EM2 Tennessee Learn | Grade K Module 6

K

A Story of Units®

Part–Part–Total LEARN ▸ Module 6 ▸ Place Value Foundations

Student

Talking Tool I Can Share My Thinking

My drawing shows . . . .

I did it this way because . . . .

I think

I Can Agree or Disagree

because . . . .

I agree because . . . .

I disagree because . . . .

I did it a different way. I . . . .

I Can Ask Questions

How did you . . . ?

Why did you . . . ?

Can you explain . . . ?

I Can Say It Again

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

Can you say it another way?

What does this painting have to do with math?

Piet Mondrian reduced his subjects to colorful geometric shapes. In this painting, bold, black horizontal and vertical lines frame the colorful squares and rectangles in red, black, yellow, and more. Do any of the shapes seem similar? Do you notice that the smaller shapes are added together to create bigger shapes? How many shapes do you see in total?

On the cover Composition with Large Red Plane, Yellow, Black, Gray and Blue, 1921 Piet Mondrian, Dutch, 1872–1944 Oil on canvas Kunstmuseum Den Haag, The Hague, Netherlands Piet Mondrian (1872–1944), Composition with Large Red Plane, Yellow, Black, Gray and Blue, 1921.

Oil on canvas. Kunstmuseum Den Haag, The Hague, Netherlands. Image copyright © Kunstmuseum Den Haag. Image credit: Bridgeman Images

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Printed in the USA 1 2 3 4 5 6 7 8 9 10 XXX 25 24 23 22 21 ISBN 978-1-63898-489-4

A Story of Units®

Part–Part–Total ▸ K LEARN

Module

1 2 3 4 5 6

Counting and Cardinality

Two- and Three-Dimensional Shapes

Comparison

Composition and Decomposition

Addition and Subtraction

Place Value Foundations

EUREKA MATH2 Tennessee Edition

K ▸ M6

Contents Place Value Foundations Topic A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Count and Write Teen Numbers

Make sense of word problems involving teen numbers.

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Describe teen numbers as 10 ones and __ ones.

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Find 10 ones in a teen number.

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Write numerals 11–20.

Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Order numerals 0–20.

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Reason about a number’s position in the number sequence.

Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Count out a group of objects to match a numeral.

Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Represent teen number decompositions as 10 ones and some ones and find a hidden part.

Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Investigate different ways to decompose teen numbers.

Topic C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Count to 100 Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Organize, count, and represent a collection of objects.

Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Count by tens.

Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Topic B

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Compose and Decompose Teen Numbers Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Decompose numbers 10–20 with 10 as a part.

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Represent teen number compositions and decompositions as addition sentences.

Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Represent teen number decompositions as subtraction sentences.

2

Count by tens by using math tools.

Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Use the structure of ten to count to 100.

Lesson 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Use patterns in the number sequence to count by ones within 100.

Lesson 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Count within and across decades when counting by ones, Part 1.

Lesson 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Count within and across decades when counting by ones, Part 2.

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EUREKA MATH2 Tennessee Edition

K ▸ M6

Topic D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Compare Lesson 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

This lesson appears only in the Teach book.

Lesson 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Count and compare sets with more than 10 objects.

Lesson 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Compare area by comparing number.

Lesson 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Compare lengths of objects by using 10-sticks and individual cubes.

Lesson 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Organize, count, and represent a collection of objects.

Resources Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . 142

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3

Module 6 Topic A

FAMILY MATH Count and Write Teen Numbers Dear Family,

Students develop an understanding of place value concepts as they count and write numbers 11–19. They discover that to write larger numbers, the digits 0–9 will be reused in different places, which affects the value they represent. Kindergarten students need to master a critical idea about the numbers 11–19: Each number is composed of 10 ones and some more ones.

For example, students learn that in the number 15, the 1 represents a group of ten ones and the 5 represents 5 more ones. This understanding supports students’ learning in future grades, when they use place value to add and subtract larger numbers.

Word We Are Learning Ones

1 0

5

1 05 At-Home Activities Activity Idea 1 Finding Ten Help your child collect 11–20 small items, such as toy cars or pennies. Ask your child to count how many. Once they’ve found the total, invite them to find a group of 10. For example, “You counted 15 beans. Can you find a group of 10?”

For an additional challenge, ask your child to count again the Say Ten way.

Activity Idea 2 Show My Number Cut out the attached numeral cards and gather a set of 20 small items. Invite your child to select a card and use the items to make a group to match the number on the card. For each round, challenge them to add or subtract items to match the new card. If your child needs additional support, invite them to create a group of 10 first.

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5

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA

The Challenge of Teen Numbers The English words for numbers 11–19 make it challenging to understand that there are 10 ones in the number. It can often lead to students reversing digits when writing numerals.

For example, fourteen and 14. As they hear “fourteen” they may assume that the four comes first when writing.

Students practice Say Ten counting to highlight the ten inside the numbers 11–19. Say Ten counting refers to 11 as ten 1,12 as ten 2, 13 as ten 3, and so on. For now, 20 is ten 10 the Say Ten way, as students are focused on teen numbers as 10 ones and some more ones. In first grade, students will begin to count twenty as 2 ten.

Ten 1

Other languages provide comparisons that support young students when learning to count.

The Chinese language highlights the 10-group formation with a counting sequence that translates to ten 1 and ten 2, like Say Ten counting. In Spanish, the number sixteen is diez y seis, which translates to 10 and 6. Say Ten counting gives students an additional hint about the place value behind each digit.

6

FA M I LY M AT H ▸ Module 6 ▸ Topic A

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 © Great Minds PBC •

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Module 6 ▸ Topic A ▸

FA M I LY M AT H

7

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 1

1

Name Circle a group of 10. Fill in the blanks.

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ones and

ones

ones and

ones

ones and

ones

ones onesand and

ones ones

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9

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 1

ones and

ones onesand and

ones

ones and

10

PROBLEM SET

ones ones

ones

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EUREKA MATH2 Tennessee Edition

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

K ▸ M6 ▸ TA ▸ Lesson 2 ▸ Number Path to 20

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11

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 3 ▸ Sprint ▸ Add 1 or 0

Sprint Add.

2+1= 8+0=

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13

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 3 ▸ Sprint ▸ Add 1 or 0

A

Number Correct:

Add.

14

3+1=

3+0=

1+3=

0+4=

5+1=

5+0=

1+5=

0+6=

9+1=

3+1+0=

1+9=

3+2+1=

7+1=

5+2+1=

1+7=

6+1=

4+1=

16 + 1 = © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 3 ▸ Sprint ▸ Add 1 or 0

B

Number Correct:

Add.

16

3+1=

3+0=

1+3=

0+4=

5+1=

5+0=

1+5=

0+6=

9+1=

3+1+0=

1+9=

3+2+1=

7+1=

5+2+1=

1+7=

6+1=

4+1=

16 + 1 = © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 3 ▸ Classroom Inventory

Count. Write how many.

Classroom Inventory

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17

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 3 ▸ Classroom Inventory

18

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 3

3

Name Circle a group of 10. Write the number.

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19

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 3

20

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

12 13 14 15 16 17 18 19 20 11

3

4

5

6

7

8

9

10 2 1

glue here

K ▸ M6 ▸ TA ▸ Lesson 4 ▸ Number Path to 20

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21

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 4

4

Name

10

11

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12

13

14

15 16 17 18

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19 20 23

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 4

4

Name Fill in the blank.

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25

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 5 ▸ Sprint ▸ Subtract 1, 0, or All

Sprint Subtract.

8-1= 4-0= 1–1=

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27

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 5 ▸ Sprint ▸ Subtract 1, 0, or All

A

Number Correct:

Subtract.

28

3-1=

3-0=

6-1=

6-0=

10 - 1 =

10 - 0 =

5-1=

5-0=

5-5=

7-0=

2-2=

7-7=

8-8=

7-1=

10 - 10 =

4-1=

3-3=

14 - 1 = © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 5 ▸ Sprint ▸ Subtract 1, 0, or All

B

Number Correct:

Subtract.

30

3-1=

3-0=

6-1=

6-0=

10 - 1 =

10 - 0 =

5-1=

5-0=

5-5=

7-0=

2-2=

7-7=

8-8=

7-1=

10 - 10 =

4-1=

3-3=

14 - 1 = © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 5 ▸ Problem Set Removable

Put the numbers in order.

13 15 12 14 18 © Great Minds PBC •

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31

EUREKA MATH2 Tennessee Edition

11 13 15 14 20 © Great Minds PBC •

K ▸ M6 ▸ TA ▸ Lesson 5 ▸ Problem Set Removable

16 12 17 19 14

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10 14 16 12 11

13 15 13 17 16 33

EUREKA MATH2 Tennessee Edition

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K ▸ M6 ▸ TA ▸ Lesson 6 ▸ Double 10-Frame

35

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 6

6

Name Draw dots and write the number. Use your Hide Zero cards to help.

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37

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TA ▸ Lesson 6

Draw dots to match each number.

19

11

17

Draw to match each number. Circle 10 ones.

12

38

PROBLEM SET

20

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Module 6 Topic B

FAMILY MATH Compose and Decompose Teen Numbers Dear Family,

Students are learning to represent teen numbers by using number bonds and number sentences. The prior work of composing and decomposing expands to include numbers greater than 10. This experience reinforces an understanding of part–total relationships since the numbers 11–19 can be written with 10 as one part and some ones as the other part.

13 is the total. 10 and 3 are the parts.

13 is 10 and 3.

At-Home Activities Activity Idea 1 Number Detective Cut out the attached numeral cards and invite your child to place cards 10 to 20 in order. Turn over every other card and play Number Detective to figure out the missing numbers. Your child can use the numbers facing up to reason about which ones are hidden. If numbers 11 to 20 are too challenging for your child, consider playing with cards 1 to 10 first and then moving on to cards 11 to 20 when your child is ready.

10

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12

14

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16

18

20

39

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB

Activity Idea 2 Number Bond Match Place the numeral cards 11–20 in a pile. Invite your child to select a card and draw a number bond and number sentence to match by using 10 as a part. If needed, they can count household items for additional support.

Problem Solving with Teen Numbers Students are expanding their use of addition and subtraction sentences to represent stories and pictures involving teen numbers. The context allows them to connect real-life situations to abstract representations such as number sentences. For example, “Jane has 13 doughnuts.

She gives 3 to her friend. How many doughnuts are left?” Students can use the picture and number sentence to represent the story.

- = 40

FA M I LY M AT H ▸ Module 6 ▸ Topic B

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB

Solving story problems allows students to return to the following questions about number relationships and number sentences: •

Do you know the parts or the total in this story?

•

How many do they have left? How many do they have altogether? How do you know?

•

Could you use a number bond or number sentence?

As their experience and vocabulary grow, students are able to answer these questions in more depth. Students also develop important mathematical practices such as making sense of problems and persevering to solve them.

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Module 6 ▸ Topic B ▸

FA M I LY M AT H

41

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 © Great Minds PBC •

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Module 6 ▸ Topic B ▸

FA M I LY M AT H

43

K ▸ M6 ▸ TB ▸ Shake Those Disks

7 6 5 4 1

2

3

Shake Those Disks

8

9

10

EUREKA MATH2 Tennessee Edition

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45

EUREKA MATH2 Tennessee Edition

1 © Great Minds PBC •

2

3

K ▸ M6 ▸ TB ▸ Lesson 7 ▸ Number Bond

4

5

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6

7

8

9

10 47

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 7

7

Name Fill in the blanks.

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49

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 7

Fill in the 10-frames to match.

50

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 7

Fill in the rekenrek to match.

Draw objects to match.

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PROBLEM SET

51

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 8

8

Name Fill in the blanks.

+ =

+ = © Great Minds PBC •

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53

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 8

=

+

10

= 54

PROBLEM SET

+ © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 8

=

+

+ = = © Great Minds PBC •

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+ PROBLEM SET

55

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 8

+ = + = = 56

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 9 ▸ Circle Groups of 10

Circle a group of 10 in each picture. If there are fewer than 10, do not circle any.

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57

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 9

9

Name Subtract and fill in the blanks.

- =

- = © Great Minds PBC •

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59

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 9

- =

- = 60

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 9

-

=

Draw a picture and write a number sentence to match.

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PROBLEM SET

61

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 10 ▸ Match: Number Sentences

Match the picture to the number sentence.

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63

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 10 ▸ Match: Number Sentences

64

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EUREKA MATH2 Tennessee Edition

10 + 7 = 17

K ▸ M6 ▸ TB ▸ Lesson 10 ▸ Match: Number Sentences

12 – 10 = 2

10 + 10 = 20 12 – 2 = 10 15 – 5 = 10

11 = 1 + 10

13 – 10 = 3 10 + 8 = 18 © Great Minds PBC •

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65

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 10 ▸ Match: Number Sentences

66

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 11 ▸ Sprint ▸ Add 2 or Add Doubles

Sprint Add.

3+2= 3+3=

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67

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 11 ▸ Sprint ▸ Add 2 or Add Doubles

A

Number Correct:

Add.

68

2+1=

0+0=

1+2=

1+1=

2+2=

5+5=

2+0=

2+2=

3+2=

3+3=

5+2=

4+4=

8+2=

2+1+1=

7+2=

2+2+2=

6+2=

3+3+3= © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 11 ▸ Sprint ▸ Add 2 or Add Doubles

B

Number Correct:

Add.

70

2+1=

0+0=

1+2=

1+1=

2+2=

5+5=

2+0=

2+2=

3+2=

3+3=

5+2=

4+4=

8+2=

2+1+1=

7+2=

2+2+2=

6+2=

3+3+3= © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

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K ▸ M6 ▸ TB ▸ Lesson 11 ▸ Number Bond

71

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 12 ▸ Doughnut Box

Fill the doughnut box. Write the number or number sentence.

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73

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 12 ▸ Doughnut Box

=

74

+

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 12 ▸ Doughnut Box

=

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+

75

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TB ▸ Lesson 12 ▸ Doughnut Box

= 76

+ © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

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K ▸ M6 ▸ TB ▸ Lesson 12 ▸ Doughnut Box

77

EUREKA MATH2 Tennessee Edition

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K ▸ M6 ▸ TB ▸ Lesson 12 ▸ Doughnut Box Cutouts

79

EUREKA MATH2 Tennessee Edition

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K ▸ M6 ▸ TB ▸ Lesson 12 ▸ Doughnut Box Cutouts

81

Module 6 Topic C

FAMILY MATH Count to 100 Dear Family,

Students have mastered the number word list to twenty and are ready to extend the count to 100. They come to recognize patterns they notice in the counting sequence, and draw on these patterns and their place value understanding to count, rather than memorizing each individual number word.

Students make rekenrek bracelets to explore the difference between counting by ones and counting by tens. The individual beads can be counted by ones, and students can count by tens or fives to count the total number of beads on the bracelets.

At-Home Activities Activity Idea 1 Count to 100 Cut out the attached 10-frame cards and gather 10 small household items, such as beans. Begin counting as you move the beans onto the large 10-frame one at a time. Once the card is full, trade the beans for a mini 10-frame card. Invite your child to count from 11 to 20 as you move the beans onto the large 10-frame one at a time. Continue the process of trading for a mini 10-frame card after each group of 10 until they have counted to 100.

Activity Idea 2 Show Me Cut out the attached 10-frame cards and gather 10 small household items, such as beans or pennies. Say a number and invite your child to show that number by using the cards and beans. For example, “Use your cards and beans to show me the number 52.” (See the example.)

Continue playing the game by providing additional numbers.

Consider changing roles and allowing your child to select the number and then counting to make sure you showed the correct number.

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83

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TC

Meaningful Counting At first, students may think of counting as a long list of words to be memorized. However, as they learn to count to 100, they shift their focus to making meaning through pattern and structure. Through examination of math tools, students find that every time they make a new group of 10, they hear a number said when counting by tens: 10, 20, 30, 40 ….

Between each of those decade words (twenty, thirty, forty) is a steady pattern in the ones place: numbers one through nine. Students rely on and extend their place value understanding, noticing that the number words after twenty can be formed by pairing a decade word with a number word one through nine.

84

FA M I LY M AT H ▸ Module 6 ▸ Topic C

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EUREKA MATH2 Tennessee Edition

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K ▸ M6 ▸ TC

Module 6 ▸ Topic C ▸

FA M I LY M AT H

85

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TC ▸ Lesson 13 ▸ Recording Sheet

Name Draw your collection to show how you counted.

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87

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TC ▸ Lesson 14 ▸ Sprint ▸ 5 + n

Sprint Write the total.

5+3

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89

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TC ▸ Lesson 14 ▸ Sprint ▸ 5 + n

A

Number Correct:

Write the total.

5+2 5+5 5+3 2+5 4+5 90

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TC ▸ Lesson 14 ▸ Sprint ▸ 5 + n

B

Number Correct:

Write the total.

5+2 5+5 5+3 2+5 4+5 92

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TC ▸ Lesson 14

14

Name Count by tens. Write the total.

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93

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TC ▸ Lesson 14

94

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

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K ▸ M6 ▸ TC ▸ Lesson 15 ▸ Two-Hands Mat

95

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TC ▸ Lesson 15

15

Name Count and fill in the blank.

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97

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TC ▸ Lesson 15

Draw more to show the number.

23 27

34

37

98

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

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K ▸ M6 ▸ TC ▸ Lesson 16 ▸ Rekenrek Paper

99

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TC ▸ Lesson 17 ▸ Problem Set Removable

Put the numbers in order.

10 20 30 40 50 © Great Minds PBC •

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101

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TC ▸ Lesson 17 ▸ Problem Set Removable

8 42 11 52 49 19 51 22 28 38 31 48 29 39 12 41 21 9 32 18 © Great Minds PBC •

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103

EUREKA MATH2 Tennessee Edition

1

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K ▸ M6 ▸ TC ▸ Lesson 17 ▸ Problem Set Removable

10

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105

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TC ▸ Lesson 18 ▸ Sprint ▸ Subtraction with 5 as a Part

Sprint Write how many are left.

6-1

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107

K ▸ M6 ▸ TC ▸ Lesson 18 ▸ Sprint ▸ Subtraction with 5 as a Part

A

EUREKA MATH2 Tennessee Edition

Number Correct:

Write how many are left.

10 - 5 7-5 9-4 8-5 7-2 108

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K ▸ M6 ▸ TC ▸ Lesson 18 ▸ Sprint ▸ Subtraction with 5 as a Part

B

EUREKA MATH2 Tennessee Edition

Number Correct:

Write how many are left.

10 - 5 7-5 9-4 8-5 7-2 110

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TC ▸ Lesson 18 ▸ Problem Set Removable

Put the numbers in order.

19 29 39 49 59 © Great Minds PBC •

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111

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TC ▸ Lesson 18 ▸ Problem Set Removable

17 51 27 21 41 37 57 31 30 58 60 48 38 47 28 61 18 50 40 20 © Great Minds PBC •

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113

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TC ▸ Lesson 19 ▸ Problem Set Removable

Put the numbers in order.

39 40 42 50 52 © Great Minds PBC •

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115

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TC ▸ Lesson 19 ▸ Problem Set Removable

40 49 37 40 51 39 50 52 38 43 41 53 54 44 41 51 41 38 42 48 © Great Minds PBC •

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117

Module 6 Topic D

FAMILY MATH Compare Dear Family,

Students conclude the year by applying previously learned comparison strategies to situations involving larger numbers. Students compare sets and numbers greater than 10 by using comparison strategies like matching, counting, or by using a tool. Students begin to notice that some of their comparison strategies are not as efficient when they are working with larger numbers. This will set the stage for comparing teen numbers by decomposing into 10 and some ones and using the ones to compare.

10 4

14 is 10 and 4. 12 is 10 and 2. Because both numbers have 10 as a part, students can focus on the easier comparison of the other parts, 4 and 2.

10 2 At-Home Activities Activity Idea 1 Compare Totals For this partner game, cut out the attached cards and give each player a 10-card. Place the dot cards in a pile. Each player takes turns drawing a dot card and putting it next to their 10-card to find the total. The player with the greater total wins the round and collects both dot cards. If the totals are equal, each player draws another dot card and adds it to their total.

Activity Idea 2 Mystery Numbers Invite your child to play Mystery Numbers by saying, “I have a mystery number. I’m going to give you three clues to figure out what my mystery number is.” Give each clue like the following examples one at a time to allow your child to narrow down what the mystery number could be until the last clue: Clue 1: My mystery number is less than 8.

Clue 2: My mystery number is greater than 6.

Clue 3: My mystery number is the total of all the sides of a triangle and a square.

If your child is ready, try a mystery number greater than 10. © Great Minds PBC •

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119

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TD

Measurement and Number Students compare numbers, objects, and sets in a variety of contexts. Measurement provides real-world application and the chance to explore future grade-level concepts such as area.

Students develop an intuitive understanding of area by talking about the amount of space a shape takes up. Students can compare how much space two shapes take up by covering them with cubes.

Once students have covered the shapes, they compare the number of cubes each shape needed. Students can use a variety of strategies, such as lining up the cubes as sticks, making 5-groups, or counting. Students also discover that different shapes can have the same area.

120

FA M I LY M AT H ▸ Module 6 ▸ Topic D

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TD

10 10

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Module 6 ▸ Topic D ▸

FA M I LY M AT H

121

EUREKA MATH2 Tennessee Edition

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K ▸ M6 ▸ TD

Module 6 ▸ Topic D ▸

FA M I LY M AT H

123

EUREKA MATH2 Tennessee Edition

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K ▸ M6 ▸ TD ▸ Lesson 21 ▸ Double 10-Frame

125

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TD ▸ Lesson 21 ▸ Sunflower Quilting Bee

Count. Write how many.

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127

EUREKA MATH2 Tennessee Edition

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K ▸ M6 ▸ TD ▸ Lesson 22 ▸ Red and Blue Shapes

129

EUREKA MATH2 Tennessee Edition

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K ▸ M6 ▸ TD ▸ Lesson 22 ▸ Yellow and Blue Shapes

131

EUREKA MATH2 Tennessee Edition

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K ▸ M6 ▸ TD ▸ Lesson 22 ▸ Purple and Green Shapes

133

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TD ▸ Lesson 22

22

Name Count the square units. Write how many. Circle the shape that takes up more space.

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135

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TD ▸ Lesson 22

136

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TD ▸ Lesson 23 ▸ Number Bond Dash: Partners to 10

Number Bond Dash: Partners to 10 Complete the number bonds.

5 5 10

9 1 10

8 2 3 7 4 6 10 10 10

5

3

7

10

10 5

10

6 10

6

10

10 9

3

8

10

10

10

10

10

8 1

5 4

4 4

1 1

1 2

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137

EUREKA MATH2 Tennessee Edition

K ▸ M6 ▸ TD ▸ Lesson 24 ▸ Recording Sheet

Draw your collection to show how you counted.

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139

EUREKA MATH2 Tennessee Edition

K ▸ 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.

Cover, Piet Mondrian (1872–1944), Composition with Large Red Plane, Yellow, Black, Gray and Blue, 1921. Oil on canvas. Kunstmuseum Den Haag, The Hague, Netherlands. Image copyright ©Kunstmuseum Den Haag. Image credit: Bridgeman Images; page 127, Faith Ringgold, The Sunflower Quilting Bee at Arles, 1996. Philadelphia Museum of Art, Philadelphia, PA, USA. Gift of Anne d’Harnoncourt, 1996/Bridgeman Images. © 2021 Faith Ringgold/Artists Rights Society (ARS), New York, Courtesy ACA Galleries, New York; 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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141

EUREKA MATH2 Tennessee Edition

K ▸ M6

Acknowledgments Leslie S. Arceneaux Beth Barnes, Christine Bell, Lauren Brown Dawn Burns, Karla Childs, Dr. Hazel Coltharp Mary Christensen-Cooper, Cheri DeBusk, Stephanie DeGiulio, Jill Diniz, Brittany DuPont, Melissa Elias Lacy Endo-Peery, Krysta Gibbs, Melanie Gutierrez, Eddie Hampton, Rachel Hylton, Travis Jones, Kelly Kagamas Tomkies, Amanda Kaplan, Jennifer Koepp Neeley Liz Krisher, Courtney Lowe Ben McCarty, Kate McGill Austin, Cristina Metcalf, Ashley Meyer, Melissa Mink, Katie Moore, Bruce Myers, Marya Myers, Maximilian Peiler-Burrows, Shelley Petre, Carolyn Potts John Reynolds, Meri Robie-Craven, Robyn Sorenson, Julie Stoehr, Mary Swanson James Tanton, Julia Tessler, Philippa Walker Trevor Barnes, Brianna Bemel, Lisa Buckley, Adam Cardais, Christina Cooper, Natasha Curtis, Jessica Dahl, Brandon Dawley, Delsena Draper, Sandy Engelman, Tamara Estrada, Soudea Forbes, Jen Forbus, Reba Frederics, Liz Gabbard, Diana Ghazzawi, Lisa Giddens-White, Laurie Gonsoulin, Nathan Hall, Cassie Hart, Marcela Hernandez, Rachel Hirsh, Abbi Hoerst, Libby Howard, Amy Kanjuka, Ashley Kelley, Lisa King, Sarah Kopec, Drew Krepp, Crystal Love, Maya Márquez, Siena Mazero, Cindy Medici, Ivonne Mercado, Sandra Mercado, Brian Methe, Patricia Mickelberry, Mary-Lise Nazaire, Corinne Newbegin, Max Oosterbaan, Tamara Otto, Christine Palmtag, Andy Peterson, Lizette Porras, Karen Rollhauser, Neela Roy, Gina Schenck, Amy Schoon, Aaron Shields, Leigh Sterten, Mary Sudul, Lisa Sweeney, Samuel Weyand, Dave White, Charmaine Whitman, Nicole Williams, Glenda Wisenburn-Burke, Howard Yaffe

142

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Talking Tool I Can Share My Thinking

My drawing shows . . . .

I did it this way because . . . .

I think

I Can Agree or Disagree

because . . . .

I agree because . . . .

I disagree because . . . .

I did it a different way. I . . . .

I Can Ask Questions

How did you . . . ?

Why did you . . . ?

Can you explain . . . ?

I Can Say It Again

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

Can you say it another way?

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

Or estimate how many bees are in a hive?

Or calculate your batting average?

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

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

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

Ready to get started?

Module 1 Counting and Cardinality Module 2 Two- and Three-Dimensional Shapes Module 3 Comparison Module 4 Composition and Decomposition Module 5 Addition and Subtraction Module 6 Place Value Foundations

What does this painting have to do with math?

Piet Mondrian reduced his subjects into colorful geometric shapes. In this painting bold, black horizontal and vertical lines frame the colorful squares and rectangles in red, black, yellow, and more. Do any of the shapes seem similar? Do you notice that the smaller shapes are added together to create the bigger shape? How many shapes do you see in total?

On the cover Composition with Large Red Plane, Yellow, Black, Gray and Blue, 1921 Piet Mondrian, Dutch, 1872–1944 Oil on canvas Kunstmuseum Den Haag, The Hague, Netherlands Piet Mondrian, Composition with Large Red Plane, Yellow, Black, Gray and Blue, 1921, Kunstmuseum Den Haag, The Hague, Netherlands. Image credit: Bridgeman Images

ISBN 978-1-63898-489-4

9

781638 984894