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Copyright © Wright Group/McGraw-Hill Name Date Time Fractions All Around HOME LINK 8 1 Help your child understand the idea of the ONE as well as fractions of objects and sets. Help your child look for objects and pictures that have fractions or decimals printed on them. Please return this Home Link to school tomorrow. Family Note 22–24 237 Each square flag below represents the ONE. Write the fractions that name each region inside each flag. 1. 2. 3. Write the fractions. 4. of the buttons have 4 holes. 5. of the buttons have 2 holes. Look for items around your home that have fractions or decimals on them, such as recipes, measuring cups, wrenches, package labels, or pictures in newspapers. Ask permission to bring them to school to display in our Fractions Museum. Solve. Show your work. 6. 275 7. 684 8. 429  8897 237 Practice Unit

Copyright © Wright Group/McGraw-Hill 238 LESSON 8 1 Name Date Time Exploring Fractions 1. Explain how you can tell whether something shows 1 4. For Problems 2 and 3—  Take the number of counters.  Figure out how to show 1 4of the counters.  Use the rectangles to the right to make four equal piles of counters.  Draw a picture to record your answer. 2. Take 8 counters. Show 1 4of 3. Take 20 counters. Show 1 4 the counters. of 20 counters. 4. Divide the figure below into four 5. Divide the figure below into four equal parts. equal parts another way. Is 1 4in Problem 4 larger or 1 4in Problem 5 larger? Explain your answer on the back of your paper. These show 1 4. These do NOT show 1 4.

Copyright © Wright Group/McGraw-Hill 239 LESSON 8 1 Name Date Time Fraction Puzzles Use centimeter cubes to help you solve the puzzles. 1. The 1st graders are building a little house with centimeter cubes. The drawing shows 2 3of the floor of their house. Use centimeter cubes to build the whole floor of the house. Then finish the picture. 2. This drawing shows 17 0 of a line segment. Use centimeter cubes to figure out how long the line segment is. Figure out how much longer the line segment should be to make it whole. Use a ruler to draw the rest of the whole line segment. 3. Make up a puzzle. Ask a partner to solve it. This drawing shows — of a . Draw the whole .

Copyright © Wright Group/McGraw-Hill Name Date Time Drawing Blocks HOME LINK 8 2 Have your child explain how to decide how many red blocks to put into each bag in the problems below. If you have time, do the block-drawing experiments with your child and record the results on the back of this page. Ask your child to explain how to do the experiments. Please return this Home Link to school tomorrow. Family Note 240 Color the blocks in the bag blue. Answer each question about how many red blocks to put into the bag. Example:If I wanted to take out a blue block twice as often as a red block, I would put in 1 red block. 1. If I wanted to be sure to take out a blue block, I would put in red block(s). 2. If I wanted to have an equal chance of taking out a red or blue block, I would put in red block(s). 3. If I wanted to take out a red block about 3 times as often as a blue block, I would put in red block(s). 4. If I wanted to take out a red block about 1 2of the time, I would put in red block(s). Solve. Show your work. 5. 765 6. 987 7. 432 567 789234 Practice Unit

Copyright © Wright Group/McGraw-Hill 241 LESSON 8 2 Name Date Time Dice Data Is it more likely that you will roll a 4 if you roll 1 die or that you will roll a sum of 4 if you roll 2 dice? Check your prediction. ONE DIERoll 1 die 20 times and keep a tally of the results. (You should have 20 tally marks in the chart when you are done.)  What fraction of the time did you roll a 4? —20  What fraction of the time did you roll an even number? —20 If you roll 2 dice, do you think the sum is less likely, more likely, or equally likely to be even? Check your prediction. TWO DICERoll 2 dice 20 times and keep a tally of the results. (You should have 20 tally marks in the chart when you are done.)  What fraction of the time did you roll a sum of 4? —20  What fraction of the time did you roll a sum of an even number? —20 Describe how rolling 1 die is the same as and different from rolling 2 dice. Think about which results are the same and which results are different. Write your answers on the back of this page. 123456 2 3 4 5 6 7 8 9 10 11 12

Copyright © Wright Group/McGraw-Hill 242 LESSON 8 3 Name Date Time Taking Apart and Putting Together Exploration B Materials  Math Masters,p. 243 (2 squares)  scissors  glue or tape  paper There are two squares on Math Masters,page 243. Your task is to cut each square into pieces, and then to put all the pieces from both squares together to make one large square. DON’T START YET!  Plan what you will do before you cut. It is possible to solve the puzzle by cutting each square into 2 pieces. You can also solve the puzzle by cutting each square into more than 2 pieces.  Cut only on the dashed lines.  Use all of the pieces.  Don’t leave any empty spaces between the pieces.  Don’t overlap any pieces.  Glue or tape your finished square onto a full sheet of paper.  Now cut out the two squares on Math Masters,page 243 and solve the puzzle.

Copyright © Wright Group/McGraw-Hill 243 LESSON 8 3 Name Date Time Taking Apart continued

Copyright © Wright Group/McGraw-Hill 244 LESSON 8 3 Name Date Time Pants and Socks Cutouts

Copyright © Wright Group/McGraw-Hill Name Date Time Fraction Number Stories HOME LINK 8 3 Your child may benefit from modeling the number stories with pennies or counters. Help your child think about the problems as stories about equal shares or equal groups. Please return this Home Link to school tomorrow. Family Note 245 Solve each problem. Tell someone at home how you did it. Draw a picture on the back if it will help. 1. Lucy was playing a card game with 2 friends. They were playing with a deck of 21 cards. Lucy dealt 1 3of the deck to each person. How many cards did Lucy get? cards 2. Jonathan bought 12 pencils. He gave 1 2of them to his brother and 1 4of them to his friend Mike. How many pencils did he give to Mike? pencils 3. Gerard was reading a book with 40 pages. He read 10 pages in an hour. What fraction of the book did he read in an hour? 4. Melissa was reading a book with 50 pages. She read 10 pages in an hour. What fraction of the book did she read in an hour? Follow the instructions below. 5. Draw 15 small circles. Circle 3 5of them. 6. Draw 12 small circles. Put an X through 3 4of them.

Copyright © Wright Group/McGraw-Hill 246 LESSON 8 3 Name Date Time Pattern-Block Puzzles You will need your Pattern-Block Template and pattern blocks. 1. Cover the hexagon with triangle blocks. Use your template to trace the shapes on the hexagon. 2. Cover the hexagon with blue rhombus blocks. Use your template to trace the shapes on the hexagon. 3. Cover the polygon with triangle and blue rhombus blocks. Use your template to trace the shapes on the polygon. Shaded part  Part not shaded  2341 234 Shaded part  Part not shaded  2341 234 Shade 1 . Shade 1 . Shade 1 . Shaded part  Part not shaded  2341 234

Copyright © Wright Group/McGraw-Hill 247 LESSON 8 4 Name Date Time Fraction Strips 1 Whole Halves Fourths Eighths Thirds Sixths 0 1 Cut on the dashed lines.

Fraction Puzzles HOME LINK 8 4 We have been working with fractions of regions and sets. Ask your child to explain how he or she knows which fractions to write in Problem 1. Today we began to think of fractions on a number line. For Problem 2, help your child count the number of intervals from 0 to 1 in order to figure out which fraction each small mark indicates. Please return this Home Link to school tomorrow. Family Note 24 26 1. How many pieces of fruit are shown? of the fruit are bananas. of the fruit are pears. of the fruit are apples. What fraction of the fruit are oranges? 2. Fill in the missing numbers on each number line. 0 or 1 or 0 4 1 2 4 4 or 0 or1 or 0 3 3 3 Copyright © Wright Group/McGraw-Hill 248 Name Date Time Write these problems on the back of this page. Solve and show your work. 3. 444 398  4. 777 492  5. 888 678 6. 324 675 Continue to look for items and pictures that have fractions or decimals on them. Ask for permission to bring them to school for the Fractions Museum. Practice 22

Copyright © Wright Group/McGraw-Hill 249 LESSON 8 4 Name Date Time Comparing Rulers & Number Lines 1. Look at your ruler and the Class Number Line. How is a ruler like a number line? 2. Look at the small lines between 0 and 1 on the inch ruler. What do these small lines mean? 3. Give examples of numbers that come between 0 and 1. 4. Look at the magnified inches on Math Masters, page 250. Fill in the blanks under each ruler with the correct fractions. How did you know which fractions to write?

Copyright © Wright Group/McGraw-Hill 250 LESSON 8 4 Name Date Time Comparing Rulers & Number Lines cont. 1 0 01 2 3 4 5 6 inches 0123 456 inches 1 0

Copyright © Wright Group/McGraw-Hill 251 LESSON 8 4 Name Date Time Solving Fraction-Strip Problems Use a set of fraction strips from Math Masters,page 247 to solve the problems on this page. You may want to fold each strip to different lengths to model the problems below. For each problem, record the answer by tracing the number line for the separate fraction-strip pieces with a different color on the blank fraction- strip number line. Label each piece that you trace. Example:Without using eighths, which 2 different fraction-strip pieces could you use to make a fraction strip that is as long as 6 8? 0 8 1 2 1 4 8 8 6 8 1. Without using fourths, which 2 different fraction-strip pieces could you use to make a fraction strip that is as long as 3 4? 0 4 4 4 3 4 2. Without using thirds, which 2 different fraction-strip pieces could you use to make a fraction strip that is as long as 2 3? 0 3 3 3 2 3 3. Without using sixths, which 2 different fraction-strip pieces could you use to make a fraction strip that is as long as 5 6? 0 6 6 6 5 6 4. On the back of this page, make up a fraction-strip problem.

Copyright © Wright Group/McGraw-Hill Name Date Time Equivalent Fractions HOME LINK 8 5 252 The class continues fraction work by finding equivalent names for fractions. Different fractions that name the same amount are called equivalent fractions. The fractions that complete Problems 4–6 are equivalent. If needed, help your child name the fractional parts in these problems. Ask your child to explain the fraction name she or he chooses in Problem 9—a fraction that is equivalent to 1 4and describes the fraction of cats circled. Please return this Home Link to school tomorrow. Family Note 27–30 The pictures show three kinds of pie. Use a straightedge to do the following: 1. Divide the peach pie into 4 equal pieces. Shade 2 of the pieces. 2. Divide the blueberry pie into 6 equal pieces. Shade 3 of the pieces. 3. Divide the cherry pie into 8 equal pieces. Shade 4 of the pieces. cherry pie blueberry pie peach pie What fraction of each pie did you shade? 4. I shaded of the peach pie. Write another name for this fraction: 5. I shaded of the blueberry pie. Write another name for this fraction: 6. I shaded of the cherry pie. Write another name for this fraction:

Copyright © Wright Group/McGraw-Hill Name Date Time Equivalent Fractions continued HOME LINK 8 5 253 7. Circle 1 4of the cats. 8. How many cats did you circle? 9. Write a fraction that describes the group of cats you circled and that is equivalent to . Each whole rectangle below is ONE. Write a fraction inside each part. 10. 11. 1 6 1 4 1 4

Copyright © Wright Group/McGraw-Hill 254 LESSON 8 5 Name Date Time Equivalent Fractions in Shapes 1. Shade 1 2of each circle. Complete the fractions. 1 2 1 2 11 41  1 2 2. Shade 1 3of each rectangle. Complete the fractions. 1 3 1 3 1 3 3. Make up your own: Shade of each square. Write the fractions.222  2229 222 6 2226 

Fraction Equivalent Fractions 1 8 5 8 2 9 Copyright © Wright Group/McGraw-Hill 255 LESSON 8 5 Name Date Time Rules for Equivalent Fractions 1. Look at Math Journal 2,page 194. Record the fractions equivalent to 1 2below. As you record them, put them in an order that will help you find a pattern. 1 2 2. Use your pattern to write a rule for finding equivalent fractions. Write your rule on the lines below. Try your rule to see whether it works. List 3 other fractions equivalent to 1 2 using your rule. (Use pictures or counters to check your fractions.) 3. Use your rule to find 2 fractions equivalent to 1 3. Check your answers with the Fraction Cards. 4. Use your rule to find equivalent fractions for the fractions in the table below. Show any work that you do on the back of this page. Try This

Copyright © Wright Group/McGraw-Hill Name Date Time Comparing Fractions to 1 2 HOME LINK 8 6 Your child’s class is comparing fractions to determine whether they are larger, smaller, or equal to 1 2. Ask your child to explain how to tell which category a fraction fits into. For more on this topic, see Student Reference Bookpages 13, 31, and 32. Please return this Home Link to school tomorrow. Family Note 13 31 32 256 Shade each rectangle to match the fraction below it.Example: 1. 2. 3. 4. 5. 6. 7. 8. 9. List the fractions above that are greater than 1 2. 10. List the fractions above that are equal to 1 2. Insert , , or in each problem below. Draw pictures to help you. 11. 6 8 1 2 12. 2 9 1 2 13. 1 10 2 1 2 14. 16 2 1 2 5 9 7 8 5 10 1 4 3 6 2 5 3 8 2 3 2 4 Solve. 15. 7 8  16. 54 6  17. 8 24 18. 9 8  means is less than means is greater than means is equal to Practice

Copyright © Wright Group/McGraw-Hill 257 LESSON 8 6 Name Date Time Exploring Fraction Patterns For each problem, record your work on the grid below. 1. Use a straightedge to divide the square into halves. Label each 1 2 on your drawing. 2. Use a straightedge to divide one of your halves into 2 equal parts. What fraction of the WHOLE is each new section worth? Write the fraction equivalent to 1 2. 3. Use a straightedge to divide one of your smallest sections into 2 equal parts. What fraction of the WHOLE is each new section worth? Write the fraction equivalent to 1 2. 4. If you were to divide your smallest section into 2 equal parts, what fraction of the WHOLE would each new section be worth? Write the fraction equivalent to 1 2. 5. On the back of your paper, list at least three patterns you notice in the fractions you have made on the grid and the fractions you have written on this paper. This is the WHOLE or ONE.

Copyright © Wright Group/McGraw-Hill Name Date Time Fractions and Mixed Numbers HOME LINK 8 7 Today the class began looking at fractions greater than 1 and mixed numbers. We have been working with region or area models (shaded areas) for these numbers. Problem 5 asks about fractions of a set. The wholeis a dozen eggs, so each egg is 11 2of the whole. Have your child explain how he or she figured out what the fraction and mixed number should be for the egg-carton drawings. Please return this Home Link to school tomorrow. Family Note 258 1. How many fourths? fourths Color 6 fourths. Write the fraction: Write the mixed number: 2. How many fifths? fifths Color 9 fifths. Write the fraction: Write the mixed number: 3. How many thirds? thirds Color 7 thirds. Write the fraction: Write the mixed number: 1 3 1 3 1 3 1 3 1 3 1 3 1 3 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 4 1 4 1 4 1 4 1 4 1 4

Copyright © Wright Group/McGraw-Hill Name Date Time Fractions and Mixed Numbers cont. HOME LINK 8 7 259 4. What fraction of the WHOLE carton is each egg? —12 5. Write the fraction: —12 Write the fraction as a mixed number: —12 Write these problems on the back of this page. Solve and show your work. 6. 301 7. 27 8. 600 9. 131 2881947699 Try This Practice

Copyright © Wright Group/McGraw-Hill 260 LESSON 8 7 Name Date Time Comparing Figures Use only triangles, rhombuses, trapezoids, and hexagons from your pattern blocks to solve the problems below. 1. One hexagon is the WHOLE. Cover the WHOLE with triangles. How many triangles fit in the whole hexagon? Use your pattern blocks to build a figure that is greater than one WHOLE. Use your Pattern-Block Template to draw your figure below. Cover your new drawing with triangles. How many triangles fit in your figure? 2. One trapezoid is the WHOLE. Cover the WHOLE with triangles. How many triangles fit in the whole trapezoid? Use your pattern blocks to build a figure that is greater than one WHOLE. Use your Pattern-Block Template to draw your figure below. Cover your new drawing with triangles. How many triangles is your figure worth?

Copyright © Wright Group/McGraw-Hill 261 LESSON 8 7 Name Date Time Fractions on a Number Line 1. Identify at least 3 fractions that are between 80 and 81. On a half-sheet of paper, record your fractions as mixed numbers and as fractions. Then place them on the number line below. 2. Identify at least 3 fractions that are between 2 and 5. On a half-sheet of paper, record your fractions as mixed numbers and as fractions. Then place them on the number line below. 8081 25

Copyright © Wright Group/McGraw-Hill Name Date Time Fraction Number Stories HOME LINK 8 8 In class we have been solving many kinds of fraction number stories. If some of these Home Link problems seem difficult, encourage your child to model them with pennies or draw pictures to help solve them. Please return this Home Link to school tomorrow. Family Note 22–24 262 Solve these fraction stories. Use pennies, counters, or pictures to help. 1. Elizabeth bought a dozen eggs. She dropped her bag on the way home, and 2 3of the eggs broke. How many eggs broke? eggs 2. Katie mowed 3 4of the lawn before lunch. What fraction of the lawn did she have to finish after lunch? of the lawn 3. Donnie lives 1 mile from school. One day he walked 1 2of the way to school when he remembered he had to return home to get a book. When he finally made it to school, how far did he walk in all? miles 4. Sheridan made 4 trays of cookies. She took 2 trays to school for her classmates. She took 3 4of a tray of cookies to her teacher. How many trays of cookies did Sheridan have left? trays 5. Jackson needed 2 pints of milk for his recipe. If he had one gallon of milk in the refrigerator, how much did he use? (Hint:1 gallon 4 quarts, and 1 quart 2 pints) gallon Write these problems on the back of this page. Solve and show your work. 6. 2,083 4,678  7. 6,714 3,806  8. 4,762 4,762  Practice Unit

Unit 9: Family Letter Name Date Time 263       HOME LINK 8 9   Multiplication and Division In Unit 9, children will develop a variety of strategies for multiplying whole numbers. They will begin by using mental math (computation done by counting fingers, drawing pictures, making diagrams, and computing in one’s head). Later in this unit, children will be introduced to two specific algorithms, or methods, for multiplication: the partial-products algorithm and the lattice method. Partial-Products Algorithm The partial-products algorithm is a variation of the traditional multiplication algorithm that most adults learned as children. Note that the multiplication is done from left to right and emphasizes place value in the numbers being multiplied. 28  4 Multiply 4 20. ∑ 80 First, calculate 4 [20s]. Multiply 4 8. ∑  32 Then calculate 4 [8s]. Add the two partial products. ∑ 112 Finally, add the two partial products. It is important that when children verbalize this method, they understand and say 4 [20s],not42.In doing so, they gain a better understanding of the magnitude of numbers along with better number sense. 379  4 Multiply 4 300. ∑ 1,200 First, calculate 4 [300s]. Multiply 4 70. ∑ 280 Second, calculate 4 [70s]. Multiply 4 9. ∑  36 Then calculate 4 [9s]. Add the three partial products. ∑ 1,516 Finally, add the three partial products. Check that when your child is verbalizing this strategy, he or she says 4 [300s],not 43;and4 [70s],not47.Using this strategy will also help to reinforce your child’s facility with the basic multiplication facts and their extensions. Copyright © Wright Group/McGraw-Hill

264 algorithm A step-by-step set of instructions for doing something such as carrying out computation or solving a problem. degree Celsius (C) A unit for measuring temperature on the Celsius scale. 0Celsius is the freezing point of water. 100Celsius is the boiling point of water. degree Fahrenheit (F) A unit for measuring temperature on the Fahrenheit scale. 32F is the freezing point of water. 212F is the boiling point of water. negative number A number less than or below zero; a number to the left of zero on a horizontal number line. The symbol may be used to write anegative number. For example, negative 5 is usually written as 5. positive number A number that is greater than zero; a number to the right of zero on a horizontal number line. A positive number may be written using the symbol but it is usually written without it. For example, 1010. 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 36. But 4 is not a factor of 6 because 4 1.56 and 1.5 is not a counting number. Lattice Method Third Grade Everyday Mathematicsintroduces the lattice method of multiplication for several reasons: This algorithm is historically interesting; it provides practice with multiplication facts and addition of 1-digit numbers; and it is fun. Also, some children find it easier to use than other methods of multiplication. Step 1Write the factors on the outside of the lattice. Line up one factor with the column(s); the other with the row(s). Step 2Multiply each digit in one factor by each digit in the other factor. Step 3Write each product in one small box; ones place digits in the bottom-right half; tens place digits in the upper-left half. When the product is a single-digit answer, write a zero in the upper-left half. Step 4Beginning on the right, add the numbers inside the lattice along each diagonal. If the sum on a diagonal exceeds 9, add the excess 10s in the next diagonal to the left. The lattice method and the partial-products algorithm help prepare children for a division algorithm they will learn in fourth grade. Children will choose the algorithms that work best for them. Also in this unit, children will…  Write and solve multiplication and division number stories involving multiples of 10, 100, and 1,000.  Solve division number stories and interpret the remainders.  Increase their understanding of positive and negative numbers. Copyright © Wright Group/McGraw-Hill Vocabulary Important terms in Unit 9: 4 7 9 2 1 8 3 16 3 6 (74) 79  4 316(94) ▼ ▼ ▼ ▼ factor factor HOME LINK 89 Unit 9: Family Letter cont.

265 Home Link 9 1 1.31 2.25 3.22 4. 13 or 18 5.12 or 24 6.56; 560; 5,600 7. 20; 200; 20,000 Home Link 9 2 1. a. 56; 56 b.560; 560 c.7 d. 70 e.8 f.8 2. a. 63; 63 b.630; 630 c.7 d. 70 e.9 f.9 3. a. 40; 40 b.400; 400 c.50 d. 50 e.8 f.80 Home Link 9 3 1. 7 raccoons 2.500 lb 3.100 arctic foxes 4. 600 lb 5.400 lb 6.60 beluga whales Home Link 9 4 1. 93 2.375 3.765 4. 258 5.1,134 Home Link 9 5 1.yes; estimate; $0.80 7 $5.60 2. $12.72; calculate; $2.12 6 $12.72 3. $0.90; Sample answer: calculate; 10 cards is $6.00 times 2. Compare that with $1.29 times 10. Then subtract to find the difference. Home Link 9 6 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. Copyright © Wright Group/McGraw-Hill Do-Anytime Activities To work with your child on the concepts taught in this unit and in previo\ us units, try these interesting and rewarding activities: 1.As the class proceeds through the unit, give your child multiplication p\ roblems related to the lessons covered, such as 9 23, 3 345, 20 65, and 43 56. 2. Continue to work on multiplication and division facts by using Fact Triangles and fact families, or by playing games. 3. Play Baseball Multiplication, Factor Bingo, and other games described in the Student Reference Book. 4. Write decimals for your child to read, such as 0.82 (eighty-two hundredt\ hs); 0.7 (seven tenths); 0.348 (three hundred forty-eight thousandths); and so on. Ask your child to identify digits in various places—the tenths place,\ hundredths place, thousandths place. Look for decimals in newspapers and on food container\ s. 5. Practice extended multiplication and division facts such as 3 7 ?, 3  70 __ , 3 700 __ ; 18 6 __ , 180 6 __ , and 1,800 6 __. 1 row: yes; 18 chairs 2 rows: yes; 9 chairs 3 rows: yes; 6 chairs 4 rows: no 5 rows: no 6 rows: yes; 3 chairs 7 rows: no 8 rows: no 9 rows: yes; 2 chairs 10 rows: no 18 rows: yes; 1 chair 1; 18; 2; 9; 3; 6 HOME LINK 89 Unit 9: Family Letter cont.

266 Copyright © Wright Group/McGraw-Hill Home Link 9 7 1. a.1b.9c.1d.$0.25 e.$19.25f.$77.004 $19.25 2.423.1924.315 Home Link 9 8 1.8 tables 2.7 cartons 3.10 packs 4.1165.4256.768 Home Link 9 9 1.922.415 3.8224.7,248 Home Link 9 10 1.1712.364 3.1,6324.4,320 Home Link 9 11 1.7602.850 3.5,580 4.1,1205.2,100 Home Link 9 12 1.7352.731 3.3,596 4.2,6955.3,003 Home Link 9 13 1.40˚F;40˚C2.220˚F; 104˚C 3.10˚C4.18˚ colder 5.yes; no; It would be about 86˚F outside. 6.yes; no; Water freezes at 0˚C, so it would be cold enough to ice-skate. HOME LINK 89 Unit 9: Family Letter cont. 2 46 0 81 2 0 92 5 83 4 01 5 4 15 8 906 7 20 04 8 7 248 3 274 0 62 11 2 0 822 3 57 1 52 1 1 71 4 91 3 60 4 3 64 8 204 1 60 03 2 1 632 9 480 3 1 67 20 0 4 320 3 8 20 0 60 0 0 7 60 1 60 0 1 7 50 0 50 0 0 8 50 3 50 0 6 2 90 5 40 0 5 5 80 1 80 0 3 5 21 0 60 3 0 7 35 1 00 5 4 3 17 0 42 1 8 0 7 31 0 32 1 6 2 58 3 04 8 3 5 96 1 01 6