EM2 Tennessee Learn | Grade 3 Module 6

3

A Story of Units®

Units of Any Number LEARN ▸ Module 6 ▸ Geometry, Measurement, and Data

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?

Swiss-born artist Paul Klee was interested in using color to express emotion. Here he created a grid, or array, of 35 colorful squares arranged in 5 rows and 7 columns.

We will learn how an array helps us understand a larger shape by looking at the smaller shapes inside. Learning more about arrays will help us notice patterns and structure— an important skill for multiplication and division.

On the cover Farbtafel “qu 1,” 1930 Paul Klee, Swiss, 1879–1940 Pastel on paste paint on paper, mounted on cardboard Kunstmuseum Basel, Basel, Switzerland Paul Klee (1879–1940), Farbtafel “qu 1” (Colour Table “Qu 1” ), 1930, 71. Pastel on coloured paste on paper on cardboard, 37.3 x 46.8 cm. Kunstmuseum Basel, Kupferstichkabinett, Schenkung der Klee-Gesellschaft, Bern. © 2020 Artists Rights Society (ARS), New York.

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

Published by Great Minds PBC. greatminds.org Copyright © 2022 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 1 2 3 4 5 6 7 8 9 10 XXX 25 24 23 22 21 ISBN 978-1-63898-507-5

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A Story of Units®

Units of Any Number ▸ 3 LEARN

Module

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1

Multiplication and Division with Units of 2, 3, 4, 5, and 10

2

Place Value Concepts Through Metric Measurement

3

Multiplication and Division with Units of 0, 1, 6, 7, 8, and 9

4

Multiplication and Area

5

Fractions as Numbers

6

Geometry, Measurement, and Data

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EUREKA MATH2 Tennessee Edition

3 ▸ M6

Contents Geometry, Measurement, and Data Topic A

Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Tell Time and Solve Time Interval and Money Problems

Reason about composing polygons by using tetrominoes.

Lesson 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Relate skip-counting by fives on the clock to telling time on the number line.

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Count by fives and ones on the number line as a strategy for telling time to the nearest minute on the clock.

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Solve time word problems where the end time is unknown.

Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Solve time word problems where the start time is unknown.

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Solve time word problems where the change in time is unknown.

Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Solve time word problems and use time data to create a line plot.

Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Reason about composing polygons by using tangrams.

Topic C Problem Solving with Perimeter Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Decompose quadrilaterals to understand perimeter as the boundary of a shape.

Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Measure side lengths in whole number units to determine the perimeters of polygons.

Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Recognize perimeter as an attribute of shapes and solve problems with unknown measurements.

Lesson 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Solve problems to determine the perimeters of rectangles with the same area.

Lesson 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

Solve money word problems involving coins.

Solve problems to determine the areas of rectangles with the same perimeter.

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Lesson 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Solve money word problems involving dollars.

Solve real-world problems involving perimeter and unknown measurements by using all four operations.

Topic B Attributes of Two-Dimensional Figures Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Compare and classify quadrilaterals.

Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Compare and classify other polygons.

Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Topic D Collecting and Displaying Data Lesson 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Measure the perimeter of various circles to the nearest quarter inch by using string.

Lesson 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Record measurement data in a line plot.

Draw polygons with specified attributes.

2

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EUREKA MATH2 Tennessee Edition

Lesson 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Create and analyze a line plot for measurement data to the nearest half unit and quarter unit.

Lesson 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227 Generate categorical data and represent it by using a scaled picture graph.

Lesson 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

3 ▸ M6

Lesson 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259 Fluently multiply and divide within 100 and add and subtract within 1,000.

Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263 Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . 264

Solve problems by creating scaled picture graphs and scaled bar graphs.

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EUREKA MATH2 Tennessee Edition

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3 ▸ M6 ▸ TA ▸ Lesson 1 ▸ Clock and Number Line

5

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 1

1

Name

1. Use the clocks to complete parts (a)–(c). a. Write the time shown on each clock.

Clock A

Clock B

Clock C

Clock D

:

:

:

:

b. The number line shows the hour from 7:00 to 8:00. Each interval represents 5 minutes.

Plot and label the times shown on clocks A, B, C, and D.

7:00

8:00

c. How many 5-minute intervals are in 1 hour?

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 1

2. Jayla plots a point on a number line to show what time she gets home from school.

Each interval represents 5 minutes.

3:00

4:00

a. What time does Jayla get home from school?

b. Jayla starts her homework at 3:45. Plot and label the time on the number line.

3. The clock shows the time when Deepa wakes up.

a. Deepa says she can count 7 fives to find the minutes shown on the clock. b. Show Deepa’s strategy on the number line.

6:00

7:00

c. What time does Deepa wake up?

8

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 1

4. David counts by 5 to find the minutes shown by the point on the number line.

5

10

15

20

25

30

35

40

45

12:00

1:00

a. David says the time is 12:45. What mistake did David make?

b. What is the correct time?

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 1

1

Name

The clocks show the times that Deepa gets home from school, eats a snack, and starts her homework.

Home

Snack

Homework

a. Write the time shown on each clock.

Home:

:

Snack:

:

Homework:

:

b. The number line shows the hour from 3:00 to 4:00. Each interval represents 5 minutes.

Plot and label the times shown on the clocks.

3:00

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4:00

11

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EUREKA MATH2 Tennessee Edition

min +

min = min −

min

min = min +

min

min +

min min

min

min

min

min

min =

min

min

3 ▸ M6 ▸ TA ▸ Lesson 2 ▸ Number Bonds

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EUREKA MATH2 Tennessee Edition

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3 ▸ M6 ▸ TA ▸ Lesson 2 ▸ Clock with Minutes and Number Lines

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 2

2

Name

Use the number line on your whiteboard to plot the time shown. Then write an expression to show how you counted the minutes.

1.

2.

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 2

3.

4.

18

LESSON

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 2

2

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:

:

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c. Each interval on the number line represents 10 minutes.

2:00

b. Each interval on the number line represents 5 minutes.

5: 00

a. Each interval on the number line represents 5 minutes.

1. Plot each time on the number line. Then write the time.

6: 00

:

Name

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 2

2. The clock shows the time when Pablo starts reading his book.

a. Pablo says, “I can find the minutes by thinking about 6 fives and 2 ones.” Show Pablo’s strategy on the number line.

8:00

9:00

b. Complete the equation to show how to find the minutes.

(6 ×

)+2=

c. What time does Pablo start reading his book?

20

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 2

3. The clock shows the time when Mia walks her dog.

a. Plot the time on the number line.

b. Complete the equations to show two ways to find the minutes.

(

× 5) +

=

(

× 10) +

=

c. What time does Mia walk her dog?

4. Miss Wong starts running at quarter after 3. She finishes running at half past 4. a. Plot the start and finish times on the number line. Each interval represents 15 minutes.

3:00

4:00

5:00

b. What time does Miss Wong start running?

c. What time does Miss Wong finish running?

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 2

2

Name

The clocks show the time Shen starts walking his dog and the time he finishes walking his dog.

Start

Finish

a. Write the times shown on the clocks.

Start:

:

Finish:

:

b. The number line shows the hour from 3:00 to 4:00. Each interval represents 5 minutes.

Plot and label the times shown on the clocks.

3:00

4:00

c. Write an expression to show how you counted the minutes for the time shown on each clock.

Start: Finish:

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EUREKA MATH2 Tennessee Edition

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3 ▸ M6 ▸ TA ▸ Lesson 3 ▸ Time Problem Solving Tools

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 3

3

Name

Solve each problem. Show your strategy.

1. Liz walks from her home to the playground. The clock shows the time when Liz leaves her home. a. What time does Liz leave her home?

b. It takes Liz 17 minutes to walk to the playground. What time does Liz get to the playground?

2. Mr. Endo bakes cupcakes. He puts the cupcakes in the oven at 6:36 p.m. He checks the cupcakes after 18 minutes. What time does Mr. Endo check the cupcakes?

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 3

3. Ivan and Eva play catch for 25 minutes. They start playing catch at 2:28 p.m. What time do Ivan and Eva stop playing catch?

4. Soccer practice starts at 9:35 a.m. on Saturday. It lasts for 45 minutes. What time does soccer practice end?

28

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 3

5. Robin spends 48 minutes riding her bike. She starts riding her bike at 12:14 p.m. What time does Robin stop riding her bike?

6. Miss Diaz’s meeting starts at quarter after 3. The meeting lasts for 57 minutes. What time does the meeting end?

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PROBLEM SET

29

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 3

7. Shen starts working on his homework at 4:48 p.m. He spends 23 minutes on his science project and 29 minutes reading. What time does Shen finish his homework?

30

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 3

3

Name

Solve the problem. Show your strategy.

James spends 42 minutes drawing with sidewalk chalk. He starts drawing at 3:54 p.m.

What time does James finish drawing?

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 4 ▸ Number Bonds

min +

min min = min −

min min = min +

min

min

min

min

min +

min

min

min =

min

min

Name

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EUREKA MATH2 Tennessee Edition

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3 ▸ M6 ▸ TA ▸ Lesson 4 ▸ Time Problem Solving Tools

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 4

4

Name

Reading Log

Day

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Start Time

Minutes Read

Finish Time

Monday

28

4:40 p.m.

Tuesday

47

5:30 p.m.

Wednesday

38

5:15 p.m.

Thursday

76

5:45 p.m.

Friday

20

12:02 p.m.

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 4

4

Name

Solve each problem. Show your strategy.

1. The clock shows the time James finishes getting ready for school. a. What time is shown on the clock?

b. It took James 35 minutes to get ready for school. What time did James start getting ready for school?

2. Ray finishes washing his dog at 5:51 p.m. It took him 33 minutes to wash his dog. What time did Ray start washing his dog?

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 4

3. Casey rakes leaves for 42 minutes. She finishes raking leaves at 11:32 a.m. What time did Casey start raking leaves?

4. Mr. Davis reads to his class for 25 minutes. He finishes reading at 10:07 a.m. What time did Mr. Davis start reading to his class?

40

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 4

5. A plane lands at 1:13 p.m. The flight was 45 minutes long. What time did the plane take off?

6. Oka arrives at school at half past 8. The bus took 48 minutes to get from Oka’s home to school.

What time did the bus leave Oka’s home?

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PROBLEM SET

41

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 4

7. Mrs. Smith finishes her yard work at 3:26 p.m. She weeded her garden for 14 minutes and then mowed her lawn for 39 minutes. What time did Mrs. Smith start her yard work?

42

PROBLEM SET

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11/15/2021 1:02:48 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 4

4

Name

Solve the problem. Show your strategy.

Mia spends 38 minutes eating dinner. She finishes eating at 7:12 p.m.

What time did Mia start eating?

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 5

5

Name

1. Students return to class after lunch at 12:22 p.m. Lunchtime is at 11:45 a.m. How many minutes did they spend at lunch?

Show your work with one of the models in the table.

Clocks

Open Number Line

Arrow Way

2. On Friday, students spend from 11:45 a.m. to 1:00 p.m. at lunch and recess. How many minutes do they spend at lunch and recess altogether?

Show your work.

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 5

5

Name

Solve each problem. Show your strategy.

1. David starts playing with his kitten at 2:14 p.m. He stops playing with his kitten at 2:39 p.m.

How many minutes did David play with his kitten?

2. Amy starts coloring a picture at 9:23 a.m. She finishes coloring the picture at 9:57 a.m.

How many minutes did it take Amy to color the picture?

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47

11/15/2021 1:04:03 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 5

3. Science class starts at 1:05 p.m. and ends at 1:52 p.m. How many minutes long is science class?

4. Carla starts reading at 6:17 p.m. and finishes reading at 6:41 p.m. Carla says, “I read for 36 minutes.” Do you agree with Carla? Why?

48

PROBLEM SET

EM2_0306SE_A_L05_problem_set.indd 48

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11/15/2021 1:04:03 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 5

5. James rides his bike to the park. The clocks show the time James leaves his home and the time he arrives at the park.

Leaves Home

Arrives at Park

a. What time does James leave his home?

b. What time does James arrive at the park?

c. How many minutes does it take James to ride his bike to the park?

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PROBLEM SET

49

11/15/2021 1:04:04 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 5

6. Miss Wong takes a nap from 12:45 p.m. to 2:00 p.m. How many minutes long is Miss Wong’s nap?

7. Zara cleans her room from 11:45 a.m. to 12:08 p.m. Then she takes a break to eat lunch. Zara cleans her room for 17 more minutes after eating lunch. What is the total number of minutes Zara spends cleaning her room?

50

PROBLEM SET

EM2_0306SE_A_L05_problem_set.indd 50

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11/15/2021 1:04:04 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 5

5

Name

Solve each problem. Show your strategy.

Eva and Gabe start playing a game at 10:23 a.m. They finish playing the game at 11:18 a.m.

How many minutes did Eva and Gabe play the game?

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51

11/15/2021 1:03:53 PM

EM2_0306SE_A_L05_exit_ticket.indd 52

11/15/2021 1:03:53 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ Sprint ▸ Add or Subtract Minutes

Sprint Complete the equation.

1.

7 min + 3 min =

min

2.

10 min − 6 min =

min

3.

20 min +

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min = 35 min

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53

11/16/2021 10:07:13 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ Sprint ▸ Add or Subtract Minutes

A

Number Correct:

Complete the equation.

1.

5 min + 5 min =

min

23.

10 min +

2.

10 min − 8 min =

min

24.

39 min − 20 min =

3.

10 min + 10 min =

min

25.

10 min +

4.

20 min − 5 min =

min

26.

45 min − 20 min =

5.

10 min + 20 min =

min

27.

10 min +

6.

30 min − 5 min =

min

28.

48 min − 20 min =

7.

10 min + 30 min =

min

29.

10 min +

8.

40 min − 5 min =

min

30.

55 min − 20 min =

9.

10 min + 40 min =

min

31.

10 min +

10.

50 min − 5 min =

min

32.

57 min − 20 min =

11.

10 min + 50 min =

min

33.

3 min + 7 min =

min

12.

60 min − 5 min =

min

34.

10 min − 4 min =

min

13.

5 min +

min = 15 min

35.

14.

15 min − 10 min =

15.

5 min +

16.

18 min − 10 min =

17.

5 min +

18.

25 min − 10 min =

19.

5 min +

20.

29 min − 10 min =

21.

5 min +

22.

35 min − 10 min =

min

36.

min = 18 min

37.

min

38.

min = 25 min

39.

min

40.

min = 29 min

41.

min

42.

min = 35 min

43.

min

54

EM2_0306SE_A_L06_removable_fluency_sprint_add_or_subtract_minutes.indd 54

44.

min = 39 min min

min = 45 min min

min = 48 min min

min = 55 min min

min = 57 min min

min + 10 min = 63 min 63 min −

min = 9 min

min + 20 min = 65 min 65 min −

min = 19 min

min + 30 min = 68 min 68 min −

min = 29 min

min + 10 min = 75 min 75 min −

min = 9 min

min + 20 min = 78 min 78 min −

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min = 19 min

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11/16/2021 10:07:14 AM

EM2_0306SE_A_L06_removable_fluency_sprint_add_or_subtract_minutes.indd 55

11/16/2021 10:07:14 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ Sprint ▸ Add or Subtract Minutes

B

Number Correct: Improvement:

Complete the equation.

1.

5 min + 5 min =

min

23.

20 min +

2.

10 min − 9 min =

min

24.

38 min − 30 min =

3.

10 min + 10 min =

min

25.

20 min +

4.

20 min − 5 min =

min

26.

45 min − 30 min =

5.

20 min + 10 min =

min

27.

20 min +

6.

30 min − 5 min =

min

28.

47 min − 30 min =

7.

20 min + 20 min =

min

29.

20 min +

8.

40 min − 5 min =

min

30.

55 min − 30 min =

9.

20 min + 30 min =

min

31.

20 min +

10.

50 min − 5 min =

min

32.

56 min − 30 min =

11.

20 min + 40 min =

min

33.

7 min + 3 min =

min

12.

60 min − 5 min =

min

34.

10 min − 6 min =

min

13.

5 min +

min = 15 min

35.

14.

15 min − 10 min =

15.

5 min +

16.

17 min − 10 min =

17.

5 min +

18.

25 min − 20 min =

19.

5 min +

20.

28 min − 20 min =

21.

5 min +

22.

35 min − 20 min =

min

36.

min = 17 min

37.

min

38.

min = 25 min

39.

min

40.

min = 28 min

41.

min

42.

min = 35 min

43.

min

56

EM2_0306SE_A_L06_removable_fluency_sprint_add_or_subtract_minutes.indd 56

44.

min = 38 min min

min = 45 min min

min = 47 min min

min = 55 min min

min = 56 min min

min + 10 min = 62 min 62 min −

min = 9 min

min + 20 min = 65 min 65 min −

min = 19 min

min + 30 min = 67 min 67 min −

min = 29 min

min + 10 min = 75 min 75 min −

min = 9 min

min + 20 min = 77 min 77 min −

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min = 19 min

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11/16/2021 10:07:15 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 6

6

Name

Show your strategy to solve each problem.

1. James lifts weights from 11:45 a.m. to 12:20 p.m. and then goes for a run for 35 minutes.

How many minutes does James exercise in all?

2. The train from Station A to Station B leaves at 7:24 a.m. The trip usually takes 34 minutes.

Today, the train is 4 minutes late. Will the train arrive at Station B before 8:00 a.m. or after 8:00 a.m.?

How do you know?

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57

11/15/2021 1:04:19 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 6

3. David wants to watch a movie before he goes to bed. He needs to be in bed at 9:00 p.m.

It takes him 17 minutes to get ready for bed. The movie is 93 minutes long. What time should he start the movie?

4. Mia’s lunch and recess usually go from 11:52 a.m. to 12:45 p.m. Today, lunch and recess are only 40 minutes long.

How much less time does Mia have for lunch and recess today than usual?

58

LESSON

EM2_0306SE_A_L06_Classwork.indd 58

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11/15/2021 1:04:20 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 6

5. Oka solves 6 math puzzles. She starts at 3:50 p.m.

The first three puzzles take 6 minutes each to solve, and the next two take 8 minutes each.

If she finishes at 4:30 p.m., how long does it take her to solve the last puzzle?

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LESSON

59

11/15/2021 1:04:20 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 6

6. Miss Wong’s class collects data about how long students spend playing games during recess this week. Create a line plot of the data.

Time (hours)

1_1​​

1_1​​ 2

2

1 14_​​

1​​ _ 4

_ ​​1 2

_ ​​3 4

_ ​​3 4

_ ​​1 2

_ ​​1 2

1

1​​ _ 2

_ ​​1 4

1

1 12_​​

0

0

3 14_​​

1

2

1 12_​​

3 14_​​

1 12_​​

2

2

0

1 4

1 2

3 4

1 (

60

LESSON

EM2_0306SE_A_L06_Classwork.indd 60

1

14

1

3

12

14

2

)

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11/15/2021 1:04:21 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 6

6

Name

Solve each problem. Show your strategy.

1. Mr. Endo shops for groceries from 9:41 a.m. to 10:08 a.m. It takes him 17 minutes to put his groceries away when he gets home. How many minutes does it take Mr. Endo to shop for and put away his groceries?

2. Mia needs to practice the piano for 45 minutes. She practices from 11:50 a.m. to 12:29 p.m.

How many more minutes does Mia need to practice the piano?

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61

11/16/2021 10:13:02 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 6

3. Luke wants to read for 25 minutes and play with his dog for 15 minutes before bedtime. He looks at the clock to see what time it is.

a. What time is shown on the clock?

b. Luke’s bedtime is 7:30 p.m. Does Luke have enough time to read and play with his dog before bedtime? How do you know?

62

PROBLEM SET

EM2_0306SE_A_L06_problem_set.indd 62

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11/16/2021 12:15:46 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 6

4. Miss Diaz’s class makes a line plot to show how many hours each student reads in 1 week.

Time Spent Reading by Miss Diaz’s Students

0

×

× ×

2

24

1

× × ×

× × ×

1

24

22

3

× × × × ×

× × × ×

3

34

1

× × × 1

32

× × 3

34

×

×

4

44

1

Time (hours)

a. What is the most frequent amount of time students read during the week?

b. How many students read for less than 3 and a half hours?

c. How many students read for at least 2 and a quarter hours?

_2

d. Deepa reads for 3​​ 4 ​​ hours. Where should Deepa plot her time on the line plot?

How do you know?

_1

_1

e. Pablo read for 2 ​ 2 ​​ hours. He says, “If I read for another ​ 2 ​​ hour, my total reading time will be 3 hours.” Do you agree with Pablo? Explain.

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PROBLEM SET

63

11/16/2021 10:13:03 AM

EM2_0306SE_A_L06_problem_set.indd 64

11/16/2021 10:13:03 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 6

6

Name

Solve the problem. Show your strategy.

Luke wants to read for 35 minutes. He reads from 5:49 p.m. to 6:04 p.m.

How many more minutes does Luke need to read?

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65

11/15/2021 1:04:31 PM

EM2_0306SE_A_L06_exit_ticket.indd 66

11/15/2021 1:04:31 PM

EUREKA MATH2 Tennessee Edition

¢= ¢= ¢−

¢

¢= ¢+

¢

¢

¢

¢

¢

¢+

¢+

¢

¢

¢

¢

3 ▸ M6 ▸ TA ▸ Lesson 7 ▸ Number Bonds

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EM2_0306SE_A_L07_removable_fluency_number_bonds.indd 67

67

11/15/2021 1:05:16 PM

EM2_0306SE_A_L07_removable_fluency_number_bonds.indd 68

11/15/2021 1:05:16 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 7

7

Name

1. Miss Wong has 3 pennies, 1 dime, 1 quarter, and 6 nickels. She finds 2 more dimes, 1 more nickel, and 2 more pennies. Now she has exactly enough to buy an ice cream cone. How much does an ice cream cone cost?

2. Robin gets 5¢ for every can that she recycles. Today she got 45¢. How many cans did Robin recycle?

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69

25-Nov-21 9:48:56 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 7

3. Deepa has 4 nickels, 1 quarter, 6 pennies, and 3 dimes in her bank. She puts one more coin into the bank. Now she has 86¢. What coin did Deepa put into her bank?

4. Zara has 3 quarters and 13 pennies. Adam has 95¢. Who has more money?

70

LESSON

EM2_0306SE_A_L07_Classwork.indd 70

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25-Nov-21 9:49:01 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 7

7

Name

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

1. Shen has the following coins.

He gives 68¢ to his friend.

How much money does Shen have left?

2. Liz has 2 dimes and 4 pennies in one pocket.

She has 4 nickels, 3 pennies, and 1 quarter in the other pocket.

How much money does Liz have in all?

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71

11/15/2021 12:54:25 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 7

3. David found some money in the sofa last week.

This week, he found 2 nickels, 4 dimes, and 5 pennies.

David now has 93¢, how much did he find in the sofa last week?

4. Pablo has 18 cents more than Jayla.

Pablo has 3 quarters, 1 dime, 1 nickel, and 4 pennies.

How much money does Jayla have?

72

PROBLEM SET

EM2_0306SE_A_L07_problem_set.indd 72

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08-Dec-21 9:36:22 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 7

7

Name

Deepa has these coins in her pocket.

She wants to buy a box of crayons for 75 cents.

1. Does Deepa have enough money to buy the crayons?

2. If not, how much more does she need? If so, how much will she have left?

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73

11/16/2021 2:34:44 PM

EM2_0306SE_A_L07_exit_ticket.indd 74

11/15/2021 12:53:21 PM

EUREKA MATH2 Tennessee Edition

$ $

$

$

$

$

$

3 ▸ M6 ▸ TA ▸ Lesson 8 ▸ Number Bonds

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75

26-Nov-21 11:19:21 AM

EM2_0306SE_A_L08_removable_fluency_number_bonds.indd 76

11/16/2021 10:17:21 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 8

8

Name

Use the Read–Draw–Write process to solve the problem. Use a letter to represent the unknown.

1. Oka went to the store with some money. She spent $137 and left with $284. How much money did she go to the store with?

Use the Read–Draw–Write process to solve the problem. Use a letter to represent the unknown.

2. Mr. Endo’s third grade class wants to raise $1,000 for the local animal shelter. They had $487.

Today, they collected $95. How much more does Mr. Endo’s class need to meet their goal?

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77

11/15/2021 12:52:48 PM

EM2_0306SE_A_L08_classwork.indd 78

11/15/2021 12:52:48 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 8

8

Name

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

1. Ray has $427. He gets some more money for his birthday.

Now he now has $639.

How much money did Ray get for his birthday?

2. Mrs. Smith has some money to buy T-shirts and socks for the soccer club. She spends $382 on the T-shirts.

Mrs. Smith now has $179 left to spend on the socks. How much money did she start with?

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79

25-Nov-21 10:20:14 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 8

3. Mr. Lopez is going on a trip. His plane ticket costs $585 and his hotel room costs $349.

How much will Mr. Lopez pay for his plane ticket and hotel room?

4. Luke wants to buy a video gaming system that costs $449. He has $175. His mom gives him $148.

How much more money does Luke need to buy the video gaming system?

80

PROBLEM SET

EM2_0306SE_A_L08_problem_set.indd 80

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25-Nov-21 10:20:21 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TA ▸ Lesson 8

8

Name

Jayla and Robin are saving their money to buy art supplies. Jayla has saved $286. Robin has saved $197.

The art supplies cost $465.

1. Do they have enough money to buy all the supplies?

2. If so, how much money will they have left over? If not, how much more money do they need?

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81

08-Dec-21 12:54:59 PM

EM2_0306SE_A_L08_exit_ticket.indd 82

11/15/2021 12:52:20 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 9

9

Name

Use the quadrilaterals to complete the chart.

A

B

C

D

E

Attribute

F

Letters of the Polygons in the Group

G

Sketch of 1 Polygon from the Group

1. At least 1 pair of parallel sides

2. 2 pairs of parallel sides

3. 4 sides of equal length

4. 4 sides of equal length and 4 right angles

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83

08-Dec-21 12:47:00 PM

EM2_0306SE_B_L09_Classwork.indd 84

11/15/2021 1:10:32 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 9

9

Name

Robin sorts shapes A–I by their attributes. Use the table to complete problems 1–4.

Quadrilaterals

B

A

G

Not Quadrilaterals

D

H

F C

E

I

1. How does Robin know that shapes A, B, D, G, and H are quadrilaterals?

2. Which quadrilaterals have at least 1 pair of parallel sides? Highlight the parallel sides.

3. Which quadrilaterals have 2 pairs of parallel sides?

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85

11/15/2021 1:11:29 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 9

4. Robin thinks shape D is a square. List the attributes Robin should look for to determine whether shape D is a square.

5. Use the word bank and shape to complete parts (a) and (b).

Word Bank parallelogram

quadrilateral

rhombus

polygon

rectangle

trapezoid

a. Use as many words from the word bank as possible to name the shape.

b. Which words from the word bank do not name the shape? How do you know?

86

PROBLEM SET

EM2_0306SE_B_L09_problem_set.indd 86

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11/15/2021 1:11:29 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 9

6. Shapes X, Y, and Z are quadrilaterals. a. Draw a diagonal line in each quadrilateral.

X

Y

Z

b. What polygons did you create by drawing the diagonal lines?

7. Jayla and Ray play Guess My Polygon.

Ray says, “My polygon is a quadrilateral with 2 pairs of parallel sides, 4 sides of equal length, and 4 right angles.”

Jayla says, “Your polygon is a rhombus.”

Do you agree with Jayla? Explain.

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PROBLEM SET

87

11/15/2021 1:11:30 PM

EM2_0306SE_B_L09_problem_set.indd 88

11/15/2021 1:11:30 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 9

9

Name

Use the shapes shown for parts (a) and (b).

A

C

B

D

E

F

G

a. Which shapes are quadrilaterals?

b. Which quadrilaterals have at least one pair of parallel sides and at least two right angles?

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89

11/15/2021 1:12:41 PM

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M

N

O

Q

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EM2_0306SE_B_L10_removable_polygon_sort.indd 91

3 ▸ M6 ▸ TB ▸ Lesson 10 ▸ Polygon Sort

P

R

91

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S

U

W

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3 ▸ M6 ▸ TB ▸ Lesson 10 ▸ Polygon Sort

T

V

X

93

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 10

10

Name

Use polygons M–X to complete the chart.

Attribute

Letters of the Polygons

Sketch of 1 Polygon

1. All sides have equal length.

2. Not all sides have equal length.

3. Polygon has at least 1 right angle.

4. Polygon has at least 1 pair of parallel sides.

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95

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 10

10

Name

1. Complete the table.

Polygon

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EM2_0306SE_B_L10_problem_set.indd 97

Number of Sides

Number of Angles

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Name of Polygon

Number of Pairs of Parallel Sides

Number of Right Angles

97

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 10

2. Gabe identifies an attribute his polygons have in common. Liz identifies a different attribute her polygons have in common.

Attribute: At Least 1 Pair of Parallel Sides

A

Attribute: At Least

W

B

C

Right Angles

D

X

Z

Y

Liz’s Polygons

Gabe’s Polygons

a. Use a right-angle tool to identify the right angles in Liz’s polygons. Mark each right angle with a small square.

b. Complete the attribute that describes Liz’s polygons.

c. Highlight the pairs of parallel sides in Gabe’s polygons.

d. Write two attributes of polygon C.

e. Polygons B and Z are regular polygons. What two attributes do these polygons have in common?

98

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

f.

3 ▸ M6 ▸ TB ▸ Lesson 10

Compare polygons X and Y. How are they similar? How are they different?

g. Which of Liz’s polygons have the same attribute as Gabe’s polygons? How do you know?

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PROBLEM SET

99

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 10

10

Name

Gabe draws the polygon shown. Use the polygon to answer parts (a)–(d).

1 in 1 in 1 in 1 in 1 in a. Is Gabe’s polygon a regular polygon? Explain how you know.

b. How many right angles does Gabe’s polygon have?

c. How many pairs of parallel sides does Gabe’s polygon have?

d. What is the name of Gabe’s polygon?

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101

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EUREKA MATH2 Tennessee Edition

has at least 1 angle larger than a right angle

has at least 1 angle smaller than a right angle

has at least

1 right angle

has more than 4 angles

© Great Minds PBC •

3 ▸ M6 ▸ TB ▸ Lesson 11 ▸ Attribute Cards

is a quadrilateral

has all sides of equal length (label side lengths)

is a trapezoid

has at least 2 sides of equal length (label side lengths)

is a hexagon

has at least 1 pair of parallel sides

is a parallelogram

has no pairs of parallel sides

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103

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 11 ▸ Attribute Cards

A

B

C

A

B

C

A

B

C

A

B

C

104

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 11

11

Name

Measure and label each side length.

Label the right angles and highlight the parallel sides.

List attributes of the polygon.

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105

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 11

11

Name

1. Use a ruler and a right-angle tool to draw each quadrilateral.

Quadrilateral A •

at least 1 pair of parallel sides

Quadrilateral B

Quadrilateral C

•

4 right angles

•

•

all sides are 3 centimeters long

all sides are different lengths

•

no pairs of parallel sides

a. Identify the right angles. Mark each right angle with a small square. b. Highlight each pair of parallel sides. c. Does your quadrilateral A have any other attributes besides the given one? Explain.

d. Adam says, “Quadrilateral C is a regular quadrilateral.” Do you agree with Adam? Why?

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107

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 11

2. Casey draws a polygon.

a. Casey says, “My polygon has 6 sides and 0 right angles.” Do you agree with Casey? Why?

b. What is the name of Casey’s polygon?

3. Use an inch ruler to draw a pentagon with at least 2 sides of equal length.

a. Label the equal side lengths. b. Does your pentagon have any other attributes? Explain.

108

PROBLEM SET

EM2_0306SE_B_L11_problem_set.indd 108

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 11

4. Shen plays an attribute game. He picks an attribute card. a polygon with 2 sides Can Shen draw a polygon with 2 sides? Use pictures or words to explain your answer.

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PROBLEM SET

109

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 11

11

Name

Casey thinks of a quadrilateral that has 4 right angles and 2 pairs of parallel sides. One of the sides is 5 centimeters long. It is not a regular quadrilateral. a. Draw and label Casey’s quadrilateral.

b. What is another attribute of Casey’s quadrilateral?

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111

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EUREKA MATH2 Tennessee Edition

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3 ▸ M6 ▸ TB ▸ Lesson 12 ▸ Tetrominoes

113

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 12 ▸ Tetrominoes

114

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12

Name

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3 ▸ M6 ▸ TB ▸ Lesson 12

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115

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 12

12

Name

Tetrominoes

1. Eva colors a grid to represent a rectangle she makes with tetrominoes.

Each

represents 1 square unit.

a. What is the area of each tetromino?

b. What is the area of Eva’s rectangle?

c. Write a division equation to show how many fours are in 40.

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117

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 12

d. What is the total number of tetrominoes Eva used to make the rectangle?

e. Eva uses some tetrominoes to make a new rectangle. Her new rectangle has an area of 28 square units. How many tetrominoes did Eva use to make the new rectangle?

How do you know?

2. Use tetrominoes to make at least 2 rectangles each with an area of 12 square units. a. Color the grid to show how you made each rectangle.

b. Explain how you know the area of each rectangle is 12 square units.

c. Will you always use the same number of tetrominoes to make a rectangle with an area of 12 square units? Explain.

118

PROBLEM SET

EM2_0306SE_B_L12_problem_set.indd 118

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 12

3. Use tetrominoes to make a rectangle with an area of 36 square units. a. Color the grid to show how you made the rectangle.

b. How many tetrominoes did you use?

c. Can you use tetrominoes to make a rectangle with an area of 39 square units? Explain.

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PROBLEM SET

119

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 12

12

Name

Use tetrominoes to make a rectangle with an area of 20 square units. Then color the grid to show how you made it. You may use the same tetromino more than once.

Each

represents 1 square unit.

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121

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ Sprint ▸ Count by Fourths and Halves

Sprint Fill in the blank to complete the sequence. Write your answer as a whole number when possible.

1.

2.

__ _

10 9 ​​ ​​ , ​​ ​​ , 2, 4 4

_7​​ ​​ , 4, 9_ ​​ , 2

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2

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EM2_0306SE_B_L13_removable_sprint_count_by_fourths_and_halves.indd 123

123

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ Sprint ▸ Count by Fourths and Halves

A

Number Correct:

Fill in the blank to complete the sequence. Write your answer as a whole number when possible.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

0, _1 ​ , 2_ ​ ,

4 4 5 6 1, ​​ ​​ , ​​ ​​ , 4 4 10 2, 9 ​​ , ​​ ​​ , 4 4 1, 3 ​​ , 2​​ ​​ , 4 4 6 2, 7 ​​ , ​​ ​​ , 4 4 10 3, 11 ​​ , ​​ ​​ , 4 4 3 ​​2 ​​ , ​​ ​​ , 1, 4 4 6 7 ​​ ​​ , ​​ ​​ , 2, 4 4 10 11 ​​ ​​ , ​​ ​​ , 3, 4 4 5 ​​ ​​ , 1, 3 ​​ , 4 4 9 7 ​​ ​​ , 2, ​​ , 4 4 13 11 ​​ ​​ , 3, ​​ ​​ , 4 4 3 1 ​​ ​​ , 1, ​​ ​​ , 2 2 5 ​​ ​​ , 3, 7​​ ​​ , 2 2 9 ​​ ​​ , 5, ​​11 ​​ , 2 2 3 ​​ ​​ , 1, 1​​ ​​ , 2 2 5 ​​7 ​​ , 3, ​​ ​​ , 2 2 9 ​​11 ​​ , 5, ​​ ​​ , 2 2 3 5 ​​ ​​ , 2, ​​ ​​ , 2 2 9 7 ​​ ​​ , 4, ​​ ​​ , 2 2 5 3 ​​ ​​ , 2, ​​ ​​ , 2 2 9 ​​ ​​ , 4, 7​​ ​​ , 2 2

_ _

_ __ _ _

_ _

__ __

_ _

_ _

__ __ _

_

_

_

__

__

_

_

_

_

_

__

_

_

_

_

__

_

_

_

_

_

_

_

_

_

124

EM2_0306SE_B_L13_removable_sprint_count_by_fourths_and_halves.indd 124

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

_ _ _

1 2 3 ​​ ​​ , ​​ ​​ , ​​ ​​ , 4 4 4 9 10 11 ​​ ​​ , ​​ ​​ , ​​ ​​ , 4 4 4 11 10 9 ​​ ​​ , ​​ ​​ , ​​ ​​ , 4 4 4 3 2 1 ​​ ​​ , ​​ ​​ , ​​ ​​ , 4 4 4 3 1, ​​ ​​ , 2, 2 7 3, ​​ ​​ , 4, 2 9 5, ​​ ​​ , 4, 2 5 3, ​​ ​​ , 2, 2 5 6 7 ​​ ​​ , ​​ ​​ , ​​ ​​ , 4 4 4 7 6 5 ​​ ​​ , ​​ ​​ , ​​ ​​ , 4 4 4 5 2, ​​ ​​ , 3, 2 7 4, ​​ ​​ , 3, 2 5 1, ​​ ​​ , 4

_ __ __

__ __ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _

_

, ​​_ ​​

7 4 5 , 6 ​​ , ​​ ​​ 4 4

_ _

2, ​​_1 ​​ , 1,

2 3 ​​ ​​ , 2 10 ​​ ​​ , 11 ​​ ​​ , 4 4

,2

_

__ __ 3,

, ​​_1 ​​ , 0 2

13 4 9 , 10 ​​ , ​​ ​​ 4 4 , 9 ​​ , 2, 7​​ ​​ 4 4

__ _

_

_

42.

9 ​​ ​​ , 5, 2

43.

5,

44.

© Great Minds PBC •

, ​​__ ​​

_

,6 , 4, _ ​​

7 2 9 7 , ​​ ​​ , 4, ​​ ​​ 2 2

_

_

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ Sprint ▸ Count by Fourths and Halves

B

Number Correct: Improvement:

Fill in the blank to complete the sequence. Write your answer as a whole number when possible.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

0, _1​​ ​​ , 2_​​ ​​ ,

4 4 5 6 1, ​​ ​​ , ​​ ​​ , 4 4 9 10 2, ​​ ​​ , ​​ ​​ , 4 4 3 1, ​​ ​​ , 2​​ ​​ , 4 4 7 6 2, ​​ ​​ , ​​ ​​ , 4 4 11 10 3, ​​ ​​ , ​​ ​​ , 4 4 2 3 ​​ , ​​ ​​ , 1, 4 4 6 7 ​​ ​​ , ​​ ​​ , 2, 4 4 10 11 ​​ ​​ , ​​ ​​ , 3, 4 4 5 3 ​​ ​​ , 1, ​​ ​​ , 4 4 9 7 ​​ ​​ , 2, ​​ ​​ , 4 4 13 ​​ ​​ , 3, 11 ​​ ​​ , 4 4 3 1 ​​ ​​ , 1, ​​ ​​ , 2 2 3 5 ​​ ​​ , 2, ​​ ​​ , 2 2 9 ​​7 ​​ , 4, ​​ ​​ , 2 2 3 ​​ ​​ , 1, ​​1 ​​ , 2 2 5 3 ​​ ​​ , 2, ​​ ​​ , 2 2 9 ​​ ​​ , 4, 7​​ ​​ , 2 2 5 7 ​​ ​​ , 3, ​​ ​​ , 2 2 9 ​​ , 5, ​​11 ​​ , 2 2 5 7 ​​ ​​ , 3, ​​ ​​ , 2 2 9 ​​11 ​​ , 5, ​​ ​​ , 2 2

_ _

_ __ _ _

_ _

__ __

_ _

_ _

__ __ _

_

_

_

__

__

_

_

_

_

_

_

_

_

_

_

_

_

_

_

_

__

_

_

__

_

126

EM2_0306SE_B_L13_removable_sprint_count_by_fourths_and_halves.indd 126

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

_ _ _

1 2 3 ​​ ​​ , ​​ ​​ , ​​ ​​ , 4 4 4 5 6 7 ​​ ​​ , ​​ ​​ , ​​ ​​ , 4 4 4 7 6 5 ​​ ​​ , ​​ ​​ , ​​ ​​ , 4 4 4 3 2 1 ​​ ​​ , ​​ ​​ , ​​ ​​ , 4 4 4 0, 1​​ ​​ , 1, 2 5 2, ​​ ​​ , 3, 2 7 4, ​​ ​​ , 3, 2 3 2, ​​ ​​ , 1, 2 9 10 ​​ ​​ , ​​ ​​ , ​​11 ​​ , 4 4 4 10 9 ​​11 ​​ , ​​ ​​ , ​​ ​​ , 4 4 4 3 1, ​​ ​​ , 2, 2 5 3, ​​ ​​ , 2, 2 5 1, ​​ ​​ , 4

_ _ _

_ _ _

_ _ _ _ _

_ _

_ __ __

__ __ _ _ _

_

5 ​​ ​​ , 3, 2

38.

5,

41.

42.

43.

_ _

_

37.

40.

7 4 6 5 , ​​ ​​ , ​​ ​​ 4 4

2,

36.

39.

, ​​_ ​​

__ __

10 11 ​​ ​​ , ​​ ​​ , 4 4

3,

,4 , 4, _ ​​ 7 2

, ​​__ ​​

13 4 10 9 , ​​ ​​ , ​​ ​​ 4 4 9 7 , ​​ ​​ , 2, ​​ ​​ 4 4

__ _

_

_​​7 ​​ , 4,

2 3 ​​ ​​ , 2

_

44.

© Great Minds PBC •

_

,5 , ​​1_ ​​ , 0

2 9 7 , ​​ ​​ , 4, ​​ ​​ 2 2

_

_

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EUREKA MATH2 Tennessee Edition

© Great Minds PBC •

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3 ▸ M6 ▸ TB ▸ Lesson 13 ▸ Tangrams

127

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EM2_0306SE_B_L13_removable_tangrams.indd 128

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 13

13

Name

1. Use 3 tangram pieces to cover the rectangle with no gaps or overlaps.

a. Sketch to show how the tangram pieces cover the rectangle. b. Which tangram pieces did you use to cover the rectangle?

2. Use 3 tangram pieces to cover the parallelogram with no gaps or overlaps.

a. Sketch to show how the tangram pieces cover the parallelogram. b. Which tangram pieces did you use to cover the parallelogram?

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129

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 13

3. Use at least 2 tangram pieces to make each polygon. a. Use a colored pencil to sketch the polygon you made. b. Draw lines in the polygon with a different color to show which tangram pieces you used. c. Identify the attributes of the polygon you made.

Polygon

Sketch of Polygon

A rectangle that does not have all sides of equal length

Attributes of Polygon Number of sides: Pairs of parallel sides: Number of angles: Number of right angles:

A trapezoid that is not a parallelogram

Number of sides: Pairs of parallel sides: Number of angles: Number of right angles:

A parallelogram that is not a rectangle or square

Number of sides: Pairs of parallel sides: Number of angles: Number of right angles:

A square

Number of sides: Pairs of parallel sides: Number of angles: Number of right angles:

130

PROBLEM SET

EM2_0306SE_B_L13_problem_set.indd 130

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 13

d. Which attributes do the polygons have in common?

4. Use the 2 smallest triangles to create a square, a parallelogram, and a triangle.

Sketch each polygon. Draw lines to show how the polygon is composed of 2 triangles.

Square

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Parallelogram

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Triangle

PROBLEM SET

131

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TB ▸ Lesson 13

13

Name

Liz uses at least 4 tangram pieces to make a trapezoid. She does not use the square piece. Sketch how she might create her trapezoid.

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133

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EUREKA MATH2 Tennessee Edition

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3 ▸ M6 ▸ TC ▸ Lesson 14 ▸ 3-Inch Squares

135

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 14

14

Name

Use the space below to trace three shapes.

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137

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 14

14

Name

Use a colored pencil to trace the perimeter of each shape.

1.

2.

3.

4.

5.

6.

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139

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 14

7. Explain how you know you traced the perimeter of each shape in problems 1–6.

8. Amy says, “I colored the perimeter of the rhombus orange.” Do you agree with Amy? Why?

140

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 14

Determine whether each picture is a real-world example of perimeter. Circle Yes or No. Picture 9.

10.

11.

Description

Example of Perimeter?

fence around the playground

Yes

No

sand in the playground

Yes

No

frame around the picture

Yes

No

picture inside the frame

Yes

No

trampoline

Yes

No

blue mat around the trampoline

Yes

No

12. How did you determine which items in problems 9–11 were examples of perimeter?

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PROBLEM SET

141

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 14

14

Name

Ivan paints the outside edges of a rectangle purple. Oka paints the inside of the rectangle green. a. Color the rectangle to show how Ivan and Oka paint it.

b. Which color represents the perimeter of the rectangle? How do you know?

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143

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 15 ▸ Perimeter Shapes

A

B

C

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 15

15

Name

Measure and label the side lengths of each polygon in centimeters. Then find the perimeter of the polygon.

1.

Equation to find perimeter: Perimeter:

2.

Equation to find perimeter: Perimeter:

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EM2_0306SE_C_L15_problem_set.indd 147

cm

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cm

147

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 15

Equation to find perimeter:

3.

Perimeter:

Equation to find perimeter:

4.

Perimeter:

148

cm

PROBLEM SET

EM2_0306SE_C_L15_problem_set.indd 148

cm

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 15

Equation to find perimeter:

5.

Perimeter:

cm

6. Carla draws a triangle and a trapezoid to create a different polygon.

a. Measure and label the side lengths of the polygon in centimeters. b. Find the perimeter of the polygon.

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PROBLEM SET

149

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 15

7. Oka and Luke draw polygons.

Oka’s Polygon

Luke’s Polygon

a. Measure and label the side lengths of Oka’s polygon in centimeters. b. Luke’s polygon is a square. The length of one side is 3 centimeters. What are the lengths of the other sides? How do you know?

c. Oka says, “My polygon has more sides, so the perimeter of my polygon is greater than the perimeter of Luke’s polygon.” Do you agree with Oka? Why?

150

PROBLEM SET

EM2_0306SE_C_L15_problem_set.indd 150

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25-Nov-21 2:21:29 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 15

15

Name

Measure and label each side length in centimeters. Then find the perimeter of the polygon.

Equation to find perimeter: Perimeter:

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cm

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151

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ Sprint ▸ Compare Fractions

Sprint Write >, =, or <.

1.

1 fourth

2.

3 ​​ ​​ 4

3 ​​ ​​ 4

3.

1

6 ​​ ​​ 8

_

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1 third

_ _

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ Sprint ▸ Compare Fractions

A

Number Correct:

Write >, =, or <.

_

​​_2​​

24.

​​_​​

​​_​​

1 third

25.

​​_​​

1 ​​ ​​ 6

1 ​​ ​​ 3

_

26.

1

​​_​​

5.

1 third

1 fourth

27.

​​_​​

​​_​​

6.

​​1​​ 3

​​1​​ 4

_

28.

1

7.

1 sixth

1 sixth

29.

_4​​ ​​

3 ​​ ​​ 4

8.

1 ​​ ​​ 6

1 ​​ ​​ 6

_

30.

1

​​_​​

9.

1 fourth

1 eighth

31.

​​_​​

_5​​ ​​

10.

1 ​​ ​​ 4

​​1​​ 8

_

32.

1

11.

1 ​​ ​​ 3

​​1​​ 2

_

33.

12.

2 ​​ ​​ 3

_

1 ​​ ​​ 6

2 ​​ ​​ 2

34.

_

_1​​ ​​

13.

1 ​​ ​​ 4

_

1 ​​ ​​ 8

​​1​​ 3

35.

1

14.

2 ​​ ​​ 4

_

3 ​​ ​​ 2

2 ​​ ​​ 3

36.

15.

1 ​​ ​​ 2

_

4 ​​ ​​ 6

1 ​​ ​​ 4

37.

2

_6​​ ​​

16.

2 ​​ ​​ 4

2 ​​ ​​ 4

_

38.

_

3

17.

1 ​​ ​​ 8

_

6 ​​ ​​ 2

​​1​​ 6

39.

​​__​​

3

18.

2 ​​ ​​ 8

_

10 3

​​2​​ 6

40.

12 ​​__ ​​

12 __ ​​ ​​

19.

1 ​​ ​​ 3

1 ​​ ​​ 8

_

41.

2

20.

2 ​​ ​​ 3

_

​​12​​ 6

2 ​​ ​​ 8

42.

21.

6 ​​ ​​ 6

_

20 ​​ ​​ 8

3 ​​ ​​ 3

43.

4

23 __ ​​ ​​

3 6

​​_​​ 3 4

44.

​​__​​

5

1.

1 fourth

1 half

23.

2.

​​1​​ 4

1 ​​ ​​ 2

_

3.

1 sixth

4.

22.

_

_ _ _ _ _

_

_ _ _ _ _ _ _ _ _

​​_​​

154

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© Great Minds PBC •

4 ​​ ​​ 4

0 3 3 8

0 6

8

5 6

_

_

6

__ 50 8

2

0 2

_ 3 ​​ ​​ 3 3 3

0 4

_ _ 4 ​​ ​​ 6 6 6 8

_ 7 ​​ ​​ 8

_1​​ ​​ 2

3

_ _4​​ ​​ 3

4

4

__ 3 6

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ Sprint ▸ Compare Fractions

B

Number Correct: Improvement:

Write >, =, or <.

1.

_

​​4_​​

_

​​_​​

1 half

1 fourth

23.

2

_1​​ ​​

2 ​​ ​​ 2

4

24.

0 ​​ ​​ 2

4

2.

​​_1​​

3.

1 third

1 sixth

25.

3 ​​ ​​ 3

_

3 ​​ ​​ 8

3 ​​ ​​ 3

1

_

0 3

_

4.

​​_1​​ 3

1 ​​ ​​ 6

_

26.

5.

1 fourth

1 third

27.

_0​​ ​​

​​_​​

4

_1​​ ​​ 3

28.

_3​​ ​​

1

29.

4 ​​ ​​ 6

_

_4​​ ​​

6 ​​ ​​ 6

_

1

4

6.

​​_1​​

7.

1 sixth

1 sixth

8.

​​1​​ 6

​​1​​ 6

_

30.

9.

1 eighth

1 fourth

31.

_5​​ ​​

8

1 ​​ ​​ 4

_

32.

2

_1​​ ​​

7 ​​ ​​ 8

3

33.

_2​​ ​​

1 ​​ ​​ 2

3

_

10.

​​1_​​

11.

_1​​ ​​

12.

​​_2​​

13.

​​_1​​

14.

_2​​ ​​

15.

​​_1​​

16.

_2​​ ​​

17.

​​1_​​

18.

​​_2​​

19.

​​1​​ 8 8

4

8

0 6

8

_ 5 ​​ ​​ 6

_

1

_

_1​​ ​​

34.

_1​​ ​​

_1​​ ​​

_1​​ ​​ 4

35.

_3​​ ​​

1

3

2 ​​ ​​ 4

_

36.

_4​​ ​​

_4​​ ​​

4

1 ​​ ​​ 2

_

37.

_6​​ ​​

2

​​2_​​ 4

38.

3

​​_​​

6

1 ​​ ​​ 8

_

39.

3

6

_2​​ ​​ 8

40.

12 ​​__ ​​

10 ​​ ​​ 3

1 ​​ ​​ 3

_

41.

_2​​ ​​

​​12​​ 6

3

42.

3

​​_​​ 6 6

43.

​​__​​

3 ​​ ​​ 6

_

44.

5

2 3

4

_

20.

_2​​ ​​

21.

​​_​​

22.

_3​​ ​​

3 3 4

156

EM2_0306SE_C_L16_removable_fluency_sprint_compare_fractions.indd 156

© Great Minds PBC •

3 2 3 4

4

__

23 6

6 8

6

6 2

__ 12 __ ​​ ​​ 6

2

__ 20 ​​ ​​ 8

4

__

50 ​​ ​​ 8

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11/16/2021 10:19:51 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 16

16

Name

Find the perimeter of each polygon.

1.

Equation to find perimeter:

4 cm 7 cm

7 cm

Perimeter:

cm

14 cm

Equation to find perimeter:

2.

5 yd

3 yd

2 yd 5 yd

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EM2_0306SE_C_L16_problem_set.indd 157

Perimeter:

yd

3 yd

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 16

Label the unknown side lengths of each polygon. Then find the perimeter.

Equation to find perimeter:

3. Rectangle

5 cm

Perimeter:

cm

3 cm

Equation to find perimeter:

4. Regular triangle

Perimeter:

in

7 in

158

PROBLEM SET

EM2_0306SE_C_L16_problem_set.indd 158

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 16

5. Square

Equation to find perimeter: Perimeter:

m

6m

Equation to find perimeter:

6. Regular pentagon

Perimeter:

yd

8 yd

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PROBLEM SET

159

11/15/2021 1:53:57 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 16

7. Gabe measures and labels the side lengths of a polygon, as shown.

7 cm 3 cm

2 cm

3 cm

4 cm

a. What is the perimeter of the polygon?

b. What is the name of this polygon? How do you know?

8. Mr. Davis asks his class to find the perimeter of the following rectangle.

9 cm 6 cm

6 cm 9 cm

Zara and Pablo use different strategies to find the perimeter.

Zara’s Strategy

Pablo’s Strategy

Equation to find perimeter:

Equation to find perimeter:

Perimeter: 30 cm

Perimeter: 30 cm

9 + 9 + 6 + 6 = 30

160

PROBLEM SET

EM2_0306SE_C_L16_problem_set.indd 160

(2 × 9) + (2 × 6) = 18 + 12 = 30

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11/15/2021 1:53:58 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 16

a. Explain why Pablo can multiply and add to find the perimeter of the rectangle.

b. Would Pablo’s strategy work for this polygon? How do you know?

3 cm 7 cm 4 cm 6 cm

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PROBLEM SET

161

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 16

16

Name

Find the perimeter of each polygon.

1. Pentagon

Equation to find perimeter:

4 in 2 in

Perimeter:

in

3 in 2 in 4 in

2. Regular hexagon

Equation to find perimeter:

6 cm

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Perimeter:

cm

163

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 17 ▸ Small Grid Paper

4 3

3

5

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165

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 17

17

Name

1. Complete the table for rectangles with an area of 12 square units.

Length (units)

Width (units)

Area (square units)

Perimeter (units)

2. Complete the table for rectangles with an area of 18 square units.

Length (units)

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Width (units)

Area (square units)

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Perimeter (units)

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 17

3. Complete the table for rectangles with an area of 36 square units.

Length (units)

168

LESSON

EM2_0306SE_C_L17_classwork.indd 168

Width (units)

Area (square units)

Perimeter (units)

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EM2_0306SE_C_L17_problem_set.indd 169

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units

square units

units

Perimeter:

Equation to find perimeter:

Area:

Equation to find area:

Perimeter:

Equation to find perimeter:

Area:

Equation to find area:

Perimeter:

Equation to find perimeter:

square units

Name

b. What do you notice about the perimeters of the three rectangles?

a. What do you notice about the areas of the three rectangles?

Rectangle 3

Rectangle 2

Rectangle 1

Area:

Equation to find area:

1. Draw and shade three different rectangles that each have an area of 24 square units. Show how to find the area and perimeter of each rectangle.

EUREKA MATH2 Tennessee Edition 3 ▸ M6 ▸ TC ▸ Lesson 17

17

169

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 17

2. Jayla uses 40 square-inch tiles to make rectangles. The table shows the side lengths of Jayla’s rectangles.

Length (inches)

Width (inches)

1

40

2

20

4

10

5

8

Area (square inches)

Perimeter (inches)

a. Complete the table by finding the area and perimeter of each rectangle. b. What do you notice about the areas of Jayla’s rectangles? c. What do you notice about the perimeters of Jayla’s rectangles?

3. Ivan and Robin each have a rectangular garden. Ivan’s garden is 20 feet long and 5 feet wide.

Robin’s garden measures 10 feet on all sides. a. Find the area and perimeter of Ivan’s garden.

Area: Perimeter: b. Find the area and perimeter of Robin’s garden.

Area: Perimeter: c. Ivan and Robin both want to put fences around their gardens. Who needs less fencing?

How do you know?

170

PROBLEM SET

EM2_0306SE_C_L17_problem_set.indd 170

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11/15/2021 1:57:41 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 17

4. Adam measures the side lengths of rectangle Y as 8 centimeters and 6 centimeters. He finds the area and perimeter of rectangle Y. His work is shown.

8×6

Adam’s Work

48 sq cm

8+6+8+6 28 cm

a. Which parts of Adam’s work show the area of rectangle Y ? How do you know?

b. Which parts of Adam’s work show the perimeter of rectangle Y ? How do you know?

c. Adam draws rectangle Z with side lengths of 24 centimeters and 2 centimeters.

Adam says, “Rectangle Z has the same area as rectangle Y, but the perimeters of the rectangles are different.” Do you agree with Adam? Why?

5. Can Casey draw three squares that have the same area but different perimeters? Explain your thinking.

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PROBLEM SET

171

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11/15/2021 1:57:41 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 17

17

Name

Draw and shade three different rectangles that have an area of 16 square units. Show how to find the area and perimeter of each rectangle.

Equation to find area:

Area:

Rectangle 1

square units

Equation to find perimeter:

Perimeter:

units

Equation to find area:

Area:

Rectangle 2

square units

Equation to find perimeter:

Perimeter:

units

Equation to find area:

Area:

Rectangle 3

Equation to find perimeter:

Perimeter:

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square units

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units

173

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11/15/2021 1:57:25 PM

EUREKA MATH2 Tennessee Edition

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3 ▸ M6 ▸ TC ▸ Lesson 18 ▸ Inch Grid Paper

175

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 18

18

Name

1. Fill in the length and width of each rectangle that has a perimeter of 12 inches.

Perimeter: 12 inches Length (inches)

Width (inches)

Area (square inches)

2. Fill in the length and width of each rectangle that has a perimeter of 14 inches.

Perimeter: 14 inches Length (inches)

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EM2_0306SE_C_L18_classwork.indd 177

Width (inches)

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Area (square inches)

177

11/15/2021 2:01:17 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 18

3. Fill in the length and width of each rectangle that has a perimeter of 18 inches.

Perimeter: 18 inches Length (inches)

Width (inches)

Area (square inches)

4. Fill in the length, width, and area of each rectangle that has a perimeter of 20 inches.

Perimeter: 20 inches Length (inches)

178

LESSON

EM2_0306SE_C_L18_classwork.indd 178

Width (inches)

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Area (square inches)

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EM2_0306SE_C_L18_problem_set.indd 179

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square units

units

square units

units

Perimeter:

Equation to find perimeter:

Area:

Equation to find area:

Perimeter:

Equation to find perimeter:

Area:

Equation to find area:

Perimeter:

Equation to find perimeter:

Area:

=

Name

b. What do you notice about the perimeters of the three rectangles?

a. What do you notice about the areas of the three rectangles?

Rectangle 3

Rectangle 2

Rectangle 1

×

Equation to find area:

1. Draw and shade three different rectangles that each have a perimeter of 24 units. Show how to find the area and perimeter of each rectangle.

EUREKA MATH2 Tennessee Edition 3 ▸ M6 ▸ TC ▸ Lesson 18

18

179

25-Nov-21 10:54:57 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 18

c. Adam draws another rectangle with side lengths of 24 centimeters and 1 centimeter. He says, “My rectangle also has a perimeter of 24 units.” Do you agree with Adam? Why?

2. Amy and Gabe use square-inch tiles to make rectangles. a. Amy’s and Gabe’s rectangles each have a perimeter of 20 inches. Complete the table to show possible side lengths for their rectangles.

Perimeter: 20 inches Length (inches)

Width (inches)

1

9

2 3 6 5 b. Amy finds the area of her rectangle. The area is 24 square inches. What are the side lengths of Amy’s rectangle? How do you know?

c. Gabe makes a square. What is the area of Gabe’s square?

180

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 18

3. Mr. Lopez wants to make a rectangular play yard for his dogs. He has 26 feet of fencing to put around the play yard. a. Draw and label two different rectangles to show what the play yard might look like. Make sure your rectangles each use all 26 feet of fencing.

Equation to find area: Play Yard 1 Area:

Equation to find area: Play Yard 2 Area:

b. Complete the table by finding the area of each play yard. c. Which play yard do you think the dogs would like better? Why?

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 18

18

Name

Draw and shade three different rectangles that each have a perimeter of 16 units. Show how to find the area and perimeter of each rectangle.

Equation to find area: Area:

Rectangle 1

square units

Equation to find perimeter: Perimeter:

units

Equation to find area: Area:

Rectangle 2

square units

Equation to find perimeter: Perimeter:

units

Equation to find area: Area:

Rectangle 3

Equation to find perimeter: Perimeter:

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square units

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units

183

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 19

19

Name

Label the unknown side lengths. Find the perimeter of each shape.

1.

3 cm 2 cm 1 cm 5 cm

2.

5 in

3 in

2 in 2 in

2 in

4m

3.

4m

1m 8m

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 19

19

Name

Each shape is made up of regular polygons. Label all the side lengths. Then find the perimeter of each shape.

1.

4 cm

2.

3 in

Perimeter: Perimeter:

3.

4.

6 ft 5m

Perimeter: Perimeter:

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 19

5. David finds the perimeter of one hexagon in problem 4. Then he multiplies it by 3 to find the total perimeter of the shape. Why doesn’t David’s strategy work to find the total perimeter?

David’s Work

Perime Pe rimete terr of 1 hex hexago gon: n: 6 × 5 m = 30 m Totall perimete Tota perimeter: r: 3 × 30 m = 90 m

6. Oka builds a model of the Pentagon for a social studies project. She makes each outside wall 17 centimeters long. What is the perimeter of Oka’s model Pentagon?

Each shape is made up of rectangles. Label all the side lengths. Then find the perimeter of each shape.

7.

8.

3 cm

5 in

4 cm

1 in

2 cm

1 in

2 cm

Perimeter:

188

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3 in

3 in

Perimeter:

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 19

10.

9.

2m

2 ft

2m 2m

6 ft

4m

2 ft 1m

3 ft

2m 2 ft

7m

Perimeter:

Perimeter:

11. Luke has a square piece of paper with side lengths of 10 inches. a. What is the perimeter of Luke’s piece of paper? b. Luke cuts a rectangle out of one corner of the paper. The rectangle he cuts has side lengths of 4 inches and 3 inches. What is the perimeter of the piece of paper now?

12. A rectangular playground has a perimeter of 50 yards. a. Mia walks 3 laps around the perimeter of the playground. What is the total distance Mia walks? b. The length of the playground is 15 yards. What is the width of the playground?

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PROBLEM SET

189

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TC ▸ Lesson 19

19

Name

Label all the side lengths. Then find the perimeter of the shaded shape.

5m

14 m

6m

12 m

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191

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 20 ▸ Circles A–N

A

B

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 20 ▸ Circles A–N

D C

E

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F

195

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 20 ▸ Circles A–N

G

H

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I

197

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 20 ▸ Circles A–N

J

K

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L

199

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 20 ▸ Circles A–N

M

N

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 20

20

Name

Measure and record the perimeter of each circle to the nearest quarter inch.

Circle

Circle

A

H

B

I

C

J

D

K

E

L

F

M

G

N

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Perimeter (inches)

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Perimeter (inches)

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 20

20

Name

Use a string and a ruler to find the perimeter of each shape to the nearest quarter inch.

2.

1.

Perimeter:

Perimeter:

3. Explain how you used a string and a ruler to find the perimeter of the shapes in problems 1 and 2.

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 20

4. James says, “The perimeter of shape A is 4 _ ​ 3 inches.” Do you agree with him? Why? 4

Shape A

Circle the best tool or tools for finding the perimeter of each shape. Explain your choices.

Shape 5.

Tool

Why?

ruler string

6.

ruler string

7.

ruler string

206

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 20

8. Shen and Deepa use a string and a ruler to find the perimeter of a circle.

5

18

4

19

20 21

3

17

22

23

2

16

24

25

1

26

27

28

Inch

29

30

Shen says, “The perimeter of the circle is about 3 ​ _1 inches.” Deepa says, “The perimeter of the

circle is about 3 _ ​ 1 inches.” Who is correct? Why? 4

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2

PROBLEM SET

207

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 20

20

Name

Find the perimeter of the circle to the nearest quarter inch.

Perimeter:

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209

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 21 ▸ Rounding Cards

52

55

64

71

77

85

99

168

241

304

472

555

603

716

888

957

1243

1085

1679

1802

1855

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EUREKA MATH2 Tennessee Edition

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3 ▸ M6 ▸ TD ▸ Lesson 21 ▸ Blank Fraction Line Plot with Grid

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 21

21

Name

Perimeters of Clocks

Perimeters of Clocks (set A) (feet)

×

2

×

0

3

×

×

×

×

×

×

2

3

4

5

3 3 3

Perimeter (feet)

4 4 5 1. Complete the line plot with the data from the tables for set B and set C. Perimeters of Clocks (set B)

Perimeters of Clocks (set C)

2 ​​_2​​ 1

2 ​​_4​​

3 ​​_2​​ 1

3 ​​_4​​

3 ​​_2​​

4 ​​_4​​

(feet)

1

(feet) 2 3 1

4 ​​_2​​ 1

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 21

21

Name

1. Mrs. Smith’s class collects data about caterpillars. The students measure the lengths of the caterpillars to the nearest quarter inch. Mrs. Smith records the data in a table, as shown.

Lengths of Caterpillars (inches)

2 ​​1_ ​​

2 ​​_1 ​​

2

2 ​​_1 ​​

2 ​​_1 ​​

1 ​​_1 ​​

2 ​​_3 ​​

2 ​​_1 ​​

3

2 ​​_1 ​​

1 ​​_3 ​​

2 ​​_1 ​​

2 ​​_3 ​​

2 ​​1_​​

2

2

2 ​​3_​​

1 ​​3_​​

2 ​​_1 ​​

2 ​​_1 ​​

2

4

2

2

4

4

4

4 4

2

2

4 4

2

4

2

a. Use the data in the table to complete the line plot.

Title:

0

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1

12

3

14

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2

1

24

3

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 21

b. What is the most frequent caterpillar length?

c. How many caterpillars were measured? d. How many caterpillars were at least 2 inches long? e. How many caterpillars were more than 2 ​​ _1 ​​ inches long?

2

Ray measures the length of a caterpillar. He says, “The caterpillar is 2 ​​ _6 ​​ inches long.” Where 8

should Ray plot the length of the caterpillar on the line plot? How do you know?

2

3

24

25

1

26

27

28

Inch

23

f.

29

30

2. Mrs. Smith’s students want to compare their data with another class’s data. Should they use the table or the line plot to compare the data? Explain your answer.

218

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 21

21

Name

Scientists collect data about mice. They measure the lengths of the mice to the nearest quarter inch and record the data in a table, as shown.

Lengths of Mice (inches)

3 ​​ _1 ​​

3

3 ​​ _1 ​​

3 ​​_3 ​​

4

3 ​​_3 ​​

3

4 ​​ _1 ​​

4 ​​ _1 ​​

3 ​​_3 ​​

4

4 ​​ _1 ​​

4

4 ​​ _1 ​​

4

4

4

4

4

2

4

2

4

4

Use the data in the table to complete the line plot.

Title:

0

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3

3

1 4

3

1 2

3

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3 4

4

4

1 4

4

1 2

4

3 4

5

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3 ▸ M6 ▸ TD ▸ Lesson 22 ▸ Blank Line Plot

0

EUREKA MATH2 Tennessee Edition

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 22

22

Name

Carla grows beans for the science fair. She measures the lengths of the bean pods to the nearest quarter inch. Carla records the data in a table.

Lengths of Bean Pods (inches)

5 ​​3_4 ​​

6

6 ​​1_4 ​​

5 ​​1_2 ​​

6 ​​3_4 ​​

6 ​​_24 ​​

6 ​​_34 ​​

7

6 ​​41_ ​​

6 ​​1_2 ​​

6 ​​_14 ​​

5

5 ​​_34 ​​

6

6 ​​1_4 ​​

6

5 ​​1_4 ​​

6 ​​41_ ​​

6 ​​2_4 ​​

6

a. Create a line plot to represent Carla’s data.

0

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 22

b. Explain how you determined the scale for your line plot.

c. How many bean pods did Carla measure? How do you know?

d. What is the most frequent bean pod length?

e. How many bean pods are less than 6 inches long?

f.

How many bean pods are 6 ​​ _1 ​​ inches long or 6 ​​ _1 ​​ inches long?

4

2

g. Carla says, “Most of the bean pods are 6 to 6 ​​ _1 ​​ inches long.” Do you agree with Carla? Why? 2

h. Carla’s brother finds another bean pod. He measures the bean pod and says, “This bean pod is 11 ​​ _3 ​​ inches long.” Based on Carla’s data, is her brother’s measurement reasonable? Why? 4

224

PROBLEM SET

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11/15/2021 2:21:41 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 22

22

Name

Liz and her friends go fishing. They measure the lengths of the fish they catch to the nearest quarter inch. They record the data in a table.

Lengths of Fish (inches)

8

8 ​​_3 ​​

7 ​​1_ ​​

9

7 ​​3_ ​​

8 ​​3_ ​​

9

7 ​​_3 ​​

8 ​​1_ ​​

9

7 ​​1_ ​​

8

8 ​​1_ ​​

8 ​​3_ ​​

8

4 2

4

2

4

2

2 4

4

Create a line plot to represent the data.

0

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225

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ Sprint ▸ Unknown Finish, Start, or Elapsed Time

Sprint Find the unknown finish, start, or elapsed time.

1.

2.

3.

3:30 p.m. ⟶ ? + 1 hr

? ⟶ 6:15 p.m. + 1 hr

9:00 p.m. ⟶ 9:10 p.m.

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+?

p.m. p.m. min

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ Sprint ▸ Unknown Finish, Start, or Elapsed Time

A

Number Correct:

Find the unknown finish, start, or elapsed time.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

2:00 p.m. ⟶ ? + 1 hr

2:30 p.m. ⟶ ? + 1 hr

4:15 p.m. ⟶ ? + 2 hr

? ⟶ 4:00 p.m. + 1 hr

? ⟶ 4:30 p.m. + 1 hr

? ⟶ 7:15 p.m. + 2 hr

4:00 p.m. ⟶ 5:00 p.m. +?

4:30 p.m. ⟶ 5:30 p.m. +?

6:15 p.m. ⟶ 8:15 p.m. +?

2:00 p.m. ⟶ ? + 10 min

3:30 p.m. ⟶? + 20 min

4:05 p.m. ⟶ ? + 15 min

? ⟶ 5:10 p.m. + 10 min

? ⟶6:50 p.m. + 20 min

? ⟶ 7:20 p.m. + 15 min

8:00 p.m. ⟶ 8:10 p.m. +?

9:30 p.m. ⟶ 9:50 p.m. +?

10:05 p.m. ⟶ 10:20 p.m. +?

10:15 p.m. ⟶ 10:45 p.m. +?

p.m.

20.

p.m.

21.

p.m.

22.

p.m.

23.

p.m.

24.

p.m.

25.

hr

26.

hr

27.

hr

28.

p.m.

29.

p.m.

30.

p.m.

31.

p.m.

32.

p.m.

33.

p.m.

34.

min

35.

min

36.

min

37.

min

38.

228

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3:00 p.m. ⟶ ? + 5 min

p.m.

3:30 p.m. ⟶ ? + 18 min

p.m.

4:15 p.m. ⟶ ? + 24 min

p.m.

? ⟶ 5:05 p.m. + 5 min

p.m.

? ⟶ 5:48 p.m. + 18 min

p.m.

? ⟶6:39 p.m. + 24 min

p.m.

7:00 p.m. ⟶7:05 p.m. +?

min

7:30 p.m. ⟶ 7:48 p.m. +?

min

8:15 p.m. ⟶ 8:39 p.m. +?

min

3:00 p.m. ⟶ ? + 1 hr

p.m.

3:00 p.m. ⟶ ? + 2 hr

p.m.

8:25 p.m. ⟶ ? + 15 min

p.m.

8:24 p.m. ⟶ ? + 1 hr 35 min

p.m.

? ⟶ 9:40 p.m. + 16 min

p.m.

? ⟶ 10:59 p.m. + 1 hr 36 min

p.m.

? ⟶ 11:58 p.m. + 1 hr 46 min

p.m.

10:23 p.m. ⟶ 10:40 p.m. +?

10:22 p.m. ⟶ 11:59 p.m. +?

11:11 p.m. ⟶ 12:58 a.m.

© Great Minds PBC •

+?

min hr

min

hr

min

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.

11/16/2021 10:09:56 AM

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3 ▸ M6 ▸ Sprint ▸ Unknown Finish, Start, or Elapsed Time

B

Number Correct: Improvement:

Find the unknown finish, start, or elapsed time.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

1:00 p.m. ⟶ ? + 1 hr

1:30 p.m. ⟶ ? + 1 hr

3:15 p.m. ⟶ ? + 2 hr

? ⟶ 3:00 p.m. + 1 hr

? ⟶ 3:30 p.m. + 1 hr

? ⟶ 6:15 p.m. + 2 hr

3:00 p.m. ⟶ 4:00 p.m. +?

3:30 p.m. ⟶ 4:30 p.m. +?

5:15 p.m. ⟶ 7:15 p.m. +?

1:00 p.m. ⟶ ? + 10 min

2:30 p.m. ⟶ ? + 20 min

3:05 p.m. ⟶ ? + 15 min

? ⟶ 4:10 p.m. + 10 min

? ⟶ 5:50 p.m. + 20 min

? ⟶ 6:20 p.m. + 15 min

7:00 p.m. ⟶ 7:10 p.m. +?

8:30 p.m. ⟶ 8:50 p.m. +?

9:05 p.m. ⟶ 9:20 p.m. +?

9:15 p.m. ⟶ 9:45 p.m. +?

p.m.

20.

p.m.

21.

p.m.

22.

p.m.

23.

p.m.

24.

p.m.

25.

hr

26.

hr

27.

hr

28.

p.m.

29.

p.m.

30.

p.m.

31.

p.m.

32.

p.m.

33.

p.m.

34.

min

35.

min

36.

min

37.

min

38.

230

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2:00 p.m. ⟶ ? + 5 min

p.m.

2:30 p.m. ⟶ ? + 18 min

p.m.

3:15 p.m. ⟶ ? + 24 min

p.m.

? ⟶ 4:05 p.m. + 5 min

p.m.

? ⟶ 4:48 p.m. + 18 min

p.m.

? ⟶ 5:39 p.m. + 24 min

p.m.

6:00 p.m. ⟶ 6:05 p.m. +?

min

6:30 p.m. ⟶ 6:48 p.m. +?

min

7:15 p.m. ⟶ 7:39 p.m. +?

min

2:00 p.m. ⟶ ? + 1 hr

p.m.

2:00 p.m. ⟶ ? + 2 hr

p.m.

7:25 p.m. ⟶ ? + 15 min

p.m.

7:24 p.m. ⟶ ? + 1 hr 35 min

p.m.

? ⟶ 8:40 p.m. + 16 min

p.m.

? ⟶ 9:59 p.m. + 1 hr 36 min

p.m.

? ⟶ 10:58 p.m. + 1 hr 46 min

p.m.

9:23 p.m. ⟶ 9:40 p.m. +?

9:22 p.m. ⟶ 10:59 p.m. +?

10:11 p.m. ⟶ 11:58 p.m.

© Great Minds PBC •

+?

min hr

min

hr

min

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.

11/16/2021 10:09:57 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 23

23

Name

1. People visiting the zoo voted for their favorite bird. The table shows the number of votes for each bird. Use the clues in parts (a) and (b) to find each unknown. Complete the table.

Favorite Bird

Number of Votes

Penguin

p

Owl

150

Flamingo

300

Stork

100

Duck

d

a. The number of votes for duck is equal to the difference between the number of votes for flamingo and the number of votes for stork. How many zoo visitors voted for duck?

b. The number of votes for penguin is equal to 100 more than the number of votes for owl and the number of votes for stork combined. How many zoo visitors voted for penguin?

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231

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 23

2. Complete the tally chart to represent the number of students who vote for each color.

Favorite Color

Number of Students

Green Yellow Red Blue Orange

3. Use the tally chart in problem 2 to complete the scaled picture graph.

Green Yellow

Color

Red Blue Orange

Each

232

LESSON

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represents

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.

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11/15/2021 2:25:04 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 23

23

Name

1. Third grade students at Oak Street School voted for their favorite recess activity.

The scaled picture graph represents the data.

Favorite Recess Activities of Third Graders at Oak Street School

Swing

Kickball

Tag

Jump Rope

Activity Each

represents 10 students.

a. How many third graders voted?

b. How many more students voted for kickball than jump rope?

c. Eva says, “Two students voted to swing.” Do you agree with Eva? Why?

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233

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 23

d. Complete the equation to find the total number of students who voted for tag.

(

× 10) +

=

e. How would the same data look on a scaled picture graph where each instead of 10?

represents 5 students

2. Miss Wong surveys her students about their favorite fruit. The tally chart shows the survey results.

Favorite Fruits of Miss Wong’s Students Fruit

Number of Students

Apple Banana Pear Orange Mango

234

PROBLEM SET

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11/15/2021 2:25:20 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 23

a. Use the data in the tally chart to complete the scaled picture graph.

Title: Apple Banana

Fruit

Pear Orange Mango

Each

represents 2 students.

b. How many students voted?

c. How many more students voted for mango than pear?

d. How many more students voted for apple than for pear and orange combined?

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PROBLEM SET

235

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 23

e. Liz draws

to represent the number of students who voted for orange.

What mistake did Liz make?

f.

What are the 3 most popular fruits in Miss Wong’s class? How do you know?

g. Would it make sense to show the same data on a scaled picture graph where each 5 students instead of 2 students? Why?

represents

h. Compare the tally chart and the scaled picture graph. How are they the same? How are they different?

236

PROBLEM SET

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11/15/2021 2:25:20 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 23

23

Name

The students in Miss Wong’s class voted for their favorite sport. The scaled picture graph represents the data.

Favorite Sports of Third Grade Students in Miss Wong’s Class

Football

Soccer

Tennis

Hockey

Sport Each

represents 3 students.

a. The same number of students chose as their favorite sport.

as chose

b. How many students chose tennis as their favorite sport? c. How many more students chose soccer than tennis? d. How many total students were surveyed?

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students students

students

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1 0

0

=

1

3 ▸ M6 ▸ TD ▸ Lesson 24 ▸ Three Number Lines: Set 1

0

1

EUREKA MATH2 Tennessee Edition

© Great Minds PBC •

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239

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EUREKA MATH2 Tennessee Edition

Each

© Great Minds PBC •

3 ▸ M6 ▸ TD ▸ Lesson 24 ▸ Scaled Picture and Scaled Bar Graphs

represents

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.

241

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EUREKA MATH2 Tennessee Edition

Each

© Great Minds PBC •

3 ▸ M6 ▸ TD ▸ Lesson 24 ▸ Scaled Picture and Scaled Bar Graphs

represents

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.

243

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EUREKA MATH2 Tennessee Edition

© Great Minds PBC •

3 ▸ M6 ▸ TD ▸ Lesson 24 ▸ Scaled Picture and Scaled Bar Graphs

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245

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© Great Minds PBC •

3 ▸ M6 ▸ TD ▸ Lesson 24 ▸ Scaled Picture and Scaled Bar Graphs

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.

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 24

24

Name

Andrew made a scaled bar graph showing the types of books students in his class read this year.

Books Read by Andrew’s Class 140 130 120 110 Number of Books

100 90 80 70 60 50 40 30 20 10 0 Fiction

Poetry

Science

History

Sports

Type of Book

© Great Minds PBC •

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249

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 24

Each

250

LESSON

EM2_0306SE_D_L24_classwork.indd 250

represents

.

© Great Minds PBC •

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11/15/2021 2:29:53 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 24

1. Complete one row in the chart for each graph.

•

Write the title of the graph.

•

Solve the problem.

•

What type of graph did you use to answer the problem, the scaled bar graph or the scaled picture graph?

Title of Graph

Problem

Type of Graph

How many students voted?

How do you know?

How many fewer students than voted for ?

How many more students voted for than and combined?

What are the 3 most popular categories? How do you know?

Write your own problem:

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LESSON

251

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 24

24

Name

Students at East View School voted for a new school mascot. The table shows the number of students who voted for each mascot.

Votes for New School Mascot Mascot

Number of Votes

Tiger

200

Panther

350

Wolf

150

Bear Total: 950

1. Complete the table by finding the number of votes for a bear mascot.

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253

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 24

2. Use the data in the table to create a scaled picture graph.

Votes for New School Mascot

Tiger

Panther

Wolf

Bear

Mascot Each

represents

votes.

a. How did you choose the value that your symbol represents? Explain.

b. Would it make sense for each symbol to represent 1 student? Why?

254

PROBLEM SET

EM2_0306SE_D_L24_problem_set.indd 254

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11/15/2021 2:30:08 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 24

3. Use the same data from the table to complete the scaled bar graph.

Number of Votes

Votes for New School Mascot

Tiger

Panther

Wolf

Bear

Mascot

a. How did you choose a scale for your scaled bar graph? Explain.

b. How is the symbol on your scaled picture graph similar to the scale on your scaled bar graph?

How is it different?

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PROBLEM SET

255

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 24

c. How many more students voted for a panther to be the new mascot than for a wolf?

d. How many fewer students voted for either a wolf or a bear than voted for either a panther or a tiger?

e. Based on the data, which mascot do you think will be chosen? Why?

256

PROBLEM SET

EM2_0306SE_D_L24_problem_set.indd 256

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11/15/2021 2:30:08 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 24

24

Name

Mr. Endo’s science class goes bird watching. The scaled picture graph shows the number of birds of each color they see.

Number of Birds Observed

Black

Blue

Red

Yellow

Color Each

represents 6 birds.

a. How many fewer blue birds did Mr. Endo’s class see than yellow birds? fewer birds b. Mrs. Smith’s science class saw 89 birds. How many more birds did Mr. Endo’s class see than Mrs. Smith’s class? more birds © Great Minds PBC •

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257

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 25 ▸ Addition and Subtraction Cards

+ +

+ 00

+

0+

−

0+

−

0−

0

0

00−

− −

0

0

1

2

3

4

5

6

7

8

9

2

3

4

5

6

7

© Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

3 ▸ M6 ▸ TD ▸ Lesson 25

25

Name

1. What is something you did today that you could not do before third grade?

2. Which activity was the most challenging for you today? What might you do to get better at it?

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261

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EUREKA MATH2 Tennessee Edition

3 ▸ M6

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, Paul Klee, 1879–1940, Farbtafel “qu 1” (Colour Table “Qu 1”), 1930, 71. Pastel on coloured paste on paper on cardboard, 37.3 x 46.8 cm. Kunstmuseum Basel, Kupferstichkabinett, Schenkung der Klee-Gesellschaft, Bern. © 2020 Artists Rights Society (ARS), New York.; page 141, (from top), Jason Finn/Shutterstock.com, (composite image) NataLT/Shutterstock.com, Creative Travel Projects/ Shutterstock.com, Dzha33/Shutterstock.com; page 207, Picsfive/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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263

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3 ▸ M6

Acknowledgments Kelly Alsup, Leslie S. Arceneaux, Lisa Babcock, Christine Bell, Dawn Burns, Cathy Caldwell, Karla Childs, Mary Christensen-Cooper, Cheri DeBusk, Jill Diniz, Christina Ducoing, Melissa Elias, Janice Fan, Scott Farrar, Gail Fiddyment, Krysta Gibbs, Julie Grove, Jodi Hale, Karen Hall, Eddie Hampton, Tiffany Hill, Robert Hollister, Rachel Hylton, Travis Jones, Jennifer Koepp Neeley, Liz Krisher, Courtney Lowe, Bobbe Maier, Ben McCarty, Maureen McNamara Jones, Cristina Metcalf, Melissa Mink, Richard Monke, Bruce Myers, Marya Myers, Geoff Patterson, Victoria Peacock, Marlene Pineda, DesLey V. Plaisance, Elizabeth Re, Meri Robie-Craven, Jade Sanders, Deborah Schluben, Colleen Sheeron-Laurie, Jessica Sims, Theresa Streeter, Mary Swanson, James Tanton, Julia Tessler, Saffron VanGalder, Rachael Waltke, 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, Patricia Mickelberry, Ivonne Mercado, Sandra Mercado, Brian Methe, 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

264

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11/15/2021 2:43:06 PM

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?

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11/15/2021 2:43:07 PM

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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11/15/2021 2:43:07 PM

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 Multiplication and Division with Units of 2, 3, 4, 5, and 10 Module 2 Place Value Concepts Through Metric Measurement Module 3 Multiplication and Division with Units of 0, 1, 6, 7, 8, and 9 Module 4 Multiplication and Area Module 5 Fractions as Numbers Module 6 Geometry, Measurement, and Data

What does this painting have to do with math?

Swiss-born artist Paul Klee was interested in using color to express emotion. Here he created a grid, or array, of 35 colorful squares arranged in 5 rows and 7 columns. We will learn how an array helps us understand a larger shape by looking at the smaller shapes inside. Learning more about arrays will help us notice patterns and structure—an important skill for multiplication and division.

On the cover Farbtafel “qu 1,” 1930 Paul Klee, Swiss, 1879–1940 Pastel on paste paint on paper, mounted on cardboard Kunstmuseum Basel, Basel, Switzerland Paul Klee (1879–1940), Farbtafel “qu 1” (Colour Table “Qu 1” ), 1930, 71. Pastel on coloured paste on paper on cardboard, 37.3 x 46.8 cm. Kunstmuseum Basel, Kupferstichkabinett, Schenkung der KleeGesellschaft, Bern. © 2020 Artists Rights Society (ARS), New York.

ISBN 978-1-63898-507-5

9

781638 985075