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Copyright © Wright Group/McGraw-Hill Name Date Time Measurements at Home HOME LINK 3 1 Help your child find labels, pictures, and descriptions that contain measurements. If possible, collect them in an envelope or folder so that your child can bring them to school tomorrow, along with this Home Link. Please return this Home Link to school tomorrow. Family Note 64 1. Find items with measurements on them. Look at boxes and cans. List the items and their measurements. 2. Find pictures and ads that show measurements. Look in newspapers, magazines, or catalogs. Ask an adult if you can cut out some examples and bring them to school. Write these problems on the back of this page. Write a number model for your ballpark estimate. Use any method you wish to solve each problem. Show your work. 3. 259 432  4. 542 387  Item Measurement milk ca rton 1 qua rt Practice

Copyright © Wright Group/McGraw-Hill Name Date Time 65 Measure the line segments with the rulers. 1. Use Ruler A to measure to the nearest inch (in.). 2. Use Ruler B to measure to the nearest 1 2inch (in.). 3. Use Ruler C to measure to the nearest 1 4inch (in.). 123456 Inches (in.) Ruler C 0 2 4 1 2 1 4 3 4 1 0 23456 Inches (in.) Ruler B 1 2 1 0 23456 Inches (in.) Ruler A LESSON 3 2 Measuring Line Segments

Copyright © Wright Group/McGraw-Hill Name Date Time Body Measures HOME LINK 3 2 Help your child measure an adult at home. Use a tape measure if you have one, or use a piece of string. Mark lengths on the string with a pen, and then measure the string with a ruler. Please return this Home Link to school tomorrow. Family Note 66 Measure an adult at home to the nearest 1 2inch. Fill in the information below: Name of adult: Around neck: about inches Height: about inches Around wrist: about inches Length of shoe: about inches Distance from waist to floor: about inches Forearm: about inchesHand span: about inchesArm span: about inches arm span hand span forearm Reminder: Find more pictures that show measurements. Bring them to school if possible (ask an adult first) or write descriptions of them. Unit Practice Write these problems on the back of this page. Fill in a unit box. Write number models for your ballpark estimates. Show your work. 1. 83 25  2. 35 47 3. 58 89 

Copyright © Wright Group/McGraw-Hill Name Date Time Measuring Height HOME LINK 3 3 Measuring the height of the ceiling is easiest with such tools as a yardstick, a carpenter’s ruler, or a metal tape measure. Another way is to attach a string to the handle of a broom and raise it to the ceiling. Have the string extend from the ceiling to the floor, cut the string to that length, and then measure the string with a ruler. Please return this Home Link to school tomorrow. Family Note 67 1. Measure the height of the ceiling in your room. The ceiling in my room is about feet high. 2. Measure the height of a table. The table is between and feet high. 3. About how many tables could you stack in your room, one on top of the other? about tables 4. Draw a picture on the back of this page to show how the tables might look stacked in your room. Write these problems on the back of this page. Draw and fill in a unit box. Write a number model for your ballpark estimate. Use any method you wish to solve each problem. Show your work. 5. 63 28 6. 149 76  Work with someone at home. Practice

Copyright © Wright Group/McGraw-Hill Name Date Time Perimeter HOME LINK 3 4 The perimeter of a geometric figure is the distance around the figure. If the figure is a polygon, like those on this page, the perimeter can be found by adding the lengths of the sides. If you want to review this topic in detail with your child, use the Student Reference Book, pages 150 and 151. Please return this Home Link to school tomorrow. Family Note 150 151 68 1. Estimate: Which has the larger perimeter, polygon A or polygon B? 2. Check your estimate by measuring the perimeter of each polygon in centimeters. If you don’t have a centimeter ruler, cut out the one at the bottom of the page. perimeter of polygon A  cm perimeter of polygon B  cm 3. What is the perimeter of each figure below? a. b. each side 10 inches perimeter ft perimeter in. 123456789101112131415 0 cm 3 ft 4 ft5 ft B A

Copyright © Wright Group/McGraw-Hill Name Date Time Describing Data HOME LINK 35 You can find information about minimum, maximum, range, median, and mode \ for a set of data on pages 79–82 in the Student Reference Book. Please return this Home Link to school tomorrow. Family Note 79–82 69 Children in the Science Club collected pill bugs. The tally chart shows \ how many they collected. Use the data from the tally chart to complete a lin\ e plot. Use the data to answer the questions. 1. What is the maximum (greatest) number of pill bugs found? pillbugs 2. What is the minimum (least) number of pill bugs found? pillbugs 3. What is the range for the data? pill bugs 4. What is the median for the data? pill bugs 5. What is the mode for the data? pill bugs Number of Number of Pill Bugs Collectors 0 1 2 /// 3////\ 4 5 // 6 // 0 12 3456 Number of Pill Bugs Number of Children Unit Make ballpark estimates. Solve on the back of this paper. Show your work. 6. 67 28  7. 33 29  Practice

Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill Name Date Time 70 Block: LESSON 35 Group Tally Chart Result Tallies Total on an edge not on an edge Total number of tosses Name Date Time Block: LESSON 35 Group Tally Chart Result Tallies Total on an edge not on an edge Total number of tosses

Copyright © Wright Group/McGraw-Hill Name Date Time Room Perimeters HOME LINK 36 A personal measurement reference is something you know the measure of—for example, your height or ounces in a water bottle. Personal references can help you estimate measures that you don’t know. A person’s pace can be defined as the length of a step, measured from heel to heel or from toe to toe. It will be helpful for you to read about Personal Measurement References on pages 141, 142, 148, and 149 in theStudent Reference Bookwith your child. Please return this Home Link to school tomorrow. Family Note 141 142 148 149 71 Your pace is the length of one of your steps. 1. Find the perimeter, in paces, of your bedroom. Walk along each side and count the number of paces. The perimeter of my bedroom is about ________ paces. 2. Which room in your home has the largest perimeter? Use your estimating skills to help you decide. The __________________________ has the largest perimeter. Its perimeter is about _______ paces. 3. Draw this room on another sheet of paper. Plan to share your drawing with the class. Write these problems on the back of this page. Fill in a unit box. Write a number model for your ballpark estimate. Use any method you wish to solve each problem. Show your work. 4. 38 9  5. 143 37  6. 576  67 Practice Unit

Copyright © Wright Group/McGraw-Hill Name Date Time Areas of Rectangles HOME LINK 3 7 Today we discussed the concept of area. Area is a measure of the amount of surface inside a 2-dimensional shape. One way to find area is by counting same-size units inside a shape. For more information, see pages 154 –156 in theStudent Reference Book. In the next lesson, we will look at ways to calculate area. Please return this Home Link to school tomorrow. Family Note 154–156 72 Show someone at home how to find the area of each rectangle. Make a dot in each square as you count the squares inside the rectangle. 1. Draw a 4-by-6 rectangle on the grid. 2. Draw a 3-by-9 rectangle. Fill in the blanks. 3. 4. This is a -by- rectangle. This is a -by- rectangle. Area square units Area square units Practice Write these problems on the back of this page. Fill in a unit box. Use any method you wish to solve each problem. Write a number model for your ballpark estimate. Show your work. 6. 805 686 5. 571 264 Unit

Copyright © Wright Group/McGraw-Hill Name Date Time 73 1. Rectangle A is drawn on centimeter grid paper. Find its area. Area square centimeters 2. Rectangle B has the same area as Rectangle A. Cut out Rectangle B. Then cut it into 5 pieces, any way you want. Rearrange the pieces into a new shape that is not a rectangle. Then tape the pieces together in the space below. What is the area of the new shape? Area of new shape square centimeters 3. Explain how you found the area of your new shape. LESSON 3 7 Exploring Area A B

Copyright © Wright Group/McGraw-Hill Name Date Time Area HOME LINK 3 8 Today we discussed area as an array, or diagram. An array is a rectangular arrangement of objects in rows and columns. Help your child draw an array of the tomato plants in Problem 3. Use that diagram to find the total number of plants. Please return this Home Link to school tomorrow. Family Note 64 65 74 Mr. Li tiled his kitchen floor. This is what the tiled floor looks like. 1. How many tiles did he use? tiles 2. Each tile cost $2. How much did all the tiles cost? $ 3. Mrs. Li planted tomato plants. She planted 5 rows with 6 plants in each row. Draw a diagram of her tomato plants. Hint:You can show each plant with a large dot or an X. 4. How many tomato plants are there in all? plants Write these problems on the back of this page. Fill in a unit box. Write a number model for your ballpark estimate. Use any method you wish to solve each problem. Show your work. 5. 548 59  6. 616 57 7. 571 264 Practice Unit

Copyright © Wright Group/McGraw-Hill Name Date Time 75 1. List the items you are buying in the space below. You must buy at least four items. If you buy the same item 2 times, list it 2 times. Item Sale Price 2. Estimate how many dollar bills you will need to pay for your items. 3. Give the clerk the dollar bills. 4. The clerk calculates the total cost. You owe $ . 5. The clerk calculates the change you should be getting. $ 6. Record your change. Use Î, Â, Í, ‰. LESSON 3 8 A Shopping Trip Use the Stationery Store Poster in your Student Reference Book,page 214. 7. Linda wants to buy a box of pens and a box of pencils. How much will she save by buying them on sale? Regular price Sale price Difference pens $ $ Regular total $ pencils $ $ Sale total $ Total cost$$Amount saved$ . . . . . . . . . Try This

Name Date Time 1. Cut out the square. 2. Use square pattern blocks to find the area of the square. 3. Cut the square into 2 equal triangles. 4. Find the area of each triangle. Names: 1. Area of square: sq. in. 2. Area of first triangle: about sq. in. 3. Area of second triangle: about sq. in. 4. How do the areas of the two triangles compare? 5. How does the area of one triangle compare to the area of the original square? Copyright © Wright Group/McGraw-Hill 76 LESSON 3 8 Finding and Comparing Areas

Copyright © Wright Group/McGraw-Hill 77 LESSON 3 9 Name Date Time Centimeter Sheet 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 16 0

Copyright © Wright Group/McGraw-Hill 78 LESSON 3 9 Name Date Time Centimeter Sheet continued Do not cut. Paste along solid line. 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43

Copyright © Wright Group/McGraw-Hill 79 Name Date Time Circumference and Diameter HOME LINK 3 9 Today in school your child learned the definitions of circumferenceanddiameter.Ask your child to explain them to you. Help your child find and measure circular objects, such as cups, plates, clocks, cans, and so on. The about 3 times circle rule says that the circumference of any circle, no matter what size, is about 3 times its diameter. It will be helpful for you to review pages 152 and 153 in the Student Reference Bookwith your child. Please return this Home Link to school tomorrow. Family Note 152 153 Measure the diameters and circumferences of circular objects at home. Use a tape measure if you have one, or use a piece of string. Mark lengths on the string with your finger or a pen, and then measure the string. Record your measures in the chart below. Does the about 3 timescircle rule seem to work? Share the about 3 timesrule with someone at home. Diameter 9 cm Circumference about 27 cm diameter circum ference center Object Diameter Circumference

LESSON 3 9 Name Date Time Two-Rule Frames and Arrows Copyright © Wright Group/McGraw-Hill 80 1. 2. 3. 4. Solve the Frames-and-Arrows problems.

Copyright © Wright Group/McGraw-Hill 81 Name Date Time Unit 4: Family Letter HOME LINK 3 10 childrenpennies per childpennies in all 4?28 Problem: Solution strategies: Each child has 2 apples. There are 16 apples. How many children have apples?2?16, or I know that 1628. If there a re 16 apples and each child has 2, then there must be 8 children. A sheet of stamps has 6 rows. Each row has 3 stamps. How many stamps are on a sheet? 6318 Representing problems with pictures and arrays (below) Multiplication and Division Unit 4 focuses on the most common uses of multiplication and division—problems that involve equal sharing and equal grouping. In Second Grade Everyday Mathematics, children were exposed to multiplication and division number stories and multiplication and division facts. To solve multiplication and division number stories, children will refer to familiar strategies introduced in second grade: Acting out problems using concrete objects, such as counters (below) Using diagrams to sort out quantities(below) Using number models to represent solution strategies(below) 2714 3412

Copyright © Wright Group/McGraw-Hill 82 multiples of a number The product of the number and a counting number. For example, multiples of 2 are 2, 4, 6, and 8…. multiplication/division diagram InEveryday Mathematics, a diagram used to represent problems in which the total number of objects in several equal groups is being considered. The diagram has three parts: number of groups, number in each group, and total number. For example, the multiplication/ division diagram here represents this number story: There are 3 boxes of crayons. Each box has 8 crayons. There are 24 crayons in all. rectangular array A group of objects placed in rows and columns. factor Each of the two or more numbers in a product. product The result of multiplying two numbers. equal groups Sets with the same number of elements, such as tables with 4 legs, rows with 6 chairs, boxes of 100 paper clips, and so on. dividend The number in division that is being divided. divisor In division, the number that divides another number, the dividend. quotient The result of division. remainder An amount left over when one number is divided by another number. In the division number model 16 3∑5 R1, the remainder is 1. square number The product of a number multiplied by itself; any number that can be represented by a square array of dots or objects. A square array has the same number of rows as columns. boxes crayons per box crayons 38 24 Vocabulary Important terms in Unit 4: 3 3 9 The number 9 is a square number. In2847, 28is the dividend, 4is the divisor,and 7 is the quotient. In4312, 4and3are the factors, and12is the product. Building Skills through Games In Unit 4, your child will practice division and multiplication by playing the following games. For detailed instructions, see the Student Reference Book. Division Arrays Players make arrays with counters. They use number cards to determine the number of counters and a toss of a die to establish the number of rows. Beat the Calculator A Calculator (a player who uses a calculator) and a Brain (a player who solves the problem without a calculator) compete to see who will be first to solve multiplication problems. Unit 4: Family Letter cont. HOME LINK 310 A 2-by-6 array of eggs

83 Copyright © Wright Group/McGraw-Hill 1.Together with your child, sort objects into equal groups. Discuss what you could do with any leftover objects. 2.Review multiplication-fact shortcuts:  turn-around factsThe order of the factors does not change the product. Thus, if you know 3 412, you also know 4 312.  multiplication by 1The product of 1 and another number is always equal to the other number. For example, 1 99; 1 77.  multiplication by 0The product of 0 and another number is always 0. For example, 4 00; 0 20.  square numbersArrays for numbers multiplied by themselves are always squares. For example, 2 2 and 4 4 are square numbers. 3.Use the ,Fact Triangles (a set will be sent home later) to practice the basic facts. Act as a partner by covering one number on the card and then asking your child to create a multiplication or division number model using the other two numbers. 4.Write any number–for example, 34,056. Then ask questions like the following: How many are in the thousands place? (4)What is the value of the digit 5? (50) 5.Ask questions like the following: Is 467 518 more or less than 1,000? (less)Is 754 268 more or less than 500? (less) Do-Anytime Activities To work with your child on concepts taught in this unit and in previous units, try these interesting and rewarding activities: 4 4 16 2 2 4 7856  , 7856 8756 5687 5678 Unit 4: Family Letter cont. HOME LINK 310

UNIT 4 Home Link 4 1 1.30 apples Home Link 4 2 1.24 counters2.24 counters 3.24 counters4.358 5.2046.428 Home Link 4 3 1.5 counters per person; 0 counters remaining 2.2 counters per person; 5 counters remaining 3.4 weeks in January; 3 days remaining 4.4 teams; 2 children remaining 5.2 pencils; 4 pencils left over 6.11 jelly beans; 0 jelly beans left over 7.5778.319.801 Home Link 4 4 1.6 marbles; 0 marbles left over 2.2 cookies; 1 cookie left over 3.4 complete rows; 6 stamps left over Home Link 4 5 1.10; 102.15; 153.20; 204.9; 9 5.90; 906.365; 3657.0; 08.0; 0 9.0; 010.2011.2012.18 13.1414.1515.50 Home Link 4 6 1.10; 10; 10; 102.12; 12; 12; 12 3.2 7 14; 7 2 14; 14 2 7; 14 7 2 4.2 8 16; 8 2 16; 16 2 8; 16 8 25.5 4 20; 4 5 20; 20 5 4; 20 4 5 6.10 6 60; 6 10 60; 60 10 6; 60 6 10 Home Link 4 7 1.5 6 30; 6 5 30; 30 6 5; 30 5 6 2.8 3 24; 3 8 24; 24 3 8; 24 8 3 3.2 9 18; 9 2 18; 18 2 9; 18 9 2 4.4 7 28; 7 4 28; 28 7 4; 28 4 7 5.9 8 72; 8 9 72; 72 9 8; 72 8 9 6.6 7 42; 7 6 42; 42 7 6; 42 6 7 Home Link 4 8 1.7; 5; 7 5 35; 35 square units 2.6; 7; 6 7 42; 42 square units 3.4 8 32 4.9 5 45 Home Link 4 9 The following answers should be circled: 1.more than the distance from Chicago to Dallas; about 2,400 miles 2.about 600 miles; less than the distance from Chicago to Denver 3.more than the distance from New York to Chicago 4.less than the distance from Denver to Atlanta; more than the distance from New York to Portland; about 750 miles As You Help Your Child with Homework As your child brings home assignments, you might want to go over the instructions together, have your child explain the activities, and clarify them as necessary. The answers listed below will guide you through this unit’s Home Links. 84 Copyright © Wright Group/McGraw-Hill Unit 4: Family Letter cont. HOME LINK 310