Eureka Math™

Grade 4 Module 1
Student File_A
Student Workbook
This file contains:
• G4-M1 Problem Sets
• G4-M1 Homework
• G4-M1 Templates1

1Note that not all lessons in this module include templates.

Published by Great Minds®.

Copyright © 2015 Great Minds. No part of this work may be reproduced, sold, or commercialized, in whole or
in part, without written permission from Great Minds. Non-commercial use is licensed pursuant to a Creative
Commons Attribution-NonCommercial-ShareAlike 4.0 license; for more information, go to
http://greatminds.net/maps/math/copyright.
Printed in the U.S.A.
This book may be purchased from the publisher at eureka-math.org

10 9 8 7 6 5 4 3 2

G4-M1-SFA-1.3.1-05.2015
 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 Homework

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 regrouping.

a. 10 × 4 ones = ________ ones = __________

b. 10 × 2 tens =_________ tens = _________

c. 5 hundreds × 10 = _________ hundreds = _________

Lesson 1: Interpret a multiplication equation as a comparison. 4

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 A STORY OF UNITS Lesson 1 Homework

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

a. 10 times as many as 1 hundred is ______ hundreds or ________ thousand.

b. 10 times as many as _________ hundreds is 60 hundreds or ________ thousands.

c. _____________________________ as 8 hundreds is 8 thousands.

d. _________ hundreds is the same as 4 thousands.

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

3. Katrina has 60 GB of storage on her tablet. Katrina’s father has 10 times as much storage on his
computer. How much storage does Katrina’s father have? Use numbers or words to explain how you got
your answer.

Lesson 1: Interpret a multiplication equation as a comparison. 5

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 A STORY OF UNITS Lesson 1 Homework

4. Katrina saved $200 to purchase her tablet. Her father spent 10 times as much money to buy his new
computer. How much did her father’s computer cost? Use numbers or words to explain how you got
your answer.

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

a. 4 times as much as 3 is _______.

b. 10 times as much as 9 is _______.

c. 700 is 10 times as much as _______.

d. 8,000 is ________________________________ as 800.

6. Tomas’s grandfather is 100 years old. Tomas’s grandfather is 10 times as old as Tomas. How old is
Tomas?

Lesson 1: Interpret a multiplication equation as a comparison. 6

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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 Homework

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 × 4 thousands = _________ thousands = ______________________________

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

2. Solve for each expression by writing the solution in unit form and in standard form.

Expression Unit Form Standard Form

10 × 3 tens

5 hundreds × 10

9 ten thousands ÷ 10

10 × 7 thousands

Lesson 2: Recognize a digit represents 10 times the value of what it represents in 12

the place to its right.

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 A STORY OF UNITS Lesson 2 Homework

3. Solve for each expression by writing the solution in unit form and in standard form.

Expression Unit Form Standard Form

(2 tens 1 one) × 10

(5 hundreds 5 tens) × 10

(2 thousands 7 tens) ÷ 10

(4 ten thousands 8 hundreds) ÷ 10

4. a. Emily collected $950 selling Girl Scout cookies all day Saturday. Emily’s troop collected 10 times as
much as she did. How much money did Emily’s troop raise?

b. On Saturday, Emily made 10 times as much as on Monday. How much money did Emily collect on
Monday?

Lesson 2: Recognize a digit represents 10 times the value of what it represents in 13

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 3 Homework

Name Date

1. Rewrite the following numbers including commas where appropriate:

a. 4321 ________________________ b. 54321 _______________________

c. 224466 ________________________ d. 2224466 _______________________

e. 10010011001 __________________________

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

Expression Standard Form

4 tens + 6 tens

8 hundreds + 2 hundreds

5 thousands + 7 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. 2 thousands + 12 hundreds = ______________________________________

hundred ten
millions thousands hundreds tens ones
thousands thousands

Lesson 3: Name numbers within 1 million by building understanding of the place 18

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

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 A STORY OF UNITS Lesson 3 Homework

b. 14 ten thousands + 12 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 × 5 thousands = _____________________________________

How many thousands are in the answer? ___________________

hundred ten
millions thousands hundreds tens ones
thousands thousands

b. (4 ten thousands 4 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 19

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

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 A STORY OF UNITS Lesson 3 Homework

c. (27 thousands 3 hundreds 5 ones) × 10 = __________________________

How many thousands are in your answer? _________________________

hundred ten
millions thousands hundreds tens ones
thousands thousands

5. A large grocery store received an order of 2 thousand apples. A neighboring school received an order of
20 boxes of apples with 100 apples in each. Use disks or disks on a place value chart to compare the
number of apples received by the school and the number of apples received by the grocery store.

Lesson 3: Name numbers within 1 million by building understanding of the place 20

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 4 Homework 4

Name Date

1. a. On the place value chart below, label the units, and represent the number 50,679.

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 506,709.

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 23
names, and expanded form.

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 A STORY OF UNITS Lesson 4 Homework 4

3. Complete the following chart:

Standard Form Word Form Expanded Form

five thousand, three hundred seventy

50,000 + 300 + 70 + 2

thirty-nine thousand, seven hundred one

309,017

770,070

4. Use pictures, numbers, and words to explain another way to say sixty-five hundred.

Lesson 4: Read and write multi-digit numbers using base ten numerals, number 24
names, and expanded form.

©2015 Great Minds. eureka-math.org

 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 Homework

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. 909,013 90,013

b. 210,005 220,005

Lesson 5: Compare numbers based on meanings of the digits using >, <, or = to 28
record the comparison.

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 A STORY OF UNITS Lesson 5 Homework

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

a. 501,107 89,171

b. 300,000 + 50,000 + 1,000 + 800 six hundred five thousand, nine hundred eight

c. 3 hundred thousands 3 thousands 8 hundreds 4 tens 303,840

d. 5 hundreds 6 ten thousands 2 ones 3 ten thousands 5 hundreds 1 one

3. Use the information in the chart below to list the height, in feet, of each skyscraper from shortest to
tallest. Then, name the tallest skyscraper.
Name of Skyscraper Height of Skyscraper (ft)
Willis Tower 1,450 ft
One World Trade Center 1,776 ft
Taipei 101 1,670 ft
Petronas Towers 1,483 ft

Lesson 5: Compare numbers based on meanings of the digits using >, <, or = to 29
record the comparison.

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 A STORY OF UNITS Lesson 5 Homework

4. Arrange these numbers from least to greatest: 7,550 5,070 750 5,007 7,505

5. Arrange these numbers from greatest to least: 426,000 406,200 640,020 46,600

6. The areas of the 50 states can be measured in square miles.

California is 158,648 square miles. Nevada is 110,567 square miles. Arizona is 114,007 square miles.
Texas is 266,874 square miles. Montana is 147,047 square miles, and Alaska is 587,878 square miles.
Arrange the states in order from least area to greatest area.

Lesson 5: Compare numbers based on meanings of the digits using >, <, or = to 30
record the comparison.

©2015 Great Minds. eureka-math.org

 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.

©2015 Great Minds. eureka-math.org

 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 6 Homework

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. 100,000 less than five hundred sixty thousand, three hundred thirteen is ______________.

b. Ten thousand more than 300,000 + 90,000 + 5,000 + 40 is ____________________.

c. 447,077 is _______________________________________ than 347,077.

2. Fill in the blank for each equation:

a. 100,000 + 76,960 = ____________ b. 13,097 – 1,000 = ____________

c. 849,000 – 10,000 = ______________ d. 442,210 + 10,000 = ____________

e. 172,090 = 171,090 + ____________ f. 854,121 = 954,121 – ____________

Lesson 6: Find 1, 10, and 100 thousand more and less than a given number. 35

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 A STORY OF UNITS Lesson 6 Homework

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

a.
145,555 147,555 149,555

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

b.
764,321 774,321 804,321

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

c.
125,876 225,876 425,876

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. 36

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 A STORY OF UNITS Lesson 6 Homework

d.
254,445 224,445 214,445

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

4. In 2012, Charlie earned an annual salary of $54,098. At the beginning of 2013, Charlie’s annual salary was
raised by $10,000. How much money will Charlie earn in 2013? Use pictures, words, or numbers to
explain your thinking.

Lesson 6: Find 1, 10, and 100 thousand more and less than a given number. 37

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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 у _________________ b. 9,340 у _________________

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

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

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 7 Homework 4

Name Date

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

a. 5,900 у _________________ b. 4,180 у _________________

c. 32,879 у _________________ d. 78,600 у _________________

e. 251,031 у _________________ f. 699,900 у _________________

Lesson 7: Round multi-digit numbers to the thousands place using the vertical 40
number line.

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 A STORY OF UNITS Lesson 7 Homework 4

2. Steven put together 981 pieces of a puzzle. About how many pieces did he put together? Round to the
nearest thousand. Use what you know about place value to explain your answer.

3. Louise’s family went on vacation to Disney World. Their vacation cost $5,990. Sophia’s family went on
vacation to Niagara Falls. Their vacation cost $4,720. Both families budgeted about $5,000 for their
vacation. Whose family stayed closer to the budget? Round to the nearest thousand. Use what you
know about place value to explain your answer.

4. Marsha’s brother wanted help with the first question on his homework. The question asked the students
to round 128,902 to the nearest thousand and then to explain the answer. Marsha’s brother thought that
the answer was 128,000. Was his answer correct? How do you know? Use pictures, numbers, or words
to explain.

Lesson 7: Round multi-digit numbers to the thousands place using the vertical 41
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_ ͕ϲϰϰуϭϯϬ͕ϬϬϬ

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

ϳϭϮ͕ϯϱϬоϯϰϮ͕ϴϬϮ

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 8 Homework 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. 67,000 rounded to the nearest ten 2. a. 867,000 rounded to the nearest

thousand is _______________. hundred thousand is _______________.

b. 51,988 rounded to the nearest ten b. 767,074 rounded to the nearest

thousand is _______________. hundred thousand is _______________.

c. 105,159 rounded to the nearest ten c. 629,999 rounded to the nearest hundred
thousand is _______________. thousand is _______________.

Lesson 8: Round multi-digit numbers to any place using the vertical number line. 44

©2015 Great Minds. eureka-math.org

 A STORY OF UNITS Lesson 8 Homework 4

3. 491,852 people went to the water park in the month of July. Round this number to the nearest hundred
thousand to estimate how many people went to the park. Use a number line to show your work.

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

5. Estimate the sum by rounding each number to the given place value.
164,215 + 216,088

a. Round to the nearest ten thousand.

b. Round to the nearest hundred thousand.

Lesson 8: Round multi-digit numbers to any place using the vertical number line. 45

©2015 Great Minds. eureka-math.org

 A STORY OF UNITS Lesson 9 Problem Set

Name Date

1. Round to the nearest thousand.

a. 5,300 уͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ_ b. ϰ͕ϱϴϵу_______________________

c. 42,099 уͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ d. 801,504 уͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ_

e. Explain how you found your answer for Part (d).

2. Round to the nearest ten thousand.

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

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

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. ϴϰϬ͕ϬϬϬу _____________________ b. 850,471 у _____________________

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

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.

©2015 Great Minds. eureka-math.org

 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.

©2015 Great Minds. eureka-math.org

 A STORY OF UNITS Lesson 9 Homework 4

Name Date

1. Round to the nearest thousand.

a. 6,842 уͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ_ b. Ϯ͕ϳϮϮуͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ__

c. 16,051 уͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ d. 706,421 уͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

e. Explain how you found your answer for Part (d).

2. Round to the nearest ten thousand.

a. 88,999 у ______________________ b. 85,001 у ______________________

c. 789,091 у _____________________ d. 905,154 у _____________________

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. ϴϵ͕ϲϱϵу ______________________ b. 751,447 у _____________________

c. 617,889 у _____________________ d. 817,245 у _____________________

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 48

place value.

©2015 Great Minds. eureka-math.org

 A STORY OF UNITS Lesson 9 Homework 4

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

a. At President Obama’s inauguration in 2013, the newspaper headlines stated there were about
800,000 people in attendance. If the newspaper rounded to the nearest hundred thousand, what is
the largest number and smallest number of people who could have been there?

b. At President Bush’s inauguration in 2005, the newspaper headlines stated there were about 400,000
people in attendance. If the newspaper rounded to the nearest ten thousand, what is the largest
number and smallest number of people who could have been there?

c. At President Lincoln’s inauguration in 1861, the newspaper headlines stated there were about 30,000
people in attendance. If the newspaper rounded to the nearest thousand, what is the largest number
and smallest number of people who could have been there?

Lesson 9: Use place value understanding to round multi-digit numbers to any 49

place value.

©2015 Great Minds. eureka-math.org

 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.

©2015 Great Minds. eureka-math.org

 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.

©2015 Great Minds. eureka-math.org

 A STORY OF UNITS Lesson 10 Homework 4 1

Name Date

1. Round 845,001 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. 783 rounded to the nearest hundred is ________________________________.

b. 12,781 rounded to the nearest hundred is ______________________________.

c. 951,194 rounded to the nearest hundred is _____________________________.

d. 1,258 rounded to the nearest thousand is _______________________________.

e. 65,124 rounded to the nearest thousand is ______________________________.

f. 99,451 rounded to the nearest thousand is _______________________________.

g. 60,488 rounded to the nearest ten thousand is _____________________________.

h. 80,801 rounded to the nearest ten thousand is _____________________________.

i. 897,100 rounded to the nearest ten thousand is _____________________________.

j. 880,005 rounded to the nearest hundred thousand is _________________________.

k. 545,999 rounded to the nearest hundred thousand is _________________________.

l. 689,114 rounded to the nearest hundred thousand is _________________________.

Lesson 10: Use place value understanding to round multi-digit numbers to any 52
place value using real world applications.

©2015 Great Minds. eureka-math.org

 A STORY OF UNITS Lesson 10 Homework 4 1

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

a. In the 2011 New York City Marathon, 29,867 men finished the race, and 16,928 women finished the
race. Each finisher was given a t-shirt. About how many men’s shirts were given away? About how
many women’s shirts were given away? Explain how you found your answers.

b. In the 2010 New York City Marathon, 42,429 people finished the race and received a medal. Before
the race, the medals had to be ordered. If you were the person in charge of ordering the medals and
estimated how many to order by rounding, would you have ordered enough medals? Explain your
thinking.

c. In 2010, 28,357 of the finishers were men, and 14,072 of the finishers were women. About how
many more men finished the race than women? To determine your answer, did you round to the
nearest ten thousand or thousand? Explain.

Lesson 10: Use place value understanding to round multi-digit numbers to any 53
place value using real world applications.

©2015 Great Minds. eureka-math.org

 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 ƵƐŝŶŐƚĂƉĞĚŝĂŐƌĂŵƐ͘
©2015 Great Minds. eureka-math.org
 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 ƵƐŝŶŐƚĂƉĞĚŝĂŐƌĂŵƐ͘
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 11 Homework

Name Date

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

a. 7,909 b. 27,909 c. 827,909

+ 1,044 + 9,740 + 42,989

d. 289,205 e. 547,982 f. 258,983

+ 11,845 + 114,849 + 121,897

g. 83,906 h. 289,999 i. 754,900

+ 35,808 + 91,849 + 245,100

Lesson 11: Use place value understanding to fluently add multi-digit whole
numbers using the standard addition algorithm, and apply the
56
algorithm to solve word problems ƵƐŝŶŐƚĂƉĞĚŝĂŐƌĂŵƐ͘
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 11 Homework

Draw a tape diagram to represent each problem. Use numbers to solve, and write your answer as a
statement.

2. At the zoo, Brooke learned that one of the rhinos weighs 4,897 pounds, one of the giraffes weighs 2,667
pounds, one of the African elephants weighs 12,456 pounds, and one of the Komodo dragons weighs
123 pounds.
a. What is the combined weight of the zoo’s African elephant and the giraffe?

b. What is the combined weight of the zoo’s African elephant and the rhino?

c. What is the combined weight of the zoo’s African elephant, the rhino, and the giraffe?

d. What is the combined weight of the zoo’s Komodo dragon and the rhino?

Lesson 11: Use place value understanding to fluently add multi-digit whole
numbers using the standard addition algorithm, and apply the
57
algorithm to solve word problems ƵƐŝŶŐƚĂƉĞĚŝĂŐƌĂŵƐ͘
©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 ƵƐŝŶŐƚĂƉĞĚŝĂŐƌĂŵƐ͘
©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.
©2015 Great Minds. eureka-math.org
 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.
©2015 Great Minds. eureka-math.org
 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.
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 12 Homework

Name Date

Estimate and then solve each problem. Model the problem with a tape diagram. Explain if your answer is
reasonable.
1. There were 3,905 more hits on the school’s website in January than February. February had 9,854 hits.
How many hits did the school’s website have during both months?
a. About how many hits did the website have during January and February?

b. Exactly how many hits did the website have during January and February?

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 63
modeled with tape diagrams, and assess the reasonableness of
answers using rounding.
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 12 Homework

2. On Sunday, 77,098 fans attended a New York Jets game. The same day, 3,397 more fans attended a New
York Giants game than attended the Jets game. Altogether, how many fans attended the games?
a. What was the actual number of fans who attended the games?

b. Is your answer reasonable? Round each number to the nearest thousand to find an estimate of how
many fans attended the games.

Lesson 12: Solve multi-step word problems using the standard addition algorithm 64
modeled with tape diagrams, and assess the reasonableness of
answers using rounding.
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 12 Homework

3. Last year on Ted’s farm, his four cows produced the following number of liters of milk:
Cow Liters of Milk Produced
Daisy 5,098
Betsy
Mary 9,980
Buttercup 7,087

a. Betsy produced 986 more liters of milk than Buttercup. How many liters of milk did all 4 cows
produce?

b. Is your answer reasonable? Explain.

Lesson 12: Solve multi-step word problems using the standard addition algorithm 65
modeled with tape diagrams, and assess the reasonableness of
answers using rounding.
©2015 Great Minds. eureka-math.org
 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
о 3, 5 0 2 о 1 3, 5 0 2 о 4, 4 1 7

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

g. 2 3, 6 4 0 h. 4 3 1, 9 2 5 i. 2 1 9, 9 2 5
о 1 4, 6 3 0 о 2 0 4, 8 1 5 о 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.
©2015 Great Minds. eureka-math.org
 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.
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 13 Homework

Name Date

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

a. 2,431 b. 422,431 c. 422,431

– 341 – 14,321 – 92,420

d. 422,431 e. 982,430 f. 243,089

– 392,420 – 92,300 – 137,079

g. 2,431 – 920 = h . 892,431 – 520,800 =

2. What number must be added to 14,056 to result in a sum of 38,773?

Lesson 13: Use place value understanding to decompose to smaller units once
using the standard subtraction algorithm, and apply the algorithm to 68
solve word problems using tape diagrams.
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 13 Homework

Draw a tape diagram to model each problem. Use numbers to solve, and write your answers as a statement.
Check your answers.
3. An elementary school collected 1,705 bottles for a recycling program. A high school also collected some
bottles. Both schools collected 3,627 bottles combined. How many bottles did the high school collect?

4. A computer shop sold $356,291 worth of computers and accessories. It sold $43,720 worth of
accessories. How much did the computer shop sell in computers?

Lesson 13: Use place value understanding to decompose to smaller units once
using the standard subtraction algorithm, and apply the algorithm to 69
solve word problems using tape diagrams.
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 13 Homework

5. The population of a city is 538,381. In that population, 148,170 are children.

a. How many adults live in the city?

b. 186,101 of the adults are males. How many adults are female?

Lesson 13: Use place value understanding to decompose to smaller units once
using the standard subtraction algorithm, and apply the algorithm to 70
solve word problems using tape diagrams.
©2015 Great Minds. eureka-math.org
 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.
©2015 Great Minds. eureka-math.org
 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.
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 14 Homework 4

Name Date

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

a. 71,989 b. 371,989 c. 371,089

–21,492 – 96,492 –25,192

d. 879,989 e. 879,009 f. 879,989

–721,492 – 788,492 – 21,070

g. 879,000 h. 279,389 i. 500,989

– 21,989 –191,492 –242,000

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

three times using the standard subtraction algorithm, and apply the 73
algorithm to solve word problems using tape diagrams.
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 14 Homework 4

Draw a tape diagram to represent each problem. Use numbers to solve, and write your answer as a
statement. Check your answers.
2. Jason ordered 239,021 pounds of flour to be used in his 25 bakeries. The company delivering the flour
showed up with 451,202 pounds. How many extra pounds of flour were delivered?

3. In May, the New York Public Library had 124,061 books checked out. Of those books, 31,117 were
mystery books. How many of the books checked out were not mystery books?

4. A Class A dump truck can haul 239,000 pounds of dirt. A Class C dump truck can haul 600,200 pounds of
dirt. How many more pounds can a Class C truck haul than a Class A truck?

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

three times using the standard subtraction algorithm, and apply the 74
algorithm to solve word problems using tape diagrams.
©2015 Great Minds. eureka-math.org
 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
о 9 1, 6 8 0 о 9, 9 8 0

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

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

g. 6 0 0, 6 5 8 h. 6 0 0, 0 0 0
о 5 9 2, 5 6 9 о 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 ƵƐŝŶŐƚĂƉĞĚŝĂŐƌĂŵƐ͘
©2015 Great Minds. eureka-math.org
 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 ƵƐŝŶŐƚĂƉĞĚŝĂŐƌĂŵƐ͘
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 15 Homework

Name Date

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

a. 9,656 b. 59,656 c. 759,656

– 838 – 5,880 – 579,989

d. 294,150 e. 294,150 f. 294,150

– 166,370 – 239,089 – 96,400

g. 800,500 h. 800,500 i. 800,500

– 79,989 – 45,500 – 276,664

Use tape diagrams and the standard algorithm to solve the problems below. Check your answers.
2. A fishing boat was out to sea for 6 months and traveled a total of 8,578 miles. In the first month, the boat
traveled 659 miles. How many miles did the fishing boat travel during the remaining 5 months?

Lesson 15: Use place value understanding to fluently decompose to smaller units
multiple times in any place using the standard subtraction algorithm, 77
and apply the algorithm to solve word problems ƵƐŝŶŐƚĂƉĞĚŝĂŐƌĂŵƐ͘
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 15 Homework

3. A national monument had 160,747 visitors during the first week of September. A total of 759,656 people
visited the monument in September. How many people visited the monument in September after the first
week?

4. Shadow Software Company earned a total of $800,000 selling programs during the year 2012. $125,300 of
that amount was used to pay expenses of the company. How much profit did Shadow Software Company
make in the year 2012?

5. At the local aquarium, Bubba the Seal ate 25,634 grams of fish during the week. If, on the first day of the
week, he ate 6,987 grams of fish, how many grams of fish did he eat during the remainder of the week?

Lesson 15: Use place value understanding to fluently decompose to smaller units
multiple times in any place using the standard subtraction algorithm, 78
and apply the algorithm to solve word problems ƵƐŝŶŐƚĂƉĞĚŝĂŐƌĂŵƐ͘
©2015 Great Minds. eureka-math.org
 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 16 Homework

Name Date

1. Zachary’s final project for a college course took a semester to write and had 95,234 words. Zachary wrote
35,295 words the first month and 19,240 words the second month.
a. Round each value to the nearest ten thousand to estimate how many words Zachary wrote during the
remaining part of the semester.

b. Find the exact number of words written during the remaining part of the semester.

c. Use your answer from (a) to explain why your answer in (b) is reasonable.

Lesson 16: Solve two-step word problems using the standard subtraction
algorithm fluently modeled with tape diagrams, and assess the 83
reasonableness of answers using rounding.
©2015 Great Minds. eureka-math.org
 A STORY OF UNITS Lesson 16 Homework

2. During the first quarter of the year, 351,875 people downloaded an app for their smartphones. During
the second quarter of the year, 101,949 fewer people downloaded the app than during the first quarter.
How many downloads occurred during the two quarters of the year?
a. Round each number to the nearest hundred thousand to estimate how many downloads occurred
during the first two quarters of the year.

b. Determine exactly how many downloads occurred during the first two quarters of the year.

c. Determine if your answer is reasonable. Explain.

Lesson 16: Solve two-step word problems using the standard subtraction
algorithm fluently modeled with tape diagrams, and assess the 84
reasonableness of answers using rounding.
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 A STORY OF UNITS Lesson 16 Homework

3. A local store was having a two-week Back to School sale. They started the sale with 36,390 notebooks.
During the first week of the sale, 7,424 notebooks were sold. During the second week of the sale, 8,967
notebooks were sold. How many notebooks were left at the end of the two weeks? Is your answer
reasonable?

Lesson 16: Solve two-step word problems using the standard subtraction
algorithm fluently modeled with tape diagrams, and assess the 85
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

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 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 17 Homework 4 1

Name Date

Draw a tape diagram to represent each problem. Use numbers to solve, and write your answer as a
statement.
1. Gavin has 1,094 toy building blocks. Avery only has 816 toy building blocks. How many more building
blocks does Gavin have?

2. Container B holds 2,391 liters of water. Together, Container A and Container B hold 11,875 liters of
water. How many more liters of water does Container A hold than Container B?

Lesson 17: Solve additive compare word problems modeled with tape diagrams. 88

©2015 Great Minds. eureka-math.org

 A STORY OF UNITS Lesson 17 Homework 4 1

3. A piece of yellow yarn was 230 inches long. After 90 inches had been cut from it, the piece of yellow yarn
was twice as long as a piece of blue yarn. At first, how much longer was the yellow yarn than the blue
yarn?

Lesson 17: Solve additive compare word problems modeled with tape diagrams. 89

©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.

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 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 18 Homework 4 1

Name Date

Draw a tape diagram to represent each problem. Use numbers to solve, and write your answer as a
statement.
1. There were 22,869 children, 49,563 men, and 2,872 more women than men at the fair. How many
people were at the fair?

2. Number A is 4,676. Number B is 10,043 greater than A. Number C is 2,610 less than B. What is the total
value of numbers A, B, and C?

Lesson 18: Solve multi-step word problems modeled with tape diagrams, and 92
assess the reasonableness of answers using rounding.

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 A STORY OF UNITS Lesson 18 Homework 4 1

3. A store sold a total of 21,650 balls. It sold 11,795 baseballs. It sold 4,150 fewer basketballs than
baseballs. The rest of the balls sold were footballs. How many footballs did the store sell?

Lesson 18: Solve multi-step word problems modeled with tape diagrams, and 93
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

 A STORY OF UNITS Lesson 19 Homework

Name Date

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

1. At the local botanical gardens, there are ________________

Redwood Cypress Dogwood
Redwoods and ________________ Cypress trees.

6,294 3,849 A
There are a total of _________________ Redwood,

Cypress, and Dogwood trees.

12,115
How many ____________________________________

_____________________________________________

_____________________________________________?

2. There are 65,302 ______________________ 65,302

_____________________________________.

There are 37,436 fewer _________________

_____________________________________. T

How many ____________________________ 37,436

____________________________________?

Lesson 19: Create and solve multi-step word problems from given tape diagrams 96
and equations.

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 A STORY OF UNITS Lesson 19 Homework

3. Use the following tape diagram to create a word problem. Solve for the value of the variable.
A

215,561

36,538
42,086

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

27,894 + A + 6,892 = 40,392

Lesson 19: Create and solve multi-step word problems from given tape diagrams 97
and equations.

©2015 Great Minds. eureka-math.org