Grade 4 • MODULE 1

Place Value, Rounding, and Algorithms for

Addition and Subtraction
 A STORY OF UNITS

4
GRADE
Mathematics Curriculum
GRADE 4 • MODULE 1

Table of Contents
GRADE 4 • MODULE 1
Place Value, Rounding, and Algorithms for Addition and
Subtraction
Module Overview .......................................................................................................... 2

Topic A: Place Value of Multi-Digit Whole Numbers................................................... 20

Topic B: Comparing Multi-Digit Whole Numbers ........................................................ 78

Topic C: Rounding Multi-Digit Whole Numbers ........................................................ 107

Mid-Module Assessment and Rubric ........................................................................ 153

Topic D: Multi-Digit Whole Number Addition ........................................................... 160

Topic E: Multi-Digit Whole Number Subtraction ...................................................... 188

Topic F: Addition and Subtraction Word Problems ................................................... 242

End-of-Module Assessment and Rubric ................................................................... 276

Answer Key ................................................................................................................ 284

Module 1: Place Value, Rounding, and Algorithms for Addition and Subtraction 1

This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
G 4-M 1-TE-1.3.0 -0 5.2 0 15
 A STORY OF UNITS Lesson 1 Problem Set

Name Date

1. Label the place value charts. Fill in the blanks to make the following equations true. Draw disks in the
place value chart to show how you got your answer, using arrows to show any bundling.

a. 10 × 3 ones = ________ ones = __________

b. 10 × 2 tens =_________ tens = _________

c. 4 hundreds × 10 = _________ hundreds = _________

Lesson 1: Interpret a multiplication equation as a comparison. 1

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 A STORY OF UNITS Lesson 1 Problem Set

2. Complete the following statements using your knowledge of place value:

a. 10 times as many as 1 ten is ________tens.

b. 10 times as many as _________ tens is 30 tens or ________ hundreds.

c. _____________________________ as 9 hundreds is 9 thousands.

d. _________ thousands is the same as 20 hundreds.

Use pictures, numbers, or words to explain how you got your answer for Part (d).

3. Matthew has 30 stamps in his collection. Matthew’s father has 10 times as many stamps as Matthew.
How many stamps does Matthew’s father have? Use numbers or words to explain how you got your
answer.

Lesson 1: Interpret a multiplication equation as a comparison. 2

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 A STORY OF UNITS Lesson 1 Problem Set

4. Jane saved $800. Her sister has 10 times as much money. How much money does Jane’s sister have?
Use numbers or words to explain how you got your answer.

5. Fill in the blanks to make the statements true.

a. 2 times as much as 4 is _______.

b. 10 times as much as 4 is _______.

c. 500 is 10 times as much as _______.

d. 6,000 is ________________________________ as 600.

6. Sarah is 9 years old. Sarah’s grandfather is 90 years old. Sarah’s grandfather is how many times as old as
Sarah?

Sarah’s grandfather is _______ times as old as Sarah.

Lesson 1: Interpret a multiplication equation as a comparison. 3

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 A STORY OF UNITS Lesson 1 Template

unlabeled thousands place value chart

Lesson 1: Interpret a multiplication equation as a comparison. 7

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 A STORY OF UNITS Lesson 2 Problem Set

Name Date

1. As you did during the lesson, label and represent the product or quotient by drawing disks on the place
value chart.
a. 10 × 2 thousands = _________ thousands = ______________________________

b. 10 × 3 ten thousands = _________ ten thousands = ______________________________

c. 4 thousands ÷ 10 = __________ hundreds ÷ 10 = _____________________________

Lesson 2: Recognize a digit represents 10 times the value of what it represents in 8

the place to its right.

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 A STORY OF UNITS Lesson 2 Problem Set

2. Solve for each expression by writing the solution in unit form and in standard form.
Expression Unit form Standard Form

10 × 6 tens

7 hundreds × 10

3 thousands ÷ 10

6 ten thousands ÷ 10

10 × 4 thousands

3. Solve for each expression by writing the solution in unit form and in standard form.
Expression Unit form Standard Form

(4 tens 3 ones) × 10

(2 hundreds 3 tens) × 10

(7 thousands 8 hundreds) × 10

(6 thousands 4 tens) ÷ 10

(4 ten thousands 3 tens) ÷ 10

4. Explain how you solved 10 × 4 thousands. Use a place value chart to support your explanation.

Lesson 2: Recognize a digit represents 10 times the value of what it represents in 9

the place to its right.

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 A STORY OF UNITS Lesson 2 Problem Set

5. Explain how you solved (4 ten thousands 3 tens) ÷ 10. Use a place value chart to support your
explanation.

6. Jacob saved 2 thousand dollar bills, 4 hundred dollar bills, and 6 ten dollar bills to buy a car. The car costs
10 times as much as he has saved. How much does the car cost?

7. Last year the apple orchard experienced a drought and did not produce many apples. But this year, the
apple orchard produced 45 thousand Granny Smith apples and 9 hundred Red Delicious apples, which is
10 times as many apples as last year. How many apples did the orchard produce last year?

Lesson 2: Recognize a digit represents 10 times the value of what it represents in 10

the place to its right.

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 A STORY OF UNITS Lesson 2 Problem Set

8. Planet Ruba has a population of 1 million aliens. Planet Zamba has 1 hundred thousand aliens.
a. How many more aliens does Planet Ruba have than Planet Zamba?

b. Write a sentence to compare the populations for each planet using the words 10 times as many.

Lesson 2: Recognize a digit represents 10 times the value of what it represents in 11

the place to its right.

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 A STORY OF UNITS Lesson 2 Template

unlabeled millions place value chart

Lesson 2: Recognize a digit represents 10 times the value of what it represents in 14

the place to its right.

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 A STORY OF UNITS Lesson 3 Problem Set

Name Date

1. Rewrite the following numbers including commas where appropriate:

a. 1234 _________________ b. 12345 ________________ c. 123456 ________________

d. 1234567 _____________________ e. 12345678901 _____________________

2. Solve each expression. Record your answer in standard form.

Expression Standard Form

5 tens + 5 tens

3 hundreds + 7 hundreds

400 thousands + 600 thousands

8 thousands + 4 thousands

3. Represent each addend with place value disks in the place value chart. Show the composition of larger
units from 10 smaller units. Write the sum in standard form.

a. 4 thousands + 11 hundreds = ______________________________________

hundred ten
millions thousands hundreds tens ones
thousands thousands

Lesson 3: Name numbers within 1 million by building understanding of the place 15

value chart and placement of commas for naming base thousand units.

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 A STORY OF UNITS Lesson 3 Problem Set

b. 24 ten thousands + 11 thousands = ______________________________________

hundred ten
millions thousands hundreds tens ones
thousands thousands

4. Use digits or disks on the place value chart to represent the following equations. Write the product in
standard form.

a. 10 × 3 thousands = _____________________________________

How many thousands are in the answer? ___________________

hundred ten
millions thousands hundreds tens ones
thousands thousands

b. (3 ten thousands 2 thousands) × 10 = _____________________________

How many thousands are in the answer? __________________________

hundred ten
millions thousands hundreds tens ones
thousands thousands

Lesson 3: Name numbers within 1 million by building understanding of the place 16

value chart and placement of commas for naming base thousand units.

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 A STORY OF UNITS Lesson 3 Problem Set

c. (32 thousands 1 hundred 4 ones) × 10 = ___________________________

How many thousands are in your answer? _________________________

hundred ten
millions thousands hundreds tens ones
thousands thousands

5. Lee and Gary visited South Korea. They exchanged their dollars for South Korean bills.
Lee received 15 ten thousand South Korean bills. Gary received 150 thousand bills. Use
disks or numbers on a place value chart to compare Lee’s and Gary’s money.

Lesson 3: Name numbers within 1 million by building understanding of the place 17

value chart and placement of commas for naming base thousand units.

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 A STORY OF UNITS Lesson 4 Problem Set 4

Name Date

1. a. On the place value chart below, label the units, and represent the number 90,523.

b. Write the number in word form.

c. Write the number in expanded form.

2. a. On the place value chart below, label the units, and represent the number 905,203.

b. Write the number in word form.

c. Write the number in expanded form.

Lesson 4: Read and write multi-digit numbers using base ten numerals, number 21
names, and expanded form.

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 A STORY OF UNITS Lesson 4 Problem Set 4

3. Complete the following chart:

Standard Form Word Form Expanded Form

two thousand, four hundred eighty

20,000 + 400 + 80 + 2

sixty-four thousand, one hundred six

604,016

960,060

4. Black rhinos are endangered, with only 4,400 left in the world. Timothy read that number as “four
thousand, four hundred.” His father read the number as “44 hundred.” Who read the number correctly?
Use pictures, numbers, or words to explain your answer.

Lesson 4: Read and write multi-digit numbers using base ten numerals, number 22
names, and expanded form.

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 A STORY OF UNITS Lesson 5 Problem Set

Name Date

1. Label the units in the place value chart. Draw place value disks to represent each number in the place
value chart. Use <, >, or = to compare the two numbers. Write the correct symbol in the circle.

a. 600,015 60,015

b. 409,004 440,002

2. Compare the two numbers by using the symbols <, >, and =. Write the correct symbol in the circle.

a. 342,001 94,981

b. 500,000 + 80,000 + 9,000 + 100 five hundred eight thousand, nine hundred one

Lesson 5: Compare numbers based on meanings of the digits using >, <, or = to 25
record the comparison.

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 A STORY OF UNITS Lesson 5 Problem Set

c. 9 hundred thousands 8 thousands 9 hundreds 3 tens 908,930

d. 9 hundreds 5 ten thousands 9 ones 6 ten thousands 5 hundreds 9 ones

3. Use the information in the chart below to list the height in feet of each mountain from least to greatest.
Then, name the mountain that has the lowest elevation in feet.

Name of Mountain Elevation in Feet (ft)

Allen Mountain 4,340 ft
Mount Marcy 5,344 ft
Mount Haystack 4,960 ft
Slide Mountain 4,240 ft

Lesson 5: Compare numbers based on meanings of the digits using >, <, or = to 26
record the comparison.

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 A STORY OF UNITS Lesson 5 Problem Set

4. Arrange these numbers from least to greatest: 8,002 2,080 820 2,008 8,200

5. Arrange these numbers from greatest to least: 728,000 708,200 720,800 87,300

6. One astronomical unit, or 1 AU, is the approximate distance from Earth to the sun. The following are the
approximate distances from Earth to nearby stars given in AUs:

Alpha Centauri is 275,725 AUs from Earth.

Proxima Centauri is 268,269 AUs from Earth.
Epsilon Eridani is 665,282 AUs from Earth.
Barnard’s Star is 377,098 AUs from Earth.
Sirius is 542,774 AUs from Earth.

List the names of the stars and their distances in AUs in order from closest to farthest from Earth.

Lesson 5: Compare numbers based on meanings of the digits using >, <, or = to 27
record the comparison.

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 A STORY OF UNITS Lesson 5 Template

unlabeled hundred thousands place value chart

Lesson 5: Compare numbers based on meanings of the digits using >, <, or = to 31
record the comparison.

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 A STORY OF UNITS Lesson 6 Problem Set

Name Date

1. Label the place value chart. Use place value disks to find the sum or difference. Write the answer in
standard form on the line.

a. 10,000 more than six hundred five thousand, four hundred seventy-two is ___________________.

b. 100 thousand less than 400,000 + 80,000 + 1,000 + 30 + 6 is ____________________.

c. 230,070 is _______________________________________ than 130,070.

2. Lucy plays an online math game. She scored 100,000 more points on Level 2 than on Level 3. If she
scored 349,867 points on Level 2, what was her score on Level 3? Use pictures, words, or numbers to
explain your thinking.

Lesson 6: Find 1, 10, and 100 thousand more and less than a given number. 32

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 A STORY OF UNITS Lesson 6 Problem Set

3. Fill in the blank for each equation.

a. 10,000 + 40,060 = ____________ b. 21,195 – 10,000 = ____________

c. 999,000 + 1,000 = ______________ d. 129,231 – 100,000 = ____________

e. 122,000 = 22,000 + ____________ f. 38,018 = 39,018 – ______________

4. Fill in the empty boxes to complete the patterns.

a.
150,010 170,010 190,010

Explain in pictures, numbers, or words how you found your answers.

b.
898,756 798,756 498,756

Explain in pictures, numbers, or words how you found your answers.

Lesson 6: Find 1, 10, and 100 thousand more and less than a given number. 33

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A STORY OF UNITS Lesson 6 Problem Set

c.
744,369 743,369 741,369

Explain in pictures, numbers, or words how you found your answers.

d.
118,910 88,910 78,910

Explain in pictures, numbers, or words how you found your answers.

Lesson 6: Find 1, 10, and 100 thousand more and less than a given number. 34

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 A STORY OF UNITS Lesson 7 Problem Set 4

Name Date

1. Round to the nearest thousand. Use the number line to model your thinking.

a. 6,700 _________________ b. 9,340 _________________

c. 16,401 _________________ d. 39,545 _________________

e. 399,499 _________________ f. 840,007 _________________

Lesson 7: Round multi-digit numbers to the thousands place using the vertical 38
number line.

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 A STORY OF UNITS Lesson 7 Problem Set 4

2. A pilot wanted to know about how many kilometers he flew on his last 3 flights. From NYC to London, he
flew 5,572 km. Then, from London to Beijing, he flew 8,147 km. Finally, he flew 10,996 km from Beijing
back to NYC. Round each number to the nearest thousand, and then find the sum of the rounded
numbers to estimate about how many kilometers the pilot flew.

3. Mrs. Smith’s class is learning about healthy eating habits. The students learned that the average child
should consume about 12,000 calories each week. Kerry consumed 12,748 calories last week. Tyler
consumed 11,702 calories last week. Round to the nearest thousand to find who consumed closer to the
recommended number of calories. Use pictures, numbers, or words to explain.

4. For the 2013-2014 school year, the cost of tuition at Cornell University was $43,000 when rounded to the
nearest thousand. What is the greatest possible amount the tuition could be? What is the least possible
amount the tuition could be?

Lesson 7: Round multi-digit numbers to the thousands place using the vertical 39
number line.

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 A STORY OF UNITS Lesson 8 Problem Set 4

Name Date

Complete each statement by rounding the number to the given place value. Use the number line to show
your work.

1. a. 53,000 rounded to the nearest ten 2. a. 240,000 rounded to the nearest

thousand is _______________. hundred thousand is _______________.

b. 42,708 rounded to the nearest ten b. 449,019 rounded to the nearest

thousand is _______________. hundred thousand is _______________.

c. 406,823 rounded to the nearest ten c. 964,103 rounded to the nearest

thousand is _______________. hundred thousand is _______________.

Lesson 8: Round multi-digit numbers to any place using the vertical number line. 42

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 A STORY OF UNITS Lesson 8 Problem Set 4

3. 975,462 songs were downloaded in one day. Round this number to the nearest hundred thousand to
estimate how many songs were downloaded in one day. Use a number line to show your work.

4. This number was rounded to the nearest ten thousand. List the possible digits that could go in the
thousands place to make this statement correct. Use a number line to show your work.
13_

5. Estimate the difference by rounding each number to the given place value.

a. Round to the nearest ten thousands.

b. Round to the nearest hundred thousands.

Lesson 8: Round multi-digit numbers to any place using the vertical number line. 43

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 A STORY OF UNITS Lesson 9 Problem Set

Name Date

1. Round to the nearest thousand.

a. 5,300 _ b. _______________________

c. 42,099 d. 801,504 _
e. Explain how you found your answer for Part (d).

2. Round to the nearest ten thousand.

a. 26,000 _____________________ b. 34,920 ______________________

c. 789,091 ____________________ d. 706,286 _____________________

e. Explain why two problems have the same answer. Write another number that has the same answer
when rounded to the nearest ten thousand.

3. Round to the nearest hundred thousand.

a. _____________________ b. 850,471 _____________________

c. 761,004 _____________________ d. 991,965 _____________________

e. Explain why two problems have the same answer. Write another number that has the same answer
when rounded to the nearest hundred thousand.

Lesson 9: Use place value understanding to round multi-digit numbers to any 46

place value.

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 A STORY OF UNITS Lesson 9 Problem Set

4. Solve the following problems using pictures, numbers, or words.

a. The 2012 Super Bowl had an attendance of just 68,658 people. If the headline in the newspaper the
next day read, “About 70,000 People Attend Super Bowl,” how did the newspaper round to estimate
the total number of people in attendance?

b. The 2011 Super Bowl had an attendance of 103,219 people. If the headline in the newspaper the
next day read, “About 200,000 People Attend Super Bowl,” is the newspaper’s estimate reasonable?
Use rounding to explain your answer.

c. According to the problems above, about how many more people attended the Super Bowl in 2011
than in 2012? Round each number to the largest place value before giving the estimated answer.

Lesson 9: Use place value understanding to round multi-digit numbers to any 47

place value.

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 A STORY OF UNITS Lesson 10 Problem Set 4

Name Date

1. Round 543,982 to the nearest

a. thousand: ___________________________________.

b. ten thousand: ___________________________________.

c. hundred thousand: ___________________________________.

2. Complete each statement by rounding the number to the given place value.

a. 2,841 rounded to the nearest hundred is _________________________.

b. 32,851 rounded to the nearest hundred is _________________________.

c. 132,891 rounded to the nearest hundred is _________________________.

d. 6,299 rounded to the nearest thousand is _________________________.

e. 36,599 rounded to the nearest thousand is _________________________.

f. 100,699 rounded to the nearest thousand is _________________________.

g. 40,984 rounded to the nearest ten thousand is _________________________.

h. 54,984 rounded to the nearest ten thousand is _________________________.

i. 997,010 rounded to the nearest ten thousand is _________________________.

j. 360,034 rounded to the nearest hundred thousand is _________________________.

k. 436,709 rounded to the nearest hundred thousand is _________________________.

l. 852,442 rounded to the nearest hundred thousand is _________________________.

Lesson 10: Use place value understanding to round multi-digit numbers to any 50
place value using real world applications.

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 A STORY OF UNITS Lesson 10 Problem Set 4

3. Empire Elementary School needs to purchase water bottles for field day. There are 2,142 students.
Principal Vadar rounded to the nearest hundred to estimate how many water bottles to order. Will there
be enough water bottles for everyone? Explain.

4. Opening day at the New York State Fair in 2012 had an attendance of 46,753. Decide which place value
to round 46,753 to if you were writing a newspaper article. Round the number and explain why it is an
appropriate unit to round the attendance to.

5. A jet airplane holds about 65,000 gallons of gas. It uses about 7,460 gallons when flying between New
York City and Los Angeles. Round each number to the largest place value. Then, find about how many
trips the plane can take between cities before running out of fuel.

Lesson 10: Use place value understanding to round multi-digit numbers to any 51
place value using real world applications.

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 A STORY OF UNITS Lesson 11 Problem Set

Name Date

1. Solve the addition problems below using the standard algorithm.

a. 6, 3 1 1 b. 6, 3 1 1 c. 6, 3 1 4

+ 2 6 8 + 1, 2 6 8 + 1, 2 6 8

d. 6, 3 1 4 e. 8, 3 1 4 f. 1 2, 3 7 8

+ 2, 4 9 3 + 2, 4 9 3 + 5, 4 6 3

g. 5 2, 0 9 8 h. 3 4, 6 9 8 i. 5 4 4, 8 1 1

+ 6, 0 4 8 + 7 1, 8 4 0 + 3 5 6, 4 4 5

j. 527 + 275 + 752 k. 38,193 + 6,376 + 241,457

Lesson 11: Use place value understanding to fluently add multi-digit whole
numbers using the standard addition algorithm, and apply the
54
algorithm to solve word problems
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 A STORY OF UNITS Lesson 11 Problem Set

Draw a tape diagram to represent each problem. Use numbers to solve, and write your answer as a
statement.
2. In September, Liberty Elementary School collected 32,537 cans for a fundraiser. In October, they
collected 207,492 cans. How many cans were collected during September and October?

3. A baseball stadium sold some burgers. 2,806 were cheeseburgers. 1,679 burgers didn’t have cheese.
How many burgers did they sell in all?

4. On Saturday night, 23,748 people attended the concert. On Sunday, 7,570 more people attended the
concert than on Saturday. How many people attended the concert on Sunday?

Lesson 11: Use place value understanding to fluently add multi-digit whole
numbers using the standard addition algorithm, and apply the
55
algorithm to solve word problems
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 11 Template

millions place value chart

Lesson 11: Use place value understanding to fluently add multi-digit whole
numbers using the standard addition algorithm, and apply the
58
algorithm to solve word problems
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 12 Problem Set

Name Date

Estimate and then solve each problem. Model the problem with a tape diagram. Explain if your answer is
reasonable.
1. For the bake sale, Connie baked 144 cookies. Esther baked 49 more cookies than Connie.
a. About how many cookies did Connie and Esther bake? Estimate by rounding each number to the
nearest ten before adding.

b. Exactly how many cookies did Connie and Esther bake?

c. Is your answer reasonable? Compare your estimate from (a) to your answer from (b). Write a
sentence to explain your reasoning.

Lesson 12: Solve multi-step word problems using the standard addition algorithm 59
modeled with tape diagrams, and assess the reasonableness of
answers using rounding.
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 A STORY OF UNITS Lesson 12 Problem Set

2. Raffle tickets were sold for a school fundraiser to parents, teachers, and students. 563 tickets were sold
to teachers. 888 more tickets were sold to students than to teachers. 904 tickets were sold to parents.
a. About how many tickets were sold to parents, teachers, and students? Round each number to the
nearest hundred to find your estimate.

b. Exactly how many tickets were sold to parents, teachers, and students?

c. Assess the reasonableness of your answer in (b). Use your estimate from (a) to explain.

Lesson 12: Solve multi-step word problems using the standard addition algorithm 60
modeled with tape diagrams, and assess the reasonableness of
answers using rounding.
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 12 Problem Set

3. From 2010 to 2011, the population of Queens increased by 16,075. Brooklyn’s population increased by
11,870 more than the population increase of Queens.
a. Estimate the total combined population increase of Queens and Brooklyn from 2010 to 2011.
(Round the addends to estimate.)

b. Find the actual total combined population increase of Queens and Brooklyn from 2010 to 2011.

c. Assess the reasonableness of your answer in (b). Use your estimate from (a) to explain.

Lesson 12: Solve multi-step word problems using the standard addition algorithm 61
modeled with tape diagrams, and assess the reasonableness of
answers using rounding.
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 A STORY OF UNITS Lesson 12 Problem Set

4. During National Recycling Month, Mr. Yardley’s class spent 4 weeks collecting empty cans to recycle.
Week Number of Cans Collected
1 10,827
2
3 10,522
4 20,011

a. During Week 2, the class collected 1,256 more cans than they did during Week 1. Find the total
number of cans Mr. Yardley’s class collected in 4 weeks.

b. Assess the reasonableness of your answer in (a) by estimating the total number of cans collected.

Lesson 12: Solve multi-step word problems using the standard addition algorithm 62
modeled with tape diagrams, and assess the reasonableness of
answers using rounding.
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 A STORY OF UNITS Lesson 13 Problem Set

Name Date

1. Use the standard algorithm to solve the following subtraction problems.

a. 7, 5 2 5 b. 1 7, 5 2 5 c. 6, 6 2 5
3, 5 0 2 1 3, 5 0 2 4, 4 1 7

d. 4, 6 2 5 e. 6, 5 0 0 f. 6, 0 2 5
4 3 5 4 7 0 3, 5 0 2

g. 2 3, 6 4 0 h. 4 3 1, 9 2 5 i. 2 1 9, 9 2 5
1 4, 6 3 0 2 0 4, 8 1 5 1 2 1, 7 0 5

Draw a tape diagram to represent each problem. Use numbers to solve, and write your answer as a
statement. Check your answers.
2. What number must be added to 13,875 to result in a sum of 25,884?

Lesson 13: Use place value understanding to decompose to smaller units once
using the standard subtraction algorithm, and apply the algorithm to 66
solve word problems using tape diagrams.
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 A STORY OF UNITS Lesson 13 Problem Set

3. Artist Michelangelo was born on March 6, 1475. Author Mem Fox was born on March 6, 1946.
How many years after Michelangelo was born was Fox born?

4. During the month of March, 68,025 pounds of king crab were caught. If 15,614 pounds were caught in
the first week of March, how many pounds were caught in the rest of the month?

5. James bought a used car. After driving exactly 9,050 miles, the odometer read 118,064 miles. What was
the odometer reading when James bought the car?

Lesson 13: Use place value understanding to decompose to smaller units once
using the standard subtraction algorithm, and apply the algorithm to 67
solve word problems using tape diagrams.
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 A STORY OF UNITS Lesson 14 Problem Set 4

Name Date

1. Use the standard algorithm to solve the following subtraction problems.

a. 2,460 b. 2,460 c. 97,684

–1,370 –1,470 –49,700

d. 2,460 e. 124,306 f. 97,684

–1,472 –31,117 –4,705

g. 124,006 h. 97,684 i. 124,060

–121,117 –47,705 –31,117

Draw a tape diagram to represent each problem. Use numbers to solve, and write your answer as a
statement. Check your answers.
2. There are 86,400 seconds in one day. If Mr. Liegel is at work for 28,800 seconds a day, how many seconds
a day is he away from work?

Lesson 14: Use place value understanding to decompose to smaller units up to

three times using the standard subtraction algorithm, and apply the 71
algorithm to solve word problems using tape diagrams.
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 A STORY OF UNITS Lesson 14 Problem Set 4

3. A newspaper company delivered 240,900 newspapers before 6 a.m. on Sunday. There were a total of
525,600 newspapers to deliver. How many more newspapers needed to be delivered on Sunday?

4. A theater holds a total of 2,013 chairs. 197 chairs are in the VIP section. How many chairs are not in the
VIP section?

5. Chuck’s mom spent $19,155 on a new car. She had $30,064 in her bank account. How much money does
Chuck’s mom have after buying the car?

Lesson 14: Use place value understanding to decompose to smaller units up to

three times using the standard subtraction algorithm, and apply the 72
algorithm to solve word problems using tape diagrams.
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 A STORY OF UNITS Lesson 15 Problem Set 4

Name Date

1. Use the standard subtraction algorithm to solve the problems below.

a. 1 0 1, 6 6 0 b. 1 0 1, 6 6 0
9 1, 6 8 0 9, 9 8 0

c. 2 4 2, 5 6 1 d. 2 4 2, 5 6 1
4 4, 7 0 2 7 4, 9 8 7

e. 1, 0 0 0, 0 0 0 f. 1, 0 0 0, 0 0 0
5 9 2, 0 0 0 5 9 2, 5 0 0

g. 6 0 0, 6 5 8 h. 6 0 0, 0 0 0
5 9 2, 5 6 9 5 9 2, 5 6 9

Lesson 15: Use place value understanding to fluently decompose to smaller units
multiple times in any place using the standard subtraction algorithm, 75
and apply the algorithm to solve word problems
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 A STORY OF UNITS Lesson 15 Problem Set 4

Use tape diagrams and the standard algorithm to solve the problems below. Check your answers.
2. David is flying from Hong Kong to Buenos Aires. The total flight distance is 11,472 miles. If the plane has
7,793 miles left to travel, how far has it already traveled?

3. Tank A holds 678,500 gallons of water. Tank B holds 905,867 gallons of water. How much less water does
Tank A hold than Tank B?

4. Mark had $25,081 in his bank account on Thursday. On Friday, he added his paycheck to the bank account,
and he then had $26,010 in the account. What was the amount of Mark’s paycheck?

Lesson 15: Use place value understanding to fluently decompose to smaller units
multiple times in any place using the standard subtraction algorithm, 76
and apply the algorithm to solve word problems
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 A STORY OF UNITS Lesson 16 Problem Set

Name Date

Estimate first, and then solve each problem. Model the problem with a tape diagram. Explain if your answer
is reasonable.
1. On Monday, a farmer sold 25,196 pounds of potatoes. On Tuesday, he sold 18,023 pounds. On
Wednesday, he sold some more potatoes. In all, he sold 62,409 pounds of potatoes.
a. About how many pounds of potatoes did the farmer sell on Wednesday? Estimate by rounding each
value to the nearest thousand, and then compute.

b. Find the precise number of pounds of potatoes sold on Wednesday.

c. Is your precise answer reasonable? Compare your estimate from (a) to your answer from (b). Write a
sentence to explain your reasoning.

Lesson 16: Solve two-step word problems using the standard subtraction
algorithm fluently modeled with tape diagrams, and assess the 79
reasonableness of answers using rounding.
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 16 Problem Set

2. A gas station had two pumps. Pump A dispensed 241,752 gallons. Pump B dispensed 113,916 more
gallons than Pump A.
a. About how many gallons did both pumps dispense? Estimate by rounding each value to the nearest
hundred thousand and then compute.

b. Exactly how many gallons did both pumps dispense?

c. Assess the reasonableness of your answer in (b). Use your estimate from (a) to explain.

Lesson 16: Solve two-step word problems using the standard subtraction
algorithm fluently modeled with tape diagrams, and assess the 80
reasonableness of answers using rounding.
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 16 Problem Set

3. Martin’s car had 86,456 miles on it. Of that distance, Martin’s wife drove 24,901 miles, and his son drove
7,997 miles. Martin drove the rest.
a. About how many miles did Martin drive? Round each value to estimate.

b. Exactly how many miles did Martin drive?

c. Assess the reasonableness of your answer in (b). Use your estimate from (a) to explain.

Lesson 16: Solve two-step word problems using the standard subtraction
algorithm fluently modeled with tape diagrams, and assess the 81
reasonableness of answers using rounding.
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 16 Problem Set

4. A class read 3,452 pages the first week and 4,090 more pages in the second week than in the first week.
How many pages had they read by the end of the second week? Is your answer reasonable? Explain how
you know using estimation.

5. A cargo plane weighed 500,000 pounds. After the first load was taken off, the airplane weighed 437,981
pounds. Then 16,478 more pounds were taken off. What was the total number of pounds of cargo
removed from the plane? Is your answer reasonable? Explain.

Lesson 16: Solve two-step word problems using the standard subtraction
algorithm fluently modeled with tape diagrams, and assess the 82
reasonableness of answers using rounding.
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 17 Problem Set 4 1

Name Date

Draw a tape diagram to represent each problem. Use numbers to solve, and write your answer as a
statement.
1. Sean’s school raised $32,587. Leslie’s school raised $18,749. How much more money did Sean’s school
raise?

2. At a parade, 97,853 people sat in bleachers, and 388,547 people stood along the street. How many fewer
people were in the bleachers than standing on the street?

Lesson 17: Solve additive compare word problems modeled with tape diagrams. 86

©2015 Great Minds. eureka-math.org

 A STORY OF UNITS Lesson 17 Problem Set 4 1

3. A pair of hippos weighs 5,201 kilograms together. The female weighs 2,038 kilograms. How much more
does the male weigh than the female?

4. A copper wire was 240 meters long. After 60 meters was cut off, it was double the length of a steel wire.
How much longer was the copper wire than the steel wire at first?

Lesson 17: Solve additive compare word problems modeled with tape diagrams. 87

©2015 Great Minds. eureka-math.org

 A STORY OF UNITS Lesson 18 Problem Set 4 1

Name Date

Draw a tape diagram to represent each problem. Use numbers to solve, and write your answer as a
statement.
1. In one year, the factory used 11,650 meters of cotton, 4,950 fewer meters of silk than cotton, and 3,500
fewer meters of wool than silk. How many meters in all were used of the three fabrics?

2. The shop sold 12,789 chocolate and 9,324 cookie dough cones. It sold 1,078 more peanut butter cones
than cookie dough cones and 999 more vanilla cones than chocolate cones. What was the total number
of ice cream cones sold?

Lesson 18: Solve multi-step word problems modeled with tape diagrams, and 90
assess the reasonableness of answers using rounding.

©2015 Great Minds. eureka-math.org

 A STORY OF UNITS Lesson 18 Problem Set 4 1

3. In the first week of June, a restaurant sold 10,345 omelets. In the second week, 1,096 fewer
omelets were sold than in the first week. In the third week, 2 thousand more omelets were sold
than in the first week. In the fourth week, 2 thousand fewer omelets were sold than in the first
week. How many omelets were sold in all in June?

Lesson 18: Solve multi-step word problems modeled with tape diagrams, and 91
assess the reasonableness of answers using rounding.

©2015 Great Minds. eureka-math.org

 A STORY OF UNITS Lesson 19 Problem Set

Name Date

Using the diagrams below, create your own word problem. Solve for the value of the variable.

1. 7,104

4,295 982 A

2.
215,554

90,457

Lesson 19: Create and solve multi-step word problems from given tape diagrams 94
and equations.

©2015 Great Minds. eureka-math.org

 A STORY OF UNITS Lesson 19 Problem Set

8,200

3.

?
3,500

2,010

4. Draw a tape diagram to model the following equation. Create a word problem. Solve for the value of the
variable.

26,854 = 17,729 + 3,731 + A

Lesson 19: Create and solve multi-step word problems from given tape diagrams 95
and equations.

©2015 Great Minds. eureka-math.org