EM2 Tennessee Learn | Grade 4 Module 3

4

A Story of Units®

Fractional Units LEARN ▸ Module 3 ▸ Multiplication and Division of Multi-Digit Numbers

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because . . . .

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Content Terms

Place a sticky note here and add content terms.

? Why?

What does this painting have to do with math?

American abstract painter Frank Stella used a compass to make brightly colored curved shapes in this painting. Each square in this grid includes an arc that is part of a design of semicircles that look like rainbows. When Stella placed these rainbow patterns together, they formed circles. What fraction of a circle is shown in each square?

On the cover Tahkt-I-Sulayman Variation II, 1969 Frank Stella, American, born 1936 Acrylic on canvas Minneapolis Institute of Art, Minneapolis, MN, USA Frank Stella (b. 1936), Tahkt-I-Sulayman Variation II, 1969, acrylic on canvas. Minneapolis Institute of Art, MN. Gift of Bruce B. Dayton/Bridgeman Images. © 2020 Frank Stella/Artists Rights Society (ARS), New York

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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.

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A Story of Units®

Fractional Units ▸ 4 LEARN

Module

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1 2 3 4 5 6

Place Value Concepts for Addition and Subtraction

Place Value Concepts for Multiplication and Division

Multiplication and Division of Multi-Digit Numbers

Foundations for Fraction Operations

Place Value Concepts for Decimal Fractions

Angle Measurements and Plane Figures

11/29/2021 4:40:19 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3

Contents Multiplication and Division of Multi-Digit Numbers Topic A

Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Multiplication and Division of Multiples of Tens, Hundreds, and Thousands

Apply place value strategies to multiply four-digit numbers by one-digit numbers.

Lesson 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Divide multiples of 100 and 1000.

Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Multiply by multiples of 100 and 1000.

Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Multiply by using various recording methods in vertical form.

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Multiply a two-digit multiple of 10 by a two-digit multiple of 10.

Topic B Division of Thousands, Hundreds, Tens, and Ones Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Apply place value strategies to divide hundreds, tens, and ones.

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Represent multiplication by using partial products.

Topic D Multiplication of Two-Digit Numbers

by Two-Digit Numbers Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Multiply two-digit numbers by two-digit multiples of 10.

Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Apply place value strategies to multiply two-digit numbers by two-digit numbers.

Apply place value strategies to divide thousands, hundreds, tens, and ones.

Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Multiply with four partial products.

Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Connect pictorial representations of division to long division.

Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Represent division by using partial quotients.

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Choose and apply a method to divide multi-digit numbers.

Multiply with two partial products.

Lesson 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Apply the distributive property to multiply.

Topic E Relative Sizes of Time Units and Customary Measurement Units Lesson 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Topic C

Determine relative sizes of time units.

Multiplication of up to Four-Digit Numbers by One-Digit Numbers

Lesson 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Determine relative sizes of customary weight units.

Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Apply place value strategies to multiply three-digit numbers by one-digit numbers.

2

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09-Dec-21 2:27:01 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3

Lesson 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

Lesson 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

Determine relative sizes of customary liquid volume units.

Solve multi-step word problems and interpret remainders.

Lesson 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189

Topic F Remainders, Estimating, and Problem Solving

Solve multi-step word problems and assess the reasonableness of solutions.

Lesson 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197

Find whole-number quotients and remainders.

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . 198

Lesson 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Represent, estimate, and solve division word problems.

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TA ▸ Lesson 1

Name

1

Date

Divide. Use the place value disks to help you.

1.

1

1

1

1

1

1

1

1

2.

8 ÷ 2 = 8 ones ÷ 2 =

10

10

10

10

10

10

10

80 ÷ 2 = 8 tens ÷ 2

ones

=

=

tens

=

3.

800 ÷ 2 = =

100

100

100

100

100

100

100

100

hundreds ÷ 2 hundreds

=

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10

4.

1,000 1,000 1,000 1,000

1,000 1,000 1,000 1,000

8000 ÷ 2 = =

thousands ÷ thousands

=

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5

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TA ▸ Lesson 1

Divide. Draw place value disks to help you.

5. 1200 ÷ 3 = 12 hundreds ÷ 3

=

hundreds

=

Divide. Use unit form to help you.

6. 600 ÷ 2 = 6 hundreds ÷

=

hundreds

=

8. 2400 ÷ 6 =

=

hundreds ÷ hundreds

PROBLEM SET

EM2_0403SE_A_L01_problem_set.indd 6

=

thousands ÷ 3 thousands

=

=

6

7. 9000 ÷ 3 =

9. 3000 ÷ 6 =

=

hundreds ÷ hundreds

=

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11/29/2021 1:48:26 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TA ▸ Lesson 1

Divide.

10. 400 ÷ 2 =

11. 6000 ÷ 3 =

12. 200 ÷ 5 =

13. 4000 ÷ 8 =

14. A used car costs 9 times as much as new tires. The used car costs $6300. How much do the tires cost?

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PROBLEM SET

7

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TA ▸ Lesson 1

Date

1

Divide. Use unit form to help you. a. 800 ÷ 2 =

=

hundreds ÷

b. 1200 ÷ 4 =

hundreds

=

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TA ▸ Lesson 2

Name

2

Date

Multiply. Use the place value chart to help you.

1.

2.

thousands

hundreds

tens

ones

thousands

2 × 4 = 2 × 4 ones =

hundreds

tens

ones

tens

ones

2 × 40 = 2 × 4 tens

ones

=

=

tens

=

3.

4.

thousands

hundreds

2 × 400 = 2 × =

tens

ones

hundreds hundreds

=

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thousands

hundreds

2 × 4000 = =

×

thousands

thousands

=

11

11/29/2021 1:49:40 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TA ▸ Lesson 2

5. Multiply. Use the place value chart to check your work.

3 × 400 = 3 × =

hundreds hundreds

=

thousands

hundreds

tens

ones

Decompose the larger factor and then multiply.

6. 3 × 500 = 3 × 5 ×

7. 3 × 3000 =

×

= 15 ×

=

×

=

=

8. 200 × 5 =

×

=

×

×

×

=

12

PROBLEM SET

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11/29/2021 1:49:41 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TA ▸ Lesson 2

Multiply.

9. 4 × 700 =

10. 4 × 7000 =

11. 7000 × 6 =

12. 700 × 8 =

13. 5 × 400 =

14. 8000 × 5 =

15. Jayla uses the associative property to find 9 times as much as 8000. Explain how Jayla finds her answer.

9 × 8 000 = 9 × 8 × 1 000 = 72 × 1 000

= 72 72,,000

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PROBLEM SET

13

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TA ▸ Lesson 2

Name

Date

2

Decompose the larger factor and then multiply. a. 3 × 200 =

×

=

×

×

b. 4 × 5000 =

=

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15

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EUREKA MATH2 Tennessee Edition

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4 ▸ M3 ▸ TA ▸ Lesson 3 ▸ Multiples of 10 Grids

17

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TA ▸ Lesson 3

Name

3

Date

Complete the equations.

1.

20 10 × 20 = 1 ten × =

10

tens hundreds

=

40

2.

10

10 × 40 = =

ten × 4 tens hundreds

=

3.

70 10

10 × 70 = =

ten ×

tens

hundreds

= © Great Minds PBC •

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19

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TA ▸ Lesson 3

5.

30

4.

20

20 30 20 × 30 = 2 tens × =

tens

hundreds 30 × 20 = 3 tens ×

=

=

tens

hundreds

=

6. 40 × 30 =

=

tens ×

tens

hundreds

7. 20 × 50 =

=

=

=

8. 30 × 70 =

9. 60 × 60 =

10. 50 × 40 =

11. 80 × 50 =

tens ×

tens

hundreds

Multiply.

12. What is 70 times as much as 90?

13. What is the product of sixty and fifty?

20

PROBLEM SET

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11/29/2021 1:50:48 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TA ▸ Lesson 3

Name

Date

3

Multiply. Use unit form to help you. a. 60 × 50 =

=

tens ×

tens

b. 40 × 70 =

hundreds

=

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21

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EUREKA MATH2 Tennessee Edition

hundreds

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4 ▸ M3 ▸ TB ▸ Lesson 4 ▸ Place Value Chart to Hundreds

tens

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ones

23

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 4

Name

4

Date

Draw on the place value chart to divide. Then fill in the blanks.

1. 486 ÷ 2 hundreds

486 ÷ 2 = =

tens

ones

hundreds + +

tens +

ones

+

= 2. 693 ÷ 3 hundreds

693 ÷ 3 = =

tens

ones

hundreds + +

tens +

one

+

=

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25

11/29/2021 1:55:07 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 4

3. 852 ÷ 4

4. 726 ÷ 3

hundreds

tens

ones

852 ÷ 4 = 200 +

hundreds

+

tens

726 ÷ 3 = 200 +

=

ones

+

=

Use the area model to divide. Then fill in the blanks.

5. 645 ÷ 3

3

600

645 ÷ 3 = 200 +

+

=

26

PROBLEM SET

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11/29/2021 1:55:07 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 4

6. 528 ÷ 4

4

528 ÷ 4 = 100 +

+

= 7. Miss Diaz writes two division expressions. She asks her class which model they would use to represent each expression.

786 ÷ 3

595 ÷ 5

a. Zara chooses to represent 786 ÷ 3 with a place value chart. Explain why you think she chose that model.

b. David chooses to represent 595 ÷ 5 by using an area model. Explain why you think he chose that model.

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PROBLEM SET

27

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 4

Divide. You may draw a model to help you.

8. 928 ÷ 4 =

9. 681 ÷ 3 =

10. A number multiplied by 4 equals 968. What is the number?

28

PROBLEM SET

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11/29/2021 1:55:08 PM

EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TB ▸ Lesson 4

Date

4

Divide. Draw a model to help you.

548 ÷ 4

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29

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EUREKA MATH2 Tennessee Edition

thousands

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4 ▸ M3 ▸ TB ▸ Lesson 5 ▸ Place Value Chart to Thousands

hundreds

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tens

ones

31

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 5

Name

5

Date

Draw on the place value chart to divide. Then fill in the blanks.

1. 6,248 ÷ 2

thousands

hundreds

6,248 ÷ 2 =

tens

+

+

ones

+

=

2. 8,924 ÷ 4

thousands

hundreds

8,924 ÷ 4 =

tens

+

+

ones

+

=

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33

11/29/2021 2:00:02 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 5

3. 7,426 ÷ 2

thousands

hundreds

7,426 ÷ 2 =

tens

+

ones

+

+

=

Use the area model to divide. Then fill in the blanks.

4. 9,753 ÷ 3

3

9,000

9,753 ÷ 3 =

600

+

+

+

=

34

PROBLEM SET

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11/29/2021 2:00:02 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 5

5. 9,648 ÷ 4

4

9,648 ÷ 4 =

+

+

+

=

Divide. You may draw a model to help you.

6. 3,476 ÷ 2

7. 4,332 ÷ 3

8. 6,408 is 3 times greater than what number?

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PROBLEM SET

35

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TB ▸ Lesson 5

Date

5

Divide. Draw a model to help you.

7,242 ÷ 3

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4 ▸ M3 ▸ TB ▸ Lesson 6 ▸ Place Value Chart to Hundreds and Vertical Form

hundreds

tens

ones

EUREKA MATH2 Tennessee Edition

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EM2_0403SE_B_L06_removable_place_value_chart_to_hundreds_and_vertical_form.indd 39

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 6

Name

6

Date

Divide. Draw on the place value chart. Record the partial quotients in vertical form. Then complete the equation. The first one is done for you.

1. 136 ÷ 2

136 ÷ 2 =

hundreds

tens

68

ones

120 + 16

6 2 –

68

2. 38 ÷ 2

8 0

1 1

–

3 2 1 1

6 0 6 6 0

38 ÷ 2 = tens

ones

20 + 18

1

0

2

3

8

–

2

0

1

8

–

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41

11/29/2021 2:03:28 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 6

3. 432 ÷ 3 hundreds

432 ÷ 3 = tens

ones

300 + 120 + 12

3

4

3

2

Divide by recording the partial quotients. You may use a place value chart to help you.

4. 72 ÷ 3 =

3

7

2

–

–

42

PROBLEM SET

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11/29/2021 2:03:29 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 6

5. 936 ÷ 4 =

4

9

3

6

2

1

6

–

–

–

6. 216 ÷ 4 =

4

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PROBLEM SET

43

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 6

Name

6

Date

Divide. Draw on the place value chart. Record the partial quotients in vertical form. Then complete the equation.

152 ÷ 2 = hundreds

tens

ones

2

1

5

2

–

–

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45

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4 ▸ M3 ▸ TB ▸ Lesson 7 ▸ Place Value Chart to Thousands and Vertical Form

thousands

hundreds

tens

ones

EUREKA MATH2 Tennessee Edition

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EM2_0403SE_B_L07_removable_place_value_chart_to_thousands_and_vertical_form.indd 47

47

11/29/2021 2:09:25 PM

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 7

Name

7

Date

Divide. Draw on the place value chart. Record the partial quotients in vertical form. Then complete the equation. The first one is done for you.

1. 3,652 ÷ 2

3,652 ÷ 2 = 1,826

thousands

hundreds

tens

ones

2,000 + 1,600 + 40 + 12

1,826

1, 2 3, – 2 1 – 1 – –

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8 0 6 0 6 6

2 0 0 5 0 5 0 5 4 1 1

6 0 0 0 2 0 2 0 2 0 2 2 0

49

11/29/2021 2:07:40 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 7

2. 352 ÷ 2 hundreds

352 ÷ 2 = tens

ones

200 + 140 + 12

1

0

0

2

3

5

2

–

2

0

0

–

–

50

PROBLEM SET

EM2_0403SE_B_L07_problem_set.indd 50

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11/29/2021 2:07:43 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 7

3. 1,389 ÷ 3

1,389 ÷ 3 =

thousands

hundreds

tens

ones

1,200 + 180 + 9

4

0

0

3

1,

3

8

9

–

1

2

0

0

–

–

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PROBLEM SET

51

11/29/2021 2:07:43 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 7

Divide by recording the partial quotients.

4. 492 ÷ 3 =

3

52

PROBLEM SET

EM2_0403SE_B_L07_problem_set.indd 52

4

9

2

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11/29/2021 2:07:43 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 7

5. 8,615 ÷ 5 =

5

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8,

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6

1

5

PROBLEM SET

53

11/29/2021 2:07:44 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 7

6. 5,022 ÷ 6 =

6

5,

0

2

2

7. Mr. Endo divides 712 cards into 4 equal groups. How many cards are in each group?

54

PROBLEM SET

EM2_0403SE_B_L07_problem_set.indd 54

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11/29/2021 2:07:44 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 7

Name

Date

7

Divide by recording the partial quotients.

968 ÷ 4 =

4

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9

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6

8

55

11/29/2021 2:06:41 PM

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11/29/2021 2:06:41 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ Sprint ▸ Round to the Nearest Thousand

Sprint Round to the nearest thousand.

1.

2.

3.

4,795 ≈

62,308 ≈

136,824 ≈

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57

11/29/2021 2:21:52 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ Sprint ▸ Round to the Nearest Thousand

A

Number Correct:

Round to the nearest thousand.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

3,124 ≈

23.

3,857 ≈

25.

3,419 ≈ 3,594 ≈ 4,207 ≈ 4,608 ≈ 4,106 ≈ 4,509 ≈ 7,382 ≈ 7,915 ≈ 7,226 ≈ 7,534 ≈

21,896 ≈ 21,413 ≈ 21,575 ≈ 56,204 ≈ 56,409 ≈ 56,501 ≈ 84,728 ≈ 84,316 ≈ 84,974 ≈ 84,593 ≈

58

EM2_0403SE_B_L08_removable_fluency_sprint_round_to_thousand.indd 58

24.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

482,735 ≈ 482,361 ≈ 482,109 ≈ 482,503 ≈ 601,207 ≈ 601,402 ≈ 601,806 ≈ 601,509 ≈ 910,626 ≈ 910,178 ≈ 910,314 ≈ 910,593 ≈ 3,841 ≈ 3,418 ≈ 5,555 ≈

55,555 ≈ 65,555 ≈

705,555 ≈ 815,555 ≈ 9,999 ≈

99,999 ≈

999,999 ≈

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11/29/2021 2:21:53 PM

EM2_0403SE_B_L08_removable_fluency_sprint_round_to_thousand.indd 59

11/29/2021 2:21:53 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ Sprint ▸ Round to the Nearest Thousand

B

Number Correct: Improvement:

Round to the nearest thousand.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

2,124 ≈

23.

2,857 ≈

25.

2,319 ≈ 2,594 ≈ 3,207 ≈ 3,608 ≈ 3,106 ≈ 3,509 ≈ 6,382 ≈ 6,915 ≈ 6,226 ≈ 6,534 ≈

21,796 ≈ 21,313 ≈ 21,575 ≈ 46,204 ≈ 46,409 ≈ 46,501 ≈ 74,728 ≈ 74,316 ≈ 74,974 ≈ 74,593 ≈

60

EM2_0403SE_B_L08_removable_fluency_sprint_round_to_thousand.indd 60

24.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

382,735 ≈ 382,361 ≈ 382,109 ≈ 382,503 ≈ 501,207 ≈ 501,402 ≈ 501,806 ≈ 501,509 ≈ 810,626 ≈ 810,178 ≈ 810,314 ≈ 810,593 ≈ 2,841 ≈ 2,418 ≈ 5,555 ≈

45,555 ≈ 55,555 ≈

605,555 ≈ 715,555 ≈ 9,999 ≈

99,999 ≈

999,999 ≈

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11/29/2021 2:21:55 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 8 ▸ Methods Recording Page

= Method 1

Method 2

Method 3

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61

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EM2_0403SE_B_L08_removable_methods_recording_page.indd 62

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TB ▸ Lesson 8

Date

8

Divide. Show or explain your method.

1. 828 ÷ 6 =

2. 618 ÷ 3 =

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63

12/1/2021 11:39:27 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 8

3. 7,015 ÷ 5 =

4. 1,312 ÷ 8 =

64

PROBLEM SET

EM2_0403SE_B_L08_problem_set.indd 64

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12/1/2021 11:39:28 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TB ▸ Lesson 8

Name

Date

8

Divide. Show or explain your method.

6,516 ÷ 6 =

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65

11/29/2021 2:11:07 PM

EM2_0403SE_B_L08_exit_ticket.indd 66

11/29/2021 2:11:07 PM

EUREKA MATH2 Tennessee Edition

thousands

© Great Minds PBC •

4 ▸ M3 ▸ TC ▸ Lesson 9 ▸ Four-Column Place Value Chart

hundreds

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EM2_0403SE_C_L09_removable_four_column_place_value_chart.indd 67

tens

ones

67

11/29/2021 2:46:55 PM

EM2_0403SE_C_L09_removable_four_column_place_value_chart.indd 68

11/29/2021 2:46:55 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TC ▸ Lesson 9

Name

Date

9

1. Find 3 × 253 by using the place value chart and area model. a. Place Value Chart hundreds

b. Area Model tens

ones

Multiply. Show your method.

2. 2 × 423 =

3. 2 × 436 =

4. 3 × 262 =

5. 410 × 3 =

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69

11/29/2021 2:45:49 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TC ▸ Lesson 9

6. 4 times as much as 434

7. The product of 305 and 5

8. Deepa found 4 × 854 by using the place value chart. thousands

hundreds

tens

ones

4 × 85 854 4 = (4 × 80 800 0) + (4 × 40 40)) + (4 × 5) = 3, 3,20 200 0 + 16 160 0 + 20 = 3, 3,38 380 0

a. Explain Deepa’s mistake.

b. Fix Deepa’s mistake and find the product.

70

PROBLEM SET

EM2_0403SE_C_L09_problem_set.indd 70

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11/29/2021 2:45:49 PM

EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TC ▸ Lesson 9

Date

9

Multiply. Show your method. a. 3 × 283 =

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b. 5 × 107 =

71

11/29/2021 2:45:13 PM

EM2_0403SE_C_L09_exit_ticket.indd 72

11/29/2021 2:45:13 PM

4 ▸ M3 ▸ TC ▸ Lesson 10 ▸ Five-Column Place Value Chart

ten thousands

thousands

hundreds

tens

ones

EUREKA MATH2 Tennessee Edition

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73

11/29/2021 2:50:09 PM

EM2_0403SE_C_L10_removable_five_column_place_value_chart.indd 74

11/29/2021 2:50:09 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TC ▸ Lesson 10 ▸ Methods Recording Page

= Method 1

Method 2

Method 3

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75

11/29/2021 2:51:06 PM

EM2_0403SE_C_L10_removable_methods_recording_page.indd 76

11/29/2021 2:51:06 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TC ▸ Lesson 10

Name

10

Date

1. Find 3 × 2,543 by using the place value chart and area model. a. Place Value Chart thousands

hundreds

tens

ones

b. Area Model

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77

11/29/2021 2:48:08 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TC ▸ Lesson 10

Multiply. Show your method.

2. 2 × 4,213 =

3. 4,126 × 2 =

4. 3,243 × 3 =

5. 3 × 3,512 =

78

PROBLEM SET

EM2_0403SE_C_L10_problem_set.indd 78

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11/29/2021 2:48:08 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TC ▸ Lesson 10

6. 4 times as much as 3,224

7. The product of 2,562 and 4

8. 3,208 times as much as 3

9. The product of 5 and 3,062

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PROBLEM SET

79

11/29/2021 2:48:09 PM

EM2_0403SE_C_L10_problem_set.indd 80

11/29/2021 2:48:09 PM

EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TC ▸ Lesson 10

Date

10

Multiply. Show your method. a. 4 × 4,312 =

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b. 3 × 2,405 =

81

11/29/2021 2:47:28 PM

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4 ▸ M3 ▸ TC ▸ Lesson 11 ▸ Place Value Chart, Area Model, and Vertical Form

thousands

hundreds

tens

ones

EUREKA MATH2 Tennessee Edition

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83

11/29/2021 2:54:45 PM

EM2_0403SE_C_L11_removable_place_value_chart_area_model_and_vertical_form.indd 84

11/29/2021 2:54:45 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TC ▸ Lesson 11

Name

11

Date

1. Multiply. Use the place value chart to check your work.

5

1

thousands

4

hundreds

tens

ones

3

×

3 × 4 ones 3 × 1 ten 3 × 5 hundreds

+

2. Multiply. Use the area model to check your work.

5 ×

2

500

4 3 3 × 4 ones

20

4

3

3 × 2 tens +

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EM2_0403SE_C_L11_problem_set.indd 85

3 × 5 hundreds

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85

11/29/2021 2:52:45 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TC ▸ Lesson 11

Multiply.

3. 2 × 43 =

4. 463 × 2 =

4

3

4

2

×

8

+

6

3 2

×

6

2 × 3 ones

0

2 × 4 tens

2 × 3 ones 1

2

0

2 × 6 tens 2 × 4 hundreds

+

5. 4 × 306 =

6. 4,614 × 2 =

3

0

6

4,

4

×

6

1

2

× 4 × 6 ones

+

1

2

0

0

4 × 0 tens

0

4 × 3 hundreds

2

PROBLEM SET

EM2_0403SE_C_L11_problem_set.indd 86

8

2 × 4 ones

0

2 × 1 ten 2 × 6 hundreds

+

86

4

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2 × 4 thousands

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11/29/2021 2:52:46 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TC ▸ Lesson 11

7. 3 times as much as 4,372

4,

3

7

2 3

×

6

3 × 2 ones 3 × 7 tens 3 × 3 hundreds 3 × 4 thousands

+

8. The product of 2,054 and 4

2,

0

5

×

4 4 4 × 4 ones 4 × 5 tens

+

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4 × 2 thousands

PROBLEM SET

87

11/29/2021 2:52:46 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TC ▸ Lesson 11

9. Robin and Eva multiplied 8,603 by 7.

Robin’s Way

Eva’s Way

8 ,6 03 7 × 21 0 4 20 200 0 + 5 6 000 1 60,221

8,603 7 × 21 4200 + 56000 1 60,2 2 1

a. What is different about their work?

b. How can they both be correct?

10. A computer costs $759. How much do 8 computers cost?

88

PROBLEM SET

EM2_0403SE_C_L11_problem_set.indd 88

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11/29/2021 2:52:47 PM

EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TC ▸ Lesson 11

Date

11

Multiply. a. 5 × 703 =

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b. 3 × 1,732 =

89

11/29/2021 2:51:46 PM

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11/29/2021 2:51:46 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TC ▸ Lesson 12

Name

Date

12

Find the product. Use vertical form in three different ways.

1. 3 × 86 a.

b.

×

×

c.

×

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91

11/29/2021 2:55:28 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TC ▸ Lesson 12

2. 4 × 317 b.

a.

×

×

c.

×

92

LESSON

EM2_0403SE_C_L12_classwork.indd 92

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11/29/2021 2:55:29 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TC ▸ Lesson 12

Multiply.

3. 3 × 647

4. 5 × 708

5. 4 × 3,568

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LESSON

93

11/29/2021 2:55:29 PM

EM2_0403SE_C_L12_classwork.indd 94

11/29/2021 2:55:29 PM

EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TC ▸ Lesson 12

Date

12

Multiply.

1. 4 × 63

2. 65 × 5

3. 5 times as much as 407

4. 3 × 365

5. 5 × 736

6. The product of 3,059 and 6

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95

11/29/2021 2:57:19 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TC ▸ Lesson 12

7. 2,168 × 3

8. 4 × 4,627

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

9. A market buys 2,580 pounds of potatoes each week. How many pounds of potatoes does the market buy in 7 weeks?

96

PROBLEM SET

EM2_0403SE_C_L12_problem_set.indd 96

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11/29/2021 2:57:19 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TC ▸ Lesson 12

10. Mia multiplies 594 by 7.

594 7 × 3 8

3 562 1 3,9 3, 9 42 a. Explain Mia’s mistake.

b. Fix Mia’s mistake and find the product.

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PROBLEM SET

97

11/29/2021 2:57:20 PM

EM2_0403SE_C_L12_problem_set.indd 98

11/29/2021 2:57:20 PM

EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TC ▸ Lesson 12

Date

12

Multiply two ways.

213 × 6 =

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99

11/29/2021 2:56:33 PM

EM2_0403SE_C_L12_exit_ticket.indd 100

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4 ▸ M3 ▸ TD ▸ Lesson 13 ▸ Partial Products Grid

×

EUREKA MATH2 Tennessee Edition

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EM2_0403SE_D_L13_removable_partial_products_grid.indd 101

101

12/1/2021 11:40:25 AM

EM2_0403SE_D_L13_removable_partial_products_grid.indd 102

12/1/2021 11:40:25 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 13

Name

13

Date

Rewrite each two-factor expression as a three-factor expression. Use the place value chart to help you find the product. Then complete the equations. thousands

hundreds

tens

ones

× 10

=

×

10

=

× (2 × 34)

×

1. 20 × 34 =

I draw 2 groups of 34.

Then I multiply by 10.

2. 30 × 42 =

=

× (3 × 42) ×

thousands

hundreds

tens

ones

×

10

= ×

10

I draw 3 groups of 42.

Then I multiply by 10.

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103

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 13

3. 30 × 32 a. Complete the area model.

30

30

2

30 × 30 =

30 × 2 =

b. Use the distributive property to complete the equations.

c. Multiply by recording the partial products in vertical form.

30 × 32 = 30 × (30 + 2) = (30 × =

) + (30 × +

)

×

+

PROBLEM SET

EM2_0403SE_D_L13_problem_set.indd 104

2

3

0 3 tens × 2 ones

=

104

3

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3 tens × 3 tens

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11/29/2021 2:58:31 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 13

4. 40 × 79 a. Complete the area model.

70

40

9

40 × 70 =

40 × 9 =

b. Use the distributive property to complete the equations.

c. Multiply by recording the partial products in vertical form.

40 × 79 = 40 × (70 + 9) =( =

× 70) + (

× 9)

+

=

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×

7

9

4

0 4 tens × 9 ones

+

4 tens × 7 tens

PROBLEM SET

105

11/29/2021 2:58:31 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 13

Draw an area model to represent the expression. Then multiply by recording the partial products in vertical form.

5. 20 × 47

× 1

4

7

2

0

4

0

2 tens × 7 ones 2 tens × 4 tens

+

6. 40 × 86

×

8

6

4

0 4 tens × 6 ones

+

3

2

7. 50 times as much as 94

×

0

0

9

4

5

0

4 tens × 8 tens

5 tens × 4 ones +

106

PROBLEM SET

EM2_0403SE_D_L13_problem_set.indd 106

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5 tens × 9 tens

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11/29/2021 2:58:32 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 13

8. The product of 86 and 80

×

8

6

8

0

+

9. Casey, Amy, and Luke find the product of 40 and 35 by using different strategies. They each make a mistake in their work. Help them fix their mistakes.

Casey’s Work

40 × 35 = 10 × ( 4 × 35) 35) = 10 × 12 120 0 = 1, 1,20 200 0

Amy’s Work

30

Luke’s Work

5

3

5

4

0

2

0

0

1

5

0

0

1,

7

0

0

x 40

1,200

20 +

40 × 35 = 1,200 + 20 = 1,220

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PROBLEM SET

107

11/29/2021 2:58:34 PM

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 13

Name

13

Date

1. Rewrite the two-factor expression as a three-factor expression. Use the place value chart to help you find the product. Then complete the equations.

40 × 21 = =

× (4 × 21) ×

thousands

hundreds

= ×

tens

ones

×1

10

0

I draw 4 groups of 21.

Then I multiply by 10.

2. Draw an area model to represent 30 × 58. Then multiply by recording the partial products in vertical form.

×

5

8

3

0

+

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109

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 14

Name

14

Date

1. 13 × 12 a. Complete the expressions.

b. Complete the area model.

10 3 ones ×

ten

1 ten ×

ten

2

10

3

3 ones ×

10

1 ten ×

ones

ones

2

3

10

c. Complete the equations.

13 × 12 = (10 + 3) × 12 = (10 × 12) + (3 × 12) = (10 × 10) + (10 × 2) + (3 × 10) + (3 × 2) = =

+

+

+

d. Multiply by recording the partial products in vertical form.

×

1

2

1

3 3 ones × 2 ones 3 ones × 1 ten 1 ten × 2 ones

+

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1 ten × 1 ten

111

11/29/2021 3:00:53 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 14

2. 24 × 71 a. Complete the area model and the equation.

b. Multiply by recording the partial products in vertical form.

24 × 71 = 70

1

×

7

1

2

4 4 ones × 1 one

4

4 ones × 7 tens 2 tens × 1 one

20

2 tens × 7 tens

+

Draw an area model to represent the expression. Then multiply by recording the partial products in vertical form.

3. 13 × 23

×

2

3

1

3 3 ones × 3 ones 3 ones × 2 tens 1 ten × 3 ones

+

112

PROBLEM SET

EM2_0403SE_D_L14_problem_set.indd 112

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1 ten × 2 tens

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11/29/2021 3:00:55 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 14

4. 13 × 43

×

4

3

1

3 3 ones × 3 ones 3 ones × 4 tens 1 ten × 3 ones 1 ten × 4 tens

+

5. 42 × 32

×

3

2

4

2

3

9

4

2

+

6. 39 × 42

×

+

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PROBLEM SET

113

11/29/2021 3:00:57 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 14

7. Liz and Gabe started to find the product of 34 and 25.

Liz’s Work

34 × 25 = (30 + 4) × 25 = (30 × 25 25)) + (4 × 25 25)) = (30 × 20 20)) + (30 × 5) + (4 × 20 20)) + (4 × 5)

Gabe’s Work

25 × 34 = (20 + 5) × 34 = (20 × 34) + (5 × 34) = (20 × 30) + (20 × 4) + (5 × 30) + (5 × 4)

a. Complete their work to find the product. b. What is different about their work?

c. How can they both be correct?

114

PROBLEM SET

EM2_0403SE_D_L14_problem_set.indd 114

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11/29/2021 3:00:57 PM

EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TD ▸ Lesson 14

14

Date

Draw an area model to represent 41 × 23. Then multiply by recording the partial products in vertical form.

×

2

3

4

1

+

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115

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ Sprint ▸ Multiply by Multiples of 10, 100, and 1,000

Sprint Find the product.

1.

3 × 40 =

2.

5 × 500 =

3.

6 × 5,000 =

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117

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ Sprint ▸ Multiply by Multiples of 10, 100, and 1,000

A

Number Correct:

Find the product.

1.

2 × 10 =

23.

6 × 1,000 =

2.

2 × 20 =

24.

6 × 3,000 =

3.

2 × 50 =

25.

4,000 × 6 =

4.

50 × 2 =

26.

7 × 1,000 =

5.

3 × 10 =

27.

7 × 4,000 =

6.

3 × 20 =

28.

5,000 × 7 =

7.

3 × 50 =

29.

8 × 1,000 =

8.

50 × 3 =

30.

8 × 5,000 =

9.

4 × 10 =

31.

6,000 × 8 =

10.

4 × 20 =

32.

9 × 1,000 =

11.

4 × 50 =

33.

9 × 6,000 =

12.

50 × 4 =

34.

7,000 × 9 =

13.

5 × 100 =

35.

2 × 70 =

14.

5 × 200 =

36.

2 × 80 =

15.

5 × 700 =

37.

600 × 6 =

16.

700 × 5 =

38.

6,000 × 8 =

17.

6 × 100 =

39.

60,000 × 7 =

18.

6 × 200 =

40.

600,000 × 9 =

19.

6 × 500 =

41.

50,000 × 7 =

20.

500 × 6 =

42.

500,000 × 9 =

21.

7 × 100 =

43.

50,000 × 6 =

22.

7 × 800 =

44.

500,000 × 8 =

118

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12/1/2021 11:43:58 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ Sprint ▸ Multiply by Multiples of 10, 100, and 1,000

B

Number Correct: Improvement:

Find the product.

1.

2 × 10 =

23.

6 × 1,000 =

2.

2 × 20 =

24.

6 × 2,000 =

3.

2 × 50 =

25.

3,000 × 6 =

4.

50 × 2 =

26.

7 × 1,000 =

5.

3 × 10 =

27.

7 × 3,000 =

6.

3 × 20 =

28.

4,000 × 7 =

7.

3 × 40 =

29.

8 × 1,000 =

8.

40 × 3 =

30.

8 × 4,000 =

9.

4 × 10 =

31.

5,000 × 8 =

10.

4 × 20 =

32.

9 × 1,000 =

11.

4 × 40 =

33.

9 × 5,000 =

12.

40 × 4 =

34.

6,000 × 9 =

13.

5 × 100 =

35.

2 × 60 =

14.

5 × 200 =

36.

2 × 70 =

15.

5 × 500 =

37.

400 × 6 =

16.

500 × 5 =

38.

4,000 × 8 =

17.

6 × 100 =

39.

40,000 × 7 =

18.

6 × 200 =

40.

400,000 × 9 =

19.

6 × 400 =

41.

50,000 × 7 =

20.

400 × 6 =

42.

500,000 × 9 =

21.

7 × 100 =

43.

50,000 × 6 =

22.

7 × 700 =

44.

500,000 × 8 =

120

EM2_0403SE_D_L15_removable_fluency_sprint_multiply_by_multiples_of_10_100_and_1000.indd 120

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12/1/2021 11:43:58 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 15

Name

15

Date

1. 23 × 34 a. Multiply by recording the partial products in vertical form.

×

3

4

2

3

b. Complete the area model to check your work.

30

4

3 3 ones × 4 ones 3 ones × 3 tens

20

2 tens × 4 ones +

2 tens × 3 tens

Draw an area model to represent the expression. Then multiply by recording the partial products in vertical form.

2. 22 × 31

×

3

1

2

2 2

2 ones × 1 one 2 ones × 3 tens 2 tens × 1 one

+

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2 tens × 3 tens

121

11/29/2021 3:02:03 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 15

3. 46 × 31

×

4

6

3

1 1×6 1 × 40

1

8

0

30 × 6 30 × 40

+

Picture the area model in your head. Then multiply by recording the partial products in vertical form.

(Draw an area model if it helps you.)

4. 17 × 54

×

5

4

1

7

+

122

PROBLEM SET

EM2_0403SE_D_L15_problem_set.indd 122

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11/29/2021 3:02:04 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 15

5. 43 × 54

×

4

3

5

4

+

6. Find the product of 62 and 38.

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PROBLEM SET

123

11/29/2021 3:02:04 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 15

7. A carton has 18 eggs. How many eggs are in 25 cartons?

124

PROBLEM SET

EM2_0403SE_D_L15_problem_set.indd 124

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11/29/2021 3:02:04 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 15

Name

Date

15

Multiply by recording the partial products in vertical form. (Draw an area model if it helps you.)

×

2

4

1

6

+

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125

12/1/2021 11:45:57 AM

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 16

Name

16

Date

1. Find 13 × 12. a.

10

2

3

×

1

2

1

3 3 ones × 2 ones 3 ones × 1 ten

10

1 ten × 2 ones 1 ten × 1 ten

+

12

b.

3

×

EM2_0403SE_D_L16_problem_set.indd 127

2

1

3 3 × 12

10

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1

+

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10 × 12

127

11/29/2021 3:42:26 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 16

Multiply.

2. 23 × 24

23 × 24 = (20 twenty-fours) + (3 twenty-fours) 24 × 20

a.

2 ×

3

b.

4 3

×

×

2

4

2

3

4

2

0 20 × 24

3 × 24

c.

2

3 × 24 +

128

PROBLEM SET

EM2_0403SE_D_L16_problem_set.indd 128

20 × 24

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11/29/2021 3:42:26 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 16

3. 26 × 43

26 × 43 = (20 forty-threes) + (6 forty-threes) 43 × 20

a.

4 ×

6

b.

3 6

× 6 × 43

c.

×

4

3

2

6

4

3

2

0 20 × 43

6 × 43 +

20 × 43

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PROBLEM SET

129

11/29/2021 3:42:28 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 16

4. 32 × 64

32 × 64 = (30 sixty-fours) + (2 sixty-fours) 64 ×

a.

6 ×

30

2

b.

4 2

× 2 × 64

c.

×

6

4

3

2

6

4

3

0 30 × 64

2 × 64 +

130

PROBLEM SET

EM2_0403SE_D_L16_problem_set.indd 130

30 × 64

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11/29/2021 3:42:29 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 16

Multiply.

5. 14 × 26

6. 27 × 41

×

2

6

1

4

+

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×

2

7

4

1

+

PROBLEM SET

131

11/29/2021 3:42:29 PM

EM2_0403SE_D_L16_problem_set.indd 132

11/29/2021 3:42:29 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 16

Name

Date

16

Find 24 × 53.

×

5

3

2

4

+

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133

11/29/2021 3:41:46 PM

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 17

Name

17

Date

1. Complete parts (a)–(d) to show different ways to find 24 × 38. Then answer part (e). a. 24 × 38

b. 24 × 38 = (20 + 4) × 38

38 4

= (20 × 38) + (4 × 38) = 20 × (30 +

4 × 38 =

)+4×(

= (20 × 30) + (20 × 20

+ (4 ×

20 × 38 = = +

+ 8)

)

) + (4 × 8) +

+

+

=

=

c. 24 × 38

d. 24 × 38

3

8 4

×

× 4 × 38

×

8

2

0

8

2

4 4 × 38

+ 3

3

20 × 38

20 × 38

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135

11/30/2021 12:13:03 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TD ▸ Lesson 17

e. Look at the methods used to multiply in parts (a)–(d). Which method do you prefer?

Explain.

Multiply.

2. 73 × 53

3. 36 times as much as 74

4. The product of 97 and 45

136

PROBLEM SET

EM2_0403SE_D_L17_problem_set.indd 136

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TD ▸ Lesson 17

Date

17

Find 63 × 35.

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137

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TE ▸ Lesson 18

Date

18

Circle the most reasonable measurement unit for each activity.

1. The time it takes to get ready for bed

seconds minutes hours

3. The length of the school day

seconds minutes hours

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2. The time it takes to tie a shoe

seconds minutes hours

4. The length of recess

seconds minutes hours

139

10-Dec-21 9:14:23 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TE ▸ Lesson 18

5. Which unit did you circle for the length of recess? Why?

Complete the statements and equations.

6.

3:00

1 minute is 1 min =

3:01 times as long as 1 second.

× 1 sec

1 minute =

seconds

7.

3:00

1 hour is 1 hr = 1 hour =

140

4:00 times as long as 1 minute.

× 1 min minutes

PROBLEM SET

EM2_0403SE_E_L18_problem_set.indd 140

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10-Dec-21 9:14:24 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TE ▸ Lesson 18

8. Oka draws a number line to find 60 min − 24 min. Examine her work.

60 min – 24 min – + 6 min

0 min

min + 30 min

24 min 30 min

60 min

How can Oka use her number line to find 60 min − 24 min?

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

9. Amy has 1 minute to finish two tasks at school. She spends 19 seconds marking her lunch choice. How many seconds does she have left to put her backpack in her cubby?

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PROBLEM SET

141

10-Dec-21 11:57:36 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TE ▸ Lesson 18

10. Gabe walks dogs for the pet shelter. The table shows how long it takes Gabe to walk each dog.

Dog

Time (minutes)

Buster

24

Lady

18

Spot

29

a. How many minutes in all does Gabe spend walking dogs for the pet shelter?

b. Does Gabe spend more than or less than 1 hour walking dogs for the pet shelter? Use numbers or words to explain your thinking.

142

PROBLEM SET

EM2_0403SE_E_L18_problem_set.indd 142

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TE ▸ Lesson 18

Date

18

Complete the statements and equatons.

1. 1 hour is

times as long as 1 minute.

1 hr =

× 1 min

1 hour =

minutes

2. 1 minute is

1 min =

times as long as 1 second.

× 1 sec

1 minute =

seconds

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

3. Mia wants to practice piano for 1 hour. She practices for 37 minutes before school. How many minutes does she need to practice after school?

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143

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TE ▸ Lesson 19

Name

19

Date

1. Find two classroom items to measure in ounces. Then complete the table.

Item

Estimate

Measurement

2. Find two classroom items to measure in pounds. Then complete the table.

Item

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Estimate

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Measurement

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TE ▸ Lesson 19

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

3. Shen weighs the items in his backpack. The table shows the weight of each item.

Item

Measurement

Notebook

13 ounces

Water bottle

1 pound

Sweatshirt

12 ounces

Full pencil pouch

8 ounces

Shen also weighs his backpack with the items in it. The weight of his backpack with the items in it is 63 ounces. How many ounces does Shen’s backpack weigh when it’s empty?

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TE ▸ Lesson 19

19

Date

Circle the most reasonable estimate for the weight of each item.

1. Three-year-old dog

16 ounces

2. Bag of groceries

16 pounds

3. Bag of chips

8 ounces

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1 pound

10 pounds

4. Cup of pencils

18 ounces

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6 ounces

12 ounces

147

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TE ▸ Lesson 19

5. Complete the statement and equations. Use the picture to help you.

1 pound is 1 lb =

TARE

1 lb

× 1 oz

1 pound =

16 ounces

times as heavy as 1 ounce.

ounces

ON/OFF

6. Liz puts a 1-pound weight on one side of a scale. She puts a book on the other side of the scale.

The side with the book is lower than the side with the weight. Liz estimates that the book weighs about 14 ounces. Is her estimate reasonable? Why?

148

PROBLEM SET

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10-Dec-21 10:26:56 AM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TE ▸ Lesson 19

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

7. Jayla needs her packed suitcase to weigh 30 pounds or less. a. The empty suitcase weighs 9 pounds. The items she packs in the suitcase are twice as heavy as the empty suitcase. How many pounds does her packed suitcase weigh?

b. She packs three more sweaters that each weigh 16 ounces. Does Jayla’s packed suitcase weigh 30 pounds or less? How do you know?

8. Ivan weighs an apple, a banana, and a bunch of grapes at the store. The total weight is 1 pound. a. The apple weighs 4 ounces and the banana weighs 3 ounces. How many ounces does the bunch of grapes weigh?

b. Ivan also buys a bag of cat food at the store. The cat food is 64 times as heavy as the apple.

How many ounces does the bag of cat food weigh?

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PROBLEM SET

149

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TE ▸ Lesson 19

19

Date

1. Complete the statement and equations.

1 pound is 1 lb = 1 pound =

times as heavy as 1 ounce.

× 1 oz ounces

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

2. A dog weighs 48 pounds. a. The dog is 12 times as heavy as its one-month-old puppy. How many pounds does the dog’s puppy weigh?

b. The puppy weighed 13 ounces when it was born. Did it weigh more than or less than 1 pound when it was born? Explain your thinking.

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ Sprint ▸ Multiply Whole Numbers

Sprint Write the product.

1.

1×4=

2.

20 × 4 =

3.

100 × 4 =

4.

121 × 4 =

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ Sprint ▸ Multiply Whole Numbers

A

Number Correct:

Write the product.

1.

1×2=

23.

2×2=

2.

30 × 2 =

24.

40 × 2 =

3.

31 × 2 =

25.

100 × 2 =

4.

1×3=

26.

4,000 × 2 =

5.

30 × 3 =

27.

4,142 × 2 =

6.

31 × 3 =

28.

2×3=

7.

2×4=

29.

10 × 3 =

8.

40 × 4 =

30.

300 × 3 =

9.

42 × 4 =

31.

6,000 × 3 =

10.

1×2=

32.

6,312 × 3 =

11.

20 × 2 =

33.

2×5=

12.

400 × 2 =

34.

10 × 5 =

13.

421 × 2 =

35.

12 × 5 =

14.

1×3=

36.

7×3=

15.

30 × 3 =

37.

900 × 3 =

16.

300 × 3 =

38.

907 × 3 =

17.

331 × 3 =

39.

80 × 4 =

18.

2×4=

40.

8,000 × 4 =

19.

10 × 4 =

41.

8,080 × 4 =

20.

700 × 4 =

42.

600 × 5 =

21.

712 × 4 =

43.

80,000 × 5 =

22.

711 × 4 =

44.

80,600 × 5 =

154

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ Sprint ▸ Multiply Whole Numbers

B

Number Correct: Improvement:

Write the product.

1.

1×2=

23.

2×2=

2.

20 × 2 =

24.

40 × 2 =

3.

21 × 2 =

25.

100 × 2 =

4.

1×3=

26.

3,000 × 2 =

5.

20 × 3 =

27.

3,142 × 2 =

6.

21 × 3 =

28.

2×3=

7.

2×4=

29.

10 × 3 =

8.

30 × 4 =

30.

300 × 3 =

9.

32 × 4 =

31.

5,000 × 3 =

10.

1×2=

32.

5,312 × 3 =

11.

20 × 2 =

33.

1×5=

12.

300 × 2 =

34.

10 × 5 =

13.

321 × 2 =

35.

11 × 5 =

14.

1×3=

36.

6×3=

15.

20 × 3 =

37.

800 × 3 =

16.

200 × 3 =

38.

806 × 3 =

17.

221 × 3 =

39.

70 × 4 =

18.

2×4=

40.

7,000 × 4 =

19.

10 × 4 =

41.

7,070 × 4 =

20.

600 × 4 =

42.

600 × 5 =

21.

612 × 4 =

43.

80,000 × 5 =

22.

611 × 4 =

44.

80,600 × 5 =

156

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11/30/2021 5:15:28 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TE ▸ Lesson 20

Name

20

Date

1. Use the tape diagram to complete the statements and equations.

1 gallon is

1 gallon

times as much as 1 quart.

1 gal =

× 1 qt

1 gallon =

1 quart

quarts

1 quart is 1 qt =

1 pint

times as much as 1 pint.

× 1 pt

1 quart =

pints

1 pint is

1 cup

times as much as 1 cup.

1 pt =

×1c

1 pint =

cups

2. Circle the number of quarts that have the same liquid volume as 1 gallon.

1 quart

1 quart

1 quart

1 quart

1 quart

1 quart

1 quart

1 quart

How many quarts did you circle? Use numbers and/or words to explain your thinking.

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TE ▸ Lesson 20

3. Robin drinks 1 pint of lemonade. How many cups of lemonade does Robin drink? Write an equation to represent the relationship between pints and cups.

Compare the liquid volumes of the containers. Circle equal or unequal.

4.

1 pint

cups

A

cups

equal

unequal

equal

unequal

equal

unequal

B

5.

1 pint

1 pint

1 pint

1 pint

C

1 quart D

6.

1 quart

1 pint

E

158

PROBLEM SET

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cups F

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10-Dec-21 12:36:41 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TE ▸ Lesson 20

7. Did you circle equal or unequal for problem 6? Use numbers and/or words to explain your thinking.

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

8. An elephant drinks 924 cups of water in a day. The elephant drinks 6 times as much water as a horse. How many cups of water does the horse drink in a day?

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PROBLEM SET

159

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TE ▸ Lesson 20

9. A farmer milks her cows twice each day. She collects 3 gallons of milk every time she milks each cow. She collects 192 gallons of milk on Saturday. How many cows did the farmer milk on Saturday?

160

PROBLEM SET

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10-Dec-21 9:18:44 AM

EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TE ▸ Lesson 20

20

Date

1. Draw a tape diagram to represent the relationship between gallons and quarts. Then complete the statement and equations.

1 gallon is 1 gal = 1 gallon =

times as much as 1 quart.

× 1 qt quarts

2. Luke has 1 gallon of juice. Eva has 5 quarts of juice. Are the amounts of juice that Luke and Eva have equal? Use numbers and/or words to explain your thinking.

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TF ▸ Lesson 21

Date

21

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

1. Miss Wong has 15 desks. She wants 7 desks in each row. How many complete rows of 7 desks can she make? How many desks are left?

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

2. There are 3 tables and 14 chairs. Each table needs the same number of chairs. What is the greatest number of chairs that can be at each table? Have many chairs are left?

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TF ▸ Lesson 21

21

Date

1. Jayla has 14 marbles. She puts them equally into 4 bags.

How many marbles are in each bag?

How many marbles are not in a bag? a. Draw an array to represent the situation.

b. Complete the statements.

There are

marbles in each bag.

There are

marbles not in a bag.

2. Ray has 14 marbles. He puts them into bags of 4 marbles each.

How many bags of marbles does Ray have?

How many marbles are not in a bag? a. Draw an array to represent the situation.

b. Complete the statements.

Ray has There are

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bags of marbles. marbles not in a bag.

165

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 21

Divide by drawing an array. Then identify the quotient and the remainder.

3. 20 ÷ 3

Quotient: Remainder:

4. 38 ÷ 5

Quotient: Remainder:

166

PROBLEM SET

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11/30/2021 5:09:22 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 21

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

5. Adam buys a dozen roses and 5 vases. He puts an equal number of roses in each vase.

(Hint: 1 dozen = 12) How many roses are in each vase?

How many roses are not in a vase?

6. Miss Diaz puts 45 cups into stacks of 6.

How many stacks of 6 cups are there?

How many cups are not in a stack of 6?

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PROBLEM SET

167

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 21

7. Shen has 68 meters of string. He needs pieces that are 7 meters long.

How many pieces can Shen make that are 7 meters long?

How much string is left over?

8. Mia says that 49 divided by 8 is 5 with a remainder of 9. She says that she is correct because (8 × 5) + 9 = 49.

What mistake did Mia make? Explain how she can correct her work.

168

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TF ▸ Lesson 21

Date

21

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

Miss Wong puts 34 books into groups of 8.

How many equal groups of 8 books does Miss Wong have?

How many books are not in a group of 8?

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TF ▸ Lesson 22

Date

22

Use the Read–Draw–Write process to solve the problem. Use a letter to represent the unknown.

1. A grocery store aisle has 378 cans of food. The cans are arranged equally among 6 shelves.

How many cans of food are on each shelf?

Use the Read–Draw–Write process to solve the problem. Use a letter to represent the unknown.

2. A florist has 1,174 flowers. He makes bunches of 4 flowers. How many bunches can he make?

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 22

Use the Read–Draw–Write process to solve the problem. Use a letter to represent the unknown.

3. A grocery store has 950 boxes of crackers. They divide the boxes evenly into 3 crates. How many boxes are in each crate?

Use the Read–Draw–Write process to solve the problem. Use a letter to represent the unknown.

4. A truck delivers 5,730 pounds of potatoes to a grocery store. The potatoes come in 5-pound bags.

How many bags are delivered?

172

LESSON

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TF ▸ Lesson 22

22

Date

Use the Read–Draw–Write process to solve each problem. The tape diagrams have been drawn for you.

1. Miss Wong has 318 books. She puts an equal number of books into each of the 6 boxes. How many books are in each box? a. Does the unknown represent the number of groups or the size of the group?

318 w

b. About how many books are in each box?

c. Exactly how many books are in each box?

d. Is your answer for part (c) reasonable? Explain.

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 22

2. Mr. Davis has 322 books. He puts the books into boxes. Each box has 6 books. How many boxes of 6 books are there? a. Does the unknown represent the number of groups or the size of the groups?

322 6

... ? groups of 6

b. About how many boxes of 6 books are there?

c. Exactly how many boxes of 6 books are there?

d. How many books are not in a box?

e. Is your answer for part (c) reasonable? Explain.

174

PROBLEM SET

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11/30/2021 5:10:42 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 22

Use the Read–Draw–Write process to solve each problem. Explain why your quotient is reasonable.

3. A factory has 1,532 yards of cloth to make coats. It takes 4 yards of cloth to make each coat.

How many coats can be made?

4. Mrs. Smith has 7 ribbons of equal length. The total length of her ribbons is 9,485 centimeters.

What is the length of each ribbon?

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PROBLEM SET

175

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 22

5. A farmer has 7,078 kilograms of rice to pack into bags. Each bag has 8 kilograms of rice.

How many bags are packed?

176

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TF ▸ Lesson 22

Date

22

Use the Read–Draw–Write process to solve the problem. Explain why your quotient is reasonable.

A factory makes 1,912 toys in 4 days. They make the same number of toys each day. How many toys do they make in 1 day?

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TF ▸ Lesson 23

Date

23

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

1. Carla has 375 beads. She uses the beads to make bracelets. Each bracelet has 9 beads. a. What is the greatest number of bracelets Carla can make?

b. Carla sells all the bracelets she makes. Each bracelet costs $4. How much money does she earn?

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179

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 23

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

2. 149 children and 119 adults are at a party. a. How many people are at the party altogether?

b. The people at the party eat pizza. Each pizza has 8 slices. What is the fewest number of pizzas needed for each person to have 1 slice?

180

LESSON

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11/30/2021 5:11:01 PM

EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 23

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

3. Shen collects 1,242 cans of pet food. He gives 150 cans to the vet. Then he packs 9 cans in each box to give to the animal shelter. How many cans of pet food are not in a box?

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LESSON

181

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 23

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

4. Miss Wong has 18 eggs. She gets 76 more eggs from her chickens. She puts the eggs into cartons. Each carton can hold 6 eggs. What is the fewest number of cartons she needs for all the eggs?

182

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11/30/2021 5:11:02 PM

EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TF ▸ Lesson 23

Date

23

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

1. Mrs. Smith packs 136 apples into bags. Each bag has 4 apples. a. How many bags of apples does Mrs. Smith have?

b. Mrs. Smith sells all the bags of apples. Each bag costs $3. How much money does Mrs. Smith earn?

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183

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 23

2. A school buys 8 boxes of pencils. There are 72 pencils in each box. a. How many pencils are there altogether?

b. The school gives 5 pencils to each student. How many students receive exactly 5 pencils?

184

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 23

3. Carla starts to pack 1,218 toy trains into boxes. She puts 6 toy trains in each box. At the end of the day, she has 162 toy trains left. How many boxes of toy trains did she pack?

4. A librarian packs books equally into 9 crates. The librarian has 791 nonfiction books and 963 fiction books. How many books are in each crate? How many books are left over?

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PROBLEM SET

185

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 23

5. Some students at a school have a car wash. Their goal is to make $225. They get $5 for each motorcycle they wash. They get $8 for each car they wash. They wash 7 motorcycles and some cars. What is the fewest number of cars the students can wash to make their goal?

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TF ▸ Lesson 23

Date

23

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

Some students have a total of 765 dollars to buy pencils and hats for the school store. They use 27 dollars to buy pencils. They use the rest of the money to buy hats. Each hat costs 4 dollars.

How many hats do they buy?

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TF ▸ Lesson 24

Date

24

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

1. 5,184 people attend a basketball game. There are 5 times as many adults as children at the game. The cost of a child’s ticket is $9. What is the total cost of the children’s tickets?

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 24

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

2. A restaurant uses 161 gallons of milk each week. A school uses 483 gallons of milk each week.

How many more gallons of milk does the school use than the restaurant in 4 weeks?

190

LESSON

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 24

Name

24

Date

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

1. The table shows the cost of clothes at a store. Each shopper wants to buy 1 shirt, 1 sweater, and 1 coat.

Clothes

Price

Shirt

$17

Sweater

$23

Coat

$36

a. About how much is the total cost for 8 shoppers?

b. What is the exact total cost for 8 shoppers?

c. Is your answer from part (b) reasonable? Why?

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 24

2. 4 teachers and 28 students go to a museum. The total cost of tickets is $320. Each student’s ticket is $9. a. About how much does each teacher’s ticket cost?

b. What is the exact ticket cost of each teacher’s ticket?

c. Is your answer from part (b) reasonable? Why?

192

PROBLEM SET

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EUREKA MATH2 Tennessee Edition

4 ▸ M3 ▸ TF ▸ Lesson 24

3. A piglet weighs 9 pounds in January. It triples its weight by February. It gains 21 more pounds

by March. At that time, the mother pig weighs 9 times as much as the piglet. What is the weight of the mother pig?

4. A farmer has 40 crates of pineapples. There are 27 pineapples in each crate. She throws away 58 rotten pineapples. She sells 988 of the rest of the pineapples. How many pineapples does she have left?

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PROBLEM SET

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EUREKA MATH2 Tennessee Edition

Name

4 ▸ M3 ▸ TF ▸ Lesson 24

Date

24

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

Liz has 4 green ribbons that are each 157 feet long. She has a black ribbon that is 242 feet long.

She also has a purple ribbon. The total length of all the ribbons is 1,500 feet. How long is the purple ribbon?

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EUREKA MATH2 Tennessee Edition

4 ▸ 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, Frank Stella (b. 1936), Tahkt-I-Sulayman Variation II, 1969, acrylic on canvas. Minneapolis Institute of Arts, MN. Gift of Bruce B. Dayton/Bridgeman Images. © 2020 Frank Stella/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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EUREKA MATH2 Tennessee Edition

4 ▸ M3

Acknowledgments Kelly Alsup, Leslie S. Arceneaux, Lisa Babcock, Adam Baker, Christine Bell, Reshma P. Bell, Joseph T. Brennan, Dawn Burns, Leah Childers, Mary Christensen-Cooper, Nicole Conforti, Jill Diniz, Christina Ducoing, Janice Fan, Scott Farrar, Gail Fiddyment, Ryan Galloway, Krysta Gibbs, Torrie K. Guzzetta, Kimberly Hager, Jodi Hale, Karen Hall, Eddie Hampton, Andrea Hart, Rachel Hylton, Travis Jones, Jennifer Koepp Neeley, Liz Krisher, Courtney Lowe, Bobbe Maier, Ben McCarty, Maureen McNamara Jones, Ashley Meyer, Bruce Myers, Marya Myers, Geoff Patterson, Victoria Peacock, Maximilian Peiler-Burrows, Marlene Pineda, Elizabeth Re, Jade Sanders, Deborah Schluben, Colleen Sheeron-Laurie, Jessica Sims, Tara Stewart, Mary Swanson, James Tanton, Julia Tessler, Jillian Utley, Saffron VanGalder, Rafael Velez, 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, Ivonne Mercado, Sandra Mercado, Brian Methe, Patricia Mickelberry, Mary-Lise Nazaire, Corinne Newbegin, Max Oosterbaan, Tamara Otto, Christine Palmtag, Andy Peterson, Lizette Porras, Karen Rollhauser, Neela Roy, Gina Schenck, Amy Schoon, Aaron Shields, Leigh Sterten, Mary Sudul, Lisa Sweeney, Samuel Weyand, Dave White, Charmaine Whitman, Nicole Williams, Glenda Wisenburn-Burke, Howard Yaffe

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09-Dec-21 3:53:09 PM

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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11/30/2021 5:20:58 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?

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11/30/2021 5:20:58 PM

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 Place Value Concepts for Addition and Subtraction Module 2 Place Value Concepts for Multiplication and Division Module 3 Multiplication and Division of Multi-Digit Numbers Module 4 Foundations for Fraction Operations Module 5 Place Value Concepts for Decimal Fractions Module 6 Angle Measurements and Plane Figures

What does this painting have to do with math?

American abstract painter Frank Stella used a compass to make brightly colored curved shapes in this painting. Each square in this grid includes an arc that is part of a design of semicircles that look like rainbows. When Stella placed these rainbow patterns together, they formed circles. What fraction of a circle is shown in each square?

On the cover Tahkt-I-Sulayman Variation II, 1969 Frank Stella, American, born 1936 Acrylic on canvas Minneapolis Institute of Art, Minneapolis, MN, USA Frank Stella (b. 1936), Tahkt-I-Sulayman Variation II, 1969, acrylic on canvas. Minneapolis Institute of Art, MN. Gift of Bruce B. Dayton/ Bridgeman Images. © 2020 Frank Stella/Artists Rights Society (ARS), New York

ISBN 978-1-63898-510-5

9

781638 985105