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

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.

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

2 Addition and Subtraction Within 200

3 Shapes and Time with Fraction Concepts

4 Addition and Subtraction Within 1,000

5 Money, Data, and Customary Measurement

6 Multiplication and Division Foundations

Part 1: Place Value Concepts Through Metric Measurement and Data

Topic C

up to 1,000 by using place value units.

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

Write base-ten numbers in expanded form.

Apply place value understanding to compare by using

Name

Key:

Favorite Subject

Key: Each ✓stands for 1 vote.

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?

1. Make a picture graph.

Number of Books

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?

Key:

Our Birthdays

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?

Sports We Like

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?

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?

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?

Name

Balloons

Yellow

Red

Green Blue

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?

Name 3

Prizes

Cars

Pinwheels

Balls

Teddy Bears

1. How many prizes are there in all? Write a number sentence.

2. Take away 2 of each prize.

What is the new total?

Farm Animals

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

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

1. Make a bar graph.

Name 4

Bugs at the Park

Butterflies

Worms

Bees

Grasshoppers

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?

Animals at the Beach

Seagulls Starfish Crabs Clams

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

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

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?

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 centimeter cubes long.

Pick an object. Use the line as an endpoint. Measure the object with a centimeter cube.

The is centimeter cubes long.

The is centimeter cubes long.

The is centimeter cubes long.

4.

5.

6.

Name Matt uses a centimeter cube to measure. He thinks the pencil is 12 centimeters long.

Is Matt correct? Write how you know.

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.

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

1. The fish is cm long.

2. The turtle is cm long.

3. The pen is cm long.

4. The scissors are cm long.

Name

1. Circle the 10 cm ruler.

2. Write why some are not 10 cm rulers.

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.

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 1 cm cubes.

He uses 1 cm cubes.

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.

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 1 cm cubes.

She uses 1 cm cubes.

Name 1. Use these tools to measure.

Tools

meter stick 10 cm ruler 1 cm cube

Object

Length

Tools

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

3. The length of a nail

1 cm cube 10 cm ruler meter stick meter tape

4. The length of a spoon

1 cm cube 10 cm ruler meter stick meter tape

5. The length around a globe

1 cm cube 10 cm ruler meter stick meter tape

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 more 10 cm rulers to make a meter stick.

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) 10 cm 1 cm

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) 10 cm 1 cm

Name 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.

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 1 cm

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

3. The length of a book 1 cm cube 10 cm ruler meter stick

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 palms

Name Measure with cubits Cubit . Then measure with palms . Object Cubits Cubit Palms

1. Bookshelf

2. Desk

3. Window

4. Door

5.

6.

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.

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.

Name Estimate the length of each pencil . Then measure.

1.

2.

Estimate: cm Measurement: cm

Estimate: cm Measurement: cm

Estimate: cm Measurement: cm

3.

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

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 cm.

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 cm.

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 cm.

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 cm.

5. Pick two objects to measure.

Show the difference in length. Write an equation.

The difference in length is cm.

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 cm.

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 10 cm rulers centimeter cubes

Name

1. How tall is each friend?

Friend

Height

Height (in centimeters)

1 meter stick

2 10 cm rulers

3 centimeter cubes

Jack

Hope

1 meter stick

4 10 cm rulers

Jill

1 meter stick

3 centimeter cubes

Tam

9 10 cm rulers

7 centimeter cubes

13 10 cm rulers

Lan

2. Ling is 118 cm tall. Write all the ways you can show 118 cm. Meter Sticks 10 cm Rulers Centimeter Cubes

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 10 cm rulers centimeter cubes

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 .

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 .

Name

Measure the length.

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

The difference in length is cm.

1. The fork is cm.

2. The spoon is cm.

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

Write an equation.

The red plane goes farther than the blue plane.

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

141 cm

128 cm

Write an equation.

The big frog jumps farther than the little frog.

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.

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 more miles than Lee.

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

Ling’s plant is taller than Alex’s plant.

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 longer than the bracelet.

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 more times than Hope.

Read

Kate has 40 pennies. Jack has 27 pennies .

How many fewer pennies does Jack have than Kate?

Draw

Write

Jack has fewer pennies than Kate.

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

Tim’s plant is taller than Lan’s plant.

Draw hundreds, tens, and ones.

1.

2.

3.

4.

Fill in the blanks to match the picture.

5.

6.

7.

Name

Use the units to fill in the blanks.

ten thousand hundred

10 ones = 1

10 tens = 1

10 hundreds = 1

1. Draw units to count from 28 to 100.

2. Draw units to count from 154 to 200.

3. Draw units to count from 387 to 500.

4. Draw units to count from 95 to 320.

Name

Draw units to count from 376 to 600.

Name

Read

Ming biked 64 miles.

He wants to bike 100 miles.

How many more miles should Ming bike?

Draw Write

Ming should bike more miles.

Name

1. Draw units to count from 428 to 630.

2. Read

Tam made 73 cupcakes. She needs 120 cupcakes.

How many more cupcakes does Tam need?

Draw

Write

Tam needs more cupcakes.

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.

Self-Reflection

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

Name

1. Count from 47 to 200.

hundreds tens ones

2. Count from 188 to 510.

hundreds tens ones

3. Count from 389 to 801.

hundreds tens ones

4. Count from 170 to 430.

hundreds tens ones

Name Count from 668 to 900.

hundreds tens ones

Show the hundreds, tens, and ones.

Then write the unit form.

1. 416

416

Unit form: hundreds ten ones

2. 641

Unit form:

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

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

Show how you know.

Matt has $10 bills.

1. Show the hundreds, tens, and ones.

567

2. Write 905 in unit form.

Name

Write in expanded form.

1. 527

2. 201

3. 507 = 750

Write in standard form.

4. 200 + 50 + 7 = 50 + 7 + 200 =

5. 1 + 200 + 30 = 100 + 3 + 20 =

6. 700 + 5 = 70 + 500 =

1. Write in standard form. 10 + 10 + 1 + 1 + 100 + 100 + 100 = 400 + 70 + 6 = 9 + 700 =

2. Write in expanded form. 435 = 340

Number Correct:

Number Correct:

Write the unknown number. 1.

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

2. Write 549 in these forms.

Word form:

Unit form: Expanded form:

3. Write 612 in these forms.

Word form:

Unit form:

Expanded form:

Write the number in these forms.

1. Standard form:

2. Word form:

3. Unit form:

4.

Expanded form:

Name

1. Draw bills for $240.

2. Draw bills for $203.

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

Name

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

Name

Count by ones, tens, and hundreds.

1. 70 to 300

2. 300 to 450

3. 160 to 700

4. 68 to 200

5. 200 to 84

6. 425 to 200

7. 982 to 739

Name

Count by ones, tens, and hundreds.

1. 280 to 435

2. 524 to 213

Name How many $10 bills make $1,000?

Show how you know.

Write a solution statement.

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.

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.

3. How many more $100 bills make $1,000? Show how you know. $100 $100 $100 $100 $100 more $100 bills make $1,000.

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

Show how you know.

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

1. Draw bills for $354.

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

657 to 900

Name Jade has 5 place value disks.

What numbers can she make with all 5 disks?

Expanded form:

Standard form:

Expanded form: Standard form:

Expanded form:

Standard form:

Expanded form: Standard form:

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?

Beth can fill packs.

She needs more cookies.

How many more ones make a new ten? ones

What is the new number?

How many more tens make a new hundred? tens

What is the new number?

How many more ones make a ten? ones

What is the new number?

How many more hundreds make a thousand? hundreds

What is the new number?

How many more tens make a new hundred? tens

What is the new number?

1s

10s

100s

Name

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

100s 1s 10s

Draw 18 with only ones.

100s

1s 10s

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

100s

10s

Draw 315 with only hundreds and ones.

100s

10s

3. Draw 206 with hundreds and ones.

100s

1s 10s

Draw 206 with only tens and ones.

100s

1s 10s

Name Beth draws 241 with hundreds, tens, and ones.

1. Draw 241 with only tens and ones.

Write 682 with hundreds, tens, and ones.

2. hundreds tens ones

3. tens ones

4. hundreds ones

Sprint

1. 50 + 6

2. 300 + 50 + 6

Write the number in standard form.

1. 30 + 1

2. 30 + 2

3. 30 + 3

4. 30 + 8

Number Correct:

Write the number in standard form.

1. 20 + 1

2. 20 + 2

3. 20 + 3 4. 20 + 9 5. 30 + 9

1 hundred

8 tens18 ones

1 hundred

9 tens8 ones

Name

1. Draw on the place value chart.

3. Draw on the place value chart. Then write in standard form. Circle the numbers that are equal.

3 hundreds

Standard form :

14 tens2 ones

3 hundreds

Standard form :

4 tens12 ones

4 hundreds Standard form :

4 tens2 ones

4 hundreds

Standard form :

4 tens12 ones

1s

10s

100s

Name

Draw 349 on the place value chart. 100s 1s 10s

is greater than .

Draw 329 on the place value chart.

100s 1s 10s

is less than .

Draw 932 on the place value chart.

Draw 934 on the place value chart.

Draw each number on the place value chart.

Then circle >, =, or < to compare.

Draw each number on the place value chart.

Then circle >, =, or < to compare.

1s

10s

100s

Write >, =, or < to compare.

5. 908 nine hundred eighty

6. 4 tens 20 ones

5 tens

7. 671 70 + 600 + 1

8. five hundred twenty-one

9. Lan writes 42 tens < 390. Sal writes 42 tens > 390.

Who is correct? Show how you know.

5 hundreds 2 tens 1 one

5

5

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.

Self-Reflection

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

1. 3 hundreds 1 ten 16 ones

2 hundreds 13 tens 1 one

Write the numbers from greatest to least. Use standard form. 5.

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.

Name Is this true?

9 hundreds 27 ones = 20 + 900 + 7

Show how you know.

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.

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

Share Your Thinking

Talking Tool

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 ? Why?

Ask for Reasoning

Why did you . . . ?

Can you explain . . . ?

What can we do first?

How is related to ?

Say It Again

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

Another way to say that is . . . .

What does that mean?

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?

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?

ISBN 978-1-64497-087-4

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

Module 5

Money, Data, and Customary Measurement

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.