my homework lesson 2 4th grade

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Unit 1: Place value

Unit 2: addition, subtraction, and estimation, unit 3: multiply by 1-digit numbers, unit 4: multiply by 2-digit numbers, unit 5: division, unit 6: factors, multiples and patterns, unit 7: equivalent fractions and comparing fractions, unit 8: add and subtract fractions, unit 9: multiply fractions, unit 10: understand decimals, unit 11: plane figures, unit 12: measuring angles, unit 13: area and perimeter, unit 14: units of measurement.

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Multiply by Tens - Lesson 3.1

Estimate Products - Lesson 3.2

Area Models and Partial Products - Lesson 3.3

Multiply Using Partial Products - Lesson 3.4

Multiply with Regrouping - Lesson 3.5

Choose a Multiplication Method - Lesson 3.6  

Problem Solving - Multiply 2-Digit Numbers - Lesson 3.7

Multiplication Comparing Using Algebra - Lesson 2.1

Comparison Problems - Section 2.2

Multiply Tens, Hundreds & Thousands - Lesson 2.3

Estimate Products - Lesson 2.4

Multiply with the Distributive Property - Lesson 2.5

Multiply Using Expanded Form - Lesson 2.6

Multiply Using Partial Products - Lesson 2.7

Multiply Using Mental Math - Lesson 2.8

Problem Solving With Multistep Multiplication - Lesson 2.9

Multiply 2-Digit Numbers With Regrouping - Lesson 2.10

Multiply 3 and 4-Digit Numbers With Regrouping - Lesson 2.11

Solve Multistep Problems Using Equations - Lesson 2.12

Lines, Rays, and Angles - Lesson 10.1

Classify Triangles - Lesson 10.2

Parallel and Perpendicular Lines - Lesson 10.3

Classify Quadrilaterals - Lesson 10.4

Line symmetry - lesson 10.5, find and draw lines of symmetry - lesson 10.6, problem solving: shape patterns - lesson 10.7   , relate tenths and decimals - lesson 9.1.

Relate Hundredths and Decimals - Lesson 9.2  

Equivalent Fractions and Decimals - Lesson 9.3

Relate Fractions, Decimals, and Money - Lesson 9.4

Problem Solving With Money - Lesson 9.5

Add Fractional Parts of 10 and 100 - Lesson 9.6

Compare Decimals - Lesson 9.7

Add & Subtract Parts of a Whole - Section 7.1

Write Fractions as Sums - Section 7.2

Adding Fractions Using Models - Section 7.3

Subtract Fractions Using Models - Section 7.4

Add and Subtract Fractions - Section 7.5

Rename Fractions and Mixed Numbers - Section 7.6

Add & Subtract Mixed Numbers - Section 7.7

Subtraction with Renaming - Section 7.8

Fractions and Properties of Addition - Section 7.9

Problem Solving Using Multistep Fractions - Section 7.10

Chapter 7 Test Review on Add and Subtract Fractions

Equivalent Fractions - Section 6.1

Gener ate Equivalent Fractions - Section 6.2

Fractions in Simplest Form - Section 6.3

Common Denominators - Section 6.4

Problem Solving With Equivalent Fractions - Section 6.5  

Compare Fractions - Section 6.6

More Comparing Fractions - Section 6.7

Compare and Order Fractions - Section 6.8

Chapter 6 Review on Fraction Equivalence and Comparison

Modeling Factors of Numbers - Section 5.1

Factors and Divisibility - Section 5.2  

Problem Solving With Common Factors - Section 5.3

Factors and Multiples - Section 5.4

Prime and Composite Numbers - Section 5.5

Number Patterns - Lesson 5.6

Review For Test on Chapter 5; Factors, Multiples, and Patterns

Estimate Quotients Using Multiples - Lesson 4.1

Remainders - Lesson 4.2

Interpret the Remainder - Lesson 4.3

Divide Tens, Hundreds, and Thousands - Lesson 4.4

Estimate Quotients Using Compatible Numbers - Lesson 4.5

Division and the Distributive Property - Lesson 4.6

Divide Using Repeated Subtraction - Lesson 4.7

Divide 3 Digits by 1 Using Partial Quotients - Section 4.8

Divide 3 Digits by 1 With Regrouping - Section 4.9

Divide 3 Digits by 1 Using Place Value - Section 4.10

Divide By 1 Digit Numbers Using Place Value - Section 4.11

Multi-Step Problem Solving with Whole Numbers-Section 4.12

Fourth Grade

• AP Calculus
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• Second Grade Math
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• Integrated Math 1
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• PreCalculus
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• Sixth Grade Math (Big Ideas)

Perimeter - Lesson 13.1

Area - Lesson 13.2

Area of Combined Rectangles - Lesson 13.3

Find Unknown Measures - Lesson 13.4

Problem Solving - Find the Area - Lesson 13.5

Angles and Fractional Parts of a Circle - Lesson 11.1

Degrees - Lesson 11.2

Measure and Draw Angles - Lesson 11.3

Joint and Separate Angles - Lesson 11.4

Problem Solving: Unknown Angle Measures - Lesson 11.5

Measurement Benchmarks - Lesson 12.1

Customary Units of Length - Lesson 12.2

Customary Units of Weight - Lesson 12.3

Customary Units of Liquid Volume - Lesson 12.4

Line Plots - Lesson 12.5

Show What You Know (Pre-Chapter 1)

Vocabularly Builder (Pre-Chapter 1)

Model Place Value Relationship - Lesson 1.1

Read and Write Numbers - Lesson 1.2

  Compare and Order Numbers - Lesson 1. 3  

Rounding Numbers - Lesson 1.4

Renaming Numbers - Lesson 1.5

Adding Whole Numbers - Lesson 1.6

Subtracting Whole Numbers - Lesson 1.7

Problem Solving - Lesson 1.8

Multiples of Unit Fractions - Lesson 8.1

Multiples of Fractions - Lesson 8.2

Multiply Fractions by Whole Numbers - Lesson 8.3  

Multiply Fractions and Mixed Numbers by Whole Numbers 8 4

Comparison Problem Solving with Fractions - Lesson 8.5

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McGraw Hill My Math Grade 4 Chapter 2 Lesson 3 Answer Key Add and Subtract Mentally

All the solutions provided in McGraw Hill Math Grade 4 Answer Key PDF Chapter 2 Lesson 3 Add and Subtract Mentally  will give you a clear idea of the concepts.

McGraw-Hill My Math Grade 4 Answer Key Chapter 2 Lesson 3 Add and Subtract Mentally

To mentally add or subtract larger numbers, you can take and give to make one number end in a ten, hundred, or thousand.

Math in My World

Helpful Hint You can also think 82 thousands – 76 thousands = ____ thousands.

1 First subtract the ten thousands and the thousands. 82 – 76 = 6 So, 6 thousand more people attended the first concert.

2 The difference, 6, is in the thousands place. So, 82,000 — 76,000 = 6,000

Answer : Since we subtracted extra 4  add it back in , then 104 + 4 = 108

Explanation: 184 – 76 Make a ten. Add 4 to 76 76 + 4 = 80 184 – 80 = 104 Since we subtracted extra 4  add it back in , then 104 + 4 = 108 So, 184 – 76 = 108

Guided Practice

Make a ten, hundred, or thousand to mentally add.

Use mental math to subtract.

Question 3. 184 – 76 Make a ten. 76 + 4 = ____ 184 – ___ = ____ 104 + 4 = ____ So, 184 – 76 = ____ Answer:  184 – 76 = 108

Independent Practice

Question 4. 8,825 – 6,397 Make a hundred. 6,397 + 3 = ___ ____ – 6,400 = ____ 2,425 + 3 = ____ So, 8,825 — 6,397 = ____ Answer:  8,825 — 6,397 = 2,428

Explanation: Make a hundred. 6,397 + 3 = 6,400 8,825 – 6,400 = 2,425 Since we subtracted extra 3 add it back in , then 2,425 + 3 = 2,428 So, 8,825 — 6,397 = 2,428

Question 5. 684 – 169 Make a ten. 169 + 1 = ___ ___ – 170 = ____ 514 + 1 = ____ So, 684 – 169 = ____ Answer:  684 – 169 = 515

Explanation: 684 – 169 Make a ten. 169 + 1 = 170 684 – 170 = 514 Since we subtracted extra 1 add it back in , then 514 + 1 = 515 So, 684 – 169 =515

Question 6. 738 + 56 = ___ Answer:  738 + 56 = 794

Explanation: To make a ten , Take from one addend and give to the other addend , that is make 738 as 734 by subtracting 4 and 56 as 60 by adding 4 That will be 734 + 60 = 794 So, 738 + 56 = 794

Question 7. 223 + 728 = ____ Answer: 223 + 728 = 951

Explanation: To make a ten , Take from one addend and give to the other addend , that is make 223 as 221 by subtracting 2 and 728 as 730 by adding 2 That will be 221 + 730 = 951 So, 223 + 728 = 951

Question 8. 6,627 + 3,315 = ___ Answer: 6,627 + 3,315 = 9,942

Explanation: To make a ten , Take from one addend and give to the other addend , that is make 3,315 as 3,312 by subtracting 3 and 6,627 as 6,630 by adding 3 That will be 6,630 + 3,312 = 9,942 So, 6,627 + 3,315 = 9,942

Question 9. 5,478 + 1,312 = ____ Answer:  5,478 + 1,312 = 6,790

Explanation: To make a ten , Take from one addend and give to the other addend , that is make 1,312 as 1,310 by subtracting 2 and 5,478 as 5,480 by adding 2 That will be 5,480 + 1,310 = 6,790 So, 5,478 + 1,312 = 6,790

Question 10. 7,930 – 4,623 = ___ Answer:  7,930 – 4,623 = 3,307

Explanation: Make a ten. 4,623 + 7 = 4,630 7,930 – 4,630 = 3,300 Since we subtracted extra 7 add it back in , then 3,300 + 7 = 3,300 So, 7,930 – 4,623 = 3,307

Question 11. 5,547 – 2,539 = ____ Answer: 5,547 – 2,539 = 3,008

Explanation: Make a ten. 2,539 + 1 = 2,540 5,547 – 2,540 = 3,007 Since we subtracted extra 1 add it back in , then 3,007 + 1 = 3,008 So, 5,547 – 2,539 = 3,008

Question 12. 8,329 – 7,218 = ____ Answer: 8,329 – 7,218 = 1,111

Explanation: Make a ten. 8,329 + 1 = 8,330 8,330 – 7,218 = 1,110 Since we subtracted extra 1 add it back in , then 1,110 + 1 = 1,111 So, 8,329 – 7,218 = 1,111

Question 13. 3,273 – 1,256 = ____ Answer:  3,273 – 1,256 =  2,017

Explanation: Make a ten. 1,256 + 4 = 1,260 3,273 – 1,260 = 2,013 Since we subtracted extra 4 add it back in , then 2,013 + 4 = 2,017 So, 3,273 – 1,256 =  2,017

Subtract. Draw a line to the difference in the second column.

Problem Solving

Use mental addition or subtraction to solve.

Question 18. Attendance at a concert was 12,769. The following evening, the attendance was 13,789. How many more people attended the concert on the second night? Answer: 1,020 more people attended the concert on the second night.

Explanation: Given, Attendance at a concert was 12,769. The following evening, the attendance was 13,789. 13,789 – 12,769 = ? Make a ten. 12,769 + 1 = 12,770 13,789 – 12,770 = 1,019 Since we subtracted extra 1 add it back in , then 1,019 + 1 = 1,020 So, 13,789 – 12,769 = 1,020 Thus, 1,020 more people attended the concert on the second night.

Question 19. Mathematical PRACTICE 2 Reason Yolanda is finding 23,567 – 12,458. She added 2 to 12,458 before subtracting. Then she added it in again after she subtracted. Is her method correct? Explain. Answer: yes

Explanation: Given, 23,567 – 12,458. Make a ten. 12,458 + 2 = 12,460 23,567 – 12,460 = 11,107 Since we subtracted extra 2 add it back in , then 11,107 + 2 = 11,109 So, 23,567 – 12,458 = 11,109

HOT Problems

Question 21. ? Building on the Essential Question Why is mental addition and subtraction important when you learn more difficult concepts? Answer: You can simplify mental math for the addition of two digit numbers by treating the digit separately. You can also treat the digit separately in subtraction if the number subtracted has both digit smaller. And we can also simply subtraction by adding the same number to both terms.

Learning different strategies will help them see different ways to solve problems and students will gravitate to the way that best meets where they’re at.

McGraw Hill My Math Grade 4 Chapter 2 Lesson 3 My Homework Answer Key

Question 1. 118 + 203 = ___ Answer:  118 + 203 = 321

Explanation: To make a ten , Take from one addend and give to the other addend , that is make 203 as 201 by subtracting 2 and 118 as 120 by adding 2 That will be 201 + 120 = 321 So, 118 + 203 = 321

Question 2. 549 + 24 = ____ Answer:  549 + 24 = 597

Explanation: To make a ten , Take from one addend and give to the other addend , that is make 24 as 23 by subtracting 1 and 549 as 550 by adding 1 That will be 550 + 23 = 597 So, 549 + 24 = 597

Question 3. 1,198 + 46 = ___ Answer: 1,198 + 46 = 1,244

Explanation: To make a hundred , Take from one addend and give to the other addend , that is make 46 as 44 by subtracting 1 and 1,198 as 1,200 by adding 2 That will be 1,200 + 44 = 1,244 So, 1,198 + 46 = 1,244 .

Question 4. 745 + 997 = ____ Answer: 745 + 997 = 1,742

Explanation: To make a ten , Take from one addend and give to the other addend , that is make 745 as 742 by subtracting 3 and 997 as 1000 by adding 3 That will be 1,000 + 742 = 1,742 So, 745 + 997 = 1,742 .

Question 5. 982 – 56 = ___ Answer:  982 – 56 = 926

Explanation: Make a ten. 56 + 4 = 60 982 – 60 = 922 Since we subtracted extra 4 add it back in , then 922 + 4 = 926 So, 982 – 56 = 926

Question 6. 7,499 — 4,100 = ____ Answer:  7,499 — 4,100 = 3,399

Explanation: Make a hundred. 7,499 + 1 = 7,500 7,500 – 4,100 = 3,398 Since we subtracted extra 4 add it back in , then 3,398 + 1 = 3,399 So, 7,499 — 4,100 = 3,399

Use mental math to solve.

Question 7. The cafeteria sells 498 cartons of milk and 246 bottles of juice every day. How many total milk and juice containers are sold each day? Answer:  Totally, 744 milk and juice containers are sold each day

Explanation: Given, 498 + 246 Make a ten Take from one addend and give to the other addend , that is make 246 as 244 by subtracting 2 and 498 as 500 by adding 2 That will be 500 + 244 = 744 So, 498 + 246  = 744 So, 744 milk and juice containers are sold each day

Question8. Mathematical PRACTICE 5 Use Math Tools Terrell had a chain of 56 paper clips. Some of the paper clips fell off. Now there are 38 paper clips in the chain. How many fell off? Answer: 18 clips fell off from the chain

Explanation: Given, 56 -38 Make a ten. 38 + 2 = 40 56 – 40 = 16 Since we subtracted extra 2 add it back in , then 16 + 2 = 18 So, 56 – 38 = 18 Hence, 18 clips fell off from the chain

Question 9. Li counts 203 stars in the sky. The next night, she counts 178 stars. How many stars in all did she see on the two nights? Answer:  She saw 381 stars on the two nights

Explanation: Given, 203 + 178 To make a ten , Take from one addend and give to the other addend , that is make 203 as 201 by subtracting 2 and 178 as 180 by adding 2 That will be 201 + 180 = 381 So, 203 + 178  = 381 She saw 381 stars on the two nights.

Question 10. There were 132 children at the museum on Saturday. On Sunday, there were 61 children. How many children were there on Saturday and Sunday? Answer: There are 193 children at the museum on Saturday and Sunday

Explanation: Given, 132 + 61 To make a ten , Take from one addend and give to the other addend , that is make 61 as 60 by subtracting 1 and 132 as 133 by adding 1 That will be 133 + 60 = 193 So, 132 + 61 = 193 There are 193 children at the museum on Saturday and Sunday

Test Practice

Question 11. Mikah’s dog has 39 spots. Jonelle’s dog has 85 spots. How many more spots does Jonelle’s dog have? A. 45 spots B. 46 spots C. 41 spots D. 44 spots Answer: B

Explanation: Given, Mikah’s dog has 39 spots. Jonelle’s dog has 85 spots. 85 – 39 Make a ten. 39 + 1 = 40 85 – 40 = 45 Since we subtracted extra 1 add it back in , then 45 + 1 = 46 So, 85 – 39 = 46 There are 46 more spots on Jonelle’s dog .

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