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38 Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill LESSON 21 Name Date Time Uses of Numbers Answer the following questions: 1. How many students are in your class? 2. What is your mailing address? 3. In what year were you born? 4. About how long do you have to eat lunch at school? 5. What time does school start? 6. About how many times older than you is your principal? 7. Write and answer a question that has a number for an answer. minutes students 2 LESSON 21 Name Date Time Uses of Numbers Answer the following questions: 1. How many students are in your class? 2. What is your mailing address? 3. In what year were you born? 4. About how long do you have to eat lunch at school? 5. What time does school start? 6. About how many times older than you is your principal? 7. Write and answer a question that has a number for an answer. minutes students 2

39 Copyright © Wright Group/McGraw-Hill STUDY LINK 21 Numbers Everywhere 23 Name Date Time Find examples of numbers—all kinds of numbers. Look in newspapers and magazines. Look in books. Look on food packages. Ask people in your family for examples. Write your numbers below. If an adult says you may, cut out the numbers and tape them onto the back of this page. Be sure you write what the numbers mean. Example:Mount Everest is 29,028 feet high. It is the world’s tallest mountain. 1. 5 3  2. 4 3 3. 10 2 4. 8 4  Practice

40 Copyright © Wright Group/McGraw-Hill LESSON 21 Name Date Time Solving Frames-and-Arrows Problems 1. On the number line below, count by 3s starting with 0. Circle every number that is part of the count. 2. Use the rule to fill in the missing numbers. 3. Find the rule and fill in the missing numbers. a. b. 4. Explain how you figured out the rule for Problem 3b. 5. Find the missing numbers. 350550 1,800 1,850 1,900 Rule 100 150 300 Rule 9 18 Rule 3 012345678910111213141516171819202122 160 161 Try This

41 Copyright © Wright Group/McGraw-Hill LESSON 21 Name Date Time Missing Numbers on a Number Line Mrs. Gonzalez told her students that there is a strategy they can always use to find missing numbers on a number line when the missing numbers are the same distance apart. Solve the problems. 1. 2. 3. 4. 5. Describe a strategy that the students in Mrs. Gonzalez’s class might have used to solve all of the problems on this page. 6. Create a number-line problem like the ones above. Ask a partner to solve it. 1,562 1,874 2,493 8,008 202562 21 63

Copyright © Wright Group/McGraw-Hill 42 STUDY LINK 22 Many Names for Numbers Name Date Time 1. Write five names for 64. 2. Write five names for 132. 3. Pretend that the 4-key on your calculator is broken. Write six ways to display the number 40 on the calculator without using the 4-key. Try to use different numbers and operations. Example:2 2 10 4. Now pretend that all the keys on your calculator work except for the 3-key and the 6-key. Write six ways to display the number 36 without using these keys. 5. 20 60  6. 60 90 7. 80 30 8. 110 40  Try This Practice 149 6464 132

LESSON 22 Name Date Time Domino Sums 43 Copyright © Wright Group/McGraw-Hill Materials1 or 2 sets of double-9 dominoes or Math Masters, pages 394–396 number cards 0–18 (1 each; from the Everything Math Deck, if available) Directions 1. Lay out the number cards in order from 0 through 18. 2. Place each domino above the number card that shows the sum of the domino’s dots. In the example below, the sum of 4 and 1 is 5, and the sum of 2 and 3 is 5. 2 3 and 4 1 are equivalent namesfor the number 5. Example: 3. In the space below, list the addition facts shown by the dominoes. Before you begin, decide how you will organize the facts. 149 5

44 Copyright © Wright Group/McGraw-Hill LESSON 22 Name Date Time Pan-Balance Problems In each figure below, the pans hold equivalent namesfor a number. The pans are in perfect balance. Fill in the missing numbers. Write the name for the pan balance. Example: a.  b. Pan-balance name 1. 2. a.  a.  b. Pan-balance name b. Pan-balance name 3. 4. a.  a.  b. Pan-balance name b. Pan-balance name 36  3) (60 4) ( 7 63 96   66 13  27  15 5 5  5  5 3 5 A pan balanceis used to weigh objects. When the weight of the objects in one pan is the same as the weight of the objects in the other pan, the pans are in perfect balance.

45 Copyright © Wright Group/McGraw-Hill STUDY LINK 23 Place Value in Whole Numbers 4 Name Date Time 1. Write the number that has 6 in the millions place, 4 in the thousands place, 7 in the ten-millions place, 5 in the hundred-thousands place, 8 in the hundred-millions place, and 0 in the remaining places. , , 2. Write the number that has 7 in the ten-thousands place, 3 in the millions place, 1 in the hundred-thousands place, 8 in the tens place, 2 in the ten-millions place, and 0 in the remaining places. , , 6 3. Compare the two numbers you wrote in Problems 1 and 2. Which is greater? 4. The 6 in 46,711,304 stands for 6 , or . a. The 4 in 508,433,529 stands for 400 , or . b. The 8 in 182,945,777 stands for 80 , or . c. The 5 in 509,822,119 stands for 500 , or . d. The 3 in 450,037,111 stands for 30 , or . 6,000, 000 million 5. Write the number that is 1 hundred thousand more. a. 210,366 b. 496,708 c. 321,589 d. 945,620 6. Write the number that is 1 million more. a. 3,499,702 b. 12,877,000 c. 29,457,300 d. 149,691,688 4,499,702 310,366 Try This 7. 32, 45, 58, , , 8. , , , 89, 115, 141 Rule: Rule: Practice

LESSON 23 Name Date Time Number-Grid Puzzles 46 Copyright © Wright Group/McGraw-Hill 1. Find the missing numbers. a.  b. Explain how you found . 2. Below is a number-grid puzzle cut from a different number grid. Figure out the pattern, and use it to fill in the missing numbers. a.  b. Explain how you found . c. Describe how this number grid is different from number grids you have used before. 1,900 1,990 2,100 9,962 9,984

LESSON 2 4 Name Date Time Calculator “Change” Problems 47 Copyright © Wright Group/McGraw-Hill Use this page with Math Journal 1,page 36, Problem 1. Make up your own calculator “change” problems. Start with Place of Change to Operation New Digit Number a.570 Tens b.409 Hundreds c.54,463 Thousands d.760,837 Tens e.52,036,458 Ones f.Ten Thousands g.Millions Start with Place of Change to Operation New Digit Number a. b. c. d. e. f. g. h. i.

STUDY LINK 2 4 Place Values in Whole Numbers Copyright © Wright Group/McGraw-Hill 48 Name Date Time 1. Write the numbers in order from smallest to largest. 15,964 1,509,460 150,094,400 1,400,960 15,094,600 2. Write the number that has 5 in the hundred-millions place, 7 in the ten-thousands place, 1 in the millions place, 9 in the hundred-thousands place, 8 in the ten-millions place, and 0 in all other places. , , 3. Write the largest number you can. Use each digit just once. 35079264 4. Write the value of the digit 8 in each numeral below. a. 80,007,941 b. 835,099,714 c. 8,714,366 d. 860,490 5. Write each number using digits. a. four hundred eighty-seven million, sixty-three b. fifteen million, two hundred ninety-seven Try This 6. I am an 8-digit number. • The digit in the thousands place is the result of dividing 64 by 8. • The digit in the millions place is the result of dividing 63 by 9. • The digit in the ten-millions place is the result of dividing 54 by 6. • The digit in the tens place is the result of dividing 40 by 5. • The digit in the hundred-thousands place is the result of dividing 33 by 11. • All the other digits are the result of subtracting any number from itself. What number am I? , , 4

LESSON 2 4 Name Date Time Use a Place-Value Tool 49 Copyright © Wright Group/McGraw-Hill 4 1. Display each number below in your place-value flip book. Then display, read, and record the numbers that are 10 more, 100 more, and 1,000 more. Circle the digit that changed. Number 10 less 100 less 1,000 less 2,3452,3 3 5 2, 2 45 1,345 3,491 6,839 12,367 45,130 2. Display each number below in your place-value flip book. Then display, read, and record the numbers that are 10 less, 100 less, and 1,000 less. Circle the digit that changed. 3. Use your place-value flip book to help you answer the following questions. a. What number is 50 more than 329? b. What number is 300 more than 517? c. What number is 60 less than 685? d. What number is 400 less than 932? Number 10 more 100 more 1,000 more 1461 5 6 2 46 1,146 508 2,368 4,571 15,682

LESSON 2 4 Name Date Time Crack the Muffin Code 50 Daniel takes orders at the Marvelous Muffin Bakery. The muffins are packed into boxes that hold 1, 3, 9, or 27 muffins. When a customer asks for muffins, Daniel fills out an order slip. • If a customer orders 5 muffins, Daniel writes CODE 12 on the order slip. • If a customer orders 19 muffins, Daniel writes CODE 201 on the order slip. • If a customer orders 34 muffins, Daniel writes CODE 1021 on the order slip. 1. What would Daniel write on the order slip if a customer asked for 47 muffins? Explain. CODE 2. If the Marvelous Muffin Bakery always packs its muffins into the fewest number of boxes possible, what is a code Daniel would never write on an order slip? Explain. CODE 3. The largest box used by the bakery holds 27 muffins. Daniel thinks the bakery should have a box one size larger. How many muffins would the new box hold? Explain. muffins 4 175 Copyright © Wright Group/McGraw-Hill

STUDY LINK 25 Collecting Data 51 Name Date Time Copyright © Wright Group/McGraw-Hill 1. Make a list of all the people in your family. Include all the people living at home now. Also include any brothers or sisters who live somewhere else. The people who live at home do not have to be related to you. Do not forget to write your name in the list. You will need this information to learn about the sizes of families in your class. How many people are in your family? people The tally chart at the right shows the number of books that some students read over the summer. Use the information to answer the questions below. 2. How many students reported the number of books they read? 3. What is the maximum(the largest number of books reported)? 4. What is the minimum(the smallest number of books reported)? 5. What is the range? 6. What is the mode(the most frequent number of books reported)? Number of Number of Books Students Reported 2 /// 3 ////\ 4 5 ////\ // 6 ////\ / 7 // 8 //// 7. 30 50  8.  70 70  70 9.  90 80  60 10. 100 40  70  Practice 72 73

LESSON 25 Name Date Time Dice-Roll Tally Chart 52 Tally marksare vertical marks used to keep track of a count. The fifth tally mark crosses the first four. Examples: 71 / // /// //// ////\ ////\ / ////\ // ////\ /// ////\ //// ////\ ////\ 1. Roll a pair of dice and find the sum. 2. Make a tally mark next to the sum in the chart below. 3. Set a timer for 3 minutes. Roll the dice and make a tally mark for each sum until the timer goes off. Sum Tallies 2 3 4 5 6 7 8 9 10 11 12 4. Answer the questions below. a. How many times did you roll a sum of 4? times 7? times 11? times b. Which sum was rolled the most number of times? c. Which sum was rolled the least number of times? d. How many times did you roll the dice in all? times e. On the back of this page, write two more things that you notice about the data you collected. one two three four five six seven eight nine ten Copyright © Wright Group/McGraw-Hill

LESSON 25 Name Date Time Making a Prediction Based on a Sample 53 Copyright © Wright Group/McGraw-Hill Sometimes large numbers of people or things are impossible to count or take too much time to count. A smaller sampleof data is often used to make predictions about a larger group or population. You and your class collected, recorded, and analyzed data about the number of raisins found in 1 2 -ounce boxes of raisins. NET WT. 1/2 OZ. RAISINS GOOD FOR YOU ! Use the raisin data you collected on journal page 38 to answer the following questions. 1. Without opening it, how many raisins do you think are in a large box (12 or 15 ounces) of raisins? About raisins are in a -ounce box. 2. Explain the strategy you used to make your prediction. 3. Suppose you only knew the number of raisins in a single 1 2 -ounce box of raisins. Would that affect your prediction about the number of raisins in the large box? Why or why not?

16 17 18 19 20 21 22 23 Number of Students Number of Hours Spent Watching Television Each WeekStudent Data on Television Time STUDY LINK 26 Line Plots 54 71 Name Date Time The students in Sylvia’s class estimated 1. Construct a line plot for the data. how much time they spend watching television each week. The tally chart below shows the data they collected. Number of Hours Number of per Week Spent Students Watching TV 16 /// 17 /// 18 19 ////\ / 20 ////\ //// 21 / 22 ////\ 23 // 2. Find the following landmarks for the data: a. The maximum number of hours spent watching television each week. hours b. minimum hours c. range hours d. mode hours e. median hours 3. Estimate the amount of time that you watch television each week. hours Try This 4. Calculate the mean number of hours Sylvia and her classmates spent watching TV each week. hours 5. 80 30  6. 90 90 7. 70 60 8. 120 30  Practice Copyright © Wright Group/McGraw-Hill

LESSON 26 Name Date Time Find the Median Number 55 Copyright © Wright Group/McGraw-Hill 73 The number in the middle of an ordered set of data is called the middle value, or median. For Problems 1–3,  Draw nine cards from a deck of number cards.  Arrange the cards in order from smallest to largest.  Record the numbers in the boxes below.  Circle the number in the middle. Example: 1. 2. 3. 4. Describe how you found the middle number in the problems above. 5. If you arranged the cards in Problem 1 in order from largestto smallest, would the middle number stay the same? Explain. smallest largest smallest largest smallest largestThe median of my nine cards is . The median of my nine cards is . The median of my nine cards is . 0 0 2 2 5 5 5 5 7 7 8 8 9 9 13 13 18 18 smallest largest

LESSON 26 Name Date Time Comparing Family-Size Data 56 70–75 1. Create a display that compares the family-size data from your class with those of other fourth-grade classes. 2. Compare the maximum, minimum, range, mode, and median for family size for each class. Write about the similarities and differences. Use the back of this page if you need more space. Combine and organize the data from all of the classes. Then answer the following questions. 3. What is themedianfamily size for all of the classes? people 4. How does your class median compare with the larger sample? 5. What is themeanfamily size for all of the classes? people 6. If you had to predict the family size of a student from your school that you did not know, what would you predict? Explain your answer. Copyright © Wright Group/McGraw-Hill

STUDY LINK 27 Multidigit Addition 57 10 Name Date Time Copyright © Wright Group/McGraw-Hill Make a ballpark estimate. Use the partial-sums methodto add. Compare your answer with your estimate to see if your answer makes sense. 7. 8 7  8. 9 9  9. 6 9 10. 4 8 Practice 1. 2. 3. Ballpark estimate: Ballpark estimate: Ballpark estimate: 4. 5. 6. Ballpark estimate: Ballpark estimate: Ballpark estimate: 67  85 439 71 227  386 493  939732 1,788 4,239  1,508

STUDY LINK 27 58 11 Name Date Time Make a ballpark estimate. Use the column-addition methodto add. Compare your answer with your estimate to see if your answer makes sense. 17. 16, 21, 26, , , Rule: 18. , 52, , 104, 130, Rule: Multidigit Addition continued Practice 89  47 634  86 148  77 481  239 746  827 508  1,848 11. 12. 13. Ballpark estimate: Ballpark estimate: Ballpark estimate: 14. 15. 16. Ballpark estimate: Ballpark estimate: Ballpark estimate: Copyright © Wright Group/McGraw-Hill

LESSON 27 Name Date Time Addition Number Stories 59 Copyright © Wright Group/McGraw-Hill Use Math Masters,page 405 and base-10 blocks to solve the number stories. Record what you did in the parts-and-total diagrams. Example: The class had 43 blue crayons and 15 red crayons. How many crayons did they have in all? crayons 58 58 43 15 1. Auntie May had 24 fish and 11 hamsters. How many pets did she have altogether? pets 2. Jordan made a flower basket for his mother that had 23 daisies and 8 roses. How many flowers were in the basket? flowers 3. Lucia had 38 cents and Madison had 29 cents. If they put their money together, how much money would they have? cents 4. Miguel has 54 baseball cards. Janet gave him 47 more baseball cards. How many baseball cards does he have now? baseball cards

LESSON 28 Name Date Time Measuring and Drawing Line Segments 60 Copyright © Wright Group/McGraw-Hill Measure the following line segments to the nearest 1–2centimeter. 1. About cm 2. About cm 3. About cm 4. About cm Draw line segments having the following lengths: 5. 8 centimeters 6. 10 centimeters 7. 3.5 centimeters 128 Try This 8. Draw a line segment having the following length: 46 millimeters

STUDY LINK 28 Gestation Period 61 73 Name Date Time Copyright © Wright Group/McGraw-Hill The period between the time an animal becomes pregnant and the time its baby is born is called the gestation period.The table below shows the number of days in the average gestation period for some animals. 1. For the gestation periods listed in the table ... a. what is the maximum number of days? days b. what is the minimum number of days? days c. what is the range (the difference between the maximum and the minimum)? days d. what is the median (middle) number of days? days 2. Which animals have an average gestation period that is longer than 1 year? 3. How much longer is the average gestation period for a goat than for a dog? days 4. Which animal has an average gestation period that is about twice as long as a rabbit’s? 5. Which animal has an average gestation period that is about half as long as a squirrel’s? Average Gestation Period (in days) Animal Number of Days dog 61 giraffe 457 goat 151 human 266 Asian elephant 645 mouse 19 squirrel 44 rhinoceros 480 rabbit 31 Source: World Almanac 6. 56 33  7. 167 96 8. 78 32 9. 271 89  Practice

LESSON 28 Name Date Time 62 Copyright © Wright Group/McGraw-Hill 76 Do this activity with a partner. Materials set of pattern blocks from your teacher graph mat (4 copies of Math Masters,page 406 taped together) 1. Display the pattern blocks on the graph mat so that you can easily count and compare the number of hexagons, trapezoids, triangles, squares, blue rhombi, and tan rhombi. 2. Use your display to answer the following questions. a. Which pattern block appears the most? The least? b. How many hexagons and triangles are there altogether? c. How many more trapezoids are there than squares? 3. Use your display to complete the following statements. a. There are fewer than . b. There are more than . c. There is the same number of as . 4. Write a question that can be answered by looking at your display. Answer your question. a. Question b. Answer tan rhombus blue rhombus square triangle trapezoid hexagon 5. How many more quadrangles are there than nonquadrangles? Try This Construct a “Real” Graph

LESSON 28 Name Date Time “One Size Fits All” Claim 63 Copyright © Wright Group/McGraw-Hill Makers of adjustable baseball caps claim that “one size fits all.” Do you think this is a true statement? Use the head-size data you collected on journal pages 46 and 47 to help you decide. 1. Select a baseball cap and adjust the headband to the smallest size. Measure and record the distance around the inside of the baseball cap to the nearest half centimeter. Smallest size: cm 2. Now adjust the headband to the largest size. Measure and record. Largest size: cm 3. Compare the measurements above with the head-size data you and your class collected. Could this baseball cap be worn by everyone in the class? Explain your answer. 4. Do you think you have enough information to decide whether or not the claim “one size fits all” is true? Explain.

STUDY LINK 29 Multidigit Subtraction Copyright © Wright Group/McGraw-Hill 64 12 Name Date Time Make a ballpark estimate. Use the trade-first subtraction methodto subtract. Compare your answer with your estimate to see if your answer makes sense. 7. 8 64 8. 9 72 9. 56  8 10. 42  7 Practice 1. 2. 3. Ballpark estimate: Ballpark estimate: Ballpark estimate: 4. 5. 6. Ballpark estimate: Ballpark estimate: Ballpark estimate: 96  28 469 87 732  365 4,321 575 5,613  2,724 6,600  4,278

11. 12. 13. Ballpark estimate: Ballpark estimate: Ballpark estimate: 14. 15. 16. Ballpark estimate: Ballpark estimate: Ballpark estimate: STUDY LINK 29 Multidigit Subtraction continued 65 Name Date Time Copyright © Wright Group/McGraw-Hill Make a ballpark estimate. Use the partial-differences methodto subtract. Compare your answer with your estimate to see if your answer makes sense. 17. , , 55, 44, , 22 Rule: 18. , , , , 72, 81 Rule: 12 Practice 84  55 506  282 136 79 573  167 5,673  1,194 3,601  1,063

LESSON 29 Name Date Time Subtraction by Counting Up 66 Copyright © Wright Group/McGraw-Hill Use the counting-up methodto solve these problems. Use the number lines if they are helpful. Example: 50 26 ? Think: 26 430 30 2050 42024 So, 50 26 24 1. 80 37  2. 70 29  3. 130 84 4. 120 45  5. 224 150  6. 146 92 92 146 150 224 45 120 84 130 29 70 37 80 14 26 304 50 20

LESSON 29 Name Date Time Number-Tile Problems 67 Copyright © Wright Group/McGraw-Hill 12–15 Cut out the 20 number tiles at the bottom of the page. Use them to help you solve the problems. 1. Use five odd-numbered tiles to 2. Use five even-numbered tiles (that make the smallest possible includes 0) to make the largest possible difference. difference. Do not use 0 as the first digit. 3. Use one set of the number tiles 09. Find the missing digits in these addition and subtraction problems. a. b. c. d. 0123456789 0123456789 2 8 6 5 2 9 4 1 8 4 1 6 3 3 7 , 9 8 2 1 5 1 4 7     

STUDY LINK 210 Unit 3: Family Letter Copyright © Wright Group/McGraw-Hill 68 Name Date Time • 4520 º ,  ? 6954 º ,  ? 8216 º ,  Multiplication and Division; Number Sentences and Algebra One of our goals in the coming weeks is to finish memorizing the multiplication facts for single-digit numbers. To help students master the facts, they will play several math games. Ask your child to teach you one of the games described in the Student Reference Book,and play a few rounds together. The class will also take a series of 50-facts tests for multiplication. Because correct answers are counted only up to the first mistake (and not counted thereafter), your child may at first receive a low score. If this happens, don’t be alarmed. Before long, scores will improve dramatically. Help your child set a realistic goal for the next test, and discuss what can be done to meet that goal. Your child will use Multiplication/Division Fact Triangles to review the relationship between multiplication and division. (For example, 4 520, so 20 54 and 20 45.) You can use the triangles to quiz your child on thebasic facts and test your child’s progress. In this unit, alternative symbols for multiplication and division are introduced. An asterisk (º) may be substituted for the traditional symbol, as in 4 º520. A slash ( / ) may be used in place of the traditional symbol, as in 20 / 4 5. In Unit 3, the class will continue the World Tour, a yearlong project in which the students travel to a number of different countries. Their first flight will take them to Cairo, Egypt. These travels serve as background for many interesting activities in which students look up numerical information, analyze this information, and solve problems. Finally, the class will have its first formal introduction to solving equations in algebra. (Informal activities with missing numbers in number stories have been built into the program since first grade.) Formal introduction to algebra in fourth grade may surprise you, because algebra is usually regarded as a high school subject. However, an early start in algebra is integral to the Everyday Mathematicsphilosophy. Please keep this Family Letter for reference as your child works through Unit 3.

69 Copyright © Wright Group/McGraw-Hill Vocabulary Important terms in Unit 3: dividend In division, the number that is being divided. For example, in 35 57, the dividend is 35. divisor In division, the number that divides another number. For example, in 35 57, the divisor is 5. Fact family A set of related arithmetic facts linking two inverse operations. For example, 4 812, 8412, 12 48, and 12 84 is an addition/subtraction fact family, and 4 º832, 8º432, 32/4 8, and 32/8 4 is a multiplication/ division fact family. Fact Triangle A triangular flash card labeled with the numbers of a fact familythat students can use to practice addition/subtraction or multiplication/ division facts. factor One of two or more numbers that are multiplied to give a product. For example, 4º1.56; so 6 is the product, and 4 and 1.5 are the factors. See also factor of a counting number n. factor of a counting number n A counting number whose product with some other counting number equals n. For example, 2 and 3 are factors of 6 because 2 º36. But 4 is not a factor of 6 because 4º1.56 and 1.5 is not a counting number. multiple of a number n A product of nand a counting number. The multiples of 7, for example, are 7, 14, 21, 28, and so on. number sentence Two numbers or expressions separated by a relation symbol (,,, , , or ). Most number sentences also contain at least one operation symbol (,, ,º,, , / ). Number sentences may also have grouping symbols, such as parentheses. open sentence Anumber sentencein which one or morevariableshold the places of missing numbers. For example, 5 x13 is an open sentence. percent (%) Per hundred, or out of a hundred. For example, “48% of the students in the school are boys” means that, on average, 48 out of every 100 students in the school are boys; 48%  14 08 0 0.48 product The result of multiplying two numbers calledfactors. For example, in 4 º312, the product is 12. quotient The result of dividing one number by another number. For example, in 35 57, the quotient is 7. square number A number that is the product of a counting number and itself. For example, 25 is a square number because 25 5º5. The square numbers are 1, 4, 9, 16, 25, and so on. variable A letter or other symbol that represents a number. A variable can represent one specific number. For example, in the number sentence 5 n9, onlynmakes the sentence true. A variable may also stand for many different numbers. For example, x210 is true if xis any number less than 8. And in the equation a33a,astands for all numbers. “What’s My Rule?” problem A type of problem that asks for a rule for relating two sets of numbers. Also, a type of problem that asks for one of the sets of numbers, given a rule and the other set of numbers. 4812 ,  4832 º, / Unit 3: Family Letter cont. STUDY LINK 210 Rule 8 in out 648 10 80 3 56 64

70Do-Anytime Activities To work with your child on the concepts taught in this unit, try these interesting and rewarding activities: 1.Continue to work on multiplication and division facts by using Fact Triangles and fact families and by playing games described in the Student Reference Book. 2.As the class proceeds through the unit, give your child multidigit addition and subtraction problems related to the lessons covered, such as 348 29, 427234, 72 35, and 815 377.3.Help your child recognize and identify real-world examples of right angles, such as the corner of a book, and examples of parallel lines, such as railroad tracks. In Unit 3, your child will play the following games. Baseball MultiplicationSeeStudent Reference Book,pages 231 and 232. Two players will need 4 regular dice, 4 pennies, and a calculator to play this game. Practicing the multiplication facts for 1–12 and strengthening mental arithmetic skills are the goals of Baseball Multiplication. Beat the CalculatorSeeStudent Reference Book, page 233. This game involves 3 players and requires a calculator and a deck of number cards, four each of the numbers 1 through 10. Playing Beat the Calculatorhelps your child review basic multiplication facts. Division ArraysSeeStudent Reference Book, page 240. Materials for this game include number cards, 1 each of the numbers 6 through 18; a regular (6-sided) die; 18 counters; and paper and pencil. This game, involving 2 to 4 players, reinforces the idea of dividing objects into equal groups. Multiplication Top-ItSeeStudent Reference Book,page 264. The game can be played with 2 to 4 players and requires a deck of cards, four each of the numbers 1 through 10. This game helps your child review basic multiplication facts. Name That NumberSeeStudent Reference Book,page 254. Played with 2 or 3 players, this game requires a complete deck of number cards and paper and pencil. Your child tries to name a target number by adding, subtracting, multiplying, and dividing the numbers on as many of the cards as possible. Building Skills through Games Unit 3: Family Letter cont. STUDY LINK 210 Copyright © Wright Group/McGraw-Hill

71 Copyright © Wright Group/McGraw-Hill As You Help Your Child with Homework As your child brings assignments home, you may want to go over the instructions together, clarifying them as necessary. The answers listed below will guide you through some of the Study Links in this unit. Study Link 3 1 1.60, 230, 110, 280, 370 2.110, 80, 310, 240, 390 3.34, 675, 54; 464.9, 50, 420; 7 5.2, 400, 2,0006.Answers vary. 7.1158.6129.1,440 Study Link 3 2 2.1, 2, 3, 4, 6, 9, 12, 18, 363.1, 16; 2, 8; 4, 4 4.565.Sample answer: 4, 8, 12, 166.53 7.3888.765 Study Link 3 3 1.242.543.284.16 5.456.187.408.25 9.4811.1, 2, 3, 6, 9, 18 Study Link 3 4 1.62.83.64.3 6.20; 57.18; 68.49; 79.9; 2 10.7; 511.7; 4 12.Sample answer: 10, 15, 20, 25 13.1, 2, 3, 4, 6, 8, 12, 24 Study Link 3 5 1.52.73.724.10 5.3215.1,64616.5,033 17.28918.1,288 Study Link 3 6 3. a.T 4.about 128,921 miles; 132,0003,079128,921 5. a.4 6.1, 2, 3, 4, 6, 12 7.Sample answers: 16, 24, 32, 40 Study Link 3 7 Study Link 3 8 1.659457202; 202 2.1,5452,4894,034; 4034 3.700227473; 473 4.1,5521,018534; 534 5.6244703361,430; 1,4306.9 7.6, 12, 18, 24, 30, 36, 42, 48, 54, 60 Study Link 3 9 1.F2.F3.T4.T 5.F6.T7.T8.? 11. b.7º85612.36, 60, 84; 12 13.54, 216, 324; 54 Study Link 3 10 1.272.333.14.24 5.376.87.3º(64)30 8.15(20 / 4) 109.7(7º3)4º7 10.9º6(207)º2 11.72 9(2º3)(18 9) 12.35 (42 6)(106)113.? 14.?15.F16.T17.F18.T Measurement Real on Map Distance Cities (inches) (miles) 1.Cape Town and Durban4 800 2.Durban and Pretoria 1 3 4 350 3.Cape Town and Johannesburg4 800 4.Johannesburg and Queenstown2 400 5.East London and Upington2 1 2 500 6. ____ and ____ Answers vary. Unit 3: Family Letter cont. STUDY LINK 210