EM2 Tennessee Learn | Grade 2 Module 5

2

A Story of Units®

Ten Tens LEARN ▸ Module 5 ▸ Money, Data, and Customary Measurement

Student

Talking Tool Share Your Thinking

I know . . . .

I did it this way because . . . .

The answer is

because . . . .

My drawing shows . . . .

Agree or Disagree

I agree because . . . .

That is true because . . . .

I disagree because . . . .

That is not true because . . . .

Do you agree or disagree with

Ask for Reasoning

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?

Content Terms

Place a sticky note here and add content terms.

? Why?

What does this painting have to do with math?

The bold brushstrokes and vivid colors in Maurice Prendergast’s painting invite us to step inside this lively street scene in Venice, Italy. A group of ladies with parasols is crossing a bridge. Getting lost in a crowd can be intimidating, but as we learn about base ten, counting large numbers—of people, parasols, or anything—will be a breeze.

On the cover Ponte della Paglia, 1898–1899; completed 1922 Maurice Prendergast, American, 1858–1924 Oil on canvas The Phillips Collection, Washington, DC, USA Maurice Prendergast (1858–1924), Ponte della Paglia, ca. 1898/reworked 1922. Oil on canvas.

The Phillips Collection, Washington, DC, USA. Acquired 1922.

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

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Printed in the USA 1 2 3 4 5 6 7 8 9 10 XXX 25 24 23 22 21 ISBN 978-1-63898-500-6

A Story of Units®

Ten Tens ▸ 2 LEARN

Module

1 2 3 4 5 6

Place Value Concepts Through Metric Measurement and Data ∙ Place Value, Counting, and Comparing Within 1,000

Addition and Subtraction Within 200

Shapes and Time with Fraction Concepts

Addition and Subtraction Within 1,000

Money, Data, and Customary Measurement

Multiplication and Division Foundations

EUREKA MATH2 Tennessee Edition

2 ▸ M5

Contents Money, Data, and Customary Measurement Topic A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Topic B

Problem Solving with Coins and Bills

Use Customary Units to Measure and Estimate Length

Lesson 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Organize, count, and represent a collection of coins.

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Use the fewest number of coins to make a given value.

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Solve one- and two-step word problems to find the total value of a group of coins.

Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Solve one- and two-step word problems to find the total value of a group of bills.

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Use different strategies to make 1 dollar or to make change from 1 dollar.

Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Iterate an inch tile to create a unit ruler and measure to the nearest inch.

Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Use an inch ruler and a yard stick to estimate and measure the length of various objects.

Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Measure an object twice by using different length units and compare and relate measurement to unit size.

Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Measure to compare differences in lengths.

Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Identify unknown numbers on a number line by using the interval as a reference point.

Solve word problems by using different ways to make change from 1 dollar.

Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Solve word problems by using bills and coins.

2

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EUREKA MATH2 Tennessee Edition

2 ▸ M5

Topic C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Resources

Use Measurement and Data to Solve Problems

Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . 158

Solve word problems that involve measurements and reason about estimates.

Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Solve addition and subtraction two-step word problems that involve length.

Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Use measurement data to create a line plot.

Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Create a line plot to represent data and ask and answer questions.

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3

EUREKA MATH2 Tennessee Edition

Name

2 ▸ M5 ▸ TA ▸ Lesson 1

Partner

1

What did you count?

Your estimate: Show how you organized and counted:

The value is

.

Write an equation to match how you counted:

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5

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 1

Self-Reflection Write one thing that worked well. Why did it work?

6

LESSON

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 2 ▸ Sprint ▸ Coins

Sprint Write the total value of the coins.

1.

2.

3.

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7

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 2 ▸ Sprint ▸ Coins

A

Number Correct:

Write the total value of the coins.

8

1.

16.

2.

17.

3.

18.

4.

19.

5.

20.

6.

21.

7.

22.

8.

23.

9.

24.

10.

25.

11.

26.

12.

27.

13.

28.

14.

29.

15.

30.

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 2 ▸ Sprint ▸ Coins

B

Number Correct:

Write the total value of the coins.

1.

16.

2.

17.

3.

18.

4.

19.

5.

20.

6.

21.

7.

22.

8.

23.

9.

24.

10.

25.

11.

26.

12.

27.

13.

28.

14.

29.

15.

30.

10

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 2

2

Name

Circle the correct value that uses the fewest coins.

1.

26¢

2.

35¢

3.

89¢

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11

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 2

Draw to show the value two ways.

Circle the way that uses the fewest coins.

12

4.

15¢

5.

55¢

6.

31¢

7.

99¢

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

8.

2 ▸ M5 ▸ TA ▸ Lesson 2

Read Tim and Lee both have 88 cents.

Lee has 2 quarters, 3 dimes, 1 nickel, and 3 pennies.

Tim has fewer coins than Lee. What coins does Tim have?

Draw

Write

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PROBLEM SET

13

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 2

2

Name

Draw to show the value two ways.

Circle the way that uses the fewest coins.

72¢

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15

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 3

3

Name

1.

Read Mrs. King has 10 pennies, 5 dimes, and 5 nickels.

She needs 2 more nickels and 2 more pennies to buy a cupcake.

How much money does Mrs. King need to buy a cupcake?

Draw

Write

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17

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 3

2.

Read Tim gets 2 quarters to take out the trash.

Tim gets 3 dimes, 2 nickels, and 10 pennies to walk the dog.

How much total money does Tim get?

Draw

Write

18

LESSON

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EUREKA MATH2 Tennessee Edition

3.

2 ▸ M5 ▸ TA ▸ Lesson 3

Read Ann has 2 quarters and 13 pennies.

Kate has 34 cents.

Who has more money?

How much more money?

Draw

Write

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LESSON

19

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 3

4.

Read On Monday, Lee finds 7 dimes, 1 quarter, and 18 pennies.

On Tuesday, he finds 6 nickels.

On Wednesday, he finds one more coin.

Now he has 168 cents.

What coin does Lee find on Wednesday?

Draw

Write

20

LESSON

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EUREKA MATH2 Tennessee Edition

3

Name

1.

2 ▸ M5 ▸ TA ▸ Lesson 3

Read Beth has 1 quarter and 13 pennies.

Sam gave her 2 quarters and 1 dime.

How much money does Beth have now?

Draw

Write

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21

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 3

2.

Read Ann wants to buy a toy.

She has 1 quarter, 2 dimes, and 8 pennies.

She needs 45 cents more.

How much does the toy cost?

Draw

Write

22

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3.

2 ▸ M5 ▸ TA ▸ Lesson 3

Read Sal has 2 quarters, 2 dimes, and 6 nickels.

He buys a ball for 76 cents.

How much money does Sal have left?

Draw

Write

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PROBLEM SET

23

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 3

4.

Read Nick has 18 cents more than Jack.

Jack has 1 quarter, 3 dimes, 4 nickels, and 2 pennies.

How much money does Nick have?

Draw

Write

24

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3

Name

1.

2 ▸ M5 ▸ TA ▸ Lesson 3

Read Ling has 2 quarters, 2 dimes, 3 nickels, and 4 pennies.

She buys a pack of gum for 40 cents.

How much money does Ling have left?

Draw

Write

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25

EUREKA MATH2 Tennessee Edition

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2 ▸ M5 ▸ TA ▸ Lesson 4 ▸ Dollar Bills

27

EUREKA MATH2 Tennessee Edition

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2 ▸ M5 ▸ TA ▸ Lesson 4 ▸ Dollar Bills

29

EUREKA MATH2 Tennessee Edition

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2 ▸ M5 ▸ TA ▸ Lesson 4 ▸ Dollar Bills

31

EUREKA MATH2 Tennessee Edition

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2 ▸ M5 ▸ TA ▸ Lesson 4 ▸ Dollar Bills

33

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 4

4

Name

1.

Read Jade buys seafood at the market.

She pays with 4 ten-dollar bills, 5 one-dollar bills, and 3 five-dollar bills.

How much does the seafood cost?

Draw

Write

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35

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 4

2.

Read Ling buys a toy train for $37.

Before he buys the train, Ling has 2 twenty-dollar bills, 3 one-dollar bills, 3 five-dollar bills, and 6 ten-dollar bills.

How much money does Ling have left after he buys the toy train?

Draw

Write

36

LESSON

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EUREKA MATH2 Tennessee Edition

3.

2 ▸ M5 ▸ TA ▸ Lesson 4

Read Alex has some money in his pocket.

He buys lunch at the diner.

Alex pays with 3 five-dollar bills, 2 ten-dollar bills, and 7 one-dollar bills.

Now, he has $49 left in his pocket.

How much money did Alex have in his pocket to start?

Draw

Write

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LESSON

37

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 4

4

Name

1.

Read Nate has 6 one-dollar bills, 2 ten-dollar bills, and 1 five-dollar bill in his pocket.

He has 11 one-dollar bills and 15 ten-dollar bills in his piggy bank.

How much money does Nate have in all?

Draw

Write

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39

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 4

2.

Read Nick has $88.

He gives Jill 3 ten-dollar bills, 5 five-dollar bills, and 13 one-dollar bills.

How much money does Nick have left?

Draw

Write

40

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3.

2 ▸ M5 ▸ TA ▸ Lesson 4

Read Alex has 2 twenty-dollar bills, 1 ten-dollar bill, 3 five-dollar bills, and 4 one-dollar bills.

She has $49 more than Kate.

How much money do Kate and Alex have in all?

Draw

Write

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PROBLEM SET

41

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 4

4.

Read Lan has $73.

He gets 2 five-dollar bills and 3 one-dollar bills from the bank.

He spends some money.

Now Lan has $46.

How much money does Lan spend?

Draw

Write

42

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 4

4

Name

1.

Read Tam has 2 five-dollar bills, 5 ten-dollar bills, and 3 one-dollar bills.

She has $30 more than Matt.

How much money does Matt have?

Draw

Write

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43

EUREKA MATH2 Tennessee Edition

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2 ▸ M5 ▸ TA ▸ Lesson 5 ▸ Decomposition Tree

45

EUREKA MATH2 Tennessee Edition

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2 ▸ M5 ▸ TA ▸ Lesson 5 ▸ Number Bond

47

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 5

5

Name

Find the unknown.

1.

46¢ + 54¢ = + 10¢

+ 10¢

+ 10¢

+ 10¢

+ 10¢

+ 1¢

+ 1¢

+ 1¢

+ 1¢

46¢ 2.

15¢ +

= 100¢

15¢ + 10¢

+ 25¢

+ 25¢

+ 72¢ = 100¢

3.

4.

+ 25¢

100¢ – 23¢ =

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49

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 5

Make $1 or make change from $1.

5.

37¢ +

= 100¢

$1

37¢

+ 71¢ = 100¢

6.

$1

71¢

7.

100¢ – 52¢ =

8.

100¢ –

50

PROBLEM SET

$1

= 16¢

$1

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 5

5

Name

Find the unknown.

1.

58¢ +

= 100¢

2.

100¢ –

= 63¢

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51

EUREKA MATH2 Tennessee Edition

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2 ▸ M5 ▸ TA ▸ Lesson 6 ▸ Bills and Coins Sort—Set A

53

EUREKA MATH2 Tennessee Edition

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2 ▸ M5 ▸ TA ▸ Lesson 6 ▸ Bills and Coins Sort—Set A

55

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 6 ▸ Find Someone Who

Find Someone Who …

Drew a Different Model

Used a Different Strategy

#1

#2

#3

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57

EUREKA MATH2 Tennessee Edition

6

Name

1.

2 ▸ M5 ▸ TA ▸ Lesson 6

Read Ming pays 1 dollar to buy a cookie.

The cookie costs 73 cents.

How much change does Ming get?

Draw

Write

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59

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 6

2.

Read Lee gets a sticker that costs 51 cents.

He pays for the sticker with 1 dollar.

How much change does Lee get?

Draw

Write

60

LESSON

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EUREKA MATH2 Tennessee Edition

3.

2 ▸ M5 ▸ TA ▸ Lesson 6

Read Miss Wells pays 1 dollar for a snack.

She gets 3 dimes, 2 pennies, and 1 nickel in change.

How much does the snack cost?

Draw

Write

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LESSON

61

EUREKA MATH2 Tennessee Edition

6

Name

1.

2 ▸ M5 ▸ TA ▸ Lesson 6

Read Lan has 1 dollar to spend at the store.

She buys a drink for 77 cents.

How much money does she have left?

Draw

Write

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63

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 6

2.

Read Ms. Bell buys 2 mangos.

One mango costs 3 dimes, 1 nickel, and 18 pennies.

The other mango costs 21 cents.

Ms. Bell pays with 1 dollar.

How much money does she get back?

Draw

Write

64

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3.

2 ▸ M5 ▸ TA ▸ Lesson 6

Read Nate did not return his books on time.

Now he must pay a late fee.

Nate pays 1 dollar and gets back 22 cents.

How much is the late fee?

Draw

Write

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PROBLEM SET

65

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 6

4.

Read Pam had 1 dollar in coins.

She loses some.

Now she has 4 dimes, 3 nickels, and 17 pennies.

How much money did Pam lose?

Draw

Write

66

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

A

Name

1.

2 ▸ M5 ▸ TA

Read Mr. Green has 99¢.

He uses 2 quarters, 1 nickel, and 3 pennies to buy a tomato.

How many cents does Mr. Green have left?

Draw

Write

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67

EUREKA MATH2 Tennessee Edition

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2 ▸ M5 ▸ TA ▸ Lesson 7 ▸ Bills and Coins Sort—Set B

69

EUREKA MATH2 Tennessee Edition

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2 ▸ M5 ▸ TA ▸ Lesson 7 ▸ Bills and Coins Sort—Set B

71

EUREKA MATH2 Tennessee Edition

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2 ▸ M5 ▸ TA ▸ Lesson 7 ▸ Decomposition Tree

73

EUREKA MATH2 Tennessee Edition

The value is © Great Minds PBC •

2 ▸ M5 ▸ TA ▸ Lesson 7 ▸ Dollars and Cents

dollars and

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cents.

75

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 7

7

Name

1.

Read On Monday Ann finds 6 one-dollar bills, 2 ten-dollar bills, 6 five-dollar bills, 6 nickels, and 2 quarters.

On Tuesday Ann finds 67 dollars.

Does Ann find more money on Monday or Tuesday?

Draw

1

5

5

10

5

10

5

5

1

5

5

1

5

5

1

5

5

1

1

5

25 25

Write

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77

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 7

2.

Read Tam pays 5 dimes, 4 nickels, 1 quarter, and 3 twenty-dollar bills for a dress.

She pays 2 five-dollar bills, 1 twenty-dollar bill, 3 ten-dollar bills, and 3 quarters for a hat.

Does the dress or the hat cost more?

Draw

Write

78

LESSON

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 7

7

Name

Count the money and write the total value.

1.

dollars

cents

2.

dollars

cents

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79

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 7

3.

dollars

cents

4.

dollars

cents

80

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

5.

2 ▸ M5 ▸ TA ▸ Lesson 7

Read Kate has 42 dollars.

Ming has 1 twenty-dollar bill, 3 five-dollar bills, 2 one-dollar bills, 2 quarters, and 5 pennies.

Who has the least amount of money?

Show how you know.

Draw

Write

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PROBLEM SET

81

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TA ▸ Lesson 7

7

Name

Read Kevin saves 61 dollars.

Jade saves 12 one-dollar bills, 3 ten-dollar bills, 4 five-dollar bills, 3 quarters, 2 dimes, and 5 pennies.

Does Jade or Kevin save more?

Draw

Write

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83

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 8

8

Name

Measure.

1.

inches

2. inches

3.

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inches

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85

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 8

4.

inches

5.

inches

86

LESSON

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 8

8

Name

Use tiles to measure. Circle the correct measurement.

1.

5 inches

7 inches

6 inches

4 inches

5 inches

7 inches

6 inches

4 inches

2.

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87

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 8

3. Measure each side with your ruler. inches

inches

inches

inches

What is the sum of all the sides?

Find the difference between the longest and shortest sides.

88

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 8

4. Measure each side. Circle the longest side. inches

inches

inches

inches

inches What is the sum of all the sides?

Find the difference between the longest and shortest sides.

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PROBLEM SET

89

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 8

8

Name

Measure each side with your ruler.

inches

inches

inches

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91

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 9

9

Name

Center 1

Object

Unit

Estimate

Measure

inch foot yard inch foot yard inch foot yard 1. All the objects are: less than 1 foot

more than 1 foot

about the same as 1 foot

2. What object is the longest?

3. What object is the shortest?

4. Find the difference between the longest and shortest object. © Great Minds PBC •

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93

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 9

Center 2

Object

Unit

Estimate

Measure

inch foot yard

inch foot yard inch foot yard 1. All the objects are: less than 1 foot

more than 1 foot

about the same as 1 foot

more than 1 yard

about the same as 1 yard

2. All the objects are: less than 1 yard

3. What unit did you use to measure all the objects? inch 94

LESSON

foot

yard © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 9

Center 3

Object

Unit

Estimate

Measure

inch foot yard

inch foot yard

inch foot yard

1. All the objects are: less than 1 yard

more than 1 yard

about the same as 1 yard

2. What unit did you use to measure all the objects? inch

foot

yard

3. What is the total length of all the objects? © Great Minds PBC •

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LESSON

95

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 9

Center 4

Object

Unit

Estimate

Measure

inch foot yard inch foot yard inch foot yard inch foot yard 1. Did you use the same unit to measure each object? Why?

96

LESSON

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 9

9

Name

Circle the correct measurement unit and measurement tool.

Object 1.

2.

3.

4.

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Unit

Tool

inch

yard stick

foot

ruler

yard

inch tile

inch

yard stick

foot

ruler

yard

inch tile

inch

yard stick

foot

ruler

yard

inch tile

inch

yard stick

foot

ruler

yard

inch tile

97

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 9

5. Name a benchmark for each unit. inch foot yard Circle the unit and write an estimate. Then measure.

Object 6.

Unit inch foot

Estimate

Measure

about

yard

7.

inch foot

about

yard

8.

inch foot

about

yard

98

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 9

9

Name

Circle the unit and write an estimate. Then measure.

Object

Unit

Estimate

Measure

inch foot

about

yard

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99

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 10

10

Name

Object

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Measurement in Centimeters

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Measurement in Inches

centimeters

inches

centimeters

inches

centimeters

inches

centimeters

inches

101

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 10

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4.

inches

centimeters 3.

inches

centimeters 2.

inches

centimeters inches 1.

Measure the lines.

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centimeters

10

Name:

103

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 10

5. Measure the lines. Use the unit given.

centimeters

inches Which unit did you use more of?

inches

centimeters

Which unit did you use fewer of?

inches

centimeters

6. Do you use fewer inches or centimeters to measure an object?

Why?

104

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

7.

2 ▸ M5 ▸ TB ▸ Lesson 10

Read Anne and Beth measure the length of a fish tank sticker.

Anne says the length is about 10 centimeters.

Beth says the length is about 4 inches.

Who is correct?

Draw

Write

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PROBLEM SET

105

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 10

10

Name

Measure the line.

1. inches

centimeters

2. Which unit are there more of? Why?

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107

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 11

11

Name

Sample Creature Antenna

Arm

Body Leg

Notes: •

Arm and leg measurements include hands and feet.

•

You can choose the number of antennae.

•

Add other features and color your creature.

Creature A Length Measurements

Creature B Length Measurements

Body:

14 inches

Body:

7 inches

Arm 1:

6 inches

Arm 1:

8 inches

Arm 2:

7 inches

Leg 1:

10 inches

Arm 3:

10 inches

Leg 2:

2 inches

Leg 1:

4 inches

Leg 3:

11 inches

Antennae: 3 inches

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Antennae: 3 inches

109

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 11

Total length of arms:

Total length of arm:

Total length of leg:

Total length of legs:

Total length of antennae:

Total length of antennae:

Total height of creature A:

Total height of creature B:

Find the difference in total length of the two creatures.

Write an equation that includes the unit.

1. Difference in total length of arms:

inches

2. Difference in total length of legs:

inches

3. Difference in total length of antennae:

inches

4. Difference in total height:

inches

110

LESSON

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 11

11

Name

Measure and compare.

1. Car A

Car B

Car A is about

inches long.

Car B is about

inches long.

Car A is

longer

shorter

2. Snake A

than car B. Snake B

Snake A is about

inch long.

Snake B is about

inches long.

Snake A is

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inches

shorter

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longer

than snake B.

111

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 11

3. Rope A Rope B Rope A is about

inch long.

Rope B is about

inches long.

Rope A is

inches

shorter

than rope B.

longer

Find the unknown.

4.

inches = 33 inches + 45 inches

5.

99 yards – 53 yards =

6.

23 inches +

7.

112

yards

inches = 87 inches

feet + 17 feet = 100 feet

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

8.

2 ▸ M5 ▸ TB ▸ Lesson 11

Read Ling runs 70 yards.

Pam runs 30 yards more than Ling.

How many yards do Ling and Pam both run?

Draw

Write

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PROBLEM SET

113

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 11

11

Name

Find the unknown.

1.

15 feet +

2.

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feet = 100 feet

yards – 34 yards = 45 yards

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115

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 12 ▸ Sprint ▸ Add 10 or 100

Sprint Write the total.

1.

250 + 10

2.

600 + 10

3.

700 + 100

4.

350 + 100

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117

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 12 ▸ Sprint ▸ Add 10 or 100

A

Number Correct:

Write the total.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

118

140 + 10 340 + 10 540 + 10 100 + 10 300 + 10 500 + 10 158 + 10 358 + 10 558 + 10 100 + 100 300 + 100 500 + 100 140 + 100 340 + 100 540 + 100 158 + 100 358 + 100 558 + 100

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36. © Great Minds PBC •

390 + 10 590 + 10 790 + 10 312 + 10 512 + 10 712 + 10 301 + 10 501 + 10 701 + 10 401 + 100 601 + 100 801 + 100 891 + 10 691 + 10 898 + 10 899 + 10 990 + 10 900 + 100 This document is the confidential information of Great Minds PBC provided solely for review purposes which may not be reproduced or distributed. All rights reserved.

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 12 ▸ Sprint ▸ Add 10 or 100

B

Number Correct:

Write the total.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

120

130 + 10 230 + 10 430 + 10 100 + 10 200 + 10 400 + 10 147 + 10 247 + 10 447 + 10 100 + 100 200 + 100 400 + 100 130 + 100 230 + 100 430 + 100 147 + 100 247 + 100 447 + 100

Improvement Score:

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36. © Great Minds PBC •

290 + 10 490 + 10 690 + 10 212 + 10 412 + 10 612 + 10 201 + 10 401 + 10 601 + 10 301 + 100 501 + 100 701 + 100 791 + 10 591 + 10 798 + 10 799 + 10 890 + 10 900 + 100 This document is the confidential information of Great Minds PBC provided solely for review purposes which may not be reproduced or distributed. All rights reserved.

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 12

12

Name

0

10

5

15

The interval is

© Great Minds PBC •

Green

35

Yellow

50

30

40

50

60

20

25

30

35

40

45

50

55

60

.

12

The interval is

60

.

10

0

Blue

20

The interval is

0

Rocket

Distance Traveled from Launch to Landing (yards)

24

36

48

60

.

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121

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 12

35

35

45

40

45

?

50

?

65

60

65

75

70

75

85

80

85

The silver rocket lands at 65 feet.

The interval is 10.

Label the number line. Put an X to show where the silver rocket lands.

30

122

60

LESSON

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 12

12

Name

Use the intervals to find where each rocket lands.

1.

50

60

The interval is

70

90

100

.

The rocket lands at

yards.

2.

165

170

The interval is

175

180

190

.

The rocket lands at

feet.

3.

95

115

The interval is The rocket lands at © Great Minds PBC •

125

135

145

. yards.

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123

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 12

Label the number line. Draw an X to show where each rocket lands.

4. The interval is 10.

The rocket lands at 50 yards.

20

5. The interval is 5.

The rocket lands at 50 feet.

6. The interval is 5.

The rocket lands at 115 feet.

124

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB ▸ Lesson 12

Draw a number line. Then write an equation to match.

7. The blue rocket travels 30 yards more than the yellow rocket.

The yellow rocket travels 75 yards.

8. The green rocket travels 25 yards less than the orange rocket.

The orange rocket travels 75 yards.

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PROBLEM SET

125

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TB

B

Name

Jill and Beth both measure the rocket.

Beth says the rocket is 6 inches long.

Jill says the rocket is about 15 cm long.

Who is correct? Tell how you know.

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127

EUREKA MATH2 Tennessee Edition

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2 ▸ M5 ▸ TC ▸ Lesson 13 ▸ Rectangles

129

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TC ▸ Lesson 13

13

Name

1. Find the total length around the second-grade garden. Show how you know.

12 feet

30 feet

2. The class wants to put a fence around their garden.

Each piece of fence is 1 foot. The fence pieces come in packs of 10. How many packs of fence pieces does the class need for their garden?

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1 foot

131

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TC ▸ Lesson 13

3. A teacher estimates the length around the garden is about 100 feet. Does this change the number of packs the class needs? How?

4. The third-grade garden is the exact same size as the second-grade garden.

The third-grade students measured the sides of their garden in inches.

144 inches

360 inches

What is the total length around the third-grade garden in inches? Show how you know.

If the second- and third-grade gardens are the same size, why are there more inches than feet in the total length?

132

LESSON

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TC ▸ Lesson 13

13

Name

1.

Read The school wants to put a fence around the football field.

120 yards

54 yards

How many yards of fence does the school need?

54 yards 120 yards

Draw

Write

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133

2 ▸ M5 ▸ TC ▸ Lesson 13

EUREKA MATH2 Tennessee Edition

2.

84 feet

Read The school wants to put a fence around the two soccer fields.

How many feet of fence does the school need?

128 feet

Draw

Write

134

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3.

2 ▸ M5 ▸ TC ▸ Lesson 13

Read Tim and Pam run on the basketball court.

Pam runs 94 feet.

94 feet

Pam runs 44 feet more than Tim. How many feet does Tim run?

Draw

?

Write

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PROBLEM SET

135

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TC ▸ Lesson 13

4.

Read Alex runs around the outside of the playground.

12 feet

All sides are the same length.

How many feet does Alex run?

Draw

Write

136

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TC ▸ Lesson 13

13

Name

Mr. Webb measures his yard for a fence.

1. Circle the most efficient unit Mr. Webb can use to measure. inches

yards

2. Should Mr. Webb use an exact measurement or an estimate?

Why?

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137

EUREKA MATH2 Tennessee Edition

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2 ▸ M5 ▸ TC ▸ Lesson 14 ▸ Circles

139

EUREKA MATH2 Tennessee Edition

14

Name

1.

2 ▸ M5 ▸ TC ▸ Lesson 14

Read The blue rocket travels 16 feet less than the yellow rocket.

The yellow rocket travels 35 feet.

What is the total distance in feet the two rockets travel?

Draw

Write

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141

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TC ▸ Lesson 14

2.

Read The blue rocket is 25 inches long.

The green rocket is longer than the blue rocket.

The two rockets are 57 inches altogether.

How much longer is the green rocket than the blue rocket?

Draw

Write

142

LESSON

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TC ▸ Lesson 14

14

Name

1.

Read A silver rocket travels 56 yards on its first launch.

The silver rocket travels 14 yards less on its second launch.

What is the total distance in yards the silver rocket travels?

Draw

Write

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143

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TC ▸ Lesson 14

2.

Read A black rocket travels 37 yards on its first launch.

The black rocket travels 18 yards less on its second launch.

What is the total distance in yards the black rocket travels?

Draw

Write

144

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3.

2 ▸ M5 ▸ TC ▸ Lesson 14

Read The silver rocket’s total distance in yards: The black rocket’s total distance in yards: How many fewer total yards does the black rocket travel than the silver rocket?

Draw

Write

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PROBLEM SET

145

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TC ▸ Lesson 14

14

Name

Read A green rocket travels 70 yards on its first launch.

The green rocket travels 50 yards less on its second launch.

What is the total distance in yards the green rocket travels?

Draw

Write

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147

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TC ▸ Lesson 15

15

Name

The class measures the crayons in the basket.

1. Use the table to make a line plot.

Crayon Length (inches)

Number of Crayons

1

3

2

12

3

15

4

5

Length (inches) © Great Minds PBC •

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149

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TC ▸ Lesson 15

Use the line plot to answer the questions.

2. How many crayons are shorter than 4 inches?

3. What crayon length is most common?

4. What crayon length is least common?

5. How many crayons are in the basket?

6. Write a new question you can use the line plot to answer.

7. Write a question you cannot use the line plot to answer.

150

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TC ▸ Lesson 15

15

Name

Use the line plot to answer the questions.

Lengths of Pencils in Beth’s Bag

x x x x x x x x x x x x x x 0

1

2

3

4

5

6

7

8

9 10 11

12

Length (inches)

1. How many pencils does Beth have in her bag?

2. What is the most common pencil length?

3. How many pencils are more than 6 inches long?

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151

EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TC ▸ Lesson 16

16

Name

1. Use the table to make a line plot.

© Great Minds PBC •

Temperature in July (degrees)

Number of Days

98 96 95 94 92 91 90 89 87 85

2 1 2 3 2 1 4 5 6 4

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TC ▸ Lesson 16

Use the line plot to answer the questions.

2. What temperature is the most common?

3. What temperature is the least common?

4. What is the difference between the highest and lowest temperatures?

5. Write a new question you can use the line plot to answer.

6. Write a question you cannot use the line plot to answer.

7. How would a line plot of December temperatures look different from the line plot of July temperatures?

154

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TC

C

Name

Use the table to make a line plot. Then answer the questions.

Student Height (inches)

Number of Students

48

5

49

6

50

10

51

0

52

3

Heights of Second Graders

0

48 49 50 51 52 Height (inches)

1. How many students are 50 inches or shorter?

2. What height is most common?

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EUREKA MATH2 Tennessee Edition

2 ▸ M5 ▸ TC

3.

Read Miss Wells wants to put a fence 10 feet around her rectangle-shaped garden.

She has 17 feet of fence.

22 feet

How many more feet of fence does Miss Wells need?

Draw

Write

156

TO P I C T I C K E T

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EUREKA MATH2 Tennessee Edition

2 ▸ M5

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, Maurice Prendergast, 1858–1924, Ponte della Paglia, ca. 1898/reworked 1922. Oil on canvas.

The Phillips Collection, Washington, DC, USA. Acquired 1922.; page 101, Mega Pixel/Shutterstock.com; page 156, arbit/Shutterstock.com; All other images are the property of Great Minds.

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

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Acknowledgments Beth Barnes, Christine Bell, Dawn Burns, Karla Childs, Mary Christensen-Cooper, Nicole Conforti, Cheri DeBusk, Stephanie DeGiulio, Jill Diniz, Brittany duPont, Lacy Endo-Peery, Janice Fan, Gail Fiddyment, Ryan Galloway, Krysta Gibbs, Melanie Gutierrez, Torrie K. Guzzetta, Eddie Hampton, Andrea Hart, Sara Hunt, Rachel Hylton, Travis Jones, Amanda Kaplan, Jennifer Koepp Neeley, Liz Krisher, Leticia Lemus, Marie Libassi-Behr, Ben McCarty, Cristina Metcalf, Ashley Meyer, Bruce Myers, Marya Myers, Maximilian Peiler-Burrows, Marlene Pineda, DesLey V. Plaisance, Carolyn Potts, Meri Robie-Craven, Colleen Sheeron-Laurie, Robyn Sorenson, Tara Stewart, Theresa Streeter, James Tanton, Julia Tessler, Philippa Walker, Rachael Waltke, Lisa Watts Lawton, MaryJo Wieland 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

158

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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 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?

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? Why?

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?

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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.

Module 1 Place Value Concepts Through Metric Measurement and Data • Place Value, Counting, and Comparing Within 1,000 Module 2 Addition and Subtraction Within 200 Module 3 Shapes and Time with Fraction Concepts Module 4 Addition and Subtraction Within 1,000

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

Module 5 Money, Data, and Customary Measurement

Ready to get started?

Module 6 Multiplication and Division Foundations

What does this painting have to do with math?

The bold brushstrokes and vivid colors in Maurice Prendergast’s painting invite us to step inside this lively street scene in Venice, Italy. A group of ladies with parasols is crossing a bridge. Getting lost in a crowd can be intimidating, but as we learn about base ten, counting large numbers—of people, parasols, or anything—will be a breeze.

On the cover Ponte della Paglia, 1898–1899; completed 1922 Maurice Prendergast, American, 1858–1924 Oil on canvas The Phillips Collection, Washington, DC, USA Maurice Prendergast (1858–1924), Ponte della Paglia, ca. 1898/reworked 1922.

Oil on canvas. The Phillips Collection, Washington, DC, USA. Acquired 1922.

ISBN 978-1-63898-500-6

9

781638 985006