EM2_G4_M1_Learn_23B_970997_Updated 05.23

A Story of Units®

4 Fractional Units LEARN ▸ Module 1 ▸ Place Value Concepts for Addition and Subtraction

Student

EM2_0401SE_content.indd 4

3/20/2021 11:47:53 AM

What does this painting have to do with math?

American abstract painter Frank Stella used a compass to make brightly colored curved shapes in this painting. Each square in this grid includes an arc that is part of a design of semicircles that look like rainbows. When Stella placed these rainbow patterns together, they formed circles. What fraction of a circle is shown in each square?

On the cover Tahkt-I-Sulayman Variation II, 1969 Frank Stella, American, born 1936 Acrylic on canvas Minneapolis Institute of Art, Minneapolis, MN, USA Frank Stella (b. 1936), Tahkt-I-Sulayman Variation II, 1969, acrylic on canvas. Minneapolis Institute of Art, MN. Gift of Bruce B. Dayton/Bridgeman Images. © 2020 Frank Stella/Artists Rights Society (ARS), New York

EM2_NA-B_E_G04_M01_cover_page_SE_97099.indd 1

22/11/22 10:17 AM

Great Minds® is the creator of Eureka Math®, Wit & Wisdom®, Alexandria Plan™, and PhD Science®.

Published by Great Minds PBC. greatminds.org © 2021 Great Minds PBC. All rights reserved. No part of this work may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying or information storage and retrieval systems—without written permission from the copyright holder.

Printed in the USA B-Print 1 2 3 4 5 6 7 8 9 10 XXX 25 24 23 22 21 ISBN 978-1-64497-099-7

EM2_NA-B_E_G04_M01_title_page_SE_97099.indd 2

22/11/22 10:29 AM

A Story of Units®

Fractional Units ▸ 4 LEARN

Module

EM2_NA-B_E_G04_M01_title_page_SE_97099.indd 1

1 2 3 4 5 6

Place Value Concepts for Addition and Subtraction

Place Value Concepts for Multiplication and Division

Multiplication and Division of Multi-Digit Numbers

Foundations for Fraction Operations

Place Value Concepts for Decimal Fractions

Angle Measurements and Plane Figures

22/11/22 10:29 AM

EUREKA MATH2

4 ▸ M1

Contents Place Value Concepts for Addition and Subtraction Topic A Multiplication as Multiplicative Comparison Lesson 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Interpret multiplication as multiplicative comparison.

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Write numbers to 1,000,000 in standard form and word form.

Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Compare numbers within 1,000,000 by using >, =, and <.

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Solve multiplicative comparison problems with unknowns in various positions.

Topic C

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Describe relationships between measurements by using multiplicative comparison.

Name numbers by using place value understanding.

Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Represent the composition of larger units of money by using multiplicative comparison.

Lesson 11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Find 1, 10, and 100 thousand more than and

Topic B Place Value and Comparison Within

1,000,000

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Organize, count, and represent a collection of objects.

Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Demonstrate that a digit represents 10 times

the value of what it represents in the place to its right.

Rounding Multi-Digit Whole Numbers

less than a given number.

Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Round to the nearest thousand.

Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Round to the nearest ten thousand and hundred thousand.

Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Round multi-digit numbers to any place.

Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Apply estimation to real-world situations by using rounding.

Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Write numbers to 1,000,000 in unit form and expanded form by using place value structure.

2

EM2_0401SE_content.indd 2

Copyright © Great Minds PBC

25-Aug-21 10:23:04 AM

EUREKA MATH2 4 ▸ M1

Topic D

Topic E

Multi-Digit Whole Number Addition and Subtraction

Metric Measurement Conversion Tables

Add by using the standard algorithm.

Lesson 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Express metric measurements of length in terms of smaller units.

Lesson 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Lesson 24. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195

Solve multi-step addition word problems by using the standard algorithm.

Express metric measurements of mass and liquid volume in terms of smaller units.

Lesson 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Subtract by using the standard algorithm, decomposing larger units once.

Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . 204

Lesson 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Subtract by using the standard algorithm, decomposing larger units up to 3 times.

Lesson 20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Subtract by using the standard algorithm, decomposing larger units multiple times.

Lesson 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Solve two-step word problems by using addition and subtraction.

Lesson 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Solve multi-step word problems by using addition and subtraction.

Copyright © Great Minds PBC

EM2_0401SE_content.indd 3

3

3/20/2021 11:47:53 AM

EM2_0401SE_content.indd 4

3/20/2021 11:47:53 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 1

Name

Date

1

Write a rule for each pattern.

1.

Figure A

Figure B

Figure C

Figure D

Rule:

Copyright © Great Minds PBC

EM2_0401SE_A_L01_classwork.indd 5

5

3/20/2021 10:22:32 AM

EUREKA MATH2

4 ▸ M1 ▸ TA ▸ Lesson 1

2.

Figure L Figure M Figure N Figure O Rule:

Draw sticky notes to represent 4 times as many. Then fill in the blanks.

3. Partner A

Partner B

= Partner B has is

6

LESSON

EM2_0401SE_A_L01_classwork.indd 6

× times as many sticky notes as partner A. times as many as

.

Copyright © Great Minds PBC

3/20/2021 10:22:32 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 1

Use the pictures to fill in the blanks.

4.

5.

6.

Partner A

4

Partner B

4

4

=

×

is

times as many as

Partner A

7

Partner B

7

7

7

=

×

is

times as many as

Partner A

9

Partner B

9

9

9

=

×

is

times as many as

Copyright © Great Minds PBC

EM2_0401SE_A_L01_classwork.indd 7

4

4

.

7

.

9

.

LESSON

7

3/20/2021 10:22:33 AM

EUREKA MATH2

4 ▸ M1 ▸ TA ▸ Lesson 1

7. Draw a tape diagram to represent 36 is 4 times as many as 9. Then complete the equation.

=

×

Use the tape diagram to fill in the blanks. Then complete the equation and statement.

8.

6

30

8

=

×

is

times as many as

LESSON

EM2_0401SE_A_L01_classwork.indd 8

.

Copyright © Great Minds PBC

3/20/2021 10:22:33 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 1

9.

8

32

10.

=

×

is

times as many as

.

7

42 =

×

is

times as many as

Copyright © Great Minds PBC

EM2_0401SE_A_L01_classwork.indd 9

.

LESSON

9

3/20/2021 10:22:33 AM

EM2_0401SE_A_L01_classwork.indd 10

3/20/2021 10:22:33 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 1

Name

1

Date

1. Liz draws circles by using this rule: Multiply the number of circles by 2 ​ ​.

Figure A

Figure B

Figure C

Figure D

a. How many circles should Liz draw for figure D? How do you know?

b. Complete the statements and equation to match the figures. times as many circles There are in figure B than in figure A. is

times as many as 5.

is

times as many as 10.

=

×5

=

× 10

Copyright © Great Minds PBC

EM2_0401SE_A_L01_problem_set.indd 11

There are times as many circles in figure C than in figure B.

11

3/20/2021 10:23:12 AM

EUREKA MATH2

4 ▸ M1 ▸ TA ▸ Lesson 1

Complete the statement and equation to match the tape diagram.

2.

5 5

5

5

5

​20​ is

times as many as 5 ​ ​.

=

×5

is

times as many as ​2​.

=

×

is

times as many as

=

×

20

3.

2

2 6

4.

10 .

60

12

PROBLEM SET

EM2_0401SE_A_L01_problem_set.indd 12

Copyright © Great Minds PBC

3/20/2021 10:23:12 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 1

Draw tape diagrams to represent each statement. Then complete the equation.

5. ​12​ is ​3​ times as many as ​4​.

12 =

×4

6. ​28​ is ​4​ times as many as ​7​.

28 =

×

Copyright © Great Minds PBC

EM2_0401SE_A_L01_problem_set.indd 13

PROBLEM SET

13

3/20/2021 10:23:13 AM

EUREKA MATH2

4 ▸ M1 ▸ TA ▸ Lesson 1

7. ​5​times as many as 3 ​ ​is 1 ​ 5​.

×

=

8. ​6​times as many as 8 ​ ​is 4 ​ 8​.

×

=

9. There are ​9​ tables in the cafeteria. There are ​8​ times as many chairs as tables. How many chairs are in the cafeteria?

14

PROBLEM SET

EM2_0401SE_A_L01_problem_set.indd 14

Copyright © Great Minds PBC

3/20/2021 10:23:13 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 1

Name

Date

1

Draw a model to represent the statement. Then complete the equation.

15 is 3 times as many as 5.

15 =

×

Copyright © Great Minds PBC

EM2_0401SE_A_L01_exit_ticket.indd 15

15

3/20/2021 10:22:50 AM

EM2_0401SE_A_L01_exit_ticket.indd 16

3/20/2021 10:22:50 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 2

Name

2

Date

Use the tape diagrams to complete the statement and equations.

1.

6

is 3 times as many as 6.

=3×6

?

2.

20 is 4 times as many as

?

20 ÷ 4 =

.

20 = 4 × 20

3.

9

72 is

72 ÷ 9 =

times as many as 9.

72 9

...

72 =

×9

? times as many Copyright © Great Minds PBC

EM2_0401SE_A_L02_problem_set.indd 17

17

3/20/2021 10:25:26 AM

EUREKA MATH2

4 ▸ M1 ▸ TA ▸ Lesson 2

Draw a tape diagram to represent each statement.

Then write an equation to find the unknown and complete the statement. is 2 times as many as 8.

4.

6. 35 is

18

.

times as many as 7.

PROBLEM SET

EM2_0401SE_A_L02_problem_set.indd 18

5. 27 is 3 times as many as

Copyright © Great Minds PBC

3/20/2021 10:25:27 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 2

7. Ivan draws a tape diagram to represent a statement with an unknown.

?

48 a. Circle the statement that Ivan’s tape diagram represents.

48 is ?

?

times as many as 8.

is 6 times as many as 8.

48 is 6 times as many as

?

.

b. Explain how Ivan’s tape diagram represents the statement you circled in part (a).

c. Write an equation to represent Ivan’s tape diagram.

Copyright © Great Minds PBC

EM2_0401SE_A_L02_problem_set.indd 19

PROBLEM SET

19

3/20/2021 10:25:27 AM

4 ▸ M1 ▸ TA ▸ Lesson 2

EUREKA MATH2

Use the Read–Draw–Write process to solve each problem.

8. Mia scores 3 times as many points as Shen during a basketball game. Mia scores 21 points.

How many points does Shen score?

9. Adam picks 9 apples. His mom picks 54 apples. Adam says, “My mom picked 7 times as many apples as I did.” Do you agree with Adam? Why?

20

PROBLEM SET

EM2_0401SE_A_L02_problem_set.indd 20

Copyright © Great Minds PBC

3/20/2021 10:25:27 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 2

Name

Date

2

Fill in the blanks to make true statements. Write an equation to show how you found each unknown.

1.

2. 30 is

is 4 times as many as 8.

times as many as 6.

3. 63 is 9 times as many as

Copyright © Great Minds PBC

EM2_0401SE_A_L02_exit_ticket.indd 21

.

21

3/20/2021 10:25:06 AM

EM2_0401SE_A_L02_exit_ticket.indd 22

3/20/2021 10:25:06 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 3

Name

Date

3

Record each measurement. Then complete the statement and the equation.

1.

0 50 g

40 30

40

10

30

20

grams

Copyright © Great Minds PBC

EM2_0401SE_A_L03_problem_set.indd 23

10 20

grams

The paint is 5 times as

g=5×

0 50 g

as the marker.

g

23

3/20/2021 10:30:20 AM

EUREKA MATH2

4 ▸ M1 ▸ TA ▸ Lesson 3

2.

16

17

20 21

18

19

20 21

4

5

15

19

22

23

22

23

22

23

3

14

18

25

24

25

24

25

24

25

2

6

13

17

24

26

27

28

26

27

28

26

27

28

26

27

28

1

12

16

23

29

30

29

30

29

30

29

30

Inch

11

7

10

15

6

9

14

20 21

5

8

13

19

4

12

18

22

3

10

20 21

2

8

7

8

7

9

17

19

1

10

6

8

16

18

Inch

9 9 9

10

12

11

10 5

11

8

7

15

7

4

6

14

17

6

11 3

5

13

16

5

10 4

12

15

4

9

3

11

14

3

10

centimeters

13

2

9

12

1

8

11

Inch

7

10

8

12

11

12 2

6

9

7

2

5

8

6

4

7

5

11

0 CM 1

3

6

4

2

5

3

0 CM 1

4

2

0 CM 1

3

1

2

Inch

0 CM 1

12

centimeters

The caterpillar is 3 times as

cm =

24

PROBLEM SET

EM2_0401SE_A_L03_problem_set.indd 24

×

as the ant.

cm

Copyright © Great Minds PBC

3/20/2021 10:30:21 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 3

3.

Container A

Container B

50 mL

50 mL

40 mL

40 mL

30 mL

30 mL

20 mL

20 mL

10 mL

10 mL

30 mL

20 mL

10 mL 0 mL

milliliters

milliliters

times as

Container B has

mL =

×

water as container A.

mL

4. The tape diagram represents the heights of the library and the school.

5m Library

15 m School

5

...

? times as tall How many times as tall as the library is the school?

Complete the equation and the comparison statement.

15 ÷ 5 = The school is

Copyright © Great Minds PBC

EM2_0401SE_A_L03_problem_set.indd 25

times as

as the library.

PROBLEM SET

25

25-Aug-21 10:24:29 AM

EUREKA MATH2

4 ▸ M1 ▸ TA ▸ Lesson 3

Use the Read–Draw–Write process to solve each problem.

5. Carla and Luke draw rectangles. The width of Luke’s rectangle is 3 centimeters.

Carla’s rectangle is 4 times as wide as Luke’s rectangle. What is the width of Carla’s rectangle?

6. Fish tank A has 6 times as much water as fish tank B. There are 42 liters of water in fish tank A. How many liters of water are in fish tank B?

7. Eva weighs her dog and her cat. Her dog weighs 32 kilograms and her cat weighs 4 kilograms.

How many times as heavy as Eva’s cat is her dog?

26

PROBLEM SET

EM2_0401SE_A_L03_problem_set.indd 26

Copyright © Great Minds PBC

25-Aug-21 10:31:21 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 3

Name

Date

3

Use the Read–Draw–Write process to solve the problem.

Casey’s dog weighs 3 times as much as Luke’s dog. Luke’s dog weighs 8 kilograms. How much does Casey’s dog weigh?

Casey’s dog weighs

Copyright © Great Minds PBC

EM2_0401SE_A_L03_exit_ticket.indd 27

kilograms.

27

3/20/2021 10:30:00 AM

EM2_0401SE_A_L03_exit_ticket.indd 28

3/20/2021 10:30:00 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 4

Name

Date

4

1. Bundle pennies to show how to compose a larger unit. dollars

dimes

pennies

2. Complete the chart to show how to use multiplication to compose a larger unit. dollars

dimes

pennies

×

Complete the statement and multiplication equations to show how you composed a larger unit.

1 dime is worth 1 dime = 10¢ =

Copyright © Great Minds PBC

EM2_0401SE_A_L04_classwork.indd 29

times as much as 1 penny.

× 1 penny × 1¢

29

3/20/2021 10:30:43 AM

EUREKA MATH2

4 ▸ M1 ▸ TA ▸ Lesson 4

3. Bundle dimes to show how to compose a larger unit. dollars

dimes

pennies

4. Complete the chart to show how to use multiplication to compose a larger unit. dollars

dimes

pennies

×

Complete the statement and multiplication equations to show how you composed a larger unit.

1 dollar is worth 1 dollar = $1 =

30

LESSON

EM2_0401SE_A_L04_classwork.indd 30

times as much as 1 dime.

× 1 dime × 10¢

Copyright © Great Minds PBC

3/20/2021 10:30:46 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 4

Use the Read–Draw–Write process to solve the problem.

5. Ivan and Zara play a game with money. Ivan hides 2 coins. He gives Zara the following clues.

One of the coins is a penny. The other coin is worth 10 times as much as the penny.

What is the other coin?

Use the Read–Draw–Write process to solve the problem.

6. Eva and Gabe both find money. Eva finds 1 dime. Gabe says, “The bill I found is worth 10 times as much as your dime.” What bill did Gabe find?

Copyright © Great Minds PBC

EM2_0401SE_A_L04_classwork.indd 31

LESSON

31

3/20/2021 10:30:47 AM

EM2_0401SE_A_L04_classwork.indd 32

3/20/2021 10:30:47 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 4

Name

4

Date

Bundle coins to make a new unit. Then complete the statement and equations.

1.

dollars

dimes

1 dime is worth as 1 penny.

1 dime = 10¢ =

pennies

2.

dollars

dimes

1 dollar is worth as 1 dime.

times as much

1 dollar =

× 1 penny

$1 =

× 1¢

pennies

times as much

× 1 dime

× 10¢

Complete the charts to show how to make a new unit. Then complete the statements and equations.

3.

dollars

dimes

pennies

4.

dollars

×

is worth

1

= ¢=

Copyright © Great Minds PBC

EM2_0401SE_A_L04_problem_set.indd 33

pennies

×

1

as 1 penny.

dimes

times as much

× 1 penny

× 1¢

1

is worth

1

=

as 1 dime.

$

=

times as much

× 1 dime

× 10¢

33

3/20/2021 10:36:39 AM

EUREKA MATH2

4 ▸ M1 ▸ TA ▸ Lesson 4

Label the tape diagrams. Then complete the statements and equations.

¢ or

5.

penny

¢ has the same value as 1 dime is worth

1 dime =

times as much as 1

.

×1

10¢ =

× 1¢

¢ or

6.

dime

dime

¢ has the same value as 1

is worth 10 times as much as 1

1

= 10 × 1

$

34

= 10 ×

PROBLEM SET

EM2_0401SE_A_L04_problem_set.indd 34

dollar .

¢

Copyright © Great Minds PBC

3/20/2021 10:36:48 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 4

7. James says that since 1 dime is worth 10 times as much as 1 penny, 3 dimes must be worth 10 times as much as 3 pennies. Do you agree with James? Why?

Copyright © Great Minds PBC

EM2_0401SE_A_L04_problem_set.indd 35

PROBLEM SET

35

3/20/2021 10:36:48 AM

EM2_0401SE_A_L04_problem_set.indd 36

3/20/2021 10:36:48 AM

EUREKA MATH2 4 ▸ M1 ▸ TA ▸ Lesson 4

Name

4

Date

Jayla and Miss Diaz draw on charts to show the relationship between the values of a dime and a penny.

Use the charts to help you answer parts (a) and (b).

Jayla’s Chart dollars

dimes

Miss Diaz’s Chart pennies

dollars

dimes

×

pennies

10

10¢ 10 ¢

a. What is similar about the charts? b. What is different about the charts?

Copyright © Great Minds PBC

EM2_0401SE_A_L04_exit_ticket.indd 37

37

3/26/2021 12:06:57 PM

EM2_0401SE_A_L04_exit_ticket.indd 38

3/20/2021 10:36:03 AM

1,000

thousands

100

hundreds

10

tens

1

ones

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 5 ▸ Partial Place Value Chart to Millions

Copyright © Great Minds PBC

EM2_0401SE_B_L05_removable_partial_place_value_chart_to_millions.indd 39

39

3/20/2021 11:50:54 AM

EM2_0401SE_B_L05_removable_partial_place_value_chart_to_millions.indd 40

3/20/2021 11:50:54 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 5

Name

5

Date

For this counting collection, I am partners with We are counting We think they have a value of

. . .

This is how we organized and counted the collection:

We counted

altogether.

This is an equation that describes how we counted.

Copyright © Great Minds PBC

EM2_0401SE_B_L05_classwork.indd 41

41

3/20/2021 10:44:05 AM

EM2_0401SE_B_L05_classwork.indd 42

3/20/2021 10:44:05 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 5

Self-Reflection Write one thing that worked well for you and your partner. Explain why it worked well.

Write one challenge you had. How did you work through the challenge?

Copyright © Great Minds PBC

EM2_0401SE_B_L05_classwork.indd 43

LESSON

43

3/24/2021 2:35:42 PM

EM2_0401SE_B_L05_classwork.indd 44

3/20/2021 10:44:06 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 5

Name

5

Date

Use the place value disks to help you complete the equation.

1.

2.

ten = 10 ones

hundred = 10 tens

3.

4.

1

ten thousand = 10 thousands

= 10 hundreds

5.

6.

1

Copyright © Great Minds PBC

EM2_0401SE_B_L05_problem_set.indd 45

= 10 ten thousands

1

= 10 hundred thousands

45

3/20/2021 10:44:44 AM

EUREKA MATH2

4 ▸ M1 ▸ TB ▸ Lesson 5

7. Write the correct unit names on the place value chart.

tens

46

PROBLEM SET

EM2_0401SE_B_L05_problem_set.indd 46

ones

Copyright © Great Minds PBC

3/20/2021 10:44:44 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 5

Name

Date

5

1. What strategy did you use to count? How did it help you?

2. Explain another student’s strategy. What did you like about it?

Copyright © Great Minds PBC

EM2_0401SE_B_L05_exit_ticket.indd 47

47

3/20/2021 10:44:25 AM

EM2_0401SE_B_L05_exit_ticket.indd 48

3/20/2021 10:44:25 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 6 ▸ 10 Times as Much Chart

Name

millions

hundred thousands

ten thousands

thousands

hundreds

tens

ones

10 times as much as 1 one is 1

.

10 times as much as 1 ten is 1

.

10 times as much as 1 hundred is 1

.

10 times as much as 1 thousand is 1

.

10 times as much as 1 ten thousand is 1

.

10 times as much as 1 hundred thousand is 1

.

Copyright © Great Minds PBC

EM2_0401SE_B_L06_removable_10_times_as_much_chart.indd 49

49

3/20/2021 10:46:52 AM

EM2_0401SE_B_L06_removable_10_times_as_much_chart.indd 50

3/20/2021 10:46:52 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 6

Name

6

Date

Draw and record 10 times as much.

1.

2.

ten thousands

thousands

hundreds

tens

ones

10 × 1 thousand =

10 × 1 hundred =

10 × 1 ten =

10 × 1 one =

10 × 1,000 =

10 × 100 =

10 × 10 =

10 × 1 =

ten thousands

thousands

hundreds

tens

ones

10 × 2 thousands =

10 × 2 hundreds =

10 × 2 tens =

10 × 2 ones =

10 × 2,000 =

10 × 200 =

10 × 20 =

10 × 2 =

Copyright © Great Minds PBC

EM2_0401SE_B_L06_classwork.indd 51

51

3/20/2021 10:47:45 AM

EUREKA MATH2

4 ▸ M1 ▸ TB ▸ Lesson 6

3.

ten thousands

10 × 9,000 =

4.

52

ten thousands

thousands

hundreds

10 × 900 =

thousands

hundreds

tens

10 × 90 =

tens

ones

10 × 9 =

ones

90,000 = 10 ×

9,000 = 10 ×

900 = 10 ×

90 = 10 ×

90,000 ÷ 10 =

9,000 ÷ 10 =

900 ÷ 10 =

90 ÷ 10 =

LESSON

EM2_0401SE_B_L06_classwork.indd 52

Copyright © Great Minds PBC

3/20/2021 10:47:46 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 6

Name

6

Date

Bundle 10 disks to make a new unit. Then complete the statement and equations.

1.

2.

10 times as much as 1 one is 10 × 1 one =

10 times as much as 1 ten is

ten.

ten

10 × 1 ten =

10 × 1 =

hundred.

hundred

10 × 10 =

3.

4.

10 times as much as 1 hundred is

10 times as much as 1 thousand is

10 × 1 hundred =

10 × 1 thousand =

thousand.

10 × 100 =

Copyright © Great Minds PBC

EM2_0401SE_B_L06_problem_set.indd 53

thousand

ten thousand.

ten thousand

10 × 1,000 =

53

3/20/2021 10:48:13 AM

EUREKA MATH2

4 ▸ M1 ▸ TB ▸ Lesson 6

Use the place value chart to complete the statements and equations.

5.

thousands

hundreds

tens

6.

ones

thousands

hundreds

× 10

10 times as much as 1 ten is 1

.

10 × 1 =

1 hundred is 10 times as much as 1

.

10 = 10 ×

hundreds

tens

8.

ones

10 times as much as 3 tens is 3

3 hundreds is 10 times as much as 3 300 = 10 ×

PROBLEM SET

thousands

hundreds

tens

ones

× 10

.

10 × 30 =

EM2_0401SE_B_L06_problem_set.indd 54

.

100 = 10 ×

× 10

54

.

10 × 10 =

1 ten is 10 times as much as 1

thousands

ones

× 10

10 times as much as 1 one is 1

7.

tens

10 times as much as 8 hundreds is 8

.

10 × 800 =

.

8 thousands is 10 times as much as 8

.

8,000 = 10 ×

Copyright © Great Minds PBC

3/20/2021 10:48:14 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 6

Use the place value chart to complete the equation.

9.

ten thousands

thousands

hundreds

tens

ones

10.

ten thousands

10 ÷ 10 =

ten thousands

thousands

Copyright © Great Minds PBC

EM2_0401SE_B_L06_problem_set.indd 55

tens

ones

hundreds

tens

ones

10,000 ÷ 10 =

hundreds

tens

ones

÷ 10

50 ÷ 10 =

hundreds

÷ 10

÷ 10

11.

thousands

12.

ten thousands

thousands

÷ 10

70,000 ÷ 10 =

PROBLEM SET

55

3/20/2021 10:48:15 AM

EUREKA MATH2

4 ▸ M1 ▸ TB ▸ Lesson 6

Complete each statement by drawing a line to the correct value.

13.

2 thousands is 10 times as much as

14.

2 tens ÷ 10 =

15.

10 times as much as 2 ones is

16.

10 × 4 ones =

17.

4 tens is 10 times as much as

18.

4,000 ÷ 10 =

56

PROBLEM SET

EM2_0401SE_B_L06_problem_set.indd 56

.

2 ones

2 tens

.

2 hundreds

4 ones

.

4 tens

4 hundreds

Copyright © Great Minds PBC

3/20/2021 10:48:15 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 6

Use the Read–Draw–Write process to solve the problem.

19. In the morning, there is $700 in the cash register.

At the end of the day, 10 times as much money is in the cash register. a. How much money is in the cash register at the end of the day?

b. Explain your thinking.

Copyright © Great Minds PBC

EM2_0401SE_B_L06_problem_set.indd 57

PROBLEM SET

57

3/20/2021 10:48:15 AM

EM2_0401SE_B_L06_problem_set.indd 58

3/20/2021 10:48:15 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 6

Name

Date

6

a. Fill in the blank to make a true statement.

1 ten thousand is

times as much as 1 thousand.

b. Explain how you know your answer is correct.

Copyright © Great Minds PBC

EM2_0401SE_B_L06_exit_ticket.indd 59

59

3/20/2021 10:47:57 AM

EM2_0401SE_B_L06_exit_ticket.indd 60

3/20/2021 10:47:57 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 7

Name

7

Date

Draw dots in the place value chart to represent the number. Then fill in the blanks to identify how many of each unit.

1. 270,364 millions

hundred thousands

ten thousands

hundred thousands

ten thousands

hundred thousands

ten thousands

hundred thousands

ten thousands

thousands

thousands

hundreds

hundreds

tens

tens

ones

ones

2. 1,056,230 millions

million

Copyright © Great Minds PBC

EM2_0401SE_B_L07_classwork.indd 61

thousands

thousands

hundreds

hundreds

tens

tens

ones

ones

61

3/20/2021 10:54:15 AM

EUREKA MATH2

4 ▸ M1 ▸ TB ▸ Lesson 7

Express each number in expanded form in two ways.

3. 83,015

80,000 +

+

(

+

× 10,000) + (

× 1,000) + (

+

+

× 10) + (

× 1)

4. 620,409

(

62

×

LESSON

EM2_0401SE_B_L07_classwork.indd 62

+

)+(

×

)+(

×

)+(

×

)

Copyright © Great Minds PBC

3/20/2021 10:54:15 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 7

Name

7

Date

Count the number of place value disks in each column of the chart.

Write the number at the bottom of the column.

Then fill in the blanks to write the unit form of the number represented in the chart.

The first one has been started for you.

1.

10

1 1 1

3

2 thousands

5

3

hundreds

tens

2.

1

ten thousands Copyright © Great Minds PBC

EM2_0401SE_B_L07_problem_set.indd 63

ones

thousands

hundreds

tens

one 63

3/20/2021 10:53:32 AM

EUREKA MATH2

4 ▸ M1 ▸ TB ▸ Lesson 7

3.

hundred thousands tens

ten thousands

thousands

hundreds

ones

4.

million hundreds

64

PROBLEM SET

EM2_0401SE_B_L07_problem_set.indd 64

hundred thousands tens

ten thousands

thousand

ones

Copyright © Great Minds PBC

3/20/2021 10:53:33 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 7

Use the numbers on the place value chart to complete the expanded form.

5.

millions

hundred thousands

ten thousands

Expanded form: 3,000 +

6.

millions

hundred thousands

millions

EM2_0401SE_B_L07_problem_set.indd 65

tens

ones

​3​

​1​

​8​

​5​

+

+

ten thousands

thousands

hundreds

tens

ones

​4​

​9​

​0​

​1​

​7​

+

hundred thousands

ten thousands

thousands

hundreds

tens

ones

​7​

​0​

​2​

​9​

​4​

​3​

Expanded form:

Copyright © Great Minds PBC

hundreds

+ 9,000 +

Expanded form:

7.

thousands

+

+

+

+

PROBLEM SET

65

3/20/2021 10:53:33 AM

EUREKA MATH2

4 ▸ M1 ▸ TB ▸ Lesson 7

8.

millions

hundred thousands

ten thousands

thousands

hundreds

tens

ones

​2​

​4​

​0​

​6​

​0​

​2​

Expanded form:

Fill in the blanks to write each number in expanded form in two ways.

Standard Form 9. 4,923

Expanded Form

4,000 + (4 ×

10. 63,485

(

11. 10,604

+ 20 + ) + (9 × 100) + (2 × 10) + (

+ 3,000 + 400 +

+5

× 10,000) + (3 ×

+ (4 × 100) + (8 × 10) + (5 ×

10,000 + (1 ×

× 1)

)

+4 )+(

× 100) + (4 ×

)

12. 871,507

66

PROBLEM SET

EM2_0401SE_B_L07_problem_set.indd 66

Copyright © Great Minds PBC

3/20/2021 10:53:33 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 7

13. Miss Diaz buys a fishing boat. The picture shows the amount of money she pays.

Pablo says the number of dollars is

$10,000 $10,000 $10,000

30,000 + 5,000 + 40.

Amy says the number of dollars is 30 ten thousands 5 hundreds 4 tens.

$100 $10 $100 $10 $100 $10 $100 $10 $100

Who is correct? Who made a mistake? Explain your thinking.

Copyright © Great Minds PBC

EM2_0401SE_B_L07_problem_set.indd 67

PROBLEM SET

67

3/20/2021 10:53:34 AM

EM2_0401SE_B_L07_problem_set.indd 68

3/20/2021 10:53:34 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 7

Name

Date

7

Write the number 26,518 in expanded form in two different ways.

Copyright © Great Minds PBC

EM2_0401SE_B_L07_exit_ticket.indd 69

69

3/20/2021 10:53:55 AM

EM2_0401SE_B_L07_exit_ticket.indd 70

3/20/2021 10:53:55 AM

millions

hundred thousands

ten thousands

thousands

hundreds

tens

ones

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 8 ▸ Place Value Chart to Millions

Copyright © Great Minds PBC

EM2_0401SE_B_L08_removable_place_value_chart_to_millions.indd 71

71

3/20/2021 10:52:27 AM

EM2_0401SE_B_L08_removable_place_value_chart_to_millions.indd 72

3/20/2021 10:52:27 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 8

Name

8

Date

Express the following numbers in standard form by using commas.

1. 4168

​

2. 72035

​

​

3. 183119 4. 6455007

​

5. 29301248

​

Use the place value disks on each chart to complete the table.

Chart

Expanded Form

Standard Form

6.

7.

Copyright © Great Minds PBC

EM2_0401SE_B_L08_problem_set.indd 73

73

3/20/2021 12:14:25 PM

EUREKA MATH2

4 ▸ M1 ▸ TB ▸ Lesson 8

Fill in the blank to make a true number sentence.

8. 1,000 + 400 + 60 + 2 = 9. 400,000 +

+ 900 + 8 = 407, 908 = 35 thousands + 6 tens + 1 one

10.

11. 920,902 = 900,000 + 900 + 2 +

Express each number in standard form.

12. 1 ten thousand 4 thousands 8 tens 13. 2 hundred thousands 6 thousands 9 hundreds 3 ones 14. Sixty-one thousand, forty-eight 15. Five hundred thousand, five hundred five

Express each number in word form.

16. 3,627

17. 84,100

74

PROBLEM SET

EM2_0401SE_B_L08_problem_set.indd 74

Copyright © Great Minds PBC

3/20/2021 12:14:25 PM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 8

18. 570,016

19. 900,509

20. Mrs. Smith sees a home for sale. Use pictures, numbers, or words to express the cost of the home in two other ways.

FOR

SALE $396,000

Copyright © Great Minds PBC

EM2_0401SE_B_L08_problem_set.indd 75

PROBLEM SET

75

3/20/2021 12:14:25 PM

EM2_0401SE_B_L08_problem_set.indd 76

3/20/2021 12:14:25 PM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 8

Name

8

Date

Complete the table. Use commas in both standard form and word form.

Standard Form

Unit Form

Word Form

9 thousands 3 hundreds 4 ones Sixty-two thousand, seven hundred eighty-nine

Copyright © Great Minds PBC

EM2_0401SE_B_L08_exit_ticket.indd 77

77

3/20/2021 10:53:11 AM

EM2_0401SE_B_L08_exit_ticket.indd 78

3/20/2021 10:53:11 AM

millions

hundred thousands

ten thousands

thousands

hundreds

tens

ones

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 9 ▸ Place Value Chart to Millions

Copyright © Great Minds PBC

EM2_0401SE_B_L09_removable_place_value_chart_to_millions.indd 79

79

3/20/2021 10:50:50 AM

EM2_0401SE_B_L09_removable_place_value_chart_to_millions.indd 80

3/20/2021 10:50:50 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 9

Name

9

Date

Write the value of the digit 8 for each number.

1. 5,813

2. 58,267

3. 12,984

4. 839,415

5. Use problems 1–4 for parts (a) and (b). a. In which number is the value of the 8 ten times as much as the value of the 8 in 368?

Circle your answer.

5,813

58,267

12,984

839,415

b. Explain your thinking.

Copyright © Great Minds PBC

EM2_0401SE_B_L09_problem_set.indd 81

81

3/20/2021 10:51:28 AM

EUREKA MATH2

4 ▸ M1 ▸ TB ▸ Lesson 9

Write the value of each digit.

6.

5,

1

8

4

7.

7

2,

0

4

9

Fill in the blanks to make the statement true.

8. In 6,274, the value of the digit 6 is

9. In 91,307, the digit

is in the ten thousands place.

10. In 520,841, the digit in the hundreds place is place is

82

and the digit in the hundred thousands

.

PROBLEM SET

EM2_0401SE_B_L09_problem_set.indd 82

.

Copyright © Great Minds PBC

25-Aug-21 10:32:16 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 9

Represent each number with digits on the place value chart. Then circle the number that is greater.

11.

millions

hundred ten thousands hundreds thousands thousands

tens

ones

3,685 4,162 12.

millions

hundred ten thousands hundreds thousands thousands

tens

ones

500,273 59,372 13.

millions

hundred ten thousands hundreds thousands thousands

tens

ones

840,790 840,970

Use >, =, or < to compare the numbers. Explain your thinking.

14. 5,813

Copyright © Great Minds PBC

EM2_0401SE_B_L09_problem_set.indd 83

10,300

PROBLEM SET

83

25-Aug-21 10:32:58 AM

EUREKA MATH2

4 ▸ M1 ▸ TB ▸ Lesson 9

15. 17,209

17,200

Use >, =, or < to compare the numbers.

16. 7,613

8,210

17. 2,351

2,513

18. 49,071

9,999

19. 38,014

38,104

20. 635,240

635,090

21. 500,661

501,007

22. 5 thousands 9 tens 3 ones

24. 910,091

84

n inety-one thousand, ninety-one

PROBLEM SET

EM2_0401SE_B_L09_problem_set.indd 84

5,093

23. 20,000 + 8,000 + 40 + 6

25. 170,052

20,846

170 thousands 52 tens

Copyright © Great Minds PBC

3/20/2021 10:51:29 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 9

Arrange the numbers from least to greatest.

26. 16,832, 26,081, 26,108, 16,283

,

,

,

27. 704,129, 710,009, 800,100, 704,219

,

,

,

28. Robin has $8,615 in the bank. Deepa has $8,061 in the bank. Who has more money in the bank?

Explain how you know.

29. Miss Wong asks her students to compare 37,605 and 37,065.

Jayla says 37,605 is less than 37,065.

Ray says 37,065 is less than 37,605.

Who is correct? Explain how you know.

Copyright © Great Minds PBC

EM2_0401SE_B_L09_problem_set.indd 85

PROBLEM SET

85

25-Aug-21 10:33:27 AM

EM2_0401SE_B_L09_problem_set.indd 86

3/20/2021 10:51:29 AM

EUREKA MATH2 4 ▸ M1 ▸ TB ▸ Lesson 9

Name

Date

9

Compare the numbers by using >, =, or <. Explain how you know.

510,304

Copyright © Great Minds PBC

EM2_0401SE_B_L09_exit_ticket.indd 87

501,304

87

3/20/2021 12:17:15 PM

EM2_0401SE_B_L09_exit_ticket.indd 88

3/20/2021 12:17:15 PM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 10

Name

10

Date

1. Rename 4,215 in different ways.

a.

thousands

hundreds

tens

ones

4

2

1

5

thousands

b.

hundreds

ten

ones

hundreds

ten

ones

tens

ones

c. d.

ones

2. Rename 23,048 in different ways. a.

ten thousands

b. c. d. e.

Copyright © Great Minds PBC

EM2_0401SE_C_L10_classwork.indd 89

thousands

hundreds

tens

ones

thousands

hundreds

tens

ones

hundreds

tens

ones

tens

ones ones

89

3/20/2021 11:00:26 AM

EUREKA MATH2

4 ▸ M1 ▸ TC ▸ Lesson 10

3. Rename 847,520 in different ways.

a. b.

83

ten thousands

thousands

hundreds

tens

ones

ten thousands

thousands

hundreds

tens

ones

hundreds

tens

ones

hundreds

tens

ones

c.

thousands

d.

thousands

5

4. Use unit form to rename 905,438 in different ways.

90

LESSON

EM2_0401SE_C_L10_classwork.indd 90

Copyright © Great Minds PBC

3/20/2021 11:00:26 AM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 10

Name

10

Date

1. Represent 1,315 on the place value chart to match the given unit form. a. 1 thousand 3 hundreds 1 ten 5 ones thousands

hundreds

tens

ones

hundreds

tens

ones

b. 13 hundreds 1 ten 5 ones thousands

2. Rename 4,628 in different ways. thousands

hundreds

tens

ones

hundreds

tens

ones

tens

ones ones

Copyright © Great Minds PBC

EM2_0401SE_C_L10_problem_set.indd 91

91

3/20/2021 10:59:06 AM

EUREKA MATH2

4 ▸ M1 ▸ TC ▸ Lesson 10

3. Rename 73,905 in different ways. ten thousands

thousands

hundreds

tens

ones

thousands

hundreds

tens

ones

hundreds

tens

ones

tens

ones ones

Write the answer for each question.

4. How many thousands are in the thousands place in 83,106? thousands

5. How many thousands are in 83,106? thousands

6. How many ten thousands are in the ten thousands place in 251,472? ten thousands

7. How many ten thousands are in 251,472? ten thousands

92

PROBLEM SET

EM2_0401SE_C_L10_problem_set.indd 92

Copyright © Great Minds PBC

3/20/2021 10:59:07 AM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 10

8. Oka wants to represent 12,751 on a place value chart. Write two different ways Oka can show the number.

Find the mystery number and write it in standard form. Explain your thinking with pictures, numbers, or words.

9. I have 6 ones, 550 thousands, and 12 hundreds. What number am I?

10. I have 11 thousands, 8 ten thousands, 36 ones, and 9 hundreds. What number am I?

Copyright © Great Minds PBC

EM2_0401SE_C_L10_problem_set.indd 93

PROBLEM SET

93

3/20/2021 10:59:07 AM

EM2_0401SE_C_L10_problem_set.indd 94

3/20/2021 10:59:07 AM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 10

Name

Date

10

Think about the number 2,437. a. Which choice does not represent 2,437?

A. 2 thousands 4 hundreds 3 tens 7 ones B. 24 hundreds 3 tens 7 ones C. 24 tens 37 ones D. 2,437 ones b. Explain how you know.

Copyright © Great Minds PBC

EM2_0401SE_C_L10_exit_ticket.indd 95

95

3/20/2021 10:59:42 AM

EM2_0401SE_C_L10_exit_ticket.indd 96

3/20/2021 10:59:42 AM

millions

hundred thousands

ten thousands

thousands

hundreds

tens

ones

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 11 ▸ Place Value Chart to Millions

Copyright © Great Minds PBC

EM2_0401SE_C_L11_removable_place_value_chart_to_millions.indd 97

97

3/20/2021 10:57:20 AM

EM2_0401SE_C_L11_removable_place_value_chart_to_millions.indd 98

3/20/2021 10:57:20 AM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 11

Name

11

Date

Draw or cross out disks on the chart to match the statement. Then complete the statement.

1.

1 thousand more than 74,236 is

.

2.

1 ten thousand less than 850,314 is

Copyright © Great Minds PBC

EM2_0401SE_C_L11_problem_set.indd 99

.

99

3/20/2021 12:25:17 PM

EUREKA MATH2

4 ▸ M1 ▸ TC ▸ Lesson 11

Complete each statement and equation.

3. 1,000 more than 82,764 is

.

4.

82,764 + 1,000 =

5. 10,000 less than 60,230 is

60,230 − 10,000 =

is 10,000 more than 51,093.

= 51,093 + 10,000

.

6.

is 100,000 less than 579,018.

= 579,018 − 100,000

Use the rule to complete the number pattern.

7. Rule: Add 1,000

68,381

8. Rule: Subtract 10,000

821,049

100

PROBLEM SET

EM2_0401SE_C_L11_problem_set.indd 100

Copyright © Great Minds PBC

3/20/2021 12:25:17 PM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 11

Complete the number pattern.

9.

10.

11.

14,293

15,293

850,187

6,405

12.

16,293

550,187

7,405

9,405

112,017

92,017

450,187

13. What is the rule for problem 12? Explain how you found the rule.

Copyright © Great Minds PBC

EM2_0401SE_C_L11_problem_set.indd 101

PROBLEM SET

101

3/20/2021 12:25:18 PM

EUREKA MATH2

4 ▸ M1 ▸ TC ▸ Lesson 11

Use the Read–Draw–Write process to solve each problem.

14. 359,286 people attended a music festival this year. That amount is 100,000 more people than last year. How many people attended the music festival last year?

15. Casey completes the pattern below by using this rule: Subtract 100,000. Explain Casey’s error.

392,201

102

PROBLEM SET

EM2_0401SE_C_L11_problem_set.indd 102

382,201

372,201

362,201

Copyright © Great Minds PBC

3/20/2021 12:25:18 PM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 11

Name

Date

11

Complete each statement.

1. 1,000 more than 341,268 is 2. 100,000 less than 753,722 is

. .

Use the rule to complete each number pattern.

3. Rule: Add 1,000

23,500

4. Rule: Subtract 10,000

649,015

Copyright © Great Minds PBC

EM2_0401SE_C_L11_exit_ticket.indd 103

103

3/20/2021 10:58:17 AM

EM2_0401SE_C_L11_exit_ticket.indd 104

3/20/2021 10:58:17 AM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 12

Name

12

Date

Round to the nearest thousand. Show your thinking on the number line. The first one is started for you.

1. 2,400 ≈

2. 7,380 ≈

3,000 = 3 thousands

2,500 = 2 thousands 5 hundreds

7,500 = 7 thousands 5 hundreds

2,000 = 2 thousands

3. 12,603 ≈

Copyright © Great Minds PBC

EM2_0401SE_C_L12_problem_set.indd 105

4. 59,099 ≈

105

3/20/2021 11:06:53 AM

EUREKA MATH2

4 ▸ M1 ▸ TC ▸ Lesson 12

5. 189,735 ≈

6. 503,500 ≈

Round to the nearest thousand. Draw a number line to show your thinking.

7. 99,631 ≈

106

PROBLEM SET

EM2_0401SE_C_L12_problem_set.indd 106

8. 475,582 ≈

Copyright © Great Minds PBC

3/20/2021 11:06:53 AM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 12

9. The Toy Company made 344,499 toys last year. To the nearest thousand, about how many toys did they make?

10. Mr. Davis buys 55,555 kilograms of gravel. He asks Shen and Zara to round the weight to the nearest thousand. Shen says 60,000 kilograms. Zara says 56,000 kilograms. Who is correct?

Explain your thinking.

Copyright © Great Minds PBC

EM2_0401SE_C_L12_problem_set.indd 107

PROBLEM SET

107

3/20/2021 11:06:54 AM

EM2_0401SE_C_L12_problem_set.indd 108

3/20/2021 11:06:55 AM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 12

Name

Date

12

Round to the nearest thousand. Draw a vertical number line to show your thinking.

1. 6,215 ≈

Copyright © Great Minds PBC

EM2_0401SE_C_L12_exit_ticket.indd 109

2. 14,805 ≈

109

3/20/2021 11:07:18 AM

EM2_0401SE_C_L12_exit_ticket.indd 110

3/20/2021 11:07:18 AM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 13

Name

Date

13

Round to the nearest ten thousand. Show your thinking on the number line. The first one is started for you.

1. 62,012 ≈

2. 37,159 ≈

70,000 = 7 ten thousands

65,000 = 6 ten thousands 5 thousands

60,000 = 6 ten thousands

3. 155,401 ≈

Copyright © Great Minds PBC

EM2_0401SE_C_L13_problem_set.indd 111

4. 809,253 ≈

111

3/20/2021 11:06:01 AM

EUREKA MATH2

4 ▸ M1 ▸ TC ▸ Lesson 13

Round to the nearest hundred thousand. Use the number line to show your thinking. The first one is started for you.

5. 340,762 ≈

6. 549,999 ≈

400,000 = 4 hundred thousands

350,000 = 3 hundred thousands 5 ten thousands

300,000 = 3 hundred thousands

7. 92,103 ≈

112

PROBLEM SET

EM2_0401SE_C_L13_problem_set.indd 112

8. 995,246 ≈

Copyright © Great Minds PBC

3/20/2021 11:06:02 AM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 13

9. 899,604 people live in Sun City. About how many people live in Sun City? Round to the nearest ten thousand.

10. Mr. Lopez writes a number. He asks three students to round it to the nearest hundred thousand.

976,831

Liz

Adam

Carla

900,000

1,000,000

980,000

a. Which student correctly rounded the number to the nearest hundred thousand? Explain how you know.

b. Circle the mistakes and explain what the other students did that was incorrect.

Copyright © Great Minds PBC

EM2_0401SE_C_L13_problem_set.indd 113

PROBLEM SET

113

25-Aug-21 10:35:08 AM

EM2_0401SE_C_L13_problem_set.indd 114

3/20/2021 11:06:03 AM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 13

Name

Date

13

Round to the nearest ten thousand. Draw a vertical number line to show your thinking. a. 51,578 ≈

Copyright © Great Minds PBC

EM2_0401SE_C_L13_exit_ticket.indd 115

b. 35,124 ≈

115

3/20/2021 11:06:26 AM

EM2_0401SE_C_L13_exit_ticket.indd 116

3/20/2021 11:06:26 AM

EUREKA MATH2 4 ▸ M1 ▸ Sprint ▸ 1, 10, 100, and 1,000 More or Less

Sprint Write the sum or difference.

1.

260 + 1 =

2.

260 − 10 =

3.

260 + 100 =

Copyright © Great Minds PBC

EM2_0401SE_C_L14_removable_fluency_sprint.indd 117

117

3/20/2021 11:02:08 AM

EUREKA MATH2

4 ▸ M1 ▸ Sprint ▸ 1, 10, 100, and 1,000 More or Less

A

Number Correct:

Write the sum or difference.

1.

5+1=

23.

499 + 1 =

2.

5 + 10 =

24.

499 − 1 =

3.

5 + 100 =

25.

499 + 10 =

4.

59 + 1 =

26.

499 − 10 =

5.

59 + 10 =

27.

499 + 100 =

6.

59 + 100 =

28.

499 − 100 =

7.

509 + 1 =

29.

999 + 1 =

8.

509 + 10 =

30.

999 − 1 =

9.

509 + 100 =

31.

999 + 10 =

10.

591 + 1 =

32.

999 − 10 =

11.

591 + 10 =

33.

999 + 100 =

12.

591 + 100 =

34.

999 − 100 =

13.

894 − 1 =

35.

25 + 1 =

14.

894 − 10 =

36.

25 − 1 =

15.

894 − 100 =

37.

7,938 + 100 =

16.

804 − 1 =

38.

7,938 − 100 =

17.

804 − 10 =

39.

7,938 + 1,000 =

18.

804 − 100 =

40.

7,938 − 1,000 =

19.

810 − 1 =

41.

9,999 + 1,000 =

20.

810 − 10 =

42.

9,999 − 1,000 =

21.

810 − 100 =

43.

29,999 + 1,000 =

22.

710 − 100 =

44.

29,999 − 1,000 =

118

EM2_0401SE_C_L14_removable_fluency_sprint.indd 118

Copyright © Great Minds PBC

3/20/2021 11:02:08 AM

EM2_0401SE_C_L14_removable_fluency_sprint.indd 119

3/20/2021 11:02:08 AM

EUREKA MATH2

4 ▸ M1 ▸ Sprint ▸ 1, 10, 100, and 1,000 More or Less

B

Number Correct: Improvement:

Write the sum or difference.

1.

4+1=

23.

399 + 1 =

2.

4 + 10 =

24.

399 − 1 =

3.

4 + 100 =

25.

399 + 10 =

4.

49 + 1 =

26.

399 − 10 =

5.

49 + 10 =

27.

399 + 100 =

6.

49 + 100 =

28.

399 − 100 =

7.

409 + 1 =

29.

999 + 1 =

8.

409 + 10 =

30.

999 − 1 =

9.

409 + 100 =

31.

999 + 10 =

10.

491 + 1 =

32.

999 − 10 =

11.

491 + 10 =

33.

999 + 100 =

12.

491 + 100 =

34.

999 − 100 =

13.

794 − 1 =

35.

24 + 1 =

14.

794 − 10 =

36.

24 − 1 =

15.

794 − 100 =

37.

6,938 + 100 =

16.

704 − 1 =

38.

6,938 − 100 =

17.

704 − 10 =

39.

6,938 + 1,000 =

18.

704 − 100 =

40.

6,938 − 1,000 =

19.

710 − 1 =

41.

9,999 + 1,000 =

20.

710 − 10 =

42.

9,999 − 1,000 =

21.

710 − 100 =

43.

19,999 + 1,000 =

22.

610 − 100 =

44.

19,999 − 1,000 =

120

EM2_0401SE_C_L14_removable_fluency_sprint.indd 120

Copyright © Great Minds PBC

3/20/2021 11:02:09 AM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 14

Name

Date

14

1. Round 870,215 to each given place value. a. Nearest hundred thousand

870,215 ≈

b. Nearest ten thousand

870,215 ≈

c. Nearest thousand

870,215 ≈

2. Round 97,513 to each given place value. a. Nearest ten thousand

97,513 ≈

b. Nearest thousand

97,513 ≈

c. Nearest hundred

97,513 ≈

3. A stadium has 97,513 seats. a. About how many seats does the stadium have? b. What place value unit did you choose for rounding? Explain.

Copyright © Great Minds PBC

EM2_0401SE_C_L14_classwork.indd 121

121

3/20/2021 11:05:37 AM

EM2_0401SE_C_L14_classwork.indd 122

3/20/2021 11:05:37 AM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 14

Name

Date

14

Round each number to the given place. Show your thinking on a number line.

1. 123,400 a. Nearest hundred thousand

123,400 ≈ b. Nearest ten thousand

123,400 ≈ Copyright © Great Minds PBC

EM2_0401SE_C_L14_problem_set.indd 123

123

3/20/2021 12:29:57 PM

EUREKA MATH2

4 ▸ M1 ▸ TC ▸ Lesson 14

2. 262,048 a. Nearest thousand

262,048 ≈

b. Nearest ten thousand

262,048 ≈

3. 99,909 a. Nearest thousand

99,909 ≈

124

PROBLEM SET

EM2_0401SE_C_L14_problem_set.indd 124

b. Nearest ten thousand

99,909 ≈

Copyright © Great Minds PBC

3/20/2021 12:29:58 PM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 14

Round the numbers to the given place.

4. 53,604

5. 489,025

Nearest hundred thousand

Nearest hundred thousand

Nearest ten thousand

Nearest ten thousand

Nearest thousand

Nearest thousand

Write True or False for each statement. If you choose False, then write the correct rounded number.

Statement

True or False

Correct Rounded Number

6. 4,509 rounded to the nearest thousand is 4,000.

7. 17,360 rounded to the nearest thousand is 20,000.

8. 34,911 rounded to the nearest ten thousand is 30,000.

9. 628,903 rounded to the nearest ten thousand is 630,000.

10. 554,207 rounded to the nearest hundred thousand is 500,000.

Copyright © Great Minds PBC

EM2_0401SE_C_L14_problem_set.indd 125

PROBLEM SET

125

25-Aug-21 10:36:39 AM

EUREKA MATH2

4 ▸ M1 ▸ TC ▸ Lesson 14

11. Miss Diaz thinks of a number. She asks four students to determine the number. She tells them that the number is the lowest possible number that rounds to 40,000.

Mia

David

Oka

Pablo

39,999

33,500

35,000

44,999

Who is correct? Explain your answer.

126

PROBLEM SET

EM2_0401SE_C_L14_problem_set.indd 126

Copyright © Great Minds PBC

25-Aug-21 10:37:28 AM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 14

Name

Date

14

Round 764,903 to the given place.

Number

Rounded to the Nearest Thousand

Rounded to the Nearest Ten Thousand

Rounded to the Nearest Hundred Thousand

764,903

Copyright © Great Minds PBC

EM2_0401SE_C_L14_exit_ticket.indd 127

127

3/20/2021 11:05:14 AM

EM2_0401SE_C_L14_exit_ticket.indd 128

3/20/2021 11:05:14 AM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 15

Name

Date

15

1. Company A needs to order computers for 7,165 people. It rounds 7,165 to the nearest hundred to estimate how many computers to order. Will there be enough computers for each person to get 1 computer? Explain.

2. Eva’s swimming pool has a capacity of 9,327 gallons. Eva’s parents each round the number of gallons needed to fill the pool.

Her dad rounds to the nearest thousand and her mom rounds to the nearest hundred.

Whose estimate is more accurate? Explain.

Copyright © Great Minds PBC

EM2_0401SE_C_L15_problem_set.indd 129

129

3/20/2021 11:03:33 AM

EUREKA MATH2

4 ▸ M1 ▸ TC ▸ Lesson 15

3. Gabe has $70. He wants to buy a book bag that costs $34, a book that costs $19, and a calculator that costs $24. a. Gabe estimates the total cost of all three items by rounding each price to the nearest ten.

What is his estimate?

b. Gabe thinks he has enough money. What is the actual total cost of the three items?

c. Does Gabe have enough money?

d. To make sure he has enough money, what strategy could Gabe use to estimate?

130

PROBLEM SET

EM2_0401SE_C_L15_problem_set.indd 130

Copyright © Great Minds PBC

25-Aug-21 10:39:25 AM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 15

4. Amy will win a prize if she sells 300 boxes of cookies. She sells 51 boxes in January and 104 boxes in February. Should Amy round to the nearest hundred or nearest ten to estimate the number of boxes she still needs to sell? Explain.

Copyright © Great Minds PBC

EM2_0401SE_C_L15_problem_set.indd 131

PROBLEM SET

131

3/20/2021 11:03:33 AM

EM2_0401SE_C_L15_problem_set.indd 132

3/20/2021 11:03:33 AM

EUREKA MATH2 4 ▸ M1 ▸ TC ▸ Lesson 15

Name

Date

15

Mr. Lopez plans to buy snacks for his students. He has 24 students in his first class, 18 students in his second class, and 23 students in his third class.

Estimate how many snacks Mr. Lopez should buy. Explain how you estimated and why.

Copyright © Great Minds PBC

EM2_0401SE_C_L15_exit_ticket.indd 133

133

25-Aug-21 10:40:07 AM

EM2_0401SE_C_L15_exit_ticket.indd 134

3/20/2021 11:04:02 AM

millions

hundred thousands

ten thousands

thousands

hundreds

tens

ones

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 16 ▸ Place Value Chart to Millions

Copyright © Great Minds PBC

EM2_0401SE_D_L16_place_value_chart_to_millions.indd 135

135

3/20/2021 11:29:18 AM

EM2_0401SE_D_L16_place_value_chart_to_millions.indd 136

3/20/2021 11:29:18 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 16

Name

16

Date

Add by using the standard algorithm.

1.

5,

2

1

2

3

6

7

5,

2

1

2

2,

3

9

2

+

4.

+

2.

+

5.

+

3.

5,

2

1

2

1,

3

6

7

8,

2

1

5

2,

3

9

2

+

6.

+

5,

2

1

5

1,

3

6

7

1

3,

2

6

8

3,

5

7

3

7. 73,097 + 5,047

8. 24,697 + 81,950

9. 633,912 + 267,334

10. 426 + 264 + 642

11. 2,063 + 5,820 + 2,207

12. 47,194 + 5,265 + 531,576

Copyright © Great Minds PBC

EM2_0401SE_D_L16_problem_set.indd 137

137

3/20/2021 11:29:35 AM

EUREKA MATH2

4 ▸ M1 ▸ TD ▸ Lesson 16

Use the Read–Draw–Write process to solve each problem.

13. At a fair, 5,862 tickets were sold on Saturday. 3,977 tickets were sold on Sunday.

How many total tickets were sold on the two days?

14. Deepa and Ivan are playing a video game. Deepa scores 108,572 points and Ivan scores 86,029 points.

How many points do they score altogether?

15. A national park had 496,625 visitors in June. There were 220,837 more visitors in July than in June.

How many visitors did the park have in July?

138

PROBLEM SET

EM2_0401SE_D_L16_problem_set.indd 138

Copyright © Great Minds PBC

3/20/2021 11:29:35 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 16

Name

Date

16

Add by using the standard algorithm.

5,

9

8

3

2,

0

9

7

2

3,

6

0

7

2,

3

0

7

1.

+

2.

+

3. ‌524,726 + 96,415

Copyright © Great Minds PBC

EM2_0401SE_D_L16_exit_ticket.indd 139

139

3/20/2021 11:28:56 AM

EM2_0401SE_D_L16_exit_ticket.indd 140

3/20/2021 11:28:56 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 17

Name

Date

17

Use the Read–Draw–Write process to solve the problem.

1. A flower shop sold 14,976 lilies in one year. They sold 7,488 more roses than lilies that year.

How many flowers did the shop sell altogether?

Lilies

Roses

Use the Read–Draw–Write process to solve the problem.

2. On Saturday, 125,649 more packages were delivered than were delivered on Sunday. On Sunday, 293,848 packages were delivered. How many packages were delivered on both days combined?

Copyright © Great Minds PBC

EM2_0401SE_D_L17_classwork.indd 141

141

3/20/2021 11:30:34 AM

4 ▸ M1 ▸ TD ▸ Lesson 17

EUREKA MATH2

Use the Read–Draw–Write process to solve the problem.

3. A shoe factory made 218,050 pairs of men’s shoes. The factory made 83,960 more pairs of women’s shoes than men’s shoes. They also made 74,308 more pairs of children’s shoes than men’s shoes. How many pairs of shoes did the factory make altogether?

142

LESSON

EM2_0401SE_D_L17_classwork.indd 142

Copyright © Great Minds PBC

3/20/2021 11:30:34 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 17

Name

Date

17

Use the Read–Draw–Write process to solve each problem.

1. A fish market sold 1,618 tunas. They sold 857 more salmon than tuna. a. About how many fish did the fish market sell?

Estimate by rounding each number to the nearest hundred before adding.

b. Exactly how many fish did the fish market sell altogether?

c. Is your answer reasonable? Compare your estimate from part (a) to your answer from part (b).

Explain your reasoning.

Copyright © Great Minds PBC

EM2_0401SE_D_L17_problem_set.indd 143

143

3/20/2021 11:43:19 AM

EUREKA MATH2

4 ▸ M1 ▸ TD ▸ Lesson 17

2. A museum has 273 Spanish stamps. It has 829 more French stamps than Spanish stamps. It has 605 Italian stamps. a. About how many stamps does the museum have from all three countries?

Round each number to the nearest hundred to find your estimate.

b. Exactly how many stamps does the museum have from all three countries?

c. Determine whether your answer in part (b) is reasonable. Use your estimate from part (a) to explain.

144

PROBLEM SET

EM2_0401SE_D_L17_problem_set.indd 144

Copyright © Great Minds PBC

3/20/2021 11:43:19 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 17

3. A national park had 17,842 visitors in December 2019.

There were 9,002 more visitors in December 2018 than in December 2019.

How many visitors did the park have in December 2018 and 2019 combined? Is your answer reasonable? Explain.

Copyright © Great Minds PBC

EM2_0401SE_D_L17_problem_set.indd 145

PROBLEM SET

145

3/20/2021 11:43:19 AM

EUREKA MATH2

4 ▸ M1 ▸ TD ▸ Lesson 17

4. Casey has 3,746 baseball cards. Jayla has 1,578 more baseball cards than Casey.

Zara has 1,096 more baseball cards than Casey. How many baseball cards do they have altogether?

Is your answer reasonable? Explain.

146

PROBLEM SET

EM2_0401SE_D_L17_problem_set.indd 146

Copyright © Great Minds PBC

3/20/2021 11:43:20 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 17

Name

Date

17

Use the Read–Draw–Write process to solve the problem.

An ice cream company sold their product and earned money.

•

They earned $7,228 in January.

•

They earned $2,999 more in February than in January.

•

They earned the same amount in March as they did in February.

How much money did the ice cream company earn altogether? Is your answer reasonable? Explain.

Copyright © Great Minds PBC

EM2_0401SE_D_L17_exit_ticket.indd 147

147

3/20/2021 11:30:48 AM

EM2_0401SE_D_L17_exit_ticket.indd 148

3/20/2021 11:30:48 AM

hundred thousands

ten thousands

thousands

hundreds

tens

ones

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 18 ▸ Place Value Chart to Hundred Thousands

Copyright © Great Minds PBC

149

EM2_0401SE_D_L18_removable_place_value_chart_to_hundred_thousands.indd 149

3/20/2021 11:41:07 AM

EM2_0401SE_D_L18_removable_place_value_chart_to_hundred_thousands.indd 150

3/20/2021 11:41:07 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 18

Name

18

Date

Subtract by using the standard algorithm.

2.

1.

–

8,

6

3

6

4,

6

0

2

4.

3.

–

1

8,

6

3

6

1

4,

6

0

2

5.

5, –

7

2

4

5

3

4

7. 34,750 − 25,740

Copyright © Great Minds PBC

EM2_0401SE_D_L18_problem_set.indd 151

–

7,

6

2

4

5,

5

1

8

7,

0

2

6

4,

5

0

2

6.

7, –

6

0

0

5

8

0

8. 541,837 − 204,717

–

9. 319,926 − 222,506

151

3/20/2021 11:42:16 AM

4 ▸ M1 ▸ TD ▸ Lesson 18

EUREKA MATH2

Use the Read–Draw–Write process to solve each problem.

10. The sum of two numbers is 25,286. One number is 4,983. What is the other number?

11. Mount Everest is the highest mountain on Earth. It has a height of 29,029 feet. Denali is the highest mountain in the United States. It has a height of 20,310 feet. How many feet higher than Denali is Mount Everest?

12. There are 105,894 people at a football game. 31,792 of them are children and the rest are adults.

How many adults are at the football game?

152

PROBLEM SET

EM2_0401SE_D_L18_problem_set.indd 152

Copyright © Great Minds PBC

3/20/2021 11:42:16 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 18

Name

Date

18

Subtract by using the standard algorithm.

1.

−

2.

–

4, 2

5

9

2,

1

7

1

2

3,

4

2

2

1

1,

5

1

0

3. 73,658 − 8,052

Copyright © Great Minds PBC

EM2_0401SE_D_L18_exit_ticket.indd 153

153

25-Aug-21 12:02:39 PM

EM2_0401SE_D_L18_exit_ticket.indd 154

3/20/2021 11:42:59 AM

EUREKA MATH2 4 ▸ M1 ▸ Sprint ▸ Add in Standard Form

Sprint Write the sum.

1.

300 + 500

2.

30,000 + 20,000

Copyright © Great Minds PBC

EM2_0401SE_D_L19_removable_fluency_sprint_add_in_standard_form.indd 155

155

25-Aug-21 10:44:59 AM

EUREKA MATH2

4 ▸ M1 ▸ Sprint ▸ Add in Standard Form

A

Number Correct:

Write the sum.

1.

1+2

23.

100 + 200

2.

2+4

24.

1,000 + 4,000

3.

3+6

25.

10,000 + 60,000

4.

4+6

26.

100,000 + 800,000

5.

10 + 30

27.

700 + 200

6.

20 + 50

28.

5,000 + 2,000

7.

30 + 60

29.

30,000 + 20,000

8.

40 + 60

30.

600,000 + 200,000

9.

100 + 200

31.

300 + 700

10.

200 + 400

32.

7,000 + 3,000

11.

300 + 600

33.

30,000 + 70,000

12.

400 + 600

34.

700,000 + 300,000

13.

1,000 + 3,000

35.

10 + 20

14.

2,000 + 5,000

36.

10 + 30

15.

3,000 + 6,000

37.

90 + 10

16.

4,000 + 6,000

38.

90 + 30

17.

5,000 + 5,000

39.

200 + 800

18.

10,000 + 20,000

40.

500 + 800

19.

20,000 + 40,000

41.

6,000 + 4,000

20.

30,000 + 60,000

42.

6,000 + 8,000

21.

40,000 + 60,000

43.

500,000 + 500,000

22.

50,000 + 50,000

44.

500,000 + 700,000

156

EM2_0401SE_D_L19_removable_fluency_sprint_add_in_standard_form.indd 156

Copyright © Great Minds PBC

25-Aug-21 10:44:59 AM

EM2_0401SE_D_L19_removable_fluency_sprint_add_in_standard_form.indd 157

25-Aug-21 10:44:59 AM

EUREKA MATH2

4 ▸ M1 ▸ Sprint ▸ Add in Standard Form

B

Number Correct: Improvement:

Write the sum.

1.

1+1

23.

100 + 100

2.

2+3

24.

1,000 + 3,000

3.

3+6

25.

10,000 + 50,000

4.

4+6

26.

100,000 + 700,000

5.

10 + 20

27.

600 + 200

6.

20 + 40

28.

4,000 + 2,000

7.

30 + 60

29.

20,000 + 20,000

8.

40 + 60

30.

500,000 + 200,000

9.

100 + 100

31.

700 + 300

10.

200 + 300

32.

3,000 + 7,000

11.

300 + 600

33.

70,000 + 30,000

12.

400 + 600

34.

300,000 + 700,000

13.

1,000 + 2,000

35.

10 + 10

14.

2,000 + 4,000

36.

10 + 20

15.

3,000 + 6,000

37.

90 + 10

16.

4,000 + 6,000

38.

90 + 20

17.

5,000 + 5,000

39.

200 + 800

18.

10,000 + 10,000

40.

400 + 800

19.

20,000 + 30,000

41.

6,000 + 4,000

20.

30,000 + 60,000

42.

6,000 + 7,000

21.

40,000 + 60,000

43.

500,000 + 500,000

22.

50,000 + 50,000

44.

500,000 + 600,000

158

EM2_0401SE_D_L19_removable_fluency_sprint_add_in_standard_form.indd 158

Copyright © Great Minds PBC

25-Aug-21 10:45:00 AM

hundred thousands

ten thousands

thousands

hundreds

tens

ones

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 19 ▸ Place Value Chart to Hundred Thousands

Copyright © Great Minds PBC

159

EM2_0401SE_D_L19_removable_place_value_chart_to_hundred_thousands.indd 159

3/20/2021 11:33:48 AM

EM2_0401SE_D_L19_removable_place_value_chart_to_hundred_thousands.indd 160

3/20/2021 11:33:48 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 19

Name

19

Date

Subtract by using the standard algorithm.

2.

1.

–

3,

5

7

0

2,

4

9

0

4.

3.

–

3,

5

7

0

2,

5

9

0

–

5.

–

3,

5

7

0

2,

5

9

2

7. 135,070 − 41,118

Copyright © Great Minds PBC

EM2_0401SE_D_L19_problem_set.indd 161

9

6,

8

7

3

4

8,

9

0

0

1

3

5,

4

0

7

4

1,

1

1

8

6.

9 –

6,

8

7

3

4,

9

0

4

8. 96,873 − 49,904

–

9. 135,007 − 131,118

161

3/20/2021 11:40:36 AM

4 ▸ M1 ▸ TD ▸ Lesson 19

EUREKA MATH2

Use the Read–Draw–Write process to solve each problem.

10. What number must be added to 7,918 to result in a sum of 14,739?

11. Building A is 1,776 feet tall. Building B is 2,717 feet tall.

How many feet taller is building B than building A?

162

PROBLEM SET

EM2_0401SE_D_L19_problem_set.indd 162

Copyright © Great Minds PBC

25-Aug-21 10:46:25 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 19

12. Mr. Endo’s company earned $79,075 in its first year. His company earned $305,608 in its second year.

How much more money did Mr. Endo’s company earn in the second year than in the first year?

Copyright © Great Minds PBC

EM2_0401SE_D_L19_problem_set.indd 163

PROBLEM SET

163

3/20/2021 11:40:36 AM

EM2_0401SE_D_L19_problem_set.indd 164

3/20/2021 11:40:36 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 19

Name

Date

19

Subtract by using the standard algorithm.

1

1.

–

9,

3

5

0

5,

7

6

1

2. 32,480 − 2,546

Use the Read–Draw–Write process to solve the problem.

3. A donut shop sold 1,232 donuts in one day. 876 of the donuts were sold in the morning.

How many donuts were sold during the rest of the day?

Copyright © Great Minds PBC

EM2_0401SE_D_L19_exit_ticket.indd 165

165

3/20/2021 11:40:54 AM

EM2_0401SE_D_L19_exit_ticket.indd 166

3/20/2021 11:40:54 AM

millions

hundred thousands

ten thousands

thousands

hundreds

tens

ones

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 20 ▸ Place Value Chart to Millions

Copyright © Great Minds PBC

EM2_0401SE_D_L20_removable_place_value_chart_to_millions.indd 167

167

3/20/2021 11:38:46 AM

EM2_0401SE_D_L20_removable_place_value_chart_to_millions.indd 168

3/20/2021 11:38:46 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 20

Name

20

Date

Subtract by using the standard algorithm.

2.

1.

1 –

0

1,

7

7

0

9

1,

7

9

0

3.

1,

7

7

0

9,

8

9

0

5

3,

6

7

1

8

5,

9

8

6

7

0

0,

0

0

0

6

9

3,

6

6

8

1

0

–

4.

3 –

5

3,

6

7

1

5

5,

7

0

2

5.

3 –

6.

–

7

0

0,

7

5

6

6

9

3,

6

6

8

7. 1,000,000 − 693,000

Copyright © Great Minds PBC

EM2_0401SE_D_L20_problem_set.indd 169

–

8. 1,000,000 − 693,600

169

3/20/2021 11:39:06 AM

4 ▸ M1 ▸ TD ▸ Lesson 20

EUREKA MATH2

Use the Read–Draw–Write process to solve each problem.

9. A school raised $17,852 during its fall fundraiser and $35,106 during its spring fundraiser.

How much more money did the school raise in the spring than in the fall?

10. Robin’s website had 439,028 visitors. Luke’s website had 500,903 visitors.

How many more visitors did Luke’s website have than Robin’s?

170

PROBLEM SET

EM2_0401SE_D_L20_problem_set.indd 170

Copyright © Great Minds PBC

3/20/2021 11:39:07 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 20

11. A book company sells 306,428 copies of a new book. The company’s goal is to sell 1 million copies.

How many more copies does the company need to sell to reach the goal?

Copyright © Great Minds PBC

EM2_0401SE_D_L20_problem_set.indd 171

PROBLEM SET

171

3/20/2021 11:39:07 AM

EM2_0401SE_D_L20_problem_set.indd 172

3/20/2021 11:39:07 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 20

Name

Date

20

1. Subtract.

956,204 − 780,169

Use the Read–Draw–Write process to solve the problem.

2. A construction company is building a brick school. 100,000 bricks were delivered. The company uses 15,631 bricks during the first day. How many bricks are left?

Copyright © Great Minds PBC

EM2_0401SE_D_L20_exit_ticket.indd 173

173

3/20/2021 11:40:15 AM

EM2_0401SE_D_L20_exit_ticket.indd 174

3/20/2021 11:40:15 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 21

Name

Date

21

Use the Read–Draw–Write process to solve each problem.

1. A farmer sold 16,308 pounds of corn on Monday.

She sold 27,062 pounds of corn on Tuesday.

She sold some more corn on Wednesday.

In all, she sold 73,940 pounds of corn. a. Estimate the number of pounds of corn the farmer sold on Wednesday. Round each value to the nearest thousand.

b. Find the number of pounds of corn the farmer sold on Wednesday.

c. Is your answer reasonable? Use your estimate from part (a) to explain.

Copyright © Great Minds PBC

EM2_0401SE_D_L21_problem_set.indd 175

175

3/20/2021 2:01:04 PM

4 ▸ M1 ▸ TD ▸ Lesson 21

EUREKA MATH2

2. In June, a farmer sold 342,651 liters of milk.

In July, the farmer sold 113,110 fewer liters than in June. a. Estimate the total number of liters of milk the farmer sold in June and July. Round each value to the nearest hundred thousand.

b. How many total liters of milk did the farmer sell in June and July?

c. Is your answer reasonable? Use your estimate from part (a) to explain.

176

PROBLEM SET

EM2_0401SE_D_L21_problem_set.indd 176

Copyright © Great Minds PBC

25-Aug-21 10:47:47 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 21

3. A tuna fishing company’s boat costs $316,875.

It costs $95,300 more than the catfish company’s boat.

What is the combined cost of the tuna company’s boat and the catfish company’s boat?

Is your answer reasonable? Explain.

Copyright © Great Minds PBC

EM2_0401SE_D_L21_problem_set.indd 177

PROBLEM SET

177

3/20/2021 2:01:05 PM

4 ▸ M1 ▸ TD ▸ Lesson 21

EUREKA MATH2

4. A shirt company made a total of 300,000 shirts on Monday and Tuesday.

On Monday, the company made 141,284 shirts.

How many more shirts did the company make on Tuesday than on Monday?

Is your answer reasonable? Explain.

178

PROBLEM SET

EM2_0401SE_D_L21_problem_set.indd 178

Copyright © Great Minds PBC

25-Aug-21 10:48:31 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 21

Name

Date

21

Use the Read–Draw–Write process to solve the problem.

A company sold 74,002 pillows last week.

They sold 15,235 pillows on Monday. They sold 14,827 pillows on Tuesday.

How many pillows did they sell during the rest of the week?

Copyright © Great Minds PBC

EM2_0401SE_D_L21_exit_ticket.indd 179

179

3/20/2021 11:38:31 AM

EM2_0401SE_D_L21_exit_ticket.indd 180

3/20/2021 11:38:31 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 22

Name

Date

22

Use the Read–Draw–Write process to solve the problem.

1. A factory has rolls of wire.

There is 10,650 feet of blue wire.

There is 3,780 fewer feet of red wire than blue wire.

There is 1,945 fewer feet of green wire than red wire.

How much wire does the factory have altogether?

Copyright © Great Minds PBC

EM2_0401SE_D_L22_classwork.indd 181

181

3/20/2021 11:37:46 AM

4 ▸ M1 ▸ TD ▸ Lesson 22

EUREKA MATH2

Use the Read–Draw–Write process to solve the problem.

2. A water park had 240,140 visitors in the spring.

There were 81,394 more visitors in the summer than in the spring.

The water park is closed in the winter.

There were 708,488 total visitors for the year.

How many visitors were there in the fall?

182

LESSON

EM2_0401SE_D_L22_classwork.indd 182

Copyright © Great Minds PBC

3/20/2021 11:37:46 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 22

Name

Date

22

Use the Read–Draw–Write process to solve each problem.

1. A school uses 52,540 sheets of white paper.

It uses 9,680 fewer sheets of blue paper than white paper.

It uses 18,900 fewer sheets of yellow paper than blue paper.

How many sheets of paper does the school use?

Copyright © Great Minds PBC

EM2_0401SE_D_L22_problem_set.indd 183

183

3/20/2021 11:36:43 AM

4 ▸ M1 ▸ TD ▸ Lesson 22

EUREKA MATH2

2. A company sells 13,463 friendship cards and 8,029 get well cards.

It sells 1,774 more wedding cards than get well cards.

It sells 868 more thank you cards than friendship cards.

What was the total number of cards sold?

184

PROBLEM SET

EM2_0401SE_D_L22_problem_set.indd 184

Copyright © Great Minds PBC

3/20/2021 11:36:43 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 22

3. A company has 3 locations.

Location A has 29,785 employees.

Location B has 2,089 fewer employees than location A. The company has 81,802 total employees.

How many employees are at location C?

Copyright © Great Minds PBC

EM2_0401SE_D_L22_problem_set.indd 185

PROBLEM SET

185

3/20/2021 11:36:43 AM

EM2_0401SE_D_L22_problem_set.indd 186

3/20/2021 11:36:43 AM

EUREKA MATH2 4 ▸ M1 ▸ TD ▸ Lesson 22

Name

Date

22

Use the Read–Draw–Write process to solve the problem.

Park A covers an area of 3,837 square kilometers.

Park A is 1,954 square kilometers larger than Park B. Park C is 2,108 square kilometers larger than Park A. What is the total area of all three parks? Is your answer reasonable? Explain.

Copyright © Great Minds PBC

EM2_0401SE_D_L22_exit_ticket.indd 187

187

3/20/2021 11:37:25 AM

EM2_0401SE_D_L22_exit_ticket.indd 188

3/20/2021 11:37:25 AM

EUREKA MATH2 4 ▸ M1 ▸ TE ▸ Lesson 23

Name

23

Date

Use the charts to complete the statements and equations.

1.

(1 m) 100 cm

10 cm

1 cm

2.

(1 km) 1,000 m

100 m

× 100

1 meter is as 1 centimeter.

1m=

× 1,000

1 kilometer is as 1 meter.

times as long

× 1 cm

1 meter =

1m

10 m

1 km =

centimeters

times as long

×1m

1 kilometer =

meters

Complete the conversion tables.

3.

Meters

4.

Kilometers

1

1

2

2

5

4

8

7

9

10

Copyright © Great Minds PBC

EM2_0401SE_E_L23_problem_set.indd 189

Centimeters

Meters

189

3/20/2021 2:03:45 PM

EUREKA MATH2

4 ▸ M1 ▸ TE ▸ Lesson 23

Convert.

5. 4 m =

cm

6. 14 m =

cm

7.

cm = 938 m

8. 6 km =

m

9. 16 km =

m

10.

m = 527 km

11. 7 m 35 cm =

cm

12.

cm = 81 m 2 cm

13. 9 km 200 m =

m

14.

m = 13 km 94 m

Add or subtract.

15. 3 m 77 cm − 50 cm =

16. 6 m 83 cm + 41 cm =

17. 5 km 409 m + 2 km =

18. 8 km 46 m − 300 m =

190

PROBLEM SET

EM2_0401SE_E_L23_problem_set.indd 190

Copyright © Great Minds PBC

3/20/2021 2:03:46 PM

EUREKA MATH2 4 ▸ M1 ▸ TE ▸ Lesson 23

Use the Read–Draw–Write process to solve each problem.

19. James is 138 centimeters tall. A giraffe is 4 meters 5 centimeters tall. How much taller is the giraffe than James?

20. Mrs. Smith has a red ribbon and a blue ribbon. The red ribbon is 9 meters 60 centimeters long.

The blue ribbon is 264 centimeters long. What is the total length of both ribbons?

Copyright © Great Minds PBC

EM2_0401SE_E_L23_problem_set.indd 191

PROBLEM SET

191

3/20/2021 2:03:46 PM

4 ▸ M1 ▸ TE ▸ Lesson 23

EUREKA MATH2

21. Ray, Zara, and Shen run a combined distance of 10 kilometers. Ray runs 4,970 meters.

Zara runs 3 kilometers 98 meters. How far does Shen run?

192

PROBLEM SET

EM2_0401SE_E_L23_problem_set.indd 192

Copyright © Great Minds PBC

3/20/2021 2:03:46 PM

EUREKA MATH2 4 ▸ M1 ▸ TE ▸ Lesson 23

Name

Date

23

1. Complete the conversion table.

Meters

Centimeters

1 3 6 8 9

Use the Read–Draw–Write process to solve the problem.

2. Gabe hikes a trail that is 4 kilometers 578 meters long. The next day, he hikes a trail that is 3 kilometers 154 meters long. How far did Gabe hike altogether?

Copyright © Great Minds PBC

EM2_0401SE_E_L23_exit_ticket.indd 193

193

3/20/2021 2:04:40 PM

EM2_0401SE_E_L23_exit_ticket.indd 194

3/20/2021 2:04:40 PM

EUREKA MATH2 4 ▸ M1 ▸ TE ▸ Lesson 24

Name

1. 1 L =

Date

mL

3L

2. 1 L 500 mL =

3. 2 L =

24

mL

2L

1L

mL

4. 2 L 800 mL =

mL

Convert.​ 5. 6 kg 15 g =

Copyright © Great Minds PBC

EM2_0401SE_E_L24_classwork.indd 195

g

195

3/20/2021 11:45:53 AM

4 ▸ M1 ▸ TE ▸ Lesson 24

EUREKA MATH2

Use the Read–Draw–Write process to solve the problem.

6. Mrs. Smith mixes iced tea and lemonade for a party. She combines 2,250 mL of iced tea with 1 L 750 mL of lemonade. How much iced tea and lemonade does she have altogether?

Use the Read–Draw–Write process to solve the problem.

7. A bag of dog food weighs 13 kg. Eva’s dog has already eaten 11 kg 75 g of the food. How many grams of dog food are left?

196

LESSON

EM2_0401SE_E_L24_classwork.indd 196

Copyright © Great Minds PBC

3/20/2021 11:45:53 AM

EUREKA MATH2 4 ▸ M1 ▸ TE ▸ Lesson 24

Name

24

Date

Use the charts to complete the statements and equations.

1.

(1 kg) 1,000 g

100 g

10 g

1g

2.

(1 L) 100 mL 1,000 mL

× 1,000

1 mL

× 1,000

1 kilogram is as 1 gram.

1 kg =

10 mL

1 liter is as 1 milliliter.

times as heavy

×1g

1 kilogram =

1L=

× 1 mL

1 liter =

grams

times as much

milliliters

Complete the conversion tables.

3.

Kilograms

4.

Liters

5

8

15

18

137

109

Copyright © Great Minds PBC

EM2_0401SE_E_L24_problem_set.indd 197

Grams

Milliliters

197

3/20/2021 11:46:28 AM

EUREKA MATH2

4 ▸ M1 ▸ TE ▸ Lesson 24

Convert.

5. 49 kg 256 g =

g

6.

g = 218 kg 709 g

7. 21 L 73 mL =

mL

8.

mL = 505 L 6 mL

Add or subtract.

9. 4 kg 140 g + 3 kg =

10. 8 L 57 mL − 11 mL =

11. 10 kg 359 g + 7 kg 748 g =

12. 9 L 48 mL − 2 L 204 mL =

198

PROBLEM SET

EM2_0401SE_E_L24_problem_set.indd 198

Copyright © Great Minds PBC

3/20/2021 11:46:29 AM

EUREKA MATH2 4 ▸ M1 ▸ TE ▸ Lesson 24

Use the Read–Draw–Write process to solve each problem.

13. The table shows the weights of 3 dogs. What is the difference in weight between the heaviest dog and lightest dog?

Dog

Weight

Spot

24 kg 9 g

Duke

2,458 g

Teddy

24 kg 50 g

14. Amy drinks 2 L 80 mL of water. She drinks 265 mL more than Oka. How much water does Oka drink?

Copyright © Great Minds PBC

EM2_0401SE_E_L24_problem_set.indd 199

PROBLEM SET

199

3/20/2021 11:46:29 AM

4 ▸ M1 ▸ TE ▸ Lesson 24

EUREKA MATH2

15. A baker has 50 kilograms of flour. He uses 19 kilograms 50 grams for cupcakes and 7,860 grams for pretzels. He uses the rest for bread. How much flour does the baker use for bread?

200

PROBLEM SET

EM2_0401SE_E_L24_problem_set.indd 200

Copyright © Great Minds PBC

3/20/2021 11:46:29 AM

EUREKA MATH2 4 ▸ M1 ▸ TE ▸ Lesson 24

Name

Date

24

1. Complete the conversion table.

Kilograms

Grams

3 12 27

2. Convert.

5 L 375 mL =

Copyright © Great Minds PBC

EM2_0401SE_E_L24_exit_ticket.indd 201

mL

201

3/20/2021 11:46:12 AM

4 ▸ M1 ▸ TE ▸ Lesson 24

EUREKA MATH2

Use the Read–Draw–Write process to solve the problem.

3. A watermelon weighs 8 kilograms 749 grams. Another watermelon weighs 10 kilograms 239 grams.

What is the difference in weight between the two watermelons?

202

EXIT TICKET

EM2_0401SE_E_L24_exit_ticket.indd 202

Copyright © Great Minds PBC

3/20/2021 11:46:12 AM

EUREKA MATH2 4 ▸ M1

Credits Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material.

If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module.

All United States currency images Courtesy the United States Mint and the National Numismatic Collection, National Museum of American History.

Cover, Frank Stella (b. 1936), Tahkt-I-Sulayman Variation II, 1969, acrylic on canvas. Minneapolis Institute of Arts, MN. Gift of Bruce B. Dayton/Bridgeman Images. © 2020 Frank Stella/Artists Rights Society (ARS), New York; All other images are the property of Great Minds.

For a complete list of credits, visit http://eurmath.link/media-credits.

Copyright © Great Minds PBC

EM2_0401SE_credits.indd 203

203

3/20/2021 11:48:18 AM

4 ▸ M1

EUREKA MATH2

Acknowledgments Kelly Alsup, Lisa Babcock, Adam Baker, Reshma P. Bell, Joseph T. Brennan, Leah Childers, Mary Christensen-Cooper, Jill Diniz, Janice Fan, Scott Farrar, Krysta Gibbs, Torrie K. Guzzetta, Kimberly Hager, Eddie Hampton, Andrea Hart, Rachel Hylton, Travis Jones, Liz Krisher, Courtney Lowe, Bobbe Maier, Ben McCarty, Ashley Meyer, Bruce Myers, Marya Myers, Victoria Peacock, Maximilian Peiler-Burrows, Marlene Pineda, Elizabeth Re, Jade Sanders, Deborah Schluben, Colleen Sheeron-Laurie, Jessica Sims, Tara Stewart, Mary Swanson, James Tanton, Julia Tessler, Jillian Utley, Saffron VanGalder, Rafael Velez, Jackie Wolford, Jim Wright, Jill Zintsmaster Trevor Barnes, Brianna Bemel, Adam Cardais, Christina Cooper, Natasha Curtis, Jessica Dahl, Brandon Dawley, Delsena Draper, Sandy Engelman, Tamara Estrada, Soudea Forbes, Jen Forbus, Reba Frederics, Liz Gabbard, Diana Ghazzawi, Lisa Giddens-White, Laurie Gonsoulin, Nathan Hall, Cassie Hart, Marcela Hernandez, Rachel Hirsh, Abbi Hoerst, Libby Howard, Amy Kanjuka, Ashley Kelley, Lisa King, Sarah Kopec, Drew Krepp, Crystal Love, Maya Márquez, Siena Mazero, Cindy Medici, Ivonne Mercado, Sandra Mercado, Brian Methe, Patricia Mickelberry, Mary-Lise Nazaire, Corinne Newbegin, Max Oosterbaan, Tamara Otto, Christine Palmtag, Andy Peterson, Lizette Porras, Karen Rollhauser, Neela Roy, Gina Schenck, Amy Schoon, Aaron Shields, Leigh Sterten, Mary Sudul, Lisa Sweeney, Samuel Weyand, Dave White, Charmaine Whitman, Nicole Williams, Glenda Wisenburn-Burke, Howard Yaffe

204

EM2_0401SE_acknowledgements.indd 204

Copyright © Great Minds PBC

3/20/2021 11:47:14 AM

Talking Tool Share Your Thinking

I know . . . .

I did it this way because . . . .

The answer is

because . . . .

My drawing shows . . . .

I agree because . . . .

Agree or Disagree

That is true because . . . .

I disagree because . . . .

That is not true because . . . .

Do you agree or disagree with

Ask for Reasoning

? Why?

Why did you . . . ?

Can you explain . . . ?

What can we do first?

How is

Say It Again

related to

?

I heard you say . . . . said . . . .

Another way to say that is . . . .

What does that mean?

Copyright © Great Minds PBC

EM2_0401SE_acknowledgements.indd 205

3/20/2021 11:47:15 AM

Thinking Tool When I solve a problem or work on a task, I ask myself Before

Have I done something like this before?

What strategy will I use?

Do I need any tools?

During

Is my strategy working?

Should I try something else?

Does this make sense?

After

What worked well?

What will I do differently next time?

At the end of each class, I ask myself

What did I learn?

What do I have a question about?

Copyright © Great Minds PBC

EM2_0401SE_acknowledgements.indd 206

3/20/2021 11:47:15 AM

EM2_0401SE_content.indd 4

3/20/2021 11:47:53 AM

MATH IS EVERYWHERE Do you want to compare how fast you and your friends can run?

Or estimate how many bees are in a hive?

Or calculate your batting average?

Math lies behind so many of life’s wonders, puzzles, and plans.

From ancient times to today, we have used math to construct pyramids, sail the seas, build skyscrapers—and even send spacecraft to Mars.

Fueled by your curiosity to understand the world, math will propel you down any path you choose.

Ready to get started?

Module 1 Place Value Concepts for Addition and Subtraction Module 2 Place Value Concepts for Multiplication and Division Module 3 Multiplication and Division of Multi-Digit Numbers Module 4 Foundations for Fraction Operations Module 5 Place Value Concepts for Decimal Fractions Module 6 Angle Measurements and Plane Figures

What does this painting have to do with math?

American abstract painter Frank Stella used a compass to make brightly colored curved shapes in this painting. Each square in this grid includes an arc that is part of a design of semicircles that look like rainbows. When Stella placed these rainbow patterns together, they formed circles. What fraction of a circle is shown in each square?

On the cover Tahkt-I-Sulayman Variation II, 1969 Frank Stella, American, born 1936 Acrylic on canvas Minneapolis Institute of Art, Minneapolis, MN, USA Frank Stella (b. 1936), Tahkt-I-Sulayman Variation II, 1969, acrylic on canvas. Minneapolis Institute of Art, MN. Gift of Bruce B. Dayton/ Bridgeman Images. © 2020 Frank Stella/Artists Rights Society (ARS), New York

ISBN 978-1-64497-099-7

9

781644 970997