EM2 Tennessee Learn | Grade 3 Module 4 by Great Minds

A Story of Units®

Units of Any Number LEARN ▸ Module 4 ▸ Multiplication and Area

Student

Talking Tool Share Your Thinking

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

because . . . .

My drawing shows . . . . Agree or Disagree

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

Ask for Reasoning

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

Say It Again

related to

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

Content Terms

Place a sticky note here and add content terms.

? Why?

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

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Great Minds® is the creator of Eureka Math®, Wit & Wisdom®, Alexandria Plan™, and PhD Science®. Published by Great Minds PBC. greatminds.org Copyright © 2022 Great Minds PBC. All rights reserved. No part of this work may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying or information storage and retrieval systems—without written permission from the copyright holder. Printed in the USA 1 2 3 4 5 6 7 8 9 10 XXX 25 24 23 22 21 ISBN 978-1-63898-505-1

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A Story of Units®

Units of Any Number ▸ 3 LEARN

Module

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

Place Value Concepts Through Metric Measurement

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

Multiplication and Area

Fractions as Numbers

Geometry, Measurement, and Data

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EUREKA MATH2 Tennessee Edition

3 ▸ M4

Contents Multiplication and Area Topic A

Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Foundations for Understanding Area

Decompose to find the total area of a rectangle.

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Determine whether a figure is a polygon and explore attributes of squares, rectangles, and trapezoids.

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Recognize area as an attribute of polygons.

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Tile polygons to find their areas.

Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Find all possible side lengths of rectangles with a given area.

Topic D Applications of Area Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Apply area understanding to real-world situations.

Compose rectangles to compare areas.

Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Reason to find the area of composite shapes by using grids.

Relate side lengths to the number of tiles on a side.

Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

Topic B

Reason to find the area of composite shapes by using rectangles.

Concepts of Area Measurement

Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Solve historical math problems involving area.

Tile rectangles with squares to make arrays and relate the side lengths to area.

Lesson 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Draw rows and columns to complete a rectangular array and determine its area.

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Determine the area of a rectangle by using side lengths.

Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Multiply side lengths to find the area of a rectangle.

Topic C

Apply area concepts to a real-world context.

Lesson 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Find the area of shapes and represent area data on a line plot.

Lesson 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Apply area concepts to complete a multi-part task.

Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . 216

Applying Properties of Operations to Area Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Compose large rectangles and reason about their areas.

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 1 ▸ Polygons for Sorting

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 1 ▸ Polygons for Sorting

K J

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 1 ▸ Polygons for Sorting

N G

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 1

Name

1. Use your quadrilaterals to complete the following table. Attribute

Quadrilateral(s)

Sketch of 1 Quadrilateral

4 sides

at least 1 pair of parallel sides

at least 1 right angle

2 pairs of parallel sides

opposite sides have equal length

4 right angles

all 4 sides have equal length

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 1

Name

Use figures A–H to complete problems 1–6.

D B

H F

1. Lightly shade the figures that are polygons.

2. Did you shade Figure H? Why?

3. Circle all the polygons that are quadrilaterals.

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 1

4. Use the letters of the quadrilaterals to complete the chart. The first one is started for you. Attribute at least 1 pair of parallel sides

Quadrilateral(s) C,

2 pairs of parallel sides at least 1 right angle

4 right angles opposite sides have equal length all 4 sides have equal length

5. Which polygon is a square? How do you know?

6. Ivan says polygon F is a rectangle. Do you agree with Ivan? Why?

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 1

7. Which attributes are the same for squares and rectangles?

8. Mia says, “Every square is a rectangle, but not every rectangle is a square.” Do you agree with her? Why?

9. Liz decorates a rectangular picture frame with buttons that are all the same size. She can fit 10 buttons along the top of the frame, with no gaps or overlaps. How many buttons can she fit along the bottom of the frame? How do you know?

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 1

Name

Use figures A–I to complete problems 1 and 2.

1. Lightly shade the figures that are polygons. 2. Use the letters of the figures to complete the chart. Attribute

Figure Letters

4 sides at least 1 pair of parallel sides

2 pairs of parallel sides opposite sides have equal length all 4 sides have equal length

4 right angles © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 2

Name

Use paper square tiles to cover each shape. Draw lines to show where the tiles meet. Then write the area of each shape in square units. 2.

square units square units

square units

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 2

5. Casey uses square units to find the area of a rectangle. She draws a picture to show her work. a. How many squares does Casey use to cover the rectangle?

b. What is the area of the rectangle in square units? Explain how you found your answer.

6. Each

represents 1 square unit. Rectangle A

Rectangle B

Rectangle C

a. Which rectangle has the largest area?

b. Explain how you found which rectangle has the largest area.

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 2

Name

Find the area of each shape. Each Shape A

represents 1 square unit. Shape B

1. Shape A is

square units.

2. Shape B is

square units.

3. Shape C is

square units.

Shape C

4. Mia says that shapes A, B, and C all have different areas because they all look different. Is she correct? Explain.

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ Sprint ▸ Add or Subtract Within 1,000

Sprint Complete each equation. 1.

340 + 240 =

580 − 340 =

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ Sprint ▸ Add or Subtract Within 1,000

Number Correct:

Complete each equation. 1.

300 + 100 =

23.

520 + 320 =

320 + 120 =

24.

540 + 340 =

340 + 140 =

25.

540 + 360 =

340 + 160 =

26.

560 + 360 =

340 + 180 =

27.

580 + 380 =

400 − 300 =

28.

840 − 520 =

440 − 320 =

29.

880 − 540 =

480 − 340 =

30.

900 − 540 =

500 − 340 =

31.

920 − 560 =

10.

520 − 340 =

32.

960 − 580 =

11.

400 + 200 =

33.

500 + 100 =

12.

410 + 210 =

34.

420 + 570 =

13.

430 + 230 =

35.

430 + 570 =

14.

430 + 270 =

36.

430 + 580 =

15.

430 + 280 =

37.

990 − 570 =

16.

430 + 290 =

38.

1,000 − 570 =

17.

600 − 400 =

39.

1,010 − 580 =

18.

620 − 410 =

40.

780 + 280 =

19.

660 − 430 =

41.

790 + 290 =

20.

700 − 430 =

42.

1,060 − 780 =

21.

710 − 430 =

43.

1,080 − 790 =

22.

720 − 430 =

44.

1,070 − 780 =

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ Sprint ▸ Add or Subtract Within 1,000

Number Correct: Improvement:

Complete each equation. 1.

200 + 100 =

23.

420 + 320 =

220 + 120 =

24.

440 + 340 =

240 + 140 =

25.

440 + 360 =

240 + 160 =

26.

460 + 360 =

240 + 180 =

27.

480 + 380 =

300 − 200 =

28.

740 − 420 =

340 − 220 =

29.

780 − 440 =

380 − 240 =

30.

800 − 440 =

400 − 240 =

31.

820 − 460 =

10.

420 − 240 =

32.

860 − 480 =

11.

300 + 200 =

33.

400 + 100 =

12.

310 + 210 =

34.

320 + 670 =

13.

330 + 230 =

35.

330 + 670 =

14.

330 + 270 =

36.

330 + 680 =

15.

330 + 280 =

37.

990 − 670 =

16.

330 + 290 =

38.

1,000 − 670 =

17.

500 − 300 =

39.

1,010 − 680 =

18.

520 − 310 =

40.

880 + 180 =

19.

560 − 330 =

41.

890 + 190 =

20.

600 − 330 =

42.

1,060 − 880 =

21.

610 − 330 =

43.

1,080 − 890 =

22.

620 − 330 =

44.

1,070 − 880 =

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 3

Name

Use squares to cover each shape. Draw lines to show where the squares meet. Then find the area of each shape. 1.

Area:

square units

Area:

square units

Area:

square units

Area: © Great Minds PBC •

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 3

5. Use squares to cover the shape. Draw lines to show where the squares meet. Then find the area of the shape.

Area:

square units

6. Use squares to make a different shape with the same area as the shape in problem 5. Sketch your shape.

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 3

7. Use squares to cover the shape. Draw lines to show where the squares meet. Then find the area of the shape.

Area:

square units

8. Use squares to make a different shape with the same area as the shape in problem 7. Sketch your shape.

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 3

9. Oka uses squares to find the area of a rectangle. What mistakes does Oka make?

10. Robin and Ivan use squares to make shapes. Ivan says, “My shape has a larger area than Robin’s shape.” Do you agree with Ivan? Why? Robin’s Shape

PROBLEM SET

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Ivan’s Shape

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 3

Name

Use squares to cover the shape. Draw lines to show where the squares meet. Then find the area of the shape. 1.

Area:

square units

2. Use squares to make a different shape with the same area as the shape in problem 1. Sketch your shape.

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EUREKA MATH2 Tennessee Edition

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3 ▸ M4 ▸ TA ▸ Lesson 4 ▸ Inch and Centimeter Grids

11/11/2021 10:55:18 AM

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EUREKA MATH2 Tennessee Edition

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3 ▸ M4 ▸ TA ▸ Lesson 4 ▸ Inch and Centimeter Grids

11/11/2021 10:55:18 AM

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EUREKA MATH2 Tennessee Edition

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3 ▸ M4 ▸ TA ▸ Lesson 4 ▸ Inch and Centimeter Grids

11/11/2021 10:55:18 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 4

Name

Find the area of each rectangle. Circle the correct units.

Each 1. Area:

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is 1 square inch. square inches square centimeters

2. Area:

square inches square centimeters

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 4

Find the area of each rectangle. Circle the correct units. is 1 square centimeter.

Each 3. Area:

square inches square centimeters

4. Area:

square inches square centimeters

5. Shade squares to make a rectangle with an area of 10 square inches.

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 4

6. Shade squares to make a rectangle with an area of 10 square centimeters.

7. Amy says the rectangles she made in problems 5 and 6 have the same area. Do you agree with Amy? Why?

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 4

Name

is 1 square centimeter. Each

Each

is 1 square inch.

Does each pair of shapes have the same area? Explain. 1.

Shape A

Shape B Yes

Shape C

Shape D Yes

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EUREKA MATH2 Tennessee Edition

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3 ▸ M4 ▸ TA ▸ Lesson 5 ▸ Centimeter Grid

11/11/2021 10:58:16 AM

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EUREKA MATH2 Tennessee Edition

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3 ▸ M4 ▸ TA ▸ Lesson 5 ▸ Inch Grid

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 5

Name

1. Luke uses square centimeter tiles to make a rectangle.

a. Use a ruler to measure the side lengths of the rectangle. Label each side length. b. Find the area of the rectangle. Include the units. Area:

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 5

2. Use a ruler to measure the side lengths of the rectangle in inches. Mark each inch with a tick mark. Connect the tick marks to show the square inches. Then find the area. Include the units.

Area:

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 5

3. Use a ruler to measure the side lengths of the rectangle in centimeters. Mark each centimeter with a tick mark. Connect the tick marks to show the square centimeters. Then find the area. Include the units.

Area:

4. The rectangle is made of square centimeters. Pablo says the side length of the rectangle is 8 centimeters. Deepa says the side length is 4 centimeters. Who is correct? How do you know?

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 5

Use the known side lengths to label the unknown side lengths for each rectangle. Rectangle B is a square. 5.

Rectangle A

Rectangle B

3 centimeters

4 centimeters

inches

centimeters

2 inches

inches

centimeters inches

7. Ray says, “I measured the four side lengths of a rectangle and got 4 inches, 3 inches, 2 inches, and 3 inches.” Did Ray make a mistake? Explain how you know.

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TA ▸ Lesson 5

Name

Measure and label the side lengths of each rectangle. Then find the area. 1.

Area:

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EUREKA MATH2 Tennessee Edition

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3 ▸ M4 ▸ TB ▸ Lesson 6 ▸ Match Time Cards

11/8/2021 8:24:24 PM

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EUREKA MATH2 Tennessee Edition

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3 ▸ M4 ▸ TB ▸ Lesson 6 ▸ Match Time Cards

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 6 ▸ Rectangle Outlines

Rectangle A

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 6 ▸ Rectangle Outlines

Rectangle B

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 6 ▸ Rectangle Outlines

Rectangle C

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 6

Name

Use a ruler to draw the missing tiles. 1.

Rectangle A

Rectangle B

2 cm

6 cm

3 cm

8 cm

Write an equation to show how to find the area. 3. Rectangle A Equation:

Area:

square centimeters

Area:

square centimeters

4. Rectangle B Equation:

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 6

5. Use rectangle C for parts (a)–(c).

7 cm

a. Use a ruler to find the unknown side length. b. Draw the missing tiles. c. Write an equation to show how to find the area of rectangle C. Then write the area.

Equation: Rectangle C

Area:

square centimeters

6. Use rectangle D for parts (a)–(c).

a. Use a ruler to find the unknown side length. b. Draw the missing tiles. c. Write an equation to show how to find the area of rectangle D. Then write the area.

5 cm

Equation: Area:

square centimeters

Rectangle D

PROBLEM SET

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11/8/2021 8:21:40 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 6

7. Shen and Jayla each make a rectangle with an area of 24 square centimeters. a. Label the unknown side length of each rectangle.

Jayla’s Rectangle

Shen’s Rectangle 6 cm

3 cm

b. Explain how Shen’s and Jayla’s rectangles have the same area but different side lengths.

EM2_0304SE_B_L06_daily_practice.indd 65

PROBLEM SET

11/8/2021 8:21:40 PM

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11/8/2021 8:21:40 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 6

Name

Use the rectangle shown for parts (a)–(d).

7 cm

cm a. Use a ruler to find the unknown side length. b. Draw the missing tiles in the rectangle. c. Write an equation to show how to find the area of the rectangle.

d. Area:

EM2_0304SE_B_L06_exit_ticket.indd 67

square centimeters

11/8/2021 8:22:29 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 7 ▸ Incomplete Arrays

Array 1

Array 2

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11/8/2021 8:54:03 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 7

Name

In problems 1–4, each

represents 1 square centimeter. Use a straightedge to complete each

array. Then label the side lengths and find the area of the rectangle. 1.

Area:

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11/8/2021 8:31:56 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 7

Area:

Bookcase

5. Mr. Endo draws a map of his classroom. What is the area of Mr. Endo’s classroom?

Table

Computers

Each

represents 1 square unit.

Table Bookcase

PROBLEM SET

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11/8/2021 8:31:57 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 7

6. The tile floor in Carla’s living room has a rug on it. What is the area of the tile floor?

Each

represents 1 square unit.

7. Adam uses unit squares to tile a rectangle. How many more unit squares does Adam need to finish tiling the rectangle with no gaps or overlaps?

EM2_0304SE_B_L07_daily_practice.indd 73

PROBLEM SET

11/8/2021 8:31:57 PM

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11/8/2021 8:31:57 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 7

Name

Deepa’s tile floor has a rug on it. How many square tiles are on the floor, including the tiles under the rug?

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11/8/2021 8:33:03 PM

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11/8/2021 8:33:03 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ Sprint ▸ Multiply by Multiples of 10

Sprint Complete each equation. 1.

2×4=

2 × 40 =

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11/11/2021 11:05:02 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ Sprint ▸ Multiply by Multiples of 10

Number Correct:

Complete each equation. 1.

2×1=

23.

6×2=

2 × 10 =

24.

2 × 60 =

2×3=

25.

2×8=

2 × 30 =

26.

80 × 2 =

2×5=

27.

5×6=

2 × 50 =

28.

60 × 5 =

1×5=

29.

3×7=

10 × 5 =

30.

70 × 3 =

3×5=

31.

6×4=

10.

30 × 5 =

32.

4 × 60 =

11.

5×5=

33.

2×4=

12.

50 × 5 =

34.

=9×2

13.

3×1=

35.

= 2 × 90

14.

3 × 10 =

36.

=5×8

15.

3×3=

37.

= 80 × 5

16.

3 × 30 =

38.

=3×9

17.

3×5=

39.

= 90 × 3

18.

3 × 50 =

40.

=4×8

19.

1×4=

41.

= 80 × 4

20.

10 × 4 =

42.

=5×9

21.

5×4=

43.

= 90 × 5

22.

50 × 4 =

44.

= 6 × 90

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11/11/2021 11:05:03 AM

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11/11/2021 11:05:04 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ Sprint ▸ Multiply by Multiples of 10

Number Correct: Improvement:

Complete each equation. 1.

2×1=

23.

5×2=

2 × 10 =

24.

2 × 50 =

2×2=

25.

2×7=

2 × 20 =

26.

70 × 2 =

2×4=

27.

5×5=

2 × 40 =

28.

50 × 5 =

1×5=

29.

3×6=

10 × 5 =

30.

60 × 3 =

2×5=

31.

5×4=

10.

20 × 5 =

32.

4 × 50 =

11.

4×5=

33.

2×3=

12.

40 × 5 =

34.

=8×2

13.

3×1=

35.

= 2 × 80

14.

3 × 10 =

36.

=5×7

15.

3×2=

37.

= 70 × 5

16.

3 × 20 =

38.

=3×8

17.

3×4=

39.

= 80 × 3

18.

3 × 40 =

40.

=4×7

19.

1×4=

41.

= 70 × 4

20.

10 × 4 =

42.

=4×9

21.

4×4=

43.

= 90 × 4

22.

40 × 4 =

44.

= 5 × 90

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EUREKA MATH2 Tennessee Edition

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3 ▸ M4 ▸ TB ▸ Lesson 8 ▸ Mixed Grid

11/8/2021 9:06:07 PM

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11/8/2021 9:06:07 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 8

Name

1. Label the side lengths of the rectangle. Write a related multiplication equation and find the area.

2. Label the side lengths of the rectangle. Write a related multiplication equation and find the area.

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 8

3. Label the side lengths of the rectangle. Write a related multiplication equation and find the area.

LESSON

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 8

Name

Find the total number of unit squares in each array. Use the array to label the side lengths of the area model. Write an equation describing the area of the area model. Array

Area Model

Equation

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11/8/2021 9:01:47 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 8

4. Gabe draws a rectangle with side lengths of 2 centimeters and 8 centimeters. Did he correctly label the side lengths? How do you know?

2 cm 8 cm

5. Label the side lengths of each rectangle.

Each 86

represents 1 square unit.

PROBLEM SET

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11/8/2021 9:01:48 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 8

Write an equation to find the area of each rectangle in problem 5. 6. Rectangle A

7. Rectangle B

Equation:

Area:

square units

Area:

8. Rectangle C

Area:

square units

9. Rectangle D

Equation:

square units

Equation:

Area:

square units

10. Rectangle E Equation:

Area:

square units

11. Liz draws a rectangle that has an area of 48 square inches. Pablo draws a rectangle that has an area of 48 square centimeters. Whose rectangle takes up more area? How do you know?

EM2_0304SE_B_L08_daily_practice.indd 87

PROBLEM SET

11/8/2021 9:01:48 PM

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11/8/2021 9:01:48 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 8

Name

Label the side lengths of rectangle A. Then write an equation to find the area.

Equation: Area:

square units

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11/8/2021 9:02:31 PM

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11/8/2021 9:02:32 PM

EUREKA MATH2 Tennessee Edition

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3 ▸ M4 ▸ TB ▸ Lesson 9 ▸ Match Time Cards

11/11/2021 11:17:31 AM

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11/11/2021 11:17:31 AM

EUREKA MATH2 Tennessee Edition

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3 ▸ M4 ▸ TB ▸ Lesson 9 ▸ Match Time Cards

11/11/2021 11:17:32 AM

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11/11/2021 11:17:32 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 9

Name

Write a multiplication equation for each rectangle to find the area.

7 ft

4 ft

7 ft

8 ft

6 ft

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11/8/2021 9:07:14 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 9

Write an equation for each rectangle to find the unknown side length. Then use your equation to fill in the blanks. 4. Area: 40 sq ft

r ft

r =

8 ft

The unknown side length is

feet.

5. Area: 27 sq ft

9 ft d=

d ft

The unknown side length is

feet.

6. Area: 42 sq ft

w ft

7 ft

w= The unknown side length is

PROBLEM SET

EM2_0304SE_B_L09_daily_practice.indd 96

feet.

11/8/2021 9:07:15 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 9

7. Miss Wong asks the class to find the unknown side length of the rectangle.

k in 4 in

Does Miss Wong give the class enough information to find the unknown side length? How do you know?

8. Ray measures a wall that has a width of 8 feet and a length of 12 feet. Which rectangle better represents the wall that Ray measures? Explain your answer.

Rectangle A

Rectangle B

12 ft

8 ft 8 ft

EM2_0304SE_B_L09_daily_practice.indd 97

PROBLEM SET

11/8/2021 9:07:16 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 9

9. The floor of Pablo’s rectangular bedroom has a length of 9 feet and a width of 8 feet. What is the area of the floor?

10. Jayla buys a rectangular rug. The rug has an area of 48 square feet. The width of the rug is 6 feet. What is the length of the rug?

PROBLEM SET

EM2_0304SE_B_L09_daily_practice.indd 98

11/8/2021 9:07:16 PM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TB ▸ Lesson 9

Name

1. Write a multiplication equation to find the area of the rectangle.

3 inches

9 inches × Area:

square inches

2. Write a multiplication equation and a division equation to find the unknown side length of the rectangle. Area: 54 square inches

6 inches

m inches ×

The unknown side length of the rectangle is

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inches.

11/8/2021 9:07:51 PM

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11/8/2021 9:07:51 PM

EUREKA MATH2 Tennessee Edition

EM2_0304SE_C_L10_removable_centimeter_grid.indd 101

3 ▸ M4 ▸ TC ▸ Lesson 10 ▸ Centimeter Grid

101

11/11/2021 11:21:00 AM

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11/11/2021 11:21:00 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 10

Name

Use the Read–Draw–Write process to solve the problem. Liz and Ray have a picnic. They put blankets together to sit on. Liz’s rectangular blanket is 5 feet in length and 7 feet in width. Ray’s blanket is a rectangle with a length of 8 feet and a width of 7 feet. a. Shade the rectangle to show Liz’s blanket.

Each

represents 1 square foot.

b. Label the length and width of the shaded and unshaded rectangles. c. What is the area of Liz’s blanket?

d. What is the area of Ray’s blanket?

e. What is the total area of Liz’s and Ray’s blankets?

EM2_0304SE_C_L10_classwork.indd 103

103

11/9/2021 10:34:30 AM

EM2_0304SE_C_L10_classwork.indd 104

11/9/2021 10:34:30 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 10

Name

1. Ivan uses square units to make two rectangles. a. Label the length and width of each rectangle.

Rectangle A

Each

Rectangle B

represents 1 square unit.

b. Find the area of each rectangle. Area of rectangle A:

Area of rectangle B:

EM2_0304SE_C_L10_daily_practice.indd 105

105

11/9/2021 10:36:42 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 10

c. Ivan pushes rectangles A and B together to make a larger rectangle. Complete the number bond to show the relationship between the areas of the smaller rectangles and the area of the larger rectangle.

d. Explain how you found the area of the new, larger rectangle.

106

PROBLEM SET

EM2_0304SE_C_L10_daily_practice.indd 106

11/9/2021 10:36:42 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 10

2. Deepa paints a wall in her bedroom. The shaded rectangle represents the part of the wall that Deepa has painted so far. The unshaded rectangle represents the part of the wall that Deepa still needs to paint. a. Label the lengths and widths of the shaded and unshaded rectangles.

Each

represents 1 square unit.

b. What is the area of the wall that Deepa has already painted?

c. What is the area of the wall that Deepa still needs to paint?

d. What is the total area of the wall? How do you know?

EM2_0304SE_C_L10_daily_practice.indd 107

PROBLEM SET

107

11/9/2021 10:36:42 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 10

3. Mr. Lopez wants to buy two rugs to place on the floor in his living room. The area of the floor in Mr. Lopez’s living room is 100 square feet. Will the two rugs fit in Mr. Lopez’s living room without gaps or overlaps? How do you know?

6 ft

9 ft

108

PROBLEM SET

EM2_0304SE_C_L10_daily_practice.indd 108

6 ft

9 ft

11/9/2021 10:36:42 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 10

Name

Adam uses square tiles to make the two rectangles shown. He labels the side lengths of rectangle A.

6 units

Rectangle A

Rectangle B

a. Label the side lengths of rectangle B. b. Write equations to find the areas of the rectangles. Rectangle A

Rectangle B

Equation:

Area of rectangle A:

square units

Area of rectangle B:

square units

c. Adam pushes rectangles A and B together to make a bigger rectangle. What is the area of the bigger rectangle? Explain how you know.

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109

11/9/2021 10:38:17 AM

EM2_0304SE_C_L10_exit_ticket.indd 110

11/9/2021 10:38:17 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 11

Name

1. Mr. Lopez is buying square tiles for the rectangular floor in his dining room. The floor is 12 feet long and 6 feet wide. Each tile is 1 square foot. How many tiles should Mr. Lopez buy to cover the entire area of the floor?

Each

Area:

EM2_0304SE_C_L11_classwork.indd 111

represents 1 square foot.

square feet

111

11/9/2021 10:41:33 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 11

2. Label the side lengths of the shaded and unshaded parts of this rectangle. Then use the break apart and distribute strategy to find the area of the rectangle. Each

represents 1 square unit.

13 × 7 = (

+ 3) × 7

Area:

112

LESSON

EM2_0304SE_C_L11_classwork.indd 112

11/9/2021 10:41:34 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 11

3. Mrs. Smith buys square tiles for a rectangular patio. The patio is 12 units long and 8 units wide. What is the area of the patio?

EM2_0304SE_C_L11_classwork.indd 113

LESSON

113

11/9/2021 10:41:34 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 11

4. Draw a 5 by 15 rectangle and find the area by using the break apart and distribute strategy.

114

LESSON

EM2_0304SE_C_L11_classwork.indd 114

11/9/2021 10:41:34 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 11

Name

Label the side lengths of the shaded and unshaded parts of each rectangle. Then use the break apart and distribute strategy to find the area of each rectangle. Each

represents 1 square unit.

8 × 9 = (5 + 3) × 9 = (5 × 9) + (3 × 9) =

Area:

13 × 4 = ( =( =

+ 3) × 4 × 4) + (3 × 4) +

Area:

EM2_0304SE_C_L11_daily_practice.indd 115

115

11/9/2021 10:43:56 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 11

7 × 12 = 7 × (

+ 2)

= (7 × =

) + (7 × 2) +

Area:

6 × 14 = 6 × (

= (6 × =

) + (6 ×

) )

Area:

116

PROBLEM SET

EM2_0304SE_C_L11_daily_practice.indd 116

11/9/2021 10:43:56 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 11

5. Luke covers his kitchen and dining room floors with square tiles. Each

represents one tile, which is 1 square foot.

Kitchen

Dining Room

What is the total area that the new tiles cover?

EM2_0304SE_C_L11_daily_practice.indd 117

PROBLEM SET

117

11/9/2021 10:43:57 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 11

6. Shade the rectangle to break it into two smaller rectangles. Then find the total area of the large rectangle.

Each

118

PROBLEM SET

EM2_0304SE_C_L11_daily_practice.indd 118

represents 1 square unit.

11/9/2021 10:43:57 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 11

Name

Label the side lengths of the shaded and unshaded parts of this rectangle. Then use the break apart and distribute strategy to find the area of the rectangle. Each

represents 1 square unit.

9 × 13 = 9 × (

= (9 × =

) + (9 ×

) )

Area:

EM2_0304SE_C_L11_exit_ticket.indd 119

119

11/9/2021 10:47:45 AM

EM2_0304SE_C_L11_exit_ticket.indd 120

11/9/2021 10:47:45 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ Sprint ▸ Multiply and Divide by 6

Sprint Complete each equation. 1.

2×6=

12 ÷ 6 =

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121

11/11/2021 11:22:27 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ Sprint ▸ Multiply and Divide by 6

Number Correct:

Complete each equation. 1.

1×6=

23.

6×

= 18

2×6=

24.

6×

= 30

3×6=

25.

18 ÷ 6 =

6÷6=

26.

30 ÷ 6 =

12 ÷ 6 =

27.

6×

= 42

18 ÷ 6 =

28.

6×

= 54

4×6=

29.

42 ÷ 6 =

5×6=

30.

54 ÷ 6 =

6×6=

31.

6×

10.

24 ÷ 6 =

32.

6×

11.

30 ÷ 6 =

33.

6÷6=

12.

36 ÷ 6 =

34.

18 ÷ 6 =

13.

7×6=

35.

6×

14.

8×6=

36.

15.

9×6=

37.

16.

42 ÷ 6 =

38.

17.

48 ÷ 6 =

39.

18.

54 ÷ 6 =

40.

19.

10 × 6 =

41.

20.

1×6=

42.

21.

60 ÷ 6 =

43.

22.

6÷6=

44.

122

EM2_0304SE_C_L12_removable_fluency_sprint.indd 122

= 12 × 6 = 24

6×

= 36 × 6 = 48

6×

= 60 ÷6=2

24 ÷

=6 ÷6=6

48 ÷

=6 ÷ 6 = 10

11/11/2021 11:22:28 AM

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11/11/2021 11:22:28 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ Sprint ▸ Multiply and Divide by 6

Number Correct: Improvement:

Complete each equation 1.

1×6=

23.

6×

= 12

2×6=

24.

6×

= 24

3×6=

25.

12 ÷ 6 =

6÷6=

26.

24 ÷ 6 =

12 ÷ 6 =

27.

6×

= 36

18 ÷ 6 =

28.

6×

= 48

3×6=

29.

36 ÷ 6 =

4×6=

30.

48 ÷ 6 =

5×6=

31.

6×

10.

18 ÷ 6 =

32.

6×

11.

24 ÷ 6 =

33.

6÷6=

12.

30 ÷ 6 =

34.

12 ÷ 6 =

13.

6×6=

35.

6×

14.

7×6=

36.

15.

8×6=

37.

16.

36 ÷ 6 =

38.

17.

42 ÷ 6 =

39.

18.

48 ÷ 6 =

40.

19.

9×6=

41.

20.

10 × 6 =

42.

21.

54 ÷ 6 =

43.

22.

60 ÷ 6 =

44.

124

EM2_0304SE_C_L12_removable_fluency_sprint.indd 124

= 18 × 6 = 30

6×

= 42 × 6 = 54

6×

= 60 ÷6=3

30 ÷

=6 ÷6=7

54 ÷

=6 ÷ 6 = 10

11/11/2021 11:22:28 AM

EUREKA MATH2 Tennessee Edition

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3 ▸ M4 ▸ TC ▸ Lesson 12 ▸ Centimeter Grid

125

11/11/2021 11:24:36 AM

EM2_0304SE_C_L12_removable_centimeter_grid.indd 126

11/11/2021 11:24:36 AM

EUREKA MATH2 Tennessee Edition

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3 ▸ M4 ▸ TC ▸ Lesson 12 ▸ Centimeter Grid

127

11/11/2021 11:24:37 AM

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11/11/2021 11:24:37 AM

EUREKA MATH2 Tennessee Edition

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3 ▸ M4 ▸ TC ▸ Lesson 12 ▸ Centimeter Grid

129

11/11/2021 11:24:37 AM

EM2_0304SE_C_L12_removable_centimeter_grid.indd 130

11/11/2021 11:24:37 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 12

Name

1. Gabe uses unit squares to make a rectangle with an area of 36 square units, as shown.

a. Label the side lengths of Gabe’s rectangle. b. Gabe makes more rectangles that each have an area of 36 square units. Move the parentheses to find the side lengths of each rectangle. Then label the side lengths of each rectangle.

3 × 12 = 3 × (3 × 4)

EM2_0304SE_C_L12_daily_practice.indd 131

3 × 12 = 3 × (6 × 2)

= 3 × 3 × 4

= 3 × 2 × 6

= 3 × 6 × 2

3 × 12 = 3 × (2 × 6)

131

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 12

c. Are there any other side lengths for a rectangle with an area of 36 square units? How do you know?

2. Mrs. Smith measures the side lengths of the carpet in her classroom. The results are shown.

9 feet

8 feet

a. Find the area of the carpet in Mrs. Smith’s classroom.

b. The carpet in Mr. Lopez’s classroom has the same area as the carpet in Mrs. Smith’s classroom. Move the parentheses to find the side lengths of Mr. Lopez’s carpet. Then label the side lengths on the rectangle to represent the side lengths of Mr. Lopez’s carpet.

8 × 9 = (4 × 2) × 9 = 4 × 2 × 9 =

132

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 12

3. Ray draws a rectangle, as shown.

8 inches 6 inches

a. Find the area of Ray’s rectangle.

b. Find two other rectangles with different side lengths that have the same area as Ray’s rectangle. Sketch the new rectangles and label the side lengths.

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PROBLEM SET

133

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 12

4. Carla knows that a rectangle with side lengths of 6 units and 10 units has an area of 60 square units. She tries to find different side lengths for a rectangle that also has an area of 60 square units.

6 × 10 = (3 × 2) × 10 = (3 × 2) × 10 = 6 × 10 = 60 a. Does Carla’s work show a rectangle that has different side lengths from the one she started with? How do you know?

b. Find a different set of side lengths for Carla’s rectangle. Make sure that the area is 60 square units.

134

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TC ▸ Lesson 12

Name

Carla draws the rectangle shown.

6 inches

5 inches

a. Find the area of Carla’s rectangle.

b. Find two other rectangles with the same area as Carla’s rectangle but with different side lengths. Sketch the new rectangles and label the side lengths.

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135

11/9/2021 10:50:41 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 13

Name

1. Zara hangs two pictures on her living room wall. Picture 2 is a square. Picture 1

Picture 2

10 inches

6 inches

8 inches

Find the area of the wall covered by each picture. Area covered by picture 1: Area covered by picture 2: a. What is the total area of the wall covered by pictures 1 and 2?

b. Zara hangs another picture, picture 3, on the wall. It covers the same area as picture 2 but has different side lengths. What could the side lengths of picture 3 be? Find one possible answer. Draw and label a rectangle to represent picture 3, using the side lengths you chose.

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137

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 13

2. James cuts a rectangle of wrapping paper. The rectangle has an area of 72 square inches. The length of the rectangle is 9 inches. What is the width of the rectangle?

3. Robin plants a rectangular garden. The garden has a width of 6 feet and a length of 14 feet. Use the break apart and distribute strategy to find the total area of Robin’s garden.

138

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 13

4. The rectangular board in Miss Diaz’s classroom is 5 feet wide and 13 feet long. Miss Diaz wants to cover the board with paper. Each roll of paper covers 60 square feet. How many rolls of paper does Miss Diaz need? Explain your answer.

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PROBLEM SET

139

11/9/2021 11:03:39 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 13

Name

1. A painting has an area of 63 square inches. One side length is 9 inches. What is the other side length?

2. The side lengths of Oka’s rug are 4 feet and 16 feet. Use the break apart and distribute strategy to find the total area of Oka’s rug.

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141

11/9/2021 11:06:04 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 14

Name

1. Decompose the shape. Shade each rectangle a different color. Find the area of the shape and write an equation to show your thinking.

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143

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 14

2. Decompose the shaded shape to help find its area. Find the area of the shape and write an equation to show your thinking.

144

LESSON

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 14

3. Find the area of the shape.

4 feet

3 feet

7 feet

2 feet

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LESSON

145

11/9/2021 11:09:21 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 14

Name

Draw a line in each shape to show how to break it apart into two rectangles. Label the width and length of each rectangle. The first shape is done for you. Each

represents 1 square unit.

Then fill in the blanks to show the area of the shape.

1. A

2. C

B D

Area:

Area: 4.

E G F H

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Area:

147

11/9/2021 11:12:20 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 14

5. Adam has a rectangular piece of cloth that is 6 feet wide and 7 feet long. He cuts out a square that is 3 feet wide.

7 ft

What is the area of the cloth that is left? a. Area of original piece of cloth:

6 ft

b. Area cut out: c.

−

3 ft

d. Area of cloth left:

6. Mr. Endo’s office floor is 10 feet wide and 9 feet long. He puts in a new rug that is 6 feet wide and 5 feet long.

9 ft

What is the area of the floor that is not covered by the rug? a. Area of office floor:

5 ft

b. Area of rug: c.

−

10 ft

6 ft

Rug

d. Area of office floor not covered by the rug:

148

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 14

7. Mia, David, and Carla put their 3 rectangles together to make a new shape.

8 in 2 in

5 in 2 in 3 in

5 in

a. Mia finds the area of the new shape by adding the areas of the 3 rectangles. Use Mia’s strategy to find the area of the new shape.

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PROBLEM SET

149

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 14

b. David finds the area a different way. He sees one large rectangle that has a piece missing. He finds the area of the large rectangle. Then he subtracts the area of the missing piece. Use David’s strategy to find the area of the new shape.

8 in 2 in

5 in 2 in 3 in

150

PROBLEM SET

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5 in

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 14

Name

Eva and Gabe both find the area of the shape. Their work is shown below. Each

represents 1 square unit. Eva’s Way

Gabe’s Way

4 4

6 4 × 10 = 40

10 × 8 = 80

4 × 6 = 24

4 × 4 = 16

40 + 24 = 64

80 − 16 = 64

The area is 64 square units.

Explain why they are both correct.

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151

11/9/2021 11:18:51 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 15 ▸ Labeling Shapes

Shape A

Shape B

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153

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 15 ▸ Labeling Shapes

Shape C

1 in

4 in

1 in

2 in

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1 in

155

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 15

Name

1. Find the area of the shape.

3m 2m 5m

Use the Read–Draw–Write process to solve the problem. 2. A school bulletin board is 5 feet long and 3 feet wide. There is a poster on it that is 3 feet long and 2 feet wide. How many square feet of space are left on the bulletin board?

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157

11/9/2021 11:24:47 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 15

Name

Find the area of each shaded shape. Show your strategy.

4 cm

8 cm 3 cm 9 cm

2 in

3 in 6 in

7 in

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159

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 15

7 ft

5 ft 3 ft

Use the Read–Draw–Write process to solve each problem. 4. Amy has a paper rectangle that is 8 inches wide and 9 inches long. She cuts out a square with a width of 4 inches. What is the area of the shape that is left?

160

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 15

5. James hangs a rectangular poster that is 3 feet wide and 4 feet long on a wall. The wall is 8 feet wide and 10 feet long. What is the area of the wall that is not covered by the poster?

6. The rectangular floor of the reading corner is 10 feet long and 6 feet wide. Mrs. Smith puts down a rectangular rug with an area of 24 square feet. a. What is the area of the floor not covered by the rug?

b. What could be the length and width of the rug? How do you know?

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PROBLEM SET

161

11/9/2021 11:26:30 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 15

Name

Miss Diaz’s hallway floor is 4 feet wide and 10 feet long. She puts down a rug that is 2 feet wide and 8 feet long. What is the area of the floor that is not covered by the rug?

8 feet 4 feet

2 feet

10 feet

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163

11/9/2021 11:27:22 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 16 ▸ Hidden Factor Mat

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165

11/9/2021 11:32:40 AM

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EUREKA MATH2 Tennessee Edition

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3 ▸ M4 ▸ TD ▸ Lesson 16 ▸ Area Grids

167

11/9/2021 11:37:18 AM

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11/9/2021 11:37:18 AM

EUREKA MATH2 Tennessee Edition

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3 ▸ M4 ▸ TD ▸ Lesson 16 ▸ Area Grids

169

11/9/2021 11:37:18 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 16

Name

Find the area of the shaded part. Use words and at least one equation to explain your work. Each

represents 1 square unit. Shape

Area

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171

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 16

4. James uses blue and orange fabrics to make this quilt square. Each 1 square unit.

represents

a. What is the area of the quilt square?

b. What is the area covered by the blue fabric?

c. Write a division equation to show the relationship between the area of the quilt square and the area covered by the blue fabric.

172

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 16

d. James says, “The area covered by the orange fabric is equal to the area covered by the blue fabric.” Do you agree? Why?

e. James sews 3 quilt squares together, as shown. What is the total area covered by the orange fabric?

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PROBLEM SET

173

11/11/2021 3:40:17 PM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 16

Name

Find the area of the shaded part. Use words and an equation to explain your work. Each

represents 1 square unit.

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175

11/9/2021 11:31:30 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 17 ▸ Hidden Factor Mat

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177

11/9/2021 11:47:58 AM

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EUREKA MATH2 Tennessee Edition

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3 ▸ M4 ▸ TD ▸ Lesson 17 ▸ Floor Plan Grid

179

11/9/2021 11:49:11 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 17

Name

1. Use the Floor Plan Grid to represent the area of your entire home. Draw a floor plan of your dream home within the grid. Include the following details: All lines must follow the grid. Do not use diagonal lines. At least one room must have an area less than 80 square feet. At least one room must have an area greater than 80 square feet. The rooms must be on one level. There are no stairs. Include hallways. Include doorways. Choose at least 4 rooms to include in your home. Label each with the name of the room, the length and width in feet, and the area in square feet.

✓

Name of Room

Length (feet)

Width (feet)

Area (square feet)

Bedroom 1 Bedroom 2 Bathroom Kitchen Dining Room Living Room

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181

11/9/2021 11:41:06 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 17

Name

1. Eva draws a floor plan of her bedroom. Find the area covered by each item.

Fish Tank Stand

Desk

Bed

Rug Game Corner

Dresser

Each

Item

represents 1 square unit.

Equations

Total Area

Desk

Bed Fish Tank Stand Dresser Rug

Game Corner

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183

11/9/2021 11:42:12 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 17

2. Mr. Endo’s class creates a design for an eco-friendly space at their school. Find the area of each item they plan to include. The items are all rectangular. Item

Length

Width

Bench

2 units

5 units

Recycling Station

4 units

6 units

Composting Bin

9 units

3 units

Picnic Patio

8 units

Garden

13 units

7 units

Area

Create a design for an eco-friendly space based on the information in the table. Shade the grid to show each item. Use the correct length, width, and area for each item. Then label each item with its name.

Each 184

represents 1 square unit.

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 17

Name

Pablo draws a floor plan of his bedroom. Find the area covered by each item. Desk Table

Bed

Each

Item

represents 1 square unit.

Equations

Total Area

Bed

Table

Desk

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185

11/9/2021 11:46:49 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ Sprint ▸ Multiply and Divide by 8

Sprint Complete the equations. 1.

2×8=

16 ÷ 8 =

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ Sprint ▸ Multiply and Divide by 8

Number Correct:

Complete the equations. 1.

1×8=

23.

8×

= 24

2×8=

24.

8×

= 40

3×8=

25.

24 ÷ 8 =

8÷8=

26.

40 ÷ 8 =

16 ÷ 8 =

27.

8×

= 56

24 ÷ 8 =

28.

8×

= 72

4×8=

29.

56 ÷ 8 =

5×8=

30.

72 ÷ 8 =

6×8=

31.

8×

10.

32 ÷ 8 =

32.

8×

11.

40 ÷ 8 =

33.

8÷8=

12.

48 ÷ 8 =

34.

24 ÷ 8 =

13.

7×8=

35.

8×

14.

8×8=

36.

15.

9×8=

37.

16.

56 ÷ 8 =

38.

17.

64 ÷ 8 =

39.

18.

72 ÷ 8 =

40.

19.

10 × 8 =

41.

20.

1×8=

42.

21.

80 ÷ 8 =

43.

22.

8÷8=

44.

188

EM2_0304SE_D_L18_removable_fluency_sprint_multiply_and_divide_by_eights.indd 188

= 16 × 8 = 32

8×

= 48 × 8 = 64

8×

= 80 ÷8=2

32 ÷

=8 ÷8=6

64 ÷

=8 ÷ 8 = 10

11/11/2021 11:26:57 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ Sprint ▸ Multiply and Divide by 8

Number Correct: Improvement:

Complete the equations. 1.

1×8=

23.

8×

= 16

2×8=

24.

8×

= 32

3×8=

25.

16 ÷ 8 =

8÷8=

26.

32 ÷ 8 =

16 ÷ 8 =

27.

8×

= 48

24 ÷ 8 =

28.

8×

= 64

3×8=

29.

48 ÷ 8 =

4×8=

30.

64 ÷ 8 =

5×8=

31.

8×

10.

24 ÷ 8 =

32.

8×

11.

32 ÷ 8 =

33.

8÷8=

12.

40 ÷ 8 =

34.

16 ÷ 8 =

13.

6×8=

35.

8×

14.

7×8=

36.

15.

8×8=

37.

16.

48 ÷ 8 =

38.

17.

56 ÷ 8 =

39.

18.

64 ÷ 8 =

40.

19.

9×8=

41.

20.

10 × 8 =

42.

21.

72 ÷ 8 =

43.

22.

80 ÷ 8 =

44.

190

EM2_0304SE_D_L18_removable_fluency_sprint_multiply_and_divide_by_eights.indd 190

= 24 × 8 = 40

8×

= 56 × 8 = 72

8×

= 80 ÷8=3

40 ÷

=8 ÷8=7

72 ÷

=8 ÷ 8 = 10

11/11/2021 11:26:58 AM

EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 18 ▸ Areas For Line Plots

Rectangle E Rectangle H

Rectangle F

2 cm 8 cm Rectangle G

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 18 ▸ Areas For Line Plots

Shape J

Shape K

Shape M

Shape L

5 cm 2 cm 4 cm

2 cm

3 cm

Shape N 3 cm 2 cm

6 cm 2 cm 2 cm

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193

11/9/2021 11:52:16 AM

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EUREKA MATH2 Tennessee Edition

Shape O

Shape Q

Area: 14 sq cm

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3 ▸ M4 ▸ TD ▸ Lesson 18 ▸ Areas For Line Plots

Shape P

Shape R

Area: 11 sq cm

195

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3 ▸ M4 ▸ TD ▸ Lesson 18 ▸ Blank Line Plot with Grid

Area (square centimeters)

Title:

Shape

Area (sq cm)

EUREKA MATH2 Tennessee Edition

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197

11/9/2021 11:55:16 AM

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 18

Name

1. Pablo finds the areas of some rectangles in square inches. He makes a line plot to show the data. Areas of Rectangles

× × ×

× × 0

× × × × × ×

× × × × 33

× 35

Area (square inches)

a. How many rectangles did Pablo find the area of?

b. How many of Pablo's rectangles have an area less than or equal to 30 square inches?

c. How many of Pablo's rectangles have an area that is at least 32 square inches?

d. What is the most frequent area? How do you know?

e. Pablo uses square inches to make another rectangle. His new rectangle has a length of 7 inches and a width of 6 inches. How would Pablo need to change his line plot if he wanted to plot the area of this new rectangle?

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199

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 18

2. The students in Miss Diaz’s class make shapes by using square units. Miss Diaz records the area of each shape.

200

Student

Area (square units)

Amy

Adam

Oka

Gabe

Carla

Ray

Casey

Jayla

Luke

Eva

Shen

Ivan

Robin

David

Deepa

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 18

a. Use the data to create a line plot. Title:

15 16 17 18 19 20 21 22 23 24 Area (square units)

b. How many shapes have an area of at least 20 square units?

c. How many shapes have an area that is less than 18 square units?

d. What is the most frequent area? How do you know?

e. Jayla says that 5 shapes have an area that is larger than the area of her shape. How does the line plot show that?

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PROBLEM SET

201

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 18

Liz is absent the day the class makes shapes. She makes a shape the next day. Where would Liz plot the area of her shape on the line plot? Why?

Each

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PROBLEM SET

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represents 1 square unit

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 18

Name

Robin makes some rectangles with square units. She uses a line plot to show the data. Areas of Rectangles

× × 0

× ×

× × × ×

× ×

18 19 20 21 22 23 24 25 26 27 28 29 30 Area (square units)

a. How many rectangles did Robin make? b. How many of Robin’s rectangles have an area that is less than 22 square units? c. Robin uses square units to make another rectangle. Her new rectangle has a length of 9 units and a width of 3 units. Plot the area of the new rectangle on the line plot.

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 19

Name

Amy wants to make changes to her living room. She draws a floor plan of her living room on grid paper. Table

Table

Fireplace

Sofa

Bookcase

Each

represents 1 square foot.

Use the Read–Draw–Write process to solve each problem. 1. Amy wants to put tiles on the living room floor. Each tile has an area of 1 square foot. Amy buys 230 tiles. Did she buy enough tiles? How do you know?

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3 ▸ M4 ▸ TD ▸ Lesson 19

2. Amy wants a rug that fits between the sofa and the bookcase. The rug should not go under any of the furniture or past the ends of the bookcase. Which rug should Amy buy? Why?

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Rug

Length

Width

12 ft

9 ft

8 ft

5 ft

10 ft

8 ft

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 19

3. Amy wants to put stone tiles on the front of her fireplace. She draws a picture of the wall and fireplace.

6 ft 4 ft 4 ft

2 ft

Each box of stone tiles covers 10 square feet. How many boxes of stone tiles does Amy need to buy?

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LESSON

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 19

4. Amy hangs pictures on a section of the wall above the fireplace. Each represents 1 square inch. Picture C Picture A

Picture B Picture D

Use the grid to show a different way Amy can hang the pictures.

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 19

Name

Use the Read–Draw–Write process to solve problems 1 and 2. 1. Luke draws a floor plan of his bedroom on grid paper. a. Luke wants to put tiles on the bedroom floor. Each tile has an area of 1 square foot. How many tiles does Luke need?

Desk

Each represents 1 square foot.

Dresser

Bed Table

b. Luke has 110 tiles. Each box of tiles covers 10 square feet. How many boxes of tiles does Luke need to buy to cover the rest of the floor? How do you know?

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 19

2. Luke wants to paint one wall. He measures the wall.

8 ft

14 ft Luke buys 2 cans of paint. Each can of paint covers 100 square feet. He paints the wall. How many more square feet of wall could Luke cover with the paint that is left?

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 19

3. Use the grid to show a different way Luke can place the furniture.

Desk

Each represents 1 square foot.

Dresser

Bed Table

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 19

4. Luke wants to hang a poster on the wall above his bed. Which poster should Luke buy? Why?

9 ft Wall

3 ft

4 ft

Poster B

Window

2 ft

8 ft 4 ft 3 ft

212

Bed

PROBLEM SET

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Poster A

2 ft Table

4 ft

2 ft

4 ft

2 ft

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EUREKA MATH2 Tennessee Edition

3 ▸ M4 ▸ TD ▸ Lesson 19

Name

Ivan wants to put a tile path around his swimming pool. The shaded area shows the path.

20 feet 16 feet 8 feet

10 feet

a. How many square feet of tiles does Ivan need?

b. Ivan has 50 square feet of tiles. Each box of tiles covers 10 square feet. How many boxes of tiles does Ivan need to buy to cover the rest of the path? How do you know?

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EUREKA MATH2 Tennessee Edition

3 ▸ M4

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” 1930, 71. Colour table “Qu 1,” 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.; All other images are the property of Great Minds. For a complete list of credits, visit http://eurmath.link/media-credits.

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3 ▸ M4

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

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Talking Tool Share Your Thinking

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

because . . . .

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

Agree or Disagree

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

Ask for Reasoning

? Why?

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

Say It Again

related to

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

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

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

During

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

After

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

At the end of each class, I ask myself

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

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

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

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

ISBN 978-1-63898-505-1

781638 985051