.
Lastly, students add small money amounts in columns (where numbers are written under each other). This
topic requires that they have mastered regrouping in addition as has been studied in chapter 8.
You can make free worksheets for counting coins at
www.homeschoolmath.net/worksheets/money.php, or using the worksheets generator that comes with
the supportive materials of this curriculum.

The Lessons
page span
Counting Coins Review ........................................... 130 4 pages
Change...................................................................... 134 3 pages
Dollars ..................................................................... 137 3 pages
Counting Change ..................................................... 140 2 pages
Adding Money Amounts .......................................... 142 2 pages
Mixed Review .......................................................... 144 3 pages
Review ..................................................................... 147 2 pages

Helpful Resources on the Internet

Use these free online resources to supplement the “bookwork” as you see fit.

US Money Worksheets
Count common US coins or bills. You can choose which coins/bills will be used, and how many
coins/bills are shown at most. Other currencies (Euro, Canadian, Australian, British, and South African)
are available at www.homeschoolmath.net/worksheets
http://www.homeschoolmath.net/worksheets/money.php

Counting Money Activity from Harcourt

Count the coin value and type it into the box and click “Check”.
http://www.hbschool.com/activity/counting_money/

Interactive Count Money Activity

This interactive tool allows children to practice counting money or the teacher to illustrate how to count
money using a whiteboard.
http://www.homeschoolmath.net/interactives/count_money.php

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 Fruit Splat Coins 2
Click on the fruit that shows the amount of money that corresponds with the coins shown. You can choose
which coins to practice.
http://www.sheppardsoftware.com/mathgames/money/fruit_shoot_coins2.htm

Counting Money from Math Nook

Click on the denominations in the cash drawer so that they add up to the correct answer.
http://www.mathnook.com/math/countingmoneyint.html

Fruit Splat Dollars and Cents

Click on the fruit that shows the correct amount of money in dollars and cents.
http://www.sheppardsoftware.com/mathgames/money/fruit_shoot_dollars_and_cents.htm

Coin Madness Addition

Click on the squares to add the numbers so that they equal the value under the word “Numbers”. If you
add the numbers fast enough, you will get bonus points.
http://www.sheppardsoftware.com/mathgames/Add%20Like%20Mad%20Math/addlikemad_coin.htm

Dolphin Feed
Click on coins to add up to the correct amount of money and feed the dolphin a fish.
http://www.abcya.com/money_counting.htm

Change Maker
Determine how many of each denomination you need to make the exact change. Good and clear
pictures! Playable in US, Canadian, Mexican, UK, or Australian money.
http://www.funbrain.com/cashreg/index.html

Cash Out
Give the correct change by clicking on the bills and coins.
http://www.mrnussbaum.com/cashd.htm

Quiz
A 10-question quiz on making change.
http://www.thatquiz.org/tq-a/?-j41-l8-p0

Coins and Medals from U.S. Mint

Learn about the history and see pictures of the circulating coins, commemorative coins, Native American
$1 Coin Program, and the Presidential $1 Coin Program. Learn also how coins are made and take a virtual
tour around the mint.
http://www.usmint.gov/kids/coinsMedals

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 Change
When you buy something in a store, you often do not have the exact amount of money
to pay for it. Instead, you give the clerk more money than what the item costs. The clerk
then gives you some money back. This is called your change.
A pen costs 40¢. You don't have the coins to make exactly 40¢, so you give the clerk
50¢. That is 10¢ too much! But then the clerk gives you back 10¢ — your change.

You give: Your change:

Price: 40¢ 50¢ 10¢

The clerk gives you back the difference between the price and what you paid.

In each problem below, find the change you get back. Think of the DIFFERENCE
between the price and what you pay. Or, think how many cents you paid “too much.” That
will be your change.
You can set up a “play store” to do these problems, using real money, one person as a
clerk, and one person as a customer.
1. Write how many cents you give, and how many cents is your change.

a. You give: Your change: b. You give: Your change:

Price: 20¢ Price: 30¢

_________¢ _________¢ _________¢ _________¢

c. You give: Your change:

d. You give: Your change:

Price: 17¢
Price: 35¢ _________¢ _________¢
_________¢ _________¢

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 e. You give: Your change: f. You give: Your change:

Price: 22¢ Price: 11¢

_________¢ _________¢ _________¢ _________¢

g. You give: Your change: h. You give: Your change:

Price: 60¢ Price: 80¢

_________¢ _________¢ _________¢ _________¢

2. Circle the coins you use to pay. Write how many cents your change is.

You have:
a. You buy a drink
for 55¢.
Change: _______ ¢

You have:
b. You buy raisins
for 33¢.
Change: _______ ¢

You have:
c. You buy a toy
for 46¢.
Change: _______ ¢

You have:
d. You buy a book
for 88¢.
Change: _______ ¢

You have:
e. You buy a
basket for 75¢.
Change: _______ ¢

You have:
f. You buy crayons
for 63¢.
Change: _______ ¢

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 Chapter 10: Exploring Multiplication
Introduction
The last chapter of Math Mammoth Grade 2 covers the concept of multiplication, its
connection with repeated addition, and some easy multiplication practice.

The lessons here are self-explanatory. The student first learns the meaning of
multiplication as “many times the same size group”. Then we practice writing
multiplication as repeated addition and vice versa. Number line jumps are another way to
illustrate multiplication.

The actual study and memorization of the multiplication tables is in the third grade.
However, you can certainly help your child to notice the patterns in the easy tables of 2, 5,
and 10, and encourage their memorization.

If the time allows and the child is receptive, you can study multiplication tables even
further at this time.

The Lessons
page span
Many Times the Same Group .............................. 151 3 pages
Multiplication and Addition ................................. 154 4 pages
Multiplying on a Number Line ............................ 158 3 pages
Multiplication Practice ........................................ 161 2 pages
Mixed Review ..................................................... 163 2 pages
Review ................................................................ 166 2 pages

Helpful Resources on the Internet

Use these free online resources to supplement the “bookwork” as you see fit.
Carl’s Cookie Capers
Multiply to find out how many cookies Carl is baking. Choose level 1.
http://www.multiplication.com/games/play/carls-cookie-capers
Skip Counting Game
Click the answer on the number line. You have 2 minutes to gain as many points as you
can.
http://www.mathsisfun.com/numbers/skip-counting-game.html

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 Skip Count Advanced
Choose the number to skip count by. Then try to hit the fruit with the correct number.
http://www.sheppardsoftware.com/mathgames/earlymath/SkipCountAdvanced.htm

Counting Game
Choose a number for skip-counting. Then finish filling the number line before the time
runs out.
http://members.learningplanet.com/act/count/free.asp

Online Skip Counting Games

A collection of games for skip-counting.
http://www.free-training-tutorial.com/skip-counting-games.html

Multiplication Number-lines
This interactive tool illustrates multiplication as jumps on a number line.
http://www.ictgames.com/multinumberlines.html
Math Dice Game for Addition and Multiplication
Instructions for three simple games with dice; one to learn the concept of multiplication,
another to practice the times tables, and one more for addition facts.
http://www.teachingwithtlc.blogspot.com/2007/09/math-dice-games-for-addition-
and.html
Multiplication Picnic
Some children are having a picnic. Multiply to find out how much food they have.
http://www.sheppardsoftware.com/mathgames/earlymath/multiplicationPicnic.htm
Balloon Pop Math - Multiplication
Solve the problems and pop the balloons in order - from the smallest to the biggest answer.
http://www.sheppardsoftware.com/mathgames/numberballoons/NumberBalloons_tim
Matching Math Mixed Operations
Match the corresponding equations.
http://www.sheppardsoftware.com/mathgames/matching/matchingMixed.htm
Winter Coloring Fun
Answer the multiplication problems to “unlock” the colors. Then, have fun coloring!
http://www.multiplication.com/games/play/winter-coloring-fun

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 Many Times the Same Group
1. Write.

a. 2 times the word b. 3 times c. 5 times the word

“CAT” the word “ME” “YOU”

d. 0 times the word e. 4 times the word f. 1 time the word

“FROG” “SCHOOL” “HERE”

2. Draw groups of balls.

a. 2 times a group of 3 balls b. 3 times a group of 5 balls c. 1 time a group of 7 balls

d. 4 times a group of 1 ball e. 0 times a group of 2 balls f. 3 times a group of 3 balls

g. 0 times a group of 8 balls h. 4 times a group of 0 balls i. 5 times a group of 2 balls

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 3. Fill in the missing parts.

a. 2 times 5 b. _____ times _____ c. _____ times _____

d. _____ times _____ e. _____ times _____ f. _____ times _____

5 × 3 2 × 7
This means “5 times a group of 3.” This means “2 times a group of 7.”
It is called multiplication. You multiply 2 times 7.

4. Now it is your turn to draw! Notice also the symbol × which is read “times.”

a. 2 times 4 b. 3 times 6 c. 1 times 7

2×4 3×6 1×7

d. 6 times 1 e. 4 times 0 f. 2 times 2

6×1 4×0 2×2

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