EM2 Tennessee Learn | Grade 2 Module 1

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

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I know . . . .

I did it this way because . . . .

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because . . . .

My drawing shows . . . .

Agree or Disagree

I agree because . . . .

That is true because . . . .

I disagree because . . . .

That is not true because . . . .

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Ask for Reasoning

Why did you . . . ?

Can you explain . . . ?

What can we do first?

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related to

?

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

Another way to say that is . . . .

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Content Terms

Place a sticky note here and add content terms.

? Why?

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 Copyright © 2022 Great Minds PBC. All rights reserved. No part of this work may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying or information storage and retrieval systems—without written permission from the copyright holder.

Printed in the USA 1 2 3 4 5 6 7 8 9 10 XXX 25 24 23 22 21 ISBN 978-1-63898-496-2

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 Tennessee Edition

2 ▸ M1

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

Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Represent Data to Solve Problems

Relate 1 cm, 10 cm, and 100 cm.

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Draw and label a picture graph to represent data.

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Draw and interpret a picture graph with a scale of 5 or 10.

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

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

Topic C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Estimate, Measure, and Compare Lengths Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Draw and interpret a picture graph with a scale of 2.

Estimate and compare lengths.

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

Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Draw and label a bar graph to represent data.

Model and reason about the difference in length.

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Use information presented in a bar graph to solve put together and take apart problems.

Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Estimate and measure height to model metric relationships.

Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Use information presented in a bar graph to solve compare problems.

Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Topic B

Topic D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Represent and compare students’ heights.

Metric Measurement and Concepts About the Ruler

Solve Compare Problems by Using the Ruler as a Number Line

Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Connect measurement to physical units by iterating a centimeter cube.

Lesson 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Use a measuring tape as a number line to add efficiently.

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Lesson 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Make a 10 cm ruler and measure objects.

Use a measuring tape as a number line to subtract efficiently.

Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Measure lengths and relate 10 cm and 1 cm.

Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Make a meter stick and measure with various tools.

2

Lesson 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Represent and solve comparison problems by using measurement contexts.

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EUREKA MATH2 Tennessee Edition

2 ▸ M1

Lesson 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Solve compare with difference unknown word problems by using measurement contexts.

Lesson 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Solve compare with difference unknown word problems in various contexts.

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

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Understand Place Value Units Lesson 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Count and bundle ones, tens, and hundreds to 1,000.

Lesson 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Count efficiently within 1,000 by using ones, tens, and hundreds.

Lesson 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Use counting strategies to solve add to with change unknown word problems.

Lesson 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Organize, count, and record a collection of objects.

Topic F

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131

Express Three-Digit Numbers In Different Forms Lesson 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Count up to 1,000 by using place value units.

Lesson 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Write three-digit numbers in unit form and show the value that each digit represents.

Lesson 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Write base-ten numbers in expanded form.

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Lesson 29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Read, write, and relate base-ten numbers in all forms.

Topic G . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Model Base-Ten Numbers Within 1,000 with Money Lesson 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Use place value understanding to count and exchange $1, $10, and $100 bills.

Lesson 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Count by $1, $10, and $100.

Lesson 32 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Determine how many $10 bills are equal to $1,000.

Topic H . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Compose and Decompose with Place Value Disks Lesson 33 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Count the total value of ones, tens, and hundreds with place value disks.

Lesson 34 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Exchange 10 ones for 1 ten, 10 tens for 1 hundred, and 10 hundreds for 1 thousand.

3

EUREKA MATH2 Tennessee Edition

2 ▸ M1

Lesson 35 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Model numbers with more than 9 ones or 9 tens.

Lesson 36 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Problem solve in situations with more than 9 ones or 9 tens.

Topic I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 Compare Two Three-Digit Numbers In Different Forms

Lesson 38 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245 Apply place value understanding to compare by using >, =, and <.

Lesson 39 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 Organize, count, represent, and compare a collection of objects.

Lesson 40 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255 Compare numbers in different forms.

Lesson 37 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237

Resources

Compare three-digit numbers by using >, =, and <.

Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261

4

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . 262

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 1

1

Name

Key:

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5

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 1

Favorite Subject

˜ ˜ ˜ ˜ ˜ ˜ ˜ ˜

˜ ˜ ˜ ˜ ˜ ˜

Math

Reading Key: Each

˜ ˜ ˜ ˜ ˜ ˜ ˜ ˜ ˜

˜ ˜

˜stands for 1 vote.

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 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 1

1

Name

1. Make a picture graph.

Pets We Like

9

Dogs

8

Cats

3

Fish Lizards

4

Key: © Great Minds PBC •

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7

EUREKA MATH2 Tennessee Edition

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 Tennessee Edition

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 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 2

2

Name

1. Make a picture graph.

Favorite Subject (Our School) Reading Writing

110 80 120

Math

Science

60

Key:

2. Which subject got the most votes?

3. Which subject got the fewest votes?

4. How many more votes did reading get than writing?

5. How many fewer votes did writing get than math? © Great Minds PBC •

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11

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 2

2

Name

1. Make a picture graph.

Where We Play Swings

20

Slide Seesaw Field

30

10 50

Key:

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13

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 2

Crayons We Like

˜ ˜ ˜ ˜

˜

Red

Green Key: Each

˜ ˜ ˜ ˜ ˜

˜ ˜

˜stands for 10 votes.

Purple

Yellow

2. How many votes are there in all?

3. Which crayon got the most votes?

4. Which crayon got the fewest votes?

5. How many more votes did yellow get than purple?

14

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 2

2

Name

Make a picture graph.

Sports We Like

110

Soccer

60

Tennis Basketball Football

70 90

Key:

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15

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 3

3

Name

Make a picture graph.

Pairs of Shoes

Number of Shoes

Boots

Sneakers

Loafers

Flip Flops

Key:

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17

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 3

3

Name

1. Make a picture graph.

Birds at the Zoo

Bird Feet at the Zoo

Flamingos

Owls

Penguins

Eagles

Key:

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19

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 3

Number of Socks

˜ ˜ ˜ ˜

Red

˜ ˜ ˜ ˜ ˜

˜ ˜ ˜

Key: Each ˜stands for 2 socks.

Green

Pink

˜ ˜ ˜ ˜ ˜ ˜

Blue

2. How many red socks are there?

3. How many green socks and pink socks are there?

4. How many more blue socks than pink socks are there?

20

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 3

3

Name

Butterfly Wings

˜ ˜ ˜ ˜ ˜

˜ ˜ ˜ ˜

˜ ˜

Purple

Green Key: Each

˜stands for 2 wings.

Red

˜ ˜ ˜ Blue

1. How many red butterflies are there?

2. How many red butterfly wings are there?

3. How many more red butterfly wings than green butterfly wings are there?

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21

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 4

4

Name

0

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23

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 4

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?

24

LESSON

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 4

4

Name

1. Make a bar graph.

Fruit We Like Apples

Bananas

Grapes

Pears

5

8

7

4

0

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25

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 4

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?

26

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 4

4

Name

Make a bar graph.

Games We Like Tag

4

Kickball

7

Jump Rope

10

Hide and Seek

3

0

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27

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 5

5

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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29

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 5

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?

30

LESSON

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 5

5

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? © Great Minds PBC •

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31

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 5

5

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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33

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 6

6

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? © Great Minds PBC •

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35

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 6

6

Name

Bugs at the Park Butterfies

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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37

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TA ▸ Lesson 6

Animals at the Beach

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

Starfsh

Crabs

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

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

38

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

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? © Great Minds PBC •

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39

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 7

7

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.

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41

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 7

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.

42

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 7

7

Name

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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43

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 8

8

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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45

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 8

8

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.

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47

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 8

3. The pen is

4. The scissors are

48

PROBLEM SET

cm long.

cm long.

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 8

8

Name

1. Circle the 10 cm ruler.

2. Write why some are not 10 cm rulers.

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49

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 9

9

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.

© Great Minds PBC •

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51

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 9

9

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.

© Great Minds PBC •

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1 cm cubes.

53

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 9

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.

54

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 9

9

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.

© Great Minds PBC •

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1 cm cubes.

55

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 10

10

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

75

10

35

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

36

meter stick

Object

© Great Minds PBC •

10 cm ruler

Length

This document is the confidential information of Great Minds PBC provided solely for review purposes which may not be reproduced or distributed. All rights reserved.

1 cm cube

Tools

57

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 10

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

58

PROBLEM SET

10 cm ruler

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 10

10

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

© Great Minds PBC •

more 10 cm rulers to make a meter stick.

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59

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 11

11

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)

© Great Minds PBC •

10 cm

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1 cm

61

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 11

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)

62

LESSON

10 cm

© Great Minds PBC •

1 cm

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 11

11

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.

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63

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 11

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

64

PROBLEM SET

1 cm

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EUREKA MATH2 Tennessee Edition

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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65

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 12

12

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

67

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 12

12

Name

Measure with cubits. Then measure with palms.

Object

Cubits

Palms

1. Bookshelf

2. Desk

3. Window

4. Door

5.

6.

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69

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 12

7. Circle the true statement.

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

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

8. Write how you know.

70

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TB ▸ Lesson 12

12

Name

1. How long is the rug in cubits?

cubits

2. How long is the rug in palms?

palms

3. Circle the true statement.

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

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

© Great Minds PBC •

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71

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TC ▸ Lesson 13

13

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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73

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TC ▸ Lesson 13

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 74

PROBLEM SET

cm. © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TC ▸ Lesson 13

13

Name

About how long is each object? Circle your estimate.

1. A sneaker

2. A pen

2 cm

1 cm

3. A paper clip

20 cm

10 cm

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 © Great Minds PBC •

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cm.

75

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TC ▸ Lesson 14

14

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 © Great Minds PBC •

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cm.

77

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TC ▸ Lesson 14

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 78

PROBLEM SET

cm. © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TC ▸ Lesson 14

5. Pick two objects to measure.

Show the difference in length. Write an equation.

The difference in length is

© Great Minds PBC •

This document is the confidential information of Great Minds PBC provided solely for review purposes which may not be reproduced or distributed. All rights reserved.

cm.

PROBLEM SET

79

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TC ▸ Lesson 14

14

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 © Great Minds PBC •

cm.

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81

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TC ▸ Lesson 15

15

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

© Great Minds PBC •

10 cm rulers

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centimeter cubes

83

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TC ▸ Lesson 15

15

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

© Great Minds PBC •

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85

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TC ▸ Lesson 15

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

86

PROBLEM SET

10 cm Rulers

© Great Minds PBC •

Centimeter Cubes

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TC ▸ Lesson 15

15

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

© Great Minds PBC •

10 cm rulers

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centimeter cubes

87

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TC ▸ Lesson 16

16

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

© Great Minds PBC •

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.

89

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TC ▸ Lesson 16

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

90

PROBLEM SET

.

© Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

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 © Great Minds PBC •

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cm.

91

EUREKA MATH2 Tennessee Edition

40

50

60

2 ▸ M1 ▸ TD ▸ Lesson 17 ▸ Number Line

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93

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TD ▸ Lesson 17

17

Name

1. Write the numbers on the number line.

50

45

49

40

58

60

Use the number line to add.

2.

55 + 8 =

50

© Great Minds PBC •

60

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70

95

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TD ▸ Lesson 17

3.

29 + 5 =

20

4.

40

40

50

38 + 7 =

30

96

30

PROBLEM SET

© Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TD ▸ Lesson 17

17

Name

Use the number line to add.

79 + 4 =

70

© Great Minds PBC •

80

This document is the confidential information of Great Minds PBC provided solely for review purposes which may not be reproduced or distributed. All rights reserved.

90

97

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TD ▸ Lesson 18

18

Name

Use the number line to subtract.

1.

68 – 8 =

50

2.

60

70

60

70

68 – 9 =

50

© Great Minds PBC •

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99

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TD ▸ Lesson 18

3.

75 – 6 =

60

4.

80

70

80

77 – 9 =

60

100

70

PROBLEM SET

© Great Minds PBC •

This document is the confidential information of Great Minds PBC provided solely for review purposes which may not be reproduced or distributed. All rights reserved.

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TD ▸ Lesson 18

18

Name

Use the number line to subtract.

63 – 8 =

50

© Great Minds PBC •

60

This document is the confidential information of Great Minds PBC provided solely for review purposes which may not be reproduced or distributed. All rights reserved.

70

101

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TD ▸ Lesson 19

19

Name

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

79 cm

90 cm

79

80

8

78

81

82

83

84

7

77

85

6

9

76

86

87

5

75

88

89

90

4

74

91

92

93

3

10

73

94

95

96

2

72

97

98

1

71

99

100

0

70

11

Write an equation.

The red plane goes blue plane.

© Great Minds PBC •

This document is the confidential information of Great Minds PBC provided solely for review purposes which may not be reproduced or distributed. All rights reserved.

farther than the

103

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TD ▸ Lesson 19

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

141 cm

128 cm

Write an equation.

The big frog jumps 104

PROBLEM SET

farther than the little frog. © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TD ▸ Lesson 19

19

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.

© Great Minds PBC •

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105

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TD ▸ Lesson 20

20

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 © Great Minds PBC •

more miles than Lee. This document is the confidential information of Great Minds PBC provided solely for review purposes which may not be reproduced or distributed. All rights reserved.

107

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TD ▸ Lesson 20

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 108

PROBLEM SET

taller than Alex’s plant. © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TD ▸ Lesson 20

20

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 © Great Minds PBC •

longer than the bracelet.

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109

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TD ▸ Lesson 21

21

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 © Great Minds PBC •

more times than Hope.

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111

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TD ▸ Lesson 21

Read Kate has 40 pennies. Jack has 27 pennies.

How many fewer pennies does Jack have than Kate?

Draw

Write

Jack has 112

PROBLEM SET

fewer pennies than Kate. © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TD

D

Name

1. Use the number line to subtract.

65 – 6 =

50

© Great Minds PBC •

60

This document is the confidential information of Great Minds PBC provided solely for review purposes which may not be reproduced or distributed. All rights reserved.

70

113

EUREKA MATH2 Tennessee Edition

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 114

TO P I C T I C K E T

taller than Lan’s plant. © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TE ▸ Lesson 22

22

Name

Draw hundreds, tens, and ones.

1.

2.

3.

4.

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115

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TE ▸ Lesson 22

Fill in the blanks to match the picture.

5.

hundred

tens

ones

hundreds

tens

one

hundreds

ten

ones

6.

7.

116

PROBLEM SET

© Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TE ▸ Lesson 22

22

Name

Use the units to fill in the blanks. ten

thousand

hundred

10 ones = 1

10 tens = 1

10 hundreds = 1 © Great Minds PBC •

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117

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TE ▸ Lesson 23

23

Name

1. Draw units to count from 28 to 100.

28

2. Draw units to count from 154 to 200.

154

© Great Minds PBC •

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119

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TE ▸ Lesson 23

3. Draw units to count from 387 to 500.

4. Draw units to count from 95 to 320.

120

PROBLEM SET

© Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TE ▸ Lesson 23

23

Name

Draw units to count from 376 to 600.

© Great Minds PBC •

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121

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TE ▸ Lesson 24

24

Name

Read Ming biked 64 miles.

He wants to bike 100 miles.

How many more miles should Ming bike?

Draw

Write

Ming should bike

© Great Minds PBC •

more miles.

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123

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TE ▸ Lesson 24

24

Name

1. Draw units to count from 428 to 630.

© Great Minds PBC •

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125

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TE ▸ Lesson 24

2.

Read Tam made 73 cupcakes.

She needs 120 cupcakes.

How many more cupcakes does Tam need?

Draw

Write

Tam needs 126

PROBLEM SET

more cupcakes. © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TE

E

Name

1. Count from 136 to 400.

Draw ones, tens, and hundreds.

136

© Great Minds PBC •

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127

EUREKA MATH2 Tennessee Edition

Name

2 ▸ M1 ▸ TE ▸ Lesson 25

Partner

25

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. © Great Minds PBC •

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129

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TE ▸ Lesson 25

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

130

LESSON

© Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

hundreds

© Great Minds PBC •

2 ▸ M1 ▸ TF ▸ Lesson 26 ▸ Place Value Recording Sheet

tens

This document is the confidential information of Great Minds PBC provided solely for review purposes which may not be reproduced or distributed. All rights reserved.

ones

131

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF ▸ Lesson 26

26

Name

1. Count from 47 to 200.

hundreds

© Great Minds PBC •

tens

2. Count from 188 to 510.

ones

This document is the confidential information of Great Minds PBC provided solely for review purposes which may not be reproduced or distributed. All rights reserved.

hundreds

tens

ones

133

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF ▸ Lesson 26

3. Count from 389 to 801.

hundreds

134

tens

PROBLEM SET

4. Count from 170 to 430.

ones

hundreds

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tens

ones

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF ▸ Lesson 26

26

Name

Count from 668 to 900.

hundreds

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tens

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ones

135

EUREKA MATH2 Tennessee Edition

tens

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2 ▸ M1 ▸ TF ▸ Lesson 27 ▸ Tens and Ones

ones

137

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF ▸ Lesson 27

27

Name

Show the hundreds, tens, and ones.

Then write the unit form.

1.

416

416

Unit form: 2.

hundreds

ten

ones

641

Unit form:

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139

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF ▸ Lesson 27

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

140

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF ▸ Lesson 27

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

Show how you know.

Matt has

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$10 bills.

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PROBLEM SET

141

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF ▸ Lesson 27

27

Name

1. Show the hundreds, tens, and ones.

567

2. Write 905 in unit form.

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143

EUREKA MATH2 Tennessee Edition

hundreds

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2 ▸ M1 ▸ TF ▸ Lesson 28 ▸ Hundreds, Tens, and Ones

tens

ones

145

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF ▸ Lesson 28

28

Name

Write in expanded form.

1.

527 = 752 =

2.

201 = 210 =

3.

507 = 750 =

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147

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF ▸ Lesson 28

Write in standard form.

4.

200 + 50 + 7 = 50 + 7 + 200 =

5.

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

6.

700 + 5 = 70 + 500 =

148

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF ▸ Lesson 28

28

Name

1. Write in standard form.

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

2. Write in expanded form.

435 = 340 =

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149

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF ▸ Lesson 29 ▸ 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,

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151

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF ▸ Lesson 29 ▸ 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,

152

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF ▸ Lesson 29 ▸ 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,

154

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF ▸ Lesson 29 ▸ 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

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155

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF ▸ Lesson 29

29

Name

1. Write the number in word form. Use the word bank. fifteen

three hundred eighteen

two hundred forty

twelve

eight hundred four three hundred eighty-five

385 12 318 240 804 15

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157

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF ▸ Lesson 29

2. Write 549 in these forms.

Word form: Unit form: Expanded form:

3. Write 612 in these forms.

Word form: Unit form: Expanded form:

158

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TF

F

Name

Write the number in these forms.

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

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159

EUREKA MATH2 Tennessee Edition

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2 ▸ M1 ▸ TG ▸ Lesson 30 ▸ Unlabeled Chart

161

EUREKA MATH2 Tennessee Edition

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2 ▸ M1 ▸ TG ▸ Lesson 30 ▸ Money Tool Kit

163

EUREKA MATH2 Tennessee Edition

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2 ▸ M1 ▸ TG ▸ Lesson 30 ▸ Money Tool Kit

165

EUREKA MATH2 Tennessee Edition

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2 ▸ M1 ▸ TG ▸ Lesson 30 ▸ Money Tool Kit

167

EUREKA MATH2 Tennessee Edition

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2 ▸ M1 ▸ TG ▸ Lesson 30 ▸ Money Tool Kit

169

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TG ▸ Lesson 30

30

Name

1. Draw bills for $240.

2. Draw bills for $203.

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171

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TG ▸ Lesson 30

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

172

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TG ▸ Lesson 30

30

Name

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

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173

EUREKA MATH2 Tennessee Edition

60

70

80

2 ▸ M1 ▸ TG ▸ Lesson 31 ▸ Number Line

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175

EUREKA MATH2 Tennessee Edition

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2 ▸ M1 ▸ TG ▸ Lesson 31 ▸ Unlabeled Chart

177

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TG ▸ Lesson 31

31

Name

Count by ones, tens, and hundreds.

1. 70 to 300

2. 300 to 450

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179

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TG ▸ Lesson 31

3. 160 to 700

4. 68 to 200

180

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TG ▸ Lesson 31

5. 200 to 84

6. 425 to 200

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PROBLEM SET

181

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TG ▸ Lesson 31

7. 982 to 739

182

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TG ▸ Lesson 31

31

Name

Count by ones, tens, and hundreds.

1. 280 to 435

2. 524 to 213

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183

EUREKA MATH2 Tennessee Edition

60

70

80

2 ▸ M1 ▸ TG ▸ Lesson 32 ▸ Number Line

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185

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TG ▸ Lesson 32

32

Name

How many $10 bills make $1,000?

Show how you know.

Write a solution statement.

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187

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TG ▸ Lesson 32

32

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.

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189

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TG ▸ Lesson 32

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.

190

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TG ▸ Lesson 32

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

Show how you know.

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

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PROBLEM SET

191

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TG ▸ Lesson 32

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

Show how you know.

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

192

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TG

G

Name

1. Draw bills for $354.

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

657 to 900

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193

EUREKA MATH2 Tennessee Edition

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2 ▸ M1 ▸ TH ▸ Lesson 33 ▸ Unlabeled Chart

195

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 33

33

Name

Jade has 5 place value disks.

What numbers can she make with all 5 disks?

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197

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 33

33

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:

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199

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 33

2.

100

10

100

10

100

10 10

10

10

10

Expanded form: Standard form:

200

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 33

3.

1

100

10

100

10

10

1

100

10

10

1

100

10

10

10

10

100

100

Expanded form: Standard form:

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PROBLEM SET

201

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 33

4.

100

10

1

100

10

1

1

100

10

1

1

10

1

1

1

1

10

10

Expanded form: Standard form:

202

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 33

33

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:

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203

EUREKA MATH2 Tennessee Edition

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2 ▸ M1 ▸ TH ▸ Lesson 34 ▸ Unlabeled Chart

205

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson

34

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 © Great Minds PBC •

packs. more cookies.

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207

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 34

34

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?

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209

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 34

2.

100

10

100

10

100

10 10

How many more tens make a new hundred?

tens

What is the new number?

210

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 34

3.

100

1

100

1

100

1

100

1

100

How many more ones make a ten?

ones

What is the new number?

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PROBLEM SET

211

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 34

4.

100 100

How many more hundreds make a thousand?

hundreds

What is the new number?

212

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 34

34

Name

100

10

100

10 10 10

How many more tens make a new hundred?

tens

What is the new number?

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213

EUREKA MATH2 Tennessee Edition

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2 ▸ M1 ▸ TH ▸ Lesson 35 ▸ Unlabeled Chart

215

2 ▸ M1 ▸ TH ▸ Lesson 35 ▸ Place Value Chart

100s

10s

1s

EUREKA MATH2 Tennessee Edition

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217

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 35

35

Name

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

100s

10s

1s

10s

1s

Draw 18 with only ones.

100s

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219

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 35

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

100s

10s

1s

Draw 315 with only hundreds and ones.

100s

220

PROBLEM SET

10s

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1s

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 35

3. Draw 206 with hundreds and ones.

100s

10s

1s

Draw 206 with only tens and ones.

100s

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10s

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1s

PROBLEM SET

221

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 35

35

Name

Beth draws 241 with hundreds, tens, and ones.

100s

10s

1s

1. Draw 241 with only tens and ones.

100s

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10s

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1s

223

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 35

Write 682 with hundreds, tens, and ones.

2.

hundreds

tens

3.

tens

ones

4.

hundreds

ones

224

EXIT TICKET

ones

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 36 ▸ Sprint ▸ Expanded Form to Standard Form

Sprint Write the number in standard form.

1.

50 + 6

2.

300 + 50 + 6

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225

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 36 ▸ 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

226

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 36 ▸ 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

228

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2 ▸ M1 ▸ TH ▸ Lesson 36 ▸ Place Value Chart

100s

10s

1s

EUREKA MATH2 Tennessee Edition

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229

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 36

36

Name

1. Draw on the place value chart.

198

© Great Minds PBC •

100s

10s

1s

1 hundred

8 tens

18 ones

100s

10s

1s

1 hundred

9 tens

8 ones

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231

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 36

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

232

PROBLEM SET

tens

ones

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TH ▸ Lesson 36

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 :

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Standard form :

PROBLEM SET

233

EUREKA MATH2 Tennessee Edition

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

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10s

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1s

235

2 ▸ M1 ▸ TI ▸ Lesson 37 ▸ Place Value Chart

100s

10s

1s

EUREKA MATH2 Tennessee Edition

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237

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TI ▸ Lesson 37

37

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

.

<

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239

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TI ▸ Lesson 37

Draw 932 on the place value chart.

100s

10s

1s

is greater than

.

>

Draw 934 on the place value chart.

100s

10s

1s

is less than

.

<

240

LESSON

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TI ▸ Lesson 37

37

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

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241

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TI ▸ Lesson 37

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

242

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TI ▸ Lesson 37

37

Name

Draw each number on the place value chart.

Then circle >, =, or < to compare.

606 100s

10s

660 1s

100s

10s

1s

< = >

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243

2 ▸ M1 ▸ TI ▸ Lesson 38 ▸ Place Value Chart

100s

10s

1s

EUREKA MATH2 Tennessee Edition

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245

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TI ▸ Lesson 38

38

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 © Great Minds PBC •

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472 100s

10s

1s

472 247

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TI ▸ Lesson 38

Write >, =, or < to compare.

5.

908

6.

4 tens 20 ones

7.

671

8.

five hundred twenty-one

9. Lan writes Sal writes

nine hundred eighty 5 tens

70 + 600 + 1 5 hundreds 2 tens 1 one

42 tens < 390.

42 tens > 390.

Who is correct? Show how you know.

248

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TI ▸ Lesson 38

38

Name

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

5 hundreds 2 tens 11 ones

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5 hundreds 31 ones

249

EUREKA MATH2 Tennessee Edition

Name

2 ▸ M1 ▸ TI ▸ Lesson 39 ▸ Recording Sheet

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.

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251

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TI ▸ Lesson 39 ▸ Recording Sheet

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

252

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TI

I

Name

Write >, =, or <.

Show how you know.

1.

3 hundreds 1 ten 16 ones

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2 hundreds 13 tens 1 one

253

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TI ▸ Lesson 40

40

Name

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

1.

647

2.

384

480

908

4 hundreds 8 ones ,

3.

4 hundreds 18 ones

,

763

,

4.

,

200 + 3 + 90

6 + 300 + 70

three hundred ninety-two

six hundred thirty-seven

2 hundreds 39 ones

,

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,

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,

,

255

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TI ▸ Lesson 40

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

5.

475

6.

704

635

574

536 ,

7.

,

1 hundred 9 ones

,

8.

,

60 + 300 + 5

9 + 10 + 100

six hundred five

191

63 tens 5 ones ,

256

56 tens 3 ones

PROBLEM SET

,

,

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,

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EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TI ▸ Lesson 40

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.

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PROBLEM SET

257

EUREKA MATH2 Tennessee Edition

2 ▸ M1 ▸ TI ▸ Lesson 40

40

Name

Is this true?

9 hundreds 27 ones = 20 + 900 + 7

Show how you know.

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259

EUREKA MATH2 Tennessee Edition

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 Prendergast, 1858–1924, Ponte della Paglia, ca. 1898/reworked 1922. Oil on canvas.

The Phillips Collection, Washington, DC, USA. Acquired 1922.; page 103, (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.

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261

EUREKA MATH2 Tennessee Edition

2 ▸ M1

Acknowledgments Beth Barnes, Christine Bell, Dawn Burns, Karla Childs, Mary Christensen-Cooper, Nicole Conforti, Cheri DeBusk, Stephanie DeGiulio, Jill Diniz, Brittany duPont, Lacy Endo-Peery, Janice Fan, Gail Fiddyment, Ryan Galloway, Krysta Gibbs, Melanie Gutierrez, Torrie K. Guzzetta, Eddie Hampton, Andrea Hart, Sara Hunt, Rachel Hylton, Travis Jones, Amanda Kaplan, Jennifer Koepp Neeley, Liz Krisher, Leticia Lemus, Marie Libassi-Behr, Ben McCarty, Cristina Metcalf, Ashley Meyer, Bruce Myers, 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 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

262

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Talking Tool Share Your Thinking

I know . . . .

I did it this way because . . . .

The answer is

because . . . .

My drawing shows . . . .

I agree because . . . .

Agree or Disagree

That is true because . . . .

I disagree because . . . .

That is not true because . . . .

Do you agree or disagree with

Ask for Reasoning

Why did you . . . ?

Can you explain . . . ?

What can we do first?

How is

Say It Again

related to

?

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

Another way to say that is . . . .

What does that mean?

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? 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?

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

Or estimate how many bees are in a hive?

Or calculate your batting average?

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

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

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 978-1-63898-496-2

9

781638 984962