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Copyright © Wright Group/McGraw-Hill Name Date Time HOME LINK 11 1 Have your child survey 10 people—family members, neighbors, and out-of-school friends—to find out how many are right-handed and how many are left-handed. Do not count people who say they are ambidextrous (able to use both hands with equal ease). Take a few days to help your child complete the survey. The results will be used in Lesson 11-5. Please return this Home Link to school. Family Note 360 1. Ask 10 people whether they are right-handed or left-handed. Do not ask people at your school. Do not count people who say they are neither right-handed nor left-handed. (People who can use both hands with equal ease are called ambidextrous.) 2. On the chart below, make a tally mark for each person. Be sure that you have exactly 10 marks. A Survey Name Survey Results Number of right-handed people: Number of left-handed people: Total: 10 Tallies Right-handed Left-handed 3. When you have finished your survey, record the results at the bottom of the page. Bring the results to school.

Copyright © Wright Group/McGraw-Hill LESSON 11 1 Name Date Time How Many Hours and Minutes? Solve each problem. Use your tool-kit clock to help you. 1. The basketball game lasted 100 minutes, including time-outs and halftime. How many whole hours are in 100 minutes? hour(s) How many minutes are left over? minute(s) 2. The bus trip to the basketball game took 45 minutes. The return trip took another 45 minutes. How many minutes were spent on the bus in all? minutes How many whole hours? hour(s) How many minutes are left over? minute(s) 3. How many minutes in all did the basketball team play in the game and ride on the bus? minutes How many whole hours? hour(s) How many minutes are left over? minute(s) 4. Describe how you figured out the answer to Problem 3. 361

Copyright © Wright Group/McGraw-Hill 362 LESSON 11 1 Name Date Time Planning a Field Trip Use the schedule below to plan a field trip for Mr. Murer’s third-grade class. The children will arrive at the City Zoo at 9:30 A.M. and must leave by 2:00 P.M. Create a plan that includes  the Predator or Prey? show,  one or two other activities,  the Rainforest Animals show,  and a 30-minute lunch break.  the Endangered Reptiles exhibit, In your plan, show the times at which each activity will begin and end. Write your plan on another sheet of paper. *The length of each activity includes travel time and bathroom breaks. City Zoo Schedule Title Start time Length* Predator or Prey? 9:25 A.M. 10:55 30 min show 9:55 11:25 10:25 Rainforest Animals 9:00 11:15 45 min show 9:45 12:00 P.M. 10:30 African Journey Any time 90 min (long tour) African Journey Any time 25 min (short tour) Big Cats Habitat Any time 45 min Great Ape House Any time 25 min Sea Lion Pool Any time 20 min Endangered Any time 90 min Reptiles exhibit

Copyright © Wright Group/McGraw-Hill Name Date Time HOME LINK 11 2 Please observe as your child adds, subtracts, multiplies, and divides pairs of whole numbers. Encourage your child to use and explain his or her favorite strategies. Please return this Home Link to school. Family Note For each of the number pairs below, use mental arithmetic or other strategies to perform the operations indicated in each column in the table. Show any work on the back of this page. Explain your favorite strategies to someone at home. 363 Computation Round-Up Numbers Add Subtract Multiply Divide 30 and 7 30 7 37 30 7 23 30 7 210 30 7 ∑ 4 R2 50 and 5 40 and 6 150 and 3 3,000 and 50 12,000 and 60

Copyright © Wright Group/McGraw-Hill 364 LESSON 11 2 Name Date Time Finding Differences 1. Describe how you can use the number grid to find the difference between 5 and 51. Find the difference between each pair of numbers. 2. 22 and 46 3. 91 and 36 4. 104 and 17 5. 16 and 65 6. 83 and 9 7. 101 and 13 20 19 18 17 16 15 14 13 12 1110 9 8 7 6 5 4 3 2 1 30 29 28 27 26 25 24 23 22 21 40 39 38 37 36 35 34 33 32 31 50 49 48 47 46 45 44 43 42 41 60 59 58 57 56 55 54 53 52 51 70 69 68 67 66 65 64 63 62 61 80 79 78 77 76 75 74 73 72 71 90 89 88 87 86 85 84 83 82 81 100 99 98 97 96 95 94 93 92 91 110 109 108 107 106 105 104 103 102 1010

Copyright © Wright Group/McGraw-Hill 365 LESSON 11 2 Name Date Time Comparing Seasonal Temperature Differences 1. Organize the temperature differences from the National High/Low Temperatures Project on journal page 175 by month. For example, group together all of the differences for the month of October. Then group the differences for November, and so on. 2. Use your calculator to find the mean (average) temperature difference for each month for which you have data. Record your results below. Fall/WinterMean MonthsTemperature Difference October November December January February March Spring/SummerMean MonthsTemperature Difference April May June July August September 3. Use copies of Math Masters, page 352 to create two graphs showing seasonal temperature differences. One graph should show data for fall and winter months (October through March). The other graph should show the data for spring and summer months (April through September). Reminder:Be sure to label your graphs clearly. 4. Compare the 2 bar graphs. Record at least 2 things you know from looking at your graphs.

Copyright © Wright Group/McGraw-Hill 366 LESSON 11 3 Name Date Time Math Message Color each circle to match the description. 1. 3 4red, 2 8blue 2. 1 2red, 1 3yellow, 1 6blue 3. 2 5red, 2 5blue, 1 5yellow

Copyright © Wright Group/McGraw-Hill 367 LESSON 11 3 Name Date Time Spinners

Copyright © Wright Group/McGraw-Hill Name Date Time A Fair Game? HOME LINK 11 3 To explore probability, play the game Fingerswith your child. After 20 games, have your child decide if the game is fair and explain why or why not. (A game is fair if all players have an equal chance of winning or losing.) Please return this Home Link to school tomorrow. Family Note 368 Play Fingersat least 20 times. Keep a tally of wins and losses in the table below. Rules for Fingers This is a game for 2 players. One player tries to guess the number of fingers the other player will throw (display). You, the Everyday Mathematicsstudent, can throw 1, 2, 3, or 4 fingers. The other player can throw only 1 or 2 fingers. Players face each other. Each one puts a closed fist on his or her chest. One player counts, “One, two, three.” On “three,” each player throws some number of fingers. At the same time, both players call out what they think will be the total number of fingers thrown by both players.  The player who calls out the correct total wins.  If neitherplayer calls out the correct total, no one wins.  If bothplayers call out the correct total, no one wins. 1. Is this game fair? (Fair means each player has the same chance of winning.) 2. On the back of this page explain your answer. Adaptation of rules for Morain Family Fun and Games,The Diagram Group, Sterling Publishing, 1992, p. 365 1234 Tallies for Wins Tallies for Losses

Copyright © Wright Group/McGraw-Hill 369 LESSON 11 3 Name Date Time Equivalent Fractions  Cut the Fraction Circles from Math Masters,page 370 into parts along the dotted lines.  Tape or glue the cut-out pieces onto the circles on this page as directed.  Write the missing numerators to complete the equivalent fractions. 1. Cover 3 4of the circle with eighths. 2. Cover 1 4of the circle with eighths. 3 4 11 8 1 1 4 11 8 1 3. Cover 1 2of the circle with sixths. 4. Cover 1 3of the circle with sixths. 1 2 11 6 1 1 3 11 6 1 1 4 1 4 1 4 1 4 1 4 1 4 1 4 1 4 1 2 1 2 1 3 1 3 1 3

Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill 370 LESSON 11 3 Name Date Time Fraction Circles First, label the parts of each circle with a fraction. Then cut out each circle along the solid lines. Use the Fraction Circles to complete Math Masters, page 369. Name Date Time LESSON 11 3 Fraction Circles First, label the parts of each circle with a fraction. Then cut out each circle along the solid lines. Use the Fraction Circles to complete Math Masters, page 369.

Copyright © Wright Group/McGraw-Hill 371 LESSON 11 3 Name Date Time Spinners and Tallies 1. Use a straightedge and divide the spinner into twounequal parts. Shade one part so a paper clip is more likely to land on the unshaded part than on the shaded part. 2. Test your spinner at least 20 times and tally the results below. 360° 0° 15° 30° 45° 60° 75° 90° 105° 120° 135° 150° 165° 345° 330° 315° 300° 285° 270° 255° 240° 225° 210° 195° 180° 360° 0° 15° 30° 45° 60° 75° 90° 105° 120° 135° 150° 165° 345° 330° 315° 300° 285° 270° 255° 240° 225° 210° 195° 180° 4. Design another spinner with more than two unequal parts. Color the parts different colors. Predict what the results might be for 20 or more spins. Check your prediction. Record your results below. 3. Explain your results on the back of this page. Lands On Tallies Shaded part Unshaded part Lands On Tallies Discuss your results with a partner.

Copyright © Wright Group/McGraw-Hill Name Date Time Spinners HOME LINK 11 4 To study probability, help your child design a spinner that meets the conditions in Part 1 below. Then help your child design another spinner by dividing the circle into parts (wedges) and coloring the parts. Please return this Home Link to school tomorrow. Family Note 372 Work with someone at home to make two spinners. 1. Use blue, red, yellow, and green crayons or coloring pencils on the first spinner. Color the spinner so that all of the following are true: When spun around a pencil point in the center of the circle, a paper clip  is very likely to land on red.  has the same chance of landing on yellow as on green.  may land on blue but is very unlikely to land on blue. 2. Design and color your own spinner. Then tell how likely or unlikely it is that the paper clip will land on each of the colors you used. 360° 0° 15° 30° 45° 60° 75° 90° 105° 120° 135° 150° 165° 345° 330° 315° 300° 285° 270° 255° 240° 225° 210° 195° 180° 360° 0° 15° 30° 45° 60° 75° 90° 105° 120° 135° 150° 165° 345° 330° 315° 300° 285° 270° 255° 240° 225° 210° 195° 180°

Copyright © Wright Group/McGraw-Hill 373 LESSON 11 4 Name Date Time Shading Fractions on Spinners Divide each spinner into fractional parts according to the instructions.\ 1. 2. Color the spinner so that 3 6 Color the spinner so that 1 2is red, is green, 2 6is blue, and 1 6is red. 1 3is green, and 1 6is blue. 3. Color the spinner so that 1 2is blue, 1 4is red, and 2 8are green. 360 ° 0 ° 15° 30° 45° 60 ° 75 ° 90 ° 105 ° 120 ° 135 ° 150 ° 165 ° 345 ° 330 ° 315 ° 300 ° 285 ° 270 ° 255 ° 240 ° 225 ° 210 ° 195 ° 180 ° 360° 0 ° 15° 30° 45° 60 ° 75 ° 90 ° 105 ° 120 ° 135 ° 150 ° 165 ° 345 ° 330 ° 315 ° 300 ° 285 ° 270 ° 255 ° 240 ° 225 ° 210 ° 195 ° 180 ° 360° 0 ° 15° 30° 45° 60 ° 75 ° 90 ° 105 ° 120 ° 135 ° 150 ° 165 ° 345 ° 330 ° 315 ° 300 ° 285 ° 270 ° 255 ° 240 ° 225 ° 210 ° 195 ° 180 ° Try This 4. Color the spinner so that it has 6 sections: 1 1 2 and 1 6are red, 1 8and 1 4 are blue, 13 2 and 1 8are green. 360 ° 0 ° 15° 30° 45° 60 ° 75 ° 90 ° 105 ° 120 ° 135 ° 150 ° 165 ° 345 ° 330 ° 315 ° 300 ° 285 ° 270 ° 255 ° 240 ° 225 ° 210 ° 195 ° 180 °

Copyright © Wright Group/McGraw-Hill 374 LESSON 11 4 Name Date Time Create a Spinner Use the circle to make a spinner that matches the clues below. In 100 spins, you will get: a.blue 50 times. b.red 1 2as often as yellow. c.green twice as often as red. Use the circle to make a spinner that matches the clues below. In 100 spins, you will get: a.blue 50 times. b.red 1 2as often as yellow. c.green twice as often as red. Name Date Time LESSON 11 4 Create a Spinner Copyright © Wright Group/McGraw-Hill

Copyright © Wright Group/McGraw-Hill 375 Name Date Time More Random-Draw Problems HOME LINK 11 5 This Home Link focuses on predicting the contents of a jar by drawing out marbles. Don’t expect your child to be an expert. Explorations with probability will continue through sixth grade. This is a first exposure. Please return this Home Link to school tomorrow. Family Note In each problem there are 10 marbles in a jar. The marbles are either black or white. A marble is drawn at random (without looking) from the jar. The type of marble drawn is tallied. Then the marble is returned to the jar.  Read the description of the random draws in each problem.  Circle the picture of the jar that best matches the description. Example:From 100 random draws, you get: a black marble 81 times. a white marble 19 times. 1. From 100 random draws, you get: a black marble 34 times. a white marble 66 times. 2. From 100 random draws, you get: a black marble 57 times. a white marble 43 times. 3. From 50 random draws, you get: a black marble 28 times. a white marble 22 times. 4. From 50 random draws, you get: a black marble 35 times. a white marble 15 times. Try This

LESSON 11 5 Name Date Time How Likely? Copyright © Wright Group/McGraw-Hill 376 Make an X on the line to show the likelihood of an event happening. Example: How likely is it that a glass falling off a table will hit the ceiling? 1. How likely is it that a cow will jump over the moon? 2. How likely is it that the paper clip will land on green? 3. How likely are you to see a friend today? 4. How likely is it that a tossed coin will land on heads 23 times out of 50? 5. How likely is it that you will roll a sum greater than 3 with a pair of dice? 6. How did you decide where to put the mark in the box in Problem 5? Write your answer on the back of this page. impossible less likely 50/50 chance more likely certain im possible less likel y 50/50 chance more likel y certain greenblue blue blue blue impossible less likely 50/50 chance more likely certain impossible less likely 50/50 chance more likely certain impossible less likely 50/50 chance more likely certain impossible less likely 50/50 chance more likely certain

Copyright © Wright Group/McGraw-Hill 377 LESSON 11 5 Name Date Time Matching Spinners with Outcomes For each statement below, write the letter of the spinner that best matches the outcome. 1. You get yellow about half of the time. Spinner 2. You get blue about twice as often as red. Spinner 3. You are about 4 times as likely to get red as blue. Spinner 4. You get either red or blue about half of the time. Spinner 5. You don’t get green, but nocolor is a favorite. Spinner 6. The paper clip lands on yellow 23 times out of 100 spins. Spinner 7. The paper clip lands on yellow 22 times out of 50 spins. Spinner Make up your own. 8. Spinner 9. Spinner red yellowblue red yellowblue red yellow bluegreen red yellow bluegreen white Spinner A Spinner B Spinner C Spinner D

Family Letter HOME LINK 11 6 Congratulations! By completing Third Grade Everyday Mathematics,your child has accomplished a great deal. Thank you for all of your support! This Family Letter is here for you to use as a resource throughout your child’s summer vacation. It includes an extended list of Do-Anytime Activities, directions for games that can be played at home, a list of mathematics-related books to check out over vacation, and a sneak preview of what your child will be learning in Fourth Grade Everyday Mathematics.Enjoy your vacation! Do-Anytime Activities Mathematics means more when it is rooted in real-life situations. To help your child review many of the concepts he or she has learned in third grade, we suggest the following activities for you and your child to do together over vacation. These activities will help your child build on the skills he or she has learned this year and help prepare him or her for Fourth Grade Everyday Mathematics. 1.If you receive a daily newspaper, continue with the length-of-day project by recording the time of sunrise and sunset once a week. Draw conclusions about the length of a day during vacation months. 2.Over a period of time, have your child record the daily temperatures in the morning and in the evening. Keep track of the findings in chart or graph form. Ask questions about the data—for example, to find the differences in temperatures from morning to evening or from one day to the next. 3.As you are driving in the car or going on walks, search for geometric figures and identify them by name along with some of their characteristics. For example: A stop sign is an octagon, which has eight sides and eight angles; an orange construction cone is a cone, which has one flat surface that is shaped like a circle, a curved surface, and an apex; a brick is a rectangular prism in which all faces are rectangles. 4.Continue to practice addition, subtraction, multiplication, and division facts. Using short drill sessions with Fact Triangles, fact families, and games helps your child build on previous knowledge. 5.Provide multidigit addition and subtraction problems for your child to solve; encourage your child to write number stories to go along with the number models. Copyright © Wright Group/McGraw-Hill 378 EverydayMathematics 3 rd Grade

379 Copyright © Wright Group/McGraw-Hill Building Skills through Games The following section lists rules for games that can be played at home. The number cards used in some games can be made from 3'' by 5'' index cards. Division Arrays Materials  number cards 6–18 (3 of each)  18 counters, such as pennies  1 regular die  scratch paper for each player Players 2 to 4 Directions Shuffle the cards and place the deck facedown on the playing surface. At each turn, a player draws a card and takes the number of counters shown on the card. Next, the player rolls the die. The number on the die specifies the number of equal rows the player must have in the array he or she makes using the counters. The player’s score is the number of counters in each row. If there are no leftover counters, the player’s score is double the number of counters in each row. Players take turns. They keep track of their scores on scratch paper. The player with the highest total at the end of five rounds wins. Three Addends Materials  paper and pencil (for each player)  number cards 1–20 (1 of each) Players 2 Directions Shuffle the cards and place the deck facedown on the playing surface. In turn, players draw three cards from the top of the deck. Both players write addition models using the three numbers on their sheets of paper. (The numbers can be written in whatever order they find easiest for solving the problem.) Players solve the problem and then compare answers. Option:For a harder version, players take turns drawing four cards from the top of the deck. Players thus solve problems with four addends. Family Letter cont. HOME LINK 11 6 6 7 8 9 10

380 Copyright © Wright Group/McGraw-Hill Baseball Multiplication Materials  2 regular dice  4 pennies  score sheet (see below)  calculator Players 2 Directions Draw a diamond and label home plate, first base, second base, andthird base.Make a score sheet that looks like the one below. HITTING TABLE 36 Home Run 26–35 Triple 16–25 Double 6–15 Single 5 or less Out Innings 1 2 3 4 5 6 Total Player 1 outs Runs Player 2 outs Runs SCORE SHEET Unit 12: Family Letter cont. HOME LINK 11 6 1.Take turns being the pitcher and the batter. 2.At the start of the inning, the batter puts a penny on home plate. 3.The pitcher rolls the dice. The batter multiplies the two numbers that come up and tells the answer. The pitcher checks the answer with a calculator. 4.If it is correct, the batter looks up the product in the Hitting Table. The batter either makes an out or moves a penny along the diamond for a single, double, triple, or home run. An incorrect solution is a strike, and another pitch (dice roll) is thrown. Three strikes make an out. 5.A run is scored each time a penny crosses home plate. 6.A player remains the batter for 3 outs. Then players switch roles. The inning is over when both players have made 3 outs. 7.After making the third out, a batter records the number of runs scored in that inning on the score sheet. 8.The player who has more runs at the end of six innings wins the game.

381 Copyright © Wright Group/McGraw-Hill Vacation Reading with a Mathematical Twist Books can contribute to children’s learning by presenting mathematics in a combination of real-world and imaginary contexts. The titles listed below were recommended by teachers who use Everyday Mathematicsin their classrooms. They are organized by mathematical topic. Visit your local library and check out these mathematics-related books with your child. Geometry A Cloak for the Dreamerby Aileen Friedman Fractals, Googols, and Other Mathematical Tales by Theoni Pappas Sir Cumference and the First Round Table: A Math Adventureby Wayne Geehan Measurement How Tall, How short, How Far Away by David Adler Math Curseby Jon Scieszka The Story of Moneyby Betsy Maestro If You Made a Millionby David Schwartz Measuring on Pennyby Loren Leedy Numeration Fraction Funby David Adler How Much Is a Million?by David Schwartz Operations The Grapes of Mathby Gregory Tang The King’s Chessboardby David Birch The I Hate Mathematics! Bookby Marilyn Burns A Remainder of Oneby Elinor J. Pinczes Anno’s Mysterious Multiplying Jarby Masqichiro Anno Patterns, Functions, and Algebra Eight Hands Round: A Patchwork Alphabetby Ann Whitford Paul A Million Fish...More or Lessby Patricia C. McKissack Reference Frames Pigs in a Blanketby Amy Axelrod Three Days on a River in a Red Canoeby Vera B. Williams Looking Ahead: Fourth Grade Everyday Mathematics Next year, your child will … go on a World Tour. continue to practice addition and subtraction skills. develop multiplication and division skills. investigate methods for solving problems using mathematics in everyday situations. work with number lines, coordinates, times, latitude and longitude, and dates. collect, organize, and interpret numerical data. continue to explore 3-dimensional objects and their properties, uses, and relationships. read, write, and use whole numbers, fractions, decimals, percents, and negative numbers. explore scientific notation. Again, thank you for all of your support this year. Have fun continuing your child’s mathematics experiences throughout the vacation! Family Letter cont. HOME LINK 11 6

382 Name Date Notes Copyright © Wright Group/McGraw-Hill

383 Name Date Notes Copyright © Wright Group/McGraw-Hill