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Copyright © Wright Group/McGraw-Hill 36 LESSON 2 1 ,Fact Triangles Name Date Time 4 6 8 8 8 7  , 9  , 9 9  , 10  , 11 11  , 10  ,  , , 5  , 7  , 6  ,  ,  , , ,  , 10  , 10  , 2 2 2 4 5 2 5 4 4 4 7 2 8 2 4 7 6 4 3 2 3 4 3 5 6 3 7 3 3 8 5 5 6 2 3 3

Copyright © Wright Group/McGraw-Hill 37 Name Date Time LESSON 2 1 ,Fact Triangles 11 12 13 13 12 13  , 14  , 14 14  , 15  , 16 18  , 15  ,  , , 11  , 12  , 12  ,  ,  , , ,  , 16  , 17  , 2 9 5 6 6 7 6 6 4 9 7 5 5 9 7 8 9 9 8 9 7 9 8 8 7 7 6 8 6 9 5 8 3 9 4 8

Copyright © Wright Group/McGraw-Hill Name Date Time HOME LINK 2 1 38 Fact Families and Number Families Work on fact and number families by focusing on related addition and subtraction facts. For example, 7 512, 5 712, 12 75, and 12 57. Please return this Home Link to school tomorrow. Family Note 54 55 Show someone at home how to use a Fact Triangle. 1. Write the fact family for the numbers 9, 6, and 15. Write two addition and two subtraction facts. 2. Write the number family for 25, 50, and 75. 3. Make up one more fact family or number family and write it below. Solve. 4. 8 2  5. 5 7  6. 0 4 7. 1 9 6915  , 25 5075  ,  , Unit Practice

39 LESSON 2 2 Name Date Time Fact Extensions with Multiples of 10 Copyright © Wright Group/McGraw-Hill Turn Numbers on Cards Multiples of 10 1st turn 3 630 60 36= 9306090 2nd turn _____ _____ _____0 _____0 __________ _____ __________ _____ 3rd turn _____ _____ _____0 _____0 __________ _____ __________ _____ 4th turn _____ _____ _____0 _____0 __________ _____ __________ _____ 5th turn _____ _____ _____0 _____0 __________ _____ __________ _____ 6th turn _____ _____ _____0 _____0 __________ _____ __________ _____ 7th turn _____ _____ _____0 _____0 __________ _____ __________ _____

Copyright © Wright Group/McGraw-Hill Name Date Time HOME LINK 2 2 Knowing basic facts, such as 6 713, makes it easy to solve similar problems with larger numbers, such as 60 70130. Help your child think of more fact extensions to complete this Home Link. Please return this Home Link to school tomorrow. Family Note 40 Write the answer for each problem. 1. I know: This helps me know: 2. I know: This helps me know: 3. I know: This helps me know: 4. I know: This helps me know: 5. I know: This helps me know: Make up another set of fact extensions. 6. I know: This helps me know:6,000  7,000 600  700 60  70 6  7483 8 123 8 23 8 13 8105 7 65 7 35 7 15 7278 4 58 4 18  4 8  499 7 69 7 19 7 9  7 Fact Extensions 50 51

Copyright © Wright Group/McGraw-Hill 41 Name Date Time “What’s My Rule?” LESSON 2 3 1. 3. 5.2. 4. 6. Rule out in Rule out in Rule out in Rule out in Rule out in Rule out in in out in out in out in out in out in out

Copyright © Wright Group/McGraw-Hill Name Date Time “What’s My Rule?” HOME LINK 2 3 You can find an explanation of function machines and “What’s My Rule?” tables on pages 202–204 in the Student Reference Book.Ask your child to explain how they work. Help your child fill in all the missing parts for these problems. Please return this Home Link to school tomorrow. Family Note 202 204 42 Practice facts and fact extensions. Complete the “What’s My Rule?” problems. Make up problems of your own for the last table. 1. 3.2. 4. Rule out in Subtract 7 in out 14 7 12 15 10 21 Rule out in Add 9 in out 7 18 37 86 49 Rule out in in out 70 100 20 60 90 120 50 Rule out in in out

Copyright © Wright Group/McGraw-Hill 43 Name Date Time Parts-and-Total Number Stories HOME LINK 2 4 Today your child learned about a diagram that helps organize the information in a number story. We call it a parts-and-total diagram.For more information, see pages 256 and 257 in theStudent Reference Book. Please return this Home Link to school tomorrow. Family Note 256 257 For each problem, write ?for the number you want to find. Write the numbers you know in the diagram. Then write the answer and a number model. Finally, write how you know that each answer makes sense. 1. Marisa read her book for 25 minutes on Monday and 30 minutes on Tuesday. How many minutes in all did she read? Answer the question: (unit) Number model: Check:How do you know your answer makes sense? 2. The second graders collected 300 cans to recycle. The third graders collected 400 cans. What was the total number of cans they collected? Answer the question: (unit) Number model: Check:How do you know your answer makes sense? Total Par t Par t Total Par t Par t

Copyright © Wright Group/McGraw-Hill 44 LESSON 2 4 Name Date Time Parts-and-Total Diagrams Total Par t Par t Total Par t Par t Total Par t Par t Total Par t Par t Total Par t Par t Par t Total Par t Par t Par t Total Par t Par t Par t Par t Total Par t Par t Par t Par t

Copyright © Wright Group/McGraw-Hill 45 LESSON 2 5 Name Date Time Change Diagrams Start EndChange Start EndChange Start EndChange Start EndChange Start EndChange Start EndChange Start EndChange Start EndChange Start EndChange Start EndChange

For each number story, write ? in the diagram for the number you want to find. Write the numbers you know in the change diagram. Then, write the answer and a number model. Finally, write how you know that each answer makes sense. 1. Marcus had $25 in his wallet. He spent $16 at the store. How much money was in Marcus’s wallet then? Answer the question: (unit) Number model: Check:How do you know your answer makes sense? 2. Jasmine had $35. She earned $14 helping her neighbors. How much money did she have then? Answer the question: (unit) Number model: Check:How do you know your answer makes sense? Copyright © Wright Group/McGraw-Hill Name Date Time Change Number Stories HOME LINK 2 5 Today your child learned about another diagram that helps organize the information in a number story. It is called a change diagram.For more information, see pages 254 and 255 in the Student Reference Book. Please return this Home Link to school tomorrow. Family Note 254 255 46 Start EndChange Start EndChange

Copyright © Wright Group/McGraw-Hill 47 LESSON 2 5 Name Date Time Changing the Calculator Display Solve the calculator problems. Use a number grid to help. Check your answers on a calculator. Write a number model to show what you did. Example: How can you change 24 to 35? Number model: 1. How can you change 18 to 38? Number model: 2. How can you change 30 to 80? Number model: 3. How can you change 21 to 63? Number model: 4. How can you change 97 to 45? Number model: 5. How can you change 100 to 62? Number model:

Copyright © Wright Group/McGraw-Hill 48 LESSON 2 6 Name Date Time National High/Low Temperatures Highest Temperature Lowest Temperature Difference Date(maximum) (minimum) (range) Place Temperature Place Temperature FFF FFF FFF FFF FFF FFF FFF FFF FFF FFF FFF FFF FFF FFF FFF FFF FFF FFF FFF FFF

Copyright © Wright Group/McGraw-Hill 49 LESSON 2 6 Name Date Time Comparison Diagrams Quantity Quantity Difference Quantity Quantity Difference Quantity Quantity Difference Quantity Quantity Difference Quantity Quantity Difference Quantity Quantity Difference Quantity Quantity Difference Quantity Quantity Difference

LESSON 2 6 Name Date Time Comparing Numbers Copyright © Wright Group/McGraw-Hill 50 1. Compare 19 and 8. Draw an orange line from 0 to 19 above the number line. Draw a blue line from 0 to 8 below the number line. Which line is longer? How much longer? units 19 is how much more than 8? 2. Compare 20 and 2. Draw an orange line from 0 to 20 above the number line. Draw a blue line from 0 to 2 below the number line. Which line is longer? How much longer? units 20 is how much more than 2? 3. Compare 24 and 15. Draw an orange line from 0 to 24 above the number line. Draw a blue line from 0 to 15 below the number line. Which line is longer? How much longer is it? units 24 is how much more than 15? 012345678910111213141516171819202122232425 012345678910111213141516171819202122232425 012345678910111213141516171819202122232425

Copyright © Wright Group/McGraw-Hill 51 Name Date Time Comparison Number Stories HOME LINK 2 6 Family Note Write ? in the diagram for the number you want to find. Write the numbers you know in the diagram. Then write the answer and a number model. Tell someone at home how you know that your answers make sense. 1. Jenna has $42. Her brother has $13. How much more money does Jenna have? Answer the question: (unit) Number model: 2. There are 28 days until Pat’s birthday and 19 days until Ramon’s birthday. How many more days does Pat have to wait than Ramon? Answer the question: (unit) Number model: 3. There are 25 children in the soccer club and 40 children in the science club. How many fewer children are in the soccer club? Answer the question: (unit) Number model: Quantity Quantity Difference Quantity Quantity Difference Quantity Quantity Difference Today your child learned about a comparison diagram. It helps organize information in a number story. To read more, see page 258 in the Student Reference Book. Please return this Home Link to school tomorrow. 258

Name Date Time The Partial-Sums Addition Method HOME LINK 2 7 Today your child learned about adding two 3-digit numbers using a procedure called the partial-sums method.Your child may choose to use this method or may prefer a different procedure. For more information, see pages 57 and 58 in the Student Reference Book. Please return this Home Link to school tomorrow. Family Note 57 58 Solve each addition problem. You may want to use the partial-sums method. Use a ballpark estimate to check that your answer makes sense. Write a number model to show your estimate. Copyright © Wright Group/McGraw-Hill 52 1. Ballpark estimate: 4. Ballpark estimate: 2. Ballpark estimate: 5. Ballpark estimate: 3. Ballpark estimate: 6. Ballpark estimate: 124 215 2 4 5 9 2 100s 10s 1s 245 317 366 208459 168769 445

Copyright © Wright Group/McGraw-Hill 53 LESSON 2 7 Name Date Time Addition: The Partial-Sums Method 100s 3 4 7  7 10s 2 1 0 3 1 4 1s 9 8 0 0 7 7 Example:Ballpark estimate: 1. Ballpark estimate: 3. Ballpark estimate: 2. Ballpark estimate: 4. Ballpark estimate: 300 400 700 100s 10s 1s 100s 10s 1s 100s 10s 1s 100s 10s 1s

Name Date Time Subtraction Methods HOME LINK 2 8 Over the past 2 days, your child practiced subtracting two 3-digit numbers using the counting-up method and the trade-first method. For more information, see pages 60, 61, and 63 in the Student Reference Book. Please return this Home Link to school tomorrow. Family Note 60 6163 Fill in the unit. Solve the problems. You may use any method you wish. Use a ballpark estimate to check that your answer makes sense. Write a number model for your estimate. On the back of this Home Link, explain how you solved one of the problems. Copyright © Wright Group/McGraw-Hill 54 531 329 468 274331 209 925 486724 237 653 447 Unit 1. Ballpark estimate: 2. Ballpark estimate: 3. Ballpark estimate: 4. Ballpark estimate: 5. Ballpark estimate: 6. Ballpark estimate:

Copyright © Wright Group/McGraw-Hill 55 LESSON 2 8 Name Date Time 100s 1 2 1 10s 14 4 8 6 1s 7 6 1 Example:Ballpark estimate: 250 200 50 1. Ballpark estimate: 3. Ballpark estimate: 2. Ballpark estimate: 4. Ballpark estimate: 100s 10s 1s 100s 10s 1s 100s 10s 1s 100s 10s 1s The Trade-First Subtraction Method

Copyright © Wright Group/McGraw-Hill 56 Name Date Time Three or More Addends HOME LINK 2 9 This Home Link provides practice in looking for combinations that make addition easier. Guide your child to look for combinations that add up to 10, 20, 30, 40 and so on. Then add the rest of the numbers. Please return this Home Link to school tomorrow. Family Note Remember that when you add:  The numbers can be in any order.  Some combinations make the addition easier. Add. Write the numbers in the order you added them. Tell someone at home why you added the numbers in that order. Example: 5 17 25 3  I added in this order: 2. 125 13 75  I added in this order: 4. 33 22 8 7  I added in this order: 525173 50 1. 6 18 14  I added in this order: 3. 15 6 14 5  I added in this order: 5. 150 215 300 50 200  I added in this order:

Copyright © Wright Group/McGraw-Hill 57 Name Date Time Three or More Addends continued HOME LINK 2 9 Solve these number stories. 6. Nico’s baby brother has a basket of wooden blocks. 18 blocks are red, 15 are blue, and 22 are yellow. How many red, blue, and yellow blocks are in the basket? Answer the question: blocks Number model: 7. Marianna has 3 days to read a 58-page book. She read 17 pages on Monday and 22 pages on Tuesday. How many more pages does she need to read to finish the book? Answer the question: pages Number model: 8. Make up a number story with three or more addends. Answer the question: (unit) Number model: Check:Does my answer make sense? Total Par t Par t Par t Total Par t Par t Par t

Copyright © Wright Group/McGraw-Hill 58 LESSON 2 9 Name Date Time Addition and Subtraction Puzzles Study the examples. Can you figure out what must be done to solve this type of puzzle? Example 1: Example 2: Solve these addition and subtraction puzzles. 1. 2. 3. Make up addition and subtraction puzzles of your own. 4. 5. 6. 27 8 15 3 17 18 35 12 5 SUBTRACT A D D 48 18 12 8 46 SUBTRACT A D D 22 8 14 6 10 SUBTRACT A D D 40 28 59 95 SUBTRACT A D D SUBTRACT A D D SUBTRACT A D D SUBTRACT A D D 40 46 20 9 57 29 86 20 37 SUBTRACT A D D

Copyright © Wright Group/McGraw-Hill 59 LESSON 2 9 Name Date Time Addition and Subtraction Puzzles SUBTRACT A D D SUBTRACT A D D SUBTRACT A D D SUBTRACT A D D SUBTRACT A D D SUBTRACT A D D SUBTRACT A D D SUBTRACT A D D SUBTRACT A D D SUBTRACT A D D SUBTRACT A D D SUBTRACT A D D

Copyright © Wright Group/McGraw-Hill Unit 3: Family Letter HOME LINK 2 10 Name Date Time Linear Measures and Area In Unit 3, children will develop their measurement sense by measuring lengths with standard units—in both the U.S. customary systemand the metric system. Children will practice reading a ruler to the nearest inch, nearest inch, nearest inch, and nearest centimeter as they measure a variety of objects, including parts of their own bodies, such as their hand spans, wrists, necks, and heights. In addition to the inch and centimeter, children will also measure with other standard units, such as the foot, yard, and meter. Children will begin to use certain body measures or the lengths of some everyday objects as personal referencesto estimate the lengths of other objects or distances. For example, a sheet of notebook paper that is about 1 foot long can help children estimate the length of a room in feet. Using personal references: The width of my little finger is about one centimeter. The concept of perimeteris also investigated in this unit. Children will use straws and twist-ties to buildpolygons,or 2-dimensional figures having connected sides. Then children will measure the distance around each polygonto find the perimeter. Children will also discover the meaning of areaby tiling small rectangles with blocks and counting how many blocks cover the rectangles. Children see how to calculate area by tiling larger surfaces, such as tabletops and floors, with square feet and square yards. In the last part of this unit, children will explore the circumferenceanddiameterof circles. They will learn the about 3 timesrule—that the circumference of a circle is a little more than 3 times the length of its diameter. Please keep this Family Letter for reference as your child works through Unit 3. 1 4 1 2 60

Copyright © Wright Group/McGraw-Hill HOME LINK 210 unit An agreed-upon unit of measure, for example foot, pound, gallon, meter, kilogram, liter. length The distance between two points. U.S. customary system The measurement system used in the United States. For example, inches, feet, yards, and miles are used to measure length. metric system of measurement A measurement system based on the base-ten numeration system. It is used in most countries around the world. For example, millimeters, centimeters, meters, and kilometers are used to measure length. benchmark A well-known count or measure that can be used to check whether other counts, measures, or estimates make sense. For example, a benchmark for land area is that a football field is about one acre. A benchmark for length is that the width of a man’s thumb is about one inch. Benchmarks are also called personal-measurement references. perimeter The distance around the boundary of a 2-dimensional shape. The perimeter of a circle is called its circumference.A formula for the perimeter P of a rectangle with length land width wis P2(lw). circumference The perimeter of a circle. diameter A line segment that passes through the center of a circle or sphere. The length of such a segment. polygon A 2-dimensional figure formed by 3 or more line segments (sides) that meet only at their endpoints (vertices) to make a closed path. The line segments of a polygon may not cross. tiling The covering of a surface with shapes so that there are no gaps or overlaps. area The amount of surface inside a 2-dimensional figure. Area is measured in square units, such as square inches or square centimeters. square unit A unit used to measure area; a square that measures 1 inch, 1 centimeter, 1 yard, or 1 other standard measure of length on each side. 1 square centimeter 1 square inch center diameter circumference Vocabulary Important terms in Unit 3: Unit 3: Family Letter cont. a polygon 61

Copyright © Wright Group/McGraw-Hill HOME LINK 210 Do-Anytime Activities To work with your child on the concepts taught in this unit and in previous units, try these interesting and rewarding activities: 1.Encourage your child to find some personal references for making several measurements of length at home. 2.Practice using the personal references by estimatingsome lengths, and then practice using a ruler by measuringthe actual lengths. 3.Practice finding perimeters of objects and circumferences of circular objects around your home. Unit 3: Family Letter cont. 62

Copyright © Wright Group/McGraw-Hill Home Link 3 4 2.perimeter of polygon A 20 cm perimeter of polygon B 20 cm 3. a.12 ft3. b.60 in. Home Link 3 5 1.62.23.44.3 5.36.957.62 Home Link 3 7 1.Area24 square units2.Area27 square units Sample answer: Sample answer:3.This is a 2-by-6 rectangle. Area 12 square units 4.This is a 5-by-4 rectangle. Area 20 square units 5.3076.119 Home Link 3 8 1.80 tiles2.$160 3. 4.30 plants 5.489 6.673 7.307 As You Help Your Child with Homework As your child brings home assignments, you may want to go over the instructions together, clarifying them as necessary. The answers listed below will guide you through this unit’s Home Links. HOME LINK 210 Unit 3: Family Letter cont. 63 Building Skills through Games In Unit 3, your child will practice addition skills by playing the following games. For detailed instructions, see the Student Reference Book. Addition Top-It Each player turns over two cards and calls out their sum. The player with the higher sum then takes all the cards from that round. Subtraction Top-It Each player turns over two cards and calls out their difference. The player with the larger difference then takes all the cards from that round.