EM2NY_G2_M1_Learn_25A_121219_Updated 10.4 by General

A Story of Units®

Ten Tens

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

Module 1

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 © 2025 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 A-Print 1 2 3 4 5 6 7 8 9 10 XXX 29 28 27 26 25 ISBN 979-8-89012-121-9

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

▸ 2

Module

Story

Units® Ten Tens

LEARN Module

Module

Part 1: Place Value Concepts Through Metric Measurement and Data

Topic

5 Represent Data to Solve Problems Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Draw and label a picture graph to represent data. Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Draw and label a bar graph to represent data. Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Use information presented in a bar graph to solve compare problems. Topic B 29 Metric

and Concepts About the Ruler Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Connect measurement to physical units

iterating a centimeter cube. Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Make a 10 cm ruler and measure objects. Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Measure lengths and relate 10 cm and 1 cm. 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.

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

Measurement

61 Estimate, Measure, and Compare Lengths Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Estimate and compare lengths. Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Model and reason about the difference in length. Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Estimate and measure height to model metric relationships. Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Represent and compare students’ heights. 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. Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Use a measuring tape as a number line to subtract efficiently. Lesson 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Represent and solve comparison problems by using measurement contexts. 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.

Topic C

Part

Count 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.

3 © Great Minds PBC EUREKA MATH2 New York Next Gen 2 ▸ M1

Contents

Counting, and

Within 1,000 Topic E 103 Understand Place Value Units Lesson 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Count and bundle ones, tens, and hundreds to 1,000. Lesson 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Count efficiently

1,000

ones, tens, and hundreds. Lesson 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Lesson 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Organize, count, and record a collection of objects. Topic F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Express Three-Digit Numbers In Different Forms Lesson 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Lesson 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

2: Place Value,

Comparing

within

by using

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

Lesson 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

133

Lesson 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Read, write, and relate base-ten numbers in all forms. Topic G 149 Model Base-Ten Numbers Within 1,000 with Money Lesson 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Use place value understanding to count and exchange $1, $10, and $100 bills. Lesson 29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Count by $1, $10, and $100. Lesson 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Determine how many $10 bills are equal to $1,000. Topic H 183 Compose and Decompose with Place Value Disks Lesson 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Count the total value of ones, tens, and hundreds with place value disks. Lesson 32 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Exchange 10 ones for 1 ten, 10 tens for 1 hundred, and 10 hundreds for 1 thousand. Lesson 33 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Model numbers with more than 9 ones or 9 tens. Lesson 34 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Problem solve in situations with more than 9 ones or 9 tens.

Topic I

Compare Two Three-Digit Numbers In Different Forms

Apply place value understanding to compare by using

Organize, count, represent, and compare a collection of objects.

4 2 ▸ M1 EUREKA MATH2 New York Next Gen © Great Minds PBC

225

Lesson 35 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Compare three-digit

>, =, and <. Lesson 36 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233

numbers by using

<. Lesson 37 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

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

Resources Fluency Resource Coins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249 Credits 251 Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . 252

>, =, and

forms.

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?

2 ▸ M1 ▸ TA ▸ Lesson 1 EUREKA MATH2 New York Next Gen 6 LESSON © Great Minds PBC

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Math Writing Science Reading

Pets We Like Dogs 9 Cats 8 Fish 3 Lizards 4

1. Make a picture graph.

Key:

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?

2 ▸ M1 ▸ TA ▸ Lesson 1 EUREKA MATH2 New York Next Gen 8 PROBLEM SET © Great Minds PBC

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Hope Kate Kevin Ming

Key:

9 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TA ▸ Lesson 1 Name © Great Minds PBC 1 Make a picture graph. Animals We Like Dogs 7 Cats 8 Rabbits 5 Fish 4

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?

12 LESSON 2 ▸ M1 ▸ TA ▸ Lesson 2 EUREKA MATH2 New York Next Gen © Great Minds PBC Fall Winter Summer Spring

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

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?

2 ▸ M1 ▸ TA ▸ Lesson 2 EUREKA MATH2 New York Next Gen 14 PROBLEM SET © Great Minds PBC Soccer Baseball Basketball

Swimming

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

15 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TA ▸ Lesson 2 Name © Great Minds PBC 2 Make a bar graph. Games We Like Tag 4 Kickball 7 Jump Rope 10 Hide and Seek 3 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?

Name

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?

2 ▸ M1 ▸ TA ▸ Lesson 3 EUREKA MATH2 New York Next Gen 18 LESSON © Great Minds PBC

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?

19 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TA ▸ Lesson 3

Name

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

Name

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?

21 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TA ▸ Lesson 3

2 3 4 5 6 7 8 9 10 11 1

Farm Animals

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

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

23 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TA ▸ Lesson 4 Name © Great Minds PBC 4

1. Make a bar graph.

Goats Cows Pigs Hens 13 7 10 8 0

Name

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?

25 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TA ▸ Lesson 4

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

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?

2 ▸ M1 ▸ TA ▸ Lesson 4 EUREKA MATH2 New York Next Gen © Great Minds PBC 26 PROBLEM SET 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Name

1. Make a bar graph.

Reptiles at the Zoo

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

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

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TA 27

Snakes Lizards Turtles Alligators 13 11 7 8 0

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.

2 ▸ M1 ▸ TB ▸ Lesson 5 EUREKA MATH2 New York Next Gen 30 PROBLEM SET © Great Minds PBC

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.

31 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TB ▸ Lesson 5

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.

33 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TB ▸ Lesson 6

Name

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

cm long.

1. The fish is 2. The turtle is cm long.

2 ▸ M1 ▸ TB ▸ Lesson 6 EUREKA MATH2 New York Next Gen 36 PROBLEM SET © Great Minds PBC

3. The pen is cm long. 4. The scissors are cm long.

37 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TB ▸ Lesson 6

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.

is cm long.

39 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TB ▸ Lesson 7

4. The 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.

2 ▸ M1 ▸ TB ▸ Lesson 7 EUREKA MATH2 New York Next Gen 42 PROBLEM SET © Great Minds PBC

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.

43 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TB ▸ Lesson 7

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

2 ▸ M1 ▸ TB ▸ Lesson 8 EUREKA MATH2 New York Next Gen 46 PROBLEM SET © Great Minds PBC

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.

47 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TB ▸ Lesson 8

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

50 © Great Minds PBC 2 ▸ M1 ▸ TB ▸ Lesson 9 EUREKA MATH2 New York Next Gen

LESSON

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

2 ▸ M1 ▸ TB ▸ Lesson 9 EUREKA MATH2 New York Next Gen 52 PROBLEM SET © Great Minds PBC

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

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TB 53

Name

1. Measure with a friend.

palms make 1 cubit .

My Friend

palms make 1 cubit .

digits make 1 palm .

2. How long is the desk? cubits palms

55 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TB ▸ Lesson 10

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.

2 ▸ M1 ▸ TB ▸ Lesson 10 EUREKA MATH2 New York Next Gen 58 PROBLEM SET © Great Minds PBC

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.

59 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TB ▸ Lesson 10

Name Estimate the length of each pencil . Then measure.

Estimate: cm Measurement: cm

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 cm.

2 ▸ M1 ▸ TC ▸ Lesson 11 EUREKA MATH2 New York Next Gen 62 PROBLEM SET © Great Minds PBC

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.

63 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TC ▸ Lesson 11 © Great Minds PBC 11

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.

2 ▸ M1 ▸ TC ▸ Lesson 12 EUREKA MATH2 New York Next Gen © Great Minds PBC 66 PROBLEM SET

5. Pick two objects to measure. Show the difference in length. Write an equation.

The difference in length is cm.

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TC ▸ Lesson 12 67 PROBLEM SET © Great Minds PBC

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.

69 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TC ▸ Lesson 12 © Great Minds PBC 12

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

71 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TC ▸ Lesson 13 © Great Minds PBC

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

2 ▸ M1 ▸ TC ▸ Lesson 13 EUREKA MATH2 New York Next Gen 74 PROBLEM SET © Great Minds PBC

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

75 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TC ▸ Lesson 13 © Great Minds PBC 13

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 .

2 ▸ M1 ▸ TC ▸ Lesson 14 EUREKA MATH2 New York Next Gen © Great Minds PBC 78 PROBLEM SET

Name

Measure the length.

1. The fork is cm.

2. The spoon is cm.

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

The difference in length is cm.

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TC 79

81 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TD ▸ Lesson 15 ▸ Number Line © Great Minds PBC 40 50 60

Write the numbers on the number line. 50 45 49 58 40 60 Use the number line to add.

55 + 8 = 50 60 70

84 PROBLEM SET © Great Minds PBC 2 ▸ M1 ▸ TD ▸ Lesson 15 EUREKA MATH2 New York Next Gen 3. 29 + 5 = 4. 38 + 7 = 20 30 40 30 40 50

85 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TD ▸ Lesson 15 © Great Minds PBC Name 15 Use the number line to add. 79 + 4 = 70 90 80

88 PROBLEM SET © Great Minds PBC 2 ▸ M1 ▸ TD ▸ Lesson 16 EUREKA MATH2 New York Next Gen 3. 75 – 6 = 60 70 80 4. 77 – 9 = 60 70 80

89 Name © Great Minds PBC 16 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TD ▸ Lesson 16 Use the number line to subtract. 63 – 8 = 50 60 70

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

79 cm

Write an equation.

90 cm

The red plane goes farther than the blue plane.

69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 1 0 2 3 4 5 6 7 8 9 10 11 12

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.

92 PROBLEM SET © Great Minds PBC 2 ▸ M1 ▸ TD ▸ Lesson 17 EUREKA MATH2 New York Next Gen

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.

93 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TD ▸ Lesson 17 © Great Minds PBC

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.

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TD ▸ Lesson 18 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 taller than Alex’s plant.

96 PROBLEM SET © Great Minds PBC 2 ▸ M1 ▸ TD ▸ Lesson 18 EUREKA MATH2 New York Next Gen

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.

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TD ▸ Lesson 19 19

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.

100 PROBLEM SET © Great Minds PBC 2 ▸ M1 ▸ TD ▸ Lesson 19 EUREKA MATH2 New York Next Gen

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TD © Great Minds PBC 101 Name D

65 – 6 = 50 60 70

Use the number line to subtract.

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 taller than Lan’s plant.

2 ▸ M1 ▸ TD EUREKA MATH2 New York Next Gen 102 TOPIC TICKET © Great Minds PBC

Name

Draw hundreds, tens, and ones.

1. 2. 3. 4.

Fill in the blanks to match the picture.

hundred tens ones

2 ▸ M1 ▸ TE ▸ Lesson 20 EUREKA MATH2 New York Next Gen 104 PROBLEM SET © Great Minds PBC

hundreds tens

hundreds ten

one

ones 5. 6. 7.

Name

Use the units to fill in the blanks.

ten thousand hundred

10 ones = 1

10 tens = 1

10 hundreds = 1

105 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TE ▸ Lesson 20 © Great Minds PBC 20

1. Draw units to count from 28 to 100.

28 154 Name

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.

2 ▸ M1 ▸ TE ▸ Lesson 21 EUREKA MATH2 New York Next Gen 108 PROBLEM SET © Great Minds PBC

Name

Draw units to count from 376 to 600.

109 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TE ▸ Lesson 21 © Great Minds PBC 21

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.

111 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TE ▸ Lesson 22 © Great Minds PBC 22

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.

2 ▸ M1 ▸ TE ▸ Lesson 22 EUREKA MATH2 New York Next Gen 114 PROBLEM SET © Great Minds PBC

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TE 115 © Great Minds PBC E

136

1. Count from 136 to 400. Draw ones, tens, and hundreds. Name

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?

2 ▸ M1 ▸ TE ▸ Lesson 23 EUREKA MATH2 New York Next Gen 118 LESSON © Great Minds PBC

hundreds tens ones

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TF ▸ Lesson 24 ▸ Place Value Recording Sheet 119 © Great Minds PBC

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

2 ▸ M1 ▸ TF ▸ Lesson 24 EUREKA MATH2 New York Next Gen 122 PROBLEM SET © Great Minds PBC

Name Count from 668 to 900.

hundreds tens ones

123 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TF ▸ Lesson 24 © Great Minds PBC 24

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TF ▸ Lesson 25 ▸ Tens and Ones 125 © Great Minds PBC tens ones

Name

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

2 ▸ M1 ▸ TF ▸ Lesson 25 EUREKA MATH2 New York Next Gen © Great Minds PBC 128 PROBLEM SET

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

Show how you know.

Matt has $10 bills.

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TF ▸ Lesson 25 129 PROBLEM SET © Great Minds PBC

1. Show the hundreds, tens, and ones.

567

2. Write 905 in unit form.

131 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TF ▸ Lesson 25

Minds PBC 25

Name

Great

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TF ▸ Lesson 26 ▸ Hundreds, Tens, and Ones 133 © Great Minds PBC

on es

hundreds tens

Name

Write in expanded form.

1. 527 = 752

2. 201 = 210

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 =

2 ▸ M1 ▸ TF ▸ Lesson 26 EUREKA MATH2 New York Next Gen 136 PROBLEM SET © Great Minds PBC

1. Write in standard form.

2. Write in expanded form.

137 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TF ▸ Lesson 26

Name

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

435

= 340

the unknown number.

2, 3, 4,

12, 13, 14,

20, 30, 40,

120, 130, 140,

Sprint Write

Number Correct:

Write the unknown number. 1.

A2 ▸ M1 ▸ TF ▸ Lesson 27 ▸ Sprint ▸ Count by Ones, Tens, and Hundreds EUREKA MATH2 New York Next Gen © Great Minds PBC 140

0, 1, 2,

10, 11, 12, 3. 110, 111, 112, 4. 210, 211, 212, 5. 4, 5, 6, 6. 14, 15, 16, 7. 114, 115, 116, 8. 214, 215, 216, 9. 0, 10, 20, 10. 100, 110, 120, 11. 200, 210, 220, 12. 300, 310, 320, 13. 40, 50, 60, 14. 140, 150, 160, 15. 240, 250, 260, 16. 1, 2, 3, 17. 10, 20, 30, 18. 11, 21, 31, 19. 111, 121, 131, 20. 5, 6, 7, 21. 50, 60, 70, 22. 51, 61, 71, 23. 151, 161, 171, 24. 2, 3, 4, 25. 20, 30, 40, 26. 200, 300, 400, 27. 3, 4, 5, 28. 30, 40, 50, 29. 300, 400, 500, 30. 700, 800, 900,

Number Correct:

Write the unknown number. 1.

B2 ▸ M1 ▸ TF ▸ Lesson 27 ▸ Sprint ▸ Count by Ones, Tens, and Hundreds EUREKA MATH2 New York Next Gen 142 © Great Minds PBC

1, 2, 3,

11, 12, 13, 3. 111, 112, 113, 4. 211, 212, 213, 5. 5, 6, 7, 6. 15, 16, 17, 7. 115, 116, 117, 8. 215, 216, 217, 9. 10, 20, 30, 10. 110, 120, 130, 11. 210, 220, 230, 12. 310, 320, 330, 13. 50, 60, 70, 14. 150, 160, 170, 15. 250, 260, 270, 16. 2, 3, 4, 17. 20, 30, 40, 18. 21, 31, 41, 19. 121, 131, 141, 20. 6, 7, 8, 21. 60, 70, 80, 22. 61, 71, 81, 23. 161, 171, 181, 24. 3, 4, 5, 25. 30, 40, 50, 26. 300, 400, 500, 27. 4, 5, 6, 28. 40, 50, 60, 29. 400, 500, 600, 30. 700, 800, 900,

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TF ▸ Lesson 27 ▸ Numbers in Word Form 143 © Great Minds PBC 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

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

Name

2. Write 549 in these forms.

Word form:

Unit form:

Expanded form:

3. Write 612 in these forms.

Word form:

Unit form:

Expanded form:

2 ▸ M1 ▸ TF ▸ Lesson 27 EUREKA MATH2 New York Next Gen 146 PROBLEM SET © Great Minds PBC

Write the number in these forms.

1. Standard form:

2. Word form:

3. Unit form:

4. Expanded form:

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TF 147 © Great Minds PBC

Name

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TG ▸ Lesson 28 ▸ Unlabeled Chart 149 © Great Minds PBC

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TG ▸ Lesson 28 ▸ Money Tool Kit © Great Minds PBC 151

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TG ▸ Lesson 28 ▸ Money Tool Kit © Great Minds PBC 153

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TG ▸ Lesson 28 ▸ Money Tool Kit © Great Minds PBC 155

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TG ▸ Lesson 28 ▸ Money Tool Kit 157 © Great Minds PBC

Name

1. Draw bills for $240. 2. Draw bills for $203.

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

2 ▸ M1 ▸ TG ▸ Lesson 28 EUREKA MATH2 New York Next Gen 160 PROBLEM SET © Great Minds PBC

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

161 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TG ▸ Lesson 28

Minds PBC 28

Name © Great

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TG ▸ Lesson 29 ▸ Number Line 163 © Great Minds PBC 60 70 80

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TG ▸ Lesson 29 ▸ Unlabeled Chart 165 © Great Minds PBC

Name

Count by ones, tens, and hundreds.

1. 70 to 300

2. 300 to 450

2 ▸ M1 ▸ TG ▸ Lesson 29 EUREKA MATH2 New York Next Gen © Great Minds PBC 168 PROBLEM SET

3. 160 to 700 4. 68 to 200

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TG ▸ Lesson 29 © Great Minds PBC 169 PROBLEM SET

5. 200 to 84 6. 425 to 200

7. 982 to 739

2 ▸ M1 ▸ TG ▸ Lesson 29 EUREKA MATH2 New York Next Gen 170 PROBLEM SET © Great Minds PBC

Name

Count by ones, tens, and hundreds.

1. 280 to 435

2. 524 to 213

171 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TG ▸ Lesson 29

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TG ▸ Lesson 30 ▸ Number Line 173 © Great Minds PBC 60 70 80

Name

How many $10 bills make $1,000?

Show how you know.

Write a solution statement.

175 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TG ▸ Lesson 30 © Great Minds PBC 30

Name

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

$100

2. How many more $10 bills make $1,000? Show how you know. more $10 bills make $1,000.

2 ▸ M1 ▸ TG ▸ Lesson 30 EUREKA MATH2 New York Next Gen © Great Minds PBC 178 PROBLEM SET

$100

$100 $100 $100 $100 $100 $100 $100 $100

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

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TG ▸ Lesson 30 © Great Minds PBC 179 PROBLEM SET

$100

$100 $100

$100

4. How many more $10 bills make $1,000? Show how you know. more $10 bills make $1,000.

$100 $100 $100 $100 $100

2 ▸ M1 ▸ TG ▸ Lesson 30 EUREKA MATH2 New York Next Gen © Great Minds PBC 180 PROBLEM SET

Name

1. Draw bills for 354 dollars.

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

657 to 900

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TG 181 © Great Minds PBC

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TH ▸ Lesson 31 ▸ Unlabeled Chart 183 © Great Minds PBC

Name

Jade has 5 place value disks.

What numbers can she make with all 5 disks?

185 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TH ▸ Lesson 31

© Great Minds PBC 187 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TH ▸ Lesson 31 Name 31 Write the number in expanded form. Then write it in standard form. 1. Expanded form: Standard form: 10 10 10 1 1 1 1 1 1 1

2 ▸ M1 ▸ TH ▸ Lesson 31 EUREKA MATH2 New York Next Gen © Great Minds PBC 188 PROBLEM SET 2. Expanded form: Standard form: 10 10 10 10 10 10 10 100 100 100

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TH ▸ Lesson 31 © Great Minds PBC 189 PROBLEM SET 3. Expanded form: Standard form: 10 10 10 10 10 10 10 10 10 1 1 1 100 100 100 100 100 100

2 ▸ M1 ▸ TH ▸ Lesson 31 EUREKA MATH2 New York Next Gen 190 PROBLEM SET © Great Minds PBC 4. Expanded form: Standard form: 10 10 10 10 10 10 1 1 1 1 1 1 1 1 1 100 100 100

Expanded form:

Standard form:

the number in expanded form. Then write it in standard form. 100 100 100 1 1 1 1 1

Write

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 packs.

She needs more cookies.

195 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TH ▸ Lesson 32

How many more ones make a new ten? ones

What is the new number?

Name 1.

100 100 10 10 10 10 1 1 1 1 1 1 1 32

How many more tens make a new hundred? tens

What is the new number?

100

10 10 10 10

100 100

100

100 100 100 100 1 1 1 1

How many more ones make a ten? ones

What is the new number?

100

How many more hundreds make a thousand? hundreds

What is the new number?

100 10

100 10 10 10

How many more tens make a new hundred? tens

What is the new number?

100s 10s 1s

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 1s 10s

Draw 315 with only hundreds and ones.

100s 1s 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.

100s

1. Draw 241 with only tens and ones.

100s 1s 10s

1s 10s

Write 682 with hundreds, tens, and ones.

2. hundreds tens ones

3. tens ones

4. hundreds ones

Sprint

Write the number in standard form.

1. 50 + 6

2. 300 + 50 + 6

Write the number in standard form.

1. 30 + 1

9. 200 + 30 + 1 10. 200 + 30 + 2 11. 200 + 30 + 3 12. 200 + 30 + 8 13. 400 + 30 + 8 14. 600 + 30 + 8 15. 600 + 40 + 8 16. 400 + 50 17. 500 + 60 18. 600 + 70 19. 800 + 90 20. 400 + 1 21. 500 + 2 22. 600 + 3 23. 800 + 9 24. 400 + 40 + 7 25. 400 + 7 26. 600 + 60 + 2 27. 600 + 2 28. 2 + 600 29. 2 + 40 + 600 30. 30 + 8 + 500 A

2. 30 + 2 3. 30 + 3 4. 30 + 8 5. 40 + 8 6. 50 + 8 7. 70 + 7

90 + 9

Number Correct:

Write the number in standard form.

9. 100 + 30 + 1 10. 100 + 30 + 2 11. 100 + 30 + 3 12. 100 + 30 + 8 13. 300 + 30 + 8 14. 500 + 30 + 8 15. 500 + 40 + 8 16. 300 + 40 17. 400 + 50 18. 500 + 60 19. 700 + 80 20. 300 + 1 21. 400 + 2 22. 500 + 3 23. 700 + 8 24. 300 + 30 + 6 25. 300 + 6 26. 500 + 50 + 3 27. 500 + 3 28. 3 + 500 29. 3 + 40 + 500 30. 20 + 7 + 400 B

1. 20 + 1 2. 20 + 2 3. 20 + 3 4. 20 + 9 5. 30 + 9

40 + 9 7. 60 + 6

80 + 8

Number Correct:

100s 10s

Name

198 8 tens 18 ones 1 hundred 100s 1s 10s 9 tens 8 ones 1 hundred 100s 1s 10s

1. Draw on the place value chart.

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

326

100s 1s 10s

3 hundreds

1 ten 16 ones

Then write in unit form. hundreds tens ones

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

3 hundreds

Standard form :

14 tens 2 ones

3 hundreds

Standard form :

4 tens 12 ones

4 hundreds Standard form :

4 tens 2 ones

4 hundreds

Standard form :

4 tens 12 ones

100s 1s

10s

100s 1s 10s

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.

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TH 223

100s 1s 10s

100s 10s

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. 100s 1s 10s

is greater than .

Draw 934 on the place value chart. 100s 1s 10s

is less than .

Name

Draw each number on the place value chart.

Then circle >, =, or < to compare.

1. is greater than > is equal to = is less than < 97 200 100s 1s 10s 100s 1s 10s 2. 227 127 100s 1s 10s 100s 1s 10s is greater than

less

equal to = is

than <

2 ▸ M1 ▸ TI ▸ Lesson 35 EUREKA MATH2 New York Next Gen 230 PROBLEM SET © Great Minds PBC 3. Write >, =, or < to compare. 4. 245 99 5. 899 900 6. 181 159 7. 419 four hundred nineteen 241 251 100s 1s 10s 100s 1s 10s is greater than > is equal to = is less than <

Draw each number on the place value chart.

Then circle >, =, or < to compare.

231 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TI ▸ Lesson 35

Name

100s 1s 10s 100s 1s 10s < = > 606 660

100s 10s

4. Draw each number on the place value chart. Then write >, =, or < to compare.

4 hundreds 27 ones

>, =, or < to compare. 1. 312 213

123 231

321 312

Write

472

100s 1s 10s 100s 1s 10s

472

4 hundreds 27 ones

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

Name

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

5 hundreds 2 tens 11 ones

5 hundreds 31 ones

237 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TI ▸ Lesson 36

PBC 36

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?

Name

Write >, =, or <.

Show how you know.

1. 3 hundreds 1 ten 16 ones

2 hundreds 13 tens 1 one

EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TI 241

. 647 384 908 , ,

763 6 + 300 + 70 six hundred thirty-seven , ,

4 hundreds 18 ones 480 4 hundreds 8 ones , ,

hundred

hundreds

ones , ,

4. 200 + 3

90 three

ninety-two 2

2 ▸ M1 ▸ TI ▸ Lesson 38 EUREKA MATH2 New York Next Gen © Great Minds PBC 244 PROBLEM SET Write the numbers from greatest to least. Use standard form. 5. 475 704 574 , , 6. 56 tens 3 ones 635 536 , , 7. 1 hundred 9 ones 9 + 10 + 100 191 , , 8. 60 + 300 + 5 six hundred five 63 tens 5 ones , ,

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.

Name

Is this true?

9 hundreds 27 ones = 20 + 900 + 7

Show how you know.

247 EUREKA MATH2 New York Next Gen 2 ▸ M1 ▸ TI ▸ Lesson 38

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 Prendergast, 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.

251 EUREKA MATH2 New York Next Gen 2 ▸ M1

Acknowledgments

Beth Barnes, Lauren Brown, Melissa Brown, Dawn Burns, Stella Chen, Karla Childs, Mary Christensen-Cooper, Cheri DeBusk, Stephanie DeGiulio, Jill Diniz, Brittany duPont, Lacy Endo-Peery, Ryan Galloway, Krysta Gibbs, Melanie Gutierrez, Torrie K. Guzzetta, Karen Hall, Eddie Hampton, Andrea Hart, Sara Hunt, Rachel Hylton, Travis Jones, Jennifer Koepp Neeley, Emily Koesters, Liz Krisher, Leticia Lemus, Marie Libassi-Behr, Alicia Machuca, Ben McCarty, Cristina Metcalf, Ashley Meyer, Bruce Myers, Marya Myers, Maximilian Peiler-Burrows, Marlene Pineda, DesLey V. Plaisance, 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

Ana Alvarez, Lynne Askin-Roush, Stephanie Bandrowsky, Mariel Bard, Rebeca Barroso, Brianna Bemel, Rebecca Blaho, Charles Blake, Carolyn Buck, Lisa Buckley, Shanice Burton, Adam Cardais, Cindy Carlone, Gina Castillo, Ming Chan, Tatyana Chapin, Christina Cooper, Kim Cotter, Gary Crespo, Lisa Crowe, David Cummings, Brandon Dawley, Cherry dela Victoria, Timothy Delaney, Delsena Draper, Erin DuRant, Sandy Engelman, Tamara Estrada, Ubaldo Feliciano-Hernández, Soudea Forbes, Liz Gabbard, Diana Ghazzawi, Lisa Giddens-White, Laurie Gonsoulin, Adam Green, Sagal Hassan, Kristen Hayes, Tim Heppner, Marcela Hernandez, Sary Hernandez, Abbi Hoerst, Elizabeth Jacobsen, Ashley Kelley, Sonia Khaleel, Lisa King, Sarah Kopec, Drew Krepp, Jenny Loomis, Stephanie Maldonado, Christina Martire, Siena Mazero, Thomas McNeely, Cindy Medici, Ivonne Mercado, Sandra Mercado, Brian Methe, Sara Miller, Mary-Lise Nazaire, Corinne Newbegin, Tara O’Hare, Max Oosterbaan, Tamara Otto, Christine Palmtag, Laura Parker, Toy Parrish, Katie Prince, Neha Priya, Jeff Robinson, Nate Robinson, Gilbert Rodriguez, Todd Rogers, Karen Rollhauser, Neela Roy, Gina Schenck, Aaron Shields, Madhu Singh, Leigh Sterten, Mary Sudul, Lisa Sweeney, Tracy Vigliotti, Bruce Vogel, Charmaine Whitman, Glenda Wisenburn-Burke, Samantha Wofford, Howard Yaffe, Dani Zamora

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 ? 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

At the end of each class, I ask myself

What worked well?

What will I do differently next time?

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 979-8-89012-121-9

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?

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.

9 798890 121219