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Copyright © Wright Group/McGraw-Hill 206 Name Date Time Which Way Out? HOME LINK 71 Today your child explored patterns in square products, such as 3 3 and 4 4. The activity below provides practice in identifying square products. Have your child start at the picture of the Minotaur and use a pencil so he or she can erase wrong turns. If it would be helpful, suggest that your child mark each square product before attempting to find a path. Please return this Home Link to school tomorrow. Family Note 199 According to Greek mythology, there was a monster called the Minotaur that was half bull and half human. The king had a special mazelike dwelling built, from which the Minotaur could not escape. The dwelling, called a labyrinth(la buh rinth), had many rooms and passageways that formed a puzzle. Whoever went in could not find their way out without help. One day, a Greek hero, Theseus, decided to slay the monster. To find his way out of the labyrinth, his friend Ariadne gave him a very, very long ball of string to unwind as he walked through the passageways. After Theseus slew the Minotaur, he followed the string to escape. Pretend you are Theseus. To find your way out, you may go through only those rooms numbered with square products. Start at the Minotaur’s chambers and draw a path to the exit.

Copyright © Wright Group/McGraw-Hill 207 LESSON 71 Name Date Time Square and Rectangular Arrays Follow these steps: 1. Use centimeter cubes to build arrays for each fact. 2. Record the arrays on the grids. 3. Name the shapes of the arrays. 4. Write the number models that match the arrays. 1. 3 3 2. 3 4 3. 4 5 4. 4 4 The shape is a . Number model: The shape is a . Number model: The shape is a . Number model: The shape is a . Number model: Compare the shapes and the number models for different arrays. What patterns do you see?

Copyright © Wright Group/McGraw-Hill 208 LESSON 71 Name Date Time Product Patterns Find each product. Then look for patterns. 1. 1  2  2. 2  3  3. 3  4  4. 4  5  5. 5  6  6. 6  7  7. What happens when you subtract each product from the next larger product? Read pages 198 and 199 in the Student Reference Bookto learn more about patterns in multiplication.

Factors and Products Copyright © Wright Group/McGraw-Hill Name Date Time Family Note 209 Listen to your child explain what factors and products are before he or she writes the answers in the table. Then listen as your child tells you what he or she knows about multiplying by 1, multiplying by 0, and multiplying square numbers. Fact Triangles for the remaining multiplication/division facts are included with this Home Link. Please return this Home Link to school tomorrow. Family Note 1. Explain to someone at home what factors and products are. Find the missing products and factors in the table. 2. Write what you know about the products when you multiply by 1. 3. Write what you know about the products when you multiply by 0. 4. Write what you know about facts with square numbers. Factor Factor Product 35 15 714 410 88 945 864 1 864 10 100 0 999 48 48 243 0 Write these problems on the back of this page. Make a ballpark estimate for each. Solve. Show your work. 5. 7,201 6. 3,623 6,988457 ballpark estimate ballpark estimate Unit Practice HOME LINK 72

Copyright © Wright Group/McGraw-Hill 210 Page Title LESSON 72 Name Date Time Turn-Around Facts 23 12345678910 145678910 2268 77 88 99 101032 40 48 56 36 45 54 63 72 40 50 60 70 80 90 336 44812 55101520 6612182430 14 21 28 35 42 16 24 18 27 20 3010 12 14 16 18 20 12 15 18 21 24 27 30 20 24 28 32 36 40 30 35 40 45 50 42 48 54 60 56 63 70 72 80 90 ,

Multiplication Bingo (Easy Facts) Today the class learned to play Multiplication Bingo. This game is a good way to practice the multiplication facts. Ask your child to show you how to play the game; then play a couple of games. When your child is ready to practice harder facts, use the cards and list of numbers on the next page. Encourage your child to keep a record of the facts he or she misses. Keep this Home Link at home. Copyright © Wright Group/McGraw-Hill Name Date Time Family Note 211 Materialsnumber cards 1–6 and 10 (4 of each) 8 pennies or other counters for each player game mat for each player Players2 or 3 Directions 1. Write each of the following numbers in any order in one of the squares on a game mat: 1, 4, 6, 8, 9, 12, 15, 16, 18, 20, 24, 25, 30, 36, 50, 100. 2. Shuffle the number cards. Place the cards facedown on the table. 3. Take turns. When it is your turn, take the top 2 cards and call out the product of the 2 numbers. If the other players do not agree with your answer, check it using a calculator. 4. If your answer is correct and the product is a number on your grid, place a penny or a counter on that number. 5. If your answer is incorrect, you lose your turn. 6. The first player to get 4 counters in a row, column, or diagonal or 8 counters on the game mat calls out Bingo!and wins the game. If all the cards are used before someone wins, shuffle the cards again and keep playing. HOME LINK 73

Multiplication Bingo (All Facts) Follow the same rules as for Multiplication Bingo,with the following exceptions:  Use a deck of number cards with 4 cards each for the numbers 2 through 9.  Write each of the numbers in the list in one of the squares on the grid. Don’t write the numbers in order. Copyright © Wright Group/McGraw-Hill Name Date Time 212 HOME LINK 73 List of numbers 24 35 48 63 27 36 49 64 28 42 54 72 32 45 56 81 Record the facts you miss. Be sure to practice them.

Copyright © Wright Group/McGraw-Hill 213 Name Date Time For each problem, fill in the diagram. Use a question mark to show the unknown part in the diagram. Write a number model and solve the problem. 1. Jo had 24 markers. Markers come in boxes of 8. How many boxes did she buy? boxes of chalk per box pieces total pieces boxes markers per box Number model: Answer: pieces of chalk markers in all cartons eggs per carton eggs in all Number model: Answer: boxes 2. Franklin was trying to figure out how many eggs his mom bought. She bought 4 cartons with one dozen eggs in each. Number model: Answer: eggs 3. Ms. Cricket had 35 students. She needed one piece of chalk per student and had to buy 7 boxes of chalk. How many pieces of chalk were in each box? Problems with Multiplication Diagrams LESSON 73

Copyright © Wright Group/McGraw-Hill 214 Page TitlePage Title Page TitlePage Title Page Title LESSON 73 Name Date Time Frames-and-Arrows Puzzles Each puzzle has two rules. For each puzzle, color the arrow for one rule red and color the arrow for the other rule blue. For Problems 1 through 3, figure out where to place the rules to solve the problems. You may use your calculator. 1. 2. Find another way. 3. 4. Make up a puzzle. Ask a partner to solve it. 99 93 681 64 99 93

HOME LINK 74 16–17 Copyright © Wright Group/McGraw-Hill Name Date Time Family Note 215 Parentheses Puzzles Show someone at home how to add parentheses to complete the number sentences below. Remember that the parentheses are used to show what you do first. 1 a. 17103 10 1 b. 171034 2 a. 267238 2 b. 267212 3 a. 24176 1 3 b. 2417613 4 a. 361357 4 b. 361331 Make up other parentheses puzzles below. 5 a. 5 b. 6 a. 6 b. 7. Dalia made 8 party bags for her birthday party. Each bag contained 4 small gifts for her friends. When Denise said that she could come, Dalia had to make one more bag with 4 gifts. How many small gifts did Dalia need to fill her bags? Walter wrote this number model: 8(4 4) 64 Explain Walter’s mistake. Try This Observe as your child adds parentheses and explains what to do first in the number sentence puzzles in Problems 1 through 4. If needed, assist your child in writing a correct number model for the Try This problem. You might ask how many gifts Dalia would need to fill 8 bags and how many she would need to also take care of Denise. Please return this Home Link to school tomorrow.

Copyright © Wright Group/McGraw-Hill 216 Name Date Time Page TitlePage Title Page Title LESSON 74 Dot Patterns with Number Models The total dots in this dot array can be found by using patterns. Here is one way to find the total: 9  (4  4) Find as many ways as you can to use patterns to find the total dots. Show each pattern on the dot array and write a number model to describe the pattern. Use parentheses in your number model if you can.

Copyright © Wright Group/McGraw-Hill 217 LESSON 00 Name Date Time Page Title Page Title Name Date Time Basketball Math HOME LINK 75 We have been using points scored in basketball to illustrate the use of parentheses in number models. Work with your child to find various combinations of 3-point, 2-point, and 1-point baskets that add up to 15 points. Ask your child to explain what the parentheses in the number models tell you about how to find the answers. Please return this Home Link to school tomorrow. Family Note Tell someone at home how basketball players can shoot baskets worth 3 points, 2 points, and 1 point. Find different ways a player can score 15 points. Scoring 15 Basketball Points 3 points 2 points 1 point Number Models 322 (33)(22)(21)15 Solve. Show your work. 1. 274 2. 576 3. 711 8867687 Practice Unit 16 17

Copyright © Wright Group/McGraw-Hill 218 Page TitlePage Title Page Title LESSON 75 Name Date Time Equivalent Names You need ten pennies. 1. Look at the first row on the table below. Using 10 pennies, you can make 3 groups of 3 pennies. A 3 is in the first column. 2. Because there is only 1 penny left, you cannot make any groups of 2 pennies. 0 is written in the Groups of 2 pennies column. 3. Because there is 1 penny left, you can make 1 group of 1 penny. 1 is written in the third column. 4. 10 pennies in all were used. 10 is written in the last column. 5. Complete the table. Find different ways to use 10 pennies in all for each row. Groups Groups Groups Total of 3 of 2 of 1 pennies pennies pennies penny 30110 2 1 3 2 1 2 1

Write at least one number sentence for each digit. Follow these rules:  You may use any operation (, , , and ) as many times as you need to.  You must use exactly four 3s each time. You must use only 3s.  Use parentheses if you can. You may use your calculator to help. Copyright © Wright Group/McGraw-Hill Name Date Time Page Title HOME LINK 00 219 Page TitlePage Title LESSON 75 Names for Digits How many ways can you make 4 using only 3s? Digit Number Sentence 0Example: (3  3) (3  3) 0 1 2 3 5 6 7 8 9 Try This 4 4

Copyright © Wright Group/McGraw-Hill Page Title Family Note text Please return this Home Link to school tomorrow. 000 000 220 Name Date Time Extended Facts on Triangles HOME LINK 76 Today the class learned that if you know a basic multiplication fact, such as 4 6 24, you can get the answer to an extended multiplication fact like 40 6 or 4 600. The same approach works for extended division facts like 120 3 or 1,500 5. The extended Fact Triangles on this page work the same way as the basic Fact Triangles. Please return this Home Link to school tomorrow. Family Note Fill in the extended Fact Triangles. Write the fact families. 1. 2. 3. 4. Write your own. 930  , 8 1,600  ,                  , 6 240  ,

Count by 1s. Count by 10s. one two three four five 1010s 10s 10s 10s 10 Count by 100s. Copyright © Wright Group/McGraw-Hill 221 LESSON 00 Page Title Page TitlePage Title one two three four five 1,0001,000s 1,000s 1,000s 1,000s 1,000 Count by 1000s. Using the patterns you see in the table above, complete the table below for 1,000s. Try This LESSON 76 Name Date Time Multiples of 10s Work with a partner. One partner uses a calculator to skip-count by 1, 10, 100, and 1,000. Record the numbers in the correct place in the chart as they are displayed in the calculator. The other partner models each count with base-10 blocks. Use cube , long , and flat to record the count in the chart. The first two numbers are done for you. one two three four five 100100s 100s 100s 100s one two three four five 11s 1s 1s 1s 12

a. 180 37 b. 1,358 392 c. 742 509 500 500 500 500 500 500 d. 118 292 e. 226 248 f. 377 168 500 500 500 500 500 500 g. 298 316 h. 195 188 i. 313 209 500 500 500 500 500 500 Copyright © Wright Group/McGraw-Hill 222 Name Date Time Estimation HOME LINK 77 Today we solved problems by making estimates. We emphasized that it is not always necessary to find the exact answer to a problem. For example, when you go to the store, you can estimate whether you have enough money to pay for the items you want to purchase. In most cases, it is not necessary to find the exact cost until you pay for your items. Please return this Home Link to school tomorrow. Family Note 191 –194 For each problem, first estimate whether the sum is greater than 500 or less than 500; then circle the correct comparison. Next give an exact result only to those problems with sums greater than 500. Answer Answer Answer Answer Answer Answer Answer Answer Answer

Copyright © Wright Group/McGraw-Hill 223 LESSON 00 Page Title LESSON 77 Name Date Time Rounding Numbers Sometimes an exact answer to a problem is not needed. An answer that is close to the exact answer might be helpful enough. When we round a number, we find a number that is close to it but easier to use. Numbers ending in 0 are often easier to use. Here are some strategies for rounding a number. 1. Shade in the multiples of 10 on the number grid on Math Masters, page 21. Put your finger on 27. When we round 27, it will go up or down to the nearest multiple of ten. Is it fewer steps from 27 to 30 or from 27 to 20? Use your number grid to round these numbers. (Hint: When a number is exactly half-way between, we usually round to the higher number.) 2. 42 3. 79 4. 63 5. 55 Here is another way to think of rounding numbers. Round 27. What would be multiples of 10 that are close to 27? What number would be at the top of the hill? Would 27 be heading toward 20 or toward 30? 6. Draw a picture to show how you would round 82. 25 20 30 27 7. Draw a picture or explain how you would round 4.7 to the nearest whole number. Try This

On average, the total weight of all the paper used in the United States each day is about 1 1 2pounds per person. 1. About how many pounds of paper per person are used in 1 week? Explain what you did. 2. About how many pounds of paper per person are used in one year? Explain what you did. 3. A 40-foot pine tree will produce about 12,000 sheets of paper. 100 sheets of paper weigh about 1 pound. About how many trees does it take to produce the amount of paper the average person uses in 1 year? Explain your thinking. Copyright © Wright Group/McGraw-Hill Page Title 224 LESSON 77 Name Date Time Estimating Paper Consumption About pounds About trees About pounds

Copyright © Wright Group/McGraw-Hill 225 Name Date Time A Multiplication Puzzle HOME LINK 78 Practice finding products like 4 70, 900 5, and 30 50 with your child before he or she works the two puzzles. Please return this Home Link to school tomorrow. Family Note Work with someone at home. 1. Find each product below (for Problems 5a through 5i). 2. Record each product in the box labeled with the letter of the problem. For example, write the product for Problem ain Box a. 3. Add the numbers in each row. Write the sum next to the row. 4. Add these sums and write the answer in the Total box. 5. The number in the Total box should equal 3 3,000. a. 30 40 b. 20 70 c. 20 20 d. 10 80 e. 40 50 f. 20 10 g. 4 500 h. 10 10 10 i. 10,000 0 6. Make a puzzle so the number in the Total box is 500. a. b. c. d. ab c  de f  gh i  ab  cd       Total Total Try This

Copyright © Wright Group/McGraw-Hill 226 Name Date Time LESSON 78 1. Use base-10 blocks to help you solve the problems in the first 2 columns. Use the patterns from the first row and column to help you solve the other problems in the table. 2. Use what you learned in Problem 1 to help you solve the problems in the table below. 3. Explain how knowing 2 2 can help you find the answer to 20 20. 2 1  20 1  200 1  2 10  20 10  200 10  2 100 20 100 200100 2 2  20 2  200 2  2 20  20 20  200 20  2 200 20 200 200200 Patterns in Extended Facts

Solve the following problem: An artist made a square mosaic with 99 rows of tiles and 99 tiles in each row. How many tiles were used? Do not use your calculator. Show your work. Explain what you did. Copyright © Wright Group/McGraw-Hill 227 Name Date Time LESSON 78 Multidigit Multiplication

Copyright © Wright Group/McGraw-Hill 228 Name Date Time Exploration A: Share the work with other members of your group for Problems 1 through 3. Work together on Problems 4 and 5. 1. Try to make a square out of square pattern blocks. The square should be larger than a single pattern block. Use as few squares as you can. Record the result on a sheet of paper by tracing around the pattern blocks or by using a template. 2. Make a larger triangle out of triangle pattern blocks. Again, use as few triangles as you can. Record the result by tracing around the blocks or by using a template. 3. Do the same thing with each of the following pattern blocks: Hint:Use four trapezoid pattern blocks to make the larger trapezoid. 4. Can you make a larger hexagon out of hexagon pattern blocks? 5. Make a larger hexagon by combining hexagon pattern blocks with pattern blocks of another shape. Record the result by tracing around the blocks or by using a template on the back of your paper. 6. How many pattern blocks did you use to make larger squares, triangles, rhombuses, and trapezoids? 7. How many pattern blocks would you need to make the next larger square? The next larger triangle? The next larger rhombus? Try to make them. trapezoid small rhombus large rhombus Follow-Up LESSON 79 Similar Pattern-Block Shapes

Copyright © Wright Group/McGraw-Hill 229 Name Date Time LESSON 79 Seven Sheep versus One Cow Exploration B: A farmer is switching from raising cows to raising sheep. She estimates that 7 sheep eat about as much as 1 cow. Work as a group to answer the three questions below. Find the answers without using a calculator. 1. If a farmer has 10 well-fed cows in the pasture, how many sheep can she replace them with? 2. How many sheep can she replace 50 cows with? 3. A neighbor wants to sell the farmer 67 sheep. About how many of her cows will these sheep replace? On the back of this page, or on a separate sheet of paper, write a group report telling what your group did to find the answers. 4. Make up a problem about 7 sheep eating as much as 1 cow. Use calculators, if you wish, to solve the problem. Write it in your group report. Try This

Exploration C: 1. Try to build 5 triangles out of 9 straws, without bending the straws. Draw a picture of your solution below. Copyright © Wright Group/McGraw-Hill 230 Name Date Time LESSON 79 Straw Triangles 2. Take the 9 straws apart. Then try to build 7 triangles out of 9 straws. Show your solution to your teacher. Then do your best to draw a picture of it below. Hint:The solution is a 3-dimensional figure. Try This

Greater Than Less Than More Clues Mystery Number 20 101 a 3-digit number 197 200any odd number 67 80has a zero in the ones place 40 50has the same digit in the tens place and the ones place 917 1,072has the same digit in the ones, tens, and hundreds places; has 4 digits 996 1,015 a 3-digit even number Copyright © Wright Group/McGraw-Hill 231 LESSON 00 Name Date Time Page Title Page TitlePage TitleMystery Numbers HOME LINK 79 Help your child find each missing number by using all the clues. Then help your child create more clues for two other mystery numbers. Please return this Home Link to school tomorrow. Family Note Find each missing number. Here are your clues. Greater Than Less Than More Clues Mystery Number Make up mystery-number puzzles. Write some clues and ask someone to find the numbers.

Copyright © Wright Group/McGraw-Hill 232 LESSON 79 Name Date Time Next-Larger Shapes You will need Math Masters,page 228 and the shapes you made during Exploration A. Follow these steps: 1. In the chart below, write the number of pattern blocks you used to make each of the different-size shapes in Exploration A. 2. Build the two next-larger squares, triangles, rhombuses, and trapezoids. 3. Record the number of pattern blocks you used for each shape in the chart. Number of Pattern Blocks in Shapes smallest next next next larger larger larger square 1 4 triangle 1 large 1 rhombus small 1 rhombus trapezoid 1 What patterns do you see in each series of shapes?

Copyright © Wright Group/McGraw-Hill 233 Fractions Unit 8 has two primary objectives: to review the uses of fractions and fraction notation to help children develop a solid understanding of equivalent fractions, or fractions that have the same value The second objective is especially important, because understanding equivalent fractions will help children compare fractions and, later, calculate with fractions. Children will build their understanding of equivalent fractions by working with Fraction Cards and name-collection boxes. Fraction Cards are shaded to show a variety of fractions. Name-collection boxes contain equivalent names for the same number. For example, a 1 2name-collection box can contain fractions such as 2 4,3 6, and 4 8and the decimal 0.50. Children will also generate lists of equivalent fractions by folding circles and rectangles into different numbers of equal parts. Throughout this unit, children will make up and solve number stories involving fractions in everyday contexts. They will solve number stories about collections of real-world objects such as crayons, books, and cookies. Finally, children will begin to name quantities greater than 1 with fractions such as 3 2and 5 4and with mixed numbers such as 2 1 3. Please keep this Family Letter for reference as your child works through Unit 8. 1 4 1 4 1 4 1 4 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 4  1 4 3 6 1 1 2 15 0  12 3 4  1 4 HOME LINK 710 Unit 8: Family Letter Name Date Time 1 2

234 Copyright © Wright Group/McGraw-Hill fraction A number in the form bawhereaandbare whole numbers and bis not 0. A fraction may be used to name part of a whole, to compare two quantities, or to represent division. For example, 2 3 can be thought of as 2 divided by 3. denominator The number below the line in a fraction. A fraction may be used to name part of a whole. If the whole is divided into equal parts, the denominator represents the number of equal parts into which the whole (the ONE or unit whole) is divided. In the fraction ba,bis the denominator. Vocabulary Important terms in Unit 8: 3 4 numeratornumber of parts shaded denominator number of equal parts numerator The number above the line in a fraction. A fraction may be used to name part of a whole. If the whole (the ONE or unit whole) is divided into equal parts, the numerator represents the number of equal parts being considered. In the fraction ba,ais the numerator. equivalent fractions Fractions with different denominators that name the same number. For example, 1 2and 4 8are equivalent fractions. mixed number A number that is written using both a whole number and a fraction. For example, 2 1 4is a mixed number equal to 2 + 1 4. Unit 8: Family Letter cont. HOME LINK 710 2 3 4 6 Building Skills through Games In Unit 8, your child will practice multiplication skills, build his or her understanding of fractions, and practice skills related to chance and probability by playing the following games. For detailed instructions, see the Student Reference Book. Baseball Multiplication Players use multiplication facts to score runs. Team members take turns pitching by rolling two dice to get two factors. Then players on the batting team take turns multiplying the two factors and saying the product. Equivalent Fractions Game Players take turns turning over Fraction Cards and try to find matching cards that show equivalent fractions. Fraction Top-It Players turn over two Fraction Cards and compare the shaded parts of the cards. The player with the larger fraction keeps all the cards. The player with more cards at the end wins! The Block-Drawing Game Without letting the other players see the blocks, a Director puts five blocks in a paper bag and tells the players how many blocks are in the bag. A player takes a block out of the bag. The Director records the color of the block for all players to see. The player replaces the block. At any time, a player may say Stop!and guess how many blocks of each color are in the bag.

235 Copyright © Wright Group/McGraw-Hill 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.Help your child find fractions in the everyday world—in advertisements, on measuring tools, in recipes, and so on. 2.Count together by a 1-digit number. For example, start at 0 and count by 7s. 3.Dictate 5-, 6-, and 7-digit numbers for your child to write, such as thirteen thousand, two hundred forty-seven(13,247) and three million, two hundred twenty-nine thousand, eight hundred fifty-six (3,229,856). Also, write 5-, 6-, and 7- digit numbers for your child to read to you. 4.Practice extended multiplication and division facts such as 3 7__ , 30 7__ , and 300 7__ , and 18  6__ , 180 6__ , and 1,800 6__ . Unit 8: Family Letter cont. HOME LINK 710

236 Copyright © Wright Group/McGraw-Hill Home Link 8 1 1. 2. 3. 4. 5 7 5. 2 7 6.1877. 5878. 192 Home Link 8 2 1.02. 33.6 4.4 5.198, 198, 198 Home Link 8 3 1.7 2.3 3. 1 4, or 1 40 0 4. 1 5, or 1 50 0 5. 6. Home Link 8 4 1.9 pieces of fruit, 4 9, 2 9, 3 9, 0 9 2. 1 3, 2 3, 1 4, 2 4, 3 4 3. 46 4.1,2695.2106. 999 Home Link 8 5 4. 2 4; 1 2 5. 3 6; 1 2 6. 4 8; 1 2 8.4 cats9. 14 6 10.11. Home Link 8 6 1. 2. 3. 4. 5. 6. 7. 8. 9. 2 3, 7 8, 5 9 10. 3 6,15 0 11. 12. 13. 14. 15.56 16.917.318.72 Home Link 8 7 1.6; 6 4; 1 2 4or 1 1 2 2. 9; 9 5; 1 4 5 3.7; 7 3; 2 1 3 4. 11 2 5. 2 18 2; 2 14 2or 2 1 36.13 7.468.1249.230 Home Link 8 8 1.8 eggs2. 1 4of the lawn 3.2 miles4.1 1 4trays 5. 1 4gallon 6.6,761 7.2,9088.9,524 1 8 1 8 1 4 2 1 4 8,2 4 , or 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. 1 2 Unit 8: Family Letter cont. HOME LINK 710 1 2 1 4  1 4 1 4  1 4 1 4  3 4 2 6or 1 3 1 6 1 6  2 6or 1 3