All Common Core: 2nd Grade Math Resources
Example Questions
Example Question #702 : Numbers And Operations
The swing set is centimeters tall and the tree is centimeters tall. How much taller is the tree than the swing set?
centimeters
centimeters
centimeters
centimeters
centimeters
centimeters
This is a subtraction problem because we want to know how much taller the tree is compared to the swing set, or the difference in their height.
Example Question #81 : Measurement & Data
The remote is centimeters long and the TV is centimeters long. How much longer is the TV than the remote?
centimeters
centimeters
centimeters
centimeters
centimeters
centimeters
This is a subtraction problem because we want to know how much longer the TV is compared to the remote, or the difference in their length.
Example Question #82 : Measurement & Data
The dog’s body is centimeters long and his tail is centimeters long. How much longer is his body than his tail?
centimeters
centimeters
centimeters
centimeters
centimeters
centimeters
This is a subtraction problem because we want to know how much longer the dog's body is compared to his tail, or the difference in their length.
Example Question #84 : Measurement & Data
The coffee cup is centimeters tall and the water glass is centimeters tall. How much taller is the water glass than the coffee cup?
centimeters
centimeters
centimeters
centimeters
centimeters
centimeters
This is a subtraction problem because we want to know how much taller the water glass is compared to the coffee cup, or the difference in their height.
Example Question #812 : Operations
The cat is inches long and the dog is inches long. How much longer is the dog than the cat?
inches
inches
inches
inches
inches
inches
This is a subtraction problem because we want to know how much longer the dog is compared to the cat, or the difference between their lengths.
Example Question #1 : Use A Number Line To Represent Whole Numbers 0 100: Ccss.Math.Content.2.Md.B.6
If we start at and count up where will we be on the number line?
If we start at and count up we will be at on the number line.
Example Question #2 : Use A Number Line To Represent Whole Numbers 0 100: Ccss.Math.Content.2.Md.B.6
If we start at and count up where will we be on the number line?
If we start at and count up we will be at on the number line.
Example Question #3 : Use A Number Line To Represent Whole Numbers 0 100: Ccss.Math.Content.2.Md.B.6
If we start at and count up where will we be on the number line?
If we start at and count up we will be at on the number line.
Example Question #4 : Use A Number Line To Represent Whole Numbers 0 100: Ccss.Math.Content.2.Md.B.6
If we start at and count up where will we be on the number line?
If we start at and count up we will be at on the number line.
Example Question #3 : Use A Number Line To Represent Whole Numbers 0 100: Ccss.Math.Content.2.Md.B.6
If we start at and count up where will we be on the number line?
If we start at and count up we will be at on the number line.