Math for Smart Kids Gr.2

Math for Smart Kids
Grade 2
Textbook

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

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ISBN 978-971-46-0117-8

The Editorial Board
Authors
Dr. 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-Reviewer
Luzviminda 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 Numbers
Lesson 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 Numbers
Lesson 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 Numbers
Lesson 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 Numbers
Lesson 1 Understanding Division .............................................145
2 Dividing Two-digit Numbers
3 Dividing Three-digit Numbers
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 Fractions
Lesson 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 Geometry
Lesson 1 Polygons and Circles ..................................................196
2 Symmetry ..................................................................200
3 Tessellation ...............................................................204
4 Space Figures ............................................................207

Unit 4 Measurement, Time, and Graphs
Chapter 8 Measurement
Lesson 1 Standard Units of Linear Measurement .......................212
2 Perimeter ...................................................................219
3 Area ..........................................................................225
4 Mass ..........................................................................232
5 Capacity ....................................................................237

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

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

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

Unit
Comprehension and
Addition of Whole
Numbers

Chapter 1

Numbers through Ten Thousands

Lesson 1 Numbers through 500

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 : 133
Expanded form : 100 + 30 + 3 = 133
Word form : one hundred thirty-three
To write a number in expanded form, write an addition
sentence using the values of the digits.

Math for Smart Kids 2

Look at this next example.
Aling Nelia ordered 245 eggs for her bakery.

100
100

200 40 5
Standard form : 245
Expanded form : 200 + 40 + 5 = 245
Word 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

Comprehension and Addition of Whole Numbers

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 40
So 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.


391 392
435 439
392 435
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, ____, ____, 100
3. 10, 20, 30, ____, ____ 6. 100, 200, ____, 400, ____

D. Compare the numbers. Write , , or = on the blank space.
1. 75 ___ 80 6. 98 ___ 97
2. 92 ___ 84 7. 400 + 80 + 1 ___ 81
3. 30 + 2 ___ 32 8. 50 + 8 ___ 58
4. 40 + 7 ___ 46 9. 200 + 5 ___ 30 + 5
5. 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. 58
2. What number is less than 40?
a. 38 b. 94 c. 56
3. What number is equal to 90 + 4?
a. 92 b. 94 c. 49
4. What is the missing number: 5, 10, 15, ___?
a. 20 b. 25 c. 30
5. What is the missing number: 20, 30, ___, 50?
a. 35 b. 40 c. 55
6. What is the missing number: 50, ___, 150, 200?
a. 100 b. 250 c. 300
7. What is the standard form of two hundred seventy-eight?
a. 277 b. 278 c. 280
8. What is the standard form of forty-seven?
a. 45 b. 46 c. 47
9. 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.


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, 900
3. 500, 1 000, 1 500, 2 000, 2 500, 3 000, 3 500, 4 000
4. 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

10 Math for Smart Kids 2

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 3 053
Batangas 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: 2 164
Expanded form: 2 000 + 100 + 60 + 4 = 2 164
Word 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.

Comprehension and Addition of Whole Numbers 11

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

1. 10
1 000 100 10
10
Standard form: _____________
Expanded form: ___________________________________
Word form: _______________________________________

2. 100
10
1 000 10
100
Standard form: ______________
Expanded form: ___________________________________
Word form: _______________________________________

3.

1 000
Standard form: _______________
Expanded form: ___________________________________
Word form: _______________________________________

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-sixth
2nd second 27th twenty-seventh
3rd third 28th twenty-eighth
4th fourth 29th twenty-ninth
5th fifth 30th thirtieth
6th sixth 31st thirty-first
7th seventh 32nd thirty-second
8th eighth 33rd thirty-third
9th ninth 34th thirty-fourth
10th tenth 35th thirty-fifth
11th eleventh 36th thirty-sixth
12th twelfth 37th thirty-seventh
13th thirteenth 38th thirty-eighth
14th fourteenth 39th thirty-ninth
15th fifteenth 40th fortieth
16th sixteenth 41st forty-first
17th seventeenth 42nd forty-second
18th eighteenth 43rd forty-third
19th nineteenth 44th forty-fourth
20th twentieth 45th forty-fifth
21st twenty-first 46th forty-sixth
22nd twenty-second 47th forty-seventh
23rd twenty-third 48th forty-eighth
24th twenty-fourth 49th forty-ninth
25th 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?

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.


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 Ones
1 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.


Study another example.
What are the values of the two 8s in 98 480?
Write the number in a place-value chart.

9 8 4 8 0
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.


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 Value
1. 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 Ten Thousands Hundreds Tens Ones
Thousands Thousands
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
2 7 9 4 2
Word form: ________________________________________
________________________________________
Standard form: _____________________________________


2. Thousands Units
3 6 8 2 2
Word form: ________________________________________
________________________________________
Standard form: _____________________________________
3. Thousands Units
4 9 8 1 3
Word form: ________________________________________
________________________________________
Standard form: _____________________________________

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
1 9 1 9 9
Standard form: _______________________________________
Word form: __________________________________________
Expanded form: ______________________________________
2. Thousands Units
3 6 9 2 4
Standard form: _______________________________________
Word form: __________________________________________
Expanded form: ______________________________________
3. Thousands Units
6 4 0 3 9
Standard form: _______________________________________
Word form: __________________________________________
Expanded form: ______________________________________


Math for Smart Kids Gr.2

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