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    Em2 g2 m1 TD Familymath

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    Em2 g2 m1 TD Familymath

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    37 views2 pages

    Em2 g2 m1 TD Familymath

    Uploaded by

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    © All Rights Reserved
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    of 2

    Module 1

    Topic D

    FAMILY MATH
    Solve Compare Problems by Using the Ruler as a Number Line

    Dear Family,

    Your student is learning to use a number line to add. They see a number line on a familiar
    tool—a measuring tape. The number line can help them count and make hops up and back as
    they solve problems. Your student looks for benchmark numbers (10, 20, 30, 40) on the number
    line. Benchmark numbers help your student add and subtract more efficiently.

    Your student also uses tape diagrams to represent word problems. Flexibility is encouraged as
    they solve in a way that makes sense to them. Flexible thinking allows your student to notice
    the relationship between addition and subtraction and discover that different equations can
    be used to solve the same problem.

    To add 76 and 7, begin at 76 on the


    +4 +3 number line.
    Instead of counting by ones, hop 4 to
    get to the benchmark number 80.
    70 76 80 83 90 Then hop 3 more to finish adding 7.
    76 + 7 = 83

    – 10 – 10 –4

    T 54 Choose to subtract or add to find the


    difference between 54 and 30.
    30 40 50 54 J 30 ?
    To subtract, start at 54. Break apart 30
    54 – 4 = 50 and count back.
    30 + 10 = 40
    50 – 10 = 40 40 + 10 = 50 To add, start at 30. Break apart 54 and
    40 – 10 = 30 50 + 4 = 54 count on.
    54 – 24 = 30   30 + 24 = 54

    Copyright © Great Minds PBC 75


    2  ▸ M1 ▸  TD EUREKA MATH2

    At-Home Activity
    Benchmark Math

    Have your student practice using benchmark numbers to compare numbers. For example, “Use
    a benchmark number to find the difference between 26 and 33.” Your student can start at
    26 and add 4 to get to 30 and then add 3 more to get to 33. Or they may show 4 fingers to
    add 4 all at once to get to 30 and then use their fingers to track counting on: 31, 32, 33. Your
    student may also draw a number line or tape diagram to show their thinking.

    33
    30
    31 32

    76 FA M I LY M AT H   ▸  Module 1  ▸  Topic D Copyright © Great Minds PBC

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