Download [PDF] Grade 3 Unit 04 Multiplication and Division Everyday Mathematics

File Information

Filename:	[PDF] Grade 3 Unit 04 Multiplication and Division Everyday Mathematics.pdf
Filesize:	994.74 KB
Uploaded:	14/08/2021 18:06:17
Keywords:	grade 3 unit 04 multiplication and division everyday mathematics pdf
Description:	Download file or read online everyday mathematics unit 04 multiplication and division grade 3 - The University of Chicago School Mathematics Project.
Downloads:	2

File Preview

Download Urls

Short Page Link

https://www.edufilestorage.com/3oz

Full Page Link

https://www.edufilestorage.com/3oz/PDF_Grade_3_Unit_04_Multiplication_and_Division_Everyday_Mathematics.pdf

HTML Code

<a href="https://www.edufilestorage.com/3oz/PDF_Grade_3_Unit_04_Multiplication_and_Division_Everyday_Mathematics.pdf" target="_blank" title="Download from eduFileStorage.com"><img src="https://www.edufilestorage.com/cache/plugins/filepreviewer/3055/pdf/150x190_middle_46f4e7862b1eb5bd4935adbbba5d79e8.jpg"/></a>

Forum Code

[url=https://www.edufilestorage.com/3oz/PDF_Grade_3_Unit_04_Multiplication_and_Division_Everyday_Mathematics.pdf][img]https://www.edufilestorage.com/cache/plugins/filepreviewer/3055/pdf/150x190_middle_46f4e7862b1eb5bd4935adbbba5d79e8.jpg[/img][/url]

[PDF] Grade 3 Unit 04 Multiplication and Division Everyday Mathematics.pdf | Plain Text

Copyright © Wright Group/McGraw-Hill Name Date Time Multiplication Number Stories HOME LINK 4 1 Today your child learned about another tool to use when solving number stories, a multiplication/division diagram. It can help your child organize the information in a number story. With the information organized, your child can decide which operation (,) will solve the problem. Refer to pages 259 and 260 in the Student Reference Book for more information. Please return this Home Link to school tomorrow. Family Note 259 260 85 For the number story:  Fill in a multiplication/division diagram. Write ? for the number you will find. Then write the numbers you know.  Use counters or draw pictures to help you find the answer.  Write the answer and unit. Check whether your answer makes sense. 1. Elsa buys 5 packages of apples for the party. There are 6 apples in each package. How many apples does she have? Answer: (unit) Does your answer make sense? 2. Find equal groups of objects in your home, or around your neighborhood. Record them on the back of this page. Examples 3 lights on each traffic light, 12 eggs per carton 3. Write a multiplication number story about one of your groups. Use the back of this paper. Solve the number story. packagesapples per apples package in all

Copyright © Wright Group/McGraw-Hill 86 LESSON 4 1 Name Date Time Exploring Equal Groups Work with a partner. Materials 1 six-sided die 1 sheet of plain paper 36 counters (for example: pennies, centimeter cubes, or dried beans) 6 quarter-sheets of paper Pretend that the quarter-sheets of paper are flags. Pretend that the pennies, cubes, or beans are stars. 1. Roll the die twice.  The first roll tells how many flags to use.  The second roll tells how many stars to put on each flag. 2. Work together to set up the flags and stars for the numbers you rolled. How many stars are there on all of the flags? 3. Use your sheet of plain paper and draw a picture.  Show all flags.  Draw dots to show all the stars on each flag. 4. Repeat Steps 1–3.

Write these problems on the back of this page. Solve. Show your work. 4. 331 27  5. 187 17 6. 907 479  Copyright © Wright Group/McGraw-Hill Name Date Time Arrays HOME LINK 4 2 Your child is learning how to represent multiplication problems using pictures called arrays. An array is a group of items arranged in equal rows and equal columns. Help your child use counters, such as pennies or macaroni, to build the array in each problem. Your child should record each solution on the dots next to the problem. Please return this Home Link to school tomorrow. Family Note 64 65 87 For the next few weeks, look for pictures of items arranged in equal rows and columns, orarrays.Look in newspapers or magazines. Have people in your family help you. Explain that your class is making an Arrays Exhibit. Make an array with counters. Mark the dots to show the array. 1. 4 rows with 6 counters per row a 4-by-6 array counters 2. 3 rows with 8 counters per row a 3 8 array counters 3. 2 rows with 12 counters per row a 2 12 array counters This is a 5-by-6 array. There are 5 rows. There are 6 dots in each row. There are 30 dots in all, since 5 6 30. Unit Practice

Copyright © Wright Group/McGraw-Hill 88 LESSON 4 2 Name Date Time Building Arrays Materials cm cubes or other counters 1 six-sided die centimeter grid paper (Math Masters,p. 416) 1. Roll the die 2 times. The first number tells how many rows to put in the array. The second number tells how many counters to put in each row. Example You roll a 1 first and then a 5. You make this figure. 2. Draw the arrays you make on centimeter grid paper. 3. Then, fill in the Array Table below. How manyHow many How many rows?cubes in each cubes in all? row? 1 2 3 4 5

Copyright © Wright Group/McGraw-Hill 89 LESSON 4 2 Name Date Time Square Products Work in a small group. Materials centimeter grid paper (Math Masters,p. 416) centimeter cubes or pennies (or both) tape Directions 1. Each person chooses a different number from 2 to 10. 2. Build an array that shows your number multiplied by itself. Use centimeter cubes or pennies. 3. Draw each array on centimeter grid paper. Write each number model under each array. 4. Continue to build arrays with other numbers. Draw the arrays on grid paper. You may need to tape pieces of grid paper together for the larger arrays. 5. Look at the arrays you made. Why do you think the products of the number models you wrote are called square products? 2 2 4 4 4 163 3 9

Copyright © Wright Group/McGraw-Hill Name Date Time Division with Counters HOME LINK 4 3 Your child is beginning to use division to solve number stories. A first step is to use counters, such as uncooked macaroni or pennies, to represent each problem. This helps your child to understand the meaning of division. Please return this Home Link to school tomorrow. Family Note 73 74 90 Show someone at home how to do division using pennies, uncooked macaroni, or other counters. 1. 25 counters are shared equally 2. 25 counters are shared equally by 5 people. by 10 people. counters per person counters per person counters remaining counters remaining 3. 31 days in January 4. 22 children 7 days per week 5 children per team weeks in January teams days remaining children remaining 5. Mrs. Blair has 34 pencils to give to her 15 students. How many pencils can she give each student? pencils pencils left over 6. Caleb shared 22 jelly beans with his sister. How many jelly beans did each child get? jelly beans jelly beans left over Unit Write these problems on the back of this page. Solve. Show your work. 7. 614 37 8. 23 8  9. 123 678  Practice

Copyright © Wright Group/McGraw-Hill 91 LESSON 4 3 Name Date Time Equal Groups of Cookies 1. Draw circles to show how many cookies are on each plate at the beginning of the story. 2. How many cookies did Grandma make altogether? 3. Tom and Hannah arrive. Now 4 children share the cookies. Draw a picture to show how they share the cookies. 4. Draw a picture to show how 6 children share. 5. At the end, there are 12 children. If each child gets 3 cookies, how many cookies do they have altogether? Draw a picture to show how you found your answer.

Copyright © Wright Group/McGraw-Hill Name Date Time Division Number Stories HOME LINK 4 4 Help your child solve the division number stories by using counters such as pennies or uncooked macaroni to model the problems. Refer to pages 73, 74, 259, and 260 in the Student Reference Book.Your child is not expected to know division facts at this time. Please return this Home Link to school tomorrow. Family Note 73 74 259 260 92 Use counters or draw pictures to show someone at home how you can use division to solve number stories. Fill in the diagrams. 1. Jamal gave 24 marbles to 4 friends. Each friend got the same number of marbles. How many marbles did each friend get? marbles How many marbles were left over? marble(s) 2. Ellie had 29 cookies to put in 14 lunch bags. She put the same number in each bag. How many cookies did she put in each bag? cookies How many cookies were left over? cookie(s) 3. A sheet of stamps has 46 stamps. A complete row has 10 stamps. How many complete rows are there? complete rows How many stamps were left over? stamp(s) Copyright © Wright Group/McGraw-Hill friendsmarbles marbles per friend in all bagscookies cookies per bag in all complete stamps stamps rows per row in all

93 Copyright © Wright Group/McGraw-Hill LESSON 4 4 Name Date Time Equal Groups Follow the directions to solve each problem. 1. 15 3 ? Start at 0. Show hops of 3. Stop at 15. How many hops? 15 3  2. 16 4 ? Start at 0. Show hops of 4. Stop at 16. How many hops? 16 4  3. 18 6 ? Start at 0. Show hops of . Stop at . How many hops? 18 6  4. 20 5 ? Start at .Show hops of . Stop at . How many hops? 20 5  012345678910111213141516171819202122232425 012345678910111213141516171819202122232425 012345678910111213141516171819202122232425 012345678910111213141516171819202122232425

Copyright © Wright Group/McGraw-Hill 94 LESSON 4 4 Name Date Time Equal Sharing Mystery Number 1. Find the Mystery Number for three different Start Numbers.  In Trial #1, the Start Number and 2nd Number should be less than 10.  In Trial #3, the Start Number and 2nd Number should each have three digits. Use your calculator. Step What to Do Trial #1 Trial #2 Trial #3 1Start Number—write a number greater than 1. 2 2nd Number—write a number greater than 1. 3 Multiply the Start Number times your 2nd Number. 4 Subtract the Start Number from the number in Step 3. 5 Subtract 1 from the 2nd Number. 6 Divide the number in Step 4 Mystery by the number in Step 5. Number! 2. Look for patterns in the table and discuss the patterns with a partner. 3. Predict what the Mystery Number will be if the Start Number is 4. 4. Use counters to show what happened when you followed the steps in Trial #1. Draw a picture on the back of this page.

Copyright © Wright Group/McGraw-Hill 95 LESSON 4 5 Name Date Time 4 3 Grid

Copyright © Wright Group/McGraw-Hill Name Date Time Multiplication-Fact Shortcuts HOME LINK 4 5 Your child is learning the basic multiplication facts. Listen to your child explain multiplication- fact shortcuts as he or she works the problems. Review some 1s, 2s, 5s, and 10s multiplication facts (facts like 1 3 ?, ? 2 4, 5 5 ?, and 10 4 ?). Please return this Home Link to school tomorrow. Family Note 96 Tell someone at home about multiplication-fact shortcuts. The turn-around rule: 3 4 12 helps me know 4 3 12. 1. 2 5 and 5 2 2.  5 3 and 3 5 3. 10 2 and 2 10 If 1 is multiplied by any number, the product is that number. The same is true if any number is multiplied by 1. 4.  1 9 and 9 1 5. 1 90 and 90 1 6. 365 1 and 1 365 If 0 is multiplied by any number, the product is 0. The same is true if any number is multiplied by 0. 7. 0 12 and 12 0 8. 99 0 and 0 99 9.  9,365 0 and 0 9,365 Think about counting by 2s, 5s, and 10s. 10. 11. 12. 13. 14. 15. 10 5 5 3 2 7 9 2 5 4 10 2 56

Copyright © Wright Group/McGraw-Hill 97 LESSON 4 5 For each problem: Use a rubber band to make each rectangle on a geoboard. Draw the rectangle onto this record sheet. Record the number of pins inside the rubber band as the answer to the problem. 1. 3 3 pins 3. 3 2 pins Make up problems of your own. 5. pins Example 2 4 pins 2. 4 3 pins 4. 4 4 pins 6. pins 8 Building Facts on a Geoboard Name Date Time

Copyright © Wright Group/McGraw-Hill 98 LESSON 00 Name Date Time Page Title Name Date Time Page Title Name Date Time Page Title LESSON 4 6 Name Date Time Multiplication/Division Facts Table Multiplication/Division Facts Table ,  1234 5678910 11234 5678910 22 4 6 8 1012141618 20 33 6 9 12 15 18 21 24 27 30 44 8 12 16 20 24 28 32 36 40 55101520 2530354045 50 66121824 3036424854 60 77142128 3542495663 70 88162432 4048566472 80 99182736 4554637281 90 1010 20 30 40 50 60 70 80 90 100

Copyright © Wright Group/McGraw-Hill Name Date Time Family Note text Please return this Home Link to school tomorrow. Family Note 188 189 99 HOME LINK 4 6 Fact Trianglesbuild mental-math reflexes. They are the Everyday Mathematicsversion of traditional flash cards. Fact Triangles are better tools for memorizing, however, because they emphasize fact families. A fact familyis a group of facts made from the same 3 numbers. For 6, 4, and 24, the multiplication and division fact family is 4 6 24, 6 4 24, 24 6 4, 24 4 6. Use Fact Triangles to practice basic facts with your child. Cut out the triangles from the two attached sheets. To practice multiplication: Cover the number under the large dot—the product. Your child should name one or two multiplication facts: 3 5 15, or 5 3 15. To practice division, cover one of the smaller numbers. If your child misses a fact, flash the other two problems and then return to the fact that was missed. Example:Ravi can’t answer 15 3. Flash 3 5, and then 15 5, and finally 15 3 a second time. Make this activity brief and fun. Spend about 10 minutes each night for the next few weeks, or until your child learns them all. The work you do at home will support the work we are doing at school. Please return the second pageof this Home Link to school tomorrow. 39 5  , 15 5  , • 315  ,  , 54 55 Your child should name the division fact 15 5 3.Your child should name the division fact 15 3 5. ,Fact Triangles Family Note

Copyright © Wright Group/McGraw-Hill Name Date Time Page Title HOME LINK 00 100 Page Title ,Fact Triangles continued HOME LINK 4 6 100 4. 5. 6. 10 6  , Tell someone at home about multiplication/division fact families. 1. The numbers 2, 5, and 10 form the following facts: 2 5 2 5 5 2 5 2 2. Knowing 6 2 and 2 6  helps me know 2 6 and6 2. 3. The numbers 2, 7, and 14 form this multiplication/division fact family: Write the fact family for each , Fact Triangle. 2816  , 5420  , 60

Copyright © Wright Group/McGraw-Hill 101 LESSON 00 Name Date Time Page Title Page Title LESSON 4 6 Multiplication/Division Fact Triangles 1 4 2  , 2 • 6 2  , 3 • 12 3  , 4 • 1 0 2  , 5 • 9 3  , 3 15 3  , 5 • 8 2  , 4 • 20 4  , 5 •• 16 4  , 4 • 101

Copyright © Wright Group/McGraw-Hill Name Date Time Multiplication/Division Fact Triangles 2 2  , 7 14• 2  , 6 12• 21 3  , 7 • 18 3  , 6 • 24 4  , 6 30 5  , 6 • 35 5  , 7 • 28 4  , 7 •• 5  , 5 25• LESSON 4 6 102

Copyright © Wright Group/McGraw-Hill 103 Name Date Time Multiplication Facts & Calculator Counts 1. Use your calculator to count by 3s. Complete the table below. 2. Use your calculator to count by 4s. Complete the table below. 3. Use your calculator to count by 6s. Complete the table below. 4. How can counting on your calculator help you learn your multiplication facts? One 3 Two 3s Three 3s Four 3s Five 3s Six 3s Seven 3s Eight 3s Nine 3s Ten 3s 3630 One 4 Two 4s Three 4s Four 4s Five 4s Six 4s Seven 4s Eight 4s Nine 4s Ten 4s 48 One 6 Two 6s Three 6s Four 6s Five 6s Six 6s Seven 6s Eight 6s Nine 6s Ten 6s 612 LESSON 4 6

Name Date Time Family Note text Please return this Home Link to school tomorrow. Family Note 000 000 104 Your child continues to practice multiplication in school. You can help by stressing the relationship between multiplication and division: With the three nonzero numbers in a multiplication fact, two division facts can be formed. Fact Triangles are designed to help children understand this concept. Please return this Home Link to school tomorrow. Write the fact family for each Fact Triangle. 1.     4.        2.     5.     3.     6.     5630  , 8324  , 2918  , 4728  , 9872  , 6742  , Copyright © Wright Group/McGraw-Hill Fact Families HOME LINK 4 7 Family Note 54 55

LESSON 00 Copyright © Wright Group/McGraw-Hill 105 Name Date Time LESSON 4 7 List the times ______ facts. If you are not sure of a fact, draw an array with Os or Xs. 1. 2 ___ ___ 2. 3 ___ ___ 3. 4 ___ ___ 4. 5 ___ ___ 5. 6 ___ ___ 6. 7 ___ ___ 7. 8 ___ ___ 8. 9 ___ ___ 9. 10 ___ ___ Talk to a partner about the patterns you find in your list. Practice with Facts and Arrays

Copyright © Wright Group/McGraw-Hill 106 Name Date Time Materials Math Journal 1,page 93 35 pennies or other counters Problem A teacher was setting up the chairs in his classroom for parent night. He wanted them to be in rows with the same number of chairs in each row. Use the clues to find out how many chairs were in the room. Clues 1. When the teacher tried to set up the chairs in rows of 2, there was 1 leftover chair. 2. He also had 1 leftover chair when he tried to set them up in rows of 3. 3. One of his students suggested that he try rows of 4. There was still 1 leftover chair. 4. Finally, he tried rows of 5. This worked fine. There were no leftover chairs. 5. The number of chairs in the room was the smallest possible number that fits all of the clues. What to Do 1. Experiment with counters to build rows. Hint:Could the answer be 5 chairs? 10 chairs (2 rows of 5 chairs each)? 15 chairs (3 rows of 5 chairs each)? 2. When you have found the answer, record it on journal page 93. Next, circle dots to show the chairs in rows of 2, 3, and 4, each with 1 chair left over. Then show the chairs in rows of 5. Exploration B: Setting Up Chairs LESSON 4 8

Copyright © Wright Group/McGraw-Hill 107 Name Date Time LESSON 4 8 Materials fact platter chalk eraser Work with a partner at the board. 1. Take turns. On your turn, pick a number from 1 to 10. Write it in the middle with a multiplication sign. 2. Your partner takes that number and multiplies it by each number on the circle, writing the products along the outside of the platter. 3. Check the products together. Make corrections. 4. Then, each of you writes one division fact for every multiplication fact around the circle. 42 ÷ 6 = 7 5. Check each other’s work. 6. Erase the board. Trade roles. Start again. 7. Keep going until each of you has had several turns picking a number for the center. 2 819 5 6 7 4 3 10 6 42 30 Exploration C: Fact Platters

HOME LINK 00 Copyright © Wright Group/McGraw-Hill Name Date Time Family Note 108 HOME LINK 4 8 Make a dot inside each small square in one row. Then fill in the blanks. 1. Number of rows: Number of squares in a row: Number model:  Area: square units 2. Number of rows: Number of squares in a row: Number model:  Area: square units Mark the dots to show each array. Then fill in the blanks. 3. Make a 4-by-8 array. Number model:  4. Make a 9-by-5 array. Number model:  Your child uses the same procedure for finding the area of a rectangle that is used for finding the number of dots in an array. For Problem 3 it does not matter whether your child draws an array with 4 rows of 8 dots or 8 rows of 4 dots. What is important is that the array has two sides that have 4 dots and two sides that have 8 dots. The same concept is true for Problem 4. Please return this Home Link to school tomorrow. 64 65 Arrays and Areas

Copyright © Wright Group/McGraw-Hill 109 Name Date Time One-Inch Segments LESSON 4 9

Copyright © Wright Group/McGraw-Hill Name Date Time Family Note text Please return this Home Link to school tomorrow. 000 000 110 Using a Map Scale HOME LINK 4 9 Your child is just learning how to use a map scale. He or she should use the scale to measure an as-the-crow-flies estimate for each problem. This expression refers to the most direct route between two points, disregarding road distance. Actual road distances are longer than these direct paths. Please return this Home Link to school tomorrow. For each question, circle all reasonable answers. (There may be more than one reasonable answer.) All distances are as the crow flies. Be sure to use the map scale on the next page. 1. About how many miles is it from New York to Los Angeles? about 1,000 miles more than the distance from Chicago to Dallas about 2,400 miles 2. About how many miles is it from Chicago to Atlanta? about 600 miles more than the distance from Chicago to Seattle less than the distance from Chicago to Denver 3. About how many miles is it from Seattle to Dallas? about 2,600 miles about 5,000 miles more than the distance from New York to Chicago 4. About how many miles is it from New York to Atlanta? less than the distance from Denver to Atlanta more than the distance from New York to Portland about 750 miles Family Note

Copyright © Wright Group/McGraw-Hill Name Date Time 111 Using a Map Scale continued HOME LINK 4 9 Seattle, WA Dallas, TX New York, NY Denver, CO Chicago, IL Los Angeles, CA Atlanta, GA Portland, ME Map Scale 0 300 miles

Copyright © Wright Group/McGraw-Hill 112 Name Date Time LESSON 4 9 Scale Drawings Measure the length and width of yourMath Journal in cm. Draw your journal to scale on the grid. 1 cm represents 10 cm. Scale: 1 cm represents 10 cm 1. Math Journal length: about cm width: about cm Choose 1 more object. Record the length and width in cm. Draw the object to scale on the cm grid. 2. Object: length: about cm width: about cm Scale 1 cm : 10 cm

Copyright © Wright Group/McGraw-Hill Name Date Time Family Note text Please return this Home Link to school tomorrow. Family Note 113 A Fair Game? HOME LINK 4 10 The class is exploring probability. Play Rock, Paper, Scissorswith your child. After 20 rounds, have your child decide whether the game is fair and tell you why or why not. (A game is fair if all players have an equal chance of winning or losing.) Please return this Home Link to school tomorrow. Play the game Rock, Paper, Scissorswith someone at home. Play at least 20 times. Keep a tally of wins and losses. Rock, Paper, Scissors Materials players’ hands Players 2 Object of the Game To choose a hand position that beats your partner’s choice. Directions 1. Each player hides one hand behind his or her back and puts it in the rock, paper, or scissors position. 2. One player counts, “One, two, three.” 3. On “three,” both players show their hand positions. 4. Players choose the winner according to these rules. If both players show the same position, no one wins. 1. Is this a fair game? (Fairmeans each player has the same chance of winning.) 2. On the back of this paper, explain why or why not. rock paper scissors Rock dents scissors. Scissors cut paper. Paper wins. Scissors wins. Rock wins. Family Note Pa per covers rock.

Copyright © Wright Group/McGraw-Hill 114 Name Date Time LESSON 4 10 Making Predictions about Rolling Dice Think about how you would know that a die is fair. 1. Make predictions. If you roll the die 30 times, which number will come up the most? How many times might you roll a 5? Explain how you made your predictions. 2. Roll a die 30 times. Use tally marks to record your results in the table\ below. 3. Compare your results with your predictions. 4. Do you think your die is fair? Explain. Number Times Rolled 1 2 3 4 5 6

Copyright © Wright Group/McGraw-Hill Name Date Time Page Title HOME LINK 00 115 Page Title Name Date Time Unit 5: Family Letter HOME LINK 4 11 Place Value in Whole Numbers and Decimals In Unit 5, children will review place value up to 5-digit whole numbers. They will read, write, compare, and order these numbers before they begin to explore larger numbers. To understand real-life applications of larger numbers, children will study population data about U.S. cities. They will also approximate their own ages to the minute. In second grade, children studied decimals by working with money. In this unit, they will gradually extend their knowledge of decimals in the following ways:  through concrete models, such as base-10 blocks.  by writing decimal values in three ways (0.1, one-tenth, 11 0).  by comparing and ordering numbers with symbols ( , , ). Please keep this Family Letter for reference as your child works through Unit 5.

Copyright © Wright Group/McGraw-Hill 116 Vocabulary Important terms in Unit 5: place value A system that gives a digit a value according to its position, or place, in a number. The value of each digit in a numeral is determined by its place in the numeral. This chart demonstrates the value of each digit in the numeral 4,815.904 (read as four thousand, eight hundred fifteen, and nine hundred four thousandths): thousands hundreds tens ones 4815 Each Each Each ten Each one thousand hundred is equal to is equal to is equal is equal ten times the unit to one to one the unit value. thousand hundred value. times the times the unit value. unit value. 4,000 800 10 5tenths 9 Each tenth is equal to 11 0of the unit value. 19 0 hundredths 0 Each hundredth is equal to 11 00of the unit value. 10 00 thousandths 4 Each thousandth is equal to 1,01 00 of the unit value. 1,04 00  . Asia 17,128,000 North America 9,363,000 Antarctica 5,500,000 Africa 11,707,000 Australia 2,966,000 South America 6,875,000Europe 4,057,000 Areas of the Continents (in square miles) 65 7:00 A.M. 9:00 A.M. 4:00 P.M. 2:00 P.M. Noon 70 55 50 60 75 80 85 90 Temperature in Chicago June 8, 2005 Time Temperature (°F) maximum The largest amount, or the greatest number in a set of data. millimeter A metric unit of length equivalent to 11 0of a centimeter and 1, 01 00 of a meter. pie graph A graph in which a circle is divided into regions corresponding to parts of a set of data. line graph A graph in which data points are connected by line segments. Unit 5: Family Letter cont. HOME LINK 411

Family Letter , continued UNIT 0 Copyright © Wright Group/McGraw-Hill 117 Unit 5: Family Letter cont. HOME LINK 411 Building Skills through Games In Unit 5, your child will practice numeration and computation skills 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. Number Top-It As players pick each card, they must decide in which place-value box (from ones to ten-thousands at first, and then on to hundred-thousands) to place the card so that they end up with the largest number. Beat the Calculator A Calculator (a player who uses a calculator) and a Brain (a player who solves the problem without a calculator) race to see who will be first to solve multiplication problems. Division Arrays Players make arrays with counters using number cards to determine the number of counters and a toss of a die to determine the number of rows. Do-Anytime Activities To work with your child on the concepts taught in this unit and in previous units, try these activities: 1.Dictate large numbers for your child to write. Examples:4,123; 10,032; 2,368,502. 2.Display similar multidigit numbers on a calculator for your child to read. 3.Together, write 5 multidigit numbers in order from smallest to largest. 4.Start at any whole number and, using a calculator, count on by increments of 0.01 or 0.1. 5.Use money on a family shopping trip; practice making change.

118 Copyright © Wright Group/McGraw-Hill Home Link 5 1 1.8,879; 8,889; 8,899; 8,909; 8,919; 8,929 2. 8,789; 8,889; 8,989; 9,089; 9,189; 9,289 3. 7,889; 8,889; 9,889; 10,889; 11,889; 12,889 Home Link 5 2 1. 2. 3. 4.  5. 6. 7. 3,689 8.9,863 9.Answers vary. 10. 51,100; 52,100 11.56 12. 163 13.796 14.484 Home Link 5 3 1.largest: 7,654,321; smallest: 1,234,567 total: 8,888,888 3. 7,037,562; 7,000,007; 4,056,211; 104,719; 42,876; 25,086; 9,603; 784 4. 42,876 5.7,037,562 6. 4,056,211 7.7,000,007 Home Link 5 4 1. 7 continents 2.Asia 3.Australia 4. Antarctica, North America, and South America 5. Europe 6.North America 7. Africa Home Link 5 5 Home Link 5 7 1. 1 3 0or 13 00 0; 0.3 or 0.30 2. 19 00; 0.09 3. 1 6 05 0; 0.65 4.0.3; 0.65; 0.65 8. 0.04, 0.53, 0.8 Home Link 5 8 1.57 hundredths; 5 tenths 7 hundredths 2. 70 hundredths; 7 tenths 0 hundredths 3. 4 hundredths; 0 tenths 4 hundredths 4. 0.23 5.8.4 6.30.20 7.0.05 8. 0.4; 0.5; 0.6; 0.7; 0.8; 0.9 9. 0.04; 0.05; 0.06; 0.07; 0.08; 0.09 10. 503 11.603 Home Link 5 9 1.0.01; 0.02; 0.03; 0.04; 0.05; 0.06; 0.07; 0.08 2. 0.8; 0.9; 1.0; 1.1; 1.2; 1.3; 1.4 7. 27 8.40 9.0 10. 12 11.9 12.15 Home Link 5 10 1. a. 2b.10 c.20 d.100 e.200 f.600 2. a. 30 cm b.0.3 m c.300 mm 3. 49 4.56 5.63 6.42 Home Link 5 11 1.  2. 3. 4. 5.  6. 7. 8. 9. hundredths, or 0.09 10.ones, or 3 11. 6.59; 6.60; 6.61 12.1.03; 1.13; 1.23 13. 4.4 14.4.17 15.8.1 16.5.53 17. 243 18.782 19.509 Home Link 5 12 1.455 2.455 0123456789 1011 B A D 12 13 14 15 cm C As You Help Your Child with Homework As your child brings home assignments, you may want to go over the instr\ uctions together, clarifying them as necessary. The answers listed below will guide you through this unit’s Home Links. Unit 5: Family Letter cont. HOME LINK 411 3,358 3,385 3,538 3,583 3,835 3,853 5,338 5,383 5,833 8,335 8,353 8,533