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 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 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 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.

©2015 Great Minds. eureka-math.org

 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 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.

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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.

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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

©2015 Great Minds. eureka-math.org

 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 Homework 4

Name Date

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

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

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

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

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 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.

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

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 A STORY OF UNITS Lesson 9 Homework 4

Name Date

1. Round to the nearest thousand.

a. 6,842 _ b. __

c. 16,051 d. 706,421
e. Explain how you found your answer for Part (d).

2. Round to the nearest ten thousand.

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

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

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. 751,447 _____________________

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

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.

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 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.

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 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.

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 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.

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 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
©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
©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.
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 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 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 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
©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
©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.
©2015 Great Minds. eureka-math.org
 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 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

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 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

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 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.

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 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.

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