Select all representations of the number 318.

Write a number for each representation.

1. Five hundred twenty-seven

   ______________

2. \(300+60+8\)

   ______________

3.  

   

   ______________

4. \(5 + 40 + 700\)

   ______________

Find the value of each sum or difference. Show your thinking, using drawings, numbers, or words.

1. \(52 - 43\)
2. \(65 - 19\)
3. \(36 + 47\)

Find the value of each difference.

1. \(77 - 10\)
2. \(77 - 20\)
3. \(90 - 70\)

Find the value of each difference. Show your thinking, using drawings, numbers, or words.

1. \(53 - 50\)
2. \(285 - 281\)
3. \(90 - 88\)

1. Here are Kiran’s blocks.

   

   He gives 2 tens to Priya.

   What is the value of Kiran’s blocks now? Show your thinking, using objects, drawings, numbers, or words.

2. Then Priya gives Kiran 4 hundreds.

   What is the value of Kiran’s blocks now? Show your thinking, using objects, drawings, numbers, or words.

Find the value of each difference. Show your thinking, using objects, drawings, numbers, or words.

1. \(648 - 25\)

2. \(535 - 24\)

1. Find the value of \(600 - 289\). Show your thinking, using drawings, numbers, or words.
2. Find the value of \(245 + 612\). Show your thinking, using drawings, numbers, or words.

1. \(365 + 214\)
2. \(365 - 214\)

Han used a number line to find a difference. Here is his work.

Number line. No tick marks. Arrow from 573 to unlabeled point, labeled 7. Arrow from unlabeled point to unlabeled point labeled 20. Arrow from unlabeled point to unlabeled point labeled 300.

1. Write an expression to show the difference Han found. Explain your reasoning.
2. Write an addition equation and a subtraction equation to match Han’s work.

Tyler finds the value of \(438−275\). He uses what he knows about differences between 2 two-digit numbers.

“First, I find \(43 - 27\). Then I find \(8 - 5\). That gives me the answer.”

1. Use Tyler’s reasoning. Find the value of \(438−275\).
2. Do you think Tyler’s strategy will always work? Why or why not?