A Story of Units®

Eureka Math™
Grade 1, Module 4

Student File_A
Contains copy-ready classwork and homework
as well as templates (including cut outs)

Published by the non-profit Great Minds.

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10 9 8 7 6 5 4 3 2 1
 A STORY OF UNITS Lesson 1 Problem Set 1 4

Name Date

Circle groups of 10. Write the number to show the total amount of objects.
1. 2.

There are _____ grapes. There are _____ carrots.

3. 4.

There are _____ apples. There are _____ peanuts.

5. 6.

There are _____ grapes. There are _____ carrots.

7. 8.

There are ____ apples. There are ____ peanuts.

Lesson 1: Compare the efficiency of counting by ones and counting by tens. 1

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 A STORY OF UNITS Lesson 1 Problem Set 1 4

Make a number bond to show tens and ones.

9. 10.

20
11. 12.

Make a number bond to show tens and ones. Circle tens to help.
13. 14.

15. 16.

Lesson 1: Compare the efficiency of counting by ones and counting by tens. 2

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 A STORY OF UNITS Lesson 1 Homework 1 4

Name Date

Circle groups of 10. Write the number to show the total amount of objects.

1. 2.

There are _______ marbles. There are _______ balloons.

3. 4.

There are _______ straws. There are _______ cubes.

Make a number bond to show tens and ones. Circle tens to help. Write the number to
show the total amount of objects.

5. 6.

There are _______ juice boxes. There are _______ crayons.

Lesson 1: Compare the efficiency of counting by ones and counting by tens. 3

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 A STORY OF UNITS Lesson 1 Homework 1 4

Make a number bond to show tens and ones. Circle tens to help. Write the number to
show the total amount of objects.

7. 8.

There are _______ cubes. There are _______ cubes.

9. 10.

There are _______ cubes. There are _______ cubes.

Make or complete a math drawing to show tens and ones. Complete the number bonds.
11. 12.

18

10 30 3

Lesson 1: Compare the efficiency of counting by ones and counting by tens. 4

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 A STORY OF UNITS Lesson 2 Problem Set 1•4

Name Date

Write the tens and ones and say the numbers. Complete the statement.
1. 2.

17 = ____ ten ____ ones 26 = ____ tens ____ ones

3. 4.

28 = ____ tens ____ ones ____ tens ____ ones = 33

5. 6.

There are _____ balloons. There are _____ flowers.

8.
7.

There are _____ marbles. There are _____ peanuts.

Lesson 2: Use the place value chart to record and name tens and ones within a 5
two-digit number.

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 A STORY OF UNITS L esson 2 Problem Set 1•4

Write the tens and ones. Complete the statement.

9. 10.

There are _____ cubes. There are _____ cubes.

11. 12.

There are _____ cubes. There are _____ cubes.

Write the missing numbers. Say them the regular way and the Say Ten way.
13. 14.

35
_____
2 7 _____
15. 16.

3 9 _____
29
_____
17. 18.

0 40
_____
9
_____

Lesson 2: Use the place value chart to record and name tens and ones within a 6
two-digit number.

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 A STORY OF UNITS Lesson 2 Homework 1•4

Name Date

Write the tens and ones and complete the statement.

Lesson 2: Use the place value chart to record and name tens and ones within a 7
two-digit number.

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 A STORY OF UNITS Lesson 2 Homework 1•4

Write the tens and ones. Complete the statement.

7. 8.

There are _____ cubes. There are _____ cubes.

9. 10.

There are _____ cubes. There are _____ cubes.

Write the missing numbers. Say them the regular way and the Say Ten way.
11. 12.

23
_____ 3 2 _____
13. 14.

0 9 _____ 4 0 _____

15. Choose a number less than 40. Make a math

drawing to represent it, and fill in the number
bond and place value chart.

Lesson 2: Use the place value chart to record and name tens and ones within a 8
two-digit number.

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 A STORY OF UNITS Lesson 3 Problem Set 1•4

Name Date

Count as many tens as you can. Complete each statement. Say the numbers and the
sentences.
1. 2.

____ ten ____ ones is the ____ tens ____ ones is the

same as _____ ones. same as _____ ones.

3. 4.

____ tens ____ ones is the ____ tens ____ ones is the

same as _____ ones. same as _____ ones.

5. 6.

____ tens ____ ones is the ____ ten ____ ones is the

same as _____ ones. same as _____ ones.

Lesson 3: Interpret two-digit numbers as either tens and some ones or as all 9
ones.

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 A STORY OF UNITS Lesson 3 Problem Set 1•4

Match.

7.
3 tens 2 ones 29 ones

8.
40 ones

1 7
23 ones

9. 37 ones
32 ones
10. 4 tens

11.
17 ones

12.
9 ones 2 tens

Fill in the missing numbers.

13. 15 _____ ones

14. _____ ____ tens ____ ones 39 ones

Lesson 3: Interpret two-digit numbers as either tens and some ones or as all 10
ones.

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 A STORY OF UNITS Lesson 3 Homework 1•4

Name Date

Count as many tens as you can. Complete each statement. Say the numbers and the
sentences.
1. 2.

____ tens ____ ones is the ____ tens ____ ones is the

same as _____ones. same as _____ones.

3. 4.

____ tens ____ ones is the ____ tens ____ ones is the

same as _____ones. same as _____ones.

Fill in the missing numbers.

5. _____
2 9 _____ ones

Lesson 3: Interpret two-digit numbers as either tens and some ones or as all 11
ones.

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 A STORY OF UNITS Lesson 3 Homework 1•4

6. 34 ____ tens ____ ones _____ ones

7. _____
3 8 _____ ones

8. _____ 9 ones 3 tens _____ ones

9. _____ ____ ones ____ tens 40 ones

10. Choose at least one number less than 40. Draw the number in 3 ways:

As grapes: In a number bond: In the place value chart:

Lesson 3: Interpret two-digit numbers as either tens and some ones or as all 12
ones.

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 A STORY OF UNITS Lesson 4 Problem Set 1 4

Name Date

Fill in the number bond. Complete the sentences.

1. 2.

20

3
20 and 3 make ____. 20 and 8 make ____.

20 + 3 = ____ 20 + 8 = ____
3. 4.

20 + 7 = ____ 30 + 6 = ____

7 more than 20 is ____. 6 more than 30 is ____.

5. 6.

5 + 20 = ____ 8 + 30 = ____

20 more than 5 is ____. 30 more than 8 is ____.

Lesson 4: Write and interpret two-digit numbers as addition sentences that 13

combine tens and ones.

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 A STORY OF UNITS Lesson 4 Problem Set 1 4

Write the tens and ones. Then, write an addition sentence to add the tens and ones.

7. 8.

1 4

10
____ + ____ = ____ 4 3
____ + ____ = ____
9. 10.

____ = ____ + ____ 30 20

____ = ____ + ____

Match.

11. 4 tens   20 + 7

12. 2 tens 7 ones   40

13. 3 more than 20   20 + 3

14. 9 ones 3 tens   2 + 30

15. 2 ones 3 tens   9 + 30

Lesson 4: Write and interpret two-digit numbers as addition sentences that 14

combine tens and ones.

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 A STORY OF UNITS Lesson 4 Homework 1 4

Name Date

Fill in the number bond, or write the tens and ones. Complete the addition sentences.

1. 2.

3 + 20 = ____ 20 + 4 = ____

20 more than 3 is ____. 4 more than 20 is ____.

3. 4.

7 + 20 = ____ ____ + 30 = ____

5. 6.

carrots

carrots

20 + ____ = ____ ____ + ____ = ____

Lesson 4: Write and interpret two-digit numbers as addition sentences that 15

combine tens and ones.

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 A STORY OF UNITS Lesson 4 Homework 1 4

Match the pictures with the words.

7.

  1 and 30 make ______.

8.

  8 + 30 = _____.

9.

  2 more than 10 is ______.

10.

  20 + 4 = ______.

Lesson 4: Write and interpret two-digit numbers as addition sentences that 16

combine tens and ones.

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 A STORY OF UNITS Lesson 5 Problem Set 1•4

Name Date

Write the number.

1. 2.

+1 -1

1 more than 30 is _____. 1 less than 30 is _____.

3. 4.

+1 -1

1 more than 39 is _____. 1 less than 39 is _____.

5. 6.

+ 10 - 10

10 more than 27 is _____. 10 less than 33 is _____.

Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number. 17

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 A STORY OF UNITS Lesson 5 Problem Set 1•4

Draw 1 more or 10 more. You may use a quick ten to show 10 more.

7. 8.

1 more than 28 is _____. 10 more than 28 is _____.

9. 10.

1 more than 29 is _____. 10 more than 29 is _____.

Cross off (x) to show 1 less or 10 less.

11. 12.

10 less than 26 is _____. 1 less than 26 is _____.

13. 14.

10 less than 40 is _____. 1 less than 40 is _____.

Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number. 18

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 A STORY OF UNITS Lesson 5 Homework 1•4

Name Date

Draw quick tens and ones to show the number. Then, draw 1 more or 10 more.
1. 2.

1 more than 38 is _____. 10 more than 38 is _____.

3. 4.

1 more than 35 is _____. 10 more than 35 is _____.

Draw quick tens and ones to show the number. Cross off (x) to show 1 less or 10 less.
5. 6.

10 less than 23 is _____. 1 less than 23 is _____.

7. 8.

10 less than 31 is _____. 1 less than 31 is _____.

Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number. 19

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 A STORY OF UNITS Lesson 5 Homework 1•4

Match the words to the picture that shows the right amount.

9.

  1 less than 30.

10.

  1 more than 23.

11.

  10 less than 36.

12.

  10 more than 20.

Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number. 20

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 A STORY OF UNITS Lesson 5 Template 1•4

tens ones tens ones

double place value charts

Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number. 21

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 A STORY OF UNITS Lesson 6 Problem Set 1 4

Name Date

Fill in the place value chart and the blanks.

1. 2.

20 = _____ tens 14 = _____ten and _____ones

3. 4.

_____ = 3 tens 5 ones _____ = 2 tens 6 ones

5. 6.

_____= _____ tens _____ ones _____ = _____ tens _____ ones
7. 8.

_____ = _____ tens _____ ones _____ tens _____ ones = _____

Lesson 6: Use dimes and pennies as representations of tens and ones. 22

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 A STORY OF UNITS Lesson 6 Problem Set 1 4

Fill in the blank. Draw or cross off tens or ones as needed.

10 more than 25 is _____

9. 10.

1 more than 15 is _____. 10 more than 5 is _____.

11. 12.

10 more than 30 is _____. 1 more than 30 is _____.

13. 14.

1 less than 24 is _____. 10 less than 24 is _____.

15. 16.

10 less than 21 is _____. 1 less than 21 is _____.

Lesson 6: Use dimes and pennies as representations of tens and ones. 23

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 A STORY OF UNITS Lesson 6 Homework 1 4

Name Date

Fill in the place value chart and the blanks.

1. 2.

30 = _____ tens 17 = _____ ten and _____ ones

3. 4.

_____ = 2 tens 2 ones _____ = 3 tens 3 ones

5. 6.

_____= _____ tens _____ ones _____ = _____ tens _____ ones
7. 8.

_____ = _____ ten _____ ones _____ tens _____ ones = _____

Lesson 6: Use dimes and pennies as representations of tens and ones. 24

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 A STORY OF UNITS Lesson 6 Homework 1 4

Fill in the blank. Draw or cross off tens or ones as needed.

10 more than 25 is _____

9. 10.

1 more than 12 is _____. 10 more than 3 is _____.

11. 12.

10 more than 22 is _____. 1 more than 22 is _____.

13. 14.

1 less than 39 is _____. 10 less than 39 is _____.

15. 16.

10 less than 33 is _____. 1 less than 33 is _____.

Lesson 6: Use dimes and pennies as representations of tens and ones. 25

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 A STORY OF UNITS Lesson 6 Template 1 4

dimes pennies

tens ones

coin and place value charts

Lesson 6: Use dimes and pennies as representations of tens and ones. 26

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 A STORY OF UNITS Lesson 7 Problem Set 1•4

Name Date

For each pair, write the number of items in each set. Then, circle the set with the
greater number of items.

1. 2.

____ ____ ____ ____

3. 4.

____ ____ ____ ____

5. Circle the number that is greater in each pair.

a. 1 ten 2 ones 3 tens 2 ones

b. 2 tens 8 ones 3 tens 2 ones

c. 19 15

d. 31 26

6. Circle the set of coins that has a greater value.

3 dimes 3 pennies

Lesson 7: Compare two quantities, and identify the greater or lesser of the two 27
given numerals.

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 A STORY OF UNITS Lesson 7 Problem Set 1•4

For each pair, write the number of items in each set. Circle the set with fewer items.
7. 8.

____ ____ ____ ____

9. 10.

____ ____ ____ ____

11. Circle the number that is less in each pair.

a. 2 tens 5 ones 1 ten 5 ones

b. 28 ones 3 tens 2 ones

c. 18 13

d. 31 26

12. Circle the set of coins that has less value.

1 dime 2 pennies 1 penny 2 dimes

13. Circle the amount that is less. Draw or write to show how you know.

32 17

Lesson 7: Compare two quantities, and identify the greater or lesser of the two 28
given numerals.

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 A STORY OF UNITS Lesson 7 Homework 1•4

Name Date

Write the number, and circle the set that is greater in each pair. Say a statement to
compare the two sets.
1. 2.

Circle the number that is greater for each pair.

3. 4.
3 tens 8 ones 3 tens 9 ones 25 35

5. Write the value and circle the set of coins that has greater value.

Lesson 7: Compare two quantities, and identify the greater or lesser of the two 29
given numerals.

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 A STORY OF UNITS Lesson 7 Homework 1•4

Write the number, and circle the set that is less in each pair. Say a statement to
compare the two sets.

6. 7.

Circle the number that is less for each pair.

8. 9.

2 tens 7 ones 3 tens 7 ones 22 29

10. Write the value and circle the set of coins that has less value.

Lesson 7: Compare two quantities, and identify the greater or lesser of the two 30
given numerals.

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 A STORY OF UNITS Lesson 7 Homework 1•4

11. Katelyn and Johnny are playing comparison with cards. They have recorded the
totals for each round. For each round, circle the total that won the cards, and
write the statement. The first one is done for you.

ROUND 1: The total that is greater wins.

Katelyn’s Total Johnny’s Total

16 19 19 is greater than 16.

a. ROUND 2: The total that is less wins.

Katelyn’s Total Johnny’s Total

27 24

b. ROUND 3: The total that is greater wins.

Katelyn’s Total Johnny’s Total

32 22

c. ROUND 4: The total that is less wins.

Katelyn’s Total Johnny’s Total

29 26

d. If Katelyn’s total is 39, and Johnny’s total has 3 tens 9 ones, who would have a
greater total? Draw a math drawing to explain how you know.

Lesson 7: Compare two quantities, and identify the greater or lesser of the two 31
given numerals.

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 A STORY OF UNITS Lesson 8 Problem Set 1•4

Name Date
Word Bank

1. Draw quick tens and ones to show each number. Label the first is greater than
drawing as less than (L), greater than (G), or equal to (E) the
is less than
second. Write a phrase from the word bank to compare the
numbers. is equal to

a. b. 2 tens 3 tens

20 _____________________ 18 2 tens ________________ 3 tens

c. d.

24 15 26 32

24 _____________________ 15 26 _____________________ 32

2. Write a phrase from the word bank to compare the numbers.

36 _____________________ 3 tens 6 ones

1 ten 8 ones _____________________ 3 tens 1 one

Lesson 8: Compare quantities and numerals from left to right. 32

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 A STORY OF UNITS Lesson 8 Problem Set 1•4

38 _____________________ 26

1 ten 7 ones _____________________ 27

15 _____________________ 1 ten 2 ones

30 _____________________ 28

29 _____________________ 32

3. Put the following numbers in order from least to greatest. Cross off each number
after it has been used.

9 40 32 13 23

4. Put the following numbers in order from greatest to least. Cross off each number
after it has been used.

9 40 32 13 23

5. Use the digits 8, 3, 2, and 7 to make 4 different two-digit 8 3 2 7

numbers less than 40. Write them in order from greatest
to least. Examples: 32, 27,…

Lesson 8: Compare quantities and numerals from left to right. 33

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 A STORY OF UNITS Lesson 8 Homework 1•4

Name Date
Word Bank
1. Draw the numbers using quick tens and circles. Use the phrases is greater than
from the word bank to complete the sentence frames to
is less than
compare the numbers. The first one has been done for you.
is equal to

a. 20 30 b. 14 22

is less than
20 ___________________ 30 14 __________________ 22
c. 15 1 ten 5 ones d. 39 29

15 ________________ 1 ten 5 ones 39 _____________________ 29

e. 31 13 f. 23 33

31 ___________________ 13 23 ____________________ 33

2. Circle the numbers that are greater than 28.

32 29 2 tens 8 ones 4 tens 18

3. Circle the numbers that are less than 31.

29 3 tens 6 ones 3 tens 13 3 tens 9 ones

Lesson 8: Compare quantities and numerals from left to right. 34

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 A STORY OF UNITS Lesson 8 Homework 1•4

4. Write the numbers in order from least to greatest.

23
32 30
29

Where would the number 27 go in this order? Use words or rewrite the numbers to
explain.

5. Write the numbers in order from greatest to least.

40
13 30
31

Where would the number 23 go in this order? Use words or rewrite the numbers to
explain.

6. Use the digits 9, 4, 3, and 2 to make 4 different

two-digit numbers less than 40. Write them in order 9 3 4 2
from least to greatest.
Examples: 34, 29,…

Lesson 8: Compare quantities and numerals from left to right. 35

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 A STORY OF UNITS Lesson 9 Problem Set 1•4

Name Date

1. Circle the alligator that is eating the greater number.

a. b. c. d.

40 20 10 30 18 14 19 36

2. Write the numbers in the blanks so that the alligator is eating the greater number.
With a partner, compare the numbers out loud, using is greater than, is less than, or
is equal to. Remember to start with the number on the left.
a. b. c.
24 4 38 36 15 14

______ ______ ______ ______ ______ ______

d. e. f.
20 2 36 35 20 19

______ ______ ______ ______ ______ ______

g. h. i.
31 13 23 32 21 12

______ ______ ______ ______ ______ ______

Lesson 9: Use the symbols >, =, and < to compare quantities and numerals. 36

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 A STORY OF UNITS Lesson 9 Problem Set 1•4

3. If the alligator is eating the greater number, circle it. If not, redraw the alligator.

a. b.

20 19 32 23

4. Complete the charts so that the alligator is eating a greater number.

a. b.
1 2 1 2 7 2

c. d.
2 5 5 8 3 8

e. f.
2 1 2 2 4 4

g. h.
1 8 5 2 1 9

i. j.

7 2 1 1 4 4

Lesson 9: Use the symbols >, =, and < to compare quantities and numerals. 37

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 A STORY OF UNITS Lesson 9 Homework 1•4

Name Date

1. Write the numbers in the blanks so that the alligator is eating the greater number.
Read the number sentence, using is greater than, is less than, or is equal to.
Remember to start with the number on the left.

a. b. c.
10 20 15 17 24 22

______ ______ ______ ______ ______ ______

d. e. f.
29 30 39 38 39 40

______ ______ ______ ______ ______ ______

2. Complete the charts so that the alligator is eating a greater number.

a. b.
1 8 1 2 4 3

c. d.
2 3 2

e. f.

1 7 7

Lesson 9: Use the symbols >, =, and < to compare quantities and numerals. 38

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 A STORY OF UNITS Lesson 9 Homework 1•4

Compare each set of numbers by matching to the correct alligator or phrase to make a
true number sentence. Check your work by reading the sentence from left to right.

3.
16 17

31 23

35 25 is less than

12 21

22 32

is greater than
29 30

39 40

Lesson 9: Use the symbols >, =, and < to compare quantities and numerals. 39

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 A STORY OF UNITS Lesson 10 Problem Set 1 4

Name Date

1. Use the symbols to compare the numbers. Fill in the blank with <, >, or = to make a
true number sentence. Read the number sentences from left to right.

40 20 18 20

40 > 20 18 < 20
40 is greater than 20. 18 is less than 20.

a. b. c.

27 24 31 28 10 13

d. e. f.

13 15 31 29 38 18

g. h. i.

27 17 32 21 12 21

Lesson 10: Use the symbols >, =, and < to compare quantities and numerals. 40

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 A STORY OF UNITS Lesson 10 Problem Set 1 4

2. Circle the correct words to make the sentence true. Use >, <, or = and numbers to
write a true number sentence. The first one is done for you.

a. b.
is greater than is greater than

36 is less than 3 tens 6 ones 1 ten 4 ones is less than 17

is equal to is equal to

36 = 36

c. d.
is greater than is greater than
2 tens 4 ones is less than 34 20 is less than 2 tens 0 ones

is equal to is equal to

e. f.
is greater than is greater than

31 is less than 13 12 is less than 21

is equal to is equal to

g. h.
is greater than is greater than

17 is less than 3 ones 1 ten 30 is less than 0 tens 30 ones

is equal to is equal to

Lesson 10: Use the symbols >, =, and < to compare quantities and numerals. 41

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 A STORY OF UNITS Lesson 10 Homework 1 4

Name Date

Use the symbols to compare the numbers. Fill in the blank with <, >, or = to make a true
number sentence. Complete the number sentence with a phrase from the word bank.

Word Bank
is greater than
40 20 18 20
is less than

is equal to
40 > 20 18 < 20
40 is greater than 20. 18 is less than 20.
.

a. b.
17 13 23 33

17 ____________ 13 23____________ 33

c. 36 36 d.
25 32

36 ____________ 36 25 ____________ 32

e. f.
38 28 32 23

38 ____________ 28 32 ____________ 23

Lesson 10: Use the symbols >, =, and < to compare quantities and numerals. 42

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 A STORY OF UNITS Lesson 10 Homework 1 4

g. h.
1 ten 5 ones 14 3 tens 30

1 ten 5 ones _______ 14 3 tens __________ 30

i. j.
29 2 tens 7 ones 19 2 tens 3 ones

29 _______ 2 tens 7 ones 19 _________2 tens 3 ones

k. l.
3 tens 1 one 13 35 3 tens 5 ones

3 tens 1 one __________ 13 35 _________ 3 tens 5 ones

m. n.
2 tens 3 ones 32 3 tens 36

2 tens 3 ones ________ 32 3 tens ___________36

o. p.
29 3 tens 9 ones 4 tens 39

29 _______ 3 tens 9 ones 4 tens ___________ 39

Lesson 10: Use the symbols >, =, and < to compare quantities and numerals. 43

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 A STORY OF UNITS Lesson 11 Problem Set 1•4

Name Date

Complete the number bonds and number sentences to match the picture. The first one
is done for you.

1. 2.
20
40

30 10

____ ten + ____ ten = ____ tens

3 tens + 1 ten = 4 tens
30 + 10 = 40 ___________________________________

3. 4.

____ tens = ____ tens + ____ tens ____ tens = ____ tens + ____ ten

___________________________________ ___________________________________

Lesson 11: Add and subtract tens from a multiple of 10. 44

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 A STORY OF UNITS Lesson 11 Problem Set 1•4

5. 6.

____ tens - ____ ten = ____ tens ____ tens - ____ tens = ____ tens

___________________________________ ___________________________________

7. 8.

____ tens + ____ ten = ____ tens ____ tens - ____ ten = ____ tens

___________________________________ _____+______________________________

9. 10.

____ tens - ____ tens = ____ ten ____ ten - ____ tens = ____ ten

___________________________________ ___________________________________

Lesson 11: Add and subtract tens from a multiple of 10. 45

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 A STORY OF UNITS Lesson 11 Problem Set 1•4

11. Fill in the missing numbers. Match the related addition and subtraction facts.
a. 4 tens – 2 tens = _____ 2 tens + 1 ten = 3 tens

b. 40 – 30 = _____ 30 + 10 = 40

c. 30 – 20 = _____ 20 + 20 = 40

12. Fill in the missing numbers.

a. 20 + 20 = _____ b. 30 – 20 = _____ c. 10 + _____ = 40

d. 20 - _____ = 0 e. 40 - _____ = 10 f. ____ + ____ = 30

Lesson 11: Add and subtract tens from a multiple of 10. 46

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 A STORY OF UNITS Lesson 11 Homework 1•4

Name Date

Draw a number bond, and complete the number sentences to match the pictures.

1. 2.

____ tens + ____ ten = ____ tens ____ tens = ____ ten + ____ tens

_____________________
3. 4.

____ tens - ____ ten = ____ tens ____ tens - ____ tens = ____ tens

_____________________ _____________________
5. 6.

____ tens - ____ tens = ____ tens ____ tens + ____ tens = ____ tens

_____________________ _____________________

Lesson 11: Add and subtract tens from a multiple of 10. 47

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 A STORY OF UNITS Lesson 11 Homework 1•4

Draw quick tens and a number bond to help you solve the number sentences.

7. 8.

10 + 20 = _____ 30 – 10 = _____
9. 10.

20 - 10 = _____ 30 + 10 = _____

Add or subtract.

11. 2 tens + 1 ten = _____ 12. 20 + 20 = _____ 13. 40 – 10 = ____

14. _____= 20 + 10 15. 3 tens – 2 tens = _____ 16. 20 – 10 = _____

17. 10 – 10 = _____ 18. _____ = 30 + 10 19. 40 – 30 = _____

Lesson 11: Add and subtract tens from a multiple of 10. 48

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 A STORY OF UNITS Lesson 11 Template 1•4

_____ _____ _____

_____ ten _____ ten _____ ten

______ ______ ______

number bond/number sentence set

Lesson 11: Add and subtract tens from a multiple of 10. 49

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 A STORY OF UNITS Lesson 12 Problem Set 1•4

Name Date

Fill in the missing numbers to match the picture. Write the matching number bond.

1. 2.

32

12 + 20 = _____ 12 20 15 + _____ = _____

3. 4.

____ + ____ = ____ ____ + ____ = ____

Draw using quick tens and ones. Complete the number bond, and write the sum in the
place value chart and the number sentence.

5. 6.
19 + 10 = ____ 20 + 14 = ____

Lesson 12: Add tens to a two-digit number. 50

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 A STORY OF UNITS Lesson 12 Problem Set 1•4

Use arrow notation to solve.

7. 8.
+10 +
13 19 39

9. 10.
+10 +20
26 38

Use the dimes and pennies to complete the place value charts and the number
sentences.

11.

+ =

12.

+ =

Lesson 12: Add tens to a two-digit number. 51

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 A STORY OF UNITS Lesson 12 Homework 1 4

Name Date

Fill in the missing numbers to match the picture. Complete the number bond to match.

1. 2.

20 + 13 = ____ 17 + ____ = ____

3. 4.

____ + ____ = ____ ____ + ____ = ____

Lesson 12: Add tens to a two-digit number. 52

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 A STORY OF UNITS Lesson 12 Homework 1 4

Draw using quick tens and ones. Complete the number bond and the number sentence.

5. 6.

+ +
1 7 1 0 1 9

____ + ____ = ____ 39

____ + ____ = ____

Use arrow notation to solve.

7. 8.
+10 +30
19 9

9. 10.
+10 +20
38 31

Use the dimes and pennies to complete the place value charts.

11.

+ =

Lesson 12: Add tens to a two-digit number. 53

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 A STORY OF UNITS Lesson 13 Problem Set 1 4

Name Date

Use the pictures to complete the place value chart and number sentence. For Problems
5 and 6, make a quick ten drawing to help you solve.

1. 2.

22 + 6 = _____ _____ + 3 = _____

3. 4.



 






12 + _____ = _____ _____ + _____ = _____

5. 6.

24 + 6 = _____ 24 + 3 = _____

Lesson 13: Use counting on and the make ten strategy when adding across a ten. 54

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 A STORY OF UNITS Lesson 13 Problem Set 1 4

Draw quick tens, ones, and number bonds to solve. Complete the place value chart.

7. 8.
21 + 9 = _____ 21 + 7 = _____










9. 10.
13 + 7 = _____ 26 + 4 = _____

11. 12.
32 + 3 = _____ 38 + 2 = _____

Lesson 13: Use counting on and the make ten strategy when adding across a ten. 55

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 A STORY OF UNITS Lesson 13 Homework 1 4

Name Date

Use quick tens and ones to complete the place value chart and number sentence.

1. 2.





21 + 4 = _____ 21 + 8 = _____
3. 4.

25 + 4 = _____ 25 + 5 = _____
5. 6.

33 + 3 = _____ 33 + 7 = _____

Lesson 13: Use counting on and the make ten strategy when adding across a ten. 56

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 A STORY OF UNITS Lesson 13 Homework 1 4

Draw quick tens, ones, and number bonds to solve. Complete the place value chart.

7. 8.
26 + 2 = _____ 36 + 3 = _____

9. 10.
26 + 4 = _____ 24 + 6 = _____

11. Solve. You may draw quick tens and ones or number bonds to help.

a. 22 + 7 = _____ b. 22 + 8 = _____ c. 32 + 8 = _____

Lesson 13: Use counting on and the make ten strategy when adding across a ten. 57

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 A STORY OF UNITS Lesson 14 Problem Set 1 4

Name Date

Use the pictures or draw quick tens and ones. Complete the number sentence and place
value chart.

1. 2. 3.
18 + 1 = _____ 18 + 2 = _____ 18 + 5 = _____

  






4. 5. 6.
29 + 1 = _____ 29 + 3 = _____ 29 + 6 = _____

7. 8. 9.
16 + 4 = _____ 16 + 6 = _____ 26 + 6 = _____

Lesson 14: Use counting on and the make ten strategy when adding across a ten. 58

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 A STORY OF UNITS Lesson 14 Problem Set 1 4

Make a number bond to solve. Show your thinking with number sentences or the arrow
way. Complete the place value chart.

10. 11.
17 + 2 = _____ 17 + 5 = _____

12. 13.
25 + 4 = _____ 25 + 6 = _____

14. 15.
34 + 4 = _____ 34 + 8 = _____

Lesson 14: Use counting on and the make ten strategy when adding across a ten. 59

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 A STORY OF UNITS Lesson 14 Homework 1 4

Name Date

Use the pictures or draw quick tens and ones. Complete the number sentence and place
value chart.
1. 2. 3.
15 + 3 = _____ 15 + 5 = _____ 15 + 6 = _____
 
 
  
  
  


4. 5. 6.
28 + 2 = _____ 28 + 4 = _____ 28 + 7 = _____

7. 8. 9.
17 + 3 = _____ 17 + 7 = _____ 27 + 7 = _____

Lesson 14: Use counting on and the make ten strategy when adding across a ten. 60

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 A STORY OF UNITS Lesson 14 Homework 1 4

Make a number bond to solve. Show your thinking with number sentences or the arrow
way. Complete the place value chart.

10. 11.
13 + 6 = _____ 13 + 7 = _____

12. 13.
25 + 5 = _____ 25 + 8 = _____

14. 15.
24 + 8 = _____ 23 + 9 = _____

Lesson 14: Use counting on and the make ten strategy when adding across a ten. 61

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 A STORY OF UNITS Lesson 15 Problem Set 1 4

Name Date

Solve the problems.

1.
5 + 3 = _____

2.

15 + 3 = _____

3.

25 + 3 = _____

4.

35 + 3 = _____

5.
8 + 4 = _____

6.
18 + 4 = _____

7.

28 + 4 = _____

Lesson 15: Use single-digit sums to support solutions for analogous sums to 40. 62

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 A STORY OF UNITS Lesson 15 Problem Set 1 4

8. Solve the problems.

a. b. c. d.

6 + 2 = ____ 16 + 2 = ____ 26 + 2 = ____ 36 + 2 = ____

e. f. g. h.

6 + 4 = ____ 16 + 4 = ____ 26 + 4 = ____ 36 + 4 = ____

i. j. k.

9 + 2 = ____ 19 + 2 = ____ 29 + 2 = ____

l. m. n.

8 + 6 = ____ 18 + 6 = ____ 28 + 6 = ____

Solve the problems. Show the 1-digit addition sentence that helped you solve.

9. 23 + 6 = _____ ___________________________

10. 27 + 6 = _____ ___________________________

Lesson 15: Use single-digit sums to support solutions for analogous sums to 40. 63

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 A STORY OF UNITS Lesson 15 Homework 1 4

Name Date

Solve the problems.

1.

5 + 4 = ____

2.

15 + 4 = ____

3.

25 + 4 = ____

4.

35 + 4 = ____

5.
8 + 4 = ____

6.
18 + 4 = ____

7.
28 + 4 = ____

Lesson 15: Use single-digit sums to support solutions for analogous sums to 40. 64

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 A STORY OF UNITS Lesson 15 Homework 1 4

Use the first number sentence in each set to help you solve the other problems.

8. 9.
a. 5 + 2 = ____ a. 5 + 5 = ____

b. 15 + 2 = ____ b. 15 + 5 = ____

c. 25 + 2 = ____ c. 25 + 5 = ____

d. 35 + 2 = ____ d. 35 + 5 = ____

10. 11.
a. 2 + 7 = ____ a. 7 + 4 = ____

b. 12 + 7 = ____ b. 17 + 4 = ____

c. 22 + 7 = ____ c. 27 + 4 = ____

12. 13.
a. 8 + 7 = ____ a. 3 + 9 = ____

b. 18 + 7 = ____ b. 13 + 9 = ____

c. 28 + 7 = ____ c. 23 + 9 = ____

Solve the problems. Show the 1-digit addition sentence that helped you solve.

14. 24 + 5 = _____ ___________________________

15. 24 + 7 = _____ ___________________________

Lesson 15: Use single-digit sums to support solutions for analogous sums to 40. 65

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 A STORY OF UNITS Lesson 16 Problem Set 1 4

Name Date

Draw quick tens and ones to help you solve the addition problems.

1. 2.

16 + 3 = ____ 17 + 3 = ____

3. 4.

18 + 20 = ____ 31 + 8 = ____

5. 6.

3 + 14 = ____ 6 + 30 = ____

7. 8.

23 + 7 = ____ 17 + 3 = ____

Lesson 16: Add ones and ones or tens and tens. 66

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 A STORY OF UNITS Lesson 16 Problem Set 1 4

With a partner, try more problems using quick ten drawings, number bonds, or the
arrow way.

9. 32 + 7 = _____

10. 13 + 20 = _____

11. 6 + 34 = _____

12. 4 + 36 = _____

13. 20 + 18 = _____

14. 14 + 20 = _____

15. Draw dimes and pennies to help you solve the addition problems.

a. 16 + 20 = ____ b. 22 + 7 = ____

Lesson 16: Add ones and ones or tens and tens. 67

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 A STORY OF UNITS Lesson 16 Homework 1 4

Name Date

Draw quick tens and ones to help you solve the addition problems.

1. 2.

17 + 2 = _____ 17 + 3 = _____

3. 4.

14 + 3 = _____ 24 + 10 = _____

Make a number bond or use the arrow way to solve the addition problems.

5. 6.

6 + 24 = _____ 14 + 20 = _____

Lesson 16: Add ones and ones or tens and tens. 68

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 A STORY OF UNITS Lesson 16 Homework 1 4

7. Solve each addition sentence, and match.

a.

22 + 1 = _____

b.

13 + 6 = _____

c.

3 + 26 = _____

d. +3
26 29
37 + 3 = _____

e. 13 + 6

22 + 10 = _____
10 3

Lesson 16: Add ones and ones or tens and tens. 69

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 A STORY OF UNITS Lesson 17 Problem Set 1 4

Name Date

Solve the problems by drawing quick tens and ones or a number bond.

1. 25 + 1 = ____ 2. 25 + 10 = ____

3. 15 + 4 = ____ 4. 15 + 20 = ____

5. 16 + 7 = ____ 6. 26 + 7 = ____

7. 23 + 7 = ____ 8. 33 + 7 = ____

Lesson 17: Add ones and ones or tens and tens. 70

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 A STORY OF UNITS Lesson 17 Problem Set 1 4

9. 16 + 20 = ____ 10. 6 + 24 = ____

11. Try more problems with a partner. Use your personal white board to help you solve.

a. 4 + 26 b. 28 + 4

c. 32 + 7 d. 20 + 18

e. 9 + 23 f. 9 + 27

Choose one problem you solved by drawing quick tens, and be ready to discuss.

Choose one problem you solved using the number bond, and be ready to discuss.

Lesson 17: Add ones and ones or tens and tens. 71

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 A STORY OF UNITS Lesson 17 Homework 1 4

Name Date

Use quick ten drawings or number bonds to make true number sentences.

1. 13 + 20 = _____ 2. 23 + 6 = _____

3. 10 + 23 = _____ 4. 28 + 6 = _____

5. 26 + 7 = _____ 6. 20 + 17 = _____

7. How did you solve Problem 5? Why did you choose to solve it that way?

Lesson 17: Add ones and ones or tens and tens. 72

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 A STORY OF UNITS Lesson 17 Homework 1 4

Solve using quick ten drawings or number bonds.

8. 23 + 9 = _____ 9. 27 + 7 = _____

10. 24 + 10 = _____ 11. 20 + 18 = _____

12. 28 + 9 = _____ 13. 29 + 9 = _____

14. How did you solve Problem 11? Why did you choose to solve it that way?

Lesson 17: Add ones and ones or tens and tens. 73

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 A STORY OF UNITS Lesson 18 Problem Set 1 4

Name Date

1. Each of the solutions is missing numbers or parts of the drawing. Fix each one so it
is accurate and complete.

13 + 8 = 21
a. b. c.

2. Circle the student work that correctly solves the addition problem.

16 + 5
a. b. c.

d. Fix the work that was incorrect by making new work in the space below with the
matching number sentence.

Lesson 18: Share and critique peer strategies for adding two-digit numbers. 74

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 A STORY OF UNITS Lesson 18 Problem Set 1 4

3. Circle the student work that correctly solves the addition problem.

13 + 20
a. b. c.

d. Fix the work that was incorrect by making a new drawing in the space below with
the matching number sentence.

4. Solve using quick tens, the arrow way, or number bonds.

17 + 5 = ___

Share with your partner. Discuss why you chose to solve the way you did.

Lesson 18: Share and critique peer strategies for adding two-digit numbers. 75

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 A STORY OF UNITS Lesson 18 Homework 1 4

Name Date

1. Two students both solved the addition problem below using different methods.

18 + 9

Are they both correct? Why or why not?

2. Another two students solved the same problem using quick tens.

Are they both correct? Why or why not?

Lesson 18: Share and critique peer strategies for adding two-digit numbers. 76

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 A STORY OF UNITS Lesson 18 Homework 1•4

3. Circle any student work that is correct.

19 + 6

Student A Student B Student C

Fix the student work that was incorrect by making a new drawing or drawings in the
space below.

Choose a correct student work, and give a suggestion for improvement.

Lesson 18: Share and critique peer strategies for adding two-digit numbers. 77

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 A STORY OF UNITS Lesson 19 Problem Set 1 4

Name Date

Read the word problem.

Draw a tape diagram and label.
Write a number sentence and a statement that matches the
story.

1. Lee saw 6 squashes and 7 pumpkins growing in his garden. How many vegetables did
he see growing in his garden?

Lee saw __________ vegetables.

2. Kiana caught 6 lizards. Her brother caught 6 snakes. How many reptiles do they
have altogether?

Kiana and her brother have __________ reptiles.

3. Anton’s team has 12 soccer balls on the field and 3 soccer balls in the coach’s bag.
How many soccer balls does Anton’s team have?

Anton’s team has __________ soccer balls.

Lesson 19: Use tape diagrams as representations to solve put together/take apart 78
with total unknown and add to with result unknown word problems.

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 A STORY OF UNITS Lesson 19 Problem Set 1 4

4. Emi had 13 friends over for dinner. 4 more friends came over for cake. How many
friends came over to Emi’s house?

There were __________ friends.

5. 6 adults and 12 children were swimming in the lake. How many people were
swimming in the lake?

There were __________ people swimming in the lake.

6. Rose has a vase with 13 flowers. She puts 7 more flowers in the vase. How many
flowers are in the vase?

There are __________ flowers in the vase.

Lesson 19: Use tape diagrams as representations to solve put together/take apart 79
with total unknown and add to with result unknown word problems.

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 A STORY OF UNITS Lesson 19 Homework 1 4

Name Date

Read the word problem.

Draw a tape diagram and label.
Write a number sentence and a statement that matches
the story.

1. Darnel is playing with his 4 red robots. Ben joins him with 13 blue robots.
How many robots do they have altogether?

They have ________ robots.

2. Rose and Emi had a jump rope contest. Rose jumped 14 times, and Emi jumped
6 times. How many times did Rose and Emi jump?

They jumped ________ times.

Lesson 19: Use tape diagrams as representations to solve put together/take apart 80
with total unknown and add to with result unknown word problems.

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 A STORY OF UNITS Lesson 19 Homework 1 4

3. Pedro counted the airplanes taking off and landing at the airport. He saw
7 airplanes take off and 6 airplanes land. How many airplanes did he count
altogether?

Pedro counted _______ airplanes.

4. Tamra and Willie scored all the points for their team in their basketball game.
Tamra scored 13 points, and Willie scored 5 points. What was their team’s score
for the game?

The team’s score was _______ points.

Lesson 19: Use tape diagrams as representations to solve put together/take apart 81
with total unknown and add to with result unknown word problems.

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 A STORY OF UNITS Lesson 20 Problem Set 1 4

Name Date

Read the word problem.

Draw a tape diagram and label.
Write a number sentence and a statement that matches
the story.

1. 9 dogs were playing at the park. Some more dogs came to the park. Then, there
were 11 dogs. How many more dogs came to the park?

__________ more dogs came to the park.

2. 16 strawberries are in a basket for Peter and Julio. Peter eats 8 of them. How
many are there for Julio to eat?

Julio has __________ strawberries to eat.

3. 13 children are on the roller coaster. 3 adults are on the roller coaster. How many
people are on the roller coaster?

There are __________ people on the roller coaster.

Lesson 20: Recognize and make use of part–whole relationships within tape 82
diagrams when solving a variety of problem types.

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 A STORY OF UNITS Lesson 20 Problem Set 1 4

4. 13 people are on the roller coaster now. 3 adults are on the roller coaster, and the
rest are children. How many children are on the roller coaster?

There are __________ children on the roller coaster.

5. Ben has 6 baseball practices in the morning this month. If Ben also has 6 practices
in the afternoon, how many baseball practices does Ben have?

Ben has __________ baseball practices.

6. Some yellow beads were on Tamra’s bracelet. After she put 14 purple beads on the
bracelet, there were 18 beads. How many yellow beads did Tamra’s bracelet have at
first?

Tamra’s bracelet had __________ yellow beads.

Lesson 20: Recognize and make use of part–whole relationships within tape 83
diagrams when solving a variety of problem types.

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 A STORY OF UNITS Lesson 20 Homework 1 4

Name Date

Read the word problem.

Draw a tape diagram and label.
Write a number sentence and a statement that matches
the story.

1. Rose has 12 soccer practices this month. 6 practices are in the afternoon, but the
rest are in the morning. How many practices will be in the morning?

Rose has ______ practices in the morning.

2. Ben caught 16 fish. He put some back in the lake. He brought home 7 fish.
How many fish did he put back in the lake?

Ben put ______ fish back in the lake.

Lesson 20: Recognize and make use of part–whole relationships within tape 84
diagrams when solving a variety of problem types.

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 A STORY OF UNITS Lesson 21 Problem Set 1 4

Name Date

Read the word problem.

Draw a tape diagram and label.
Write a number sentence and a statement that matches
the story.

1. Rose drew 7 pictures, and Willie drew 11 pictures. How many pictures did they draw
all together?

They drew _________ pictures.

2. Darnel walked 7 minutes to Lee’s house. Then, he walked to the park. Darnel
walked for a total of 18 minutes. How many minutes did it take Darnel to get to the
park?

It took Darnel _________ minutes to get to the park.

3. Emi has some goldfish. Tamra has 14 betta fish. Tamra and Emi have 19 fish in all.
How many goldfish does Emi have?

Emi has _________ goldfish.

Lesson 21: Recognize and make use of part–whole relationships within tape 85
diagrams when solving a variety of problem types.

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 A STORY OF UNITS Lesson 21 Problem Set 1 4

4. Shanika built a block tower using 14 blocks. Then, she added 4 more blocks to the
tower. How many blocks are there in the tower now?

The tower is made of _________ blocks.

5. Nikil’s tower is 15 blocks tall. He added some more blocks to his tower. His tower
is 18 blocks tall now. How many blocks did Nikil add?

Nikil added _________ blocks.

6. Ben and Peter caught 17 tadpoles. They gave some to Anton. They have 4 tadpoles
left. How many tadpoles did they give to Anton?

They gave Anton _________ tadpoles.

Lesson 21: Recognize and make use of part–whole relationships within tape 86
diagrams when solving a variety of problem types.

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 A STORY OF UNITS Lesson 21 Homework 1 4

Name Date

Read the word problem.

Draw a tape diagram and label.
Write a number sentence and a statement that matches
the story.

1. Fatima has 12 colored pencils in her bag. She has 6 regular pencils, too. How many
pencils does Fatima have?

Fatima has ________ pencils.

2. Julio swam 7 laps in the morning. In the afternoon, he swam some more laps.
He swam a total of 14 laps. How many laps did he swim in the afternoon?

Julio swam ______ laps in the afternoon.

3. Peter built 18 models. He built 13 airplanes and some cars. How many car models
did he build?

Peter built ________ car models.

Lesson 21: Recognize and make use of part–whole relationships within tape 87
diagrams when solving a variety of problem types.

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 A STORY OF UNITS Lesson 21 Homework 1 4

4. Kiana found some shells at the beach. She gave 8 shells to her brother. Now, she
has 9 shells left. How many shells did Kiana find at the beach?

Kiana found ______ shells.

Lesson 21: Recognize and make use of part–whole relationships within tape 88
diagrams when solving a variety of problem types.

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 A STORY OF UNITS Lesson 22 Problem Set 1 4

Name Date

Use the tape diagrams to write a variety of word problems. Use the word bank if
needed. Remember to label your model after you write the story.

Topics (Nouns) Actions (Verbs)

flowers goldfish lizards hide eat go away

stickers rockets cars give draw get

frogs crackers marbles collect build play

1. 19

14 5

Lesson 22: Write word problems of varied types. 89

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 A STORY OF UNITS Lesson 22 Problem Set 1 4

2. 19

9 10

Lesson 22: Write word problems of varied types. 90

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 A STORY OF UNITS Lesson 22 Problem Set 1 4

3. 16

13 ?

Lesson 22: Write word problems of varied types. 91

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 A STORY OF UNITS Lesson 22 Problem Set 1 4

4. 19

? 13

Lesson 22: Write word problems of varied types. 92

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 A STORY OF UNITS Lesson 22 Homework 1 4

Name Date

Use the tape diagrams to write a variety of word problems. Use the word bank if
needed. Remember to label your model after you write the story.

Topics (Nouns) Actions (Verbs)

flowers goldfish lizards hide eat go away

stickers rockets cars give draw get

frogs crackers marbles collect build play

1.
17

12 5

Lesson 22: Write word problems of varied types. 93

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 A STORY OF UNITS Lesson 22 Homework 1 4

2. 16

? 7

Lesson 22: Write word problems of varied types. 94

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 A STORY OF UNITS Lesson 23 Problem Set 1•4

Name Date

1. Fill in the blanks, and match the pairs that show the same amount.

a.

____ tens ____ ones ____ tens ____ ones

b.

____ tens ____ ones 1 ten ____ ones

c.

2 tens ____ ones 2 tens ____ ones

d.

2 tens ____ ones 2 tens ____ ones

Lesson 23: Interpret two-digit numbers as tens and ones, including cases with 95
more than 9 ones.

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 A STORY OF UNITS Lesson 23 Problem Set 1•4

2. Match the place value charts that show the same amount.

a.

2 2 3 6

b.

2 16 3 4

c.

2 14 1 12

3. Check each sentence that is true.

 a. 27 is the same as 1 ten 17 ones.  b. 33 is the same as 2 tens 23 ones.

 c. 37 is the same as 2 tens 17 ones.  d. 29 is the same as 1 ten 19 ones.

4. Lee says that 35 is the same as 2 tens 15 ones, and Maria says that 35 is the same
as 1 ten 25 ones. Draw quick tens to show if either Lee or Maria is correct.

Lesson 23: Interpret two-digit numbers as tens and ones, including cases with 96
more than 9 ones.

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 A STORY OF UNITS Lesson 23 Homework 1•4

Name Date

1. Fill in the blanks, and match the pairs that show the same amount.
a.

____ tens ____ ones 2 tens ____ ones

b.

____ tens ____ ones 1 ten ____ ones

c.

____ tens ____ ones 2 tens ____ ones

d.

____ tens ____ ones 1 ten ____ ones

Lesson 23: Interpret two-digit numbers as tens and ones, including cases with 97
more than 9 ones.

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 A STORY OF UNITS Lesson 23 Homework 1•4

2. Match the place value charts that show the same amount.

a.

2 18 3 8

b.

1 16 2 1

c.

0 21 2 6

3. Check each sentence that is true.

 a. 35 is the same as 1 ten 25 ones.  b. 28 is the same as 1 ten 18 ones.

 c. 36 is the same as 2 tens 16 ones.  d. 39 is the same as 2 tens 29 ones.

4. Emi says that 37 is the same as 1 ten 27 ones, and Ben says that 37 is the same as
2 tens 7 ones. Draw quick tens to show if Emi or Ben is correct.

Lesson 23: Interpret two-digit numbers as tens and ones, including cases with 98
more than 9 ones.

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 A STORY OF UNITS Lesson 24 Problem Set 1•4

Name Date

1. Solve using number bonds. Write the two number sentences that show that you
added the ten first. Draw quick tens and ones if that helps you.

a. b.
14 + 13 = ____ 13 + 24 = ____

10 3 10 3

14 + 10 = 24 24 + 10 = _____

24 + 3 = 27 _____ + 3 = _____

c. d.
16 + 13 = ____ 13 + 26 = ____

10 3 10 3

16 + 10 = ____ 26 + 10 = ____

____ + 3 = ____ ____ + ___ = ____

e. f.
15 + 15 = ____ 15 + 25 = ____

10 5

___ + ___ = ____ ___ + ___ = ____

___ + ___ = ____ ___ + ___ = ____

Lesson 24: Add a pair of two-digit numbers when the ones digits have a sum less 99
than or equal to 10.

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 A STORY OF UNITS Lesson 24 Problem Set 1•4

2. Solve using number bonds or the arrow way. Part (a) has been started for you.

a. b.
15 + 13 = ____ 14 + 23 = ____

10 3

c. d.
16 + 14 = ____ 14 + 26 = ____

e. f.
21 + 17 = ____ 17 + 23 = ____

g. h.
21 + 18 = ____ 18 + 12 = ____

Lesson 24: Add a pair of two-digit numbers when the ones digits have a sum less 100
than or equal to 10.

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G 1-M 4-SE-1.3.0 -0 5.2 0 15
 A STORY OF UNITS Lesson 24 Homework 1•4

Name Date

1. Solve using number bonds. Write the two number sentences that show that you
added the ten first. Draw quick tens and ones if that helps you.

a. b.
13 + 16 = ____ 16 + 23 = ____

10 3 10 6

16 + 10 = 26 23 + 10 = _____

26 + 3 = 29 _____ + 6 = _____

c. d.
16 + 14 = ____ 14 + 26 = ____

10 4 10 4

16 + 10 = ____ 26 + 10 = ____

____ + 4 = ____ ____ + ___ = ____

e. f.
17 + 13 = ____ 27 + 13 = ____

10 3

___ + ___ = ____ ___ + ___ = ____

___ + ___ = ____ ___ + ___ = ____

Lesson 24: Add a pair of two-digit numbers when the ones digits have a sum less 101
than or equal to 10.

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 A STORY OF UNITS Lesson 24 Homework 1•4

2. Solve using number bonds. Part (a) has been started for you.

a. b.
14 + 13 = ____ 24 + 14 = _____

10 3

___ + ___ = ____ ___ + ___ = ____

___ + ___ = ____ ___ + ___ = ____

c. d.
15 + 14 = ____ 24 + 15 = ____

e. f.
22 + 17 = ____ 27 + 12 = ____

g. h.
18 + 12 = ____ 28 + 12 = ____

Lesson 24: Add a pair of two-digit numbers when the ones digits have a sum less 102
than or equal to 10.

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 A STORY OF UNITS Lesson 25 Problem Set 1•4

Name Date

1. Solve using number bonds. This time, add the tens first. Write the 2 number
sentences to show what you did.

a. b.
11 + 14 = ____ 21 + 14 = ____

c. d.
14 + 15 = ____ 26 + 14 = ____

e. f.
26 + 13 = ____ 13 + 24 = ____

Lesson 25: Add a pair of two-digit numbers when the ones digits have a sum less 103
than or equal to 10.

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G 1-M 4-SE-1.3.0 -0 5.2 0 15
 A STORY OF UNITS Lesson 25 Problem Set 1•4

2. Solve using number bonds. This time, add the ones first. Write the 2 number
sentences to show what you did.

a. b.
29 + 11 = ____ 17 + 13 = ____

c. d.
14 + 16 = ____ 26 + 13 = ____

e. f.
28 + 11 = ____ 12 + 27 = ____

g. h.
18 + 12 = ____ 22 + 18 = ____

Lesson 25: Add a pair of two-digit numbers when the ones digits have a sum less 104
than or equal to 10.

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 A STORY OF UNITS Lesson 25 Homework 1•4

Name Date

1. Solve using number bonds. This time, add the tens first. Write the 2 number
sentences to show what you did.

a. b.
12 + 14 = ____ 14 + 21 = ____

c. d.
15 + 14 = ____ 25 + 14 = ____

e. f.
23 + 16 = ____ 16 + 24 = ____

Lesson 25: Add a pair of two-digit numbers when the ones digits have a sum less 105
than or equal to 10.

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 A STORY OF UNITS Lesson 25 Homework 1•4

2. Solve using number bonds. This time, add the ones first. Write the 2 number
sentences to show what you did.

a. b.
27 + 10 = ____ 27 + 13 = ____

c. d.
13 + 26 = ____ 26 + 14 = ____

e. f.
12 + 18 = ____ 18 + 21 = ____

g. h.
19 + 11 = ____ 21 + 19 = ____

Lesson 25: Add a pair of two-digit numbers when the ones digits have a sum less 106
than or equal to 10.

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G 1-M 4-SE-1.3.0 -0 5.2 0 15
 A STORY OF UNITS Lesson 26 Problem Set 1•4

Name Date

1. Solve using a number bond to add ten first. Write the 2 addition sentences that
helped you.

a. b.
18 + 14 = ____ 14 + 17 = ____

10 4 10 4

18 + 10 = 28 17 + 10 = 27

28 + 4 = 32 27 + 4 = 31

c. d.

19 + 15 = ____ 18 + 15 = ____

10 5 10 5

19 + 10 = _____ 18 + 10 = _____

____ + 5 = _____ ____ + 5 = _____

e. f.
19 + 13 = ____ 19 + 16 = _____

10 3
10 6

19 + 10 = _____ 19 + 10 = _____

____ + ____ = _____ ____ + ___ = _____

Lesson 26: Add a pair of two-digit numbers when the ones digits have a sum 107
greater than 10.

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G 1-M 4-SE-1.3.0 -0 5.2 0 15
 A STORY OF UNITS Lesson 26 Problem Set 1

2. Solve using a number bond to make a ten first. Write the 2 number sentences that
helped you.

a. b.
19 + 14 = _____ 18 + 13 = _____

1 13 2 11

19 + 1 = 20 18 + 2 = 20

20 + 13 = 33 20 + 11 = 31

c. d.
18 + 14 = _____ 18 + 16 = ____

2 12 2 14

18 + 2 = ____ 18 + 2 = ____

20 + 12 = ____ ____ + 14 = ____

e. 15 + 17 = ____ f. 17 + 18 = ____

15 2
12 3

____ + 3 = ____ ____ + ____ = ____

____ + 12 = ____ ____ + ____ = ____

Lesson 26: Add a pair of two-digit numbers when the ones digits have a sum 108
greater than 10.

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G 1-M 4-SE-1.3.0 -0 5.2 0 15
 A STORY OF UNITS Lesson 26 Homework 1

Name Date

1. Solve using a number bond to add ten first. Write the 2 addition sentences that
helped you.

a. b.
18 + 13 = ____ 13 + 19 = ____

10 3 10 3

18 + 10 = 28 19 + 10 = 29

28 + 3 = 31 29 + 3 = 32

c. d.

17 + 15 = ____ 17 + 16 = ____

10 5 10 6

17 + 10 = _____ 17 + 10 = _____

____ + 5 = _____ ____ + 6 = _____

e. f.
17 + 14 = ____ 19 + 17 = _____

10 4 10 7

17 + 10 = _____ 19 + 10 = _____

____ + ____ = _____ ____ + ___ = _____

Lesson 26: Add a pair of two-digit numbers when the ones digits have a sum 109
greater than 10.

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G 1-M 4-SE-1.3.0 -0 5.2 0 15
 A STORY OF UNITS Lesson 26 Homework 1•4

2. Solve using a number bond to make a ten first. Write the 2 number sentences that
helped you.

a. b.
19 + 13 = _____ 19 + 14 = _____

1 12 1 13

19 + 1 = 20 19 + 1 = 20

20 + 12 = 32 20 + 13 = 33

c. d.
18 + 15 = _____ 18 + 17 = ____

2 13
2 15

18 + 2 = ____ 18 + 2 = ____

20 + 13 = ____ ____ + 15 = ____

e.
18 + 19 = ____
f. 19 + 19 = ____

17 1 18 1

____ + 1 = ____ ____ + ____ = ____

____ + 17 = ____ ____ + ____ = ____

Lesson 26: Add a pair of two-digit numbers when the ones digits have a sum 110
greater than 10.

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G 1-M 4-SE-1.3.0 -0 5.2 0 15
 A STORY OF UNITS Lesson 27 Problem Set 1•4

Name Date

1. Solve using number bonds with pairs of number sentences. You may draw quick tens
and some ones to help you.

a. b.
19 + 12 = ____ 18 + 12 = ____

c. d.
19 + 13 = ____ 18 + 14 = ____

e. f.
17 + 14 = ____ 17 + 17 = ____

g. h.
18 + 17 = ____ 18 + 19 = ____

Lesson 27: Add a pair of two-digit numbers when the ones digits have a sum 111
greater than 10.

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G 1-M 4-SE-1.3.0 -0 5.2 0 15
 A STORY OF UNITS Lesson 27 Problem Set 1•4

2. Solve. You may draw quick tens and some ones to help you.

a. b.
19 + 12 = ____ 18 + 13 = ____

c. d.
19 + 13 = ____ 18 + 15 = ____

e. f.
19 + 16 = ____ 15 + 17 = ____

g. h.
19 + 19 = ____ 18 + 18 = ____

Lesson 27: Add a pair of two-digit numbers when the ones digits have a sum 112
greater than 10.

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G 1-M 4-SE-1.3.0 -0 5.2 0 15
 A STORY OF UNITS Lesson 27 Homework 1•4

Name Date

1. Solve using number bonds with pairs of number sentences. You may draw quick tens
and some ones to help you.

a. b.
17 + 14 = ____ 16 + 15 = ____

c. d.
17 + 15 = ____ 18 + 13 = ____

e. f.
18 + 15 = ____ 18 + 16 = ____

g. 19 + 15 = ____ h. 19 + 16 = ____

Lesson 27: Add a pair of two-digit numbers when the ones digits have a sum 113
greater than 10.

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G 1-M 4-SE-1.3.0 -0 5.2 0 15
 A STORY OF UNITS Lesson 27 Homework 1•4

2. Solve. You may draw quick tens and some ones to help you.

a. b.
19 + 14 = ____ 19 + 17 = ____

c. d.
18 + 17 = ____ 16 + 16 = ____

e. f.
17 + 14 = ____ 15 + 16 = ____

g. h.
19 + 19 = ____ 18 + 18 = ____

Lesson 27: Add a pair of two-digit numbers when the ones digits have a sum 114
greater than 10.

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 A STORY OF UNITS Lesson 28 Problem Set 1•4

Name Date

1. Solve using quick ten drawings, number bonds, or the arrow way. Check the
rectangle if you made a new ten.

a. 23 + 12 = ____ b. 15 + 15 = ____

c. 19 + 21 = ____ d. 17 + 12 = ____

e. 27 + 13 = ____ f. 17 + 16 = ____

Lesson 28: Add a pair of two-digit numbers with varied sums in the ones. 115

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 A STORY OF UNITS Lesson 28 Problem Set 1•4

2. Solve using quick ten drawings, number bonds, or the arrow way.

a. 15 + 13 = _____ b. 25 + 13 = ____

c. 24 + 14 = ____ d. 25 + 15 = ____

e. 18 + 14 = ____ f. 18 + 18 = ____

g. 24 + 16 = ____ h. 17 + 18 = ____

Lesson 28: Add a pair of two-digit numbers with varied sums in the ones. 116

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 A STORY OF UNITS Lesson 28 Homework 1•4

Name Date

Solve using quick tens and ones, number bonds, or the arrow way.

a. 13 + 16 = ____ b. 15 + 16 = ____

c. 16 + 16 = ____ d. 26 + 12 = ____

e. 22 + 17 = ____ f. 17 + 15 = ____

g. 17 + 16 = ____ h. 18 + 17 = ____

Lesson 28: Add a pair of two-digit numbers with varied sums in the ones. 117

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 A STORY OF UNITS Lesson 28 Homework 1•4

i. 24 + 13 = ____ j. 15 + 24 = ____

k. 19 + 16 = ____ l. 14 + 22 = ____

m. 27 + 12 = ____ n. 28 + 12 = ____

o. 18 + 17 = ____ p. 19 + 18 = ____

Lesson 28: Add a pair of two-digit numbers with varied sums in the ones. 118

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 A STORY OF UNITS Lesson 29 Problem Set 1•4

Name Date

1. Solve using quick ten drawings, number bonds, or the arrow way.

a. b.
13 + 12 = ____ 23 + 12 = ____

c. d.
13 + 16 = ____ 23 + 16 = ____

e. f.
13 + 27 = ____ 17 + 16 = ____

g. h.
14 + 18 = ____ 18 + 17 = ____

Lesson 29: Add a pair of two-digit numbers with varied sums in the ones. 119

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 A STORY OF UNITS Lesson 29 Problem Set 1•4

2. Solve using quick ten drawings, number bonds, or the arrow way. Be prepared to
discuss how you solved during the Debrief.

a. b.
17 + 11 = ____ 17 + 21 = ____

c. d.
27 + 13 = ____ 17 + 14 = ____

e. f.
13 + 26 = ____ 17 + 17 = ____

g. h.
18 + 15 = ____ 16 + 17 = ____

Lesson 29: Add a pair of two-digit numbers with varied sums in the ones. 120

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 A STORY OF UNITS Lesson 29 Homework 1•4

Name Date

1. Solve using quick ten drawings, number bonds, or the arrow way.

a. b.
13 + 15 = ____ 26 + 12 = ____

c. d.
23 + 16 = ____ 17 + 16 = ____

e. f.
14 + 17 = ____ 27 + 12 = ____

g. h.
15 + 18 = ____ 18 + 16 = ____

Lesson 29: Add a pair of two-digit numbers with varied sums in the ones. 121

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 A STORY OF UNITS Lesson 29 Homework 1•4

2. Solve using quick ten drawings, number bonds, or the arrow way.

a. b.
17 + 12 = ____ 21 + 17 = ____

c. d.
17 + 15 = ____ 27 + 13 = ____

e. f.
23 + 14 = ____ 18 + 17 = ____

g. h.
18 + 11 = ____ 18 + 18 = ____

Lesson 29: Add a pair of two-digit numbers with varied sums in the ones. 122

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Cut Out Packet
 A STORY OF UNITS Lesson 2 Template 1 1•4

0 1 2 3
4 5 6 7
8 9

Hide Zero cards, numeral side of ones digits

Lesson 2: Use the place value chart to record and name tens and ones within a 1
two-digit number.

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 A STORY OF UNITS Lesson 2 Template 1 1•4

Hide Zero cards, dot side of ones digits

Lesson 2: Use the place value chart to record and name tens and ones within a 2
two-digit number.

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 A STORY OF UNITS Lesson 2 Template 1 1•4

1 0 2 0
3 0 4 0

Hide Zero cards, numeral side of tens digits, 10–40

Lesson 2: Use the place value chart to record and name tens and ones within a 3
two-digit number.

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 A STORY OF UNITS Lesson 2 Template 1 1•4

Hide Zero cards, dot side of tens digits, 10–40

Lesson 2: Use the place value chart to record and name tens and ones within a 4
two-digit number.

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 A STORY OF UNITS Lesson 4 Fluency Template 1•4

0 1 2 3
4 5 6 7
8 9 10 11
12 13 14 15

numeral cards

Lesson 4: Write and interpret two-digit numbers as addition sentences that 5

combine tens and ones.

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 A STORY OF UNITS Lesson 8 Template 1•4

> < = <

> < = >
> < = =
> < =
comparison cards, p. 1. distribute each of the three cards to students.

Lesson 8: Compare quantities and numerals from left to right. 112

6

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 A STORY OF UNITS Lesson 8 Template 1•4

less than equal to less than greater than

greater than equal to less than greater than

equal to equal to less than greater than

equal to less than greater than

comparison cards, p. 2. distribute each of the three cards to students.

Lesson 8: Compare quantities and numerals from left to right. 113

7

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 A STORY OF UNITS Lesson 9 Template 1•4

greater than

double-sided alligator card.

Lesson 9: Use the symbols >, =, and < to compare quantities and numerals. 8

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 A STORY OF UNITS Lesson 9 Template 1•4

less than

double-sided alligator card. ~

Lesson 9: Use the symbols >, =, and < to compare quantities and numerals. 9

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 A STORY OF UNITS Lesson 12 Template 1 4

39 + 1 C
30 - 1 C

20 + 20 10 + 30 C C

40 - 20 40 - 30 C C

30 - 20 30 - 10 C C

40 - 40 30 - 30 C C

addition and subtraction cards

Lesson 12: Add tens to a two-digit number. 10

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 A STORY OF UNITS Lesson 12 Template 1 4

10 + 14 15 + 20 C C

12 + 20 27 + 10 C C

29 + 10 20 + 19 C C

20 + 16 12 + 20 C C

addition and subtraction cards

Lesson 12: Add tens to a two-digit number. 11

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 A STORY OF UNITS Lesson 17 Template 1•4

35 + 4 D
24 + 3 D

24 + 6 D
28 + 4 D

35 + 5 D
22 + 8 D

17 + 7 D
31 + 6 D

addition and subtraction cards set 2

Lesson 17: Add ones and ones or tens and tens. 12

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 A STORY OF UNITS Lesson 17 Template 1•4

24 + 9 D
8 + 28 D

26 + 8 D
3 + 33 D

7 + 32 D
29 + 7 D

3 + 18 D
18 - 3 D

17 - 4 D
19 - 5 D

addition and subtraction cards set 2

Lesson 17: Add ones and ones or tens and tens. 13

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 A STORY OF UNITS Lesson 29 Template 1•4

13 + 14 26 + 13 F F

17 + 22 29 + 11 F F

15 +15 16 + 24 F F

28 + 12 29 + 11 F F

19 + 14 18 + 17 F F

addition and subtraction cards set 3

Lesson 29: Add a pair of two-digit numbers with varied sums in the ones. 14

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 A STORY OF UNITS Lesson 29 Template 1•4

17 + 15 16 + 15 F F

19 + 17 18 + 13 F F

17 + 16 18 - 6 F F

17 - 3 F
19 - 4 F

addition and subtraction cards set 3

Lesson 29: Add a pair of two-digit numbers with varied sums in the ones. 15

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