EM2_G2_M1_Learn_23B_970874_Updated 05.23

2

A Story of Units®

Ten Tens LEARN ▸ Module 1 ▸ Place Value Concepts Through Metric Measurement and Data · Place Value, Counting, and Comparing Within 1,000

Student

What does this painting have to do with math?

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

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

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

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

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

Printed in the USA B-Print 1 2 3 4 5 6 7 8 9 10 XXX 27 26 25 24 23 ISBN 978-1-64497-087-4

A Story of Units®

Ten Tens ▸ 2 LEARN

Module

1 2 3 4 5 6

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

Addition and Subtraction Within 200

Shapes and Time with Fraction Concepts

Addition and Subtraction Within 1,000

Money, Data, and Customary Measurement

Multiplication and Division Foundations

EUREKA MATH2

2 ▸ M1

Contents Part 1: Place Value Concepts Through Metric Measurement and Data Topic A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Topic C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Represent Data to Solve Problems

Estimate, Measure, and Compare Lengths

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Draw and label a picture graph to represent data.

Lesson 11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Estimate and compare lengths.

Draw and label a bar graph to represent data.

Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Model and reason about the difference in length.

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Use information presented in a bar graph to solve put together and take apart problems.

Estimate and measure height to model metric relationships.

Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Represent and compare students’ heights.

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Use information presented in a bar graph to solve compare problems.

Topic B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Metric Measurement and Concepts About the Ruler Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Connect measurement to physical units by iterating a centimeter cube.

Topic D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Solve Compare Problems by Using the Ruler as a Number Line Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Use a measuring tape as a number line to add efficiently.

Make a 10 cm ruler and measure objects.

Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Use a measuring tape as a number line to subtract efficiently.

Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Lesson 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Measure lengths and relate 10 cm and 1 cm.

Represent and solve comparison problems by using measurement contexts.

Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Make a meter stick and measure with various tools.

Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Relate 1 cm, 10 cm, and 100 cm.

Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Reason about the relationship between the size of the unit and the number of units needed to measure.

2

Lesson 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Solve compare with difference unknown word problems by using measurement contexts.

Lesson 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Solve compare with difference unknown word problems in various contexts.

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EUREKA MATH2 2 ▸ M1

Contents Part 2: Place Value, Counting, and Comparing Within 1,000 Topic E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Topic G. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Understand Place Value Units

Model Base-Ten Numbers Within 1,000 with Money

Lesson 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Count and bundle ones, tens, and hundreds to 1,000.

Lesson 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Lesson 28. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Use place value understanding to count and exchange $1, $10, and $100 bills.

Count efficiently within 1,000 by using ones, tens, and hundreds.

Lesson 29. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Count by $1, $10, and $100.

Lesson 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Use counting strategies to solve add to with change unknown word problems.

Lesson 30. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Determine how many $10 bills are equal to $1,000.

Lesson 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Organize, count, and record a collection of objects.

Topic F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Topic H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Compose and Decompose with Place Value Disks

Express Three-Digit Numbers In Different Forms

Lesson 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Count the total value of ones, tens, and hundreds with place value disks.

Lesson 24. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Lesson 32 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

Count up to 1,000 by using place value units.

Exchange 10 ones for 1 ten, 10 tens for 1 hundred, and 10 hundreds for 1 thousand.

Lesson 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Write three-digit numbers in unit form and show the value that each digit represents.

Lesson 33 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Model numbers with more than 9 ones or 9 tens.

Lesson 26. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Write base-ten numbers in expanded form.

Lesson 34. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Problem solve in situations with more than 9 ones or 9 tens.

Lesson 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Read, write, and relate base-ten numbers in all forms.

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2 ▸ M1

EUREKA MATH2

Topic I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Compare Two Three-Digit Numbers In Different Forms Lesson 35. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Compare three-digit numbers by using >, =, and <.

Lesson 36. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 Apply place value understanding to compare by using >, =, and <.

Lesson 37 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 Organize, count, represent, and compare a collection of objects.

Lesson 38. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 Compare numbers in different forms.

Resources Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249 Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . 250

4

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EUREKA MATH2 2 ▸ M1 ▸ TA ▸ Lesson 1

1

Name

Key:

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5

EUREKA MATH2

2 ▸ M1 ▸ TA ▸ Lesson 1

Favorite Subject

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Math

✓ ✓ ✓ ✓ ✓ ✓

✓ ✓

Key: Each ✓stands for 1 vote.

Reading

Writing

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Science

1. What is the title of this graph?

2. How many subjects are on the graph?

3. Which subject has the most votes?

4. Which subject has the fewest votes?

6

LESSON

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EUREKA MATH2 2 ▸ M1 ▸ TA ▸ Lesson 1

1

Name

1. Make a picture graph.

Pets We Like Dogs

Cats Fish Lizards

9 8 3 4

Key: Copyright © Great Minds PBC

7

EUREKA MATH2

2 ▸ M1 ▸ TA ▸ Lesson 1

Number of Books

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

✓ ✓ ✓ ✓ ✓ ✓

✓ ✓ ✓ ✓ ✓

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Hope

Ming

Kate

Kevin

Key: Each ✓stands for 1 book.

2. What is the title of this graph?

3. How many people are there?

4. Who has the most books?

5. Who has the fewest books?

8

PROBLEM SET

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EUREKA MATH2 2 ▸ M1 ▸ TA ▸ Lesson 1

1

Name

Make a picture graph.

Animals We Like Dogs

Cats Rabbits Fish

7 8 5 4

Key:

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9

EUREKA MATH2 2 ▸ M1 ▸ TA ▸ Lesson 2

2

Name

0

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11

EUREKA MATH2

2 ▸ M1 ▸ TA ▸ Lesson 2

Our Birthdays Spring

Summer

Fall

Winter

0

1

2

3

4

5

6

7

8

9

10

11

1. What is the title of this graph?

2. How many seasons are there?

3. Which season has the most birthdays?

4. Which season has the fewest birthdays?

12

LESSON

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EUREKA MATH2 2 ▸ M1 ▸ TA ▸ Lesson 2

2

Name

1. Make a bar graph.

Fruit We Like Apples

Bananas

Grapes

Pears

5

8

7

4

0

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13

EUREKA MATH2

2 ▸ M1 ▸ TA ▸ Lesson 2

Sports We Like Swimming

Basketball

Soccer

Baseball

0

1

2

3

4

5

6

7

8

9

10

11

2. What is the title of this graph?

3. How many sports are on the graph?

4. Which sport got the most votes?

5. Which sport got the fewest votes?

14

PROBLEM SET

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EUREKA MATH2 2 ▸ M1 ▸ TA ▸ Lesson 2

2

Name

Make a bar graph.

Games We Like Tag

4

Kickball

7

Jump Rope

10

Hide and Seek

3

0

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15

EUREKA MATH2 2 ▸ M1 ▸ TA ▸ Lesson 3

3

Name

0 1. Which color do we have the most of?

2. Which color do we have the fewest of?

3. How many red counters and green counters are there?

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17

2 ▸ M1 ▸ TA ▸ Lesson 3

EUREKA MATH2

4. How many yellow counters and blue counters are there?

5. How many counters are there in all?

6. Take away the red counters. What is the new total?

7. Take away 1 counter of each color. What is the new total?

18

LESSON

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EUREKA MATH2 2 ▸ M1 ▸ TA ▸ Lesson 3

3

Name

Balloons Yellow

Red

Green

Blue

0

1

2

3

4

5

6

7

8

9

10

11

12

1. How many balloons are there in all?

Write a number sentence 2. 6 red balloons pop.

How many red balloons are there now?

Now how many balloons are there in all?

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19

EUREKA MATH2 2 ▸ M1 ▸ TA ▸ Lesson 3

3

Name

Prizes Cars

Pinwheels

Balls

Teddy Bears

0

1

2

3

4

5

6

7

8

9

10

11

1. How many prizes are there in all?

Write a number sentence.

2. Take away 2 of each prize.

What is the new total?

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21

EUREKA MATH2 2 ▸ M1 ▸ TA ▸ Lesson 4

4

Name

1. Make a bar graph.

Farm Animals Goats

Cows

Pigs

Hens

13

7

10

8

0 2. How many more pigs than hens are on the farm?

3. How many fewer cows than goats are on the farm?

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23

EUREKA MATH2 2 ▸ M1 ▸ TA ▸ Lesson 4

4

Name

Bugs at the Park Butterflies

Worms

Bees

Grasshoppers

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

1. How many more worms than bees are at the park?

2. How many more bees than grasshoppers are at the park?

3. How many fewer butterflies than bees are at the park?

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25

EUREKA MATH2

2 ▸ M1 ▸ TA ▸ Lesson 4

Animals at the Beach

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 Seagulls Clams

Starfish

Crabs

4. How many more starfish than clams are at the beach?

5. How many fewer seagulls than crabs are at the beach?

26

PROBLEM SET

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EUREKA MATH2 2 ▸ M1 ▸ TA

A

Name

1. Make a bar graph.

Reptiles at the Zoo Snakes

Lizards

Turtles

Alligators

13

11

7

8

0 2. How many more snakes than lizards are at the zoo?

3. How many fewer turtles than lizards are at the zoo?

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27

EUREKA MATH2 2 ▸ M1 ▸ TB ▸ Lesson 5

5

Name

Use a centimeter cube to find the length.

1.

The crayon is

centimeter cubes long.

2.

The clothespin is

centimeter cubes long.

3.

The marker is

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centimeter cubes long.

29

EUREKA MATH2

2 ▸ M1 ▸ TB ▸ Lesson 5

Pick an object. Use the line as an endpoint.

Measure the object with a centimeter cube.

4.

The

is

centimeter cubes long.

The

is

centimeter cubes long.

The

is

centimeter cubes long.

5.

6.

30

PROBLEM SET

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EUREKA MATH2 2 ▸ M1 ▸ TB ▸ Lesson 5

Name

5

Matt uses a centimeter cube to measure.

He thinks the pencil is 12 centimeters long.

Is Matt correct? Write how you know.

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31

EUREKA MATH2 2 ▸ M1 ▸ TB ▸ Lesson 6

6

Name

Objects that are shorter than 10 cm: 1. The

is

cm long.

2. The

is

cm long.

3. The

is

cm long.

4. The

is

cm long.

5. The

is

cm long.

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33

EUREKA MATH2 2 ▸ M1 ▸ TB ▸ Lesson 6

6

Name

Use your 10 cm ruler to measure. Fill in the blanks.

1. The fish is

2. The turtle is

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cm long.

cm long.

35

EUREKA MATH2

2 ▸ M1 ▸ TB ▸ Lesson 6

3. The pen is

4. The scissors are

36

PROBLEM SET

cm long.

cm long.

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EUREKA MATH2 2 ▸ M1 ▸ TB ▸ Lesson 6

Name

6

1. Circle the 10 cm ruler.

2. Write why some are not 10 cm rulers.

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37

EUREKA MATH2 2 ▸ M1 ▸ TB ▸ Lesson 7

7

Name

Objects that are longer than 10 cm:

1. The

is

cm long.

2. The

is

cm long.

3. The

is

cm long.

4. The

is

cm long.

5. The

is

cm long.

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39

EUREKA MATH2 2 ▸ M1 ▸ TB ▸ Lesson 7

7

Name

Each friend measures two ways.

1. Kate’s lizard is 27 cm long.

She uses

1 cm cubes.

She uses

10 cm rulers and

1 cm cubes.

2. Alex’s snake is 34 cm long.

He uses

1 cm cubes.

He uses

10 cm rulers and

1 cm cubes.

3. Nick’s cat is 40 cm long.

He uses

10 cm rulers and

He uses

1 cm cubes.

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1 cm cubes.

41

2 ▸ M1 ▸ TB ▸ Lesson 7

EUREKA MATH2

4. Jade measures her belt. She uses five 10 cm rulers and four 1 cm cubes.

Jade thinks her belt is 45 cm long.

Is she correct?

Show how you know.

42

PROBLEM SET

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EUREKA MATH2 2 ▸ M1 ▸ TB ▸ Lesson 7

7

Name

Each friend measures two ways.

1. Kevin’s boot is 23 cm long.

He uses

1 cm cubes.

He uses

10 cm rulers and

1 cm cubes.

2. Hope’s backpack is 37 cm long.

She uses

10 cm rulers and

She uses

1 cm cubes.

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1 cm cubes.

43

EUREKA MATH2 2 ▸ M1 ▸ TB ▸ Lesson 8

8

Name

1. Use these tools to measure.

Tools 29

28

28

30

31

27

27

32

33

34

26

26

35

36

25

29

25

37

38

39 40

24

24

41

23

30

23

42

43 44 45 46

22

22

47

21

21

48 49

20

31

20

50

51

52

19

19

53

54

18

32

18

55

56

57

17

17

58

59 60

16

16

61

62

15

33

15

63 64 65

14

14

66

67

13

13

68 69

12

34

12

70

71

72

73

74

11

11

35

36

meter stick

Object

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75

10

10

76

77

9

9

78

79

80

8

8

81

82

7

7

83

84

85

6

6

86

87

5

5

88

89 90

4

4

91

92

3

3

93 94 95

2

2

96

97

98 99 100

1

1

0

0

10 cm ruler

Length

1 cm cube

Tools

45

EUREKA MATH2

2 ▸ M1 ▸ TB ▸ Lesson 8

Circle the tool you would use to measure each object.

2. The length of a bus 1 cm cube

10 cm ruler

meter stick

meter tape

meter stick

meter tape

meter stick

meter tape

meter stick

meter tape

3. The length of a nail 1 cm cube

10 cm ruler

4. The length of a spoon 1 cm cube

10 cm ruler

5. The length around a globe 1 cm cube

46

PROBLEM SET

10 cm ruler

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EUREKA MATH2 2 ▸ M1 ▸ TB ▸ Lesson 8

8

Name

Pam wants to make a meter stick. She has seven 10 cm rulers.

How many more 10 cm rulers does Pam need?

Show how you know.

Pam needs

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more 10 cm rulers to make a meter stick.

47

EUREKA MATH2 2 ▸ M1 ▸ TB ▸ Lesson 9

9

Name

1. Beth and Kate measure the same desk.

Beth says the desk is 1 m 2 cm. Kate says it is 102 cm.

Who is correct?

Metric Units 100 cm (1 m)

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10 cm

1 cm

49

EUREKA MATH2

2 ▸ M1 ▸ TB ▸ Lesson 9 

2. Nate needs 1 m 25 cm of ribbon for an art project.

The store only sells ribbon in centimeters.

How much ribbon should Nate buy?

Metric Units 100 cm (1 m)

50

LESSON

10 cm

1 cm

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EUREKA MATH2 2 ▸ M1 ▸ TB ▸ Lesson 9

Name

9

1. Circle the true statements.

1 cm is the same length as 1 m.

1 m is the same length as 100 cm.

300 cm is the same length as 3 m.

2 cm is the same length as 200 m.

135 cm is the same length as 1 m 35 cm.

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51

EUREKA MATH2

2 ▸ M1 ▸ TB ▸ Lesson 9

2. The bed is 189 cm long.

How can you make 189 cm with these units?

100 cm (1 m)

10 cm

1 cm

How can you make 189 cm with these units?

100 cm (1 m)

1 cm

How can you make 189 cm with these units?

10 cm

52

PROBLEM SET

1 cm

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EUREKA MATH2 2 ▸ M1 ▸ TB

B

Name

Use your 10 cm ruler to measure.

1.

The dog bone is

cm long.

Circle the tool you would use to measure each object.

2. The length of a truck 1 cm cube

10 cm ruler

meter stick

10 cm ruler

meter stick

3. The length of a book 1 cm cube

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53

EUREKA MATH2 2 ▸ M1 ▸ TB ▸ Lesson 10

10

Name

1. Measure with a friend.

Me

My Friend

palms make 1 cubit.

palms make 1 cubit.

digits make 1 palm.

digits make 1 palm.

2. How long is the desk?

cubits

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palms

55

EUREKA MATH2 2 ▸ M1 ▸ TB ▸ Lesson 10

10

Name

Measure with Cubit cubits. Then measure with palms.

Object

Cubit Cubits

Palms

1. Bookshelf

2. Desk

3. Window

4. Door

5.

6.

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57

2 ▸ M1 ▸ TB ▸ Lesson 10

EUREKA MATH2

7. Circle the true statement.

It will take more cubits Cubit than palms to measure the length of a car.

It will take more palms than cubits Cubit to measure the length of a car.

8. Write how you know.

58

PROBLEM SET

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EUREKA MATH2 2 ▸ M1 ▸ TB ▸ Lesson 10

10

Name

1. How long is the rug in cubits Cubit ?

cubits

2. How long is the rug in palms?

palms

3. Circle the true statement.

It takes more cubits Cubit than palms to measure the length of the rug.

It takes more palms than cubits Cubit to measure the length of the rug.

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59

EUREKA MATH2 2 ▸ M1 ▸ TC ▸ Lesson 11

11

Name

Estimate the length of each pencil. Then measure.

1.

Estimate:

cm Measurement:

cm

Estimate:

cm Measurement:

cm

Estimate:

cm Measurement:

cm

2.

3.

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61

EUREKA MATH2

2 ▸ M1 ▸ TC ▸ Lesson 11

4. Estimate the length of each object. Then measure.

Object

Estimate

Measurement

A marker

An eraser

A crayon 5. Pick one of the objects you measured.

Show the difference in length between your estimate and the measurement.

The difference in length is 62

PROBLEM SET

cm.

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EUREKA MATH2 2 ▸ M1 ▸ TC ▸ Lesson 11

11

Name

About how long is each object? Circle your estimate.

1. A sneaker 2 cm 20 cm

2. A pen 1 cm 10 cm

3. A paper clip 4 cm 40 cm

4. Ming estimates the length of his flashlight is about 15 cm.

He measures and it is 11 cm.

Show the difference in length between Ming’s estimate and the measurement.

The difference in length is Copyright © Great Minds PBC

cm.

63

EUREKA MATH2 2 ▸ M1 ▸ TC ▸ Lesson 12

12

Name

1. Measure the object. Fill in the blank.

I estimate it is 10 cm long.

Measurement:

cm

2. Show the difference in length two ways. Write an equation for each way.

The difference in length is Copyright © Great Minds PBC

cm.

65

EUREKA MATH2

2 ▸ M1 ▸ TC ▸ Lesson 12

3. Measure the object. Fill in the blank.

I estimate it is 10 cm long.

Measurement:

cm

4. Show the difference in length two ways. Write an equation for each way.

The difference in length is 66

PROBLEM SET

cm.

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TC ▸ Lesson 12

5. Pick two objects to measure.

Show the difference in length. Write an equation.

The difference in length is

Copyright © Great Minds PBC

cm.

PROBLEM SET

67

EUREKA MATH2 2 ▸ M1 ▸ TC ▸ Lesson 12

12

Name

Measure the shell. Fill in the blank.

I estimate the shell is 5 cm long.

Measurement:

cm

Show the difference in length two ways. Write an equation for each way.

The difference in length is Copyright © Great Minds PBC

cm.

69

EUREKA MATH2 2 ▸ M1 ▸ TC ▸ Lesson 13

13

Name

Friend’s Name: 1. Estimate your friend’s height. Then measure it.

My Friend’s Height Estimate

Measurement

2. How many of each did you use? meter sticks

Copyright © Great Minds PBC

10 cm rulers

centimeter cubes

71

EUREKA MATH2 2 ▸ M1 ▸ TC ▸ Lesson 13

13

Name

1. How tall is each friend?

Friend

Height

Height (in centimeters)

1 meter stick 2 10 cm rulers 3 centimeter cubes Jack

1 meter stick 4 10 cm rulers Hope

1 meter stick 3 centimeter cubes Jill

Copyright © Great Minds PBC

73

EUREKA MATH2

2 ▸ M1 ▸ TC ▸ Lesson 13

9 10 cm rulers 7 centimeter cubes Tam

13 10 cm rulers

Lan

2. Ling is 118 cm tall. Write all the ways you can show 118 cm.

Meter Sticks

74

PROBLEM SET

10 cm Rulers

Centimeter Cubes

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TC ▸ Lesson 13

13

Name

1. Pam is 142 cm tall. How many of each do you need?

meter sticks

10 cm rulers

centimeter cubes

2. Write another way to measure Pam’s height.

meter sticks

Copyright © Great Minds PBC

10 cm rulers

centimeter cubes

75

EUREKA MATH2 2 ▸ M1 ▸ TC ▸ Lesson 14

14

Name

1. Jade and Beth have different heights.

Jade is 129 cm tall.

Beth is 126 cm tall.

Show the difference in height two ways. Write an equation for each way.

The difference in height is

Copyright © Great Minds PBC

.

77

EUREKA MATH2

2 ▸ M1 ▸ TC ▸ Lesson 14

2. Nate and Alex have different heights.

Nate is 158 cm tall.

Alex is 152 cm tall.

Show the difference in height two ways. Write an equation for each way.

The difference in height is

78

PROBLEM SET

.

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TC

C

Name

Measure the length.

1. The fork is 2. The spoon is

cm. cm.

3. What is the difference in length? Show how you know.

The difference in length is Copyright © Great Minds PBC

cm.

79

40

50

60

EUREKA MATH2 2 ▸ M1 ▸ TD ▸ Lesson 15 ▸ Number Line

Copyright © Great Minds PBC

81

EUREKA MATH2 2 ▸ M1 ▸ TD ▸ Lesson 15

15

Name

1. Write the numbers on the number line.

50 45 49 58

40

60

Use the number line to add.

2. 55 + 8 =

50

Copyright © Great Minds PBC

60

70

83

EUREKA MATH2

2 ▸ M1 ▸ TD ▸ Lesson 15

3. 29 + 5 =

20

30

40

40

50

4. 38 + 7 =

30

84

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TD ▸ Lesson 15

15

Name

Use the number line to add.

79 + 4 =

70

Copyright © Great Minds PBC

80

90

85

EUREKA MATH2 2 ▸ M1 ▸ TD ▸ Lesson 16

16

Name

Use the number line to subtract.

1. 68 – 8 =

50

60

70

60

70

2. 68 – 9 =

50

Copyright © Great Minds PBC

87

EUREKA MATH2

2 ▸ M1 ▸ TD ▸ Lesson 16

3.

75 – 6 =

60

70

80

70

80

4. 77 – 9 =

60

88

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TD ▸ Lesson 16

16

Name

Use the number line to subtract.

63 – 8 =

50

Copyright © Great Minds PBC

60

70

89

EUREKA MATH2 2 ▸ M1 ▸ TD ▸ Lesson 17

17

Name

1. How much farther does the red plane go than the blue plane?

79 cm

90 cm

78

79

80

8

77

81

82

7

9

76

83

84

85

6

75

86

87

5

74

88

89

90

4

10

73

91

92

93

3

72

94

95

96

2

71

97

98

1

11

70

99

100

0

69

12

Write an equation.

The red plane goes blue plane.

Copyright © Great Minds PBC

farther than the

91

EUREKA MATH2

2 ▸ M1 ▸ TD ▸ Lesson 17

2. How much farther does the big frog jump than the little frog?

141 cm

128 cm

Write an equation.

The big frog jumps 92

PROBLEM SET

farther than the little frog.

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TD ▸ Lesson 17

17

Name

Jill thinks the yellow pencil is 17 cm longer than the blue crayon.

7 cm

10 cm

Is Jill correct? Write how you know.

Copyright © Great Minds PBC

93

EUREKA MATH2 2 ▸ M1 ▸ TD ▸ Lesson 18

18

Name

Read Tam rides 42 miles on the bus. Lee rides 18 miles on the bus.

How many more miles does Tam ride than Lee? Draw

Write

Tam rides Copyright © Great Minds PBC

more miles than Lee. 95

EUREKA MATH2

2 ▸ M1 ▸ TD ▸ Lesson 18

Read Ling’s plant is 64 cm tall. Alex’s plant is 39 cm tall.

How much taller is Ling’s plant than Alex’s plant?

Draw

Write

Ling’s plant is 96

PROBLEM SET

taller than Alex’s plant.

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TD ▸ Lesson 18

18

Name

Read

The necklace is 35 cm long. The bracelet is 19 cm long.

How much longer is the necklace than the bracelet?

Draw

Write

The necklace is Copyright © Great Minds PBC

longer than the bracelet.

97

EUREKA MATH2 2 ▸ M1 ▸ TD ▸ Lesson 19

19

Name

Read Sal jumps rope 65 times. Hope jumps rope 40 times.

How many more times does Sal jump rope than Hope?

Draw

Write

Sal jumps rope Copyright © Great Minds PBC

more times than Hope.

99

EUREKA MATH2

2 ▸ M1 ▸ TD ▸ Lesson 19

Read Kate has 40 pennies. Jack has 27 pennies.

How many fewer pennies does Jack have than Kate?

Draw

Write

Jack has 100

PROBLEM SET

fewer pennies than Kate.

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TD

D

Name

1. Use the number line to subtract.

65 – 6 =

50

Copyright © Great Minds PBC

60

70

101

EUREKA MATH2

2 ▸ M1 ▸ TD

2.

Read Lan’s plant is 36 cm tall. Tim’s plant is 41 cm tall.

How much taller is Tim’s plant than Lan’s plant?

Draw

Write

Tim’s plant is 102

TO P I C T I C K E T

taller than Lan’s plant.

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TE ▸ Lesson 20

20

Name

Draw hundreds, tens, and ones.

1.

2.

3.

4.

Copyright © Great Minds PBC

103

EUREKA MATH2

2 ▸ M1 ▸ TE ▸ Lesson 20

Fill in the blanks to match the picture.

5.

hundred

tens

ones

hundreds

tens

one

hundreds

ten

ones

6.

7.

104

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TE ▸ Lesson 20

20

Name

Use the units to fill in the blanks. ten thousand hundred

10 ones = 1

10 tens = 1

10 hundreds = 1 Copyright © Great Minds PBC

105

EUREKA MATH2 2 ▸ M1 ▸ TE ▸ Lesson 21

21

Name

1. Draw units to count from 28 to 100.

28

2. Draw units to count from 154 to 200.

154

Copyright © Great Minds PBC

107

2 ▸ M1 ▸ TE ▸ Lesson 21

EUREKA MATH2

3. Draw units to count from 387 to 500.

4. Draw units to count from 95 to 320.

108

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TE ▸ Lesson 21

Name

21

Draw units to count from 376 to 600.

Copyright © Great Minds PBC

109

EUREKA MATH2 2 ▸ M1 ▸ TE ▸ Lesson 22

22

Name

Read Ming biked 64 miles.

He wants to bike 100 miles.

How many more miles should Ming bike?

Draw

Write

Ming should bike

Copyright © Great Minds PBC

more miles.

111

EUREKA MATH2 2 ▸ M1 ▸ TE ▸ Lesson 22

Name

22

1. Draw units to count from 428 to 630.

Copyright © Great Minds PBC

113

EUREKA MATH2

2 ▸ M1 ▸ TE ▸ Lesson 22

2.

Read Tam made 73 cupcakes.

She needs 120 cupcakes.

How many more cupcakes does Tam need?

Draw

Write

Tam needs 114

PROBLEM SET

more cupcakes.

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TE

E

Name

1. Count from 136 to 400.

Draw ones, tens, and hundreds.

136

Copyright © Great Minds PBC

115

EUREKA MATH2 2 ▸ M1 ▸ TE ▸ Lesson 23

Name

Partner

23

What did you count?

Your estimate: Show how you counted.

How many did you count in all?

Write a number sentence to match how you counted.

Copyright © Great Minds PBC

117

2 ▸ M1 ▸ TE ▸ Lesson 23

EUREKA MATH2

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

118

LESSON

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TF ▸ Lesson 24 ▸ Place Value Recording Sheet

hundreds

Copyright © Great Minds PBC

tens

ones

119

EUREKA MATH2 2 ▸ M1 ▸ TF ▸ Lesson 24

24

Name

1. Count from 47 to 200.

hundreds

Copyright © Great Minds PBC

tens

2. Count from 188 to 510.

ones

hundreds

tens

ones

121

EUREKA MATH2

2 ▸ M1 ▸ TF ▸ Lesson 24

3. Count from 389 to 801.

hundreds

122

tens

PROBLEM SET

4. Count from 170 to 430.

ones

hundreds

tens

ones

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TF ▸ Lesson 24

24

Name

Count from 668 to 900.

hundreds

Copyright © Great Minds PBC

tens

ones

123

EUREKA MATH2 2 ▸ M1 ▸ TF ▸ Lesson 25 ▸ Tens and Ones

tens

Copyright © Great Minds PBC

ones

125

EUREKA MATH2 2 ▸ M1 ▸ TF ▸ Lesson 25

25

Name

Show the hundreds, tens, and ones.

Then write the unit form.

1. 416

Unit form:

416

hundreds

ten

ones

2. 641

Unit form:

Copyright © Great Minds PBC

127

2 ▸ M1 ▸ TF ▸ Lesson 25

EUREKA MATH2

3. Jill has $250 in $100 and $10 bills.

How many $100 and $10 bills could Jill have?

Show one way.

$100 bills $10 bills

128

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TF ▸ Lesson 25

4. Matt has $250 in $10 bills. How many $10 bills does Matt have?

Show how you know.

Matt has

Copyright © Great Minds PBC

$10 bills.

PROBLEM SET

129

EUREKA MATH2 2 ▸ M1 ▸ TF ▸ Lesson 25

25

Name

1. Show the hundreds, tens, and ones.

567

2. Write 905 in unit form.

Copyright © Great Minds PBC

131

EUREKA MATH2 2 ▸ M1 ▸ TF ▸ Lesson 26 ▸ Hundreds, Tens, and Ones

hundreds

Copyright © Great Minds PBC

tens

ones

133

EUREKA MATH2 2 ▸ M1 ▸ TF ▸ Lesson 26

Name

26

Write in expanded form.

1. 527 =

752 =

2. 201 =

210 =

3. 507 =

750 =

Copyright © Great Minds PBC

135

2 ▸ M1 ▸ TF ▸ Lesson 26

EUREKA MATH2

Write in standard form.

4. 200 + 50 + 7 =

50 + 7 + 200 =

5. 1 + 200 + 30 =

100 + 3 + 20 =

6. 700 + 5 =

70 + 500 =

136

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TF ▸ Lesson 26

Name

26

1. Write in standard form.

10 + 10 + 1 + 1 + 100 + 100 + 100 = 400 + 70 + 6 = 9 + 700 =

2. Write in expanded form.

435 = 340 =

Copyright © Great Minds PBC

137

EUREKA MATH2 2 ▸ M1 ▸ TF ▸ Lesson 27 ▸ Sprint ▸ Count by Ones, Tens, and Hundreds

Sprint Write the unknown number.

1. 2, 3, 4, 2. 12, 13, 14, 3. 20, 30, 40, 4. 120, 130, 140,

Copyright © Great Minds PBC

139

EUREKA MATH2

2 ▸ M1 ▸ TF ▸ Lesson 27 ▸ Sprint ▸ Count by Ones, Tens, and Hundreds

A

Number Correct:

Write the unknown number.

1. 0, 1, 2,

16. 1, 2, 3,

2. 10, 11, 12,

17. 10, 20, 30,

3. 110, 111, 112,

18. 11, 21, 31,

4. 210, 211, 212,

19. 111, 121, 131,

5. 4, 5, 6,

20. 5, 6, 7,

6. 14, 15, 16,

21. 50, 60, 70,

7. 114, 115, 116,

22. 51, 61, 71,

8. 214, 215, 216,

23. 151, 161, 171,

9. 0, 10, 20,

24. 2, 3, 4,

10. 100, 110, 120,

25. 20, 30, 40,

11. 200, 210, 220,

26. 200, 300, 400,

12. 300, 310, 320,

27. 3, 4, 5,

13. 40, 50, 60,

28. 30, 40, 50,

14. 140, 150, 160,

29. 300, 400, 500,

15. 240, 250, 260,

30. 700, 800, 900,

140

Copyright © Great Minds PBC

EUREKA MATH2

2 ▸ M1 ▸ TF ▸ Lesson 27 ▸ Sprint ▸ Count by Ones, Tens, and Hundreds

B

Number Correct:

Write the unknown number.

1. 1, 2, 3,

16. 2, 3, 4,

2. 11, 12, 13,

17. 20, 30, 40,

3. 111, 112, 113,

18. 21, 31, 41,

4. 211, 212, 213,

19. 121, 131, 141,

5. 5, 6, 7,

20. 6, 7, 8,

6. 15, 16, 17,

21. 60, 70, 80,

7. 115, 116, 117,

22. 61, 71, 81,

8. 215, 216, 217,

23. 161, 171, 181,

9. 10, 20, 30,

24. 3, 4, 5,

10. 110, 120, 130,

25. 30, 40, 50,

11. 210, 220, 230,

26. 300, 400, 500,

12. 310, 320, 330,

27. 4, 5, 6,

13. 50, 60, 70,

28. 40, 50, 60,

14. 150, 160, 170,

29. 400, 500, 600,

15. 250, 260, 270,

30. 700, 800, 900,

142

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TF ▸ Lesson 27 ▸ Numbers in Word Form

1

one

11

eleven

10

ten

2

two

12

twelve

20

twenty

3

three

13

thirteen

30

thirty

4

four

14

fourteen

40

forty

5

five

15

fifteen

50

fifty

6

six

16

sixteen

60

sixty

7

seven

17

seventeen

70

seventy

8

eight

18

eighteen

80

eighty

9

nine

19

nineteen

90

ninety

10

ten

20

twenty

100 one hundred

Copyright © Great Minds PBC

143

EUREKA MATH2 2 ▸ M1 ▸ TF ▸ Lesson 27

27

Name

1. Write the number in word form. Use the word bank. fifteen three hundred eighteen eight hundred four two hundred forty twelve three hundred eighty-five

385 12 318 240 804 15

Copyright © Great Minds PBC

145

2 ▸ M1 ▸ TF ▸ Lesson 27

EUREKA MATH2

2. Write 549 in these forms.

Word form: Unit form: Expanded form:

3. Write 612 in these forms.

Word form: Unit form: Expanded form:

146

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TF

Name

F

Write the number in these forms.

1. Standard form: 2. Word form: 3. Unit form: 4. Expanded form:

Copyright © Great Minds PBC

147

EUREKA MATH2 2 ▸ M1 ▸ TG ▸ Lesson 28 ▸ Unlabeled Chart

Copyright © Great Minds PBC

149

EUREKA MATH2 2 ▸ M1 ▸ TG ▸ Lesson 28 ▸ Money Tool Kit

Copyright © Great Minds PBC

151

EUREKA MATH2 2 ▸ M1 ▸ TG ▸ Lesson 28 ▸ Money Tool Kit

Copyright © Great Minds PBC

153

EUREKA MATH2 2 ▸ M1 ▸ TG ▸ Lesson 28 ▸ Money Tool Kit

Copyright © Great Minds PBC

155

EUREKA MATH2 2 ▸ M1 ▸ TG ▸ Lesson 28 ▸ Money Tool Kit

Copyright © Great Minds PBC

157

EUREKA MATH2 2 ▸ M1 ▸ TG ▸ Lesson 28

Name

28

1. Draw bills for $240.

2. Draw bills for $203.

Copyright © Great Minds PBC

159

2 ▸ M1 ▸ TG ▸ Lesson 28

EUREKA MATH2

3. Draw bills for $243. Draw two ways.

160

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TG ▸ Lesson 28

Name

28

1. Draw bills for $103. Draw two ways.

Copyright © Great Minds PBC

161

60

70

80

EUREKA MATH2 2 ▸ M1 ▸ TG ▸ Lesson 29 ▸ Number Line

Copyright © Great Minds PBC

163

EUREKA MATH2 2 ▸ M1 ▸ TG ▸ Lesson 29 ▸ Unlabeled Chart

Copyright © Great Minds PBC

165

EUREKA MATH2 2 ▸ M1 ▸ TG ▸ Lesson 29

Name

29

Count by ones, tens, and hundreds.

1. 70 to 300

2. 300 to 450

Copyright © Great Minds PBC

167

2 ▸ M1 ▸ TG ▸ Lesson 29

EUREKA MATH2

3. 160 to 700

4. 68 to 200

168

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TG ▸ Lesson 29

5. 200 to 84

6. 425 to 200

Copyright © Great Minds PBC

PROBLEM SET

169

2 ▸ M1 ▸ TG ▸ Lesson 29

EUREKA MATH2

7. 982 to 739

170

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TG ▸ Lesson 29

Name

29

Count by ones, tens, and hundreds.

1. 280 to 435

2. 524 to 213

Copyright © Great Minds PBC

171

60

70

80

EUREKA MATH2 2 ▸ M1 ▸ TG ▸ Lesson 30 ▸ Number Line

Copyright © Great Minds PBC

173

EUREKA MATH2 2 ▸ M1 ▸ TG ▸ Lesson 30

Name

30

How many $10 bills make $1,000?

Show how you know.

Write a solution statement.

Copyright © Great Minds PBC

175

EUREKA MATH2 2 ▸ M1 ▸ TG ▸ Lesson 30

30

Name

1. How many more $100 bills make $1,000?

Show how you know.

$100

$100

$100

$100

$100

$100

$100

$100

$100 more $100 bill makes $1,000.

Copyright © Great Minds PBC

177

EUREKA MATH2

2 ▸ M1 ▸ TG ▸ Lesson 30

2. How many more $10 bills make $1,000?

Show how you know.

$100

$100

$100

$100

$100

$100

$100

$100

$100 more $10 bills make $1,000.

178

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TG ▸ Lesson 30

3. How many more $100 bills make $1,000?

Show how you know.

$100 $100 $100 $100 $100 more $100 bills make $1,000.

Copyright © Great Minds PBC

PROBLEM SET

179

2 ▸ M1 ▸ TG ▸ Lesson 30

EUREKA MATH2

4. How many more $10 bills make $1,000?

Show how you know.

$100 $100 $100 $100 $100 more $10 bills make $1,000.

180

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TG

Name

G

1. Draw bills for $354.

2. Count by ones, tens, and hundreds on the open number line.

657 to 900

Copyright © Great Minds PBC

181

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 31 ▸ Unlabeled Chart

Copyright © Great Minds PBC

183

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 31

Name

31

Jade has 5 place value disks.

What numbers can she make with all 5 disks?

Copyright © Great Minds PBC

185

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 31

31

Name

Write the number in expanded form. Then write it in standard form.

1.

10

1

10

1

10

1 1

1

1

1

Expanded form: Standard form:

Copyright © Great Minds PBC

187

EUREKA MATH2

2 ▸ M1 ▸ TH ▸ Lesson 31

2.

100

10

100

10

100

10 10

10

10

10

Expanded form: Standard form:

188

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 31

3.

1

100

10

100

10

10

1

100

10

10

1

100

10

10

10

10

100

100

Expanded form: Standard form:

Copyright © Great Minds PBC

PROBLEM SET

189

EUREKA MATH2

2 ▸ M1 ▸ TH ▸ Lesson 31

4.

100

10

1

100

10

1

1

100

10

1

1

10

1

1

1

1

10

10

Expanded form: Standard form:

190

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 31

31

Name

Write the number in expanded form. Then write it in standard form.

100

1

100

1

100

1 1 1

Expanded form: Standard form:

Copyright © Great Minds PBC

191

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 32 ▸ Unlabeled Chart

Copyright © Great Minds PBC

193

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 32

32

Name

Read Beth has 124 cookies. She can put 10 cookies in a pack.

1. How many packs can Beth fill?

2. How many more cookies does she need to fill a new pack?

Draw

Write Beth can fill She needs Copyright © Great Minds PBC

packs. more cookies.

195

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 32

32

Name

1.

100

10

1

100

10

1

10

1

10

1

1

1

1

How many more ones make a new ten?

ones

What is the new number?

Copyright © Great Minds PBC

197

EUREKA MATH2

2 ▸ M1 ▸ TH ▸ Lesson 32

2.

100

10

100

10

100

10 10

How many more tens make a new hundred?

tens

What is the new number?

198

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 32

3.

100

1

100

1

100

1

100

1

100

How many more ones make a ten?

ones

What is the new number?

Copyright © Great Minds PBC

PROBLEM SET

199

2 ▸ M1 ▸ TH ▸ Lesson 32

EUREKA MATH2

4.

100 100

How many more hundreds make a thousand?

hundreds

What is the new number?

200

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 32

32

Name

100

10

100

10 10 10

How many more tens make a new hundred?

tens

What is the new number?

Copyright © Great Minds PBC

201

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 33 ▸ Unlabeled Chart

Copyright © Great Minds PBC

203

100s

10s

1s

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 33 ▸ Place Value Chart

Copyright © Great Minds PBC

205

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 33

33

Name

1. Draw 18 with hundreds, tens, and ones.

100s

10s

1s

10s

1s

Draw 18 with only ones.

100s

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207

EUREKA MATH2

2 ▸ M1 ▸ TH ▸ Lesson 33

2. Draw 315 with hundreds, tens, and ones.

100s

10s

1s

Draw 315 with only hundreds and ones.

100s

208

PROBLEM SET

10s

1s

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 33

3. Draw 206 with hundreds and ones.

100s

10s

1s

Draw 206 with only tens and ones.

100s

Copyright © Great Minds PBC

10s

1s

PROBLEM SET

209

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 33

33

Name

Beth draws 241 with hundreds, tens, and ones.

100s

10s

1s

1. Draw 241 with only tens and ones.

100s

Copyright © Great Minds PBC

10s

1s

211

EUREKA MATH2

2 ▸ M1 ▸ TH ▸ Lesson 33

Write 682 with hundreds, tens, and ones.

2.

hundreds

tens

3.

tens

ones

4.

hundreds

ones

212

EXIT TICKET

ones

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EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 34 ▸ Sprint ▸ Expanded Form to Standard Form

Sprint Write the number in standard form.

1.

50 + 6

2.

300 + 50 + 6

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213

EUREKA MATH2

2 ▸ M1 ▸ TH ▸ Lesson 34 ▸ Sprint ▸ Expanded Form to Standard Form

A

Number Correct:

Write the number in standard form.

1.

30 + 1

16.

400 + 50

2.

30 + 2

17.

500 + 60

3.

30 + 3

18.

600 + 70

4.

30 + 8

19.

800 + 90

5.

40 + 8

20.

400 + 1

6.

50 + 8

21.

500 + 2

7.

70 + 7

22.

600 + 3

8.

90 + 9

23.

800 + 9

9.

200 + 30 + 1

24.

400 + 40 + 7

10.

200 + 30 + 2

25.

400 + 7

11.

200 + 30 + 3

26.

600 + 60 + 2

12.

200 + 30 + 8

27.

600 + 2

13.

400 + 30 + 8

28.

2 + 600

14.

600 + 30 + 8

29.

2 + 40 + 600

15.

600 + 40 + 8

30.

30 + 8 + 500

214

Copyright © Great Minds PBC

EUREKA MATH2

2 ▸ M1 ▸ TH ▸ Lesson 34 ▸ Sprint ▸ Expanded Form to Standard Form

B

Number Correct:

Write the number in standard form.

1.

20 + 1

16.

300 + 40

2.

20 + 2

17.

400 + 50

3.

20 + 3

18.

500 + 60

4.

20 + 9

19.

700 + 80

5.

30 + 9

20.

300 + 1

6.

40 + 9

21.

400 + 2

7.

60 + 6

22.

500 + 3

8.

80 + 8

23.

700 + 8

9.

100 + 30 + 1

24.

300 + 30 + 6

10.

100 + 30 + 2

25.

300 + 6

11.

100 + 30 + 3

26.

500 + 50 + 3

12.

100 + 30 + 8

27.

500 + 3

13.

300 + 30 + 8

28.

3 + 500

14.

500 + 30 + 8

29.

3 + 40 + 500

15.

500 + 40 + 8

30.

20 + 7 + 400

216

Copyright © Great Minds PBC

100s

10s

1s

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 34 ▸ Place Value Chart

Copyright © Great Minds PBC

217

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 34

34

Name

1. Draw on the place value chart.

198

Copyright © Great Minds PBC

100s

10s

1s

1 hundred

8 tens

18 ones

100s

10s

1s

1 hundred

9 tens

8 ones

219

EUREKA MATH2

2 ▸ M1 ▸ TH ▸ Lesson 34

2. Draw on the place value chart. Rename 10 ones as 1 ten.

326 100s

10s

1s

3 hundreds

1 ten

16 ones

Then write in unit form.

hundreds

220

PROBLEM SET

tens

ones

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TH ▸ Lesson 34

3. Draw on the place value chart. Then write in standard form.

Circle the numbers that are equal.

100s

10s

1s

100s

10s

1s

3 hundreds

14 tens

2 ones

3 hundreds

4 tens

12 ones

Standard form :

Standard form :

100s

10s

1s

100s

10s

1s

4 hundreds

4 tens

2 ones

4 hundreds

4 tens

12 ones

Standard form :

Copyright © Great Minds PBC

Standard form :

PROBLEM SET

221

EUREKA MATH2 2 ▸ M1 ▸ TH

H

Name

Is this true?

4 hundreds 19 tens 3 ones = 5 hundreds 9 tens 3 ones Circle Yes or No.

Yes No

Show how you know.

100s

Copyright © Great Minds PBC

10s

1s

223

100s

10s

1s

EUREKA MATH2 2 ▸ M1 ▸ TI ▸ Lesson 35 ▸ Place Value Chart

Copyright © Great Minds PBC

225

EUREKA MATH2 2 ▸ M1 ▸ TI ▸ Lesson 35

35

Name

Draw 349 on the place value chart.

100s

10s

1s

is greater than

.

>

Draw 329 on the place value chart.

100s

10s

is less than

1s

.

<

Copyright © Great Minds PBC

227

EUREKA MATH2

2 ▸ M1 ▸ TI ▸ Lesson 35

Draw 932 on the place value chart.

100s

10s

1s

is greater than

.

>

Draw 934 on the place value chart.

100s

10s

is less than

1s

.

<

228

LESSON

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EUREKA MATH2 2 ▸ M1 ▸ TI ▸ Lesson 35

35

Name

Draw each number on the place value chart.

Then circle >, =, or < to compare.

1.

97 100s

10s

200 1s

is greater than

100s

10s

1s

> = <

is equal to is less than

227

2.

100s

10s

127 1s

is greater than

100s

10s

1s

> = <

is equal to is less than

Copyright © Great Minds PBC

229

EUREKA MATH2

2 ▸ M1 ▸ TI ▸ Lesson 35

241

3.

100s

10s

251 1s

is greater than

100s

10s

1s

> = <

is equal to is less than

Write >, =, or < to compare.

4. 245

99

5. 899

900

6. 181

159

7. 419

four hundred nineteen

230

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TI ▸ Lesson 35

35

Name

Draw each number on the place value chart.

Then circle >, =, or < to compare.

606 100s

10s

660 1s

100s

10s

1s

< = >

Copyright © Great Minds PBC

231

100s

10s

1s

EUREKA MATH2 2 ▸ M1 ▸ TI ▸ Lesson 36 ▸ Place Value Chart

Copyright © Great Minds PBC

233

EUREKA MATH2 2 ▸ M1 ▸ TI ▸ Lesson 36

36

Name

Write >, =, or < to compare.

1. 312

213

2. 123

231

3. 321

312

4. Draw each number on the place value chart.

Then write >, =, or < to compare.

4 hundreds 27 ones 100s

10s

1s

4 hundreds 27 ones Copyright © Great Minds PBC

472 100s

10s

1s

472 235

EUREKA MATH2

2 ▸ M1 ▸ TI ▸ Lesson 36

Write >, =, or < to compare.

5. 908

nine hundred eighty

6. 4 tens 20 ones 7. 671

5 tens

70 + 600 + 1

8. five hundred twenty-one 9. Lan writes Sal writes

5 hundreds 2 tens 1 one

42 tens < 390.

42 tens > 390.

Who is correct? Show how you know.

236

PROBLEM SET

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TI ▸ Lesson 36

36

Name

Write >, =, or < to compare. Then show how you know.

5 hundreds 2 tens 11 ones

Copyright © Great Minds PBC

5 hundreds 31 ones

237

EUREKA MATH2 2 ▸ M1 ▸ TI ▸ Lesson 37 ▸ Recording Sheet

Name

Partner

What did you count?

Your estimate:

Show how you counted.

How many did you count in all?

Write a number sentence to match how you counted.

Use >, =, or < to compare.

Copyright © Great Minds PBC

239

2 ▸ M1 ▸ TI ▸ Lesson 37 ▸ Recording Sheet

EUREKA MATH2

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

240

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TI

Name

I

Write >, =, or <.

Show how you know.

1. 3 hundreds 1 ten 16 ones

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2 hundreds 13 tens 1 one

241

EUREKA MATH2 2 ▸ M1 ▸ TI ▸ Lesson 38

38

Name

Write the numbers from least to greatest. Use standard form.

1. 647

2. 4 hundreds 18 ones

384

480

908

4 hundreds 8 ones ,

,

3. 763

,

,

4. 200 + 3 + 90

6 + 300 + 70

three hundred ninety-two

six hundred thirty-seven

2 hundreds 39 ones

,

Copyright © Great Minds PBC

,

,

,

243

EUREKA MATH2

2 ▸ M1 ▸ TI ▸ Lesson 38

Write the numbers from greatest to least. Use standard form.

5. 475

6. 56 tens 3 ones

704

635

574

536 ,

,

7. 1 hundred 9 ones

,

8. 60 + 300 + 5

9 + 10 + 100

six hundred five

191

63 tens 5 ones ,

244

,

PROBLEM SET

,

,

,

Copyright © Great Minds PBC

EUREKA MATH2 2 ▸ M1 ▸ TI ▸ Lesson 38

Write >, =, or < to compare.

9. 800

799

10. two hundred six

6 + 200

11. 45 tens + 6 ones

six hundred thirty

12. 92 ones 7 hundreds

2 + 70 + 900

927

13. Is this true?

2 hundreds 3 tens 12 ones = 200 + 30 + 2

Show how you know.

Copyright © Great Minds PBC

PROBLEM SET

245

EUREKA MATH2 2 ▸ M1 ▸ TI ▸ Lesson 38

38

Name

Is this true?

9 hundreds 27 ones = 20 + 900 + 7

Show how you know.

Copyright © Great Minds PBC

247

EUREKA MATH2 2 ▸ 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, Maurice Predergast, 1858–1924, Ponte della Paglia, ca. 1898/reworked 1922. Oil on canvas.

The Phillips Collection, Washington, DC, USA. Acquired 1922.; page 91, (composite image) Africa Studio/ Shutterstock.com, Olga Kovalenko/Shutterstock.com; All other images are the property of Great Minds.

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

Copyright © Great Minds PBC

249

2 ▸ M1

EUREKA MATH2

Acknowledgments Beth Barnes, Dawn Burns, Karla Childs, Mary Christensen-Cooper, Cheri DeBusk, Stephanie DeGiulio, Jill Diniz, Brittany duPont, Lacy Endo-Peery, Krysta Gibbs, Melanie Gutierrez, Torrie K. Guzzetta, Eddie Hampton, Andrea Hart, Sara Hunt, Rachel Hylton, Travis Jones, Jennifer Koepp Neeley, Liz Krisher, Leticia Lemus, Marie Libassi-Behr, Ben McCarty, Cristina Metcalf, Ashley Meyer, Bruce Myers, Marya Myers, Maximilian Peiler-Burrows, Marlene Pineda, Carolyn Potts, Meri Robie-Craven, Colleen Sheeron-Laurie, Robyn Sorenson, Tara Stewart, Theresa Streeter, James Tanton, Julia Tessler, Philippa Walker, Rachael Waltke, Lisa Watts Lawton, MaryJo Wieland Trevor Barnes, Brianna Bemel, Adam Cardais, Christina Cooper, Natasha Curtis, Jessica Dahl, Brandon Dawley, Delsena Draper, Sandy Engelman, Tamara Estrada, Soudea Forbes, Jen Forbus, Reba Frederics, Liz Gabbard, Diana Ghazzawi, Lisa Giddens-White, Laurie Gonsoulin, Nathan Hall, Cassie Hart, Marcela Hernandez, Rachel Hirsh, Abbi Hoerst, Libby Howard, Amy Kanjuka, Ashley Kelley, Lisa King, Sarah Kopec, Drew Krepp, Crystal Love, Maya Márquez, Siena Mazero, Cindy Medici, Ivonne Mercado, Sandra Mercado, Brian Methe, Patricia Mickelberry, Mary-Lise Nazaire, Corinne Newbegin, Max Oosterbaan, Tamara Otto, Christine Palmtag, Andy Peterson, Lizette Porras, Karen Rollhauser, Neela Roy, Gina Schenck, Amy Schoon, Aaron Shields, Leigh Sterten, Mary Sudul, Lisa Sweeney, Samuel Weyand, Dave White, Charmaine Whitman, Nicole Williams, Glenda Wisenburn-Burke, Howard Yaffe

250

Copyright © Great Minds PBC

Talking Tool Share Your Thinking

I know . . . .

I did it this way because . . . .

The answer is

because . . . .

My drawing shows . . . .

I agree because . . . .

Agree or Disagree

That is true because . . . .

I disagree because . . . .

That is not true because . . . .

Do you agree or disagree with

Ask for Reasoning

Why did you . . . ?

Can you explain . . . ?

What can we do first?

How is

Say It Again

related to

?

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

Another way to say that is . . . .

What does that mean?

Copyright © Great Minds PBC

? Why?

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

Have I done something like this before?

What strategy will I use?

Do I need any tools?

During

Is my strategy working?

Should I try something else?

Does this make sense?

After

What worked well?

What will I do differently next time?

At the end of each class, I ask myself

What did I learn?

What do I have a question about?

Copyright © Great Minds PBC

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

Or estimate how many bees are in a hive?

Or calculate your batting average?

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

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

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

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

Module 5 Money, Data, and Customary Measurement

Ready to get started?

Module 6 Multiplication and Division Foundations

What does this painting have to do with math?

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

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

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

ISBN 978-1-64497-087-4

9

781644 970874