Splash Screen Chapter 3 Subtraction Click the mouse or press the space bar to continue. Chapter 3 Subtraction Click the mouse or press the space bar to continue.

Chapter Menu Lesson 3-1Lesson 3-1Two-Digit Subtraction Lesson 3-2Lesson 3-2Estimate Differences Lesson 3-3Lesson 3-3Subtract Money Lesson 3-4Lesson 3-4Problem-Solving Skill: Reasonable Answers Lesson 3-5Lesson 3-5Three-Digit Subtraction with Regrouping Lesson 3-6Lesson 3-6Problem-Solving Investigation: Choose a Strategy Lesson 3-7Lesson 3-7Subtract Greater Numbers Lesson 3-8Lesson 3-8Subtract Across Zeros Lesson 3-9Lesson 3-9Algebra: Expressions and Number Sentences 3 3 Subtraction

Lesson 1 Menu Five-Minute Check (over Chapter 2) Main Idea California Standards Example 1 Example Two-Digit Subtraction

3-1 Two-Digit Subtraction Lesson 1 MI/Vocab I will subtract two-digit and one-digit numbers.

3-1 Two-Digit Subtraction Lesson 1 Standard Standard 3NS2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

You can use subtraction to solve the problem. Lesson 1 Ex1 A lion can run 50 miles per hour. A camel can run 20 miles per hour. How much faster can the lion run? 3-1 Two-Digit Subtraction You need to find 50 – 20.

Step 2 Subtract tens. Lesson 1 Ex1 Step 1 Subtract ones. 3-1 Two-Digit Subtraction Answer: So, the lion can run 30 mph faster than the camel – ones – 0 ones = 0 ones 5 tens – 2 tens = 3 tens

You can use addition to check your answer. Lesson 1 Ex1 Check 3-1 Two-Digit Subtraction = 50 So the answer is correct.

Lesson 1 CYP1 3-1 Two-Digit Subtraction A.50 mph B.40 mph C.55 mph D.60 mph A cheetah can run up to 70 miles per hour. A rabbit can run up to 20 mph. How much faster can a cheetah run?

Lesson 1 Ex2 A giraffe can run 32 miles per hour. An elephant can run 25 miles per hour. How much faster can the giraffe go? You need to find 32 – Two-Digit Subtraction Step 1 Subtract ones – 25 7 You cannot take 5 ones from 2 ones. Regroup: 1 ten as 10 ones. 2 ones + ten ones = 12 ones ones – 5 ones = 7 ones

Lesson 1 Ex2 Step 2 Subtract tens. 3-1 Two-Digit Subtraction Answer: So, the giraffe can run 7 mph faster than the elephant. 2 tens – 2 tens = 0 tens 3232 –

You can use addition to check your answer. Lesson 1 Ex2 Check 3-1 Two-Digit Subtraction = 32 So the answer is correct.

Lesson 1 CYP2 3-1 Two-Digit Subtraction A.40 mph B.37 mph C.43 mph D.33 mph A fox can run 42 miles per hour and a chicken can run 9 miles per hour. How much faster is the fox?

End of Lesson 1

Lesson 2 Menu Five-Minute Check (over Lesson 3-1) Main Idea California Standards Example 1 Example Estimate Differences

3-2 Estimate Differences Lesson 2 MI/Vocab I will estimate differences using rounding and front-end estimation.

3-2 Estimate Differences Lesson 2 Standard Standard 3NS1.4 Round off numbers to 10,000 to the nearest ten, hundred, and thousand. Standard 3NS2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

Lesson 2 Ex1 Rosalinda bought a package of 62 carrots and a bag of 18 potatoes. About how many more carrots were there? 3-2 Estimate Differences You need to estimate 62 – 18. Step 1 Round each number to the nearest ten

Lesson 2 Ex1 Step 2 Subtract. Answer: So, there are about 40 more carrots. 3-2 Estimate Differences 60 – 20 40

Lesson 2 CYP1 3-2 Estimate Differences A.11 B.10 C.12 D.8 Noah bought a bouquet of flowers with 19 roses and 8 daisies. About how many more roses where there?

Lesson 2 Ex2 It is 2,816 miles from Washington, D.C. to San Francisco and 671 miles from Washington, D.C. to Chicago. About how many miles further is it to San Francisco? Round to the nearest hundred. You need to estimate 2,816 – Estimate Differences

Lesson 2 Ex2 Step 1 Round each number to the nearest hundred. 3-2 Estimate Differences 2, ,

Lesson 2 Ex2 Step 2 Subtract. 3-2 Estimate Differences Answer: So, San Francisco is about 2,100 miles further than Chicago. 2,800 – 700 2,100

Lesson 2 CYP2 3-2 Estimate Differences A.136 miles B.36 miles C.30 miles D.100 miles It is 142 miles from Columbus, Ohio to Cleveland, Ohio, and 106 miles from Columbus to Cincinnati, Ohio. About how many miles further is it to Cleveland? Round to the nearest ten.

End of Lesson 2

Lesson 3 Menu Five-Minute Check (over Lesson 3-2) Main Idea California Standards Example 1 Example Subtract Money

3-3 Subtract Money Lesson 3 MI/Vocab I will subtract money.

3-3 Subtract Money Lesson 3 Standard 1 Standard 3NS2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

3-3 Subtract Money Lesson 3 Standard 2 Standard 3NS3.3 Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors.

Lesson 3 Ex1 Fina had 86 cents. She bought a bag of peanuts for 73 cents. How much change did she receive? You need to find the difference between 86¢ and 73¢. 3-3 Subtract Money

3 Lesson 3 Ex1 3-3 Subtract Money One Way: Subtract Cents 86¢86¢ – 73 ¢ Subtract the ones. Subtract the tens. Place the cents sign after the difference. 1 ¢

Lesson 3 Ex1 3-3 Subtract Money Another Way: Subtract Dollars $0.86 – $0.73 $0.13 Answer: So, the difference is 13 cents.

Lesson 3 Ex1 3-3 Subtract Money Check for Reasonableness Since 13¢ is close to the estimate of 20¢, the answer is reasonable. Check Use addition. So, the answer is correct.

Lesson 3 CYP1 3-3 Subtract Money A.21¢ B.20¢ C.10¢ D.22¢ Marsalla had $0.49 and spent $0.28 on a pencil. How much change did she receive?

Lesson 3 Ex2 Marisa paid $34 for a pair of jeans. Dona paid $43. How much more did Dona pay? You need to find the difference between $34 and $ Subtract Money Estimate $43 – $34$40 – $30 = $10 When you subtract money, you often need to regroup.

Lesson 3 Ex2 3-3 Subtract Money Regroup 1 ten as 10 ones. Subtract the ones. Subtract the tens. Place the dollar sign before the difference. Answer: So, the difference is $9. $43$43 – $34 9$ 313

Lesson 3 Ex2 3-3 Subtract Money Check for Reasonableness Since $9 is close to the estimate of $10, the answer is reasonable. Check Use addition. So, the answer is correct.

End of Lesson 3

Lesson 4 Menu Five-Minute Check (over Lesson 3-3) Main Idea California Standards Example 1: Problem-Solving Skill 3-4 Problem-Solving Skill: Reasonable Answers

3-4 Problem-Solving Skill: Reasonable Answers Lesson 4 MI/Vocab I will decide whether an answer is reasonable.

3-4 Problem-Solving Skill: Reasonable Answers Lesson 4 Standard 1 Standard 3MR3.1 Evaluate the reasonableness of the solution in the context of the original situation. Standard 3NS2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

Lesson 4 Ex1 Kenji bought a box of 85 straws of 3 different colors. He found that 53 straws were blue and green. Kenji thinks that about 30 straws are pink. Is this a reasonable answer? 3-4 Problem-Solving Skill: Reasonable Answers

Lesson 4 Ex1 Understand What facts do you know? There are 85 straws. There are 3 colors of straws. There are 53 blue and green straws. What do you need to find? Decide whether 30 is a reasonable amount of pink straws. 3-4 Problem-Solving Skill: Reasonable Answers

Lesson 4 Ex1 Plan Use subtraction to find the number of pink straws. Then compare the answer to Problem-Solving Skill: Reasonable Answers

Lesson 4 Ex1 Solve Subtract the number of blue and green straws from the total number of straws. Answer: Since 32 is close to 30, it is reasonable to say that 30 of the straws are pink. 3-4 Problem-Solving Skill: Reasonable Answers 85 – 53 32

Lesson 4 Ex1 Check Look back at the problem. Estimate by rounding. So, the answer makes sense for the problem. 3-4 Problem-Solving Skill: Reasonable Answers 85 – – 50 40

End of Lesson 4

Lesson 5 Menu Five-Minute Check (over Lesson 3-4) Main Idea California Standards Example 1 Example Three-Digit Subtraction with Regrouping Subtract Three-Digit Numbers with Regrouping

3-5 Three-Digit Subtraction with Regrouping Lesson 5 MI/Vocab I will subtract three-digit numbers with regrouping.

3-5 Three-Digit Subtraction with Regrouping Lesson 5 Standard 1 Standard 3NS2.1 Find the sum or difference of two whole numbers between 0 and 10,000. Standard 3MR2.1 Use estimation to verify the reasonableness of calculated results.

Lesson 5 Ex1 Binte has 215 baseball cards. Susana has 88. What is the difference in the number of cards they have? You need to find 215 – Three-Digit Subtraction with Regrouping You cannot take 8 ones from 5 ones. Regroup 1 ten as 10 ones. 5 ones + 10 ones = 15 ones. Subtract 15 ones – 8 ones = 7 ones – Step 1 Subtract ones.

Lesson 5 Ex1 Step 2 Subtract tens. 3-5 Three-Digit Subtraction with Regrouping You cannot take 8 ones from 0 ones. Regroup 1 hundred as 10 tens. 0 tens + 10 tens = 10 tens. Subtract 10 tens – 8 tens = 2 tens –

Lesson 5 Ex1 Step 3 Subtract hundreds. Answer: So, 215 – 88 = Three-Digit Subtraction with Regrouping Subtract 1 hundred – 0 hundred = 1 hundred. 215 –

Lesson 5 CYP1 3-5 Three-Digit Subtraction with Regrouping A.$225 B.$227 C.$230 D.$227 Samiya had $326 in her savings account. She spent $99 on a new bike. How much is left in her savings account?

Lesson 5 Ex2 Lauren bought a bracelet on sale for $7.59. How much change did she receive from $7.75? 3-5 Three-Digit Subtraction with Regrouping You need to find $7.75 – $7.59. Step 1 Subtract cents. You cannot take 9 pennies from 5 pennies. Regroup 1 dime as 10 pennies. 5 pennies + 10 pennies = 15 pennies. Subtract 15 pennies – 9 pennies = 6 pennies. $7.75 – $ Subtract 6 dimes – 5 dimes = 1 dime. 1

Lesson 5 Ex2 Step 2 Subtract dollars. 3-5 Three-Digit Subtraction with Regrouping 7 dollars – 7 dollars = 0 dollars. $7.75 – $ Place the dollar sign before the difference. Answer: So, Lauren received $0.16 in change. $

Lesson 5 CYP2 3-5 Three-Digit Subtraction with Regrouping A.$1.23 B.$0.23 C.$0.77 D.$0.22 Linda bought a purse for $9.77. How much change did she receive from $10.00?

End of Lesson 5

Lesson 6 Menu Five-Minute Check (over Lesson 3-5) Main Idea California Standards Example 1: Problem-Solving Investigation 3-6 Problem-Solving Investigation: Choose a Strategy

3-6 Problem-Solving Investigation: Choose a Strategy Lesson 6 MI/Vocab I will choose the best strategy to solve a problem.

3-6 Problem-Solving Investigation: Choose a Strategy Lesson 6 Standard 1 Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

3-6 Problem-Solving Investigation: Choose a Strategy Lesson 6 Standard 2 Standard 3NS2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

Lesson 6 Ex1 MIRANDA: For a class project, my teacher needs 155 cardboard rolls from paper towels. So far, Marissa collected 24, Stan collected 32, and I collected 18. YOUR MISSION: Find out how many more cardboard rolls are needed. 3-6 Problem-Solving Investigation: Choose a Strategy

Lesson 6 Ex1 Understand 3-6 Problem-Solving Investigation: Choose a Strategy What facts do you know? You know that 155 cardboard rolls are needed. Three students have already collected 24, 32, and 18 cardboard rolls. What do you need to find? Find how many more rolls are needed.

Lesson 6 Ex1 Plan First add to find the number of rolls collected. Then, subtract to find the amount still needed. 3-6 Problem-Solving Investigation: Choose a Strategy

Lesson 6 Ex1 Solve So, 74 rolls have been collected. 3-6 Problem-Solving Investigation: Choose a Strategy

Lesson 6 Ex1 Solve 3-6 Problem-Solving Investigation: Choose a Strategy Subtract 74 from 155 to find out how many rolls are still needed. So, 81 cardboard rolls are needed. 155 –

Lesson 6 Ex1 Check Look back at the problem. You can check by adding. Since = 155, then answer is correct. 3-6 Problem-Solving Investigation: Choose a Strategy

End of Lesson 6

Lesson 7 Menu Five-Minute Check (over Lesson 3-6) Main Idea California Standards Example 1 Example Subtract Greater Numbers

3-7 Subtract Greater Numbers Lesson 7 MI/Vocab I will learn to subtract three and four-digit numbers.

3-7 Subtract Greater Numbers Lesson 7 Standard 1 Standard 3NS2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

Lesson 7 Ex1 3-7 Subtract Greater Numbers What is the difference between Angel Falls and Yosemite Falls? You need to find 3,212 – 2,425. Step 1 Subtract ones. You cannot take 5 ones from 2 ones. Regroup 1 ten as 10 ones. 2 ones + 10 ones = 12 ones. 12 ones – 5 ones = 7 ones. 3,212 – 2,

Lesson 7 Ex1 Step 2 Subtract tens. 3-7 Subtract Greater Numbers You cannot take 2 tens from 0 tens. Regroup 1 hundred as 10 tens. 0 tens + 10 tens = 10 tens. 10 tens – 2 tens = 8 tens. 3,212 – 2,

Lesson 7 Ex1 Step 3 Subtract hundreds and thousands. 3-7 Subtract Greater Numbers Answer: So, 3,212 – 2,425 = 787. You cannot take 4 hundreds from 1 hundred. Regroup 1 thousand as 10 hundreds. 1 hundred + 10 hundreds = 11 hundreds. 11 hundreds – 4 hundreds = 7 hundreds. 3,212 – 2, thousands – 2 thousands = 0 thousands.

Lesson 7 CYP1 3-7 Subtract Greater Numbers A.1,654 B.1,774 C.2,436 D.2,654 4,321 people were at the baseball game on Friday. 2,667 people were there on Saturday. How many more people came to the game on Friday?

Lesson 7 Ex2 The Nile River is 4,145 miles long. The Yangtze River is 3,720 miles long. How much longer is the Nile River than the Yangtze River? 3-7 Subtract Greater Numbers Step 1 Subtract ones. 4,145 – 3,720 5

Lesson 7 Ex2 Step 2 Subtract tens. 3-7 Subtract Greater Numbers Step 3 Subtract hundreds and thousands. Answer: So, the Nile River is 425 miles longer. 4,145 – 3, ,145 – 3,

Lesson 7 CYP2 3-7 Subtract Greater Numbers A.300 feet B.295 feet C.257 feet D.375 feet The Sears Tower is 1,729 feet tall. The Empire State Building is 1,472 feet tall. How much taller is the Sears Tower?

End of Lesson 7

Lesson 8 Menu Five-Minute Check (over Lesson 3-7) Main Idea California Standards Example 1 Example Subtract Across Zeros

3-8 Subtract Across Zeros Lesson 8 MI/Vocab I will learn how to subtract across zeros.

3-8 Subtract Across Zeros Lesson 8 Standard 1 Standard 3NS2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

Lesson 8 Ex1 A large box of peppers weighs 200 pounds. A small box of peppers weighs 145 pounds. What is the difference in the weight of the two boxes? 3-8 Subtract Across Zeros You need to find 200 – 145.

200 – Lesson 8 Ex1 Step 1 Regroup. 3-8 Subtract Across Zeros 10 You cannot take 5 ones from 0 ones. Regroup. There are no tens to regroup. Regroup 2 hundreds as 1 hundred and 10 tens.

Lesson 8 Ex1 Step 2 Regroup. 3-8 Subtract Across Zeros 200 – Regroup 10 tens as 9 tens and 10 ones. 9 10

Lesson 8 Ex1 Step 3 Subtract. 3-8 Subtract Across Zeros Subtract the ones, tens, and hundreds. 200 – Answer: So, 200 – 145 = 55.

Lesson 8 CYP1 3-8 Subtract Across Zeros A.150 ounces B.140 ounces C.155 ounces D.145 ounces Anna’s bucket holds 800 ounces. Meena’s holds 655 ounces. How many more ounces does Anna’s bucket hold?

Lesson 8 Ex2 Gina and Bruce are playing a video game. Gina scored 817 points for eliminating the red monster. Bruce scored 3,000 points for eliminating the green monster. How many more points did Bruce score? 3-8 Subtract Across Zeros You need to find 3,000 – 817.

Lesson 8 Ex2 Step 1 Regroup. 3-8 Subtract Across Zeros 3,000 – You cannot take 7 ones from 0 ones. There are no tens or hundreds. Regroup 1 thousand as 10 hundreds. 2

Lesson 8 Ex2 Step 2 Regroup. 3-8 Subtract Across Zeros Regroup again. Regroup 1 hundred as 10 tens. 3,000 –

Lesson 8 Ex2 Step 3 Regroup and subtract. 3-8 Subtract Across Zeros Regroup 1 ten as 10 ones. Subtract. 10 ones – 7 ones = 3 ones 9 tens – 1 ten = 8 tens 9 hundreds – 8 hundreds = 1 hundred 2 thousands – 0 thousands = 2 thousands 3,000 – , Answer: So, Bruce scored 2,183 more points than Gina.

Lesson 8 Ex2 Check Add up to check. 3-8 Subtract Across Zeros So the answer is correct.

End of Lesson 8

Lesson 9 Menu Five-Minute Check (over Lesson 3-8) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 Example Algebra: Expressions and Number Sentences

3-9 Algebra: Expressions and Number Sentences Lesson 9 MI/Vocab I will learn to write and simplify expressions. expression number sentence

3-9 Algebra: Expressions and Number Sentences Lesson 9 Standard 1 Standard 3AF1.1 Represent relationships of quantities in the form of mathematical expressions, equations, and inequalities.

3-9 Algebra: Expressions and Number Sentences Lesson 9 Standard 2 Standard 3AF1.3 Select appropriate operational and relational symbols to make an expression true. (e.g., if 4 __ 3 = 12, what operational symbol goes in the blank?).

Lesson 9 Ex1 Write an expression for the number of red apples and yellow apples. 3-9 Algebra: Expressions and Number Sentences yellow apples Answer: The expression is red apples

Lesson 9 CYP1 3-9 Algebra: Expressions and Number Sentences A B.6 – 2 C D Seth has 6 purple beads and Summer has 2 red beads. Which expression shows how many beads they have altogether?

Lesson 9 Ex2 Write a number sentence to show how many apples are red and yellow. 3-9 Algebra: Expressions and Number Sentences red apples Answer: The number sentence is = 8. =8 yellow apples

Lesson 9 CYP2 3-9 Algebra: Expressions and Number Sentences A.5 – 4 B C = 9 D.5 – 4 = 1 Gwen has 4 cookies and Marissa has 5 cupcakes. Which number sentence shows how many treats they have altogether?

Lesson 9 Ex3 Use + or – to make the number sentence true. 3-9 Algebra: Expressions and Number Sentences Answer: false: 25 does not equal = 9Try = 9 25 = 9

Lesson 9 Ex3 Try –. 3-9 Algebra: Expressions and Number Sentences Answer: true 17 8 = 9 17 – 8 = 9 9 = 9

Lesson 9 CYP3 3-9 Algebra: Expressions and Number Sentences A = 2 B = 8 C.5 – 3 = 8 D = 2 Which number sentence is true?

Lesson 9 Ex4 Answer: So, < Algebra: Expressions and Number Sentences Compare Use, or = < 16 Write the expressions. Add Add Compare.

Lesson 9 CYP4 3-9 Algebra: Expressions and Number Sentences A.< B.> C.= D.+ Complete the number sentence

End of Lesson 9

3 3 Subtraction CR Menu Five-Minute Checks Subtract Three-Digit Numbers with Regrouping

3 3 Subtraction 5Min Menu Lesson 3-1Lesson 3-1(over Chapter 2) Lesson 3-2Lesson 3-2(over Lesson 3-1) Lesson 3-3Lesson 3-3(over Lesson 3-2) Lesson 3-4Lesson 3-4(over Lesson 3-3) Lesson 3-5Lesson 3-5(over Lesson 3-4) Lesson 3-6Lesson 3-6(over Lesson 3-5) Lesson 3-7Lesson 3-7(over Lesson 3-6) Lesson 3-8Lesson 3-8(over Lesson 3-7) Lesson 3-9Lesson 3-9(over Lesson 3-8)

3 3 Subtraction 5Min 1-1 (over Chapter 2) A.9 B.21 C.1 D.11 Find the difference of 200 – 189.

3 3 Subtraction 5Min 1-2 (over Chapter 2) A.$1.33 B.$1.13 C.$0.13 D.$1.43 Find the difference of $3.00 – $1.67.

3 3 Subtraction 5Min 1-3 (over Chapter 2) A.3,246 B.4,246 C.4,446 D.3,200 Find the difference of 5,500 – 1,254.

3 3 Subtraction 5Min 1-4 (over Chapter 2) A.645 B.446 C.556 D.546 Find the difference of 6,000 – 5,454.

3 3 Subtraction 5Min 1-5 (over Chapter 2) A.$47.81 B.$34.83 C.$24.38 D.$47.83 Find the difference of $70.00 – $22.17.

3 3 Subtraction (over Lesson 3-1) 5Min 2-1 A.12 B.13 C.10 D.22 Find the value of (9 – a) + 7 if a = 4.

3 3 Subtraction (over Lesson 3-1) 5Min 2-2 A.2 B.4 C.3 D.1 Find the value of x + (3 – 2) if x = 3.

3 3 Subtraction (over Lesson 3-1) 5Min 2-3 A.15 B.10 C.5 D.20 Find the value of 8 + (15 – x) if x = 3.

3 3 Subtraction (over Lesson 3-1) 5Min 2-4 A.13 B.12 C.11 D.10 Find the value of 4 + (a + 5) if a = 4.

3 3 Subtraction (over Lesson 3-1) 5Min 2-5 A.3 B.5 C.11 D.6 Find the value of (a + 4) – 3 if a = 4.

3 3 Subtraction (over Lesson 3-2) 5Min 3-1 A. n = 8 B. n = 9 C. n = 7 D. n = 2 Solve 6 + n = 13 mentally.

3 3 Subtraction (over Lesson 3-2) 5Min 3-2 A. k = 9 B. k = 8 C. k = 4 D. k = 3 Solve k – 2 = 7 mentally.

3 3 Subtraction (over Lesson 3-2) 5Min 3-3 A. g = 5 B. g = 6 C. g = 1 D. g = 4 Solve 8 – g = 3 mentally.

3 3 Subtraction (over Lesson 3-2) 5Min 3-4 A. x = 10 B. x = 11 C. x = 1 D. x = 13 Solve x + 4 = 15 mentally.

3 3 Subtraction (over Lesson 3-3) 5Min 4-1 A.56 minutes B.39 minutes C.58 minutes D.59 minutes Identify any missing information. Then solve if possible. An express train leaves Grand Terminal at 5:05 P.M. The train arrives at the first stop at 5:21 P.M., the second stop at 5:46 P.M., and the last stop at 6:04 P.M. How long is the train ride?

3 3 Subtraction A. x + 5 = y; 13, 15, 18 B. y + 4 = y; 11, 15, 17 C. x + 11 = y; 12, 15, 19 D. x + 4 = y; 12, 15, 18 (over Lesson 3-4) 5Min 5-1 Use a rule to write an equation to describe the pattern. Then use the equation to find the next three numbers in the pattern.

3 3 Subtraction (over Lesson 3-5) 5Min 6-1 A.3 hours and 15 minutes B.2 hours C.3 hours D.2 hours and 30 minutes Use the Four-Step Plan in this problem; solve if possible. Viviana is taking a late train from home to visit her cousins. The train leaves Savannah at 11 A.M. and arrives in Charleston at 1:30 P.M. on July 13. How long is Viviana’s trip?

3 3 Subtraction (over Lesson 3-6) 5Min 7-1 A.$5.00 B.$4.00 C.$2.50 D.$9.00 Solve. Tell what strategy you used. Chris bought tomatoes for $2.58 and lettuce for $1.99. About how much change did he receive for $10.00?

3 3 Subtraction (over Lesson 3-7) 5Min 8-1 A.1,908 B.802 C.902 D.1,272 Subtract. Check for reasonableness. 1,621 – 349

3 3 Subtraction (over Lesson 3-7) 5Min 8-2 A.2,342 B.2,242 C.2,102 D.900 Subtract. Check for reasonableness. 2,837 – 495

3 3 Subtraction (over Lesson 3-7) 5Min 8-3 A.3,222 B.3,068 C.2,988 D.1,555 Subtract. Check for reasonableness. 6,255 – 3,187

3 3 Subtraction (over Lesson 3-7) 5Min 8-4 A.1,752 B.1,522 C.1,255 D.900 Subtract. Check for reasonableness. 7,243 – 5,491

3 3 Subtraction (over Lesson 3-8) 5Min 9-1 A.475 B.252 C.105 D.400 Subtract. Check for reasonableness. 503 – 28

3 3 Subtraction (over Lesson 3-8) 5Min 9-2 A.466 B.545 C.538 D.664 Subtract. Check for reasonableness. 800 – 136

3 3 Subtraction (over Lesson 3-8) 5Min 9-3 A.$15.15 B.$13.55 C.$15.51 D.$9.55 Subtract. Check for reasonableness. $17.00 – $1.49

3 3 Subtraction (over Lesson 3-8) 5Min 9-4 A.$1,625 B.$1,555 C.$925 D.$1,375 Subtract. Check for reasonableness. $3,500 – $1,875

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