• Sherman Elementary School

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## EL Education Curriculum

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• ELA 2019 G7:M4:U1:L9

## Analyze Author’s Purpose and Point of View: Trash Vortex, Chapter 2

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

## Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

• ELA 2019 G7:M4
• ELA 2019 G7:M4:U1

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Focus Standards:  These are the standards the instruction addresses.

• RI.7.2, RI.7.6, SL.7.1

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• RI.7.4, L.7.4
• I can determine two or more central ideas and analyze their development over the course of Trash Vortex . ( RI.7.2 )
• I can determine an author's point of view and purpose in Trash Vortex . ( RI.7.6)
• I can analyze how the author of Trash Vortex distinguishes her position from that of others. ( RI.7.6 )
• Opening A: Entrance Ticket: Unit 1, Lesson 9 ( RI.7.6 )
• Work Time B: Author's Point of View and Purpose: Trash Vortex , Chapter 2 note-catcher ( RI.7.2, RI.7.6 )
• Ensure there is a copy of Entrance Ticket: Unit 1, Lesson 9 at each student's workspace.
• Preread chapter 2 of Trash Vortex .
• Designate small groups to read and analyze Trash Vortex . Groups may be homogeneous or formed based on content or reading proficiency.
• Post the learning targets and applicable anchor charts (see Materials list).

## Tech and Multimedia

Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.

Supports guided in part by CA ELD Standards 7.I.A.1, 7.I.B.5, 7.I.B.6, and 7.I.C.10.

Important Points in the Lesson Itself

• To support ELLs, this lesson provides students the opportunity to work in small groups to identify central ideas in the anchor text Trash Vortex . Additionally, students experience modeling and participate in whole-class analysis of Trash Vortex for the author's point of view.
• ELLs may find it challenging to read the anchor text and identify the central ideas, author's purpose, and author's point of view. In addition to the suggestions below, provide additional wait time for students to read, process the questions, and formulate their responses. Students may also need time to orally process their responses with a partner before sharing out.
• benign, distinguish, inert (A)
• point of view, position (DS)

(DS): Domain-Specific Vocabulary

• Equity sticks (from Module 1, Unit 1, Lesson 1, Closing and Assessment A)
• Close Readers Do These Things anchor chart (one for display; from Module 1, Unit 1, Lesson 5, Work Time A)
• Academic word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time A)
• Domain-specific word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time B)
• Text Guide: Trash Vortex (for teacher reference) (from Module 4, Unit 1, Lesson 8, Work Time A)
• Work to Become Ethical People anchor chart (one for display; from Module 1, Unit 1, Lesson 2, Opening B)
• Gists: Trash Vortex (example for teacher reference) (from Module 4, Unit 1, Lesson 8, Work Time A)
• Author's Purpose anchor chart (one for display; from Module 4, Unit 1, Lesson 8, Opening A)
• Discussion Norms anchor chart (one for display; from Module 1, Unit 1, Lesson 13, Work Time C)
• Vocabulary log (one per student; from Module 1, Unit 1, Lesson 2, Opening A)
• Trash Vortex by Danielle Smith-Llera (text; one per student; from Module 4, Unit 1, Lesson 8, Work Time A)
• Entrance Ticket: Unit 1, Lesson 9 (example for teacher reference)
• Author's Point of View and Purpose: Trash Vortex , Chapter 2 note-catcher (example for teacher reference)
• Homework: Analyze Point of View and Purpose: Trash Vortex , Chapter 2 (example for teacher reference) (see Homework Resources)
• Entrance Ticket: Unit 1, Lesson 9 (one per student)
• Synopsis: Trash Vortex , Chapter 2 (one per student)
• Author’s Point of View and Purpose: Trash Vortex , Chapter 2 note-catcher (one per student)
• Author’s Point of View and Purpose: Trash Vortex , Chapter 2 note-catcher ▲
• Homework: Analyze Point of View and Purpose: Trash Vortex , Chapter 2 (one per student; see Homework Resources)

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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• Texas Go Math
• Big Ideas Math
• Engageny Math
• McGraw Hill My Math
• enVision Math
• 180 Days of Math
• Math in Focus Answer Key

Engage ny eureka math 4th grade module 3 lesson 7 answer key, eureka math grade 4 module 3 lesson 7 sprint answer key.

Question 1. 3 × 2 = Answer: 3 X 2 = 6,

Explanation: Given 3 X 2 = multiplying 3 with 2 we get 6, 3 X 2 = 6.

Question 2. 30 × 2 = Answer: 30 X 2 = 3 X 10 X 2 = 60,

Explanation: Given 30 X 2 = writing 30 as 3 X 10 and multiplying with 2 as  3 X 10 X 2 we get 60, So 30 X 2 = 60.

Question 3. 300 × 2 = Answer: 300 X 2 = 3 X 100 X 2 = 600,

Explanation: Given 300 X 2 = writing 300 as 3 X 100 and multiplying 2 we get 600, 3 X 100 X 2 = 600, so 300 X 2 = 600.

Question 4. 3,000 × 2 = Answer: 3,000 X 2 = 3 X 1,000 X 2 = 6,000,

Explanation: Given 3,000 X 2 = writing 3,000 as 3 X 1,000 and multiplying with 2 we get 6,000 as 3 X 1,000 X 2 = 6,000, So 3,000 X 2 = 6,000.

Question 5. 2 × 3,000 = Answer: 2 X 3,000 = 2 X 3 X 1,000 = 6,000,

Explanation: Given 2 X 3,000 = writing 3,000 as 3 X 1,000 and multiplying with 2 we get 6,000,2 X 3 X 1,000 = 6,000, So 2 X 3,000 = 6,000.

Question 6. 2 × 4 = Answer: 2 X 4 = 8,

Explanation: Given 2 X 4 = multiplying 2 with 4 we get 8, 2 X 4 = 8.

Question 7. 2 × 40 = Answer: 2 X 40 =

2 X 4 X 10 = 80,

Explanation: Given 2 X 40 = writing 40 as 4 X 10 and multiplying with 2 we get 80, as 2 X 4 x 10 = 80, So 2 X 40 = 80.

Question 8. 2 × 400 = Answer: 2 X 400 = 2 X 4 X 100 = 800,

Explanation: Given 2 X 400 = writing 400 as 4 X 100 and multiplying with 2 we get 800 as 2 X 4 X 100 = 800, So 2 X 400 = 800.

Question 9. 2 × 4,000 = Answer: 2 X 4,000 = 2 X 4 X 1,000 = 8,000,

Explanation: Given 2 X 4,000 = writing 4,000 as 4 X 1,000 and multiplying with 2, we get 8,000, as 2 X 4 X 1,000 = 8,000, So 2 X 4,000 = 8,000.

Question 10. 3 × 3 = Answer: 3 X 3 = 9,

Explanation: Given 3 X 3 = multiplying 3 with 3 we get 9, 3 X 3 = 9.

Question 11. 30 × 3 = Answer: 30 X 3 = 3 X 10 X 3 = 90,

Explanation: Given 30 X 3 = writing 30 as 3 X 10 and multiplying with 3 we get 90 as 3 X 10 X 3 = 90, So 30 X 3 = 90.

Question 12. 300 × 3 = Answer: 300 X 3 = 3 X 100 X 3 = 900,

Explanation: Given 300 X 3 = writing 300 as 3 X 100 and multiplying with 3 we get 900 as 3 X 100 X 3 = 900, So 300 X 3 = 900.

Question 13. 3,000 × 3 = Answer: 3,000 X 3 = 3 X 1,000 X 3 = 9,000,

Explanation: Given 3,000 X 3 = writing 3,000 as 3 X 1,000 and multiplying with 3 we get 9,000 as 3 X 1,000 X 3 = 9,000, So 3,000 X 3 = 9,000.

Question 14. 4,000 × 3 = Answer: 4,000 X 3 = 4 X 1,000 X 3 = 12,000,

Explanation: Given 4,000 X 3 = writing 4,000 as 4 X 1,000 and multiplying with 3 we get 12,000 so 4 X 1,000 X 3 = 12,000, So 4,000 X 3 = 12,000.

Question 15. 400 × 3 = Answer: 400 X 3 = 4 X 100 X 3 = 1,200,

Explanation: Given 400 X 3 = writing 400 as 4 X 100 and multiplying with 3 we get 1,200 as 4 X 100 X 3 = 1,200, So 400 X 3 = 1,200.

Question 16. 40 × 3 = Answer: 40 X 3 = 4 X 10 X 3 = 120,

Explanation: Given 40 X 3 = writing 40 as 4 X 10 multiplying with 3 we get 120 as 4 X 10 X 3 = 120, So 40 X 3 = 120.

Question 17. 5 × 3 = Answer: 5 X 3 = 15,

Explanation: Given 5 X 3 = multiplying 5 with 3 we get 15, 5 X 3 = 15.

Question 18. 500 × 3 = Answer: 500 X 3 = 5 X 100 X 3 = 1,500,

Explanation: Given 500 X 3 = writing 500 as 5 X 100 and multiplying with 3 we get 1,500 as 5 x 100 X 3 = 1,500, So 500 X 3 = 1,500.

Question 19. 7 × 2 = Answer: 7 X 2 = 14,

Explanation: Given 7 X 2 = multiplying 7 with 2 we get 14, 7 X 2 = 14.

Question 20. 70 × 2 = Answer: 70 X 2 = 7 X 10 X 2 = 140,

Explanation: Given 70 X 2 = writing 70 as 7 X 10 and multiplying with 2 we get 140 as 7 X 10 X 2 = 140, So 70 X 2 = 140.

Question 21. 4 × 4 = Answer: 4 X 4 = 16,

Explanation: Given 4 X 4 = multiplying 4 with 4 we get 16, 4 X 4 = 16.

Question 22. 4,000 × 4 = Answer: 4,000 X 4 = 4 X 1,000 X 4 = 1,600,

Explanation: Given 4,000 X 4 = writing 4,000 as 4 X 1,000 and multiplying with 4 we get 1,600 as 4 X 1,000 X 4 = 1,600, So 4,000 X 4 = 1,600.

Question 23. 7 × 5 = Answer: 7 X 5 = 35,

Explanation: Given 7 X 5 = multiplying 7 with 5 we get 35, 7 X 5 = 35.

Question 24. 700 × 5 = Answer: 700 X 5 = 7 x 100 X 5 = 3,500,

Explanation: Given 700 X 5 = writing 700 as 7 X 100 and multiplying with 5 we get 3,500 as 7 X 100 X 5 = 700, So 700 X 5 = 3,500.

Question 25. 8 × 3 = Answer: 8 X 3 = 24,

Explanation: Given 8 X 3 = multiplying 8 with 3 we get 24, 8 X 3 = 24.

Question 26. 80 × 3 = Answer: 80 X 3 = 8 X 10 X 3 = 240,

Explanation: Given 80 X 3 = writing 80 as 8 X 10 and multiplying with 3 we get 240 as 8 X 10 X 3 = 240, So 80 X 3 = 240.

Question 27. 9 × 4 = Answer: 9 X 4 = 36,

Explanation: Given 9 X 4 = multiplying 9 with 4 we get 36, 9 X 4 = 36.

Question 28. 9,000 × 4 = Answer: 9,000 x 4 = 9 X 1,000 X 4 = 36,000,

Explanation: Given 9,000 X 4 = writing 9,000 as 9 X 1,000 and multiplying with 4 we get 36,000 as 9 X 1,000 X 4 = 36,000, So 9,000 X 4 = 36,000.

Question 29. 7 × 6 = Answer: 7 X 6 = 42,

Explanation: Given 7 X 6 = multiplying 7 with 6 we get 42, 7 X 6 = 42.

Question 30. 7 × 600 = Answer: 7 X 600 = 7 X 6 X 100 = 4,200,

Explanation: Given 7 X 600 = writing 600 as 6 X 100 and multiplying with 7 we get 4,200 as 7 X 6 X 100 = 4,200 or 7 X 600 = 4,200.

Question 31. 8 × 9 = Answer: 8 X 9 = 72,

Explanation: Given 8 X 9 = multiplying 8 with 9 we get 72, 8 X 9 = 72.

Question 32. 8 × 90 = Answer: 8 X 90 = 8 X 9 X 10 = 720,

Explanation: Given 8 X 90 = writing 90 as 9 X 10 and multiplying with 8 we get 720 as 8 x 9 X 10 = 720, So 8 X 90 = 720.

Question 33. 6 × 9 = Answer: 6 X 9 = 54,

Explanation: Given 6 X 9 = multiplying 6 with 9 we get 54, 6 X 9 = 54.

Question 34. 6 × 9,000 = Answer: 6 X 9,000 = 6 X 9 X 1,000 = 54,000,

Explanation: Given 6 X 9,000 = writing 9,000 as 9 X 1,000 and multiplying with 6 we get 54,000 as 6 x 9 X 1,000 = 54,000, So 6 X 9,000 = 54,000.

Question 35. 900 × 9 = Answer: 900 X 9 = 9 X 100 X 9 = 8,100,

Explanation: Given 900 X 9 = writing 900 as 9 X 100 and multiplying with 9 we get 8,100 as 9 X 100 X 9 = 8,100, So 900 X 9 = 8,100.

Question 36. 8,000 × 8 = Answer: 8,000 X 8 = 8 X 1,000 X 8 = 64,000,

Explanation: Given 8,000 X 8 = writing 8,000 as 8 X 1,000 and multiplying with 8 we get 64,000 as 8 X 1,000 X 8 = 64,000, So 8,000 X 8 = 64,000.

Question 37. 7 × 70 = Answer: 7 X 70 = 7 X 7 X 10 = 490,

Explanation: Given 7 X 70 = writing 70 as 7 X 10 and multiplying with 7 we get 490 as 7 X 7 X 10 = 490, So 7 X 70 = 490.

Question 38. 6 × 600 = Answer: 6 X 600 = 6 X 6 X 100 = 3,600,

Explanation: Given 6 X 600 = writing 600 as 6 X 100 and multiplying with 6 we get 3,600 as 6 x 6 X 100 = 3,600, So 6 X 600 = 3,600.

Question 39. 800 × 7 = Answer: 800 X 7 = 8 X 100 X 7 = 5,600,

Explanation: Given 800 X 7 = writing 800 as 8 x 100 and multiplying with 7 we get 5,600 as 8 X 100 X 7 = 5,600, So 800 X 7 = 5,600.

Question 40. 7 × 9,000 = Answer: 7 X 9,000 = 7 X 9 X 1,000 = 63,000,

Explanation: Given 7 X 9,000 = writing 9,000 as 9 X 1,000 and multiplying with 7 we get 63,000 as 7 X 9 X 1,000 = 63,000, So 7 X 9,000 = 63,000.

Question 41. 200 × 5 = Answer: 200 X 5 = 2 X 100 X 5 = 1,000,

Explanation: Given 200 X 5 = writing 200 as 2 X 100 and multiplying with 5 we get 1,000 as 2 X 100 X 5 = 1,000, So 200 X 5 = 1,000.

Question 42. 5 × 60 = Answer: 5 X 60 = 5 X 6 X 10 =300,

Explanation: Given 5 X 60 = writing 60 as 6 X 10 and multiplying with 5 we get 300 as 5 X 6 X 10 = 300, So 5 X 60 = 300.

Question 43. 4,000 × 5 = Answer: 4,000 X 5 = 4 X 1,000 X 5 = 20,000,

Explanation: Given 4,000 X 5 = writing 4,000 as 4 X 1,000 and multiplying with 5 we get 20,000 as 4 x 1,000 X 5 = 20,000, So 4,000 X 5 = 20,000.

Question 44. 800 × 5 = Answer: 800 X 5 = 4,000, 8 X 100 X 5 = 4,000,

Explanation: Given 800 X 5 = writing 800 as 8 X 100 and multiplying with 5 we get 4,000 as 8 X 100 X 5 = 4,000, So 800 X 5 = 4,000.

Question 1. 4 × 2 = Answer: 4 X 2 = 8,

Explanation: Given 4 X 2 = multiplying 4 with 2 we get 8, 4 X 2 = 8.

Question 2. 40 × 2 = Answer: 40 X 2 = 4 X 10 X 2 = 80,

Explanation: Given 40 X 2 = writing 40 as 4 X 10 and multiplying with 2 we get 80 as 4 X 10 X 2 = 80, So 40 X 2 = 80.

Question 3. 400 × 2 = Answer: 400 X 2 = 4 X 100 X 2 = 800,

Explanation: Given 400 X 2 = writing 400 as 4 X 100 and multiplying with 2 we get 800 as 4 X 100 X 2 = 800, So 400 X 2 = 800.

Question 4. 4,000 × 2 = Answer: 4,000 X 2 = 4 X 1,000 X 2 = 8,000,

Explanation: Given 4,000 X 2 = writing 4,000 as 4 X 1,000 and multiplying with 2, we get 8,000, as 4 X 1,000 X 2 = 8,000, So 4,000 X 2 = 8,000.

Question 5. 2 × 4,000 = Answer: 2 X 4,000 = 2 X 4 X 1,000 = 8,000,

Question 6. 3 × 3 = Answer: 3 X 3 = 9,

Question 7. 3 × 30 = Answer: 3 X 30 = 3 X 3 X 10 = 90,

Explanation: Given 3 X 30 = writing 30 as 3 X 10 and multiplying with 3 we get 90 as 3 X 3 X 10 = 90, So 3 X 30 = 90.

Question 8. 3 × 300 = Answer: 3 X 300 = 3 X 3 X 100 = 900,

Explanation: Given 3 X 300 = writing 300 as 3 X 100 and multiplying with 3 we get 900 as 3 X 3 X 100 = 900, So 3 X 300 = 900.

Question 9. 3 × 3,000 = Answer: 3 X 3,000 = 3 X 3 X 1,000 = 9,000,

Explanation: Given 3 X 3,000 = writing 3,000 as 3 X 1,000 and multiplying with 3 we get 9,000 as 3 X 3 X 1,000 = 9,000, So 3 X 3,000 = 9,000.

Question 10. 2 × 3 = Answer: 2 X 3 = 6,

Explanation: Given 2 X 3 = multiplying 2 with 3 we get 6, 2 X 3 = 6.

Question 11. 20 × 3 = Answer: 20 X 3 = 2 x 10 X 3 = 60,

Explanation: Given 20 X 3 = writing 20 as 2 X 10 and multiplying with 3 we get 60 as 2 X 10 X 3 = 60, So 20 X 3 = 60.

Question 12. 200 × 3 = Answer: 200 X 3 = 2 X 100 X 3 = 600,

Explanation: Given 200 X 3 = writing 200 as 2 X 100 and multiplying with 3 we get 600 as 2 X 100 X 3 = 600, So 200 X 3 = 600.

Question 13. 2,000 × 3 = Answer: 2,000 X 3 = 2 X 1,000 X 3 = 6,000,

Explanation: Given 2,000 X 3 = writing 2,000 as 2 X 1,000 and multiplying with 3 we get 6,000 as 2 X 1,000 X 3 = 6,000, So 2,000 X 3 = 6,000.

Question 14. 3,000 × 4 = Answer: 3,000 X 4 = 3 X 1,000 X 4 = 12,000,

Explanation: Given 3,000 X 4 = writing 3,000 as 3 X 1,000 and multiplying with 4 we get 12,000 as 3 X 1,000 X 4 = 12,000, So 3,000 X 4 = 12,000.

Question 15. 300 × 4 = Answer: 300 X 4 = 3 X 100 X 4 = 1,200,

Explanation: Given 300 X 4 = writing 300 as 3 X 100 and multiplying with 4 we get 1,200 as 3 X 100 X 4 = 1,200, So 300 X 4 = 1,200.

Question 16. 30 × 4 = Answer: 30 X 4 = 3 X 10 X 4 = 120,

Explanation: Given 30 X 4 = writing 30 as 3 X 10 and multiplying with 4 we get 120 as 3 X 10 X 4 = 120, So 30 X 4 = 120.

Question 17. 3 × 5 = Answer: 3 X 5 = 15,

Explanation: Given 3 X 5 = multiplying 3 with 5 we get 15 as 3 X 5 = 15, So 3 X 5 = 15.

Question 18. 30 × 5 = Answer: 30 X 5 = 3 X 10 X 5 = 150,

Explanation: Given 30 X 5 = writing 30 as 3 X 10 and multiplying with 5 we get 150 as 3 X 10 X 5 = 150, So 30 X 5 = 150.

Question 19. 6 × 2 = Answer: 6 X 2 = 12,

Explanation: Given 6 X 2 = multiplying 6 with 2 we get 12 as 6 X 2 = 12, So 6 X 2 = 12.

Question 20. 60 × 2 = Answer: 60 X 2 = 6 X 10 X 2 = 120,

Explanation: Given 60 X 2 = writing 60 as 6 X 10 and multiplying with 2 we get 120 as 6 X 10 X 2 = 120, So 60 X 2 = 120.

Explanation: Given 4 X 4 = multiplying 4 with 4 we get 16 as 4 X 4 = 16, So 4 X 4 = 16.

Question 22. 400 × 4 = Answer: 400 X 4 = 4 X 100 X 4 = 1,600,

Explanation: Given 400 X 4 = writing 400 as 4 X 100 and multiplying with 4 we get 1,600 as 4 X 100 X 4 = 1,600, So 400 X 4 = 1,600.

Question 23. 9 × 5 = Answer: 9 X 5 = 45,

Explanation: Given 9 X 5 = multiplying 9 with 5 we get 45 as 9 X 5 = 45.

Question 24. 900 × 5 = 9 X 100 X 5 = 4,500,

Explanation: Given 900 X 5 = writing 900 as 9 X 100 and multiplying with 5 we get 4,500 as 9 X 100 X 5 = 4,500, So 900 X 5 = 4,500.

Question 25. 8 × 4 = Answer: 8 X 4 = 32,

Explanation: Given 8 X 4 = multiplying 8 with 4 we get 32 as 8 X 4 = 32.

Question 26. 80 × 4 = Answer: 80 X 4 = 8 X 10 X 4 = 320,

Explanation: Given 80 X 4 = writing 80 as 8 X 10 and multiplying with 4 we get 320 as 8 X 10 X 4 = 320, So 80 X 4 = 320.

Question 27. 9 × 3 = Answer: 9 X 3 = 27,

Explanation: Given 9 X 3 = multiplying 9 with 3 we get 27 as 9 X 3 = 27.

Question 28. 9,000 × 3 = Answer: 9,000 X 3 = 9 X 1,000 X 3 = 27,000,

Explanation: Given 9,000 X 3 = writing 9,000 as 9 X 1,000 and multiplying with 3 we get 27,000 as 9 X 1,000 X 3 = 27,000, So 9,000 X 3 = 27,000.

Question 29. 6 × 7 = Answer: 6 X 7 = 42,

Explanation: Given 6 X 7 = multiplying 6 with 7 we get 42 as 6 X 7 = 42.

Question 30. 6 × 700 = Answer: 6 X 700 = 6 X 7 X 100 = 4,200,

Explanation: Given 6 X 700 = writing 700 as 7 X 100 and multiplying with 6 we get 4,200 as 6 X 7 X 100 = 4,200, So 6 X 700 = 4,200.

Question 31. 8 × 7 = Answer: 8 X 7 = 56,

Explanation: Given 8 X 7 = multiplying 8 with 7 we get 56 as 8 X 7 = 56.

Question 32. 8 × 70 = Answer: 8 X 70 = 8 X 7 X 10 = 560,

Explanation: Given 8 X 70 = writing 70 as 7 X 10 and multiplying with 8 we get 560 as 8 x 7 X 10 = 560, So 8 X 70 = 560.

Question 33. 9 × 6 = Answer: 9 X 6 = 54,

Explanation: Given 9 X 6 = multiplying 9 with 6 we get 54 as 9 X 6 = 54.

Question 34. 9 × 6,000 = Answer: 9 X 6,000 = 9 X 6 X 1,000 = 54,000,

Explanation: Given 9 X 6,000 = writing 6,000 as 6 X 1,000 and multiplying with 9, we get 54,000, as 9 X 6 X 1,000 = 54,000, So 9 X 6,000 = 54,000.

Question 35. 800 × 8 = Answer: 800 X 8 = 8 X 100 X 8 = 6,400,

Explanation: Given 800 X 8 = writing 800 as 8 X 100 and multiplying with 8 we get 6,400 as 8 X 100 X 8 = 6,400, So 800 X 8 = 6,400.

Question 36. 9,000 × 9 = Answer: 9,000 x 9 = 9 X 1,000 X 9 = 81,000,

Explanation: Given 9,000 X 9 = writing 9,000 as 9 X 1,000 and multiplying with 9 we get 81,000 as 9 X 1,000 X 9 = 81,000, So 9,000 X 9 = 81,000.

Question 37. 7 × 700 = Answer: 7 X 700 = 7 X 7 X 100 = 4,900,

Explanation: Given 7 X 700 = writing 700 as 7 X 100 and multiplying with 7 we get 4,900 as 7 X 7 X 100 = 4,900, So 7 X 700 = 4,900.

Question 38. 6 × 60 = Answer: 6 X 60 = 6 X 6 X 10 = 360,

Explanation: Given 6 X 60 = writing 60 as 6 X 10 and multiplying with 6 we get 360 as 6 x 6 X 10 = 360, So 6 X 60 = 360.

Question 39. 700 × 8 = Answer: 700 X 8 = 7 X 100 X 8 = 5,600,

Explanation: Given 700 X 8 = writing 700 as 7 X 100 and multiplying with 8 we get 5,600 as 7 X 100 X 8 = 5,600, So 700 X 8 = 5,600.

Question 40. 9 × 7,000 = Answer: 9 X 7000 = 9 X 7 X 1,000 = 63,000,

Explanation: Given 9 X 7,000 = writing 7,000 as 7 X 1,000 and multiplying with 9, we get 63,000, as 9 X 7 X 1,000 = 63,000, So 9 X 7,000 = 63,000.

Question 41. 20 × 5 = Answer: 20 X 5 = 2 X 10 X 5 = 100,

Explanation: Given 20 X 5 = writing 20 as 2 X 10 and multiplying with 5 we get 100 as 2 X 10 X 5 = 100, So 20 X 5 = 100.

Question 42. 5 × 600 = Answer: 5 X 600 = 5 X 6 X 100 = 3,000,

Explanation: Given 5 X 600 = writing 600 as 6 X 100 and multiplying with 5 we get 3,000 as 5 X 6 X 100 = 3,000, So 5 X 600 = 3,000.

Question 43. 400 × 5 = Answer: 400 X 5 = 4 X 100 X 5 = 2,000,

Explanation: Given 400 X 5 = writing 400 as 4 X 100 and multiplying with 5 we get 2,000 as 4 X 100 X 5 = 2,000, So 400 X 5 = 2,000.

Question 44. 8,000 × 5 = Answer: 8,000 x 5 = 8 X 1,000 X 5 = 40,000,

Explanation: Given 8,000 X 5 = writing 8,000 as 8 X 1,000 and multiplying with 5 we get 40,000 as 8 X 1,000 X 5 = 40,000, So 8,000 X 5 = 40,000.

## Eureka Math Grade 4 Module 3 Lesson 7 Problem Set Answer Key

Explanation: Represented the following expression 1 X43 with disks, regrouped as necessary, wrote a matching expression, and recorded the partial products vertically as shown above 1 X 43 = 43.

## Eureka Math Grade 4 Module 3 Lesson 7 Exit Ticket Answer Key

Represent the following expressions with disks, regrouping as necessary. To the right, record the partial products vertically.

## Eureka Math Grade 4 Module 3 Lesson 7 Template Answer Key

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Grade 4 Module 1 Lessons 1-19 Eureka Math ... Homework 4•1 G4-M1-Lesson 6 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 six hundred thirty thousand, five hundred seventeen is 𝟓𝟓𝟓𝟓𝟓𝟓,𝟓𝟓𝟓𝟓𝟓𝟓 .

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Grade 4. Gr4General. Gr4Mod1. Grade 4 Module 1. Topic A: Place Value of Multi-Digit Whole Numbers. Lesson 1. Lesson 2. Lesson 3. Lesson 4. Topic B: Comparing Multi-Digit Whole Numbers. Lesson 5. Lesson 6. Topic C: Rounding Multi-Digit Whole Numbers. Lesson 7. Lesson 8. Lesson 9. Lesson 10. Video. Lesson PDF. Homework Solutions. Promethean ...

9. PDF Grade 4 • Module 1

GRADE 4 • MODULE 1 Module 1: Place Value, Rounding, and Algorithms for Addition and Subtraction ... Lesson 4 Answer Key 4• 1 Homework 1. a. Units accurately labeled; 50,679 written in chart ... Lesson 7 Answer Key 4• 1 Lesson 7 Problem Set 1. a. 7,000 b. 9,000 c. 16,000 d. 40,000 e. 399,000 f. 840,000

10. Homework Helpers / Home

Homework Helpers is designed to help parents/guardians with Eureka homework. These Helpers explain, step by step, how to work problems similar to those found in Eureka Math assignments. There is a homework helper to go with every homework assignment. ... Grade 4 Module 7. Comments (-1) 5th Grade Links. 5th Grade Module 1. Comments (-1) 5th ...

11. PDF Grade 4 • Module 7

Module 7: Exploring Measurement with Multiplication Lesson 4 Answer Key 4• 7 Lesson 4 Problem Set 1. 240 minutes 4. 66,000 mL 2. 112 ounces 5. 86 ounces 3. 36 feet Exit Ticket 8 ounces Homework 1. 360 minutes 5. 14 2. 56 ounces 6. a. 45 quarts (or equivalent) 3. 1,350 mL b. No; answers will vary 4. 12 feet 9 A STORY OF UNITS

Engage NY Eureka Math 7th Grade Module 4 Lesson 1 Answer Key Eureka Math Grade 7 Module 4 Lesson 1 Example Answer Key. Example 1. Use the definition of the word percent to write each percent as a fraction and then as a decimal. Answer: Example 2. Fill in the chart by converting between fractions, decimals, and percents. Show your work in the ...

Eureka Math Grade 4 Module 4 Lesson 7 Homework Answer Key. Construct angles that measure the given number of degrees. For Problems 1-4, use the ray shown as one of the rays of the angle with its endpoint as the vertex of the angle. Draw an arc to indicate the angle that was measured. Question 1. 25° Answer: The 25° angle is an acute angle ...

14. Course: G4M7: Exploring Measurement with Multiplication

Grade 4 Module 7. Topic A: Measurement Conversion Tables. Lesson 1. Lesson 2. Lesson 3. Lesson 4. Lesson 5. Topic B: Problem Solving with Measurement. Lesson 6. Lesson 7. Lesson 8. Lesson 9. Lesson 10. Lesson 11. Topic C: Investigation of Measurements Expressed a... Lesson 12. Lesson 13. Lesson 14. Topic D: Year in Review. Lesson 15. Lesson 16 ...

15. lesson 7 homework module 4 grade 1

Here is a Link to the source pages: https://www.engageny.org/resource/grade-1-mathematics-module-4I used the "full module" PDF.

16. Grade 7, Module 4, Unit 1, Lesson 10 Homework

Grade 7, Module 4, Unit 1, Digital Homework Assignments. Grade 7, Module 4, Unit 1, Lesson 10 Homework ... Grade 7, Module 4, Unit 1, Lesson 10 Homework. Standards. CCSS.L.7.4 . CCSS.L.7.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of ...

17. Analyze Author's Purpose and Point of View: Trash Vortex, Chapter 2

Supports guided in part by CA ELD Standards 7.I.A.1, 7.I.B.5, 7.I.B.6, and 7.I.C.10. Important Points in the Lesson Itself. To support ELLs, this lesson provides students the opportunity to work in small groups to identify central ideas in the anchor text Trash Vortex.Additionally, students experience modeling and participate in whole-class analysis of Trash Vortex for the author's point of view.

18. PDF Eureka Math Homework Helper 2015-2016 Grade 7 Module 1

Grade 7 Module 1. Lessons 1-22. Eureka Math™Homework Helper 2015-2016. 2015-16. Lesson 1 : 1An Experience in Relationships as Measuring Rate. 7•1 The order of the ratios is important. In this case, it is stated that the ratio is shirts to pants, which means the first number in the ratio represents shirts and the second number represents ...

19. EMBARC: All courses

20. Eureka Math Grade 4 Module 1 Lesson 1

EngageNY/Eureka Math Grade 4 Module 1 Lesson 1For more Eureka Math (EngageNY) videos and other resources, please visit http://EMBARC.onlinePLEASE leave a mes...