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348 Name Date Time Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 11 1 In today’s lesson, your child solved number stories involving money amounts. Ask your child to explain to you how he or she solved each of the addition problems below. Challenge your child to find the total cost of 3 or 4 items. Encourage your child to use estimation before solving each problem. Ask such questions as: Is the total cost of the crayons and glitter more or less than $3.00? (less) Please return this Home Link to school tomorrow. Buying Art Supplies Crayons Glitter Coloring Pencils Glue Stick $1.47 $2.59 $0.89 1. crayons and glitter 2. glitter and coloring pencils Total cost: Total cost: 3. crayons and coloring pencils 4. glue stick and crayons Total cost: Total cost: Find the total cost of each pair of items.

Use $1 bills, dimes, and a ten frame (Math Masters,page 422) to solve these problems. Example:Is $1.43 closer to $1.00 or $2.00?  Forget about the pennies.  Make $1.40 with $1 bills and dimes.  Place the dimes in the ten frame (one to each box).  Look at the ten frame. Is it more than half-filled or less than half-filled?  Because the ten frame is less than half-filled, $1.43 is closer to $1.00. $1.43 is closer to . 1. Is $1.78 closer to $1.00 or $2.00?  Forget about the pennies.  Make $1.70 with $1 bills and dimes.  Place the dimes in the ten frame.  Is the ten frame more or less than half-filled?  $1.78 is closer to . 2. Is $1.62 closer to $1.00 or $2.00? $1.0 0 LESSON 11 1 Name Date Time Estimating Money with Ten Frames 349 Copyright © Wright Group/McGraw-Hill 1 $ Try This 3. Is $2.25 closer to $2.00 or $3.00? 4. Is $4.53 closer to $4.00 or $5.00? Les s

The sum of each row, column, and diagonal must be the same. Find the missing numbers. Write them in the blank boxes. Write the sum above the Magic Square. 1. 2. 3. 4. $15.75 $6.50 $8.25 $3.50 $0.50 $4.75 $3.00 $3.50 $6.50 $7.50 $2.00 $6.00 $5.00 $3.50 $10.00 $6 $7 $2 $5 $9 $8 $3 LESSON 11 1 Name Date Time Magic Squares Copyright © Wright Group/McGraw-Hill 350

351 Name Date Time In today’s lesson, your child solved subtraction number stories involving money amounts. Ask your child to explain how he or she solved each of the subtraction problems below. Encourage your child to use estimation before solving each problem. Ask such questions as: Is the difference in cost between the crayons and glitter more or less than $1.00? (less) Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 11 2 Comparing Costs In Problems 1–4, circle the item that costs more. Then find how much more. Crayons Glitter Coloring Pencils Glue Stick $1.47 $2.59 $0.89 1. glue stick or crayons How much more? 3. glitter or coloring pencils How much more? 5. Carlos bought a glue stick. He paid with a $1 bill. How much change should he get? 2. glue stick or glitter How much more? 4. coloring pencils or crayons How much more? 6. Solve. $1.47 $0.75 

Use Math Masters, page 417 to solve the problems below. Show your work on the number grid. Example: Circle 13 and 39. Find the difference between 13 and 39. Use a pencil to mark the number grid to show what you did. The difference between 13 and 39 is . 1. Circle 12 and 34. Find the difference between 12 and 34. Use a pencil to mark the number grid to show what you did. The difference between 12 and 34 is . 2. Circle 45 and 63. Find the difference between 45 and 63. Use a pencil to mark the number grid to show what you did. The difference between 45 and 63 is . 3. Circle 76 and 91. Find the difference between 76 and 91. Use a pencil to mark the number grid to show what you did. The difference between 76 and 91 is . 26 LESSON 11 2 Name Date Time Differences on the Number Grid Copyright © Wright Group/McGraw-Hill 352 20 19 18 17 16 15 14 13 12 11 30 29 28 27 26 25 24 23 22 21 40 39 38 37 36 35 34 33 32 31

353 Name Date Time Today your child learned about subtracting multidigit numbers using a procedure called the trade-first method. Your child also used “ballpark estimates” to determine whether his or her answers made sense. Thetrade-firstmethod is similar to the traditional subtraction method that you may be familiar with. However, all the “regrouping” or “borrowing” is done before the problem is solved—which gives the method its name, “trade-first.” Example: Are there enough tens and ones to remove exactly 3 tens and 9 ones from 46? (No; there are enough tens, but there aren’t enough ones.) Trade 1 ten for 10 ones. Solve. 3 tens minus 3 tens leaves 0 tens. 16 ones minus 9 ones leaves 7 ones. The answer is 7. Make a ballpark estimate to see whether the answer makes sense: 46 is close to 50, and 39 is close to 40. 50 4010. 10 is close to the answer of 7, so 7 is a reasonable answer. The trade-first method is one of many ways people solve subtraction problems. Your child may choose this method or a different procedure. What is most important is that your child can successfully solve subtraction problems using a method that makes sense to him or her. Please return the second pageof this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 11 3 Trade-First Subtraction longs cubes 10s 1s 316 46 39 longs cubes 10s 1s 46 39 longs cubes 10s 1s 316 46 39 7 34

354 Name Date Time Make a ballpark estimate for each problem and write a number model for your estimate. Use the trade-first method of subtraction to solve each problem. Copyright © Wright Group/McGraw-Hill HOME LINK 11 3 Trade-First Subtraction cont. longs cubes 10s 1s 32 15 Example:Ballpark estimate: 1. Ballpark estimate: 2. Ballpark estimate: 3. Ballpark estimate: 4. Ballpark estimate: 5. Ballpark estimate: 34 18 30 20 10 Answer Answer longs cubes 10s 1s 116 26 18 8 Answer 8 longs cubes 10s 1s 73 42 Answer longs cubes 10s 1s 49 26 Answer longs cubes 10s 1s 85 56 Answer

Use base-10 blocks to help you subtract. 1. 2. 3. 4. 5. 6. 7. Write a problem of your own. Record what you would do with base-10 blocks to solve your problem. LESSON 11 3 Name Date Time Subtraction with Base-10 Blocks 355 Copyright © Wright Group/McGraw-Hill longs cubes 10s 1s 37 22 longs cubes 10s 1s 43 31 longs cubes 10s 1s 24 18 longs cubes 10s 1s 62 39 longs cubes 10s 1s 55 46 longs cubes 10s 1s 47 29

356 Name Date Time In today’s lesson, your child solved multiplication number stories in which he or she found the total number of things in several equal groups. Observe the strategies your child uses to solve the problems below. The “multiplication diagram” is a device used to keep track of the information in a problem. To solve Problem 1, your child would identify the known information by writing a 6 under cansand a 3 under tennis balls per can. To identify the unknown information, your child would write a ? under tennis balls in all. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 11 4 Multiplication Stories Show someone at home how to solve these multiplication stories. Fill in each multiplication diagram. Use counters or draw pictures or arrays to help you. 1. The store has 6 cans of tennis balls. There are 3 balls in each can. How many tennis balls are there in all? Answer: tennis balls Number model:  cans tennis balls per cantennis balls in all 112 113

357 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 11 4 Multiplication Stories continued 2. Hamburger buns come in packages of 8. You buy 4 packages. How many buns are there in all? 3. Make up and solve a multiplication number story below. Answer: buns Number model:  packagesbuns per packagebuns in all per in all Answer: Number model: 

LESSON 11 4 Name Date Time Equal Groups on a Number Line Copyright © Wright Group/McGraw-Hill 358 Look at the example. Then follow the directions for each problem. Example:3 2 ? Start at 0. Show 3 hops of 2. Where did you land? Number model: 1. 3 3 ? Start at 0. Show 3 hops of 3. Where did you land? Number model: 2. 4 2 ? Start at 0. Show 4 hops of 2. Where did you land? Number model: 3. 53 ? Start at 0. Show 5 hops of 3. Where did you land? Number model: 3 2 6 6 012345678910 012345678910 012345678910 01234567891011121314151617181920

Use base-10 blocks to solve the problems. For each problem, draw the base-10 blocks that come out of the machine and write a number model to show what happened. Look for a pattern. Example: 1. Number model: Number model: 2. 3. Number model: Number model: 4. 5. Number model:Number model: 2 3 6 LESSON 11 4 Name Date Time Making Multiples 359 Copyright © Wright Group/McGraw-Hill 3  in out 3  in out 3  in out 3  in out 3  in out 3  in out

Show someone at home how to solve these division stories. Use counters or draw pictures or diagrams to help you. 1. Our group needs 18 pens. There are 3 pens in each package. How many packages must we buy? 2. Four children are playing a game with 25 cards. How many cards can the dealer give each player? 3. Make up and solve a division story on the back of this sheet. children per childcards in all cards 360 Name Date Time Today your child solved division number stories about equal sharing and equal groups. The diagram used for multiplication can also be used for division number stories to identify known and unknown information. Your child will write a number model for each problem below. A number model is the symbolic representation of a number story. For example, in Problem 1, the number model is 18 3∑6 R0. This model is read as 18 divided by 3 gives 6, remainder 0.An arrow is used instead of an equals () sign because the result of a division problem can be two whole numbers: the quotient and remainder. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 11 5 Division Number Stories packages per packagepens in allpens Answer: packages Number model: ∑ R Answer: cards Number model: ∑ R 112–115

Use counters and quarter-sheets of paper to solve each problem. Record your work in the rectangles. Example: Nomi had 8 crayons. She gave the crayons to 4 of her friends. Each friend got the same number of crayons. Draw the number of crayons each friend gets. 1. Latrell shared 10 marbles with his best friend. Draw the number of marbles each boy had. 2. Melissa had 6 bags of treats for her birthday party. She had a total of 12 treats in her bags. Draw the number of treats in each bag. 3. Make up your own problem. Draw your solution. LESSON 11 5 Name Date Time Exploring Equal Shares 361 Copyright © Wright Group/McGraw-Hill

362 Name Date Time In this lesson, your child has been learning multiplication facts and has used arrays to represent those facts. The first factor in a multiplication fact tells the number of rows in the array, and the second factor tells the number of columns in the array. In Problem 1, for example, an array with 2 rows of 6 dots is used for the multiplication fact 2 612. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 11 6 Multiplication Facts Show someone at home how you can use arrays to find products. Use s. 7. 2 nickels cents 2 5  6 nickels cents 6 5  8. 4 dimes cents 4 10  7 dimes cents 7 10  9. double 6 2 6  double 9 2 9  1. 2 6  2. 6 2  3. 1 10  4. 1 9  5. 2 7  6. 3 4 

1. Use your calculator to count by 1s. Complete the table below. 2. Clear your calculator. Use your calculator to count by 2s. Complete the table below. 3. Clear your calculator. Use your calculator to count by 5s. Complete the table below. 4. How can counting on your calculator help you learn your multiplication facts? LESSON 11 6 Name Date Time Calculator Counts 363 Copyright © Wright Group/McGraw-Hill Count by 1s. One Two Three Four Five Six Seven Eight Nine Ten 1 1s1s 1s1s 1s1s1s 1s1s Display 1 Count by 2s. One Two Three Four Five Six Seven Eight Nine Ten 2 2s2s 2s2s 2s2s2s 2s2s Display 2 Count by 5s. One Two Three Four Five Six Seven Eight Nine Ten 5 5s5s 5s5s 5s5s5s 5s5s Display 5

364 Name Date Time In today’s lesson, your child practiced multiplication facts by using a table and discussed patterns in multiplication facts. For example, any number multiplied by 1 is that number; any number multiplied by 0 is 0; and if the order of the factors in a multiplication fact is reversed, the product remains the same. Observe the strategies your child uses to find the answers below. Counting by 2s, 5s, 10s, and so on is one strategy to look for. Another strategy is drawing pictures. Some children may be able to solve some multiplication facts mentally, but this is not expected until the end of third grade. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 11 7 Multiplication Facts 1. Show someone at home what you know about multiplication facts. You can use arrays or pictures to help solve the problems. 0 98 04 00 7 1 33 11 810 1 2 83 22 74 2 5 32 56 55 8 10 43 109 1010 6 2. Explain to someone at home why it is easy to solve the following multiplication problems. 3. Make up and solve some multiplication problems of your own on the back of this page. 4. 84 29  5. 93 67  Practice a. 99 b. 502 c. 37 d. 15,461 1100

LESSON 11 7 Name Date Time Square Products 365 Copyright © Wright Group/McGraw-Hill Work in a small group. Materials  centimeter grid paper (Math Masters,p. 434)  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 pennies or centimeter cubes. 3. Draw each array on centimeter grid paper. Write a number model under each array. Example: 22 43 39 4416 ÆÆÆÆÆ Æ ÆÆ ÆÆÆ ÆÆÆ Æ ÆÆ ÆÆÆÆ Æ Æ ÆÆÆÆ ÆÆ

LESSON 11 7 Name Date Time Square Products continued Copyright © Wright Group/McGraw-Hill 366 4. Make and record a few more arrays. On a blank sheet of paper, make a table like the one below. Begin with the smallest factors. Record them in order: 2 2, 3 3, 4 4, and so on. 5. Continue working together. Build arrays with cubes or pennies for larger and larger numbers. Draw the arrays on grid paper. You may need to tape pieces of grid paper together for the larger arrays. 6. Record the factors and products for the larger numbers in your table. Look for number patterns in the list of products. Array Total (factors) (product) 2 24 3 39 4 416

367 Name Date Time Fact Trianglesare tools for building mental arithmetic skills. You might think of them as theEveryday Mathematicsversion of the flash cards that you may remember from grade school. Fact Triangles, however, are more effective for helping children memorize facts because they emphasize fact families. Afact familyis a collection of related facts made from the same three numbers. For the numbers 4, 6, and 24, the multiplication/division fact family consists of 4624, 6 424, 24 64, and 24 46. Please help your child cut out the Fact Triangles attached to this letter. To use Fact Triangles to practice multiplication with your child, cover the number next to the dot with your thumb. The number you have covered is the product. Your child uses the numbers that are showing to tell you one or two multiplication facts: 3515 or 5 315. To practice division, use your thumb to cover a number without a dot. Your child uses the numbers that are showing to tell you the division fact 15 53. Now cover the other number without a dot. Your child tells you the other division fact, 1535. If your child misses a fact, flash the other two fact problems on the card and then return to the fact that was missed. Example: Your child can’t answer 15 3. Flash 3 5, then 15 5, and finally 15 3 a second time. Make this activity brief and fun. Spend about 10 minutes each night. The work you do at home will support the work your child is doing at school. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 11 8 ,Fact Triangles 39 5 ,  •  , 15 5 •  , 315 Multiplication Division Division 38

368 Name Date Time Cut out the Fact Triangles. Show someone at home how you can use them to practice multiplication and division facts. Copyright © Wright Group/McGraw-Hill HOME LINK 11 8 ,Fact Triangles continued •  , 315 5 •  , 420 5 •  , 416 4 •  , 28 4 •  , 24 2 •  , 312 4 •  , 210 5 •  , 39 3 •  , 26 3 •  , 530 6 •  , 428 7 •  , 525 5 •  , 535 7 •  , 214 7 •  , 321 7 •  , 318 6 •  , 424 6 •  , 212 6

1. Write two ways the Fact Triangles above are alike. 2. Write two ways the Fact Triangles above are different. 3. Fill in the blank addition/subtraction and multiplication/division Fact Triangles below so that they have the same numbers. [Hint: Look for numbers that, when added together, have a sum that is the same as when they are multiplied together. It is a square number.] LESSON 11 8 Name Date Time Exploring Fact Triangles 369 Copyright © Wright Group/McGraw-Hill 347  , 3412  ,  ,  ,

370 Name Date Time Today your child continued to practice multiplication and division facts by playing a game calledBeat the Calculatorand by using Fact Triangles. Observe as your child writes the fact family for each Fact Triangle below. Use the Fact Triangles that your child brought home yesterday. Spend about 10 minutes practicing facts with your child. Make the activity brief and fun. The work you do at home will support the work your child is doing at school. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 11 9 Fact Families Write the fact family for each Fact Triangle. 4. 1.     2.     3.     7 5 35 35 7 5    5735  , 5630  , 3618  , 4624  , 38

LESSON 11 9 Name Date Time Ten Frames 371 Copyright © Wright Group/McGraw-Hill

Imagine folding a piece of paper in half. You would get 2 rectangles. If you fold it in half again, you would get 4 smaller rectangles. Predict how many small rectangles you would get if you fold a piece of paper in half 6 times. After you have made your prediction, try it out and check your answer. Keep track of your results after each fold to see if there is a pattern. LESSON 11 9 Name Date Time A Paper-Folding Problem Imagine folding a piece of paper in half. You would get 2 rectangles. If you fold it in half again, you would get 4 smaller rectangles. Predict how many small rectangles you would get if you fold a piece of paper in half 6 times. After you have made your prediction, try it out and check your answer. Keep track of your results after each fold to see if there is a pattern. LESSON 11 9 Name Date Time A Paper-Folding Problem Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill 372

373 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 11 10 Unit 12: Family Letter Year-End Reviews and Extensions Rather than focusing on a single topic, Unit 12 reinforces some of the main topics covered in second grade. Children will begin the unit by reviewing time measurements—telling time on clocks with hour and minute hands; naming time in different ways; using larger units of time, such as centuries and decades; and keeping track of time in years, months, weeks, and days. Children will also work with computation dealing with multiplication facts and the relationship between multiplication and division. Finally, children will display and interpret measurement data, with special attention to the range, median, and mode of sets of data. Please keep this Family Letter for reference as your child works through Unit 12. 6742  , 4520  ,

374 Copyright © Wright Group/McGraw-Hill Unit 12: Family Letter cont. HOME LINK 11 10 Vocabulary Important terms in Unit 12: timelineAnumber lineshowing when events took place. For example, the timeline below shows when the telephone, radio, and television were invented. modeThe value or values that occurs most often in a set of data. 1830 1870 1880 1890 1900 1910 1920 1930 2010 Telephone (1876)Radio (1906)Television (1924) In Unit 12, your child will practice adding and subtracting numbers by playing the following games: Addition Card Draw Each player draws the top 3 cards from a deck, records the numbers on the score sheet, and adds the 3 numbers. After 3 turns, players check each other’s work with a calculator and add their 3 answers. The player with the higher total wins. Name That Number Each player turns over a card to find a number that must be renamed using any combination of five faceup cards. Building Skills through Games Game 1 1st turn:    2nd turn:    3rd turn:    Total:

375 Unit 12: Family Letter cont. HOME LINK 11 10 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.Together, make up multidigit addition and subtraction number stories. Solve them. Share solution strategies. 2.Make timelines of your lives. In addition to personal information, mark various dates of events that interest you, such as events in music, art, sports, or politics. 3.Continue to ask the time. Encourage your child to name time in different ways, such astwenty to ninefor 8:40 and half-past two for 2:30. 4.Continue to review and practice basic facts for all operations, emphasizing the multiplication facts. •  , 530 Copyright © Wright Group/McGraw-Hill 12 1 2 3 4 5 6 7 8 91011 29 2827 26 25 24 23 22 2120 19 18 17 16 15 1413 12 11 10 9 8 76 5 4 3 2 1 Sun Mon Tue Wed Thu Fri Sat FEBRUARY

376 Copyright © Wright Group/McGraw-Hill Unit 12: Family Letter cont. HOME LINK 11 10 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. 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 Home Link 12 1 1.92182.188 2918 8 18 18298 18 18928 81 3.58404.184 85405.60 40856.243 40587.181 Home Link 12 2 1.4:102.8:153.10:45 4. 5. 6. 7.1698.1429.9110.47 Home Link 12 3 2.5313.280 Home Link 12 5 1.72.63.74.3 5.46.47.48.5 9.710.811.712.9 13.614.9 Home Link 12 6 1.30 years2.dolphins and humans 3.10 years4.ostrich 5.squirrel, house cat, lion, horse, ostrich, dolphin, human 6.30 years7.1308.1569.2910.87 Home Link 12 7 1. a. 1,450b.1,750 2. a. 2,000b.1,300c.700 3.1,450 4.1,450