EM2 Tennessee Learn | Grade 4 Module 1 by General

A Story of Units®

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

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? American abstract painter Frank Stella used a compass to make brightly colored curved shapes in this painting. Each square in this grid includes an arc that is part of a design of semicircles that look like rainbows. When Stella placed these rainbow patterns together, they formed circles. What fraction of a circle is shown in each square? On the cover Tahkt-I-Sulayman Variation II, 1969 Frank Stella, American, born 1936 Acrylic on canvas Minneapolis Institute of Art, Minneapolis, MN, USA Frank Stella (b. 1936), Tahkt-I-Sulayman Variation II, 1969, acrylic on canvas. Minneapolis Institute of Art, MN. Gift of Bruce B. Dayton/Bridgeman Images. © 2020 Frank Stella/Artists Rights Society (ARS), New York

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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 978-1-63898-508-2

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A Story of Units®

Fractional Units ▸ 4 LEARN

Module

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1 2 3 4 5 6

Place Value Concepts for Addition and Subtraction

Place Value Concepts for Multiplication and Division

Multiplication and Division of Multi-Digit Numbers

Foundations for Fraction Operations

Place Value Concepts for Decimal Fractions

Angle Measurements and Plane Figures

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EUREKA MATH2 Tennessee Edition

4 ▸ M1

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

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Write numbers to 1,000,000 in standard form and word form.

Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Compare numbers within 1,000,000 by using >, =, and <.

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

Topic C

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

Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Describe relationships between measurements by using multiplicative comparison.

Name numbers by using place value understanding.

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

Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Find 1, 10, and 100 thousand more than and

Topic B Place Value and Comparison Within

1,000,000

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Organize, count, and represent a collection of objects. Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Demonstrate that a digit represents 10 times

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

Rounding Multi-Digit Whole Numbers

less than a given number.

Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Round to the nearest thousand.

Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Round to the nearest ten thousand and hundred thousand.

Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Round multi-digit numbers to any place. Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Apply estimation to real-world situations by using rounding.

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

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EUREKA MATH2 Tennessee Edition

4 ▸ M1

Topic D

Topic E

Multi-Digit Whole Number Addition and Subtraction

Relative Sizes of Metric Measurement Units

Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Add by using the standard algorithm.

Lesson 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Solve multi-step addition word problems by using the standard algorithm.

Lesson 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Determine relative sizes of metric length units. Lesson 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Determine relative sizes of metric mass units and liquid volume units.

Lesson 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

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

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . 202

Lesson 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Subtract by using the standard algorithm, decomposing larger units up to 3 times.

Lesson 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Subtract by using the standard algorithm, decomposing larger units multiple times. Lesson 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Solve two-step word problems by using addition and subtraction.

Lesson 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Solve multi-step word problems by using addition and subtraction.

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TA ▸ Lesson 1

Date

Write a rule for each pattern. 1. Figure A

Figure B

Figure C

Figure D

Rule:

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 1

Figure L Figure M Figure N Figure O Rule:

Draw sticky notes to represent 4 times as many. Then fill in the blanks. 3. Partner A

Partner B

= Partner B has is

LESSON

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

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 1

Use the pictures to fill in the blanks. 4.

Partner A

Partner B

times as many as

Partner A

Partner B

times as many as

Partner A

Partner B

times as many as

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LESSON

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 1

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

Use the tape diagram to fill in the blanks. Then complete the equation and statement. 8.

times as many as

LESSON

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 1

10.

times as many as

42 =

times as many as

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LESSON

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 1

Name

Date

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

Figure A

Figure B

Figure C

Figure D

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

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

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

times as many as 5.

times as many as 10.

×5

× 10

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 1

Complete the statement and equation to match the tape diagram. 2.

5 5

20 is

times as many as 5.

×5

times as many as 2.

times as many as

2 6

10 .

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 1

Draw tape diagrams to represent each statement. Then complete the equation. 5.

12 =

×4

6. 28 is 4 times as many as 7.

28 =

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 1

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

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TA ▸ Lesson 1

Date

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

15 is 3 times as many as 5.

15 =

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 2

Name

Date

Use the tape diagrams to complete the statement and equations. 1.

is 3 times as many as 6.

=3×6

20 is 4 times as many as

20 ÷ 4 =

20 = 4 ×

72 is

72 ÷ 9 = 72

...

times as many as 9.

72 =

×9

? times as many © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 2

Draw a tape diagram to represent each statement. Then write an equation to find the unknown and complete the statement. is 2 times as many as 8.

6. 35 is

times as many as 7.

PROBLEM SET

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5. 27 is 3 times as many as

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 2

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

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

48 is ?

times as many as 8.

is 6 times as many as 8.

48 is 6 times as many as

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

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

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 2

Use the Read–Draw–Write process to solve each problem. 8. Mia scores 3 times as many points as Shen during a basketball game. Mia scores 21 points. How many points does Shen score?

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

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 2

Name

Date

Fill in the blanks to make true statements. Write an equation to show how you found each unknown. 1.

is 4 times as many as 8.

2. 30 is

times as many as 6.

3. 63 is 9 times as many as

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 3

Name

Date

Record each measurement. Then complete the statement and the equation. 1.

0 50 g

40 30

grams

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10 20

grams

The paint is 5 times as

g=5×

0 50 g

as the marker.

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 3

20 21

Inch

20 21

Inch

9 9

10 5

11 3

10 4

centimeters

Inch

12 2

0 CM 1

Inch

0 CM 1

centimeters

The caterpillar is 3 times as

cm =

PROBLEM SET

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as the ant.

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 3

Container A

Container B

50 mL

40 mL

30 mL

20 mL

10 mL

30 mL

20 mL

10 mL 0 mL

milliliters

Container B has

mL =

times as

water as container A.

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

5m Library

15 m School

...

? times as tall How many times as tall as the library is the school? Complete the equation and the comparison statement.

15 ÷ 5 = The school is

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times as

as the library.

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 3

Use the Read–Draw–Write process to solve each problem. 5. Carla and Luke draw rectangles. The width of Luke’s rectangle is 3 centimeters. Carla’s rectangle is 4 times as wide as Luke’s rectangle. What is the width of Carla’s rectangle?

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

7. Eva weighs her dog and her cat. Her dog weighs 32 kilograms and her cat weighs 4 kilograms. How many times as heavy as Eva’s cat is her dog?

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TA ▸ Lesson 3

Date

Use the Read–Draw–Write process to solve the problem. Casey’s dog weighs 3 times as much as Luke’s dog. Luke’s dog weighs 8 kilograms. How much does Casey’s dog weigh?

Casey’s dog weighs

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kilograms.

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 4

Name

Date

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

dimes

pennies

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

dimes

pennies

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

1 dime is worth 1 dime = 10¢ =

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times as much as 1 penny.

× 1 penny × 1¢

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 4

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

dimes

pennies

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

dimes

pennies

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

1 dollar is worth 1 dollar = $1 =

LESSON

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times as much as 1 dime.

× 1 dime × 10¢

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 4

Use the Read–Draw–Write process to solve the problem. 5. Ivan and Zara play a game with money. Ivan hides 2 coins. He gives Zara the following clues. One of the coins is a penny. The other coin is worth 10 times as much as the penny. What is the other coin?

Use the Read–Draw–Write process to solve the problem. 6. Eva and Gabe both find money. Eva finds 1 dime. Gabe says, “The bill I found is worth 10 times as much as your dime.” What bill did Gabe find?

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LESSON

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 4

Name

Date

Bundle coins to make a new unit. Then complete the statement and equations. 1.

dollars

dimes

1 dime is worth as 1 penny. 1 dime = 10¢ =

pennies

dollars

dimes

1 dollar is worth as 1 dime.

times as much

1 dollar =

× 1 penny

$1 =

× 1¢

pennies

times as much

× 1 dime

× 10¢

Complete the charts to show how to make a new unit. Then complete the statements and equations. 3.

dollars

dimes

pennies

dollars

is worth

= ¢=

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pennies

as 1 penny.

dimes

times as much

× 1 penny

× 1¢

is worth

as 1 dime.

times as much

× 1 dime

× 10¢

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 4

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

¢ or

penny

¢ has the same value as 1 dime is worth

1 dime =

times as much as 1

×1

10¢ =

× 1¢

¢ or

dime

¢ has the same value as 1

is worth 10 times as much as 1

= 10 × 1

= 10 ×

PROBLEM SET

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dollar .

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 4

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

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TA ▸ Lesson 4

Name

Date

Jayla and Miss Diaz draw on charts to show the relationship between the values of a dime and a penny. Use the charts to help you answer parts (a) and (b). Jayla’s Chart dollars

dimes

Miss Diaz’s Chart pennies

dollars

dimes

pennies

10 10¢ ¢

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

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4 ▸ M1 ▸ TB ▸ Lesson 5 ▸ Place Value Chart to Millions

millions

1,000,000

100,000

hundred thousands

10,000

ten thousands

1,000

thousands

100

hundreds

tens

ones

EUREKA MATH2 Tennessee Edition

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TB ▸ Lesson 5

Date

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

. . .

This is how we organized and counted the collection:

We counted

altogether.

This is an equation that describes how we counted.

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 5

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

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

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LESSON

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 5

Name

Date

Use the place value disks to help you complete the equation. 1.

ten = 10 ones

hundred = 10 tens

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ten thousand = 10 thousands

= 10 hundreds

= 10 ten thousands

= 10 hundred thousands

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 5

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

tens

PROBLEM SET

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ones

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TB ▸ Lesson 5

Date

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

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

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EUREKA MATH2 Tennessee Edition

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

Name

millions

hundred thousands

ten thousands

thousands

hundreds

tens

ones

10 times as much as 1 one is 1

10 times as much as 1 ten is 1

10 times as much as 1 hundred is 1

10 times as much as 1 thousand is 1

10 times as much as 1 ten thousand is 1

10 times as much as 1 hundred thousand is 1

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 6

Name

Date

Draw and record 10 times as much. 1.

ten thousands

thousands

hundreds

tens

ones

10 × 1 thousand =

10 × 1 hundred =

10 × 1 ten =

10 × 1 one =

10 × 1,000 =

10 × 100 =

10 × 10 =

10 × 1 =

ten thousands

thousands

hundreds

tens

ones

10 × 2 thousands =

10 × 2 hundreds =

10 × 2 tens =

10 × 2 ones =

10 × 2,000 =

10 × 200 =

10 × 20 =

10 × 2 =

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 6

ten thousands

10 × 9,000 =

ten thousands

thousands

hundreds

10 × 900 =

thousands

hundreds

tens

ones

10 × 90 =

10 × 9 =

tens

ones

90,000 = 10 ×

9,000 = 10 ×

900 = 10 ×

90 = 10 ×

90,000 ÷ 10 =

9,000 ÷ 10 =

900 ÷ 10 =

90 ÷ 10 =

LESSON

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 6

Name

Date

Bundle 10 disks to make a new unit. Then complete the statement and equations. 1.

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

10 times as much as 1 ten is

ten.

ten

10 × 1 ten =

10 × 1 =

hundred.

hundred

10 × 10 =

10 times as much as 1 hundred is

10 times as much as 1 thousand is

10 × 1 hundred =

10 × 1 thousand =

thousand.

thousand

10 × 100 =

EM2_0401SE_B_L06_problem_set.indd 53

ten thousand.

ten thousand

10 × 1,000 =

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 6

Use the place value chart to complete the statements and equations. 5.

thousands

hundreds

× 10

tens

ones

10 times as much as 1 one is 1

100 = 10 ×

× 10

hundreds

tens

ones

10 times as much as 3 tens is 3

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

PROBLEM SET

thousands

hundreds

tens

ones

× 10

10 × 30 =

EM2_0401SE_B_L06_problem_set.indd 54

ones

1 hundred is 10 times as much as 1

10 = 10 ×

tens

10 × 10 =

1 ten is 10 times as much as 1

thousands

× 10

hundreds

10 times as much as 1 ten is 1

10 × 1 =

thousands

10 times as much as 8 hundreds is 8

10 × 800 =

8 thousands is 10 times as much as 8

8,000 = 10 ×

12/7/2021 5:48:10 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 6

Use the place value chart to complete the equation. 9.

ten thousands

thousands

hundreds

tens

ones

10.

ten thousands

10 ÷ 10 =

ten thousands

thousands

hundreds

tens

ones

50 ÷ 10 =

EM2_0401SE_B_L06_problem_set.indd 55

tens

ones

hundreds

tens

ones

10,000 ÷ 10 =

÷ 10

hundreds

÷ 10

11.

thousands

12.

ten thousands

thousands

÷ 10

70,000 ÷ 10 =

PROBLEM SET

12/7/2021 5:48:11 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 6

Complete each statement by drawing a line to the correct value. 13.

2 thousands is 10 times as much as

14.

2 tens ÷ 10 =

15.

10 times as much as 2 ones is

16.

10 × 4 ones =

17.

4 tens is 10 times as much as

18.

4,000 ÷ 10 =

PROBLEM SET

EM2_0401SE_B_L06_problem_set.indd 56

2 ones

2 tens

2 hundreds

4 ones

4 tens

4 hundreds

12/7/2021 5:48:12 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 6

Use the Read–Draw–Write process to solve the problem. 19. In the morning, there is $700 in the cash register. At the end of the day, 10 times as much money is in the cash register. a. How much money is in the cash register at the end of the day?

b. Explain your thinking.

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PROBLEM SET

12/7/2021 5:48:12 PM

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12/7/2021 5:48:12 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 6

Name

Date

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

1 ten thousand is

times as much as 1 thousand.

b. Explain how you know your answer is correct.

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12/7/2021 5:47:40 PM

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 7

Name

Date

Draw dots in the place value chart to represent the number. Then fill in the blanks to identify how many of each unit. 1. 270,364 millions

hundred thousands

ten thousands

thousands

hundreds

tens

ones

2. 1,056,230 millions

million

EM2_0401SE_B_L07_classwork.indd 61

hundred thousands

ten thousands

thousands

hundreds

tens

ones

12/9/2021 10:17:51 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 7

Express each number in expanded form and expanded notation. 3. 83,015 Expanded form: 80,000 +

Expanded notation: (

× 10,000) + (

× 1,000) + (

× 10) + (

× 1)

4. 620,409 Expanded form:

Expanded notation:

(

LESSON

EM2_0401SE_B_L07_classwork.indd 62

)+(

)

12/17/2021 9:54:12 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 7

Name

Date

Count the number of place value disks in each column of the chart. Write the number at the bottom of each column. Then fill in the blanks to write the unit form of the number represented in the chart. 1.

hundred thousands tens

ten thousands

thousands

hundreds

ones

million hundreds © Great Minds PBC •

EM2_0401SE_B_L07_problem_set.indd 63

hundred thousands tens

ten thousands

thousand

ones

12/17/2021 9:57:55 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 7

Use the numbers on the place value chart to complete the expanded form and the expanded notation. 3.

hundred ten thousands hundreds thousands thousands

millions

tens

ones

)+(

Expanded form:

Expanded notation:

( 4.

× 100,000) + (

millions

× 1,000) + (

hundred ten thousands hundreds thousands thousands

)+(

tens

ones

)

Expanded form: Expanded notation: Fill in the blanks to express each number in expanded notation. Standard Form

Expanded Notation

5. 4,923

(4 ×

6. 63,485

(

7. 10,604

(1 ×

) + (9 × 100) + (2 × 10) + ( × 10,000) + (3 × )+(

× 1)

) + (4 × 100) + (8 × 10) + (5 × × 100) + (4 ×

)

8. 871,507

PROBLEM SET

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12/17/2021 10:00:28 AM

EUREKA MATH2 Tennessee Edition

9. Miss Diaz buys a fishing boat. The picture shows the amount of money she pays. Pablo says the number of dollars is

(3 × 10,000) + (5 × 1,000) + (4 × 10).

4 ▸ M1 ▸ TB ▸ Lesson 7

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

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

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

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

EM2_0401SE_B_L07_problem_set.indd 65

PROBLEM SET

12/9/2021 12:28:52 PM

EM2_0401SE_B_L07_problem_set.indd 66

12/9/2021 12:28:52 PM

EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TB ▸ Lesson 7

Date

Express the number 26,518 in expanded form and expanded notation. Expanded form: Expanded notation:

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12/17/2021 10:02:58 AM

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12/9/2021 10:47:00 AM

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

millions

hundred thousands

ten thousands

thousands

hundreds

tens

ones

EUREKA MATH2 Tennessee Edition

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12/8/2021 9:43:12 AM

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12/8/2021 9:43:12 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 8

Name

Date

Express the following numbers in standard form by using commas. 1. 4168 2. 72035 3. 183119 4. 6455007 5. 29301248

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

Expanded Notation

Standard Form

EM2_0401SE_B_L08_problem_set.indd 71

12/9/2021 11:19:38 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 8

Fill in the blank to make a number sentence true. 8. (1 × 1,000) + (4 × 100) + (6 × 10) + (2 × 1) = 9. (4 × 100,000) +

+ (9 × 100) + (8 × 1) = 407,908

= 35 thousands + 6 tens + 1 one

10.

11. 920,902 = (9 × 100,000) + (9 × 100) + (2 × 1) +

Express each number in standard form. 12. 1 ten thousand 4 thousands 8 tens 13. 2 hundred thousands 6 thousands 9 hundreds 3 ones 14. sixty-one thousand, forty-eight 15. five hundred thousand, five hundred five

Express each number in word form. 16. 3,627

17. 84,100

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 8

18. 570,016

19. 900,509

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

FOR

SALE $396,000

EM2_0401SE_B_L08_problem_set.indd 73

PROBLEM SET

12/9/2021 11:19:38 AM

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12/9/2021 11:19:38 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 8

Name

Date

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

Unit Form

Word Form

2 ten thousands 9 thousands 3 hundreds 8 tens 4 ones Five hundred sixty-two thousand, seven hundred nine

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12/9/2021 11:21:31 AM

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12/9/2021 11:21:31 AM

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

millions

hundred thousands

ten thousands

thousands

hundreds

tens

ones

EUREKA MATH2 Tennessee Edition

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12/8/2021 9:51:15 AM

EM2_0401SE_B_L09_removable_place_value_chart_to_millions.indd 78

12/8/2021 9:51:15 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 9

Name

Date

Write the value of the digit 8 for each number. 1. 5,813

2. 58,267

3. 12,984

4. 839,415

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

5,813

58,267

12,984

839,415

b. Explain your thinking.

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12/8/2021 9:52:18 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 9

Write the value of each digit. 6.

Fill in the blanks to make the statement true. 8. In 6,274, the value of the digit 6 is

9. In 91,307, the digit

is in the ten thousands place.

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

and the digit in the hundred thousands

PROBLEM SET

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12/8/2021 9:52:19 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 9

Represent each number with digits on the place value chart. Then circle the number that is greater. 11.

millions

hundred ten thousands hundreds thousands thousands

tens

ones

3,685 4,162 12.

millions

hundred ten thousands hundreds thousands thousands

tens

ones

500,273 59,372 13.

millions

hundred ten thousands hundreds thousands thousands

tens

ones

840,790 840,970

Use >, =, or < to compare the numbers. Explain your thinking. 14. 5,813

EM2_0401SE_B_L09_problem_set.indd 81

10,300

PROBLEM SET

12/8/2021 9:52:19 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 9

15. 17,209

17,200

Use >, =, or < to compare the numbers. 16. 7,613

18. 49,071

20. 635,240

9,999

21. 500,661

ninety-one

2,513

38,104

501,007

5,093 23. (2 × 10,000) + (8 × 1,000)

ninety-one thousand,

PROBLEM SET

EM2_0401SE_B_L09_problem_set.indd 82

19. 38,014

635,090

22. 5 thousands 9 tens 3 ones

24. 910,091

17. 2,351

8,210

20,846

+ (4 × 10) + (6 × 1)

25. 170,052

170 thousands 52 tens

12/23/2021 12:22:55 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TB ▸ Lesson 9

Arrange the numbers from least to greatest. 26. 16,832, 26,081, 26,108, 16,283

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

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

29. Miss Wong asks her students to compare 37,605 and 37,065. Jayla says 37,605 is less than 37,065. Ray says 37,065 is less than 37,605. Who is correct? Explain how you know.

EM2_0401SE_B_L09_problem_set.indd 83

PROBLEM SET

12/8/2021 9:52:20 AM

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12/8/2021 9:52:20 AM

EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TB ▸ Lesson 9

Date

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

510,304

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501,304

12/8/2021 9:53:20 AM

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12/8/2021 9:53:20 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 10

Name

Date

1. Rename 4,215 in different ways. thousands

hundreds

tens

ones

thousands

hundreds

ten

ones

hundreds

ten

ones

tens

ones

c. d.

ones

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

ten thousands

thousands

hundreds

tens

ones

thousands

hundreds

tens

ones

hundreds

tens

ones

tens

ones

c. d. e.

EM2_0401SE_C_L10_classwork.indd 87

ones

12/8/2021 9:56:54 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 10

3. Rename 847,520 in different ways.

a. b.

ten thousands

thousands

hundreds

tens

ones

ten thousands

thousands

hundreds

tens

ones

hundreds

tens

ones

hundreds

tens

ones

thousands

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

LESSON

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12/8/2021 9:56:54 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 10

Name

Date

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

hundreds

tens

ones

hundreds

tens

ones

b. 13 hundreds 1 ten 5 ones thousands

2. Rename 4,628 in different ways. thousands

hundreds

tens

ones

hundreds

tens

ones

tens

ones ones

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12/8/2021 9:57:49 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 10

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

thousands

hundreds

tens

ones

thousands

hundreds

tens

ones

hundreds

tens

ones

tens

ones ones

Write the answer for each question. 4. How many thousands are in the thousands place in 83,106? thousands

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

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

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

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 10

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

Find the mystery number and write it in standard form. Explain your thinking with pictures, numbers, or words. 9. I have 6 ones, 550 thousands, and 12 hundreds. What number am I?

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

EM2_0401SE_C_L10_problem_set.indd 91

PROBLEM SET

12/8/2021 9:57:49 AM

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12/8/2021 9:57:49 AM

EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TC ▸ Lesson 10

Date

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

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

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12/9/2021 11:24:01 AM

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12/9/2021 11:24:01 AM

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

millions

hundred thousands

ten thousands

thousands

hundreds

tens

ones

EUREKA MATH2 Tennessee Edition

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12/8/2021 10:00:48 AM

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12/8/2021 10:00:48 AM

EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TC ▸ Lesson 11

Date

Draw or cross out disks on the chart to match the statement. Then complete the statement. 1.

1 thousand more than 74,236 is

1 ten thousand less than 850,314 is

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12/8/2021 10:03:35 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 11

Complete each statement and equation. 3. 1,000 more than 82,764 is

82,764 + 1,000 =

5. 10,000 less than 60,230 is

is 10,000 more than 51,093.

= 51,093 + 10,000

60,230 - 10,000 =

is 100,000 less than 579,018.

= 579,018 - 100,000

Use the rule to complete the number pattern. 7. Rule: Add 1,000

68,381

8. Rule: Subtract 10,000

821,049

PROBLEM SET

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12/8/2021 10:03:35 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 11

Complete the number pattern. 9.

10.

11.

14,293

15,293

850,187

6,405

12.

16,293

550,187

7,405

9,405

112,017

92,017

450,187

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

EM2_0401SE_C_L11_problem_set.indd 99

PROBLEM SET

12/8/2021 10:03:35 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 11

Use the Read–Draw–Write process to solve each problem. 14. 359,286 people attended a music festival this year. That amount is 100,000 more people than last year. How many people attended the music festival last year?

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

392,201

100

PROBLEM SET

EM2_0401SE_C_L11_problem_set.indd 100

382,201

372,201

362,201

12/8/2021 10:03:35 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 11

Name

Date

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

. .

Use the rule to complete each number pattern. 3. Rule: Add 1,000

23,500

4. Rule: Subtract 10,000

649,015

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101

12/8/2021 10:04:43 AM

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TC ▸ Lesson 12

Date

Round to the nearest thousand. Show your thinking on the number line. The first one is started for you. 1. 2,400 ≈

3,000 = 3 thousands 2,500 = 2 thousands 5 hundreds

2. 7,380 ≈

7,500 = 7 thousands 5 hundreds

2,000 = 2 thousands

4. 59,099 ≈

3. 12,603 ≈

EM2_0401SE_C_L12_problem_set.indd 103

103

12/8/2021 10:10:31 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 12

5. 189,735 ≈

6. 503,500 ≈

Round to the nearest thousand. Draw a number line to show your thinking. 7. 99,631 ≈

104

PROBLEM SET

EM2_0401SE_C_L12_problem_set.indd 104

8. 475,582 ≈

12/8/2021 10:10:33 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 12

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

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

EM2_0401SE_C_L12_problem_set.indd 105

PROBLEM SET

105

12/8/2021 10:10:33 AM

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12/8/2021 10:10:33 AM

EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TC ▸ Lesson 12

Date

Round to the nearest thousand. Draw a vertical number line to show your thinking. 1. 6,215 ≈

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2. 14,805 ≈

107

12/8/2021 10:12:55 AM

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TC ▸ Lesson 13

Date

Round to the nearest ten thousand. Show your thinking on the number line. The first one is started for you. 1. 62,012 ≈

2. 37,159 ≈

70,000 = 7 ten thousands 65,000 = 6 ten thousands 5 thousands 60,000 = 6 ten thousands 3. 155,401 ≈

EM2_0401SE_C_L13_problem_set.indd 109

4. 809,253 ≈

109

12/8/2021 10:14:43 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 13

Round to the nearest hundred thousand. Use the number line to show your thinking. The first one is started for you. 5. 340,762 ≈

6. 549,999 ≈

400,000 = 4 hundred thousands 350,000 = 3 hundred thousands 5 ten thousands 300,000 = 3 hundred thousands 7. 92,103 ≈

110

PROBLEM SET

EM2_0401SE_C_L13_problem_set.indd 110

8. 995,246 ≈

12/8/2021 10:14:44 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 13

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

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

976,831

Liz

Adam

Carla

900, 90 0,000 000

1,000,000

980,000

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

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

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PROBLEM SET

111

12/8/2021 10:14:45 AM

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12/8/2021 10:14:45 AM

EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TC ▸ Lesson 13

Date

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

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113

12/8/2021 10:15:24 AM

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EUREKA MATH2 Tennessee Edition

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

Sprint Write the sum or difference. 1.

260 + 1 =

260 - 10 =

260 + 100 =

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115

12/9/2021 11:25:35 AM

EUREKA MATH2 Tennessee Edition

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

Number Correct:

Write the sum or difference. 1.

5+1=

23.

499 + 1 =

5 + 10 =

24.

499 - 1 =

5 + 100 =

25.

499 + 10 =

59 + 1 =

26.

499 - 10 =

59 + 10 =

27.

499 + 100 =

59 + 100 =

28.

499 - 100 =

509 + 1 =

29.

999 + 1 =

509 + 10 =

30.

999 - 1 =

509 + 100 =

31.

999 + 10 =

10.

591 + 1 =

32.

999 - 10 =

11.

591 + 10 =

33.

999 + 100 =

12.

591 + 100 =

34.

999 - 100 =

13.

894 - 1 =

35.

25 + 1 =

14.

894 - 10 =

36.

25 - 1 =

15.

894 - 100 =

37.

7,938 + 100 =

16.

804 - 1 =

38.

7,938 - 100 =

17.

804 - 10 =

39.

7,938 + 1,000 =

18.

804 - 100 =

40.

7,938 - 1,000 =

19.

810 - 1 =

41.

9,999 + 1,000 =

20.

810 - 10 =

42.

9,999 - 1,000 =

21.

810 - 100 =

43.

29,999 + 1,000 =

22.

710 - 100 =

44.

29,999 - 1,000 =

116

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EUREKA MATH2 Tennessee Edition

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

Number Correct: Improvement:

Write the sum or difference. 1.

4+1=

23.

399 + 1 =

4 + 10 =

24.

399 - 1 =

4 + 100 =

25.

399 + 10 =

49 + 1 =

26.

399 - 10 =

49 + 10 =

27.

399 + 100 =

49 + 100 =

28.

399 - 100 =

409 + 1 =

29.

999 + 1 =

409 + 10 =

30.

999 - 1 =

409 + 100 =

31.

999 + 10 =

10.

491 + 1 =

32.

999 - 10 =

11.

491 + 10 =

33.

999 + 100 =

12.

491 + 100 =

34.

999 - 100 =

13.

794 - 1 =

35.

24 + 1 =

14.

794 - 10 =

36.

24 - 1 =

15.

794 - 100 =

37.

6,938 + 100 =

16.

704 - 1 =

38.

6,938 - 100 =

17.

704 - 10 =

39.

6,938 + 1,000 =

18.

704 - 100 =

40.

6,938 - 1,000 =

19.

710 - 1 =

41.

9,999 + 1,000 =

20.

710 - 10 =

42.

9,999 - 1,000 =

21.

710 - 100 =

43.

19,999 + 1,000 =

22.

610 - 100 =

44.

19,999 - 1,000 =

118

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TC ▸ Lesson 14

Date

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

870,215 ≈

b. Nearest ten thousand

870,215 ≈

c. Nearest thousand

870,215 ≈

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

97,513 ≈

b. Nearest thousand

97,513 ≈

c. Nearest hundred

97,513 ≈

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

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TC ▸ Lesson 14

Date

Round each number to the given place. Show your thinking on a number line. 1. 123,400 a. Nearest hundred thousand

123,400 ≈ b. Nearest ten thousand

123,400 ≈ © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 14

2. 262,048 a.

Nearest thousand

Nearest ten thousand

262,048 ≈

3. 99,909 a.

Nearest thousand

b. Nearest ten thousand

99,909 ≈

122

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 14

Round the numbers to the given place. 4. 53,604

5. 489,025

Nearest hundred thousand

Nearest ten thousand

Nearest thousand

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

True or False

Correct Rounded Number

6. 4,509 rounded to the nearest thousand is 4,000. 7. 17,360 rounded to the nearest thousand is 20,000. 8. 34,911 rounded to the nearest ten thousand is 30,000. 9. 628,903 rounded to the nearest ten thousand is 630,000. 10. 554,207 rounded to the nearest hundred thousand is 500,000.

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 14

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

David

Oka

Pablo

39,,999 39

33,500

35,000

44,,999 44

Who is correct? Explain your answer.

124

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 14

Name

Date

Round 764,903 to the given place.

Number

Rounded to the Nearest Thousand

Rounded to the Nearest Ten Thousand

Rounded to the Nearest Hundred Thousand

764,903

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TC ▸ Lesson 15

Date

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

2. Eva’s swimming pool has a capacity of 9,327 gallons. Eva’s parents each round the number of gallons needed to fill the pool. Her dad rounds to the nearest thousand and her mom rounds to the nearest hundred. Whose estimate is more accurate? Explain.

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 15

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

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

c. Does Gabe have enough money?

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

128

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TC ▸ Lesson 15

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

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PROBLEM SET

129

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TC ▸ Lesson 15

Date

Mr. Lopez plans to buy snacks for his students. He has 24 students in his first class, 18 students in his second class, and 23 students in his third class. Estimate how many snacks Mr. Lopez should buy. Explain how you estimated and why.

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131

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

millions

hundred thousands

ten thousands

thousands

hundreds

tens

ones

EUREKA MATH2 Tennessee Edition

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133

12/8/2021 10:26:27 AM

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 16

Name

Date

Add by using the standard algorithm. 1.

5, +

7. 73,097 + 5,047

10. 426 + 264 + 642

EM2_0401SE_D_L16_problem_set.indd 135

8. 24,697 + 81,950

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

9. 633,912 + 267,334

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

135

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 16

Use the Read–Draw–Write process to solve each problem. 13. At a fair, 5,862 tickets were sold on Saturday. 3,977 tickets were sold on Sunday. How many total tickets were sold on the two days?

14. Deepa and Ivan are playing a video game. Deepa scores 108,572 points and Ivan scores 86,029 points. How many points do they score altogether?

15. A national park had 496,625 visitors in June. There were 220,837 more visitors in July than in June. How many visitors did the park have in July?

136

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TD ▸ Lesson 16

Date

Add by using the standard algorithm. 1.

3. ‌

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TD ▸ Lesson 17

Date

Use the Read–Draw–Write process to solve the problem. 1. A flower shop sold 14,976 lilies in one year. They sold 7,488 more roses than lilies that year. How many flowers did the shop sell altogether?

Lilies

Roses

Use the Read–Draw–Write process to solve the problem. 2. On Saturday, 125,649 more packages were delivered than were delivered on Sunday. On Sunday, 293,848 packages were delivered. How many packages were delivered on both days combined?

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 17

Use the Read–Draw–Write process to solve the problem. 3. A shoe factory made 218,050 pairs of men’s shoes. The factory made 83,960 more pairs of women’s shoes than men’s shoes. They also made 74,308 more pairs of children’s shoes than men’s shoes. How many pairs of shoes did the factory make altogether?

140

LESSON

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TD ▸ Lesson 17

Date

Use the Read–Draw–Write process to solve each problem. 1. A fish market sold 1,618 tunas. They sold 857 more salmon than tuna. a. About how many fish did the fish market sell? Estimate by rounding each number to the nearest hundred before adding.

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

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

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 17

2. A museum has 273 Spanish stamps. It has 829 more French stamps than Spanish stamps. It has 605 Italian stamps. a. About how many stamps does the museum have from all three countries? Round each number to the nearest hundred to find your estimate.

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

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

142

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 17

3. A national park had 17,842 visitors in December 2019. There were 9,002 more visitors in December 2018 than in December 2019. How many visitors did the park have in December 2018 and 2019 combined? Is your answer reasonable? Explain.

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 17

4. Casey has 3,746 baseball cards. Jayla has 1,578 more baseball cards than Casey. Zara has 1,096 more baseball cards than Casey. How many baseball cards do they have altogether? Is your answer reasonable? Explain.

144

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TD ▸ Lesson 17

Date

Use the Read–Draw–Write process to solve the problem. An ice cream company sold their product and earned money. •

They earned $7,228 in January.

•

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

•

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

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

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

hundred thousands

ten thousands

thousands

hundreds

tens

ones

EUREKA MATH2 Tennessee Edition

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147

12/8/2021 10:33:11 AM

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 18

Name

Date

Subtract by using the standard algorithm. 1.

–

5, –

7. 34,750 − 25,740

EM2_0401SE_D_L18_problem_set.indd 149

–

7, –

8. 541,837 − 204,717

–

9. 319,926 − 222,506

149

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 18

Use the Read–Draw–Write process to solve each problem. 10. The sum of two numbers is 25,286. One number is 4,983. What is the other number?

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

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

150

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TD ▸ Lesson 18

Date

Subtract by using the standard algorithm. 1.

–

4, 2

3. 73,658 − 8,052

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151

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ Sprint ▸ Add in Standard Form

Sprint Write the sum. 1.

300 + 500

30,000 + 20,000

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ Sprint ▸ Add in Standard Form

Number Correct:

Write the sum. 1.

1+2

23.

100 + 200

2+4

24.

1,000 + 4,000

3+6

25.

10,000 + 60,000

4+6

26.

100,000 + 800,000

10 + 30

27.

700 + 200

20 + 50

28.

5,000 + 2,000

30 + 60

29.

30,000 + 20,000

40 + 60

30.

600,000 + 200,000

100 + 200

31.

300 + 700

10.

200 + 400

32.

7,000 + 3,000

11.

300 + 600

33.

30,000 + 70,000

12.

400 + 600

34.

700,000 + 300,000

13.

1,000 + 3,000

35.

10 + 20

14.

2,000 + 5,000

36.

10 + 30

15.

3,000 + 6,000

37.

90 + 10

16.

4,000 + 6,000

38.

90 + 30

17.

5,000 + 5,000

39.

200 + 800

18.

10,000 + 20,000

40.

500 + 800

19.

20,000 + 40,000

41.

6,000 + 4,000

20.

30,000 + 60,000

42.

6,000 + 8,000

21.

40,000 + 60,000

43.

500,000 + 500,000

22.

50,000 + 50,000

44.

500,000 + 700,000

154

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ Sprint ▸ Add in Standard Form

Number Correct: Improvement:

Write the sum. 1.

1+1

23.

100 + 100

2+3

24.

1,000 + 3,000

3+6

25.

10,000 + 50,000

4+6

26.

100,000 + 700,000

10 + 20

27.

600 + 200

20 + 40

28.

4,000 + 2,000

30 + 60

29.

20,000 + 20,000

40 + 60

30.

500,000 + 200,000

100 + 100

31.

700 + 300

10.

200 + 300

32.

3,000 + 7,000

11.

300 + 600

33.

70,000 + 30,000

12.

400 + 600

34.

300,000 + 700,000

13.

1,000 + 2,000

35.

10 + 10

14.

2,000 + 4,000

36.

10 + 20

15.

3,000 + 6,000

37.

90 + 10

16.

4,000 + 6,000

38.

90 + 20

17.

5,000 + 5,000

39.

200 + 800

18.

10,000 + 10,000

40.

400 + 800

19.

20,000 + 30,000

41.

6,000 + 4,000

20.

30,000 + 60,000

42.

6,000 + 7,000

21.

40,000 + 60,000

43.

500,000 + 500,000

22.

50,000 + 50,000

44.

500,000 + 600,000

156

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

hundred thousands

ten thousands

thousands

hundreds

tens

ones

EUREKA MATH2 Tennessee Edition

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157

12/8/2021 10:36:24 AM

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 19

Name

Date

Subtract by using the standard algorithm. 3.

–

7. 135,070 − 41,118

EM2_0401SE_D_L19_problem_set.indd 159

9 –

8. 96,873 − 49,904

–

9. 135,007 − 131,118

159

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 19

Use the Read–Draw–Write process to solve each problem. 10. What number must be added to 7,918 to result in a sum of 14,739?

11. Building A is 1,776 feet tall. Building B is 2,717 feet tall. How many feet taller is building B than building A?

160

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 19

12. Mr. Endo’s company earned $79,075 in its first year. His company earned $305,608 in its second year. How much more money did Mr. Endo’s company earn in the second year than in the first year?

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PROBLEM SET

161

12/9/2021 11:28:41 AM

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 19

Name

Date

Subtract by using the standard algorithm.

–

2. 32,480 − 2,546

Use the Read–Draw–Write process to solve the problem. 3. A donut shop sold 1,232 donuts in one day. 876 of the donuts were sold in the morning. How many donuts were sold during the rest of the day?

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163

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

millions

hundred thousands

ten thousands

thousands

hundreds

tens

ones

EUREKA MATH2 Tennessee Edition

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165

12/8/2021 10:48:23 AM

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 20

Name

Date

Subtract by using the standard algorithm. 2.

1 –

–

3 –

–

7. 1,000,000 − 693,000

EM2_0401SE_D_L20_problem_set.indd 167

–

8. 1,000,000 − 693,600

167

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 20

Use the Read–Draw–Write process to solve each problem. 9. A school raised $17,852 during its fall fundraiser and $35,106 during its spring fundraiser. How much more money did the school raise in the spring than in the fall?

10. Robin’s website had 439,028 visitors. Luke’s website had 500,903 visitors. How many more visitors did Luke’s website have than Robin’s?

168

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 20

11. A book company sells 306,428 copies of a new book. The company’s goal is to sell 1 million copies. How many more copies does the company need to sell to reach the goal?

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PROBLEM SET

169

12/9/2021 11:33:13 AM

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 20

Name

Date

1. Subtract.

956,204 − 780,169

Use the Read–Draw–Write process to solve the problem. 2. A construction company is building a brick school. 100,000 bricks were delivered. The company uses 15,631 bricks during the first day. How many bricks are left?

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TD ▸ Lesson 21

Date

Use the Read–Draw–Write process to solve each problem. 1. A farmer sold 16,308 pounds of corn on Monday. She sold 27,062 pounds of corn on Tuesday. She sold some more corn on Wednesday. In all, she sold 73,940 pounds of corn. a. Estimate the number of pounds of corn the farmer sold on Wednesday. Round each value to the nearest thousand.

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

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

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 21

2. In June, a farmer sold 342,651 liters of milk. In July, the farmer sold 113,110 fewer liters than in June. a. Estimate the total number of liters of milk the farmer sold in June and July. Round each value to the nearest hundred thousand.

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

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

174

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 21

3. A tuna fishing company’s boat costs $316,875. It costs $95,300 more than the catfish company’s boat. What is the combined cost of the tuna company’s boat and the catfish company’s boat? Is your answer reasonable? Explain.

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TD ▸ Lesson 21

4. A shirt company made a total of 300,000 shirts on Monday and Tuesday. On Monday, the company made 141,284 shirts. How many more shirts did the company make on Tuesday than on Monday? Is your answer reasonable? Explain.

176

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M1 ▸ TD ▸ Lesson 21

Date

Use the Read–Draw–Write process to solve the problem. A company sold 74,002 pillows last week. They sold 15,235 pillows on Monday. They sold 14,827 pillows on Tuesday. How many pillows did they sell during the rest of the week?

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Name

4 ▸ M1 ▸ TD ▸ Lesson 22

Date

Use the Read–Draw–Write process to solve the problem. 1. A factory has rolls of wire. There are 10,650 feet of blue wire. There are 3,780 fewer feet of red wire than blue wire. There are 1,945 fewer feet of green wire than red wire. How much wire does the factory have altogether?

Use the Read–Draw–Write process to solve the problem. 2. A water park had 250,240 visitors in the spring. There were 79,600 more visitors in the summer than in the spring. The water park is closed in the winter. There were 708,488 total visitors for the year. How many visitors were there in the fall?

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Name

4 ▸ M1 ▸ TD ▸ Lesson 22

Date

Use the Read–Draw–Write process to solve each problem. 1. A school uses white, blue, and yellow paper. It uses 52,540 sheets of white paper. It uses 9,990 fewer sheets of blue paper than white paper. It uses 18,900 fewer sheets of yellow paper than blue paper. How many total sheets of paper does the school use?

2. A company sells four kinds of cards. It sells 13,463 friendship cards and 8,004 get well cards. It sells 1,890 more wedding cards than get well cards. It sells 625 more thank you cards than friendship cards. What is the total number of cards sold?

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4 ▸ M1 ▸ TD ▸ Lesson 22

3. A company has three locations. Location A has 29,785 employees. Location B has 2,089 fewer employees than location A. The company has 81,802 total employees. How many employees are at location C?

182

PROBLEM SET

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Name

4 ▸ M1 ▸ TD ▸ Lesson 22

Date

Use the Read–Draw–Write process to solve the problem. Park A covers an area of 3,837 square kilometers. Park A is 1,954 square kilometers larger than Park B. Park C is 2,108 square kilometers larger than Park A. What is the total area of all three parks? Is your answer reasonable? Explain.

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Name

4 ▸ M1 ▸ TE ▸ Lesson 23

Date

Estimate the length of each object in centimeters by using benchmark items. Measure the length of each object in centimeters by using a ruler. 1.

Estimate:

centimeters

Measurement:

centimeters

Estimate:

centimeters

Measurement:

centimeters

Estimate:

centimeters

Measurement:

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centimeters

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4 ▸ M1 ▸ TE ▸ Lesson 23

Estimate: Measurement:

186

LESSON

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centimeters centimeters

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4 ▸ M1 ▸ TE ▸ Lesson 23

Name

Date

1. Complete the chart by using pictures and/or words. Benchmarks for Metric Units of Length

1 centimeter

1 meter

4 fields Estimate the length of each object in centimeters by using benchmark items. Measure the length of each object in centimeters by using a ruler. 2.

Estimate:

centimeters

Measurement:

centimeters

Estimate:

centimeters

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centimeters

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4 ▸ M1 ▸ TE ▸ Lesson 23

Estimate:

centimeters

Measurement:

centimeters

Use the chart to complete the statement and equations. 5.

(1 m) 100 cm

10 cm

1 cm

(1 km) 1,000 m

× 100 1 meter is 1m= 1 meter =

188

times as long as 1 centimeter.

× 1 cm centimeters

PROBLEM SET

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100 m

10 m

× 1,000 1 kilometer is 1 km =

×1m

1 kilometer =

times as long as 1 meter.

meters

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TE ▸ Lesson 23

Use the Read–Draw–Write process to solve each problem. 7. James is 138 centimeters tall. A giraffe is 405 centimeters tall. How much taller is the giraffe than James?

8. Mrs. Smith has a red ribbon and a blue ribbon. The red ribbon is 960 centimeters long. The blue ribbon is 264 centimeters long. What is the total length of both ribbons?

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PROBLEM SET

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4 ▸ M1 ▸ TE ▸ Lesson 23

Name

Date

Estimate the length of each object in centimeters by using benchmark items. Measure the length of each object in centimeters by using a ruler. 1.

Estimate:

centimeters

Measurement:

centimeters

Estimate:

centimeters

Measurement:

centimeters

Draw on the chart to show the relationship between centimeters and meters. Use the chart to complete the statement and equations. 3.

(1 m) 100 cm

10 cm

1 cm

1 meter is 1m= 1 meter =

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times as long as 1 centimeter.

× 1 cm centimeters

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TE ▸ Lesson 24

Name

Date

1. Circle the picture of the item that could be used as a benchmark for each measurement. Benchmarks for Metric Units of Weight

1 gram

1 kilogram

Did you circle the strawberry? Why?

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4 ▸ M1 ▸ TE ▸ Lesson 24

Circle a reasonable estimate of measurement for each item. 2. Apple

3. Water in pitcher

25 grams

1,400 milliliters

85 grams

375 milliliters

750 grams

10 milliliters

5. Box of 10 pencils

4. Full juice box

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PROBLEM SET

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1 liter

120 grams

700 milliliters

680 grams

200 milliliters

1 kilogram

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TE ▸ Lesson 24

Use the chart to complete the statement and equations. 6.

(1 kg) 1,000 g

100 g

10 g

times as heavy as 1 gram.

1 kilogram is 1 kg =

×1g

1 kilogram =

grams

× 1,000

(1 L) 100 mL 1,000 mL

10 mL

1 mL

1 liter is 1L= 1 liter =

times as much as 1 milliliter.

× 1 mL milliliters

× 1,000

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TE ▸ Lesson 24

Use the Read–Draw–Write process to solve each problem. 8. The table shows the weights of three dogs. What is the difference in weight between the heaviest dog and lightest dog? Dog

Weight

Spot

24,009 g

Duke

2,458 g

Teddy

24,050 g

9. Amy drinks 2,080 mL of water. She drinks 265 mL more than Oka. How much water does Oka drink?

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4 ▸ M1 ▸ TE ▸ Lesson 24

10. A baker has 50,000 grams of flour. He uses 19,050 grams for cupcakes and 7,860 grams for pretzels. He uses the rest for bread. How much flour does he use for bread?

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M1 ▸ TE ▸ Lesson 24

Name

Date

Draw on the chart to show the relationship between milliliters and liters. Use the chart to complete the statement and equations. 1.

(1 L) 100 mL 1,000 mL

10 mL

1 mL

1 liter is 1L= 1 liter =

times as much as 1 milliliter.

× 1 mL milliliters

2. David and Jayla each estimate the weight of a bag of rice. David estimates that the bag of rice weighs about 1,000 grams. Jayla estimates that the bag of rice weighs about 1 kilogram. Explain why both estimates are reasonable.

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4 ▸ M1

Credits Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module. All United States currency images Courtesy the United States Mint and the National Numismatic Collection, National Museum of American History. Cover, Frank Stella (b. 1936), Tahkt-I-Sulayman Variation II, 1969, acrylic on canvas. Minneapolis Institute of Arts, MN. Gift of Bruce B. Dayton/Bridgeman Images. © 2020 Frank Stella/Artists Rights Society (ARS), New York; All other images are the property of Great Minds. For a complete list of credits, visit http://eurmath.link/media-credits.

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4 ▸ M1

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

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Talking Tool Share Your Thinking

I know . . . . I did it this way because . . . . The answer is

because . . . .

My drawing shows . . . . I agree because . . . .

Agree or Disagree

That is true because . . . . I disagree because . . . . That is not true because . . . . Do you agree or disagree with

Ask for Reasoning

? Why?

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

Have I done something like this before? What strategy will I use? Do I need any tools?

During

Is my strategy working? Should I try something else? Does this make sense?

After

What worked well? What will I do differently next time?

At the end of each class, I ask myself

What did I learn? What do I have a question about?

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MATH IS EVERYWHERE Do you want to compare how fast you and your friends can run? Or estimate how many bees are in a hive? Or calculate your batting average? Math lies behind so many of life’s wonders, puzzles, and plans. From ancient times to today, we have used math to construct pyramids, sail the seas, build skyscrapers—and even send spacecraft to Mars. Fueled by your curiosity to understand the world, math will propel you down any path you choose. Ready to get started?

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

What does this painting have to do with math? American abstract painter Frank Stella used a compass to make brightly colored curved shapes in this painting. Each square in this grid includes an arc that is part of a design of semicircles that look like rainbows. When Stella placed these rainbow patterns together, they formed circles. What fraction of a circle is shown in each square? On the cover Tahkt-I-Sulayman Variation II, 1969 Frank Stella, American, born 1936 Acrylic on canvas Minneapolis Institute of Art, Minneapolis, MN, USA Frank Stella (b. 1936), Tahkt-I-Sulayman Variation II, 1969, acrylic on canvas. Minneapolis Institute of Art, MN. Gift of Bruce B. Dayton/ Bridgeman Images. © 2020 Frank Stella/Artists Rights Society (ARS), New York

ISBN 978-1-63898-508-2

781638 985082