EM2 Tennessee Learn | Grade 3 Module 3 by Great Minds

A Story of Units®

Units of Any Number LEARN ▸ Module 3 ▸ Multiplication and Division with Units of 0, 1, 6, 7, 8, and 9

Student

L1uuKA7 MATH 2··

TENNESSEE

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.

L1uREKA7 MATH 2··

TENNESSEE

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GREAT MINDS

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 978-1-63898-504-4

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L1uREKA7 MATH 2-

A Story of Units®

TENNEssee

Units of Any Number ▸ 3 LEARN

Module

EM2_0303SE_title_page.indd 1

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

02-Nov-21 3:04:33 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3

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

Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Multiplication and Division Concepts with an Emphasis on Units of 6 and 8

Use parentheses in expressions with different operations.

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Organize, count, and represent a collection of objects.

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Count by units of 6 to multiply and divide

Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Use the break apart and distribute strategy to divide with units of 7.

Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

by using arrays.

Solve one-step word problems involving multiplication and division.

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Count by units of 8 to multiply and divide

Topic C

by using arrays.

Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Decompose pictorial arrays to create expressions with three factors.

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Use the break apart and distribute strategy to multiply with units of 6 and 8.

Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Analysis of Patterns Using Units of 9, 0, and 1 Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Count by units of 9 to multiply. Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Apply strategies and identify patterns to multiply with units of 9.

Use the break apart and distribute strategy to divide with units of 6 and 8.

Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Topic B

Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Multiplication and Division Concepts with an Emphasis on the Unit of 7

Identify patterns by using the multiplication chart.

Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Count by units of 7 to multiply and divide by using

Explain patterns in the multiplication chart by using properties of operations.

arrays and tape diagrams.

Lesson 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Identify and complete patterns with input–output tables.

Use the break apart and distribute strategy to multiply with units of 7.

Reason about and explain patterns of multiplication and division with units of 1 and 0.

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

Lesson 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Create multiplication and division word problems.

Model the associative property as a strategy to multiply.

Lesson 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

EM2_0303SE_contents.indd 2

Solve two-step word problems by using the four operations and assess the reasonableness of solutions.

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EUREKA MATH2 Tennessee Edition

3 ▸ M3

Topic D

Multiplication with Multiples of 10 and Further Application of Concepts Lesson 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Multiply by multiples of 10 by using the place value chart.

Lesson 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Multiply by multiples of 10 by using place value strategies and the associative property.

Lesson 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Solve two-step word problems involving multiplication of single-digit factors and multiples of 10.

Lesson 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Identify patterns and apply strategies to multiply with units of 11 and 12. (Optional)

Lesson 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Organize, count, and represent a collection of objects.

Lesson 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241 Apply multiplication and division concepts to complete a multi-part task. (Optional)

Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253 Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . 254

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 1 ▸ Counting Collections

Counting Collection 1

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@Ir-----------© Great Minds PBC •

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02-Nov-21 2:21:58 PM

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3 ▸ M3 ▸ TA ▸ Lesson 1 ▸ Counting Collections EUREKA MATH2 Tennessee Edition

Counting Collection 2

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02-Nov-21 2:21:59 PM

EM2_0303SE_A_L01_removable_counting_collections.indd 9

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3 ▸ M3 ▸ TA ▸ Lesson 1 ▸ Counting Collections EUREKA MATH2 Tennessee Edition

Counting Collection 3

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 1 ▸ Counting Collections

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@!r7-----------© Great Minds PBC •

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EUREKA MATH2 Tennessee Edition 3 ▸ M3 ▸ TA ▸ Lesson 1 ▸ Counting Collections

Counting Collection 5

02-Nov-21 2:22:03 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 1

Name

For this counting collection, I am partners with

We are counting

We estimate there are about

of them.

This is how we organized and counted the collection:

We counted

altogether.

An equation that describes how we found the total is:

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 1

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?

LESSON

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 1

Name

1. What unit did you use to count your collection? Explain why you chose that unit.

2. If you counted your collection again, would you choose the same unit? Explain your reasoning.

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 2

Name

Use the Read–Draw–Write process to solve the problem. 1. There are 48 teacher mailboxes in the office. The mailboxes are in 6 equal rows. a. How many mailboxes are in each row?

b. Write an unknown factor equation that represents the problem.

Find the value of each unknown. 2. 7 × 6 = k

3. 48 ÷ 6 = r

4. 6 × p = 36

5. 54 ÷ h = 6

6. w ÷ 3 = 6

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 2

Name

1. Each bunch of balloons has 3 red balloons and 3 purple balloons. a. Skip-count by threes to find the total number of balloons.

b. Complete the statements.

10 threes is

5 sixes is

×3=

×6=

c. Use the pictures of balloons to help you complete the statement.

2 groups of 5 ×

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is the same as 5 ×

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 2

Find the value of the unknown. 2. 6 × 2 = c

c= 5. 18 ÷ 6 = a

a= 8. 6 × k = 54

3. 6 × w = 12

4. f × 6 = 18

6. 30 ÷ d = 5

7. h ÷ 3 = 6

9. 60 ÷ 6 = m

10. p × 6 = 66

11. Mia puts a total of 42 marbles into 6 boxes. Each box has an equal number of marbles. How many marbles are in each box? a. Draw and label a tape diagram that represents the problem. Label the unknown as m.

b. Write a division equation to represent the problem. Use the letter m for the unknown. Then find the value of m.

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 2

12. Mr. Davis plants tulip bulbs in his garden. He plants 3 rows with 6 bulbs in each row. How many tulip bulbs does Mr. Davis plant? a. Does the tape diagram below represent the problem? Explain.

I I I I 6

~~ p

b. Write an equation to represent the problem. Use the letter p for the unknown. Then find the value of p.

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 2

Name

Oka has 42 acorns. She puts them into 6 equal rows. How many acorns are in each row? a. Use the Read–Draw–Write process to solve the problem.

b. Write an unknown factor equation to represent the problem.

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 3

Name

1. Color 10 fours blue and 10 fours orange. 8 16 24 32 40 48 56 64 72 80

Find the value of each unknown. 2. c × 8 = 24

3. 40 ÷ m = 8

4. 8 × 4 = h

5. w ÷ 8 = 8

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 3

Name

1. Complete parts (a)–(c) to show the relationship between fours and eights. a. Skip-count by fours.

b. Complete each statement to find the total.

10 fours is

1- - 1 5 eights is

×4=

×8=

c. Complete the statement to show the connection between the fours and eights.

2 groups of 5 ×

is the same as 5 ×

Find the value of each unknown. 2. 4 × 2 = y

3. 8 × w = 8

5. 16 ÷ 8 = z

8. 56 ÷ 8 = v

v= © Great Minds PBC •

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6. p ÷ 8 = 6

9. 6 × 8 = n

4. k × 2 = 16

7. 40 ÷ r = 8

10. m ÷ 8 = 8

m= 29

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 3

11. Write an equation to represent the tape diagram below. Then find the value of the unknown.

I I I I I I I I

-------- -------8

Equation:

12. Mr. Lopez groups his students for a field trip. There is a total of 8 groups with 4 students in each group. How many students are going on the field trip? a. Draw a tape diagram to represent the problem. Label the unknown as c.

b. Write an equation using c to represent the total number of students. Then find the value of c.

13. Luke bakes 72 cookies for a bake sale. He divides them equally among 8 plates. How many cookies are on each plate? a. Draw a tape diagram to represent the problem. Label the unknown as y.

b. Write a division equation using y to represent the unknown. Then find the value of y.

c. A classmate says this problem can also be represented using the equation 8 × y = 72. Is the classmate correct? Why?

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 3

Name

Draw a model and skip-count to find 6 × 8.

Write a related division equation.

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 4 ▸ Hidden Factor Mat

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 4

Name

1. Use the array to help you fill in the blanks.

4×8 4 groups of ( 4×(

× ×

) )

2. Use the array to help you fill in the blanks.

8 groups of ( 8×(

× ×

) )

8× © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 4

Circle equal groups in each array and then use the array to help you fill in the blanks.

groups of (

×(

× ×

groups of (

)

×(

)

LESSON

EM2_0303SE_A_L04_classwork.indd 36

) )

× ×

) )

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×(

®®®®®®®® ®®®®®®®® ®®®®®®®® ®®®®®®®® ®®®®®®®® ®®®®®®®®

groups of (

×(

× ×

) )

02-Nov-21 2:19:39 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 4

Name

1. Use the arrays to help you fill in the blanks.

1 group of

1 group of 2 threes

threes

groups of 2 threes

× (2 × 3) ×

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 4

Use the arrays to help you fill in the blanks. 2.

3×6 3 groups of ( 3×(

× 2) ×

6×4

)

6 groups of ( 6×(

× ×

) )

Circle equal groups in each array. Then use the arrays to help you fill in the blanks. 4.

00000000

000000 0 0

00000000 00000000

00 0 00 0 00

00000000

00 00 00 0 0

000 00 000

00000000 2 groups of ( 2×(

× ×

PROBLEM SET

EM2_0303SE_A_L04_problem_set.indd 38

) )

00000000 00000000 3 groups of ( 3×(

× ×

) )

02-Nov-21 2:19:01 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 4

0000 00 00 00000 00 0 0 0000 0 00 000 0 000 0 0000 00 0 0 0000000 0 4 groups of ( 4×(

)

× ×

)

0 0 0000 00 00000000 0000 00 0 0 0000000 0

00000000 0000 0 000 6 groups of ( ×(

)

× ×

)

8. Draw an array to show 4 × 6. Then circle equal groups in your array to show 4 × 6 = 4 × (2 × 3).

EM2_0303SE_A_L04_problem_set.indd 39

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 4

Name

Circle equal groups in the array. Then use the array to help you fill in the blanks.

groups of (

×(

× ×

) )

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ Sprint ▸ Round to the Nearest Ten

Sprint Round to the nearest ten. 1.

54 ≈

138 ≈

EM2_0303SE_A_L05_sprint.indd 43

02-Nov-21 3:46:53 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ Sprint ▸ Round to the Nearest Ten

Number Correct:

Round to the nearest ten. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

29 ≈

23.

89 ≈

25.

64 ≈

27.

49 ≈ 34 ≈

63 ≈

30.

85 ≈

32.

246 ≈

35. 36.

647 ≈

38.

853 ≈

40.

924 ≈

42.

858 ≈ 926 ≈ 928 ≈

EM2_0303SE_A_L05_sprint.indd 44

706 ≈

894 ≈ 804 ≈

932 ≈

902 ≈ 361 ≈

555 ≈

34.

419 ≈

641 ≈

766 ≈

31.

33.

412 ≈

503 ≈

29.

99 ≈

241 ≈

563 ≈

26.

28.

58 ≈

307 ≈

24.

94 ≈

36 ≈

337 ≈

505 ≈ 497 ≈

507 ≈

37.

698 ≈

708 ≈

39.

41.

43. 44.

996 ≈

1,654 ≈

1.057 ≈ 1,606 ≈ 1,008 ≈

02-Nov-21 3:46:54 PM

EM2_0303SE_A_L05_sprint.indd 45

02-Nov-21 3:46:54 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ Sprint ▸ Round to the Nearest Ten

Number Correct: Improvement:

Round to the nearest ten. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

19 ≈

23.

79 ≈

25.

39 ≈ 24 ≈ 54 ≈ 84 ≈ 26 ≈ 62 ≈ 57 ≈ 75 ≈ 99 ≈

141 ≈

702 ≈ 843 ≈

31.

803 ≈

32.

261 ≈

33.

555 ≈

34.

505 ≈ 398 ≈

36.

408 ≈

599 ≈

38.

753 ≈

40.

824 ≈

42.

EM2_0303SE_A_L05_sprint.indd 46

792 ≈

30.

39.

607 ≈

29.

541 ≈

828 ≈

657 ≈

28.

37.

826 ≈

404 ≈

27.

312 ≈

758 ≈

464 ≈

26.

35.

547 ≈

208 ≈

24.

146 ≈

319 ≈

278 ≈

41.

43. 44.

609 ≈

997 ≈

1,653 ≈ 1,058 ≈ 1,607 ≈ 1,009 ≈

02-Nov-21 3:46:54 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 5

Name

1. Liz sees a display of cans of peas at the grocery store. How many cans of peas are in the display? Use the break apart and distribute strategy to find the total number of cans of peas.

EM2_0303SE_A_L05_classwork.indd 47

)×

)+(

)

02-Nov-21 2:18:46 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 5

2. Liz sees a display of sauce at the grocery store. How many jars of sauce are in the display?

mmmmmm mmmmmm mmmmmm mmmmmm mmmmmm mmmmmm mmmmmm mmmmmm mmmmmm

Use the break apart and distribute strategy to find the total number of jars of sauce.

LESSON

EM2_0303SE_A_L05_classwork.indd 48

)×

)+(

)

02-Nov-21 2:18:46 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 5

3. Liz sees a display of 8 rows of tomatoes at the grocery store. There are 9 tomatoes in each row. How many tomatoes are in the display? a. Draw a tape diagram to represent the tomatoes.

b. Use the break apart and distribute strategy to find the total number of tomatoes.

EM2_0303SE_A_L05_classwork.indd 49

)×

)+(

)

LESSON

02-Nov-21 2:18:47 PM

EM2_0303SE_A_L05_classwork.indd 50

02-Nov-21 2:18:47 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 5

Name

1. Draw part of the array to complete the number bond. Then use it to help you fill in the blanks and find the total.

8 sixes = 5 sixes +

8 sixes

sixes

8 × 6 = (5 × 6) + (

× 6)

8×6=

)

8×6=

5 sixes

EM2_0303SE_A_L05_problem_set.indd 51

sixes

02-Nov-21 2:18:14 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 5

Use the arrays to help you fill in the blanks and find the totals. 2.

5×7=

- - ... - ×7=

8 × 7 = (5 +

)×7

= (5 × 7) + (

× 7)

= 35 + =

5×8=

8 × 8 = (5 +

)×8

= (5 × 8) + ( =

× 8)

= 52

PROBLEM SET

EM2_0303SE_A_L05_problem_set.indd 52

02-Nov-21 2:18:15 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 5

Label the tape diagrams. Then complete the equations.

-------------/ I I I I I (

4. (5 × 6) =

;

"'I I

× 6) =

7 × 6 = (5 + 2) × 6 = (5 × 6) + (

× 6)

= 30 + =

-------;~ I I I I I I I I I (

(

× 6) =

9 × 6 = (5 +

)×6

× 6) + (

× 6)

EM2_0303SE_A_L05_problem_set.indd 53

PROBLEM SET

02-Nov-21 2:18:15 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 5

6. Adam walks 9 laps around the track every day for 8 days. How many total laps does he walk? a. To find the total, Jayla breaks 8 × 9 into 5 × 9 and 3 × 9. Then she adds 45 and 27 to get 72. Explain why her strategy works.

b. Show another way 8 × 9 can be broken apart into smaller facts to find the product.

PROBLEM SET

EM2_0303SE_A_L05_problem_set.indd 54

02-Nov-21 2:18:16 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 5

Name

Use the break apart and distribute strategy to find 6 × 7.

0000000 0000000 0000000 0000000 0000000 0000000

6×7=(

)×

)+(

)

EM2_0303SE_A_L05_exit_ticket.indd 55

03-Nov-21 9:08:41 AM

EM2_0303SE_A_L05_exit_ticket.indd 56

03-Nov-21 9:08:41 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 6 ▸ Hidden Factor Mat

EM2_0303SE_A_L06_fluency_removable_hidden_factor_mat.indd 57

02-Nov-21 3:48:32 PM

EM2_0303SE_A_L06_fluency_removable_hidden_factor_mat.indd 58

02-Nov-21 3:48:32 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 6

Name

Array A

Array B

Array C

1. Complete the number bonds. Array A

32 ÷ 4

Array B

32 ÷ 4

Array C

32 ÷ 4

2. Shade the array and complete the number bond to show a different way to break apart 32.

32 ÷ 4

---/\

EM2_0303SE_A_L06_classwork.indd 59

02-Nov-21 2:17:40 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 6

3. Use the break apart and distribute strategy to find 48 ÷ 6. Shade the array to show how to break apart 48.

48 ÷ 6 =

---/\

Use the break apart and distribute strategy to divide. Show your work with a number bond. 4. 28 ÷ 4

5. 54 ÷ 6

6. 48 ÷ 8

LESSON

EM2_0303SE_A_L06_classwork.indd 60

02-Nov-21 2:17:41 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 6

Name

Use the array to help you complete each number bond and equation. The first one is started for you. 1.

21 ÷ 3 21 ÷ 3 = 5 +

15 ÷ 3

6÷3

32 ÷ 4

20 ÷ 4

32 ÷ 4 =

÷4

EM2_0303SE_A_L06_problem_set.indd 61

02-Nov-21 3:50:50 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 6

Use the array to help you complete each equation. 3.

36 ÷ 4 =

56 ÷ 8 =

20 =

36 ÷ 6 = 5 +

Use the break apart and distribute strategy to divide. 5.

42 ÷ 6 = 5 +

48 ÷ 8 =

PROBLEM SET

EM2_0303SE_A_L06_problem_set.indd 62

54 ÷ 6 =

02-Nov-21 3:50:51 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 6

9. Use the break apart and distribute strategy to find 64 ÷ 8. Explain your thinking.

EM2_0303SE_A_L06_problem_set.indd 63

PROBLEM SET

02-Nov-21 3:50:51 PM

EM2_0303SE_A_L06_problem_set.indd 64

02-Nov-21 3:50:51 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TA ▸ Lesson 6

Name

Use the break apart and distribute strategy to find 48 ÷ 4. Shade the array to show how you broke apart 48.

48 ÷ 4 =

EM2_0303SE_A_L06_exit_ticket.indd 65

02-Nov-21 3:09:03 PM

EM2_0303SE_A_L06_exit_ticket.indd 66

02-Nov-21 3:09:03 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 7 ▸ Hidden Factor Mat

EM2_0303SE_B_L07_fluency_removable_hidden_factor_mat.indd 67

02-Nov-21 2:39:28 PM

EM2_0303SE_B_L07_fluency_removable_hidden_factor_mat.indd 68

02-Nov-21 2:39:28 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 7

Name

1. David has basketball practice every Monday starting in January. Complete the table to show what dates in January he has practice. Practice Date in January

1 7

JANUARY

2. Gabe plants his flowers in rows. How many flowers does Gabe plant? Unit Form

Multiplication Equation

Division Equation

3. Gabe has 56 seeds that he plants in rows of 7. How many rows of seeds does Gabe plant?

EM2_0303SE_B_L07_classwork.indd 69

02-Nov-21 2:40:32 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 7

4. Deepa has 42 oranges. She puts all the oranges in bags. There are 7 oranges in each bag. How many bags does she use?

5. Adam packs 49 oranges into 7 bags. a. How many oranges should he pack in each bag so that the bags all have the same number?

b. Adam gives 3 bags of oranges to his sister. How many oranges does Adam give his sister?

LESSON

EM2_0303SE_B_L07_classwork.indd 70

02-Nov-21 2:40:32 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 7

Name

1. Use the array to skip-count by sevens. Then complete each equation.

aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa

1×7=7

7÷7=

2×7=

14 ÷ 7 =

3×7=

÷7=

4×7=

÷7=

5×7=

÷7=

6×7=

÷7=

7×7=

÷7=

8×7=

÷7=

9×7=

÷7=

10 × 7 =

÷7=

2. Robin puts apples in bags. Each bag has 7 apples. The table shows how many apples are needed for different numbers of bags. Complete the table. Number of Bags

Total Number of Apples

EM2_0303SE_B_L07_problem_set.indd 71

4 21

7 42

02-Nov-21 2:38:30 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 7

Find the value of each unknown. 3. 7 × 2 = p

4. 2 × f = 14

5. y × 7 = 28

6. 21 ÷ 7 = m

7. 35 ÷ a = 5

8. 28 ÷ c = 7

9. g × 7 = 56

10. 7 × r = 63

11. d ÷ 7 = 7

12. Write an equation to represent the tape diagram.

I I I I I I I I

---------- --------6

PROBLEM SET

EM2_0303SE_B_L07_problem_set.indd 72

Equation:

02-Nov-21 2:38:31 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 7

Use the Read–Draw–Write process to solve each problem. 13. Pablo’s bookcase has 4 shelves. There are 7 books on each shelf. How many books are in the bookcase?

14. Carla collects 35 acorns. She divides them equally into 7 piles. How many acorns are in each pile?

EM2_0303SE_B_L07_problem_set.indd 73

PROBLEM SET

02-Nov-21 2:38:31 PM

EM2_0303SE_B_L07_problem_set.indd 74

02-Nov-21 2:38:31 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 7

Name

Use the Read–Draw–Write process to solve the problem. Gabe puts 63 apples into 7 boxes. Each box has the same number of apples. How many apples does Gabe put in each box?

EM2_0303SE_B_L07_exit_ticket.indd 75

02-Nov-21 2:39:53 PM

EM2_0303SE_B_L07_exit_ticket.indd 76

02-Nov-21 2:39:53 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ Sprint ▸ Round to the Nearest Hundred

Sprint Round to the nearest hundred. 1.

379 ≈ 309 ≈

EM2_0303SE_B_L08_sprint.indd 77

03-Nov-21 9:12:47 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ Sprint ▸ Round to the Nearest Hundred

Number Correct:

Round to the nearest hundred. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

299 ≈

23.

499 ≈

24.

344 ≈

26.

899 ≈ 644 ≈ 944 ≈ 316 ≈ 516 ≈ 716 ≈ 855 ≈ 655 ≈ 355 ≈ 496 ≈ 476 ≈ 426 ≈ 788 ≈ 768 ≈ 748 ≈ 832 ≈ 852 ≈ 872 ≈ 842 ≈

EM2_0303SE_B_L08_sprint.indd 78

25.

27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44.

374 ≈ 370 ≈ 304 ≈ 538 ≈ 530 ≈ 508 ≈ 263 ≈ 260 ≈ 203 ≈ 555 ≈ 550 ≈ 505 ≈ 299 ≈ 909 ≈ 999 ≈ 990 ≈

1,485 ≈ 1,480 ≈ 1,405 ≈ 1,085 ≈ 1,080 ≈ 1,005 ≈

03-Nov-21 9:12:48 AM

EM2_0303SE_B_L08_sprint.indd 79

03-Nov-21 9:12:48 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ Sprint ▸ Round to the Nearest Hundred

Number Correct: Improvement:

Round to the nearest hundred. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

199 ≈

23.

399 ≈

24.

244 ≈

26.

799 ≈ 544 ≈ 844 ≈ 216 ≈ 416 ≈ 616 ≈ 755 ≈ 455 ≈ 255 ≈ 396 ≈ 376 ≈ 326 ≈ 688 ≈ 668 ≈ 648 ≈ 732 ≈ 752 ≈ 772 ≈ 742 ≈

EM2_0303SE_B_L08_sprint.indd 80

25.

27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44.

274 ≈

270 ≈ 204 ≈ 438 ≈ 430 ≈ 408 ≈ 163 ≈ 160 ≈ 103 ≈ 555 ≈ 550 ≈ 505 ≈ 199 ≈ 908 ≈ 988 ≈

980 ≈

1,475 ≈ 1,470 ≈ 1,405 ≈ 1,075 ≈ 1,070 ≈ 1,005 ≈

03-Nov-21 9:12:49 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 8

Name

1. The popcorn boxes at the snack bar are arranged in 8 rows. There are 7 boxes in each row. How many boxes of popcorn are at the snack bar?

5x7

EM2_0303SE_B_L08_classwork.indd 81

Eva’s Way

Luke’s Way

8x7

3x7

8x5

8x2

02-Nov-21 2:35:55 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 8

2. A carnival game has a wall of balloons. How many balloons are on the wall?

oo••o ••• ••o ••• oo••o ••• ••o ••• oo••o ••• ••o ••• oo••o ••• ••o ••• o••o•••

a. Draw a line to break apart the columns in the array.

b. Use the break apart and distribute strategy to multiply. Then write a solution statement.

9×7=

LESSON

EM2_0303SE_B_L08_classwork.indd 82

×(

)

02-Nov-21 2:35:56 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 8

3. There are 6 benches at the animal show. 7 people can sit on each bench. What is the total number of people that can sit on the benches? a. Draw an array to represent the problem. Then draw a line to break apart the array.

b. Use the break apart and distribute strategy to multiply. Then write a solution statement.

EM2_0303SE_B_L08_classwork.indd 83

LESSON

02-Nov-21 2:35:56 PM

EM2_0303SE_B_L08_classwork.indd 84

02-Nov-21 2:35:56 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 8

Name

Find 4 × 7 by using the break apart and distribute strategy in two different ways. A line is drawn in each array to help you. 1.

4×5=

4×

4 × 7 = (4 × 5) + (4 ×

= )

4 × 7 = 20 + 4×7=

~~~~ "

~= . ~ rn - - ~EBffi -

4 × 7 = (2 × 7) + (

×7= ×7=

× 7)

4 × 7 = 14 + 4×7=

EM2_0303SE_B_L08_ProblemSet_AN.indd 85

03-Nov-21 9:16:09 AM

86 /

I/ I/

I '

I/ I/

I '

I/ I/

I '

EM2_0303SE_B_L08_ProblemSet_AN.indd 86 /

' /

I ' I /

I '· I /

I ' I /

PROBLEM SET ' /

' /

I ' I /

6 × 7 = 6 × (5 +

= (6 × 5) + (6 × /

' /

I " I /

I ', I /

I ' I /

I /

= (5 × 7) + (

,-,◄ ,-,◄ ,-.◄ :'~◄ :·-◄ :-,◄

,-,◄ ,-,/◄ ,-,/◄ I:'~◄ - I:·-◄ - I:-,/◄ / / /

■---------------------

' ./

6 × 7 = (5 +

' ◄ ' ◄ ' ◄ 1, ◄ 1, ◄ I· ◄

• ◄ ' ◄ ' ◄ 1, ◄ 1, ◄ I• ◄

' /

• ◄ ' ◄ ' ◄ 1, ◄ 1, ◄ I• ◄

· ◄ · ◄ ' ◄ 1, ◄ 1, ◄ 1, ◄

· ◄ -::::_/· ◄ ' ◄ :c::_/1, ◄ 1, ◄ :c::_/1, ◄ -::::_/_ :-::::_/-

././

I ' I/

' /

' ◄'./' ◄ ' ◄ ' ◄ · ◄ ' ◄

· ◄: ◄ .' ◄ '◄ ·◄ .' ◄

·,

' ◄ :~'' ◄ · ◄ ' ◄ · ◄ ' ◄

~:~ ~ ~ ~ ~

\ ~ :•· :.o11111 ' :.olllll ' :.olllll · :.o11111 ' :.olllll

' ◄"·:~-◄ ' ◄ ' ◄ · ◄ ' ◄

~;◄C◄ :◄ ~;◄ ~;◄ ~;◄

~;◄ (;◄ ~;◄ ~;◄ ~;◄ ~;◄

-::::_/ -

3 ▸ M3 ▸ TB ▸ Lesson 8 EUREKA MATH2 Tennessee Edition

Find 6 × 7 by using the break apart and distribute strategy in two different ways. A line is drawn in each array to help you.

)×7 × 7)

= 35 +

) )

03-Nov-21 9:16:09 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 8

Find 8 × 7 by using the break apart and distribute strategy in two different ways. Draw a line in each array to break it apart. 5.

9999999 9999999 9999999 9999999 9999999 9999999 9999999 9999999

8×7=( =( =

+ × 7) + (

)×7

EM2_0303SE_B_L08_ProblemSet.indd 87

9999999 9999999 9999999 9999999 9999999 9999999 9999999 9999999

8×7=8×( × 7)

= (8 × =

) + (8 ×

) )

PROBLEM SET

08-Nov-21 5:59:57 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 8

Find 9 × 7 by using the break apart and distribute strategy in two different ways. Complete each number bond to help you. 8.

9×7

×7

×7 9×7=( =( =

+ × 7) + ( +

PROBLEM SET

EM2_0303SE_B_L08_ProblemSet_AN.indd 88

)×7

9×

9× 9×7=9×(

× 7)

= (9 × =

) + (9 ×

) )

03-Nov-21 9:16:10 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 8

Use the Read–Draw–Write process to solve each problem. 9. David organizes his coins into rows to make them easier to count. There are 7 rows with 7 coins in each row. How many coins does David have?

10. At the day care center, Casey sorts toys into bins. There are 8 bins, and she places 7 toys into each bin. How many toys does Casey sort?

EM2_0303SE_B_L08_ProblemSet_AN.indd 89

PROBLEM SET

03-Nov-21 9:16:10 AM

EM2_0303SE_B_L08_ProblemSet_AN.indd 90

03-Nov-21 9:16:10 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 8

Name

A band has 6 rows of trumpet players. Each row has 7 trumpet players. How many trumpet players are in the band? Use the array to help you complete the equations.

==-=•-_./i1 ?1 QY;"-/J \_~ - ··--;/ .J

)!X

_/r1

~ ;--.m:JI',\~ ~ :~k_k_k

l---,,----d~$:

1(1

!.)

-/ l1

[Y'ii

\.."-_ '~-;/

~ : ' .1/(

'7Q:)'-:,, i DJ)''<

~ ~~~µ):'.\ 'rc~w 1 ~

,,,, {-\ 1/

"-----·

.1/

- ---"'' _,.Ii 'r(2Jf1>)'"' , ~

'1/

~ • - _.,1,

' ~J))o551

==-=•-_./i1 ?1 0};"1 \_~ - ··--;/

~~~~~ft 'r rJg,fJ

~ ;--.m:JI',\~

(~CQJ~ ~ : ' .1/( . x;o: _

r=-rrJlOI', ~:~ k-k-.,...._ :Y

1-~

l---,.--d ~ $:

1(7

-/f',

[Y'il

'°-'~ - ; /

~ :.:.. ..

'7jU))·✓ ~:~ 1/

6 × 7 = 6 × (5 + = (6 × 5) + (6 ×

-~ -r'

'"',/

)!X

~ :~k_k_k

l---,,----d~$:

1(1

_/r1

!.)

-/ l1 [Y'i:

\.."-_ '~---j

) )

= 30 + = There are

EM2_0303SE_B_L08_exit_ticket.indd 91

trumpet players in the band.

02-Nov-21 2:35:41 PM

EM2_0303SE_B_L08_exit_ticket.indd 92

02-Nov-21 2:35:41 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 9

Name

Rewrite each expression as a two-factor expression. Then find the products. 1. (2 × 4) × 3

2. 2 × (4 × 3)

3. (3 × 2) × 5

4. 3 × (2 × 5)

5. (2 × 1) × 5

6. 2 × (1 × 5)

7. (4 × 2) × 2

8. 4 × (2 × 2)

9. 16 × 3 = 8 × (2 × 3)

16 × 3 =

EM2_0303SE_B_L09_classwork.indd 93

111111111111111 I I

02-Nov-21 2:34:40 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 9

10. 16 × 3 = (

16 × 3 = 16 × 3 =

15 × 3 =

)×3

---11111111111111111 ×(

)

11. 15 × 3 = (

15 × 3 =

)×

×(

---1111111111111111

LESSON

EM2_0303SE_B_L09_classwork.indd 94

)

12/2/2021 3:00:44 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 9

Name

Circle to show the equal groups in each array. Then circle the expression that represents the equal groups. 1. 3 groups of 2 × 4

EM2_0303SE_B_L09_problem_set.indd 95

2. 4 groups of 3 × 2

3 × (2 × 4)

(4 × 3) × 2

(3 × 2) × 4

4 × (3 × 2)

02-Nov-21 2:34:14 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 9

3. 2 groups of 3 × 5

4. 3 groups of 2 × 5

(2 × 3) × 5

(3 × 2) × 5

2 × (3 × 5)

3 × (2 × 5)

Rewrite the expressions with two factors. Then find the products. 5. (4 × 2) × 5

6. 4 × (2 × 5)

7. (3 × 2) × 2

8. 3 × (2 × 2)

9. (2 × 2) × 5

10. 2 × (2 × 5)

11. (5 × 1) × 3

12. 5 × (1 × 3)

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 9

Place parentheses in the equations to simplify and complete the problem. The first one has been done for you. 13. 14 × 2 = (7 × 2) × 2

14. 3 × 16 = 3 × (2 × 8)

= 7 × (2 × 2)

= 3× 2 × 8

=7×

×8

15. 2 × 15 = 2 × (3 × 5)

16. 14 × 3 = 7 × 2 × 3

= 2 × 3 × 5

= 7 × 2 × 3

17. 15 × 3 = 5 × 3 × 3

18. 2 × 16 = 4 × 4 × 2

= 5 × 3 × 3

= 4 × 4 × 2

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PROBLEM SET

02-Nov-21 2:34:15 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 9

19. Gabe finds the answer to 16 × 4 by thinking about 8 × 8. Explain his strategy.

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 9

Name

Fill in the blanks to make the equations true. 1. 3 × (2 × 7) = (

× 2) × 7

2. (4 × 2) × 5 = 4 × (

× 5)

Place parentheses in the equations to simplify and complete the problems. 3. 14 × 4 = 7 × 2 × 4

4. 5 × 12 = 5 × 2 × 6

= 7 × 2 × 4

= 5 × 2 × 6

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 10

Name

Complete each equation. 1. (15 − 5) + 7 =

2. (14 ÷ 2) + 5 =

15 − (5 + 7) =

14 ÷ (2 + 5) =

3. (13 + 7) − 3 =

4. 6 × (7 + 1) =

13 + (7 − 3) =

(6 × 7) + 1 =

= (18 ÷ 6) + 3

6. 15 − (5 × 2) =

= 18 ÷ (6 + 3)

(15 − 5) × 2 =

Complete each equation. Circle the pairs that have the same value for both equations. 7. 8 + (6 + 4) =

8. (3 × 4) × 2 =

(8 + 6) + 4 =

3 × (4 × 2) =

9. (5 × 2) × 4 =

10. 6 × (5 − 4) =

5 × (2 × 4) =

(6 × 5) − 4 =

11. 10 − (5 + 2) =

12. 4 × (2 × 2) =

(10 − 5) + 2 =

(4 × 2) × 2 =

13. (6 + 3) × 2 =

14. (12 ÷ 4) × 3 =

6 + (3 × 2) =

12 ÷ (4 × 3) =

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 10

15. Create two different expressions by grouping different parts of 3 × 4 + 5 by using parentheses. Then find their values.

3 × 4 + 5 = 3 × 4 + 5 = Use parentheses to make each equation true. 16.

16 − 8 + 7 = 15

17. 16 − 8 + 7 = 1

18.

7 = 7 × 4 − 3

19. 25 = 7 × 4 − 3

20.

50 ÷ 10 × 5 = 25

21. 50 ÷ 10 × 5 = 1

22.

5 × 6 ÷ 3 = 10

23. 6 = 3 × 8 ÷ 4

24.

10 = 20 ÷ 10 × 5

25. 56 = 7 + 7 × 7

26. Amy and Eva both find the value of 20 ÷ (2 + 3). •

Amy says the value is 4.

•

Eva says the value is 13. a. Who is correct? Explain how you know.

b. What mistake did the other student make?

27. Ray says the value of 3 × 8 ÷ 4 is 6 no matter where he puts the parentheses. Is he correct? Place parentheses around different numbers to explain his thinking.

102

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 10

Name

Use parentheses to make the equation true. 1.

2 + 8 × 7 = 70

2 + 8 × 7 = 58

3. Zara and Luke both find the value of 28 + (14 ÷ 7). •

Zara says the value is 30.

•

Luke says the value is 6. a. Who is correct? Explain how you know.

b. What mistake did the other student make?

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 11 ▸ Hidden Factor Mat

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 11

Name

1. Complete the equations in the number bond to find 56 ÷ 7. Use each part of the array to help divide. I

1· I

' J

l J I

-----,

L 1 l

21 ÷ 7 =

35 ÷ 7 =

56 ÷ 7 =

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 11

Divide by using the break apart and distribute strategy.

42 ÷ 7 = 5 +

56 ÷ 7 =

49 ÷ 7 =

42 ÷ 6 =

6. Find 56 ÷ 8 by using the break apart and distribute strategy in two different ways.

56 ÷ 8 =

Divide by using the break apart and distribute strategy. 7.

108

72 ÷ 6 =

PROBLEM SET

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96 ÷ 8 =

02-Nov-21 3:11:33 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 11

Use the Read–Draw–Write process to solve the problem. 9. Robin has 96 cat stickers. She puts them in rows of 8. How many rows of cat stickers does Robin have?

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PROBLEM SET

109

02-Nov-21 3:11:33 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 11

Name

Divide by using the break apart and distribute strategy. 1.

78 ÷ 6 =

72 ÷ 8 =

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 12

Name

Use the Read–Draw–Write process to solve the problem. Use a letter to represent the unknown. 1. The juice boxes in the cooler are in 4 rows and 7 columns. How many juice boxes are there?

Use the Read–Draw–Write process to solve the problem. Use a letter to represent the unknown. 2. 49 milk cartons are arranged on a tray in 7 columns. How many rows of milk cartons are there?

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 12

Name

Use the Read–Draw–Write process to solve each problem. Use a letter to represent the unknown in each. 1. 7 teams compete in a relay race. Each team has 5 runners. How many runners compete in all?

2. Shen puts his rubber bands into 6 equal piles. He has a total of 48 rubber bands. How many rubber bands are in each pile?

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 12

3. Zara sets up chairs for a concert. She puts them in 7 rows. Each row has 9 chairs. How many chairs does she set up altogether? I

4. Mrs. Smith sets up toy trains. The train cars are arranged in 6 rows and 7 columns. How many train cars are there?

116

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 12

5. At the store, a display of bricks has 7 equal columns. There are 56 bricks in all. How many bricks are in each column?

6. Coach Endo wants to put his tennis balls equally into cans. There are 64 tennis balls. Each can holds 8 tennis balls. How many cans does he need?

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PROBLEM SET

117

03-Nov-21 9:25:31 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TB ▸ Lesson 12

Name

Use the Read–Draw–Write process to solve the problem. Use a letter to represent the unknown. Mr. Davis arranges 72 chairs into 8 equal rows. How many chairs are in each row?

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EUREKA MATH2 Tennessee Edition

Name

3 ▸ M3 ▸ TC ▸ Lesson 13

+ 10 −1 + 10

~,t

−1

+ 10

~ t

CD © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 13

Name

1. Fill in the blanks to help you skip-count by nines.

+ 10 + 10

–1 –1

+ 10

–1

+ 10

–1

+ 10

–1

+ 10 + 10

–1

+ 10

–1

0 0 0 0 0 0000 0

+ 10

i i i i i i i i i i

+ 10

i i i i i i i i i i

–1

2. How does adding 10 and subtracting 1 help you skip-count by 9?

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 13

7+1=8

3. Oka writes 8 × 9 = 71.

a. She checks her work by thinking about the sum of 7 and 1. Explain Oka’s strategy.

b. Did Oka correctly multiply 8 and 9? How do you know?

124

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 13

Find each product. Describe the strategy that you used. 4. 7 × 9

5. 6 × 9

6. 9 × 9

7. How can you tell if your answers to problems 4–6 are correct?

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PROBLEM SET

125

02-Nov-21 2:52:07 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 13

Name

Fill in the blanks to find the next nines fact. 1. 8 × 9 = 72 What is 10 more than 72? What is 1 less than that?

9×9=

2. 6 × 9 = 54 What is 10 more than 54? What is 1 less than that?

7×9=

3. Describe the pattern used in problems 1 and 2.

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 14 ▸ Word Problems and Expressions

Match each expression to the word problem that it represents. Deepa has $6. Amy has $2 more than Deepa. How much money does Amy have?

..______

_____,I • • I....._________.

Gabe saves $4 each week. How much will he save in 8 weeks?

Miss Diaz buys 6 hot dogs for her family. Each hot dog costs $2. How much does she pay for all the hot dogs?

8 people go to the movies. 4 of them are adults. The rest are children. How many children go to the movies?

There are 6 people at a table. 2 of them have hats. How many do not have hats?

,_______

_____,I • • I......_________

Liz puts 8 limes into bags. She puts 4 limes into each bag. How many bags does Liz use?

8 people are in a store. 4 more people walk in. How many

people are in the store now?

Casey has 6 pencils. He puts the pencils equally into 2 boxes. How many pencils are in each box?

,_______ © Great Minds PBC •

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_____,I • • I......_________ 129

02-Nov-21 4:02:03 PM

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EUREKA MATH2 Tennessee Edition

Name

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3 ▸ M3 ▸ TC ▸ Lesson 14

131

02-Nov-21 2:51:50 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 14

Name

1. Draw lines to match. Fill in the blanks to complete the expressions.

9×7

9 sixes = 10 sixes – 1 six

. \

9×6

9×8

= \

9 nines = 10 nines – 1 nine \

= \

EM2_0303SE_C_L14_problem_set.indd 133

–

9 eights = 10 eights – 1 eight =

–9

9 sevens = 10 sevens – 1 seven =

9×9

–6

–

... . . ....

.... 72

133

02-Nov-21 2:50:50 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 14

Fill in the blanks to find the total value of the shaded parts. 2.

------

I7 I I I I I I I I I

-------0

9×7 0

I9 I I I I I I I I I

-------- ------9×9

9 nines = 10 nines − 1 nine

9 sevens = 10 sevens − 1 seven =

−

−7

4. Use the table for parts (a)–(d). a. Multiply. Then add the tens digit and the ones digit of each product.

134

PROBLEM SET

EM2_0303SE_C_L14_problem_set.indd 134

1×9=

2×9=

3×9=

4×9=

5×9=

6×9=

7×9=

8×9=

9×9=

10 × 9 =

02-Nov-21 2:50:50 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 14

b. Look at the tens place in each product. What pattern do you notice?

c. Look at the ones place in each product. What pattern do you notice?

d. What is the sum of the digits in each product? How can the sum of the digits help you check your work with nines facts?

5. James buys a box of chalk. It has 9 rows with 4 sticks of chalk in each row. He uses 10 fours to find the total number of chalk sticks. a. Draw a model to represent James’s strategy.

b. Explain James’s strategy and find the total number of chalk sticks.

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PROBLEM SET

135

02-Nov-21 2:50:51 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 14

6. Carla finds 9 × 8 by subtracting 1 eight from 10 eights. Deepa finds 9 × 8 by subtracting 1 nine from 10 nines. Whose strategy is correct? Explain how you know.

Carla

9 × 8 = 1 0 eights eights – 1 eigh t eight = 80 – 8 = 72

Deepa

9 × 8 = 10 nines – 1 nine = 90 – 9 = 81

7. Use the expressions for parts (a) and (b). a. Circle the expressions that are equal to 9 × 7.

(5 × 7) + (4 × 7)

10 nines – 1 nine

54 + 10 – 1

(10 × 7) – (1 × 7)

b. Choose one expression you circled. Explain how you know it is equal to 9 × 7.

136

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 14

Name

1. David writes 9 × 6 = 54. Show two strategies you could use to check his answer.

2. Circle the expressions that are equal to 9 × 6.

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(9 × 5) + 9

(8 × 6) + 8

(10 × 6) − (1 × 6)

(5 × 6) + (4 × 6)

137

02-Nov-21 2:51:37 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 15 ▸ Word Problems and Expressions

Match each expression to the word problem that it represents. Shen makes 8 liters of punch. He pours the punch equally into 2 pitchers. How many liters of punch are in each pitcher?

._______

______.I • • I._____________.

There are 9 children at the playground. 3 of them are on the swings. How many are not on the swings?

..______

_____,I • • I.....__________

Last month, Ivan’s puppy weighed 8 kilograms. The puppy gained 2 kilograms this month. How much does the puppy weigh now?

_ _______.l·•I_ David buys 8 packs of erasers. There are 2 erasers in each pack. How many erasers does he buy altogether?

_ _______.l·•I_ James has 9 tennis balls. He puts 3 into each can. How many cans does he use?

_ _______.l·•I_ After eating 9 grapes, Mr. Lopez has 3 grapes left. How many grapes did he start with?

_ _______.I· • I_ Carla has a rope that is 8 meters long. After using some of the rope for a project, she has 2 meters left. How much rope did she use?

_ ______,I • • I._____________. Eva has 9 shirts with buttons. Each shirt has 3 buttons. What is the total number of buttons on Eva’s shirts?

_ ______,I • • I._____________. © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 15

Name

Fill in each box with your assigned number. Then draw a picture to represent each problem and complete each statement and equation. 1.

□

groups of 1 is

2. 1 group of

□

divided into groups of 1 is

groups.

÷ = □--

□

divided into

□

equal groups is

= -×□-

× = □--

□-

□

divided into 1 group is

÷ = □--

in each group.

□□÷

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 15

Complete the statements and equations. 6.

□

groups of 0 is

× = □--

7. 0 groups of

□is

× = -□-

8. Complete the statement and equation.

0 divided into

□

equal groups is

in each group.

÷ = -□-

142

LESSON

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 15

Name

Use the equal groups pictures to fill in the blanks. 1. 4 groups of 1 is

4×1=

4 divided into groups groups. of 1 is 4÷1=

2. 9 groups of 1 is

9×1=

9 divided into 9 equal groups is

in each group.

9÷9=

3. 1 group of 3 is

1×3=

3 divided into groups group. of 3 is 3÷3=

4. 1 group of 5 is

1×5=

5 divided into 1 group is

in each group.

5÷1=

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 15

5. Use problems 1–4 to answer parts (a)–(c). a. What pattern do you notice when multiplying by 1? b. What pattern do you notice when dividing by 1? c. What pattern do you notice when dividing a number by itself?

6. Complete each statement. a. 0 groups of any number is

b. Any number of groups of 0 is

c. What do the statements tell us about multiplying any number by 0?

Write whether each equation is true or false. Equation

True or False

7. 8 × 0 = 0 8. 7 ÷ 1 = 1 9. 1 × 6 = 6 10. 5 ÷ 5 = 1 11. 9 × 1 = 1 12. 0 × 10 = 0 13. 3 ÷ 0 = 0

144

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 15

14. Choose one of the false equations from problems 7–13 and explain why it is false.

15. Complete each statement. a. 0 divided by any number except 0 is b. We cannot divide by

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PROBLEM SET

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02-Nov-21 2:49:12 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 15

Name

Fill in the blanks to make the equations true. 1.

×1=5

2. 6 × 3.

=6 ÷7=0

4. 5 ×

5. 1 = 9 ÷ Circle true or false for each statement. 6. Any number except 0 divided by itself is 1.

True

False

7. 0 divided by any number except 0 is 0.

True

False

8. Any number divided by 1 is 1.

True

False

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ Sprint ▸ Multiply and Divide by 3

Sprint Complete the equations. 1.

2×3=

6÷3=

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05-Nov-21 11:39:33 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ Sprint ▸ Multiply and Divide by 3

Number Correct:

Complete the equations. 1.

1×3=

23.

3×

2×3=

24.

3×

= 15

3×3=

25.

9÷3=

3÷3=

26.

15 ÷ 3 =

6÷3=

27.

3×

= 21

9÷3=

28.

3×

= 27

4×3=

29.

21 ÷ 3 =

5×3=

30.

27 ÷ 3 =

6×3=

31.

3×

10.

12 ÷ 3 =

32.

3×

11.

15 ÷ 3 =

33.

3÷3=

12.

18 ÷ 3 =

34.

9÷3=

13.

7×3=

35.

3×

14.

8×3=

36.

15.

9×3=

37.

16.

21 ÷ 3 =

38.

17.

24 ÷ 3 =

39.

18.

27 ÷ 3 =

40.

19.

10 × 3 =

41.

20.

1×3=

42.

21.

30 ÷ 3 =

43.

22.

3÷3=

44.

150

EM2_0303SE_C_L16_removable_sprint.indd 150

=6 × 3 = 12

3×

= 18 × 3 = 24

3×

= 30 ÷3=2

12 ÷

=3 ÷3=6

24 ÷

=3 ÷ 3 = 10

05-Nov-21 11:39:33 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ Sprint ▸ Multiply and Divide by 3

Number Correct: Improvement:

Complete the equations. 1.

1×3=

23.

3×

2×3=

24.

3×

= 12

3×3=

25.

6÷3=

3÷3=

26.

12 ÷ 3 =

6÷3=

27.

3×

= 18

9÷3=

28.

3×

= 24

3×3=

29.

18 ÷ 3 =

4×3=

30.

24 ÷ 3 =

5×3=

31.

3×

10.

9÷3=

32.

3×

11.

12 ÷ 3 =

33.

3÷3=

12.

15 ÷ 3 =

34.

6÷3=

13.

6×3=

35.

3×

14.

7×3=

36.

15.

8×3=

37.

16.

18 ÷ 3 =

38.

17.

21 ÷ 3 =

39.

18.

24 ÷ 3 =

40.

19.

9×3=

41.

20.

10 × 3 =

42.

21.

27 ÷ 3 =

43.

22.

30 ÷ 3 =

44.

152

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=9 × 3 = 15

3×

= 21 × 3 = 27

3×

= 30 ÷3=3

15 ÷

=3 ÷3=7

27 ÷

=3 ÷ 3 = 10

05-Nov-21 11:39:34 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 16

Name

1. Read about Mr. Davis’s class and then answer the question about Miss Diaz’s class. Mr. Davis has 21 students in his class. He put his students into pairs. He asks his class whether there is an even or odd number of students and to explain how they know. Ray said, “There is an odd number. No matter how you rearrange the groups, one student does not have a partner.” James said, “There is an odd number. When I count by twos, I do not say 21.”

00000000000 0000000000

Jayla said, “There is an odd number. I cannot write a doubles fact. I have to think of doubles plus one: 10 + 10 + 1 = 21.” Miss Diaz has 18 students in her class. She put her students into pairs. Does Miss Diaz have an even number of students or an odd number of students? Draw a picture and explain your reasoning.

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153

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 16

2. Write the products in the squares to complete the chart.

1 2 3 4 5 6 7 8 9 10

3. When the product is even, can either factor be odd? How do you know?

4. When the product is odd, can either factor be even? How do you know?

154

LESSON

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 16

5. Write each expression as a product of three factors, including a factor of 2.

4×5 4×6

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LESSON

155

18-Nov-21 10:49:26 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 16

Name

Use the multiplication chart to complete problems 1–4. I'

5 I 6

10 0

J 10

12 16 20 24 28 32 36 40

10 12 14 16 18 20 -

12 15 18 21 24 27 30 -

10 15 20 25 30 35 40 45 50

12 18 24 30 36 42 48 54 j _ 60 14 21 28 35 42 49 56 63 70 16 24 32 40 48 56 I 64 72 80

10 20 30 40 50 60 70 80 90 100

L..

l I

r--

18 27 36 45 54 63 72 81 90

.1....--J

1. What even factors are represented on the multiplication chart?

2. How do you know the factors are even?

3. What odd factors are represented on the multiplication chart?

4. How do you know the factors are odd?

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 16

5. Decide whether each pattern is true or false. Write an equation that supports your decision. Pattern

True or False

Equation

even times even equals odd odd times odd equals even even times odd equals even

6. Use the expressions to complete parts (a)–(c). a. Circle the expressions that have an even product.

4×7

9×3

8×5

1×3

7×6

b. Choose an expression that you circled. Rewrite the expression as a three-factor expression with a factor of 2.

c. How does the three-factor expression with a factor of 2 help show that the product is even?

7. Write each two-factor expression as a three-factor expression with a factor of 2 to complete the equation.

6×7=(

5 × 10 =

×(

9×8=

158

×(

PROBLEM SET

EM2_0303SE_C_L16_problem_set.indd 158

)× × ×

) )

17-Nov-21 10:08:14 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 16

Name

1. Use 8 × 3 for parts (a)–(d). a. Is the factor 8 even or odd? Circle the correct answer. even

odd

b. Is the factor 3 even or odd? Circle the correct answer. even

odd

c. Rewrite the expression as a three-factor expression with a factor of 2.

8×3=

d. Is the product of 8 and 3 even or odd? Circle the correct answer. even

odd

2. Use 6 × 10 for parts (a)–(d). a. Is the factor 6 even or odd? Circle the correct answer. even

odd

b. Is the factor 10 even or odd? Circle the correct answer. even

odd

c. Rewrite the expression as a three-factor expression with a factor of 2.

6 × 10 =

d. Is the product of 6 and 10 even or odd? Circle the correct answer. even

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odd

159

17-Nov-21 10:09:47 AM

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05-Nov-21 11:38:55 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 17

Name

10 12 14 16 18 20

12 15 18 21 24 27 30

12 16 20 24 28 32 36 40

10 15 20 25 30 35 40 45 50

12 18 24 30 36 42 48 54 60

14 21 28 35 42 49 56 63 70

16 24 32 40 48 56 64 72 80

18 27 36 45 54 63 72 81 90

10 20 30 40 50 60 70 80 90 100

Complete the equations. 1. 6 × 8 = (

)×8

6×8=(

)+(

6×8=

)

6×8=

2. 6 × 8 = (

)×8

6×8=(

)+(

6×8=

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161

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 17

3. Break apart the larger factor into smaller factors to find 15 × 4.

162

LESSON

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 17

Name

Use the multiplication chart to complete problems 1–3.

× I 0

2 3

I' '

'4j

3 I 4

' 7 J0

9 I 10

10 12 14 16 18 20

12 15 18 21 24 27 30

12 j 16 20 j 24 28 32 36 j 40

10 15 20 25 30 35 40 45 50

12 18 24 30 36 42 48 54 60

J14

J-

21 28 35 42 49 56 63 70

10 20 30 40 50 60 70 80 90 100

LJ 10

16 24 32 40 48 56 64 72 80

;--

18 27 36 45 54 63 72 81 90

+--

l..J

1. Circle the product 28 in the multiplication chart. Explain why the product 28 is in the chart more than once.

2. Shade a row and a column that have the same skip-count. Explain how the row and column show the commutative property.

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 17

3. Eva says, “I can use the multiplication chart to find 7 × 14.” David says, “But 7 × 14 is not in the chart.” Explain how Eva might use the chart to find 7 × 14.

164

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 17

Name

1. Use the multiplication chart to help you find 8 × 12.

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10 12 14 16 18 20

12 15 18 21 24 27 30

12 16 20 24 28 32 36 40

10 15 20 25 30 35 40 45 50

12 18 24 30 36 42 48 54 60

14 21 28 35 42 49 56 63 70

16 24 32 40 48 56 64 72 80

18 27 36 45 54 63 72 81 90

10 20 30 40 50 60 70 80 90 100

165

12/3/2021 12:01:24 PM

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06-Nov-21 6:06:38 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 18

Name

1. Liz puts fruit in bags to sell at the market. a. Liz puts 9 apples in each bag. Complete the table to show the total number of apples in bags. Number of Bags

Total Number of Apples

b. Liz puts 5 pears in each bag. Complete the table to show the number of bags of pears. Total Number of Pears

Number of Bags

2. Liz fills bags with plums. She puts the same number of plums in each bag. Complete the table to show the total number of plums in bags. Number of Bags

Total Number of Plums

3. Look for a pattern to complete the table. Input

Output

Pattern:

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167

05-Nov-21 11:44:08 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 18

Input

Output

5 7 8

Pattern:

5. Use the table to help you find 12 × 7.

168

LESSON

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05-Nov-21 11:44:08 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 18

Name

1. A triangle has 3 sides. Complete the table. Number of Triangles

Total Number of Sides

2. Liz sells bags of peaches. Each bag has the same number of peaches. a. Complete the table. Number of Bags

Total Number of Peaches

b. How many peaches are there in 8 bags? How do you know?

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169

05-Nov-21 11:43:59 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 18

3. Mr. Endo puts carrots on lunch trays. a. Complete the table.

Number of Carrots Total Number of Lunch Trays

b. How many lunch trays does Mr. Endo need if he has 45 carrots?

□□□

Use the pattern to complete each table. 4. Pattern: Multiply the input by 4

170

Input

Output

PROBLEM SET

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05-Nov-21 11:43:59 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 18

5. Pattern: Multiply the input by 9 Input

6. Pattern: Divide the input by 8

Output

Input

Output

Write the pattern and complete each table. 7. Pattern:

Input Output

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PROBLEM SET

171

05-Nov-21 11:43:59 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 18

8. Pattern:

9. Pattern: Input

Output

Input

Output

6 6

8 6

PROBLEM SET

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172

05-Nov-21 11:43:59 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 18

Name

Write the pattern and complete the table. Pattern:

Input

Output

21 42

5 28

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173

05-Nov-21 11:43:49 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 19 ▸ Composing Word Problems

~--------------------+--------------------+--------------------i 7×8

56 ÷ 7

56 ÷ 8

~--------------------+--------------------+--------------------i There are 56 flowers.

There are 7 piles of hard hats.

There are 56 stuffed bears.

~--------------------+--------------------+--------------------i There are 8 hard hats in each pile.

The bears are divided evenly among 7 shelves.

The flowers are put into pots with 8 flowers in each pot.

~--------------------+--------------------+--------------------i How many bears are on each shelf?

How many pots are there?

How many hard hats are there in all?

~ -------------------© Great Minds PBC •

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175

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05-Nov-21 11:47:48 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 19

Name

1. Use the picture to write a word problem that can be represented with the expression 4 × 5.

2. Use the picture to write a word problem that can be represented with the expression 18 ÷ 6.

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177

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05-Nov-21 11:47:37 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 19

Name

1. Write a word problem that can be represented with the expression 5 × 9. Use the picture to help you.

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05-Nov-21 11:47:28 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 19

2. Write a word problem that can be represented with the expression 4 × 9. Use the picture to help you.

180

Milk

PROBLEM SET

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05-Nov-21 11:47:28 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 19

3. Write a word problem that can be represented with the expression 27 ÷ 9. Use the picture to help you.

4. Write a word problem that can be represented with the expression 18 ÷ 2. Use the picture to help you.

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PROBLEM SET

181

05-Nov-21 11:47:29 AM

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05-Nov-21 11:47:29 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 19

Name

Write a word problem that can be represented with the expression 18 ÷ 3. Use the picture to help you.

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183

05-Nov-21 11:47:19 AM

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05-Nov-21 11:47:19 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 20

Name

1. There are 9 packs of markers in the supply box. Each pack has 8 markers. After students take some of the markers, there are 19 markers left. How many markers did students take? a. Draw to represent the problem. Use a letter to represent each unknown.

b. Estimate the number of markers students took.

c. Solve the problem with equations and write a solution statement.

d. How do you know your solution is reasonable? Explain.

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185

05-Nov-21 11:50:48 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 20

2. David had $173 in the bank. He earned $9 each week and put that money in the bank too. Now David has $218 in the bank. For how many weeks did David earn money? a. Draw to represent the problem. Use a letter to represent each unknown.

b. Estimate how many weeks David earned money. Use the questions to help you. About how much money did David start with? About how much money does David have now? About how much total money did David earn? So about how many weeks did David earn money?

c. Solve the problem with equations and write a solution statement.

d. How do you know your solution is reasonable? Explain.

186

LESSON

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 20

Name

Use the Read–Draw–Write process to solve each problem. 1. Deepa buys 4 packs of plates for a party. Each pack has 9 plates. Deepa and her friends use 27 plates during the party. How many plates are left? a. Draw to represent the problem. Use a letter to represent each unknown.

b. Estimate how many plates are left. Use the questions to help you. About how many plates does Deepa buy? About how many plates do Deepa and her friends use? So about how many plates are left? c. Solve the problem. Write equations and a solution statement.

d. How do you know your answer is reasonable? Use your estimate from part (b) to help you explain.

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187

05-Nov-21 11:50:40 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 20

2. 120 students participate in Field Day activities.

48 students play beanbag toss, and the rest of the students play kickball. Each kickball team has 9 players. How many kickball teams are there?

a. Draw to represent the problem. Use a letter to represent each unknown.

b. Estimate how many teams there are. Use the questions to help you. About how many students play kickball? About how many players are on each team? So about how many teams are there? c. Solve the problem. Write equations and a solution statement.

d. How do you know your answer is reasonable? Use your estimate from part (b) to help you explain.

188

PROBLEM SET

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05-Nov-21 11:50:40 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 20

3. Mr. Lopez buys 9 packs of 4 markers. He puts an equal number of markers on each table. There are 6 tables. How many markers does Mr. Lopez put on each table?

a. Draw to represent the problem. Use a letter to represent each unknown.

b. Estimate.

c. Solve the problem. Write equations and a solution statement.

d. How do you know your answer is reasonable? Use your estimate from part (b) to help you explain.

EM2_0303SE_C_L20_problem_set.indd 189

PROBLEM SET

189

05-Nov-21 11:50:40 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 20

4. Ray has $48 in his wallet and $33 in his piggy bank. He uses all the money to buy books. Each book costs $9. How many books does Ray buy?

a. Draw to represent the problem. Use a letter to represent each unknown.

b. Estimate.

c. Solve the problem. Write equations and a solution statement.

d. How do you know your answer is reasonable? Use your estimate from part (b) to help you explain.

190

PROBLEM SET

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05-Nov-21 11:50:41 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TC ▸ Lesson 20

Name

Amy’s book is 96 pages long. She has already read 42 pages. How many nights will it take Amy to finish the book if she reads 9 pages each night?

a. Draw to represent the problem. Use a letter to represent each unknown.

b. Estimate how many nights it will take Amy to finish the book.

c. Solve the problem. Write equations and a solution statement.

d. How do you know your solution is reasonable? Explain, using your estimate from part (b).

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191

05-Nov-21 11:50:31 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 21

Name

Complete the equations. Use the place value disks to help you. 1.

0000 0000 1

2 × 4 ones =

ones

0000 0000 10

10 1

2 × 4 tens =

2×4=

tens

2 × 40 =

Complete the equations. Use the place value charts to help you. 3.

tens

ones

•• •• ••

3 × 2 ones =

ones

3 × 2 tens =

ones

EM2_0303SE_D_L21_problem_set.indd 193

tens

••• ••• ••• ••• •••

5 × 3 ones =

tens

3 × 20 =

tens

5×

ones

•• •• ••

3×2=

tens

ones

•• ••• •• •• •• •• •• 5 × 3 tens = 5×

tens

193

05-Nov-21 11:51:59 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 21

tens

ones

••••• ••••• ••••• •••••

4 × 5 ones = 4×

ones

tens

••••• •• •••• •••• • •••• 4 × 5 tens =

4×

ones

tens

Multiply. 9. 6 × 2 =

11.

10. 6 × 20 =

=9×5

13. 7 × 30 =

15.

= 40 × 8

12.

= 9 × 50

14. 3 × 70 =

16.

= 60 × 9

17. Each school bus can hold 60 students. How many students can 4 school buses hold?

194

PROBLEM SET

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05-Nov-21 11:52:00 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 21

Name

Complete the equations. Use the place value charts to help you. 1.

tens

6 × 5 ones =

ones

••••• ••••• ••••• ••••• ••••• ••••• ones

tens

••••• •• •••• •••• •• •••• •••• • •••• 6 × 5 tens =

ones

tens

6 × 50 =

6×5=

3. Each page in Miss Diaz’s sticker book has 40 stickers. How many stickers are there on 9 pages?

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195

05-Nov-21 11:51:50 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ Sprint ▸ Multiply and Divide by 4

Sprint Complete the equations. 1.

2×4=

I 2. I

8÷4=

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197

05-Nov-21 11:55:24 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ Sprint ▸ Multiply and Divide by 4

Number Correct:

Complete the equations. 1.

1×4=

23.

4×

= 12

2×4=

24.

4×

= 20

3×4=

25.

12 ÷ 4 =

4÷4=

26.

20 ÷ 4 =

8÷4=

27.

4×

= 28

12 ÷ 4 =

28.

4×

= 36

4×4=

29.

28 ÷ 4 =

5×4=

30.

36 ÷ 4 =

6×4=

31.

4×

10.

16 ÷ 4 =

32.

4×

11.

20 ÷ 4 =

33.

4÷4=

12.

24 ÷ 4 =

34.

12 ÷ 4 =

13.

7×4=

35.

4×

14.

8×4=

36.

15.

9×4=

37.

16.

28 ÷ 4 =

38.

17.

32 ÷ 4 =

39.

18.

36 ÷ 4 =

40.

19.

10 × 4 =

41.

20.

1×4=

42.

21.

40 ÷ 4 =

43.

22.

4÷4=

44.

198

EM2_0303SE_D_L22_sprint_multiply_and_divide_by_fours.indd 198

=8 × 4 = 16

4×

= 24 × 4 = 32

4×

= 40 ÷4=2

16 ÷

=4 ÷4=6

32 ÷

=4 ÷ 4 = 10

05-Nov-21 11:55:25 AM

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05-Nov-21 11:55:25 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ Sprint ▸ Multiply and Divide by 4

Number Correct: Improvement:

Complete the equations. 1.

1×4=

23.

4×

2×4=

24.

4×

= 16

3×4=

25.

8÷4=

4÷4=

26.

16 ÷ 4 =

8÷4=

27.

4×

= 24

12 ÷ 4 =

28.

4×

= 32

3×4=

29.

24 ÷ 4 =

4×4=

30.

32 ÷ 4 =

5×4=

31.

4×

10.

12 ÷ 4 =

32.

4×

11.

16 ÷ 4 =

33.

4÷4=

12.

20 ÷ 4 =

34.

8÷4=

13.

6×4=

35.

14.

7×4=

36.

15.

8×4=

37.

16.

24 ÷ 4 =

38.

17.

28 ÷ 4 =

39.

18.

32 ÷ 4 =

40.

19.

9×4=

41.

20.

10 × 4 =

42.

21.

36 ÷ 4 =

43.

22.

40 ÷ 4 =

44.

200

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4×

= 12 × 4 = 20

4×

= 28 × 4 = 36

4×

= 40 ÷4=3

20 ÷

=4 ÷4=7

36 ÷

=4 ÷ 4 = 10

05-Nov-21 11:55:25 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 22

Name

Complete the equation. Use the place value chart to help you. 1.

tens

ones

•• ••

× 10

•••• ••••

tens

••••• ••••• •••••

••• • ••

• •••• •••••

(2 × 5) × 10 = 10 × 10 =

ones

× 10

ones

× 10

(2 × 4) × 10 = 8 × 10 =

tens

••••• ••• •••

(3 × 5) × 10 = 15 × 10 =

tens

ones

× 10

•• ••••• ••••• •••••• ••••••

• •••• •• ••• • ••• •••

(4 × 6) × 10 = 24 × 10 =

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201

05-Nov-21 11:55:15 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 22

5. Place parentheses and fill in the blanks to find each related fact and product. The first two are started for you.

2 × 20 = 2 × (2 × 10)

2 × 30 = 2 × (3 × 10)

= (2 × 2) × 10

= (2 × 3) × 10

× 10

3 × 30 = 3 × (3 × 10)

2 × 50 = 2 × 5 × 10

= 3 × 3 × 10

= 2 × 5 × 10

× 10

6. Ivan finds 40 × 3 by thinking about how many tens are in 40. Explain Ivan’s strategy.

202

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 22

Name

1. Place parentheses in the equations to find the related fact. Then complete the equation to find the product.

4 × 20 = 4 × 2 × 10 = 4 × 2 × 10 =

× 10

2. Ray finds 8 × 30 by thinking about how many tens are in 30. Explain Ray’s strategy.

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203

05-Nov-21 11:55:05 AM

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05-Nov-21 11:55:05 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 23

Name

Use the Read–Draw–Write process to solve the problem. Use a letter to represent each unknown. 1. There are 8 rows of 10 carpet squares in each classroom. How many carpet squares are in 4 classrooms?

Use the Read–Draw–Write process to solve the problem. Use a letter to represent each unknown. 2. James wants to buy an art kit that costs $200. He saves $40 each month for 3 months. How much more money does James need to save to buy the art kit?

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205

05-Nov-21 11:57:00 AM

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05-Nov-21 11:57:00 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 23

Name

Use the Read–Draw–Write process to solve each problem. Use a letter to represent each unknown. 1. There are 30 students in Miss Wong’s class. Each student reads 5 books during March. a. What is the total number of books the students read in March?

b. The students in Mr. Lopez’s class read a total of 95 books in March. How many more books did Miss Wong’s class read than Mr. Lopez’s class?

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207

05-Nov-21 11:56:51 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 23

2. Shen buys 8 sheets of stamps. Each sheet of stamps has 20 stamps. a. How many stamps does Shen buy?

b. Shen already had 182 stamps. How many stamps does Shen have now?

208

PROBLEM SET

EM2_0303SE_D_L23_problem_set.indd 208

05-Nov-21 11:56:51 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 23

3. There are 7 rows of 10 floor tiles in each classroom. What is the total number of floor tiles in 6 classrooms?

4. There are 60 minutes in 1 hour. Students are in school for 6 hours and 45 minutes. What is the total number of minutes students are in school?

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PROBLEM SET

209

05-Nov-21 11:56:51 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 23

5. Jayla recycles 48 cans and 32 bottles. She gets 5 cents for each can or bottle she recycles. What is the total number of cents Jayla gets for recycling her cans and bottles?

210

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 23

Name

Use the Read–Draw–Write process to solve the problem. Use a letter to represent each unknown. Adam has 4 bags of marbles. Each bag has 30 green marbles and 40 yellow marbles. What is the total number of marbles in all the bags?

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211

05-Nov-21 11:56:42 AM

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05-Nov-21 11:56:42 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 24

Name

Use the pictures to help you complete the table. Number of Small Triangular Pieces

Pattern Description

group of

2. groups of

3. groups of

4. groups of

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213

05-Nov-21 11:58:25 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 24

5. Show three ways to find 12 × 8.

214

LESSON

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05-Nov-21 11:58:26 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 24

Name

1. Skip-count by 11.

Find the value of each unknown. 2. 2 × 11 = m

3. r × 11 = 44

4. f = 11 × 6

5. j × 7 = 77

6. 11 × 8 = a

7. 99 = 11 × h

8. Ray knows that 9 × 11 = 99. He uses 99 to find 10 × 11. a. Fill in the blanks to show Ray’s strategy.

+ 10

0 0 0

10 × 11 b. Complete the multiplication equation.

10 × 11 =

EM2_0303SE_D_L24_problem_set.indd 215

215

05-Nov-21 11:58:17 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 24

9. Skip-count by 12. Fill in the blanks to help you.

+ 10 + 10

+2 +2

+ 10

118

0000000000

+ 10

i i i i i i i i i i

+ 10

i i i i i i i i i i

10. How does adding 10 and 2 more help you skip-count by 12?

216

PROBLEM SET

EM2_0303SE_D_L24_problem_set.indd 216

05-Nov-21 11:58:17 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 24

Find the value of each unknown. 11. 3 × 12 = c

12. 60 = n × 12

13. w = 12 × 8

14. y × 9 = 108

15. Liz draws a tape diagram to represent 12 × 7. Fill in the blanks to find the total.

12 sevens = 10 sevens + 2 sevens = + 14 =

Use the Read–Draw–Write process to solve each problem. 16. 7 soccer teams have 11 players each. How many players are there?

EM2_0303SE_D_L24_problem_set.indd 217

PROBLEM SET

217

05-Nov-21 11:58:17 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 24

17. How many eggs are in 6 dozen?

218

PROBLEM SET

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05-Nov-21 11:58:17 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 24

Name

Find each product. Show your work. 1. 9 × 12 =

2. 11 × 7 =

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219

05-Nov-21 11:58:08 AM

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05-Nov-21 11:58:08 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 25 ▸ Multiplication Counting Collections

Collection 1

([]I)

([I[)

CRAYONS

([]I)

CRAYONS

([]I)

CRAYONS

([]I)

CRAYONS

~------------+------------+------------+------------+------------i ([]I)

([]I)

CRAYONS

([JI)

CRAYONS

([JI)

CRAYONS

([JI)

CRAYONS

~------------+------------+------------+------------+------------i ([]I)

([JI)

CRAYONS

([JI)

CRAYONS

([JI)

CRAYONS

~------------+------------+------------+------------+------------i ([]I)

([I[)

CRAYONS

([JI)

CRAYONS

([JI)

CRAYONS

([JI)

CRAYONS

~------------+------------+------------+------------+------------i

CRAYONS

~------------+------------+------------+------------+------------i

CRAYONS

EM2_0303SE_D_L25_multiplication_counting_collections.indd 221

221

05-Nov-21 12:00:12 PM

EM2_0303SE_D_L25_multiplication_counting_collections.indd 222

05-Nov-21 12:00:12 PM

LJi Ir§ I i ID DDJOilJI i1~ 7 ERASERS

7 ERASERS

LJi Ir§ I i1~ DDJOilJI i ID 7 ERASERS

DD□OilJ DD□OilJ

UUII!~ Dl~ l !ID DDJOilJl!I~ DD□OilJ

7 ERASERS

i ID

{] uwIi{] uwIi{] u1 1

7 ERASERS

uum! ~

I I

ULii

' - - - -- - -

□Dffl ! ~ ' - - - -- -

i 1G I I

7 ERASERS I

DUUIDJI i IG DUlJJl J

o□□JJJJrnG □□w1 I I

I I

--------------·--------------·--------------·--------------·--------------~

I I

7 ERASERS

~--------------+--------------+--------------+--------------+--------------i

7 ERASERS

~--------------+--------------+--------------+--------------+--------------

~--------------+--------------+--------------+--------------i

7 ERASERS

~--------------+--------------+--------------+--------------i

uwIi ~ uwIi ~

7 ERASERS 7 ERASERS 7 ERASERS

7 ERASERS

05-Nov-21 12:00:13 PM

EM2_0303SE_D_L25_multiplication_counting_collections.indd 223

7 ERASERS

223

7 ERASERS 7 ERASERS

7 ERASERS

3 ▸ M3 ▸ TD ▸ Lesson 25 ▸ Multiplication Counting Collections EUREKA MATH2 Tennessee Edition

Collection 2

EM2_0303SE_D_L25_multiplication_counting_collections.indd 224

05-Nov-21 12:00:13 PM

UUULO0l:I~ UUUJJ0l:I~ I 1~ 1:I~ I 1 83 1:1~

6 ERASERS

6 ERASERS 6 ERASERS

DDDCD0l:I~ DDD:001:1~ I 11 1:1~ I l ffi 1:1~ I l ffi l :I~

6 ERASERS

000~ :I~ 000~ 1:1~ I 11 1:1~ I l rn l :I~ I l rn l :I~

6 ERASERS

oooruu1:1~ 000JJUJ;l<1 oooruu1:1~ I l ffi 1:1~ I l ffi 1:1~ I l rn l :I~

6 ERASERS

000[]01:1~ 000JJ0I:1~ 000DJ0I:I~ I 1 §3 I:I~ I l ffi I:I~ I l rn I:I~

6 ERASERS

----------------------------------------------------------------------------~

6 ERASERS

~----------+----------+----------+----------+----------+----------+----------i

6 ERASERS

~----------+----------+----------+----------+----------+----------+----------

6 ERASERS

~----------+----------+----------+----------+----------+----------i

6 ERASERS

~----------+----------+----------+----------+----------+----------i

6 ERASERS

05-Nov-21 12:00:14 PM

EM2_0303SE_D_L25_multiplication_counting_collections.indd 225

6 ERASERS

225

6 ERASERS 6 ERASERS 6 ERASERS 6 ERASERS 6 ERASERS

3 ▸ M3 ▸ TD ▸ Lesson 25 ▸ Multiplication Counting Collections EUREKA MATH2 Tennessee Edition

Collection 3

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05-Nov-21 12:00:14 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 25 ▸ Multiplication Counting Collections

Collection 4

!! !! !! !! !! !! !! !! 9999 999!

2 GLUE STICKS

GLUE

4 GLUE STICKS

GLUE

--+-

4 GLUE STICKS

GLUE

2 GLUE STICKS

GLUE

-+-

2 GLUE STICKS

--+------------+------------i

GLUE

--+--

2 GLUE STICKS

GLUE

2 GLUE STICKS

GLUE

--+--

2 GLUE STICKS

GLUE

2 GLUE STICKS

-+------------+------------i

GLUE

l■ • I GLUE

GLUE

lllal 6 GLUE STICKS GLUE

GLUE

6 GLUE STICKS

GLUE

lllal 6 GLUE STICKS GLUE

GLUE

6 GLUE STICKS

GLUE

-· ·-· ·-· -· ·-· -· ·-· ·-·

lllal

GLUE

·-· ·-· ·-· ·-· ·-· ·-·

6 GLUE STICKS

GLUE

6 GLUE STICKS

GLUE

lllal

GLUE

6 GLUE STICKS

GLUE

·-· ·-· -· ·-· -· ·-· ·-· -· ·-·

lllal

GLUE

4 GLUE STICKS

GLUE

4 GLUE STICKS

GLUE

4 GLUE STICKS

GLUE

4 GLUE STICKS

GLUE

4 GLUE STICKS

GLUE

4 GLUE STICKS

GLUE

-· ·-· ·-· ·-· ·-· 6 GLUE STICKS

6 GLUE STICKS

GLUE

I I

~------------+------------ ------------ ------------ ------------

lllal 6 GLUE STICKS

l■ • I GLUE GLUE GLUE GLUE GLUE

@Jr-----------GLUE

EM2_0303SE_D_L25_multiplication_counting_collections.indd 227

227

05-Nov-21 12:00:14 PM

EM2_0303SE_D_L25_multiplication_counting_collections.indd 228

05-Nov-21 12:00:15 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 25 ▸ Multiplication Counting Collections

Collection 5 RS TOY CA

RS TOY CA

EM2_0303SE_D_L25_multiplication_counting_collections.indd 229

229

05-Nov-21 12:00:17 PM

EM2_0303SE_D_L25_multiplication_counting_collections.indd 230

05-Nov-21 12:00:19 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 25 ▸ Multiplication Counting Collections

Collection 6: Mixed Collection

CRAYONS

~------------+------------+------------+------------+------------ ◄

CRAYONS

9 ERASERS

[CJ [CJ [CJ

[CJ [CJ [C]

[CJ 80000

~------------+------------+------------+------------+------------ ◄

c=i

9 ERASERS

[CJ [CJ

[CJ [CJ 80000

-12 GLUE STICKS

GLUE

l□ • ~IU • EJ l□ • ~IU • EJ GLUE

GLUE

U • ~U • EJ

~------------+------------+------------ ------------ -----------12 GLUE STICKS

12 GLUE STICKS

GLUE

EM2_0303SE_D_L25_multiplication_counting_collections.indd 231

231

05-Nov-21 12:00:19 PM

EM2_0303SE_D_L25_multiplication_counting_collections.indd 232

05-Nov-21 12:00:19 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 25 ▸ Multiplication Counting Collections

Collection 7: Mixed Collection

7 ERASERS

n [I

7 ERASERS

n [I

7 ERASERS

n [I

~------------+------------+------------+------------+------------ ◄

7 ERASERS

([[])) 6

CRAYONS

~------------+------------+------------+------------+------------i

-- -c===,

12 GLUE STICKS

{[[)

CRAYONS

([[]I) 6

CRAYONS

( [[) 6

CRAYONS

ID • ~ □ • m u • ~□ • m GLUE

GLUE

~------------+------------+------------+------------ -----------12 GLUE STICKS

12 GLUE STICKS

GLUE

EM2_0303SE_D_L25_multiplication_counting_collections.indd 233

233

05-Nov-21 12:00:20 PM

EM2_0303SE_D_L25_multiplication_counting_collections.indd 234

05-Nov-21 12:00:20 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 25

Name

1. Fill in the blanks so that each expression equals 6 × 12. Then choose one expression and use it to find 6 × 12.

6 × 12 6×(

6 × (5 +

EM2_0303SE_D_L25_classwork.indd 235

+ 2)

6 × (6 +

)

6 × (5 +

+ 2)

235

05-Nov-21 12:00:02 PM

EM2_0303SE_D_L25_classwork.indd 236

05-Nov-21 12:00:02 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 25

For this counting collection, I am partners with

We are counting

We estimate there are about

of them.

This is how we organized and counted the collection:

We counted

altogether.

An equation that describes how we found the total is:

EM2_0303SE_D_L25_classwork.indd 237

LESSON

237

17-Nov-21 10:20:38 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 25

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?

238

LESSON

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05-Nov-21 12:00:02 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 25

Name

1. What new strategies did you use to count?

2. How is the strategy you used to count today more efficient than the strategy you used to count the last time?

EM2_0303SE_D_L25_exit_ticket.indd 239

239

05-Nov-21 11:59:48 AM

EM2_0303SE_D_L25_exit_ticket.indd 240

05-Nov-21 11:59:48 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 26

Name

Adam goes shopping for a party. He has $100 to buy supplies. The table shows the cost of each supply. Supply

Cost

Pack of Small Plates

Pack of Large Plates

Pack of Napkins

Balloons (Bag of 20)

Tablecloth

Use the Read–Draw–Write process to solve each problem. 1. Adam buys 5 packs of napkins. What is the total cost of the napkins?

EM2_0303SE_D_L26_classwork.indd 241

241

05-Nov-21 12:01:37 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 26

2. Adam needs 75 balloons. He buys 4 bags of balloons. a. Did he buy enough balloons? How do you know?

b. What is the total cost of the balloons?

242

LESSON

EM2_0303SE_D_L26_classwork.indd 242

05-Nov-21 12:01:37 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 26

3. Adam spends $28 on plates. Show two different ways that he could spend $28 on plates.

4. Does Adam have enough money left to buy 6 tablecloths? How do you know?

EM2_0303SE_D_L26_classwork.indd 243

LESSON

243

05-Nov-21 12:01:37 PM

EM2_0303SE_D_L26_classwork.indd 244

05-Nov-21 12:01:37 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 26

Name

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

Cost of Each

Pizza

$10

Fruit Tray

$32

Ice Cream

Cupcakes (Pack of 6)

Adam gets ready for a party. 48 people will be at the party. 1. Adam buys 8 pizzas. What is the total cost of the pizzas?

EM2_0303SE_D_L26_problem_set.indd 245

245

05-Nov-21 12:01:28 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 26

2. Adam buys 10 packs of cupcakes. a. Does he buy enough cupcakes for everyone to have 1 cupcake? Explain how you know.

b. What is the total cost of the cupcakes?

c. Adam puts the cupcakes in rows of 5. How many rows of cupcakes are there?

246

PROBLEM SET

EM2_0303SE_D_L26_problem_set.indd 246

05-Nov-21 12:01:28 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 26

3. Adam spends $48 on a fruit tray and ice cream. How many containers of ice cream does he buy?

4. What is the total cost of the food that Adam buys?

EM2_0303SE_D_L26_problem_set.indd 247

PROBLEM SET

247

05-Nov-21 12:01:28 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 26

5. Adam sets up 6 tables. How many chairs should he put at each table so everyone has a chair?

6. There are 2 vases of flowers on each table. Each vase has 7 flowers. How many flowers are there in total?

248

PROBLEM SET

EM2_0303SE_D_L26_problem_set.indd 248

05-Nov-21 12:01:28 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 26

7. Adam sets up 3 rows of 9 chairs for the children to watch a magic show. a. How many children will be at the party?

b. How many adults will be at the party?

EM2_0303SE_D_L26_problem_set.indd 249

PROBLEM SET

249

05-Nov-21 12:01:28 PM

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05-Nov-21 12:01:28 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3 ▸ TD ▸ Lesson 26

Name

Gabe shops for office supplies. The table shows the cost of each supply. Supply

Cost

Pencils (Pack of 15)

Pens (Pack of 20)

Box of Staples

Box of Paper Clips

Stapler

1. Gabe buys 8 packs of pens. a. What is the total cost of the pens?

b. How many pens does Gabe buy?

2. Gabe needs 50 pencils. He buys 3 packs of pencils. Did he buy enough pencils? How do you know?

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251

05-Nov-21 12:01:19 PM

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05-Nov-21 12:01:20 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M3

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. 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.; pages 5, 221, 231, Modified, original image Viktorija Reuta/Shutterstock.com; pages 5, 221, Modified, original image pticelov/Shutterstock.com; pages 7, 9, 223, 225, 231, 233, Modified, original images Jo Ann Snover/Shutterstock.com and Feng Yu/Shutterstock.com; pages 7, 223, Modified, original image Jake Rennaker/Shutterstock.com; pages 9, 225, Modified, original image Feng Yu/Shutterstock.com; pages 11, 227, 231, 233, Modified, original image Kotema/Shutterstock.com; pages 13, 229, Modified, original image VectorShow/Shutterstock.com; page 115, iQoncept/Shutterstock.com; page 202, Modified, original images Valentin Agapov/Shutterstock.com and Gargantiopa/Shutterstock.com; All other images are the property of Great Minds. For a complete list of credits, visit http://eurmath.link/media-credits.

EM2_0303SE_credits.indd 253

253

18-Nov-21 10:51:15 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M3

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

254

EM2_0303SE_acknowledgements.indd 254

17-Nov-21 10:27:31 AM

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?

EM2_0303SE_acknowledgements.indd 255

05-Nov-21 12:04:21 PM

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?

EM2_0303SE_acknowledgements.indd 256

05-Nov-21 12:04:21 PM

L1uuKA?. MATH 2~

TENNESSEE

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 978-1-63898-504-4

GREAT MINDS 9

781638 985044