math for smart kids gr.2

Math for Smart Kids2

Math for Smart Kids Grade 2Textbook

Philippine Copyright 2010 by DIWA LEARNING SYSTEMS INCAll rights reserved. Printed in the Philippines

Editorial, design, and layout by University Press of First Asia

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ISBN 978-971-46-0117-8

The Editorial BoardAuthorsDr. Estrella P. Mercado finished her PhD in Educational Management (with honor) and MA in Education at Manuel L. Quezon University. She also holds an MEd in Special Education degree and a BS in Elementary Education degree from the Philippine Normal University (PNU). She has been a classroom teacher, an Education supervisor, and assistant chief of the Elementary Division of the Department of Education, Culture and Sports (DECS-NCR). She was awarded as Outstanding Female Educator in 1998 by the Filipino Chinese Women Federation. She presently heads the Special Education Department at PNU.

Jasmin Iris F. Sallegue graduated cum laude from PNU with a degree in Bachelor of Secondary Education major in Mathematics. She is currently a grade school Mathematics teacher at De La Salle Santiago Zobel School in Ayala Alabang. She has trained students of De La Salle Santiago Zobel School for various mathematics competitions, like the annual Metrobank-MTAP-DepEd Math competition. She is a member of the Mathematics Teachers Association of the Philippines (MTAP).

Consultant-ReviewerLuzviminda M. Sibbaluca holds a master’s degree in Mathematics Education and a bachelor’s degree in Elementary Mathematics Education (cum laude) both from the University of the Philippines-Diliman. She is one of the top ten successful examinees of the Licensure Examination for Teachers (LET) for Elementary in 2003. She is currently an assistant professor at the Mathematics Department of the University of the Philippines Integrated School (UPIS).

Preface

Math for Smart Kids is a series of textbooks in Mathematics for grade school, which is designed to help pupils develop appreciation and love for mathematics. This series also aims to help the learners acquire the skills they need to become computationally literate.

The lessons in each textbook present mathematics concepts and principles that are anchored on the competencies prescribed by the Department of Education. Each lesson starts with Let’s Do Math, where mathematics concepts and principles are introduced through problems, stories, games, or puzzles. This section is followed by Let’s Look Back, which lists questions that will help the pupils to think critically on what has been introduced in the lesson and will allow them to discover things on their own. For easy recall of important points or concepts taken up in a lesson, the section Let’s Remember Our Learning has been included. Multilevel exercises are provided in Let’s Practice and Let’s Test Our Learning that will assess how much the pupils have learned from the lesson. The exercises will also determine if the pupils are ready to learn new mathematics skills. The development of the multiple intelligences of an individual is reflected in the different activities that the pupils will perform—from concrete to semi-concrete, and from semi-abstract to abstract kind of learning. Situations and real-life problems are provided in Let’s Look Forward to give the pupils opportunities to apply what they have learned to their daily life experiences.

This series of textbooks gives the learners the opportunity to explore and enjoy Mathematics. Let’s have fun learning together!

The Authors

Table of Contents

Unit 1 Comprehension and Addition of Whole Numbers

Chapter 1 Numbers through Ten Thousands Lesson 1 Numbers through 500 .................................................... 2 2 Numbers Up to Thousands ............................................ 9 3 Ordinal Numbers......................................................... 16 4 Place Values through Ten Thousands ........................... 21 5 Reading and Writing Numbers through Ten Thousands ............................................... 25 6 Comparing and Ordering Numbers .............................. 30 7 Rounding off Numbers ................................................ 37 8 Reading and Writing Money Values ............................. 41 9 Roman Numerals ......................................................... 48

Chapter 2 Addition of Whole NumbersLesson 1 Properties of Addition .................................................. 53 2 Adding Three-digit Numbers ....................................... 57 3 Adding Four- to Five-digit Numbers ............................. 64 4 Adding Three or More Addends .................................. 69 5 Estimating Sums .......................................................... 74 6 Solving Word Problems on Addition of Whole Numbers ..................................................... 78

Unit 2 Subtraction, Multiplication, and Division of Whole Numbers

Chapter 3 Subtraction of Whole NumbersLesson 1 Subtracting Two- to Three-digit Numbers ................... 84 2 Subtracting Four-digit Numbers with Zeros in the Minuend ........................................................... 92

3 Estimating Differences ................................................ 97 4 Solving Word Problems on Subtraction of Whole Numbers ....................................................100 5 Combined Operations: Addition and Subtraction ................................................................104 6 Solving Two-step Word Problems ..............................108

Chapter 4 Multiplication of Whole NumbersLesson 1 Understanding Multiplication ....................................112 2 Properties of Multiplication .......................................119 3 Multiplying One-digit Numbers .................................124 4 Multiplying Two- to Three-digit Numbers by One-digit Numbers ...............................................128 5 Solving Word Problems on Multiplication of Whole Numbers ....................................................132 6 Series of Operations: Multiplication, Addition, and Subtraction ..........................................136 7 Solving Multistep Word Problems ..............................140

Chapter 5 Division of Whole NumbersLesson 1 Understanding Division .............................................145 2 Dividing Two-digit Numbers by One-digit Numbers ...............................................150 3 Dividing Three-digit Numbers by One-digit Numbers ...............................................154 4 Solving Word Problems on Division of Whole Numbers ....................................................158 5 Series of Operations ...................................................162 6 Solving Two-step Word Problems ..............................165

Unit 3 Fractions and Geometry

Chapter 6 FractionsLesson 1 Fraction as Part of a Whole and a Set ..........................170 2 Reading and Writing Fractions ................................... 175

3 Fractional Part of a Set................................................181 4 Comparing Fractions ..................................................187 5 Ordering Fractions......................................................192

Chapter 7 GeometryLesson 1 Polygons and Circles ..................................................196 2 Symmetry ..................................................................200 3 Tessellation ...............................................................204 4 Space Figures ............................................................207

Unit 4 Measurement, Time, and Graphs

Chapter 8 MeasurementLesson 1 Standard Units of Linear Measurement .......................212 2 Perimeter ...................................................................219 3 Area ..........................................................................225 4 Mass ..........................................................................232 5 Capacity ....................................................................237

Chapter 9 TimeLesson 1 Concept of Time ........................................................241 2 Days of the Week ......................................................246 3 Months of the Year ....................................................248

Chapter 10 GraphsLesson 1 Pictograph .................................................................251 2 Bar Graph .................................................................256 3 Making a Pictograph and a Bar Graph .......................261

Bibliography ......................................................................................266

Comprehension and Addition of Whole Numbers

Unit

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Numbers through Ten Thousands

Lesson 1 Numbers through 500

Chapter 1

Forms of Writing Numbers

Mang Arman harvested 133 chicos last Monday.

The total number of chicos can be shown as:

100 30 3

A number can be written in three forms: Standard form : 133Expanded form : 100 + 30 + 3 = 133Word form : one hundred thirty-three

To write a number in expanded form, write an addition sentence using the values of the digits.

ComprehensionandAdditionofWholeNumbers�

100

100

Look at this next example.

Aling Nelia ordered 245 eggs for her bakery.

200 40 5

Standard form : 245Expanded form : 200 + 40 + 5 = 245Word form : two hundred forty-five

Skip Counting

Skip counting can be done by 2s, 5s, 10s, 20s, through 100s. Look at the number table below. The encircled numbers show

skip counting by 10s.Use the same table to skip count by 5s and 20s.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100


Comparing Numbers

Aiza found 50 buttons in her mother’s cabinet. Issa found 40 buttons in the cabinet, too. Who found more buttons?

Compare the number of buttons found by the two girls. Aiza Issa 50 40

5 is greater than 4. So 50 is greater than 40. In symbols, 50 > 40So Aiza found more buttons.

Here are other examples of comparing numbers through 500:

160 > 150 because 6 is greater than 5 230 < 240 because 3 is less than 4 425 = 425 because the digits of both numbers are the same

In comparing numbers, start comparing the digits in the highest place value. If the digits are the same, compare the digits in the next place value.

Numbers can be compared using the symbols = (equal to), > (greater than), and < (less than).

Ordering Numbers

Arrange the numbers in increasing or ascending order.

435 391 439 392

Start by comparing two numbers at a time.


391 < 392435 < 439392 < 435

To arrange the numbers in ascending order, arrange them from least to greatest.

Ascending order: 391, 392, 435, 439

1. What are the three forms of writing a number through 500?

2. How do you compare numbers up to hundreds?3. How do you arrange numbers in ascending order?

Numbers through 500 may be written in different forms.

Standard form: 263 Expanded form: 200 + 60 + 3 = 263 Word form: two hundred sixty-three

To compare numbers, start comparing the digits in the highest place value. If the digits are the same, compare the digits in the next place value.

To arrange numbers in ascending order, compare them two at a time. Then arrange them from the least to the greatest.


A. Write the following in standard form.1. eighty-five ______________ 2. thirty-two ______________ 3. fifty-six ______________ 4. three hundred eighty-seven ______________ 5. four hundred ninety-one ______________

B. Write the following numbers in word form.1. 92 ______________________________________________2. 184 ______________________________________________ 3. 271 ______________________________________________ 4. 58 ______________________________________________ 5. 443 ______________________________________________

C. Study the skip counting pattern. Fill in the blanks with the

correct numbers. 1. 5, 10, 15, ____, ____ 4. 50, 100, 150, ____, ____2. 20, 40, ____, 80, 100, ____ 5. 60, 70, ____, ____, 1003. 10, 20, 30, ____, ____ 6. 100, 200, ____, 400, ____

D. Compare the numbers. Write >, <, or = on the blank space.1. 75 ___ 80 6. 98 ___ 972. 92 ___ 84 7. 400 + 80 + 1 ___ 813. 30 + 2 ___ 32 8. 50 + 8 ___ 584. 40 + 7 ___ 46 9. 200 + 5 ___ 30 + 55. 81 ___ 85 10. 395 ___ 397


Get your total score in parts A to D of Let’s Practice. Write the number in standard, expanded, and word forms.

A. Encircle the letter of the correct answer.1. What number is greater than 57? a. 46 b. 48 c. 582. What number is less than 40? a. 38 b. 94 c. 563. What number is equal to 90 + 4? a. 92 b. 94 c. 494. What is the missing number: 5, 10, 15, ___? a. 20 b. 25 c. 305. What is the missing number: 20, 30, ___, 50? a. 35 b. 40 c. 556. What is the missing number: 50, ___, 150, 200? a. 100 b. 250 c. 3007. What is the standard form of two hundred seventy-eight? a. 277 b. 278 c. 2808. What is the standard form of forty-seven? a. 45 b. 46 c. 479. How do you write 91 in word form? a. eighty-one b. ninety-one c. ninety-two

10. How do you write 69 in word form? a. sixty-six b. ninety-six c. sixty-nine


B. Compare the numbers. Write >, < or = on the blank space.

1. 100 + 60 + 3 ___ 100 + 50 + 3

2. 300 + 40 + 5 ___ 300 + 40 + 1

3. 400 + 80 + 4 ___ 484

4. 492 ___ 400 + 800 + 2

5. 275 ___ 200 + 70 + 5

C. Arrange the numbers in each set in ascending order. Write the numbers 1–4 (1 – least number, 4 – greatest number) on the blank spaces.

1. 163 136 123 132 ___ ___ ___ ___

2. 271 281 217 218 ___ ___ ___ ___

3. 349 319 394 314 ___ ___ ___ ___

4. 401 421 410 412 ___ ___ ___ ___

5. 457 407 437 417 ___ ___ ___ ___


Lesson 2 Numbers Up to Thousands

Andrew is a postman. He delivered 2 164 letters to houses in Cupang, Muntinlupa City.

The number 2 164 can be shown as:

2 000

100 60 4

You can write the number in expanded form, 2 164 = 2 000 + 100 + 60 + 4

and in word form, two thousand, one hundred sixty-four.

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Skip Counting

Study the patterns of numbers below.

1. 10, 20, 30, 40, 50, 60, 70, 80, 90 2. 100, 200, 300, 400, 500, 600, 700, 800, 9003. 500, 1 000, 1 500, 2 000, 2 500, 3 000, 3 500, 4 0004. 1 000, 2 000, 3 000, 4 000, 5 000

What skip counting pattern is shown in each set of numbers?

The first set shows skip counting by 10s. The second set shows skip counting by 100s. The third set shows skip counting by 500s. The last set shows skip counting by 1 000s.

Comparing Numbers

Ifugao has a total land area of 2 517 square kilometers. Ilocos Sur has a total land area of about 2 579 square kilometers. Which province has a greater land area ?

2 579 > 2 517 because the digit 7 is greater than the digit 1.

To compare numbers up to thousands, start comparing the digits in the thousands place. The greater digit shows the greater number.

Ordering Numbers

These are the land areas (in square kilometers) of four provinces in Luzon.

Quirino – 3 057 Batangas – 3 166 Tarlac – 3 053 Kalinga – 3 071

ComprehensionandAdditionofWholeNumbers11

Arrange the land areas of the four provinces in descending order.

Start by comparing two numbers at a time. 3 166 > 3 071 3 057 > 3 053 3 071 > 3 057

To arrange numbers in descending order, arrange them from greatest to least.

3 166 3 071 3 057 3 053Batangas Kalinga Quirino Tarlac

1. How do you skip count by 500s and 1 000s?2. How do you compare and order numbers up to

thousands?

Numbers up to thousands can be written in different forms.

Standard form: 2 164Expanded form: 2 000 + 100 + 60 + 4 = 2 164Word form: two thousand, one hundred sixty-four

To compare numbers up to thousands, start comparing the digits in the thousands place. The greater digit shows the greater number.

To arrange numbers in descending order, arrange them from greatest to least.

1� MathforSmartKids2

A. Study the pictures. Write the numbers in three different forms.

1. 1 000 100 10

Standard form: _____________ Expanded form: ___________________________________ Word form: _______________________________________

2.

1 000 100

10

10 100 Standard form: ______________ Expanded form: ___________________________________ Word form: _______________________________________

3.

Standard form: _______________ Expanded form: ___________________________________ Word form: _______________________________________

10

10

1 000

ComprehensionandAdditionofWholeNumbers1�

B. Write the following in standard form.

1. one thousand, two hundred three __________2. two thousand, one hundred thirty-two __________3. two thousand, four hundred forty-five __________4. three thousand, three hundred twenty-six __________5. four thousand, two hundred __________6. six thousand, nine hundred fifty-one __________

C. Write the following in word form.1. 5 400 ____________________________________________2. 6 326 ____________________________________________3. 7 423 ____________________________________________4. 8 546 ____________________________________________5. 9 227 ____________________________________________6. 4 639 ____________________________________________

Write the last digit of your birth year. For example, if you were born in 2001, you will write 1. Write beside this digit the number of your birth month. For January, write 01; for February, write 02; and so on. Then, write your favorite one-digit number beside these numbers.

What number did you form? Write the number in standard, expanded, and word forms. Then compare your number with the number formed by your seatmate. Who has the greater number?


A. Write the following in word form.

1. 1 342 ____________________________________________2. 5 295 ____________________________________________3. 3 433 ____________________________________________

B. Change the given forms of numbers in standard form. Then compare the numbers. Write >, <, or = in the box.

1. one thousand, six hundred 1 000 + 600 + 2 twenty

2. two thousand, seventy-eight 2 000 + 700 + 80 + 8

3. two thousand, four hundred 2 000 + 400 + 60 + 1 sixty-one

4. three thousand, nine hundred 3 000 + 900 + 60 + 1 sixteen

5. four thousand, five hundred five 4 000 + 50 + 5


C. Do what is asked for in each number.

1. Write the missing numbers in the .

100, 200, , 400, , 600, 700, , , 1 000

For exercises 2–4, refer to the numbers in the box.

3 516 2 709 2 178 3 672

2. Which numbers are less than 3 000? ___________________________________________________

3. Which numbers are greater than 3 000? ___________________________________________________4. Arrange the numbers in ascending order. ___________________________________________________5. What number comes before and after 3 500 if you skip

count by 500s? ___________________________________________________


Lesson 3 Ordinal Numbers

Look at the objects.

Counting from the left, the bag is the first, the pencil is the second, and the notebook is the third object.

First, second, and third are called ordinal numbers. Ordinal numbers tell the positions of things or persons in an arrangement.

Give the ordinal numbers for the objects shown above: school ID (counting from the left) _________ book (counting from the right) _________ crayon (counting from the left) _________

What are ordinal numbers?


These are the ordinal numbers from 1st to 50th. 1st first 26th twenty-sixth2nd second 27th twenty-seventh3rd third 28th twenty-eighth4th fourth 29th twenty-ninth5th fifth 30th thirtieth6th sixth 31st thirty-first7th seventh 32nd thirty-second8th eighth 33rd thirty-third9th ninth 34th thirty-fourth

10th tenth 35th thirty-fifth11th eleventh 36th thirty-sixth12th twelfth 37th thirty-seventh13th thirteenth 38th thirty-eighth14th fourteenth 39th thirty-ninth15th fifteenth 40th fortieth16th sixteenth 41st forty-first17th seventeenth 42nd forty-second18th eighteenth 43rd forty-third19th nineteenth 44th forty-fourth20th twentieth 45th forty-fifth21st twenty-first 46th forty-sixth22nd twenty-second 47th forty-seventh23rd twenty-third 48th forty-eighth24th twenty-fourth 49th forty-ninth25th twenty-fifth 50th fiftieth

Ordinal numbers tell the positions or order of things or persons in a given arrangement.


A. Study the picture below. Tell the positions of the objects from left to right, and from right to left using ordinal numbers.

From left to right From right to left

1. bottle ____________ _____________2. bowl ____________ _____________3. knife ____________ _____________4. glass ____________ _____________5. spoon ____________ _____________6. vase ____________ _____________ 7. cup ____________ _____________8. saucer ____________ _____________9. plate ____________ _____________

10. fork ____________ _____________


B. Box the animal for the given ordinal number. Count from left to right (→) and from top to bottom (↓).

1. 13th

2. 21st

3. 33rd

Your teacher will post on the board the alphabetical list of the pupils’ names in your class. Tell your position on the list. Who is in the 10th position? Who is in the 20th position?

�0 MathforSmartKids2

A. Below are the letters of the Filipino alphabet. Write the letter that corresponds to each ordinal.

A B C D E F G H I J K L M N

Ñ NG O P Q R S T U V W X Y Z

1. 8th _______ 6. 10th _______2. 12th _______ 7. 27th _______3. 19th _______ 8. 14th _______4. 21st _______ 9. 26th _______5. 16th _______ 10. 22nd _______

B. Get a calendar. Then complete the sentences below.

1. Sunday is the first day of the week. ____________ is the second day.

2. Wednesday is the __________ day of the week.3. Saturday is the ___________ day of the week.4. January is the ___________ month of the year.5. April is the ___________ month of the year.6. December is the _________ month of the year.7. The fifth month of the year is _______________.8. My birth month is the ____________ month of the year.

ComprehensionandAdditionofWholeNumbers�1

Lesson 4 Place Values through Ten Thousands

Julie earns 18 725 every month.

What is the place value of 8 in 18 725? What is the value of 2?

To answer the questions, write the numbers in a place-value chart.

Place-value Chart

Ten Thousands Thousands Hundreds Tens Ones1 8 7 2 5

The chart shows the place values of the following digits: 1 – ten thousands 8 – thousands 7 – hundreds 2 – tens 5 – ones

The place value of 8 in 18 725 is thousands. The value of 2 is 20, since 2 tens is equal to 20.

Place value tells the position of a digit in a number. Value is the worth of a digit in a number.

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Study another example.

What are the values of the two 8s in 98 480?

Write the number in a place-value chart.


The chart shows that the place value of 9 is ten thousands; 8, thousands; 4, hundreds; 8, tens; and 0, ones.

The values of the 8s in 98 480 are 8 000 and 80. This shows that the value of a digit depends on its place value. The place value of the leftmost digit 8 is thousands, so its value is 8 000. The place value of the rightmost digit 8 is tens, so its value is 80.

1. What are the place values of a four-digit number?2. How is value related to place value?

Place value tells the position of a digit, while value is the worth of a digit in a number. A place-value chart is used to show the place value and value of each digit in a number.

The value of a digit depends on its place value.

ComprehensionandAdditionofWholeNumbers��

A. Write the place value of the underlined digit.1. 13 428 _____________ 4. 18 759 ______________2. 16 921 _____________ 5. 34 785 ______________ 3. 29 243 _____________

B. Write the value of the underlined digit.1. 21 392 _________ 4. 27 656 _________ 2. 14 568 _________ 5. 39 497 _________ 3. 28 373 _________

C. Find the mystery numbers. 1. My ones digit is 4. My thousands digit is twice my ones

digit. My ten thousands digit is 2 less than my ones digit. My tens and hundreds digits are 1 more than my ten thousands digit. What number am I?

2. My hundreds digit is equal to 5 + 1. My ten thousands and tens digits are 3 less than my hundreds digit. My ones digit is twice my tens digit. My thousands digit is 2 more than my ones digit. What number am I?

Ask for the last 5 digits of your telephone number at home or your parent’s cell phone number. Write this number in standard and word forms. Then answer the following questions.

1. What is the value of the greatest digit?2. What is the place value of the smallest digit?


A. Write the place value and value of the underlined digit.

Place Value Value1. 14 672 ______________________ _____________ 2. 15 739 ______________________ _____________3. 32 487 ______________________ _____________4. 26 285 ______________________ _____________5. 48 343 ______________________ _____________6. 95 678 ______________________ _____________7. 39 280 ______________________ _____________8. 44 325 ______________________ _____________9. 97 829 ______________________ _____________

10. 18 204 ______________________ _____________

B. Read carefully and solve. 1. My ten thousands digit is 8. My ones digit is 2 less than

my ten thousands digit. My thousands digit is 4 less than my ones digit. My hundreds digit is 3 more than my ones digit. My tens digit is 7 less than my hundreds digit. What number am I?

2. My tens digit is 4. My ones digit is 2 more than my tens digit. My ten thousands digit is twice my tens digit. My hundreds digit is 3 less than my ten thousands digit. My thousands digit is 2 more than my hundreds digit. What number am I?

3. My hundreds digit is 4. My ones digit is 3 less than my hundreds digit. My ten thousands digit is 8 more than my ones digit. My thousands and tens digits are 3 more than my hundreds digit. What number am I?


Lesson 5 Reading and Writing Numbers through Ten Thousands

There were about 31 145 delegates from different countries who participated in the 2005 World Youth Day.

When writing large numbers, we separate them into groups of three digits called periods. The periods of a number are separated with a space or with a comma.

Look at the place value chart below. It has two periods—the units and thousands periods. The units period includes the ones, tens, and hundreds digits. The thousands period includes the thousands, ten thousands, and hundred thousands digits.

Thousands Units Hundred

ThousandsTen

Thousands Thousands Hundreds Tens Ones

3 1 1 4 5

To read a large number, read the digits in the highest period first. Mention the period’s name. Then read the digits in the next period. Do not mention the period’s name for the units period.

Thus, we read 31 145 as “thirty-one thousand, one hundred forty-five.”


To write 31 145 in expanded form, write an addition sentence for the values of its digits.

31 145 = 30 000 + 1 000 + 100 + 40 + 5

How does a place-value chart help in reading large numbers?

To read a number, read the digits in the highest period first and mention the period’s name. Then read the digits in the next period. Do not mention the period’s name for the units period.

A. Read the number using the place-value chart. Write the word and standard forms of the number.

1. Thousands Units


Word form: ________________________________________ ________________________________________ Standard form: _____________________________________


2.

Thousands Units



3.

Thousands Units



B. Write each number in expanded form.1. 1 895 ___________________________________________2. 4 678 ___________________________________________3. 89 283 ___________________________________________

C. Write the number word in standard and expanded forms.1. fourteen thousand, five hundred sixty-two Standard form: ____________________________________ Expanded form: ___________________________________

2. twenty-seven thousand, four hundred eighty-three Standard form: ____________________________________ Expanded form: ___________________________________

3. thirty-nine thousand, three hundred seventy-six Standard form: ____________________________________ Expanded form: ___________________________________


4. forty-six thousand, seven hundred ninety-seven Standard form: ____________________________________ Expanded form: ___________________________________

5. fifty-eight thousand, six hundred fifty-four Standard form: ____________________________________ Expanded form: ___________________________________

Write the numbers in word and expanded forms. Do this on a separate sheet of paper.

98 942 27 831 14 374

A. Write each number in word and expanded forms. 1. 21 345 Word form: ________________________________________ Expanded form: ____________________________________

2. 22 872 Word form: ________________________________________ Expanded form: ____________________________________

3. 55 984 Word form: ________________________________________ Expanded form: ____________________________________


4. 64 217 Word form: _______________________________________ Expanded form: ___________________________________

5. 11 983 Word form: _______________________________________ Expanded form: ___________________________________

B. Write each number in standard, word, and expanded forms.

1. Thousands Units


Standard form: _______________________________________Word form: __________________________________________Expanded form: ______________________________________

2. Thousands Units



3. Thousands Units

