EM2 Tennessee Learn | Grade 3 Module 2 by Great Minds

A Story of Units®

Units of Any Number LEARN ▸ Module 2 ▸ Place Value Concepts Through Metric Measurement

Student

Talking Tool Share Your Thinking

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

because . . . .

My drawing shows . . . . Agree or Disagree

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

Ask for Reasoning

Why did you . . . ? Can you explain . . . ? What can we do first? How is

Say It Again

related to

I heard you say . . . . said . . . . Another way to say that is . . . . What does that mean?

Content Terms

Place a sticky note here and add content terms.

? Why?

What does this painting have to do with math? Swiss-born artist Paul Klee was interested in using color to express emotion. Here he created a grid, or array, of 35 colorful squares arranged in 5 rows and 7 columns. We will learn how an array helps us understand a larger shape by looking at the smaller shapes inside. Learning more about arrays will help us notice patterns and structure— an important skill for multiplication and division. On the cover Farbtafel “qu 1,” 1930 Paul Klee, Swiss, 1879–1940 Pastel on paste paint on paper, mounted on cardboard Kunstmuseum Basel, Basel, Switzerland Paul Klee (1879–1940), Farbtafel “qu 1” (Colour Table “Qu 1” ), 1930, 71. Pastel on coloured paste on paper on cardboard, 37.3 x 46.8 cm. Kunstmuseum Basel, Kupferstichkabinett, Schenkung der Klee-Gesellschaft, Bern. © 2020 Artists Rights Society (ARS), New York.

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Great Minds® is the creator of Eureka Math®, Wit & Wisdom®, Alexandria Plan™, and PhD Science®. Published by Great Minds PBC. greatminds.org Copyright © 2022 Great Minds PBC. All rights reserved. No part of this work may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying or information storage and retrieval systems—without written permission from the copyright holder. Printed in the USA 1 2 3 4 5 6 7 8 9 10 XXX 25 24 23 22 21 ISBN 978-1-63898-503-7

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A Story of Units®

Units of Any Number ▸ 3 LEARN

Module

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Multiplication and Division with Units of 2, 3, 4, 5, and 10

Place Value Concepts Through Metric Measurement

Multiplication and Division with Units of 0, 1, 6, 7, 8, and 9

Multiplication and Area

Fractions as Numbers

Geometry, Measurement, and Data

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EUREKA MATH2 Tennessee Edition

3 ▸ M2

Contents Place Value Concepts Through Metric Measurement Topic A Understanding Place Value Concepts Through Metric Measurement Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Connect the composition of 1 kilogram to the composition of 1 thousand.

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Estimate the weight of familiar objects and read scales when weighing objects.

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Use drawings and strategies to solve one-step word problems involving weight.

Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Round two- and three-digit numbers to the nearest ten on the vertical number line.

Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Round to the nearest hundred on the vertical number line.

Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Estimate sums and differences by rounding.

Topic C Simplifying Strategies to Find Sums and Differences

Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Connect decomposition of 1 liter to the decomposition of 1 thousand.

Estimate and measure liquid volume using a vertical number line and connect composition of 1 liter to composition of 1 thousand.

Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Use drawings and strategies to solve one-step word problems involving liquid volume.

Collect and represent data in a scaled bar graph and solve related problems. Use place value understanding to add and subtract like units.

Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Use the associative property to make the next ten to add.

Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Use compensation to add.

Solve one-step word problems involving metric units.

Lesson 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161

Topic B Rounding to the Nearest Ten and Hundred

Use place value understanding to subtract efficiently using take from a ten.

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Use place value understanding to subtract efficiently using take from a hundred.

Read temperatures on a thermometer using number line concepts.

Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Lesson 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Lesson 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Use compensation to subtract.

Round two-digit numbers to the nearest ten on the vertical number line.

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EUREKA MATH2 Tennessee Edition

3 ▸ M2

Topic D Two- and Three-Digit Measurement Addition and Subtraction

Topic E Numbers to 100,000

Lesson 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Organize, count, and represent a collection of objects.

Add measurements using the standard algorithm to compose larger units once.

Lesson 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

Lesson 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273

Lesson 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189

Name and count numbers greater than 1,000.

Add measurements using the standard algorithm to compose larger units twice.

Lesson 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291

Lesson 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Write numbers to 100,000 in unit form, standard form, and expanded form.

Subtract measurements using the standard algorithm to decompose larger units once.

Lesson 29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299

Lesson 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 Subtract measurements using the standard algorithm to decompose larger units twice.

Lesson 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Subtract measurements using the standard algorithm to decompose larger units across two place values.

Write numbers to 100,000 in standard form and word form.

Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306 Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . 307

Lesson 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Solve two-step word problems.

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 1

Name

Use the Read–Draw–Write process to solve the problem. Amy has 10 bags of rice. There are 100 grams of rice in each bag. She pours all her rice into one large bowl. How many grams of rice are in the bowl?

There are

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grams of rice in the large bowl.

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 1

Name

1. Use the cubes to complete parts (a)–(c).

a. Circle a group of 1-gram cubes to compose 10 grams. b. How many 1-gram cubes did you circle to compose 10 grams? c. 17 ones =

ten

ones

2. Use the sticks of cubes to complete parts (a)–(c).

a. Circle a group of 10-gram sticks to compose 100 grams. b. How many 10-gram sticks did you circle to compose 100 grams? c. 14 tens =

14 tens =

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hundred

tens

ones

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 1

3. Use the bags of cubes to complete parts (a)–(d).

a. Circle a group of 100-gram bags to compose 1,000 grams, or 1 kilogram. b. How many 100-gram bags did you circle to compose 1,000 grams, or 1 kilogram? c. 12 hundreds =

thousand

d. 12 hundreds =

ones

hundreds

Use the Read–Draw–Write process to solve each problem. 4. Eva has 10 balls of clay. Each ball of clay weighs 100 grams. What is the total weight of Eva’s clay?

The total weight of Eva’s clay is 8

PROBLEM SET

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grams. © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 1

5. Ivan makes 10 batches of muffins. He uses 100 grams of sugar for each batch. What is the total amount of sugar Ivan uses to make the muffins?

Ivan uses a total of

grams of sugar to make the muffins.

6. How do grams and kilograms relate to ones and thousands? Use pictures, numbers, or words to explain your answer.

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 1

Name

Use the Read–Draw–Write process to solve the problem. Luke has 10 bags of sand. There are 100 grams of sand in each bag. What is the total weight of the sand?

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 2

Name

1. Work with a partner. Estimate the weight of each classroom object, and then complete the tables. Check your estimates by weighing each object on a scale. Objects That Weigh About 1,000 Grams

Actual Weight

Objects That Weigh About 100 Grams

Actual Weight

Objects That Weigh About 10 Grams

Actual Weight

Objects That Weigh About 1 Gram

Actual Weight

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 2

2. Read and write the weight. Write the word kilograms or the word grams.

700 600 0 1,000 g

500

LESSON

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 2

3. Read and write the weight. Write the word kilograms or the word grams.

0 5 kg

4 3

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1 2

LESSON

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 2

Name

Circle the correct weight for each object. 2.

680 grams

36 grams

680 kilograms

36 kilograms

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2 grams

15 grams

2 kilograms

15 kilograms

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 2

Read and write the weights. Write kg or g with each measurement. 6.

420 415 410

0 500 g 250

13 12

14 0

15 kg

11 10

4 9

8. 240

230

0 400

500 g 100

300

200

0 30 kg 15

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 2

9. Zara and James weigh the toy car. Zara says, “The toy car weighs 42 grams.” James says, “The toy car weighs 38 grams.”

Who is correct? How do you know?

100 g

10. Liz has a bag of rice that weighs 989 grams. She says, “My rice weighs about 1,000 grams.” David has a bag of rice that weighs 189 grams. He also says, “My rice weighs about 1,000 grams.” Do you agree with Liz? Do you agree with David? Explain.

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 2

Name

Circle the correct unit for each estimate. 1. A basketball weighs about 600

2. A brick weighs about 4 3. A pen weighs about 4

. .

grams

kilograms

grams

kilograms

grams

kilograms

Read and write the weights. Write the correct unit next to each weight. 4.

5. 140 0 500 g

150

250

0 30 kg 15

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EUREKA MATH2 Tennessee Edition

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3 ▸ M2 ▸ TA ▸ Lesson 3 ▸ Number Bond

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 3

Name

1. The

weighs

grams.

The

weighs

grams. and the

The total weight of the

2. Original weight:

grams

The weight of the borrowed crayons is

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New weight:

grams.

grams

grams.

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 3

Use the Read–Draw–Write process to solve the problem. 3. Adam buys 3 bags of ice. Each bag of ice weighs 5 kilograms. How many kilograms do Adam’s bags of ice weigh in all?

Use the Read–Draw–Write process to solve the problem. 4. Mrs. Smith put 5 copies of the same book on a scale. How much does each book weigh?

0 15

20 kg

LESSON

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 3

Name

1. Mr. Davis weighs three objects. a. Read and write the weights. Write grams or kilograms with each measurement.

70 60

0 100 g

b. What is the total weight of the cup of pencils and box of crayons?

grams.

The total weight of the cup of pencils and box of crayons is c. What is the total weight of the scissors and cup of pencils?

The total weight of the scissors and cup of pencils is © Great Minds PBC •

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. 27

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 3

Use the Read–Draw–Write process to solve each problem. 2. Mia puts a bag of rice on the scale. It weighs 320 grams. She takes some rice out of the bag. The scale reads 170 grams. How many grams of rice did Mia take out of the bag?

3. Shen uses 6 buckets of water to wash his car. Each bucket of water weighs 5 kilograms. What is the total weight of the 6 buckets of water?

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 3

4. Jayla puts a total of 28 kilograms of potatoes equally into 4 bags. a. How many kilograms of potatoes are in each bag?

b. Jayla estimates that her dog weighs about the same as 3 bags of potatoes. About how much does Jayla’s dog weigh?

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 3

Name

A backpack and a suitcase are shown, along with their weights.

4 kilograms

20 kilograms

1. How much heavier is the suitcase than the backpack?

2. What is the total weight of 3 identical backpacks?

3. How many backpacks weigh the same as one suitcase?

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ Sprint ▸ Multiply and Divide by Five and Ten

Sprint Complete the equations. 1.

10 + 10 + 10 =

3 tens =

3 × 10 =

30 ÷ 10 =

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ Sprint ▸ Multiply and Divide by Five and Ten

Number Correct:

Complete the equations. 1.

5+5=

23.

6 × 10 =

2 fives =

24.

7 × 10 =

2×5=

25.

9 × 10 =

10 ÷ 5 =

26.

60 ÷ 10 =

10 + 10 =

27.

70 ÷ 10 =

2 tens =

28.

90 ÷ 10 =

2 × 10 =

29.

6×5=

20 ÷ 10 =

30.

7×5=

5 tens =

31.

9×5=

10.

5 × 10 =

32.

30 ÷ 5 =

11.

50 ÷ 10 =

33.

35 ÷ 5 =

12.

10 fives =

34.

45 ÷ 5 =

13.

10 × 5 =

35.

8 × 10 =

14.

50 ÷ 5 =

36.

80 ÷ 10 =

15.

3 × 10 =

37.

8×5=

16.

30 ÷ 10 =

38.

40 ÷ 5 =

17.

3×5=

39.

9 tens =

18.

15 ÷ 5 =

40.

70 ÷ 10 =

19.

4 × 10 =

41.

9 fives =

20.

40 ÷ 10 =

42.

45 ÷ 5 =

21.

4×5=

43.

10 × 10 =

22.

20 ÷ 5 =

44.

100 ÷ 10 =

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ Sprint ▸ Multiply and Divide by Five and Ten

Number Correct: Improvement:

Complete the equations. 1.

10 + 10 =

23.

5 × 10 =

2 tens =

24.

6 × 10 =

2 × 10 =

25.

8 × 10 =

20 ÷ 10 =

26.

50 ÷ 10 =

5+5=

27.

60 ÷ 10 =

2 fives =

28.

80 ÷ 10 =

2×5=

29.

5×5=

10 ÷ 5 =

30.

6×5=

3 tens =

31.

8×5=

10.

3 × 10 =

32.

25 ÷ 5 =

11.

30 ÷ 10 =

33.

30 ÷ 5 =

12.

3 fives =

34.

40 ÷ 5 =

13.

3×5=

35.

7 × 10 =

14.

15 ÷ 5 =

36.

90 ÷ 10 =

15.

4 × 10 =

37.

7×5=

16.

40 ÷ 10 =

38.

45 ÷ 5 =

17.

4×5=

39.

9 × 10 =

18.

20 ÷ 5 =

40.

70 ÷ 10 =

19.

5 × 10 =

41.

9×5=

20.

50 ÷ 10 =

42.

35 ÷ 5 =

21.

5×5=

43.

10 × 10 =

22.

25 ÷ 5 =

44.

100 ÷ 10 =

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EUREKA MATH2 Tennessee Edition

Name

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3 ▸ M2 ▸ TA ▸ Lesson 4

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 4

Name

Circle the words that describe the capacity of each container. 1. Mug

2. Mop Bucket less than 1 liter

less than 1 liter

more than 1 liter

about the same as 1 liter

3. Water Bottle

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4. Glue Bottle less than 1 liter

less than 1 liter

more than 1 liter

about the same as 1 liter

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 4

5. Milk Carton

6. Bottle of Nail Polish less than 1 liter

less than 1 liter

more than 1 liter

about the same as 1 liter

7. Shade and label the cups to show how to decompose 1,000 milliliters into 10 equal parts.

How would your answer change if you decomposed 10 milliliters into 10 equal parts?

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 4

8. Carla wants to put 100 milliliters of water in container B. She knows container A can hold 10 milliliters of water.

10 mL

100 mL

Container A

Container B a. How can Carla use container A to fill container B with 100 milliliters of water?

b. Draw and label tick marks on container B to show how much water there would be after each 10 mL pour.

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 4

Name

Use the Read–Draw–Write process to solve the problem.

10 bottles hold a total of 1,000 milliliters of glue. Each bottle holds the same amount. How many milliliters of glue does each bottle hold?

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 5

Name

Label the vertical number line on the container. a. What did you label as the halfway mark? Why?

1,000 mL

b. Explain how pouring each cup of water helped you create a vertical number line.

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 5

Name

How much liquid is in each container? 1.

1,000 mL

900

1,000 mL

900

800

700

600

500

400

300

200

100

About how many milliliters, in hundreds, of liquid are in each container? 4.

1,000 mL

900

About

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1,000 mL

900

800

700

600

500

400

300

200

100

About

100

About

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 5

7. Amy pours water into the container until it reaches halfway to 1,000 milliliters. a. Color Amy’s container to show how much water is in it.

1,000 mL 900 800 700 600 500 400 300 200 100

b. Explain how you found the halfway mark.

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 5

8. David needs 60 milliliters of milk to make pancakes. a. Label the tick marks on the container between 10 milliliters and 100 milliliters. b. Color the container to show how much milk David needs. 100 mL

c. Is the amount of milk more than halfway or less than halfway to 100 milliliters? Explain your answer.

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 5

Name

Circle the correct unit of liquid volume for each estimate. 1. A bottle of water can hold about 500

milliliters

liters

2. A jug of milk can hold about 3

milliliters

liters

3. A bathtub can hold about 300

milliliters

liters

4. Carla needs 70 milliliters of vegetable oil to make banana bread. a. Label the tick marks on the container between 10 milliliters and 100 milliliters. b. Color the container to show how much vegetable oil Carla needs.

100 mL

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EUREKA MATH2 Tennessee Edition

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3 ▸ M2 ▸ TA ▸ Lesson 6 ▸ Number Bond

10/26/2021 1:21:16 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 6

Name

Use the Read–Draw–Write process to solve the problem. 1. Oka mixes 167 milliliters of lemon juice with 754 milliliters of iced tea. How many milliliters of lemon juice and iced tea are there altogether?

Use the Read–Draw–Write process to solve the problem. 2. David’s water bottle has 750 mL of water in it. He drinks some water. David’s water bottle now has 490 mL of water in it. How much water did David drink?

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 6

Use the Read–Draw–Write process to solve the problem. 3. Each time Adam washes his hands, he uses about 5 liters of water. About how many liters of water does Adam use to wash his hands 8 times?

Use the Read–Draw–Write process to solve the problem. 4. Ivan has 21 liters of water. He pours an equal amount of water into each of 3 water coolers. How many liters of water are in each water cooler?

LESSON

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 6

Name

1. Miss Diaz pours water into two containers as shown. a. Read and write how much water is in each container.

Container A

Container B

1,000 mL

900 800

750 mL

700 600

900 800 700

700 mL

600

500

400

300

200

100

500 mL

450 mL

b. Miss Diaz pours 190 milliliters of water from container B into container A. How much water is in container A now?

Now there are

milliliters of water in container A.

c. How much water is left in container B?

There are

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milliliters of water left in container B.

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 6

Use the Read–Draw–Write process to solve each problem. 2. Luke has some water in a container. Eva pours 238 milliliters of water into Luke’s container. a. Now Luke’s container has 594 milliliters of water. How much water was in Luke’s container before Eva poured her water in?

b. Now Eva’s container has 423 milliliters of water. How much water was in Eva’s container before she poured water into Luke’s container?

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 6

3. Mr. Lopez drinks 3 liters of water each day. How many liters of water does he drink in 7 days?

4. Liz collects 100 liters of water in her rain barrel. How many 10-liter buckets can Liz fill with the water from her rain barrel?

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 6

Name

Use the Read–Draw–Write process to solve the problem. Cup B holds 118 milliliters more than cup A holds. How much does cup B hold?

Cup A 237 mL

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Cup B

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 7

Name

Use the Read–Draw–Write process to solve the problem. 1. James runs 350 meters. Casey runs 425 meters. How many more meters does Casey run than James?

Use the Read–Draw–Write process to solve the problem. 2. Amy swims 255 meters more than Mia. Mia swims 475 meters. How many meters does Amy swim?

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 7

Use the Read–Draw–Write process to solve the problem. 3. A painter puts 5 milliliters of blue coloring into each container of paint. How many milliliters of blue coloring does the painter use for 9 containers of paint?

Use the Read–Draw–Write process to solve the problem. 4. Ivan puts a total of 28 grams of popcorn equally into bags. He fills each bag with 4 grams of popcorn. How many bags of popcorn does Ivan fill?

LESSON

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 7

Name

1. Pablo buys turkey and cheese at the store. a. Read and write the weights of the turkey and cheese.

Turkey

Cheese

250

370

240

360

0 400

500 g 100

300

0 400 500 g 100

200

300

200

b. How much do the turkey and cheese weigh altogether?

The turkey and cheese weigh

grams altogether.

c. How much more does the cheese weigh than the turkey?

The cheese weighs

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grams more than the turkey.

10/26/2021 1:36:25 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 7

Use the Read–Draw–Write process to solve each problem. 2. Shen’s cat drinks 6 liters of water in one month. His dog drinks 31 liters of water. How many more liters of water does Shen’s dog drink than his cat?

3. Ivan has 456 milliliters of water. Robin has 238 milliliters less than Ivan. How much water does Robin have?

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 7

4. Deepa takes 5 milliliters of medicine each day. How many milliliters of medicine does she take in 7 days?

5. A nickel weighs 5 grams. How many nickels would it take to weigh 45 grams total?

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 7

6. Carla’s heights at age 5 and age 8 are shown on the chart below. a. Read and write Carla’s height at age 5 and at age 8. Carla’s height at age 8 is Carla’s height at age 5 was

centimeters. centimeters.

150 cm 140

Carla’s height at age 8 Carla’s height at age 5

130 120 110 100 90 80

b. How much shorter was Carla at age 5 than at age 8?

70 60 50 40 30 20 10 0

c. Carla thinks she will grow 22 more centimeters from age 8 to age 12. How tall does Carla think she will be at age 12?

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TA ▸ Lesson 7

Name

Use the Read–Draw–Write process to solve the problem. A polar bear weighs 197 kilograms more than a black bear. The black bear weighs 149 kilograms. What is the weight of the polar bear?

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10/26/2021 1:35:04 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8 ▸ Equal Groups Cards Set A

Flip: Equal Groups Set A

2 threes

5+5+5

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8 ▸ Equal Groups Cards Set A

5 tens

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10 + 10

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8 ▸ Equal Groups Cards Set A

5 twos

2 + 2 + 2+ 2 + 2

4 fours

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4+4+4+4

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8 ▸ Equal Groups Cards Set A

4+4

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3+3+3

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8 ▸ Equal Groups Cards Set A

10 threes

3+3+3+3

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EUREKA MATH2 Tennessee Edition

4 tens

3 ▸ M2 ▸ TB ▸ Lesson 8 ▸ Equal Groups Cards Set A

10 + 10 + 10 + 10

10 twos

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10/26/2021 1:44:57 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8 ▸ Equal Groups Cards Set B

Flip: Equal Groups Set B

2+2+2

5 threes

3+3+3+3+3

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10/26/2021 1:46:50 PM

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10/26/2021 1:46:50 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8 ▸ Equal Groups Cards Set B

10 fives

10 fours

4 twos

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8 ▸ Equal Groups Cards Set B

2+2+2+2

4+4+4

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10/26/2021 1:46:51 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8 ▸ Equal Groups Cards Set B

4 fives

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8 ▸ Equal Groups Cards Set B

5+5

10 + 10 + 10

5 fives

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8 ▸ Equal Groups Cards Set B

2+2

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8

Name

1. Use the picture to help complete the sentences. a. The temperature is between degrees. b. The temperature is

and

100 90

80 70 60

degrees.

50 40 30 20 10 0

2. Use the picture to help complete the sentences. a. The temperature is between degrees. b. The temperature is

and

degrees.

100 90 80 70

60 50 40

30 20 10 0

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8

3. Eva measures the temperature outside on a winter day. The temperature is shown on the thermometer. a. The temperature is between b. The temperature is c. The temperature is closer to d. The temperature is about

tens and halfway from

tens.

100 90 80

tens to

tens.

70 60 50

tens.

degrees.

30 20 10 0

4. Deepa measures the temperature of the water in a swimming pool. The temperature is shown on the thermometer. a. The temperature is about

degrees.

100 90 80 70

b. How do you know?

60 50 40 30 20 10 0

LESSON

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8

Name

Read and write the temperatures. 1.

Iced Tea

100

Honey

100 90

70 60

40 30

20 20

100

Water 90

10 0

degrees

Color to show a temperature between the given tens. Then write the temperature. 4. 2 tens and 3 tens

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6. 8 tens and 9 tens

100

degrees © Great Minds PBC •

5. 5 tens and 6 tens

degrees

degrees 97

10/26/2021 1:48:29 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8

7. David measures the temperature of his ice water. The temperature is shown on the thermometer. a. Which two tens is the temperature between?

100 90 80 70

b. Is the temperature less than halfway or more than halfway between the two tens? Explain your answer.

60 50 40 30 20 10 0

c. Which ten is the temperature closer to?

d. To the nearest ten, the temperature of David’s ice water is about

degrees.

8. Mr. Endo measures the outside temperature on a spring day. The temperature is shown on the thermometer. a. Which two tens is the temperature between?

100 90 80 70 60 50 40

b. Which ten is the temperature closer to?

30 20 10 0

c. To the nearest ten, the temperature is about 98

PROBLEM SET

EM2_0302SE_B_L08_problem_set.indd 98

degrees.

10/26/2021 1:48:30 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8

9. Oka will not go swimming until the temperature is about 80 degrees. The temperature is shown on the thermometer. Will Oka go swimming? Explain.

100 90 80 70 60 50 40 30 20 10 0

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PROBLEM SET

10/26/2021 1:48:30 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 8

Name

Use the thermometer to complete each statement.

100 90 80 70 60 50 40 30 20 10 0

a. The temperature is between

tens and

b. The temperature is closer to

tens.

c. The temperature is about

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tens.

degrees.

101

10/26/2021 1:43:16 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 9

Name

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103

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 9

2. When rounding to the nearest ten, what numbers round to 70? Use the number lines to support your thinking.

69 68 67 66

70 = 7 tens

65 = 6 tens 5 ones

60 = 6 tens

104

LESSON

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80 = 8 tens

74 73 72 71

75 = 7 tens 5 ones

70 = 7 tens

10/26/2021 1:49:51 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 9

Name

1. Use the picture to help you answer parts (a)–(e). a. How much water is in the container? 100 mL

milliliters

b. Which two tens is the amount of water between?

90 80

c. Is the amount of water less than halfway or more than halfway between the tens? Explain your answer.

70 60 50 40

d. Which ten is the amount of water closer to?

30 20 10

e. To the nearest ten milliliters, the amount of water in the container is milliliters.

2. Use the picture to help you answer parts (a)–(e). a. How much does the tennis ball weigh?

grams

b. Which two tens is the weight of the tennis ball between? 60

50 0 100 g

c. Is the weight of the tennis ball less than halfway or more than halfway between the tens? Explain your answer.

d. Which ten is the weight of the tennis ball closer to? e. To the nearest ten grams, the weight of the tennis ball grams. is

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105

10/26/2021 1:55:43 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 9

3. Use the picture to help you answer parts (a)–(c). 100

90 = 9 tens

80 70 60

85 = 8 tens 5 ones

40 30

80 = 8 tens

20 10 0

a. What is the temperature?

degrees

b. Plot and label the temperature on the vertical number line. c. What is the temperature rounded to the nearest ten degrees? degrees. The temperature is about

4. The height of Pablo’s dog is 75 centimeters.

80 = 8 tens

a. Label the halfway mark on the vertical number line. b. Plot and label the height of Pablo’s dog on the vertical number line. c. What do you notice about the halfway mark and the height of Pablo’s dog?

70 = 7 tens

d. What is the height of Pablo’s dog rounded to the nearest ten centimeters? The height of Pablo’s dog is about

106

PROBLEM SET

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centimeters.

10/29/2021 6:29:38 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 9

Name

Use the picture to help you answer the questions. a. How much water is in the container? milliliters

100 mL 90

50 = 5 tens

b. Plot and label the amount of water on the vertical number line.

c. To the nearest ten milliliters, the amount milliliters. of water is

45 = 4 tens 5 ones

40 30 20 10

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40 = 4 tens

107

10/26/2021 1:54:30 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 10

Name

Read and record the temperature on each thermometer.

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109

10/26/2021 1:57:02 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 10

Name

Plot each measurement on the number line. Round each measurement to the nearest ten liters. 1.

40 = 4 tens

35 = 3 tens 5 ones

30 = 3 tens

30 = 3 tens 32 liters ≈

liters

36 liters ≈

liters

Label the tick marks on each number line and plot each measurement. Round each measurement to the nearest ten kilograms. 4.

65 = 6 tens 5 ones

62 kilograms ≈ © Great Minds PBC •

EM2_0302SE_B_L10_problem_set.indd 111

165 = 16 tens 5 ones

kilograms

162 kilograms ≈

kilograms 111

10/26/2021 1:59:56 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 10

Label the tick marks on each number line and plot each measurement. Round each measurement to the nearest ten meters. 5.

355 meters ≈

meters

492 meters ≈

meters

Round each number to the nearest ten. Draw a number line to show your thinking. 7. 48 ≈

112

PROBLEM SET

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8. 348 ≈

10/26/2021 1:59:57 PM

EUREKA MATH2 Tennessee Edition

9. 74 ≈

3 ▸ M2 ▸ TB ▸ Lesson 10

10. 574 ≈

11. Ray and Robin round 315 to the nearest ten. Robin says, “315 is about 320.” Ray says, “315 is about 310.” Who do you agree with? Why?

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PROBLEM SET

113

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 10

12. Use the number lines to help you round each number to the nearest ten. b.

60 = 6 tens

70 = 7 tens

57 55 = 5 tens 5 ones

65 = 6 tens 5 ones 63

50 = 5 tens

60 = 6 tens

57 ≈

63 ≈

c. What do you notice about your answers to parts (a) and (b)? d. Go back to the number line in part (a). Plot another number between 50 and 60 that rounds to 60. e. Go back to the number line in part (b). Plot another number between 60 and 70 that rounds to 60. f.

114

List as many numbers that round to 60 as you can. You may use the number lines to help.

PROBLEM SET

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10/26/2021 1:59:58 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 10

Name

Round to the nearest ten. Use the number line to show your thinking. 1. 26 ≈

2. 276 ≈

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115

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 10

3. Eva rounds 603 to the nearest ten. She says it is 610. Is she correct? Why? Use a number line and words to explain your answer.

116

EXIT TICKET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 11

Name

1. Miss Wong knits baby blankets. She uses 960 meters of yarn to knit each blanket. Round the number of meters Miss Wong uses to knit each blanket to the nearest hundred meters.

2. Eva runs 1250 meters. Round the number of meters Eva runs to the nearest hundred meters.

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117

10/26/2021 2:01:27 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 11

Name

Round each number to the nearest hundred. Show your thinking on the number line. 1.

150 = 1 hundred 5 tens

143 ≈ 3.

450 ≈

EM2_0302SE_B_L11_problem_set.indd 119

281 ≈

567 ≈

119

10/26/2021 2:04:29 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 11

1567 ≈

928 ≈

Adam’s bottle has 236 milliliters of water in it. Round the amount of water to the nearest hundred milliliters. Show your thinking on a number line.

120

PROBLEM SET

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10/26/2021 2:04:30 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 11

There are 782 students in the school. Round the number of students to the nearest hundred. Show your thinking on a number line.

Jayla runs 650 meters. Round the distance Jayla runs to the nearest hundred meters. Show your thinking on a number line.

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PROBLEM SET

121

10/26/2021 2:04:31 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 11

10.

Zara and Gabe read a total of 1850 pages. Zara says, “We read about 1900 pages.” Gabe says, “We read about 1800 pages.” Who rounded to the nearest hundred correctly? Explain your answer.

122

PROBLEM SET

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10/26/2021 2:04:31 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 11

Name

Round to the nearest hundred. Show your thinking on the number line. 1. 137 ≈

2. 1761 ≈

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123

10/26/2021 2:02:55 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 11

3. There are 685 people at a basketball game. Draw a vertical number line to help you round 685 to the nearest hundred.

124

EXIT TICKET

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10/26/2021 2:02:55 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ Sprint ▸ Multiply and Divide by 2 and 4

Sprint Complete the equations. 1.

2+2+2=

3 twos =

3×2=

6÷2=

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3 ▸ M2 ▸ Sprint ▸ Multiply and Divide by 2 and 4

EUREKA MATH2 Tennessee Edition

Number Correct:

Complete the equations. 1.

2+2=

23.

5×2=

2 twos =

24.

6×2=

2×2=

25.

8×2=

4÷2=

26.

10 ÷ 2 =

4+4=

27.

12 ÷ 2 =

2 fours =

28.

16 ÷ 2 =

2×4=

29.

5×4=

8÷4=

30.

6×4=

3 twos =

31.

8×4=

10.

3×2=

32.

20 ÷ 4 =

11.

6÷2=

33.

24 ÷ 4 =

12.

3 fours =

34.

32 ÷ 4 =

13.

3×4=

35.

7×2=

14.

12 ÷ 4 =

36.

10 twos =

15.

4×2=

37.

7×4=

16.

8÷2=

38.

40 ÷ 4 =

17.

4×4=

39.

9×2=

18.

16 ÷ 4 =

40.

14 ÷ 2 =

19.

5×2=

41.

9×4=

20.

10 ÷ 2 =

42.

28 ÷ 4 =

21.

5×4=

43.

18 ÷ 2 =

22.

20 ÷ 4 =

44.

36 ÷ 4 =

126

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3 ▸ M2 ▸ Sprint ▸ Multiply and Divide by 2 and 4

EUREKA MATH2 Tennessee Edition

Number Correct: Improvement:

Complete the equations. 1.

4+4=

23.

6×2=

2 fours =

24.

7×2=

4×2=

25.

8×2=

4÷2=

26.

12 ÷ 2 =

2+2=

27.

14 ÷ 2 =

2 twos =

28.

16 ÷ 2 =

2×4=

29.

6×4=

8÷2=

30.

7×4=

4 twos =

31.

8×4=

10.

2×4=

32.

24 ÷ 4 =

11.

6÷2=

33.

20 ÷ 4 =

12.

3 twos =

34.

40 ÷ 4 =

13.

3×2=

35.

9×2=

14.

2×3=

36.

18 ÷ 2 =

15.

5×2=

37.

9×4=

16.

10 ÷ 2 =

38.

36 ÷ 4 =

17.

10 × 2 =

39.

9 twos =

18.

5×4=

40.

28 ÷ 4 =

19.

4×5=

41.

9 fours =

20.

20 ÷ 2 =

42.

12 ÷ 4 =

21.

20 ÷ 4 =

43.

7 fours =

22.

40 ÷ 4 =

44.

32 ÷ 4 =

128

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 12

Name

1. James weighs four dogs for a class project. He creates a table to represent the weights of the dogs. Complete the table by rounding the weight of each dog to the nearest ten.

Dog

Weight of Dog (kilograms)

Max

Coco

Gus

Daisy

Weight Rounded to the Nearest Ten (kilograms)

a. Use the rounded weights to estimate Max and Coco’s combined weight. b. Use the rounded weights to estimate how much more Gus weighs than Daisy.

Round both measurements to estimate the sum or difference. 2. 58 cm + 35 cm

3. 123 mL - 96 mL

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 12

4. 350 g + 237 g

5. Miss Wong walks 386 meters from her home to the post office. She walks another 423 meters from the post office to the grocery store.

386 meters

423 meters

a. Estimate the total distance Miss Wong walks from her home to the grocery store by rounding each distance to the nearest ten meters.

b. Estimate the total distance Miss Wong walks from her home to the grocery store by rounding each distance to the nearest hundred meters.

c. Miss Wong walks from her home to the grocery store, and then she walks back home. She says the total distance is about 1600 meters. Do you agree with Miss Wong? Why?

130

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TB ▸ Lesson 12

Name

Shen practiced playing the trumpet for 157 minutes last week. He practiced for 245 minutes this week. a. Estimate the total amount of time Shen practiced by rounding each number of minutes.

b. Shen says he practiced for a total of 402 minutes. Is Shen’s total reasonable? Explain your answer.

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 13

Name

Complete the table to show the number of students who chose each favorite school lunch. Represent the data on a horizontal bar graph. Create a scale for the graph. Lunch Choice

Number of Students

Pizza Spaghetti Chicken Nuggets Nachos Salad Favorite School Lunches of Students in Class

Pizza Spaghetti

Lunch Choice

Chicken Nuggets Nachos Salad

Number of Students

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 13

Name

1. Mr. Endo’s class wants to know how students get to school. They survey 530 students and make a graph to display the data. How Students Get to School 200

150

Number of Students

100

Bus

Car

Walk

Bike

Way to Get to School

a. What is the most frequent way students get to school? b. How many more students ride the bus than walk? c. How many fewer students ride a bike than ride in a car? d. How many more students get to school by bus than by bike and car combined?

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 13

2. Third grade students voted on where to go on a field trip. The table shows how many students voted for each field trip choice. Field Trip Choice

Number of Students

Zoo

Museum

Farm

Aquarium

a. Represent the data on the horizontal bar graph. Create a scale for the graph. Field Trip Choice of Third Grade Students

Zoo

Museum

Field Trip Choice Farm

Aquarium

Number of Students

136

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 13

b. Explain how you chose the scale for your graph.

c. Based on the data, where do you think the third grade students should go on a field trip? Why?

d. How many more students voted to go to the museum than the aquarium?

e. How many fewer students voted to go to the zoo than the farm?

How many more students voted to go to the farm than the zoo and aquarium combined?

g. How many third grade students voted altogether?

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PROBLEM SET

137

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 13

Name

Third grade students voted for their favorite recess game. The table shows how many students voted for each game. Recess Game

Number of Students

Four Square

Basketball

Kickball

Tag

a. Represent the data on the horizontal bar graph. Create a scale for the graph. Favorite Third Grade Recess Game

Four Square

Basketball

Recess Game Kickball

Tag

Number of Students

b. How many fewer students chose tag than basketball?

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 14

Name

Add. 1. 2 ones + 7 ones =

3. 5 tens + 3 tens =

ones

tens

5. 5 tens 2 ones + 3 tens =

7. 5 tens 2 ones + 3 tens 7 ones =

2. 2 + 7 =

4. 50 + 30 =

tens

ones

tens

= 63 + 16

11. 140 + 36 =

13.

= 364 + 120

15. 461 + 208 =

17.

= 461 + 209

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6. 52 + 30 =

ones

8. 52 + 37 =

10.

= 63 + 25

12. 240 + 39 =

14.

= 664 + 320

16. 761 + 228 =

18.

= 762 + 228

141

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 14

Subtract. 19. 8 ones − 3 ones =

21. 7 tens − 5 tens =

ones

20. 8 − 3 =

tens

23. 7 tens 8 ones − 5 tens =

25. 7 tens 8 ones − 5 tens 3 ones =

22. 70 − 50 =

tens

ones

tens

24. 78 − 50 =

ones

26. 78 − 53 =

27. 45 − 13 =

28. 450 − 130 =

29. 147 − 25 =

30. 547 − 26 =

31. 785 − 362 =

32. 876 − 562 =

142

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 14

Use the Read–Draw–Write process to solve each part of the problem. 33. Casey’s container has 468 milliliters of water in it. David’s container has 225 milliliters of water in it. a. How much more water is in Casey’s container than in David’s container?

b. David pours his water into Casey’s container. How much water is in Casey’s container now?

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PROBLEM SET

143

10/26/2021 2:44:13 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 14

Name

Add or subtract. Show your strategy. 1. 251 + 533 =

2. 867 − 134 =

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145

10/26/2021 2:42:29 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ Sprint ▸ Multiply and Divide by 5

Sprint Complete the equations. 1.

2×5=

10 ÷ 5 =

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ Sprint ▸ Multiply and Divide by 5

Number Correct:

Complete the equations. 1.

1×5=

23.

5×

= 15

2×5=

24.

5×

= 25

3×5=

25.

15 ÷ 5 =

5÷5=

26.

25 ÷ 5 =

10 ÷ 5 =

27.

5×

= 35

15 ÷ 5 =

28.

5×

= 45

4×5=

29.

35 ÷ 5 =

5×5=

30.

45 ÷ 5 =

6×5=

31.

5×

10.

20 ÷ 5 =

32.

5×

11.

25 ÷ 5 =

33.

5÷5=

12.

30 ÷ 5 =

34.

15 ÷ 5 =

13.

7×5=

35.

5×

14.

8×5=

36.

15.

9×5=

37.

16.

35 ÷ 5 =

38.

17.

40 ÷ 5 =

39.

18.

45 ÷ 5 =

40.

19.

10 × 5 =

41.

20.

1×5=

42.

21.

50 ÷ 5 =

43.

22.

5÷5=

44.

148

EM2_0302SE_C_L15_sprint.indd 148

= 10 × 5 = 20

5×

= 30 × 5 = 40

5×

= 50 ÷5=2

20 ÷

=5 ÷5=6

40 ÷

=5 ÷ 5 = 10

10/26/2021 2:49:31 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ Sprint ▸ Multiply and Divide by 5

Number Correct: Improvement:

Complete the equations. 1.

1×5=

23.

5×

= 10

2×5=

24.

5×

= 20

3×5=

25.

10 ÷ 5 =

5÷5=

26.

20 ÷ 5 =

10 ÷ 5 =

27.

5×

= 30

15 ÷ 5 =

28.

5×

= 40

3×5=

29.

30 ÷ 5 =

4×5=

30.

40 ÷ 5 =

5×5=

31.

5×

10.

15 ÷ 5 =

32.

5×

11.

20 ÷ 5 =

33.

5÷5=

12.

25 ÷ 5 =

34.

10 ÷ 5 =

13.

6×5=

35.

5×

14.

7×5=

36.

15.

8×5=

37.

16.

30 ÷ 5 =

38.

17.

35 ÷ 5 =

39.

18.

40 ÷ 5 =

40.

19.

9×5=

41.

20.

10 × 5 =

42.

21.

45 ÷ 5 =

43.

22.

50 ÷ 5 =

44.

150

EM2_0302SE_C_L15_sprint.indd 150

= 15 × 5 = 25

5×

= 35 × 5 = 45

5×

= 50 ÷5=3

25 ÷

=5 ÷5=7

45 ÷

=5 ÷ 5 = 10

10/26/2021 2:49:32 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 15

Name

Use a simplifying strategy to add. 1. 9 + 1 + 6 = 10 + 6 =

2. 19 + 1 + 6 = 20 + 6 =

9+7=

19 + 7 =

= 29 + 7

5. 99 + 17 =

6. 99 + 37 =

= 98 + 32

= 39 + 17

9. 53 + 97 =

= 33 + 98

10. 55 + 97 =

11. Mr. Endo wants his students to practice making the next ten. a. Circle the problems Mr. Endo should give his students.

68 + 14

49 + 32

81 + 13

20 + 57

51 + 99

b. Explain why Mr. Endo should give the problems you circled.

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 15

Use a simplifying strategy to add. 12. 99 + 1 + 16 = 100 + 16 =

13. 199 + 1 + 26 = 200 + 26 =

99 + 17 =

199 + 27 =

14. 199 + 43 =

15. 298 + 42 =

16. 398 + 145 =

17. 254 + 498 =

18. Jayla makes the next hundred to find 398 + 174.

398 + 174 = 574 2

172

400 + 174 Is Jayla’s work correct? Explain your answer.

152

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 15

Name

Use a simplifying strategy to add. 1. 149 + 135 =

2. 198 + 65 =

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153

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 16

Name

Use a simplifying strategy to add. 1. 50 + 24 =

2. 50 + 24 − 1 =

3. 49 + 24

4. 100 + 36 =

5. 100 + 36 − 1 =

6. 99 + 36 =

7. 200 + 54 =

8. 200 + 54 − 2 =

9. 198 + 54 =

10. 199 + 56 =

11. 25 + 399 =

12. 157 + 498 =

13.

EM2_0302SE_C_L16_problem_set.indd 155

697 + 234 =

155

10/26/2021 2:52:19 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 16

14. The thought bubbles show compensation strategies used to complete the equations. Draw a line to match each equation to the correct thought bubble. Then complete each equation.

27 + 45 =

+45

198 + 27 =

–2

200

+27

227

–1

27 + 199 =

226

+45

–3

45 + 28 =

200

+27

227

–2

225

Use the Read–Draw–Write process to solve the problem. 15. David’s container has 298 milliliters of water. Mia’s container has 64 more milliliters of water than David’s container. How many milliliters of water are in Mia’s container?

156

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 16

16. Luke and Oka use compensation to add 398 and 146.

Oka’s Work

Luke Lu ke’s ’s Wo Work rk

398 39 8 + 14 146 6 = 54 544 4

398 39 8 + 14 146 6 = 54 546 6

400

+ 146

546

-2

544

398

400

+ 146

546

Whose work is correct? How do you know?

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PROBLEM SET

157

10/26/2021 2:52:20 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 16

Name

Use a simplifying strategy to add. 1. 38 + 243 =

2. 127 + 399 =

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159

10/26/2021 2:51:10 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 17

Name

Use the Read–Draw–Write process to solve the problem. Mr. Lopez has 370 grams of tomato. He uses 48 grams of tomato for a sandwich. How many grams of tomato does Mr. Lopez have left?

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161

10/26/2021 2:53:39 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 17

Name

Use a simplifying strategy to subtract. 1. 10 − 9 =

30 – 9 =

14 – 9 =

5. 16 − 9 =

EM2_0302SE_C_L17_problem_set.indd 163

34 – 9 =

6. 36 − 9 =

163

10/26/2021 2:56:40 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 17

40 – 19 =

8. 42 − 19 =

9. 61 − 29 =

10. 65 − 28 =

11. 61 − 38 =

12. 67 − 38 =

13. 160 − 49 =

14. 165 − 48 =

164

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 17

Use the Read–Draw–Write process to solve each problem. 15. Deepa buys 384 grams of oats. She uses 39 grams of oats. How many grams of oats does Deepa have left?

16. Pablo has 274 centimeters of ribbon. He uses 58 centimeters of ribbon for a project. How much ribbon does Pablo have left?

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 17

17. Eva shows her brother how to use the take from a ten strategy to subtract 59 from 272.

272 - 59 = 213 212 60

60 - 59 = 1 2122 + 1 = 213 21 21 3

Eva’s brother asks, “Why did you write an addition equation if you are subtracting?” What should Eva tell her brother about the addition equation?

166

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 17

Name

Use a simplifying strategy to subtract. 1. 493 − 68 =

2. 648 − 39 =

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167

10/29/2021 6:33:26 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 18

Name

Use a simplifying strategy to subtract. 1. 100 − 99 =

2. 100 − 98 =

120 – 98 =

220 – 98 =

100

5. 420 − 99 =

EM2_0302SE_C_L18_problem_set.indd 169

100

6. 520 − 98 =

169

10/26/2021 2:59:26 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 18

7. 421 − 99 =

500 – 199 =

8. 421 − 97 =

10.

501 – 299 =

200

300

11. 650 − 299 =

12. 651 − 298 =

13. 860 − 299 =

14. 865 − 398 =

170

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 18

15. There is water in container A. a. Write the amount of water.

Container A 1,000 mL 900 800 700 600

milliliters

500 400 300 200 100

b. Amy pours some water out of container A. Write the amount of water left.

Container A 1,000 mL 900 800 700

milliliters

600 500 400 300

200 mL

200 100

190 mL

c. How much water did Amy pour out of container A?

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 18

16. Robin wants to use the take from a hundred strategy to find 576 − 63. Do you think Robin should use the take from a hundred strategy? Why?

172

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 18

Name

Use a simplifying strategy to subtract. 1. 460 − 99 =

2. 543 − 297 =

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173

10/26/2021 2:58:06 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 19

Name

Use a simplifying strategy to subtract. 1. 34 − 19 = 35 − 20 =

3. 43 − 28 =

EM2_0302SE_C_L19_problem_set.indd 175

−

2. 54 − 29 =

−

4. 62 − 38 =

−

175

10/26/2021 3:02:35 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 19

5. 220 − 90 =

7. 430 − 280 =

176

PROBLEM SET

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6. 220 − 190 =

−

8. 530 − 370 =

−

10/26/2021 3:02:35 PM

EUREKA MATH2 Tennessee Edition

9. 321 − 199 =

−

3 ▸ M2 ▸ TC ▸ Lesson 19

11. 847 − 490 =

10. 562 − 298 =

−

12. 800 − 598 =

Use the Read–Draw–Write process to solve each problem. 13. Gabe buys 459 grams of turkey at the store. He uses 199 grams of turkey to make sandwiches for lunch. How many grams of turkey does Gabe have left?

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 19

14. Zara walks a total of 700 meters from her home to the school. Today, she stops to tie her shoe after walking 168 meters. How much farther does Zara have to walk to get to the school?

15. Mr. Endo asks the class if they could use compensation to find 630 − 190. Carla says, “Yes! We can add 1 ten to each number.” a. Use Carla’s strategy to subtract.

630 − 190 =

b. Does Carla’s strategy work to find 840 − 680? Why?

178

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TC ▸ Lesson 19

Name

Use a simplifying strategy to subtract. 1. 500 − 276 =

2. 400 − 198 =

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179

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 20

Name

Use the graph to find the number of people from each school who are on the field trip. People on Zoo Field Trip 60

Number of People

0 Oak Street School

Maple Street School

Park Street School

Lake Street School

School

Oak Street School:

Maple Street School:

Park Street School:

Lake Street School:

20 © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 20

Name

Add. Show your strategy. 1. 46 mL + 25 mL

2. 246 mL + 125 mL

3. 58 g + 34 g

4. 581 g + 348 g

5. 74 + 52

6. 574 + 52

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 20

7. 237 + 143

8. 354 + 275

9. 629 + 264

10. 568 + 341

184

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 20

Use the Read–Draw–Write process to solve each part of the problem. 11. David weighs the fruit he buys at the fruit stand. The table shows the weights of his fruit.

Fruit

Weight (grams)

Plums

172

Grapes

457

Peaches

335

Lemons

a. What is the total weight of the grapes and the peaches?

b. The lemons weigh 284 more grams than the plums. How much do the lemons weigh?

c. David finds the total weight of the plums and the grapes.

? 172 g

457 g

1 7 2 g The total weight of +457 g the plums and grapes 1 529 g is 529 grams. Is David’s work correct? Why?

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 20

Name

1. Add. Show your strategy.

526 + 238 =

Use the Read–Draw–Write process to solve the problem. 2. Robin’s horse weighs 121 kilograms more than her cow. Her cow weighs 298 kilograms. How much does Robin’s horse weigh?

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ Sprint ▸ Multiply and Divide by 2

Sprint Complete the equations. 1.

3×2=

6÷2=

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ Sprint ▸ Multiply and Divide by 2

Number Correct:

Complete the equations. 1.

1×2=

23.

2×

2×2=

24.

2×

= 10

3×2=

25.

6÷2=

2÷2=

26.

10 ÷ 2 =

4÷2=

27.

2×

= 14

6÷2=

28.

2×

= 18

4×2=

29.

14 ÷ 2 =

5×2=

30.

18 ÷ 2 =

6×2=

31.

2×

10.

8÷2=

32.

2×

11.

10 ÷ 2 =

33.

2÷2=

12.

12 ÷ 2 =

34.

6÷2=

13.

7×2=

35.

2×

14.

8×2=

36.

15.

9×2=

37.

16.

14 ÷ 2 =

38.

17.

16 ÷ 2 =

39.

18.

18 ÷ 2 =

40.

19.

10 × 2 =

41.

20.

1×2=

42.

21.

20 ÷ 2 =

43.

22.

2÷2=

44.

190

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=4 ×2=8

2×

= 12 × 2 = 16

2×

= 20 ÷2=2

8÷

=2 ÷2=6

16 ÷

=2 ÷ 2 = 10

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ Sprint ▸ Multiply and Divide by 2

Number Correct: Improvement:

Complete the equations. 1.

1×2=

23.

2×

2×2=

24.

2×

3×2=

25.

4÷2=

2÷2=

26.

8÷2=

4÷2=

27.

2×

= 12

6÷2=

28.

2×

= 16

3×2=

29.

12 ÷ 2 =

4×2=

30.

16 ÷ 2 =

5×2=

31.

2×

10.

6÷2=

32.

2×

11.

8÷2=

33.

2÷2=

12.

10 ÷ 2 =

34.

4÷2=

13.

6×2=

35.

2×

14.

7×2=

36.

15.

8×2=

37.

16.

12 ÷ 2 =

38.

17.

14 ÷ 2 =

39.

18.

16 ÷ 2 =

40.

19.

9×2=

41.

20.

10 × 2 =

42.

21.

18 ÷ 2 =

43.

22.

20 ÷ 2 =

44.

192

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=6 × 2 = 10

2×

= 14 × 2 = 18

2×

= 20 ÷2=3

10 ÷

=2 ÷2=7

18 ÷

=2 ÷ 2 = 10

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 21

Name

1. Find each sum. a. 519 + 347

b. 497 + 253

c. 634 + 252

b. 477 + 253

c. 634 + 288

2. Find each sum. a. 566 + 347

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 21

Name

Add. Show your strategy. 1. 283 cm + 31 cm

2. 283 cm + 131 cm

3. 307 kg + 64 kg

4. 387 kg + 264 kg

5. 451 + 279

6. 536 + 298

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 21

7. 585 + 315

8. 627 + 273

9. 662 + 288

10. 769 + 164

196

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 21

Use the Read–Draw–Write process to solve each problem. 11. At the zoo, a baby elephant is 89 centimeters tall. The baby giraffe is 97 centimeters taller than the baby elephant. How tall is the baby giraffe?

12. Deepa drinks 177 milliliters of juice and 473 milliliters of milk at lunch. How much does she drink altogether?

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PROBLEM SET

197

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 21

13. Shen buys 226 grams of cheese. He buys turkey that weighs 187 grams more than the cheese. What is the total weight of the cheese and the turkey?

198

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 21

Name

Add. Show your strategy. 1. 328 kg + 299 kg =

2. 154 + 267 =

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 22

Name

Complete the unit forms for each number.

825

440

ones

8 hundreds 2 tens 8 hundreds 1 ten 7 hundreds

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507

ones ones tens 5 ones

4 hundreds 4 tens

ones ones

4 hundreds

tens 10 ones

3 hundreds

tens 0 ones

5 hundreds 0 tens 4 hundreds

ones tens 7 ones

201

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 22

Name

Subtract. Show your strategy. 1. 64 mL − 37 mL

2. 364 mL − 237 mL

3. 82 cm − 56 cm

4. 827 cm − 563 cm

5. 493 − 258

6. 539 − 298

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 22

7. 651 − 349

8. 724 − 632

9. 870 − 428

10. 909 − 564

204

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 22

Use the Read–Draw–Write process to solve each problem. 11. Gabe is baking pumpkin bread. He needs 570 grams of sugar, but he has only 334 grams of sugar. How many more grams of sugar does Gabe need?

12. Miss Wong buys 279 centimeters of ribbon. She has 98 centimeters of ribbon left after wrapping presents. How many centimeters of ribbon did Miss Wong use to wrap presents?

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PROBLEM SET

205

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 22

13. Ivan has 329 grams of peaches. He buys 467 more grams of peaches. Then Ivan uses 628 grams of peaches to make a peach pie. How many grams of peaches does he have left?

206

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 22

Name

Use the Read–Draw–Write process to solve the problem. A horse gained 111 kilograms in one year. It now weighs 506 kilograms. What was the horse’s weight one year ago?

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 23

Name

Subtract. Show your strategy. 1. 283 mL − 76 mL

2. 283 mL − 176 mL

3. 462 g − 67 g

4. 462 g − 267 g

5. 445 − 289

6. 581 − 398

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 23

7. 671 − 484

8. 726 − 538

9. 835 − 749

10. 914 − 625

210

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 23

Use the Read–Draw–Write process to solve each problem. 11. Mr. Davis buys 345 milliliters of juice. After he drinks some, there is 182 milliliters of juice left. How much juice did Mr. Davis drink?

12. Robin and Luke measure the heights of their sunflowers. Robin’s sunflower is 246 centimeters tall. Luke’s sunflower is 158 centimeters tall. How much taller is Robin’s sunflower than Luke’s sunflower?

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PROBLEM SET

211

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 23

13. Shen measures the weights of objects in the classroom. The table shows the weights of the objects. Object

Weight (grams)

Stapler

246

Plant

721

Book

387

How much more does the plant weigh than the book and the stapler combined?

212

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 23

Name

Subtract. Show your strategy. 1. 210 − 84 =

2. 748 m − 379 m =

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 24

Name

Subtract. Show your strategy. 1. 360 g − 46 g

2. 360 g − 246 g

3. 508 mL − 354 mL

4. 430 cm − 273 cm

5. 601 − 428

6. 712 − 538

7. 800 − 617

8. 900 − 726

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 24

Use the Read–Draw–Write process to solve each part of the problem. 9. James measures and records the amounts of water in four containers. a. How many more milliliters of water are in container A than container D?

Container

Measurement (milliliters)

604

358

900

517

b. How many milliliters of water does James need to add to container B to equal the amount of water in container D?

216

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 24

c. James subtracts to figure out how many fewer milliliters of water are in container B than in container C.

900 mL – 358 mL 658 mL

What mistake did James make?

d. James pours some more water into container D by using a 10-milliliter measuring container. He fills the measuring container and pours it into container D four times. Now how much more water is in container D than in container B?

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PROBLEM SET

217

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 24

Name

Use the Read–Draw–Write process to solve the problem. Shen has 392 more grams of raisins than Amy. Shen has 700 grams of raisins. How many grams of raisins does Amy have?

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 25

Name

Use the Read–Draw–Write process to solve each part of the problem. 1. Eva’s cherries weigh 434 grams less than her apples. Eva’s apples weigh 670 grams. a. How much do Eva’s cherries weigh?

b. What do Eva’s cherries and apples weigh in total?

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 25

Use the Read–Draw–Write process to solve the problem. 2. Mrs. Smith plants 3 rows of 8 white flowers in her garden. There are 38 pink flowers already in the garden. How many total flowers are in Mrs. Smith’s garden?

222

LESSON

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 25

Name

Use the Read–Draw–Write process to solve each problem. 1. In the morning, a bakery makes 397 scones. In the afternoon, they make 540 more scones. a. How many scones do they make altogether?

b. The bakery sells 690 scones. How many scones are left?

2. There are 159 fewer second graders than third graders at Highland Elementary School. There are 490 second graders. a. How many third graders are there?

b. How many second and third graders are there in total?

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 25

3. In total, Robin earned $25 doing chores and $25 walking dogs for 5 days last week. She earned the same amount of money each day. How much did she earn each day?

4. During a concert, 3 rows of 9 students are seated on the stage, and 44 students are standing. How many total students are seated or standing?

224

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 25

5. Eva put 45 fish equally into 9 tanks. In total, how many fish are there in 6 of the tanks?

6. Pablo counts the tiles on the bathroom floor. He sees 4 rows and 6 columns of tiles. There are 16 gray tiles, and the rest are black. How many tiles are black?

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PROBLEM SET

225

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TD ▸ Lesson 25

Name

Use the Read–Draw–Write process to solve each part of the problem. A library had 325 books before Miss Wong’s students check in 58 books. a. How many books are in the library now?

b. Miss Wong’s students check out some books. Now there are 368 books in the library. How many books did the students check out?

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Bills Collection 1

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Bills Collection 1

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Bills Collection 1

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Bills Collection 1

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235

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Bills Collection 2

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237

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Bills Collection 2

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239

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Bills Collection 2

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241

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Bills Collection 2

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243

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Bills Collection 3

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245

10/26/2021 5:34:47 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Bills Collection 3

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247

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Bills Collection 3

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249

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Bills Collection 3

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251

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Bills Collection 3

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253

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Place Value Disks Collection 1

100

1,000

10,000

100,000

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255

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Place Value Disks Collection 2

100

1,000

10,000

100,000

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257

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EUREKA MATH2 Tennessee Edition

3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Place Value Disks Collection 3

100

1,000

10,000

100,000

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3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Bills and Disks Counting Collections

Place Value Disks Collection 3

100,000

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100,000

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3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Seven-Column Place Value Chart

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3 ▸ M2 ▸ TE ▸ Lesson 26 ▸ Seven-Column Place Value Chart

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3 ▸ M2 ▸ TE ▸ Lesson 26

Name

For this counting collection, I am partners with

. .

We are counting

We estimate the collection has a value of This is how we organized and counted the collection:

The value of the collection is

An equation that describes how we found the value is .

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3 ▸ M2 ▸ TE ▸ Lesson 26

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

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

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LESSON

269

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3 ▸ M2 ▸ TE ▸ Lesson 26

Name

1. What strategy did you use to count your collection?

2. If you counted your collection again, would you use the same strategy? Why?

3. What new place value units did you count? How do they relate to the place value units you already knew?

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3 ▸ M2 ▸ TE ▸ Lesson 27 ▸ Place Value Chart

100s

10s

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3 ▸ M2 ▸ TE ▸ Lesson 27 ▸ Large Value Bills

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3 ▸ M2 ▸ TE ▸ Lesson 27 ▸ Large Value Bills

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3 ▸ M2 ▸ TE ▸ Lesson 27 ▸ Large Value Bills

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ONE MILLION DOL L A RS

ON E MILLION D O L L A RS

ONE MILLION DOL L A RS

ON E MILLION D O L L A RS

ONE MILLION DOL L A RS

ON E MILLION D O L L A RS

ONE MILLION DOL L A RS

ON E MILLION D O L L A RS

ONE MILLION DOL L A RS

ON E MILLION D O L L A RS

ONE MILLION DOL L A RS

ON E MILLION D O L L A RS

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3 ▸ M2 ▸ TE ▸ Lesson 27 ▸ Large Value Bills

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3 ▸ M2 ▸ TE ▸ Lesson 27 ▸ Unlabeled Seven-Column Chart

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3 ▸ M2 ▸ TE ▸ Lesson 27 ▸ Unlabeled Seven-Column Chart

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3 ▸ M2 ▸ TE ▸ Lesson 27

Name

$40,000

$4,000

$4,000,000

$400,000

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3 ▸ M2 ▸ TE ▸ Lesson 27

Fill in the blanks to complete each pattern. 5.

20,000

40,000 600,000

6. 7.

7,000

16,000

3,000

6,000

10.

200,000

400,000

50,000

700,000

900,000

8,000

11,000 18,000

19,000 12,000 1,000,000

11. How many ten thousands are in 1 million? Explain how you know.

288

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3 ▸ M2 ▸ TE ▸ Lesson 27

Name

Fill in the blanks to complete each pattern.

30,000

230,000

40,000

70,000

250,000

900,000

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1,000,000

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3 ▸ M2 ▸ TE ▸ Lesson 28

Name

Write the number in standard form by using commas. 1. 8215 2. 37486 3. 50082 4. Unit form:

thousands

hundreds

tens

ones

Standard form: 5. Unit form:

ten thousands

thousands

hundreds

ten

ten thousands

thousands

hundreds

tens

ones

Standard form: 6. Unit form:

ones

Standard form: Draw on the place value chart to represent the given number. Then write the number in standard form and expanded form. 7. 4 thousands 5 hundreds 3 tens 7 ones ten thousands

thousands

hundreds

tens

ones

Standard form: Expanded form:

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3 ▸ M2 ▸ TE ▸ Lesson 28

8. 8 ten thousands 9 hundreds 2 tens 6 ones ten thousands

thousands

hundreds

tens

ones

Standard form: Expanded form:

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3 ▸ M2 ▸ TE ▸ Lesson 28

Name

Write the number represented on the chart in unit form. Then write the number in standard form. 1.

Unit form:

1,000

100

1,000

100

1,000 1,000

100

thousands

hundreds

tens

ones

Standard form: 2.

Unit form:

100

1,000

100

10,000

1,000

100

10,000

1,000

100

10,000

1,000

100

ten thousands

thousands

hundreds

tens

ones

Standard form:

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3 ▸ M2 ▸ TE ▸ Lesson 28

Unit form:

10,000

1,000

10,000 10,000

1,000

10,000 10,000

1,000

10,000 10,000 10,000 10,000

1 10

1,000

ten thousands

thousands

hundreds

tens

ones

Standard form:

Write the number represented on the place value chart in standard form. Then write the number in expanded form. 4.

thousands

hundreds

tens

ones

Standard form: Expanded form: 5,000 + 5.

ten thousands

thousands

hundreds

tens

ones

Standard form: Expanded form:

294

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ten thousands

thousands

3 ▸ M2 ▸ TE ▸ Lesson 28

hundreds

tens

ones

Standard form: Expanded form:

Write each number in standard form. 7. 20,000 + 5,000 + 900 + 30 + 4 = 8. 60,000 + 800 + 90 + 1 = 9. 5 + 3,000 + 400 + 70,000 =

Write each number in expanded form. 10.

1,347 =

11.

13,470 =

12.

80,905 =

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3 ▸ M2 ▸ TE ▸ Lesson 28

13. Liz and David write 91,035 in expanded form. Liz’s Way

David’s Way

91,035 = 30 + 1,000 + 5 + 90,00 90,000 0

91,035 = 90,000 + 1,000 + 30 + 5

Explain how they can both be correct.

296

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3 ▸ M2 ▸ TE ▸ Lesson 28

Name

Write each number in standard form. 1. 8,000 + 300 + 60 + 1 = 2. 50,000 + 2,000 + 70 + 3 = 3. 7 + 6,000 + 100 + 90,000 + 40 =

Write each number in expanded form. 4. 7,208 = 5. 16,925 = 6. 40,739 =

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one hundred thousand

ninety

90 nineteen

eight

nine

eighty

80 eighteen

seven

seventy

70 seventeen

six

sixty

60 sixteen

five

four

fifteen

fifty

100,000 forty

40 fourteen

three

ten thousand

10,000 thirty

30 thirteen

two

one thousand

1,000 twenty

20 twelve

one

one hundred ten eleven

3 ▸ M2 ▸ TE ▸ Lesson 29 ▸ Numbers in Word Form

Ones

Teen Numbers

Tens

100

Other

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3 ▸ M2 ▸ TE ▸ Lesson 29

Name

Draw a line to match each standard form to the correct word form. Standard Form

Word Form

30,516

thirty-five thousand, sixty

35,160

thirteen thousand, five hundred six

35,060

thirty thousand, five hundred sixteen

13,506

thirty-five thousand, one hundred sixty

Write the number in standard form. 5.

four thousand, eight hundred twenty-three

twenty-six thousand, two hundred fifteen

fifteen thousand, sixty-one

fifty thousand, three hundred ninety

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3 ▸ M2 ▸ TE ▸ Lesson 29

Write the number in word form. 9. 7,482

10. 49,527

11. 95,018

12. 60,000 + 300 + 40 + 8

13. Write 81,207 in these forms. Word form: Unit form: Expanded form:

302

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14. The sign shows the population of Smithville. The population is the number of people who live there. Write the population in two different forms.

3 ▸ M2 ▸ TE ▸ Lesson 29

Smithville Population:

74,013

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3 ▸ M2 ▸ TE ▸ Lesson 29

Name

Write each number in standard form. 1. nine thousand, two hundred fifteen 2. seventy-five thousand, thirty-four 3. fifty thousand, nine hundred six

Write each number in word form. 4. 3,862

5. 15,807

6. 100,000

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3 ▸ M2

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, Paul Klee, 1879–1940, Farbtafel “qu 1,” (Colour table “Qu 1”), 1930, 71. pastel on coloured paste on paper on cardboard, 37.3 x 46.8 cm. Kunstmuseum Basel, Kupferstichkabinett, Schenkung der Klee-Gesellschaft, Bern. © 2020 Artists Rights Society (ARS), New York.; page 39, New Africa/Shutterstock.com; page 40, Ljupco Smokovski/Shutterstock.com; page 65, (left) O.Bellini/Shutterstock.com, (right) Binh Thanh Bui/Shutterstock.com; page 130, (left) Vectors Bang/Shutterstock.com, (center) Black creator 24/Shutterstock.com, (right) ClassicVector/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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3 ▸ M2

Acknowledgments Kelly Alsup, Leslie S. Arceneaux, Lisa Babcock, Christine Bell, Dawn Burns, Cathy Caldwell, Karla Childs, Mary Christensen-Cooper, Cheri DeBusk, Jill Diniz, Christina Ducoing, Melissa Elias, Janice Fan, Scott Farrar, Gail Fiddyment, Krysta Gibbs, Julie Grove, Jodi Hale, Karen Hall, Eddie Hampton, Tiffany Hill, Robert Hollister, Rachel Hylton, Travis Jones, Jennifer Koepp Neeley, Liz Krisher, Courtney Lowe, Bobbe Maier, Ben McCarty, Maureen McNamara Jones, Cristina Metcalf, Melissa Mink, Richard Monke, Bruce Myers, Marya Myers, Geoff Patterson, Victoria Peacock, Marlene Pineda, DesLey V. Plaisance, Elizabeth Re, Meri Robie-Craven, Jade Sanders, Deborah Schluben, Colleen Sheeron-Laurie, Jessica Sims, Theresa Streeter, Mary Swanson, James Tanton, Julia Tessler, Saffron VanGalder, Rachael Waltke, Jackie Wolford, Jim Wright, Jill Zintsmaster Trevor Barnes, Brianna Bemel, Adam Cardais, Christina Cooper, Natasha Curtis, Jessica Dahl, Brandon Dawley, Delsena Draper, Sandy Engelman, Tamara Estrada, Soudea Forbes, Jen Forbus, Reba Frederics, Liz Gabbard, Diana Ghazzawi, Lisa Giddens-White, Laurie Gonsoulin, Nathan Hall, Cassie Hart, Marcela Hernandez, Rachel Hirsh, Abbi Hoerst, Libby Howard, Amy Kanjuka, Ashley Kelley, Lisa King, Sarah Kopec, Drew Krepp, Crystal Love, Maya Márquez, Siena Mazero, Cindy Medici, Patricia Mickelberry, Ivonne Mercado, Sandra Mercado, Brian Methe, Mary-Lise Nazaire, Corinne Newbegin, Max Oosterbaan, Tamara Otto, Christine Palmtag, Andy Peterson, Lizette Porras, Karen Rollhauser, Neela Roy, Gina Schenck, Amy Schoon, Aaron Shields, Leigh Sterten, Mary Sudul, Lisa Sweeney, Samuel Weyand, Dave White, Charmaine Whitman, Nicole Williams, Glenda Wisenburn-Burke, Howard Yaffe

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Talking Tool Share Your Thinking

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

because . . . .

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

Agree or Disagree

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

Ask for Reasoning

? Why?

Why did you . . . ? Can you explain . . . ? What can we do first? How is

Say It Again

related to

I heard you say . . . . said . . . . Another way to say that is . . . . What does that mean?

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

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

During

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

After

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

At the end of each class, I ask myself

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

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

Module 1 Multiplication and Division with Units of 2, 3, 4, 5, and 10 Module 2 Place Value Concepts Through Metric Measurement Module 3 Multiplication and Division with Units of 0, 1, 6, 7, 8, and 9 Module 4 Multiplication and Area Module 5 Fractions as Numbers Module 6 Geometry, Measurement, and Data

What does this painting have to do with math? Swiss-born artist Paul Klee was interested in using color to express emotion. Here he created a grid, or array, of 35 colorful squares arranged in 5 rows and 7 columns. We will learn how an array helps us understand a larger shape by looking at the smaller shapes inside. Learning more about arrays will help us notice patterns and structure—an important skill for multiplication and division. On the cover Farbtafel “qu 1,” 1930 Paul Klee, Swiss, 1879–1940 Pastel on paste paint on paper, mounted on cardboard Kunstmuseum Basel, Basel, Switzerland Paul Klee (1879–1940), Farbtafel “qu 1” (Colour Table “Qu 1” ), 1930, 71. Pastel on coloured paste on paper on cardboard, 37.3 x 46.8 cm. Kunstmuseum Basel, Kupferstichkabinett, Schenkung der KleeGesellschaft, Bern. © 2020 Artists Rights Society (ARS), New York.

ISBN 978-1-63898-503-7

781638 985037