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Copyright © Wright Group/McGraw-Hill 167 Name Date Time HOME LINK 6 1 Family Note Line Segments, Rays, and Lines Help your child match each name below with the correct drawing of a line, ray, or line segment. Then observe as your child uses a straightedge to draw and label figures. Pages 100 and 101 in theStudent Reference Bookdiscuss these figures. Please return this Home Link to school tomorrow. This line segment can be named A B or B A. Each of these rays can be named YZ   . This line can be named AB  ,BA  ,AC   ,CA   ,BC   ,or CB   . 1. Match each drawing below with one of the names. a. TS b. RS c. TS d. SR e. RS Follow the directions carefully. Use a straightedge. RS T ST R S RS RS b YZ ZY ABC 2. Mark points Band C. Draw a line segment, B C . 3. Draw a ray,TO  . A B 4. 479 + 89 = 5. 278 + 68 = Write these problems on the back of this page. Solve. Practice 100 101

Copyright © Wright Group/McGraw-Hill 168 LESSON 6 1 Name Date Time Geoboard Designs 2. Use 6 rubber bands to make a shape or a design on a geoboard. Use a straightedge to record your design. 4. Make up your own. I used rubber bands. Record your design. 3. Use 8 rubber bands to make a shape or a design on a geoboard.Use a straightedge to record your design. 1. Use 3 rubber bands to make a shape or a design on a geoboard. Use a straightedge to record your design.

Copyright © Wright Group/McGraw-Hill 169 LESSON 6 1 Name Date Time Diagonals of Polygons 1. Use the information from the polygons on Math Journal 1,page 128 to fill in the first three columns. Talk about the patterns you see with a partner. 2. Can you guess the number of line segments in a 6-sided figure? line segments 3. Check your guess. Label 6 points. Draw line segments between each pair of points. How many line segments did you draw? Fill in the table. 4. Try it with 7 points. Try it with 8 points. number 34 56 7 8 of points number of line segments

Copyright © Wright Group/McGraw-Hill 170 LESSON 6 2 Name Date Time Pattern-Block Template Shapes Use your Pattern-Block Template to trace the shapes that have exactly 4 sides and 4 corners. Write their names. Describe your shapes to a partner.

Copyright © Wright Group/McGraw-Hill 171 Name Date Time More Line Segments, Rays, and Lines HOME LINK 6 2 Refer to the following notations to help your child draw and label line segments, rays, and lines. Please return this Home Link to school tomorrow. Family Note Use a straightedge and a sharp pencil to draw the following. Be sure to mark points and label the line segments, rays, and lines. 1. Draw line segment YZ ,that is parallel to AB . 3. Draw two parallel rays, IS  and NO   . 5. Draw a line segment PO intersecting ray LA  . 2. Draw a ray, CD   ,that intersects EF  . 4. Draw two intersecting lines, MY   and AN   . 6. Draw line PU   ,parallel to ray RA   . EF AB line segment AB A B ray BABA  line AB AB  AB B A AB 99–101

Copyright © Wright Group/McGraw-Hill 172 LESSON 6 2 Name Date Time Parallel Possibilities Each problem set tells you how many line segments to use and how many points of intersection to make. Use chenille sticks to figure out how to solve the problems. Record your solutions in the boxes provided. Example: 2 Line Segments 3 Line Segments Three Two One None O ne None 4 Line Segments (Hint:One of these is not possible!) Three Two One None Seven Six Five Four Try This

Copyright © Wright Group/McGraw-Hill 173 Name Date Time Right Angles HOME LINK 6 3 Our class has been studying intersecting lines including lines that intersect at right angles. Help your child look for objects that have square corners or right angles—tables, pictures, the kitchen counter, a book, and so on. Please return this Home Link to school tomorrow. Family Note Find 4 things at home that have right angles (square corners). Below, describe or draw a picture of each of these things. Bring your descriptions or your pictures to school to add to your Geometry Hunt.

Copyright © Wright Group/McGraw-Hill 174 Name Date Time Triangles HOME LINK 6 4 Your child has been learning about the properties of triangles. Watch as your child completes the page. Family Note For each problem, use a straightedge to connect the three points with three line segments. Show someone at home that the triangles match their descriptions. To measure triangles 1–3, cut out and use the ruler at the right. To find the right angle in triangle 4, use the square corner of a piece of paper. 1. equilateral triangle All sides and angles are equal. 3. scalene triangle No sides are equal. 2. isosceles triangle Two sides are equal. 4. right triangle The triangle has a right angle ( 1 4turn). L J K D E F H I G A C B CENTIMETERS0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Solve the following problems on the back of this page. 5. 584 93  6. 823 534  7. 234 225 Practice 106 107

Copyright © Wright Group/McGraw-Hill 175 LESSON 6 4 Name Date Time Counting Triangles Look at the large triangle below. How many small triangles make up the large triangle? How many triangles can you find all together? (Hint:Look for different-size triangles that are made from smaller triangles.) You might want to trace every triangle you find with a different color. (You don’t have to trace the small ones or the largest one.) You can keep count by seeing how many colors you use.

Copyright © Wright Group/McGraw-Hill 176 LESSON 6 4 Name Date Time Geoboard Triangles Work with a partner or a small group. Materialsgeoboard rubber bands geoboard dot paper (Math Masters,p. 429) Directions 1. How many different-looking triangles can you make on your geoboard? Each partner or person in your group should try to find out. 2. Draw your triangles on geoboard dot paper. 3. Make the largest triangle you can on your geoboard. Use more rubber bands to split the triangle into 2 triangles. Then split it into 3 triangles. Now split it into 4 triangles. Can you make more than 4 triangles? Try. 4. Draw your triangles on geoboard dot paper. Look at the triangles you and your partner drew. 5. List how the triangles are alike. 6. List how the triangles are different. Follow-Up

Copyright © Wright Group/McGraw-Hill 177 Name Date Time Quadrangles HOME LINK 6 5 Help your child complete the statements. A right angleis a square corner. Parallel sidesare the same distance apart and will never meet. Opposite sidesare directly across from each other. Adjacent sidesmeet at a vertex (corner). Please return this Home Link to school tomorrow. Family Note Fill in the blanks using the following terms:equal parallel right angles 1. Rectangle (Squares are special rectangles.) All angles are . Pairs of opposite sides are in length and to each other. 2. Rhombus (Squares are also rhombuses.) All sides are in length. Opposite sides are to each other. 3. Parallelogram (Squares and rhombuses are also parallelograms.) Opposite sides are in length. Opposite sides are to each other. 4. Kite Opposite sides are not in length. Solve. 5. 6 3  6. 3 4 7. 6 6  Practice 108 109

Copyright © Wright Group/McGraw-Hill 178 Name Date Time Naming Polygons HOME LINK 6 6 Our class has been naming polygons. Help your child think of names with different numbers of letters, so that he or she can draw and name several different polygons. Please return this Home Link to school tomorrow. Family Note Think of names that have differentletters. Use the letters to name points on each circle. Then use a pencil and a straightedge to connect the points to make a polygon. Count the number of sides. Name the polygon. Example:This polygon has sides. This polygon is a . Its name is . MICHA EL heptagon 7 MI C H A E L 1. This polygon has sides. This polygon is a . Its name is . 2. This polygon has sides. This polygon is a . Its name is . 3. Draw more circles and polygons on the back of this paper. Why do you think each letter in a polygon’s name can be used only once? 102 103

Copyright © Wright Group/McGraw-Hill 179 LESSON 6 6 Name Date Time Sorting Geometry Vocabulary trapezoid trianglevertex (vertices)side angle kite rhombus quadrangle parallel sides square rectangle adjacent sides right triangleequilateral triangleregular polygon polygons Draw a picture for the word on each card. Cut out the cards and sort them into groups.

Copyright © Wright Group/McGraw-Hill 180 LESSON 6 6 Name Date Time Geoboard Polygons Work in a small group. Materials  geoboard  rubber bands  ruler DirectionsEach person uses a geoboard to make the following polygons. Copy each polygon below. 1. Make a triangle in which each 2. Make a quadrangle in which each side touches exactly 3 pins. side touches exactly 4 pins. 3. Make a pentagon that 4. Make a hexagon whose sides touches at least 5 pins. touch exactly 6 pins in all. 5. Compare your polygons with those of others in your group. Talk about how the polygons are alike and different. Use your ruler to check which of the polygons have sides that are equal in length.

Copyright © Wright Group/McGraw-Hill 181 Name Date Time Turns HOME LINK 6 7 If your child needs help with the following problems, consider putting up signs in a room in your home to indicate the directions north, south, east,andwest.Do the turns with your child. Please return this Home Link to school tomorrow. Family Note Make the turns described below. Show which way you face after each turn.  Draw a dot on the circle.  Label the dot with a letter. Example:Face north. Do a 1 2turn counterclockwise. On the circle, mark the direction you are facing with the letter A. right turn clockwise left turn counterclockwise North West East SouthYou A 1. Face north. Do a 1 4turn clockwise. Mark the direction you are facing with the letter B. 3. Face east. Do a 1 4turn counterclockwise. Mark the direction you are facing with the letter D. 5. Face north. Make a clockwise turn that is more than a 1 2turn, but less than a 3 4turn. Mark the direction you are facing with the letter F. 2. Face north. Do a 3 4turn clockwise. Mark the direction you are facing with the letter C. 4. Face west. Make less than a 1 4turn clockwise. Mark the direction you are facing with the letter E. 6. Face north. Make a counterclockwise turn that is less than a 1 2turn, but more than a 1 4turn. Mark the direction you are facing with the letter G.

Copyright © Wright Group/McGraw-Hill 182 Name Date Time Degree Measures HOME LINK 6 8 Our class has been learning about turns, angles, and angle measures. A full turn can be represented by an angle of 360, a 1 2turn by an angle of 180, a 1 4turn by an angle of 90, and so on. Help your child match the measures below with the angles pictured. (It is not necessary to measure the angles with a protractor.) Please return this Home Link to school tomorrow. Family Note Tell which angle has the given measure. 1. about 180angle 2. about 90angle 3. about 270angle 4. between 0and 90angle 5. between 90and 180angle Rotation Degrees 1 4turn 90 1 2turn 180 3 4turn 270 full turn 360 A B C D E

Copyright © Wright Group/McGraw-Hill 183 LESSON 6 8 Name Date Time Clock Angles 12 1 2 3 4 5 6 7 8 91011 1. How many minutesdoes the minute hand take to move ... from 10:00 to 11:00? from 4:00 to 4:30? from 6:00 to 6:15? from 9:00 to 9:05? 2. Through how many degreesdoes the minute hand move ... from 10:00 to 11:00? from 4:00 to 4:30? from 6:00 to 6:15? from 9:00 to 9:05? 3. Through how many degreesdoes the hour hand move ... in 3 hours? in 2 hours? in 1 hour? Make up your own clock-angle problems. 4. Through how many degreesdoes the hand move ... in ? in ?

Copyright © Wright Group/McGraw-Hill 184 LESSON 6 8 Name Date Time Modeling Angles on a Clock Face Connect 2 straws with a twist-tie.  Model the movement of the minute hand as suggested in each problem on Math Masters,page 183.  Refer to your angle measurer to help you figure out the measurements in Problems 2 and 3. 12 1 2 3 4 5 6 7 8 91011

Copyright © Wright Group/McGraw-Hill 185 LESSON 6 9 Name Date Time Mirror Image AB D C FG I H J E

Copyright © Wright Group/McGraw-Hill 186 Name Date Time Symmetric Shapes HOME LINK 6 9 Our class has been studying lines of symmetry—lines that divide figures into mirror images. Help your child look for symmetric shapes in books, newspapers, and magazines, and in objects around the house, such as windows, pieces of furniture, dishes, and so on. Please return this Home Link and your cutouts to school tomorrow. Family Note 122 123 1. Fold a sheet of paper in half. Cut off the folded corner, as shown. Before you unfold the cutoff piece, guess its shape. a. Unfold the cutoff piece. What shape is it? b. How many sides of the cutoff piece are the same length? c. How many angles are the same size? d. The fold is a line of symmetry. Does the cutoff piece have any other lines of symmetry? 2. Fold another sheet of paper in half. Fold it in half again. Make a mark on both folded edges 2 inches from the folded corner. Cut off the folded corner. Before you unfold the cutoff piece, guess its shape. a. Unfold the cutoff piece. What shape is it? b. Are there any other lines of symmetry besides the fold lines? c. On the back of this paper, draw a picture of the cutoff shape. Draw all of its lines of symmetry. 2 in. 2 in.

Copyright © Wright Group/McGraw-Hill 187 LESSON 6 9 Name Date Time Pattern-Block Symmetry Riddles Use your Pattern-Block Template to record your solution to each problem on another piece of paper. Check that each solution works for all the clues in the problem. 1. Build a symmetrical shape using these clues:  Use exactly 2 red trapezoids and put them together to make a hexagon.  Use exactly 6 green triangles around the outside of the hexagon.  Use exactly 8 blocks. 2. Build a symmetrical shape using these clues:  Use exactly 2 red trapezoids.  Use exactly 5 tan rhombuses.  Use exactly 7 blocks. 3. Build a symmetrical shape using these clues:  Build a large triangle.  Use a yellow hexagon in the center at the bottom of the large triangle.  Use at least 3 different colors of blocks. Try This 4. Build a shape that has more than 1 line of symmetry using these clues:  Use exactly 2 red trapezoids.  Do not use yellow hexagons.  The longer sides of the red trapezoids touch and line up together.  Use a green triangle at the top and at the bottom of the shape.  Use exactly 10 blocks.

Copyright © Wright Group/McGraw-Hill 188 LESSON 6 10 Name Date Time Congruent Shapes Exploration A: You need: Math Masters,p. 1891 trapezoid and 2 triangle pattern blocks Scissors and tapePattern-Block Template Construction paperUnlined paper 1. Carefully cut out the shapes on Math Masters,page 189. 2. Match the congruent shapes to make 3 sets of shapes. They may be turned or flipped. 3. Tape the shapes in sets onto a piece of construction paper. 4. Use 1 trapezoid and 2 triangle pattern blocks. Place the blocks onto one of the congruent shapes. Use your template or trace around the blocks to show what you did. 5. Use the same pattern blocks in different arrangements to cover each of the remaining shapes, one at a time. Use your template or trace around the blocks to show what you did each time. Example: 6. For each congruent set, make as many different arrangements with the 3 pattern blocks as you can. 7. Trace the blocks onto blank paper. Cut out the shapes and tape them in the set where they belong on your construction paper.

Copyright © Wright Group/McGraw-Hill 189 LESSON 6 10 Name Date Time Congruent Shapes continued Exploration A:

Copyright © Wright Group/McGraw-Hill 190 LESSON 6 10 Name Date Time An 8-Point Design Exploration B: CA B D H E F G

Copyright © Wright Group/McGraw-Hill 191 LESSON 6 10 Name Date Time An 8-Point Design continued Exploration B: Materials  straightedge and crayons or coloring pencils  Math Masters,page 190 Directions 1. Look at Math Masters,page 190. Use your straightedge to draw a line segment from point Ato each of the other points. How many line segments did you draw? 2. Draw a line segment from point Bto each of the other points.You have already drawn the line segment that connects points Aand B. 3. Draw line segments from points Cand Dto each of the other points. Some segments have already been drawn. 4. Count the number of line segments that meet at points A, B, C, and D.There should be 7 line segments that meet at each of these points. Count the number of line segments that meet at points E, F, G, and H.There should be 4 line segments that meet at each of these points. 5. Draw a line segment from point Eto each of the other points. Some of these segments have already been drawn. Then draw line segments from points F, G,and Hto each of the other points. 6. Count the number of line segments that meet at each of the points E, F, G,and H. There should be 7 line segments that meet at each of these points. 7. Make a design by coloring the pattern you made. Use several different colors.

Copyright © Wright Group/McGraw-Hill Name Date Time Congruent Figures HOME LINK 6 10 If your child has difficulty determining the congruent shapes just by looking, encourage her or him to cut out the first shape. Your child can then rotate or flip the shape to find a congruent shape. Please return this Home Link to school tomorrow. Family Note 120 121 192 Two figures that are exactly the same size and shape are called congruentfigures. In each of the following, circle the shape or shapes that are congruent to the first shape. Explain to someone at home why the other shape or shapes are notcongruent to the first. 1. 2. 3.

Copyright © Wright Group/McGraw-Hill 193 LESSON 6 10 Name Date Time Congruent Figures Math Message: Look at the examples of pairs of figures that are congruentand those pairs that are not congruent.Talk to a partner about the meaning of congruent. Draw a pair of congruent squares. congruent congruent congruent congruentnot congruent not congruent not congruent not congruent

Copyright © Wright Group/McGraw-Hill 194 LESSON 6 11 Name Date Time Constructing a Square Pyramid Cut on the dashed lines. Fold on the dotted lines. Tape or glue each TAB inside or outside the pyramid. TAB TAB TAB TAB

Copyright © Wright Group/McGraw-Hill 195 LESSON 6 11 Name Date Time Constructing a Triangular Prism Cut on the dashed lines. Fold on the dotted lines. Tape or glue each TAB inside or outside the prism. TAB TAB TAB TAB TAB

Copyright © Wright Group/McGraw-Hill Name Date Time 3-Dimensional Shapes HOME LINK 6 11 Have your child identify 3-dimensional shapes. Then help search for 3-D objects (or pictures of objects) around your home for your child to bring to school. Pages 112–119 in the Student Reference Bookdiscuss 3-D shapes. Please return this Home Link to school tomorrow. Family Note 112–119 196 1. Identify the pictures of the 3-dimensional shapes below. Use these words: cone, prism, pyramid, cylinder,and sphere. 2. Look around your home for objects or pictures of objects that are shaped like cones, prisms, pyramids, cylinders, and spheres. Ask someone at home if you may bring some of the objects or pictures to school to share with the class. Draw the shapes you find or write the names. 3. Explain to someone the differences between 2-dimensional (2-D) and 3-dimensional (3-D) shapes. 2-D 3-D 2-D 3-D Write the problems on the back of this page. Solve. 4. 463  84  5. 54  29  Practice

Copyright © Wright Group/McGraw-Hill 197 LESSON 6 11 Name Date Time Polygons Use straws and twist-ties to make the following polygons. Draw the polygons. Then record the number of sides, vertices, and angles for each polygon. 1. Make a square. Number of sides Number of vertices Number of angles 2. Make a triangle. Number of sides Number of vertices Number of angles 3. Make a hexagon. Number of sides Number of vertices Number of angles 4. Make a polygon of your choice. Number of sides Number of vertices Number of angles

Copyright © Wright Group/McGraw-Hill 198 LESSON 6 11 Name Date Time Faces on a Cube Ingrid built a large cube from cm cubes. The large cube had 3 small cm cubes along each edge. She painted the 6 faces of the large cube. Then she took it apart so it was broken up into small cm cubes again. Answer the questions about Ingrid’s cubes. Use cm cubes and draw pictures to help. How many cm cubes had no paint on them? How many cm cubes had paint on 1 side? How many cm cubes had paint on 2 sides? How many cm cubes had paint on 3 sides? Build a cube like Ingrid’s that has 5 cm cubes on each edge. How many cm cubes would have no paint on them? How many cm cubes would have paint on 1 side? How many cm cubes would have paint on 2 sides? How many cm cubes would have paint on 3 sides? Try This

Copyright © Wright Group/McGraw-Hill Name Date Time Making a Solid Shape HOME LINK 6 12 Our class has been exploring the characteristics and parts of various 3-dimensional shapes— especially prisms. The pattern on this page can be used to make one type of prism. Prisms are named for the shapes of their bases. Please return this Home Link to school tomorrow. Family Note 117 Cut on the dashed lines. Fold on the dotted lines. Tape or paste each TAB inside or outside the shape. Discuss the following questions with someone at home: 1. What is this 3-D shape called? 2. What is the shape of the bases? 3. What is the shape of the other faces? 4. How many edges does the shape have? 5. How many vertices does the shape have? 199 TA B TAB TAB T A B TA B TAB TAB TA B TA B

Copyright © Wright Group/McGraw-Hill 200 LESSON 6 12 Name Date Time Geometry Riddles 1. Work in teams of 2 to 4. 2. Cut out the Geometry Riddles cards from Math Masters,page 201 and place them facedown on the playing surface. 3. The team of readers chooses a card and silently reads all the clues. They write the answer to the riddle on a slate without showing it to the other team, the guessers. Then they read only the firstclue aloudto the guessers. The guessers discuss the clue and guess the shape. If their guess is correct, the turn is over. If it is not correct, the readers read the second clue. Continue until the guessers name the shape on the card. Then switch roles. 4. Readers assign one tally mark for every clue needed. Record the tallies on the chart below. 5. If teams disagree on an answer to a riddle, they may use the Student Reference Booksection on Geometric Solids, pages 112–119. 6. Teams switch roles. The game ends when all the cards have been used. The team with the fewest tally marks wins. 112–119 Names of Team Members Points Team 1: Team 2:

Copyright © Wright Group/McGraw-Hill 201 LESSON 6 12 Name Date Time Geometry Riddles Cards 1. I am a geometric solid. 2. I have 2 surfaces. 3. My base is formed by a circle. 4. I have a point at the top. What am I? 1. I am a polyhedron. 2. I have 2 triangular bases. 3. I have 3 other faces. 4. My other faces are rectangles. What am I? 1. I am a polyhedron. 2. I have 5 faces. 3. Four of my faces are triangles. 4. My base is a square. What am I? 1. I am a geometric solid. 2. I have only 1 surface. 3. My 1 surface is curved. 4. I have no base. What am I? 1. I am a polyhedron. 2. I have the fewest number of faces of all the polyhedrons. 3. All of my faces are triangles. 4. I come to a point at the top. What am I? 1. I am a polyhedron. 2. I have 6 faces. 3. All of my faces are congruent. 4. All of my faces are squares. What am I?

Unit 7: Family Letter HOME LINK 6 13 Name Date Time 202 Multiplication and Division In Unit 7, children will focus on learning the multiplication and division facts. Many of the same strategies that were used in previous grades for addition and subtraction will also be used for multiplication and division. Children will review multiplication by 0, by 1, and by 10; multiplication facts having square products, such as 5 5 25 and 2 2 4; and the turn-around rule, which shows that 2 510 is the same as 5 210. Children will also continue to work with fact families and Fact Triangles as they learn the multiplication and division facts. The goal is for children to demonstrate automaticity with 0,1,2,5, and 10 multiplication facts and to use strategies to compute remaining facts up to 10 10 by the end of the year. Please keep this Family Letter for reference as your child works through Unit 7. Copyright © Wright Group/McGraw-Hill Fact Triangle 7856 8756 5678 5687 Fact family for the numbers 7, 8, and 56 7856  , 21 = 2 22 = 4 310 = 3 0 09= 0

203 factor Each of 2 or more numbers in aproduct. For example, 4312; so 12 is the product, and 4 and 3 are the factors. product The result of multiplying 2 numbers, called factors. For example, in 4312, the product is 12. square number The product of a counting number and itself. For example, 25 is a square number, because 5 525. estimate (1) An answer close to, or approximating, an exact answer. (2) To make an estimate. parentheses ( ) Grouping symbols used to indicate which parts of an expression should be done first. extended multiplication fact A multiplication fact involving multiples of 10, 100, and so on. In an extended multiplication fact, each factor has only one digit that is not 0. For example, 60 7, 70 6, and 60 70 are extended facts. Vocabulary Important terms in Unit 7: Copyright © Wright Group/McGraw-Hill 4312 factors product  Building Skills through Games In Unit 7, your child will practice multiplication and division 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. Multiplication Bingo Players take turns calling out the product of two numbers. If that number appears on their Multiplication Bingocards, they put a penny on that number. The first player to get 4 pennies in a row, column, or diagonal calls out “Bingo!” and wins the game. Name That Number Players turn over a card to find a number they must rename using any combination of five faceup cards. They may add, subtract, multiply, or divide the numbers on 2 or more of the 5 cards that are number-side up. The number 15 can be renamed using 3 cards as 3721 21615 8 6 3 7 12 15 Unit 7: Family Letter cont. HOME LINK 613

204 Do-Anytime Activities To work with your child on the concepts taught in this and previous units, try these interesting and rewarding activities: 1.Practice multiplication facts by playing games and by working with Fact Triangles. 2.Ask your child to count by certain intervals. For example: Start at zero and count by 6s. 3.Provide your child with problems with missing factors for multiplication practice. For example: 6 times what number equals 18? 4.Ask your child to estimate costs at the store. For example: One loaf of bread costs $1.49. Two loaves are about $3.00. 5.Ask questions that involve equal sharing. For example: Eight children share 64 paperback books. How many books does each child get? 6.Ask questions that involve equal groups. For example: Pencils are packaged in boxes of 8. There are 3 boxes. How many pencils are there in all? Copyright © Wright Group/McGraw-Hill 3721 7321 2173 2137 Fact families for the numbers 3, 7, and 21 Fact Triangle Child’s drawing of equal groups 3721  , Unit 7: Family Letter cont. HOME LINK 613

205 Copyright © Wright Group/McGraw-Hill Home Link 7 2 1. Home Link 7 4 1a.(1710) 3 10 1b.17(10 3) 4 2a. (267) 2 38 2b.26(7 2) 12 3a. (2417) 6 1 3b.24(17 6) 13 4a. 3 (6 13) 57 4b.(36) 13 31 7. The parentheses are placed incorrectly. The number model should be (8 4) 4 36. Home Link 7 5 Scoring 15 Basketball Points Home Link 7 6 1. 8 200 1,600 2.9 30 270 200 8 1,600 30 9 270 1,600 8 200 270 9 30 1,600 200 8 270 30 9 3. 6 40 240 40 6 240 240 6 40 240 40 6 Home Link 7 7 2. b. 1,750 c.1,251 f.545 g.614 i. 522 Home Link 7 8 5. a. 1,200 b.1,400 c.400 d.800 e. 2,000 f.200 g.2,000 h.1,000 i. 0 Total 9,000 Sample answers: 6. a. 1010 b.3 50 c. 30 3 d.40 4 Home Link 7 9 Mystery Numbers: 100; 199; 70; 44; 1,000; and 998 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. Factor Factor Product 3515 7214 41040 8864 4832 864 1 864 10 10 100 0 999 0 14848 243 0 0 Number of Number of Number of Number models 3-point 2-point 1-point baskets baskets baskets 5 0 0 (5 3) (0 2) (0 1) 15 0 5 5 (0 3) (5 2) (5 1) 15 3 3 0 (3 3) (3 2) (0 1) 15 4 0 3 (4 3) (0 2) (3 1) 15 2 3 3 (2 3) (3 2) (3 1) 15 1 6 0 (1 3) (6  2) (0 1) 15 Total500 a 100 b 150 250 c 90 d 160 250   Unit 7: Family Letter cont. HOME LINK 613 1. 186 2.509 3.24 5. 14,189 6. 3,166