EM2 Tennessee Learn | Grade K Module 3 by Great Minds

A Story of Units®

Part–Part–Total LEARN ▸ Module 3 ▸ Comparison

Student

Talking Tool I Can Share My Thinking

My drawing shows . . . . I did it this way because . . . . I think

I Can Agree or Disagree

because . . . .

I agree because . . . . I disagree because . . . . I did it a diferent way. I . . . .

I Can Ask Questions

How did you . . . ? Why did you . . . ? Can you explain . . . ?

I Can Say It Again

I heard you say . . . . said . . . . Can you say it another way?

What does this painting have to do with math? Piet Mondrian reduced his subjects to colorful geometric shapes. In this painting, bold, black horizontal and vertical lines frame the colorful squares and rectangles in red, black, yellow, and more. Do any of the shapes seem similar? Do you notice that the smaller shapes are added together to create bigger shapes? How many shapes do you see in total? On the cover Composition with Large Red Plane, Yellow, Black, Gray and Blue, 1921 Piet Mondrian, Dutch, 1872–1944 Oil on canvas Kunstmuseum Den Haag, The Hague, Netherlands Piet Mondrian (1872–1944), Composition with Large Red Plane, Yellow, Black, Gray and Blue, 1921. Oil on canvas. Kunstmuseum Den Haag, The Hague, Netherlands. Image copyright © Kunstmuseum Den Haag. Image credit: Bridgeman Images

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 978-1-63898-486-3

A Story of Units®

Part–Part–Total ▸ K LEARN

Module

1 2 3 4 5 6

Counting and Cardinality

Two- and Three-Dimensional Shapes

Comparison

Composition and Decomposition

Addition and Subtraction

Place Value Foundations

Contents Comparison Topic A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Topic B

Compare Heights and Lengths

Compare Weights

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Align endpoints to compare lengths by using taller than and shorter than.

Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . This lesson appears only in the Teach book.

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Compare lengths of simple straight objects by using longer than, shorter than, and about the same length as.

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . This lesson appears only in the Teach book.

Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Compare the lengths of cube sticks to flat shapes.

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Compare the lengths of two cube sticks.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Use a balance scale to compare two objects. Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Use a balance scale to compare an object to a group of cubes. Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Use a balance scale to compare an object to different units.

Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Observe conservation of weight on the balance scale.

Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Compose cube sticks that are the same length.

EUREKA MATH2 Tennessee Edition

K ▸ M3

Topic C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Topic E

Compare Sets Within 10

Attributes of Coins

Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Relate more and fewer to length.

Lesson 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . This lesson appears only in the Teach book.

Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Compare sets by using more than, fewer than, and the same number as.

Lesson 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Identify coins by name and value.

Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Lesson 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Sort and compare sets of coins.

Use number to compare sets with like units.

Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Resources

Classify flat shapes into groups and compare the number of shapes in each group.

Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . 106

This lesson appears only in the Teach book.

Lesson 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Count and compare sets in pictures.

Topic D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Compare Numerals Within 10 Lesson 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Compare the capacity of containers by using numerals. Lesson 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Compare numbers by using greater than, less than, and equal to.

Lesson 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Compare two numbers in story situations. Lesson 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Describe and compare several measurable attributes of objects and sets. Lesson 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Organize, count, and represent a collection of objects.

Module 3 Topic A

FAMILY MATH Compare Height and Length Dear Family,

Your child is learning to explore measurement by noticing the importance of aligning endpoints to compare the length of two objects. The terms taller and shorter are used to compare objects that are vertical or “standing up.” The terms longer and shorter are used to compare objects that are horizontal or “laying down.” Your child will also compare objects that are “about the same length.” There are many opportunities in your child’s daily life to notice and explore length and height.

Words We Are Learning Height Tall(er) Short(er) Long(er)

Longer

Shorter

Taller

Shorter

Students use gestures to help remember new math words.

Endpoint

At-Home Activities Activity Idea 1 Let the Straws Decide Gather two or more straws and cut one shorter than the others. Create a rule for the game. For example, for the first round, whoever chooses the shorter straw wins. Then for the second round, whoever chooses the longer straw wins. Hold the straws in front of you with closed fists and with the ends aligned. The straws should appear to be the same length. Ask your child to select a straw and see who won! Invite them to explain who won by using their new math words.

Activity Idea 2 Scavenger Hunt A scavenger hunt allows children to explore and compare household items. Cut out the attached word cards and choose a household item, such as a marker. Ask your child if they can find a different household item that matches the word on one of the cards. © Great Minds PBC •

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TA

For example: “Can you find something that is taller than the marker?” “Can you find something shorter than the marker?” “What is about the same length as the marker?”

TALLER

“If you lay the marker down, what card could you use?” (the longer card)

SHORTER

Standard Measurement In kindergarten, measurement is used as a meaningful context to practice comparisons. Students become confident directly comparing the length of items, like a pencil and shoe, with statements such as, “The shoe is longer than the pencil.” As the learning progresses, LONGER SHORTER students will associate number and length by including cube sticks in their comparisons. “The sticky note is about the same length as the 4-stick.” This work will prepare students to measure with centimeter cubes in grade 1 and rulers in grade 2.

Aligning Endpoints Students discover the importance of aligning endpoints to compare the length of two objects. In the first image below, the orange pencil appears longer than the blue one. However, once the paper is removed, students recognize that this isn’t the case and that both pencils must be aligned for an accurate measure. Students learn that mathematicians call this lining up the endpoints. They discover that it doesn’t matter which end of an item they use, as long as both start at the same place. Similar to a race, all participants line up at the starting line. Students may use a tool, such as a piece of paper, to make sure the endpoints are aligned. This is foundational for the accurate use and understanding of rulers and number lines.

FA M I LY M AT H ▸ Module 3 ▸ Topic A

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TA

TALLER SHORTER

LONGER

SAME © Great Minds PBC •

Module 3 ▸ Topic A ▸

FA M I LY M AT H

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TA ▸ Lesson 1

Name Circle the one that is

Draw something

TALLER

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TA ▸ Lesson 1

SHORTER

Circle the one that is

Draw something

SHORTER

PROBLEM SET

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TA ▸ Lesson 2

Name Circle the one that is

Draw something

LONGER

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TA ▸ Lesson 2

SHORTER

Circle the one that is

Draw something

SHORTER

PROBLEM SET

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K ▸ M3 ▸ TA ▸ Lesson 4 ▸ Frames

Use cubes to complete the picture frames.

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TA ▸ Lesson 4

Name Color the cubes to show the same length.

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TA ▸ Lesson 4

Draw the same shape with a

PROBLEM SET

LONGER

side.

EUREKA MATH2 Tennessee Edition

Draw the same shape with a

K ▸ M3 ▸ TA ▸ Lesson 4

SHORTER

side.

PROBLEM SET

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TA ▸ Lesson 4

Draw the same shape with a

PROBLEM SET

SHORTER

side.

K ▸ M3 ▸ TA ▸ Lesson 5 ▸ Recording Sheet

Color the top to match your cube stick. Color the bottom to match your partner’s cube stick.

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TA ▸ Lesson 5 ▸ River Scene

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TA ▸ Lesson 5 ▸ River Scene

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TA ▸ Lesson 5

Name

Count the cubes. Write how many. Circle the

SHORTER

stick.

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TA ▸ Lesson 5

Draw a stick that is

SHORTER

PROBLEM SET

EUREKA MATH2 Tennessee Edition

Draw a stick that is

LONGER

K ▸ M3 ▸ TA ▸ Lesson 5

PROBLEM SET

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TA ▸ Lesson 6 ▸ River with Bridge Scene

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TA ▸ Lesson 6 ▸ River with Bridge Scene

Module 3 Topic B

FAMILY MATH Compare Weight Dear Family,

Your child is learning to use their senses to experience and discuss a new measurable attribute, weight. Children discover that weight can be perceived through touch and by holding an object and feeling the pressure it puts on their body. They use those experiences to compare the weights of two objects by using new terms heavier and lighter. The limitation of using their senses to compare weights becomes clear as children hold objects that have very slight differences in weight, such as a pair of scissors and a stapler. Children learn to solve that problem by using a balance scale to determine which object is heavier and which is lighter.

Words We Are Learning Weight Heavy(ier)

Students use gestures to help remember new math words.

Light(er)

Heavier

Lighter

At-Home Activities Activity Idea 1 Guess and Check Show your child two items, such as a pillow and a book. Ask them to guess which is heavier and to explain their answer. Let them pick up the two items to check their guess. Try different quantities of different items. For objects that are very close in weight, consider building a balance scale with cups or going to a park and using a seesaw as a balance scale. You can find items such as rocks, leaves, or toys to compare and find which is heavier. For example, “The rock is heavier than the leaf” or “The child is lighter than the adult.”

Activity Idea 2 Scavenger Hunt Cut out the attached word cards and choose a household item such as a marker. Ask your child if they can find a different household item that would match one of the cards. © Great Minds PBC •

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TB

For example: “Can you find something that is heavier than the marker?” “Can you find something lighter than the marker?” “What about something that is about the same weight as the marker?”

Measuring Weight From the time they are babies, young children perceive measurable attributes by using their senses. Children begin to understand weight by connecting language to the pressure they feel on their bodies. A familiar experience of trying to lift something heavy, such as a stack of books, to something much lighter, such as a feather, provides context to their learning. As children explore the weights of objects, they’ll discover that some comparisons are more difficult. Items that feel about the same in our hands are more challenging to compare. In response, children are introduced to the balance scale. This mathematical tool provides a clear way to compare the weights of two objects and determine which is heavier and which is lighter. Children also determine how many of one kind of object weigh the same amount as a single object. For example, “The glue stick is the same weight as 7 cubes.” This exploration is an important foundation and bridge between comparative measuring and direct measuring in grade 3. An example of comparative measuring is “This object is heavier than that object.” An example of direct measuring is “This object weighs 2 grams.”

The

is the same weight as

The glue stick is the same weight as 7 red cubes.

The glue stick is the same weight as 7 blue cubes.

The glue stick is the same weight as 1 block.

The glue stick is the same weight as 16 beans.

FA M I LY M AT H ▸ Module 3 ▸ Topic B

EUREKA MATH2 Tennessee Edition

LIGHTER

K ▸ M3 ▸ TB

SAME

HEAVIER

Module 3 ▸ Topic B ▸

FA M I LY M AT H

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TB ▸ Lesson 8 ▸ Heavier or Lighter Recording Sheet

HEAVIER

LIGHTER

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TB ▸ Lesson 9 ▸ Balance Scale Recording Sheet

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TB ▸ Lesson 9

Name Fill in the blank.

cubes

Draw cubes to show the same weight.

cubes

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TB ▸ Lesson 10 ▸ Comparing Weights Recording Sheet

Draw the items on your balance scale.

K ▸ M3 ▸ TB ▸ Lesson 10 ▸ Comparing Weights Recording Sheet

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TB ▸ Lesson 11

Name Draw.

Module 3 Topic C

FAMILY MATH Compare Sets Within 10 Dear Family,

Your child is learning to explore strategies to help them compare the number of objects in different groups. They use the words more, fewer, and less to describe the comparisons. Children label groups with numerals to help build a foundation with comparing numbers directly, without groups of objects, in upcoming lessons.

Words We Are Learning 4 is less than 5.

More Fewer

The 4-stick has fewer cubes than the 5-stick.

Less

At-Home Activities Activity Idea 1 Sorting Snacks During snack time, ask your child to compare their items. For example, “Do you think you have more pretzels or peanuts? How could you check?” Children may choose to sort their snack into groups or use a different comparison strategy, such as counting. You can also try comparing by color. You might ask, “Do you think there are more blue fruit snacks or orange fruit snacks?”

Activity Idea 2 Comparing Groups Give your child two containers with up to 10 household items each, such as beans, pennies, or paper clips. Ask your child, “Which group has more?” Invite them to share their thinking and work together to check their guess. Let your child decide how they can check to see which group has more items and which group has fewer items. CHALLENGE: Ask your child to tell you about the groups by using the words more and fewer.

You might hear: “There are more “There are fewer

than .”

.”

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TC

Comparison Strategies Studies have shown that infants are sensitive to number, and in some cases, babies can discriminate between groups with more and fewer objects. With age and experience, young children develop more sophisticated strategies for comparing the number of objects in different groups. Kindergarten students build a toolbox of comparison strategies. Comparison Strategies Look Compare length

Match Count 1, 2, 3, 4, 5 Use a tool 1 2 3 4 5 6 7 8 9 10

Children realize that all comparison strategies aren’t equally effective. For example, the picture below shows why comparing length is not always a good strategy. As they consider when and why each of these strategies is effective, children come to realize that matching one-to-one and counting strategies are reliable ways to compare sets.

5 is greater than 4, so there are more blue cubes.

With matching one-to-one, children can always tell which group has more by seeing which group has extras. Counting is reliable because it allows children to make comparisons even when sets cannot be touched and organized, such as when they appear in pictures.

FA M I LY M AT H ▸ Module 3 ▸ Topic C

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TC ▸ Lesson 12

Name Count and write how many. Circle the group with more.

Frank l i n Be l l a

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TC ▸ Lesson 12

PROBLEM SET

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TC ▸ Lesson 13

Name Count and write how many. Circle the one with fewer.

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TC ▸ Lesson 14 ▸ More Than, Less Than

Less Than 5

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TC ▸ Lesson 14 ▸ More Than, Less Than

More Than 5

EUREKA MATH2 Tennessee Edition

1 © Great Minds PBC •

K ▸ M3 ▸ TC ▸ Number Path

10 57

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TC ▸ Lesson 15 ▸ Problem Set Removable

Write how many. Cut along the dotted lines.

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TC ▸ Lesson 15

Name Put the numbers in order.

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TC ▸ Lesson 17 ▸ Video Recording Sheet

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TC ▸ Lesson 17 ▸ Bird Nests Recording Sheet

Module 3 Topic D

FAMILY MATH Compare Numerals Within 10 Dear Family,

Your child is continuing their comparison work with a focus on numerals. This marks a transition away from comparing visually, such as matching two groups of objects one to one. Children now experience scenarios that do not allow for visual comparison. For example, “Jack is 8. His sister is 5. Who is older? Who is younger? How do you know?” Children find that numeral comparison is connected to counting and works in every situation presented. Number comparison is foundational to addition and subtraction.

Words We Are Learning Greater Equal

1 2 3 4 5 6 7 8 9 10 5 is greater than 3 . 3 is less than 5 .

5 is greater than 3 because it is longer on the number path. It takes longer to count to 5 than it does to count to 3.

At-Home Activities Activity Idea 1 Would You Rather? Try playing the game Would You Rather? to explore number combinations. Ask questions that have your child think about the numbers in a scenario. For example, would you rather play outside for 3 minutes or play inside for 10 minutes? The game has no right or wrong answers. This is an opportunity to reason and discuss your child’s thinking. Encourage and celebrate all responses.

Activity Idea 2 Which Is Greater? Cut out the attached numeral cards and sort them between two players. Players A and B each place their cards in a pile with the numbers facedown. Both players take their top card and place it so they both can see it. Ask your child to identify which number is greater. The player with the greater number keeps both cards. If needed, your child can draw dots to represent the number. Prompt your child to count to help determine the greater number.

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TD

Number Path The number path is introduced at the beginning of kindergarten as a tool to help children count. It supports one-to-one correspondence because there is 1 space for each object. The number path encourages children to move and count, placing each object on the number path as they count it, which helps them keep track of what has been counted.

1 2 3 4 5

Children grow in their counting and use of the number path to help transition from a reliance on objects to focusing on numerals. The number path sets a foundation for the number line in future grades.

1 2 3 4 5 6 7 8 9 10 .

is greater than is less than

4 is equal to 4. As children practice writing numerals, they can refer to the number path for support. They will explore adding more numbers to their number path to extend the counting sequence.

FA M I LY M AT H ▸ Module 3 ▸ Topic D

EUREKA MATH2 Tennessee Edition

0 3 6 9 © Great Minds PBC •

K ▸ M3 ▸ TD

1 2 4 5 7 8 10

Module 3 ▸ Topic D ▸

FA M I LY M AT H

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ Sprint ▸ Count and Circle How Many Sample Sprint

Number Correct:

Count and circle how many.

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TD ▸ Lesson 18

Name Fill the container. Write the number of scoops.

Color

Scoops

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TD ▸ Lesson 18

Name Draw 1 more. Write how many.

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TD ▸ Lesson 18

PROBLEM SET

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ Sprint ▸ Count and Circle How Many

Number Correct:

Count and circle how many.

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TD ▸ Lesson 19

Name Circle the number that is greater.

5 6

6 7

Write a number that is greater.

8 79

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TD ▸ Lesson 19

Circle the number that is less.

7 9

4 8

Write a number that is less.

6 80

PROBLEM SET

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ Sprint ▸ Count and Circle How Many

Number Correct:

Count and circle how many.

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ Sprint ▸ Count and Circle How Many

Number Correct:

Count and circle how many.

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TD ▸ Lesson 20

Name Trace the numbers. Circle the winner.

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TD ▸ Lesson 20

The circled team won. What could the score be?

PROBLEM SET

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TD ▸ Number Path

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TD ▸ Lesson 21

Name

Recording Sheet Compare your objects. Draw.

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TD ▸ Lesson 22

Name

Recording Sheet Draw your collection to show how you counted.

Module 3 Topic E

FAMILY MATH Attributes of Coins Dear Family,

Students are learning to identify each coin (penny, nickel, dime, and quarter) by name and value based on their attributes, such as size, color, and other characteristics. They sort coins and then compare by using the language more and less to describe the groups.

Words We Are Learning cent(s)

EUREKA MATH2 Tennessee Edition

K ˜ M3 ˜ TE ˜ Lesson 25 ˜ My Coins

My Coins Pennies

penny nickel dime quarter

Nickels

Dimes Quarters

This page may be reproduced for classroom use only.

There are fewer nickels than dimes. There are more pennies than quarters.

301

Activities to Do at Home Activity Idea 1 Coin Sort Gather a set of pennies, nickels, dimes, and quarters. Ask your child to sort them into two groups. For example, your child could sort by color. Ask questions about how they sorted their coins. You might ask the following questions: •

How many groups did you make?

•

How did you sort your coins? Tell me or show me.

•

How would you name your groups?

•

Is there another way you can sort?

There are no right or wrong answers. This is an opportunity to discuss your child’s thinking. Encourage and celebrate all responses.

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TE

Activity Idea 2 Do They Match? Cut out the attached coin cards. Start by shuffling the cards and spreading them out picture side down. Take turns picking up two cards at a time to see whether the coins are the same. If the cards match, keep them. If they do not match, put them back facedown. Encourage your child to explain why the coins do or do not match. You might ask, “Are they the same? What coin do you have? How much is your coin worth?”

FA M I LY M AT H ▸ Module 3 ▸ Topic E

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TE

Module 3 ▸ Topic E ▸

FA M I LY M AT H

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TE

Module 3 ▸ Topic E ▸

FA M I LY M AT H

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TE ▸ Lesson 24

Name Circle the coin that matches the tag.

25¢

1¢

5¢

10¢

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TE ▸ Sorting Mat

Sorting Mat

Pennies

Nickels

Dimes

Quarters

EUREKA MATH2 Tennessee Edition

K ▸ M3 ▸ TE ▸ Sorting Mat

Sorting Mat

1 Cent

5 Cents

10 Cents

25 Cents

101

Dimes

Quarters

My Coins

Nickels

Pennies

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K ▸ M3 ▸ TE ▸ My Coins

103

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Credits Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module. All United States currency images Courtesy the United States Mint and the National Numismatic Collection, National Museum of American History. Cover, Piet Mondrian (1872–1944), Composition with Large Red Plane, Yellow, Black, Gray and Blue, 1921. Oil on canvas. Kunstmuseum Den Haag, The Hague, Netherlands. Image copyright © Kunstmuseum Den Haag. Image credit: Bridgeman Images; page 6, Photobac/Shutterstock.com; page 65, (composite image) Maximillian cabinet/Shutterstock.com, GreenArt/Shutterstock.com; All other images are the property of Great Minds. For a complete list of credits, visit http://eurmath.link/media-credits.

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EUREKA MATH2 Tennessee Edition

K ▸ M3

Acknowledgments Leslie S. Arceneaux, Beth Barnes, Christine Bell, Lauren Brown, Dawn Burns, Karla Childs, Dr. Hazel Coltharp, Mary Christensen-Cooper, Cheri DeBusk, Stephanie DeGiulio, Jill Diniz, Brittany duPont, Melissa Elias, Lacy Endo-Peery, Krysta Gibbs, Melanie Gutierrez, Eddie Hampton, Rachel Hylton, Travis Jones, Kelly Kagamas Tomkies, Amanda Kaplan, Jennifer Koepp Neeley, Liz Krisher, Courtney Lowe, Ben McCarty, Kate McGill Austin, Cristina Metcalf, Ashley Meyer, Melissa Mink, Katie Moore, Bruce Myers, Marya Myers, Maximilian Peiler-Burrows, Shelley Petre, Carolyn Potts, John Reynolds, Meri Robie-Craven, Robyn Sorenson, Julie Stoehr, Mary Swanson, James Tanton, Julia Tessler, Philippa Walker Trevor Barnes, Brianna Bemel, Lisa Buckley, 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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Talking Tool I Can Share My Thinking

My drawing shows . . . . I did it this way because . . . . I think

I Can Agree or Disagree

because . . . .

I agree because . . . . I disagree because . . . . I did it a diferent way. I . . . .

I Can Ask Questions

How did you . . . ? Why did you . . . ? Can you explain . . . ?

I Can Say It Again

I heard you say . . . . said . . . . Can you say it another way?

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 Counting and Cardinality Module 2 Two- and Three-Dimensional Shapes Module 3 Comparison Module 4 Composition and Decomposition Module 5 Addition and Subtraction Module 6 Place Value Foundations

What does this painting have to do with math? Piet Mondrian reduced his subjects into colorful geometric shapes. In this painting bold, black horizontal and vertical lines frame the colorful squares and rectangles in red, black, yellow, and more. Do any of the shapes seem similar? Do you notice that the smaller shapes are added together to create the bigger shape? How many shapes do you see in total? On the cover Composition with Large Red Plane, Yellow, Black, Gray and Blue, 1921 Piet Mondrian, Dutch, 1872–1944 Oil on canvas Kunstmuseum Den Haag, The Hague, Netherlands Piet Mondrian, Composition with Large Red Plane, Yellow, Black, Gray and Blue, 1921, Kunstmuseum Den Haag, The Hague, Netherlands. Image credit: Bridgeman Images

ISBN 978--1 1--6 63898--4 486--3 3

781638 984863