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156 Name Date Time Sometimes the order in which you add numbers can make it easier to find the sum. For example, when adding 17, 19, and 23, some people may first calculate 17 23, which equals 40, and then add 19 (401959). For Problems 1– 4, help your child look for easy combinations. Before working on Problems 5–10, you might go over the example with your child. Please return this Home Link to school tomorrow. For each problem:  Think about an easy way to add the numbers.  Write a number model to show the order in which you are adding the numbers.  Find each sum. Tell someone at home why you added the numbers in that order. Copyright © Wright Group/McGraw-Hill HOME LINK 6 1 Adding Three Numbers 1. Number model:    3. Number model:    2. Number model:    4. Number model:    6 2911 8 22 5 9 15 25 13 67 Family Note

157 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 6 1 Adding Three Numbers continued 5. 6. 7. 8. 9. 10. 9 85 96 40 45 63 46 25 12 8 19 35 14 29 27 23 32 14 Add. Use the partial-sums method. Example: 33 42  11 Add the tens.→(30 40 10)→80 Add the ones.→(3 2 1)→6 Add the partial sums.→(80 6)→86 Practice

For each sum, write a number sentence using four or more addends. Each number sentence must include a double and at least one pair of addends that equal ten. 43 62 79 112 LESSON 6 1 Name Date Time Addition with Several Addends Copyright © Wright Group/McGraw-Hill 158

159 Name Date Time Today your child learned about a device that is useful when solving number stories. We call it a comparison diagram. Diagrams like these can help your child organize the information in a problem. When the information is organized, it is easier to decide which operation (, , , or ) to use to solve the problem. Comparison diagrams are used to represent problems in which two quantities are given and the question is how much more or less one quantity is than the other (the difference). Example 1:There are 49 fourth graders and 38 third graders. How many more fourth graders are there than third graders? Note that the number of fourth graders is being compared with the number of third graders. • Answer:There are 11 more fourth graders than third graders. • Possible number models: Children who think of the problem in terms of subtraction will write 49 38 11. Other children may think of the problem in terms of addition: “Which number added to 38 will give me 49?” They will write the number model as 38 11 49. Example 2:There are 53 second graders. There are 10 more second graders than first graders. How many first graders are there? Note that sometimes the difference is known and that one of the two quantities is unknown. • Answer:There are 43 first graders. • Possible number models: 53 10 43 or 10 43 53 For Problems 1 and 2, ask your child to explain the number model that he or she wrote. Also ask your child to explain the steps needed to solve Problems 4 – 6. Please return the second pageof this Home Link to school tomorrow. Copyright © Wright Group/McGraw-Hill HOME LINK 6 2 Comparison Number Stories Quantity Quantity Difference 49 fou rth graders 38th i rd graders ? Quantity Quantity Difference 53 ?10 Your child may write words in the diagram as a reminder of what the numbers mean. 110 111 Family Note

Add. Use the partial-sums method. 4. 5. 6. 33 54 48 7 39 62 160 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 6 2 Comparison Stories continued In each number story: Write the numbers you know in the comparison diagram. Write ? for the number you want to find. Solve the problem. Then write a number model. 1. Ross has $29. Omeida has $10. Ross has $ more than Omeida. Number model: 2. Omar swam 35 laps in the pool. Anthony swam 20 laps. Anthony swam fewer laps than Omar. Number model: 3. Claudia’s birthday is June 10. Tisha’s birthday is 12 days later. Tisha’s birthday is June . Number model: Quantity Quantity Difference Quantity Quantity Difference Quantity Quantity Difference Practice Unit

Solve each number story. Be sure to write a number model. Then answer the questions at the bottom of the page. 1. There were 23 children in the classroom. 17 went to the computer lab. How many were left in the classroom? Number Model: 2. There were 6 children in the classroom. 17 came back from the computer lab. How many children are in the classroom now? Number Model: How are the problems alike? How might solving Problem 1 help you solve Problem 2? Explain your thinking. LESSON 6 2 Name Date Time Comparing Number Stories 161 Copyright © Wright Group/McGraw-Hill

Copyright © Wright Group/McGraw-Hill 162 LESSON 6 3 Name Date Time Dietary Guidelines for Second Graders GrainsEat 6 servings a day. Choose whole grain cereals, breads, crackers, or pasta. FruitsEat 4 servings a day. VegetablesEat 3–4 servings a day. Low-fat DairyEat 2 servings a day. Choose low-fat or fat-free milk, cheese, and/or yogurt. Meat and BeansEat 1–2 servings a day. Choose lean meats. Eat more fish. Fats and OilsUse sparingly. SweetsIf you are eating lots of healthy foods, then you may have sweets a few times a week.

LESSON 6 3 Name Date Time The 4 Basic Food Groups (Samples) 163 Copyright © Wright Group/McGraw-Hill fruit/ bread/cereal/ dairy meat/poultry/ vegetables rice/pasta products fish/beans/ eggs/nuts watermelon pancakes ice cream hamburgers bananas fried rice Swiss cheese omelets grapes French toast yogurt almonds pears cornflakes chocolate milk peanut butter apples muffins cream cheese chicken broccoli crackers milk shakes fish corn spaghetti frozen yogurt pork chops potatoes bagels black beans carrots English muffins refried beans squash waffles scrambled eggs raisins turkey strawberries bacon

1. Make tally marks to show the number of children who chose a favorite food in each group. 2. Make a graph that shows how many children chose a favorite food in each group. LESSON 6 3 Name Date Time What Is Your Favorite Food? Copyright © Wright Group/McGraw-Hill 164 fruit/ vegetablesbread/cereal/ rice/pastadairy productsmeat/poultry/fish/ beans/eggs/nuts Favorite Foods of Children Food Groups Number of Children 30 25 20 15 10 5 0 fruit/ bread/cereal/ dairy meat/poultry/ vegetables rice/pasta products fish/beans/ eggs/nuts

165 Name Date Time The class has been collecting and graphing data about favorite foods. Ask your child about the graph he or she made in class. In the table below, help your child count the tally marks below the name of each fruit. To decide how high up to color each bar, your child could lay a straightedge across the columns. Please return this Home Link to school tomorrow. Copyright © Wright Group/McGraw-Hill HOME LINK 6 3 Graphing Data apple watermelon pearbanana grapes Favorite Fruits Fruit Number of People 10 5 0 In a survey, people were asked to name their favorite fruit. The table below shows the results. 1. Make a bar graph that shows how many people chose each fruit. The first bar has been colored for you. apple watermelon pear banana grapes ////\////\ /// /// //// ////\ ////\ 2. Which fruit is the most popular? Which fruit is the least popular? What is your favorite kind of fruit? Family Note 44 45

LESSON 6 3 Name Date Time Adults: What’s Your Favorite Food? Copyright © Wright Group/McGraw-Hill 166 1. Make tally marks to show the number of adults who chose a favorite food in each group. 2. Make a graph that shows how many adults chose a favorite food in each group. fruit/ vegetablesbread/cereal/ rice/pastadairy productsmeat/poultry/fish/ beans/eggs/nuts Favorite Foods of Adults Food Groups Number of People 30 25 20 15 10 5 0 fruit/ bread/cereal/ dairy meat/poultry/ vegetables rice/pasta products fish/beans/ eggs/nuts

167 Name Date Time In today’s lesson, your child used diagrams to solve number stories. Listen to your child’s stories. Ask your child to explain how each story relates to both the diagram and the number model. (See Home Link 5.10: Unit 6 Family Letterfor information about number stories and diagrams.) Please return this Home Link to school tomorrow. Copyright © Wright Group/McGraw-Hill HOME LINK 6 4 Number Stories and Diagrams Write number stories to match each diagram. Then finish the number model. Tell your stories to someone at home. 1. Finish the number model: 24 6  2. Finish the number model: 15 13  Unit building blocks Start EndChange 24 6? Unit books Total Par t Par t 109–118 Family Note

168 Name Date Time 3. Finish the number model: 28 8  4. Write a number model for your story. Number model: Copyright © Wright Group/McGraw-Hill HOME LINK 6 4 Number Stories and Diagrams cont. Unit bananas Quantity Quantity Difference Unit baseball cards Total Par t Par t

169 Name Date Time In this lesson, your child found the answers to subtraction problems by using longs and cubes to represent tens and ones, respectively. This will help your child understand the concept of subtraction before he or she learns to subtract using a step-by-step procedure, or algorithm, with paper and pencil. When you see the problems on this Home Link, you may be eager to teach your child to subtract the way you were taught. Please wait—the introduction of a formal algorithm for subtraction will be taught later in second grade. Please return this Home Link to school tomorrow. Copyright © Wright Group/McGraw-Hill HOME LINK 6 5 Subtracting with Base-10 Blocks Show subtraction by crossing out cubes. Example: How many cubes are shown as separate cubes and as part of the longs? Cross out (subtract) 23 cubes. How many cubes are left? Number model:  19 23 42 19 42 1. How many cubes are shown in all? Cross out (subtract) 17 cubes. How many cubes are left? Number model:  long cube 31 Family Note

170 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 6 5 Subtracting with Blocks continued 2. How many cubes are shown in all? Cross out (subtract) 18 cubes. How many cubes are left? Number model:  How many cubes are shown in all? Cross out (subtract) 25 cubes. How many cubes are left? Number model:  How many cubes are shown in all? Cross out (subtract) 32 cubes. How many cubes are left? Number model:  How many cubes are shown in all? Cross out (subtract) 47 cubes. How many cubes are left? Number model:  3. 5. 4.

Meredith uses an interesting strategy for solving subtraction problems when you have to trade. Try to figure out how it works. 42 27 On my first step, I get 12. On my second step I get 15. 15 is my final answer. 34 19 On my first step, I get 14. On my second step I get 15. 15 is my final answer. 71 36 First Step: Second Step: Final Answer: 93 48 First Step: Second Step: Final Step: LESSON 6 5 Name Date Time A Subtraction Strategy 171 Copyright © Wright Group/McGraw-Hill Try This

Materials  geoboard dot paper for each person  geoboard for each person  rubber band for each person  scissors for the group  glue or paste for the group (optional)  large sheet of paper for the group (optional) Work by yourself to complete Steps 1–5. 1. Use one rubber band to make a rectangle on your geoboard. The pegs inside and the pegs that touch the rubber band make an array. 2. Draw your array on the geoboard dot paper. 3. Write about your array at the bottom of the geoboard dot paper. Tell how many rows are in your rectangle, how many dots are in each row, and how many dots in all are in your rectangle. 4. Make 3 more arrays—all different. Follow steps two and three. 5. Cut apart the dot-paper records of your 4 arrays. Work with your group to complete Step 6. 6. Sort your group’s arrays into piles that have the same number of dots. You might want to use the arrays in each pile to make a display about that number. LESSON 6 6 Name Date Time Geoboard Arrays There are 2 rows of 5 pegs. 10 pegs are in the array. Copyright © Wright Group/McGraw-Hill 172

173 Copyright © Wright Group/McGraw-Hill 1. 2. 3. 4. LESSON 6 6 Name Date Time Geoboard Arrays (5 5) How many rows? How many dots How many dots in all? in each row? 1. 2. 3. 4.

LESSON 6 6 Name Date Time Geoboard Arrays (7 7) 1. 2. 3. 4. How many rows? How many dots How many dots in all? in each row? 1. 2. 3. 4. Copyright © Wright Group/McGraw-Hill 174

175 Copyright © Wright Group/McGraw-Hill Work together in a small group. Materials  20 nickels  10 dimes  4 quarters  paper and pencil Directions 1. Use the coins to find as many different ways as you can to make $1.00. 2. Before you begin, THINK about how to do this. Hint:First, make a dollar using 3 quarters and some other coins. 3. Plan how you will record the different ways to make $1.00. 4. On a sheet of paper, record the different ways you find to make $1.00. Use Â, Í, and ‰ to show the coins.  How many ways did you find to make $1.00? Check with other groups to see if they thought of any ways that your group didn’t find.  Did you have a plan to find all the combinations? Compare your plan with the plan used by another group. LESSON 6 6 Name Date Time Making a Dollar Follow-Up

Materials  Math Journal 1,p. 146 (per person)  one container with about 50 pennies or other counters (per group)  1 six-sided die (per group) Use counters to make up and solve problems like this one: Your group has been given 32 crayons. Each person is to get 8 crayons. How many of you will get 8 crayons? Are there any crayons left over? Now make up your own problems. Follow these steps: 1. Each person takes a handful of counters. Put all the counters together in a pile. How many counters are in the pile? Count them and record the number on the journal page. 2. Make equal-size groups of counters. One person rolls the die. The number that lands faceup tells how many counters to put in each group. Record this number on the journal page. 3. Make as many groups as you can with the counters in the pile. 4. Record on the journal page how many groups you made. If any counters are left over, record that number, too. 5. Put the counters back in the container. Repeat Steps 1–4. LESSON 6 6 Name Date Time How Many Children Get nThings? Copyright © Wright Group/McGraw-Hill 176

177 Copyright © Wright Group/McGraw-Hill Name Date Time Your child has been working with arrays—rectangular arrangements of objects having the same number of objects in each row—to develop readiness for multiplication. Because this is a readiness activity, children have not yet written number models for multiplication, such as 4 520. Your child will do this in later lessons in this unit. Please return this Home Link to school tomorrow. HOME LINK 6 6 How Many? 1. Show someone at home this array. How many rows? How many Xs in each row? How many Xs in all? 2. Draw an array of 16 Xs. How many rows? How many Xs in each row? 3. Draw an array of 24 Xs. How many rows? How many Xs in each row? 4. Draw a different array of 24 Xs. How many rows? How many Xs in each row? X X X X X X X X X X X X X X X X X X X X Family Note

178 Copyright © Wright Group/McGraw-Hill 1. To make a dollar, use all four types of coins and create a coin combination where there are two times as many of one type of coin as another. 2. To make a dollar, use all four types of coins. Use half as many of one type of coin. 3. To make a dollar, use only nickels and dimes and create a coin combination where one type of coin is used twice as much as the other type. 4. Using only three types of coins, make a dollar with the least number of coins you could use. Using only three types of coins, make a dollar with the greatest number of coins you could use. Use pennies, nickels, dimes, and quarters. Make a combination that is worth one dollar where you have one of some kind of coin, double of another, double that of another, and some number of the last coin. LESSON 6 6 Name Date Time Solving Dollar Riddles Try This

179 Name Date Time In today’s lesson, your child learned that multiplication is an operation used to find the total number of things in several equal groups. As you help your child solve the following problems, emphasize that each group has the same number of things. Your child can use objects, draw pictures, count, or use any other helpful devices to find the answers. Please return this Home Link to school tomorrow. Copyright © Wright Group/McGraw-Hill HOME LINK 6 7 How Many? Example:How many apples in 4 packages? There are 20 apples in 4 packages. 1. How many sides on each triangle? sides How many sides in all? sides 2. How many wheels on each bike? wheels How many wheels in all? wheels 3. How many fingers for each person? fingers How many fingers in all? fingers 5 5 5 5 20 ////\////\////\ \ \////\ \ \ Family Note

You may use your calculator to help you solve the problems. 1. How many people are in my group? How many hands do the people in my group have all together? How many fingers do the people in my group have all together? 2. How many tables are in the classroom? How many legs do the tables have? 3. One flower has 5 petals. How many petals do 6 flowers have? 4. Make up your own problem like the ones above. Draw a picture to help someone solve your problem. LESSON 6 7 Name Date Time Finding Totals for Equal Groups Copyright © Wright Group/McGraw-Hill 180

181 Copyright © Wright Group/McGraw-Hill What Number Am I? 1. If you put me into 7 equal groups with 3 in each group and 5 are left over, what number am I? Draw a picture of what you did. 2. I am a number between 20 and 30. When you put me into 6 equal groups, there is an even number in each group and 1 is left over. What number am I? Draw a picture of what you did. 3. Try writing your own equal-groups riddle. LESSON 6 7 Name Date Time Equal-Groups Riddles

LESSON 6 8 Name Date Time Array Number Stories Copyright © Wright Group/McGraw-Hill 182 Array Array Array Array rows per row in all Number model:  Multiplication Diagram rows per row in all Number model:  Multiplication Diagram rows per row in all Number model:  Multiplication Diagram rows per row in all Number model:  Multiplication Diagram

183 Name Date Time In this lesson, your child solved multiplication problems about arrays, which are rectangular arrangements of objects in rows and columns. Encourage your child to use counters, such as pennies or buttons, while working on the following exercises. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 6 8 Arrays Tell someone at home what you know about arrays. 1. Look at the array and fill in the blank. 4 rows of dots 6 dots in each row dots in all. 2. Draw an array of dots. Your array should have 5 rows of dots 7 dots in each row That’s dots in all. 3. Draw an array of 12 dots. Telephone: a 4-by-3 array Tic-tac-toe Grid: a 3-by-3 array Muffins: a 3-by-2 array Muffins: a 3-by-4 array Checkerboard: an 8-by-8 arrayEggs: a 2-by-6 array

184 Name Date Time In this lesson, your child continued to work with arrays to develop multiplication concepts. Your child described each array by naming the number of rows, the number of items in each row, and the total number of items in the array. Your child wrote number models to describe arrays. In the example, an array with 2 rows of 4 dots can be described using the number model 2 48. Please return this Home Link to school tomorrow. Show an array for the numbers that are given. Find the total number of dots in the array. Complete the number model. Example: Numbers: 2, 4 1. Numbers: 7, 3 Total: Total: Number model: Number model:   8 4 2 8 Copyright © Wright Group/McGraw-Hill HOME LINK 6 9 Arrays Family Note

185 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 6 9 Arrays continued 2. Numbers: 6, 10 Total: Number model:   Answer the questions about each array. 3. How many rows? How many dots in each row? How many dots in the array? 4. How many rows? How many squares per row? How many squares in the array? 5. How many rows? How many squares in each row? How many squares in the array?

Materials  pattern blocks  Pattern-Block Template  1 six-sided die or number cube  Math Masters,p. 187 1. Choose one of these blocks. 2. Roll the die 2 times. The first number you roll tells how many rows to make in your array. The second number you roll tells how many blocks to put in each row of your array. Example: If you roll a 1 first and then a 5, you might make this: 3. Record the arrays you make on Math Masters,page 187. Use the Pattern-Block Template. At the top of the page, draw the first array you made. Fill in the table for Number 1 at the bottom of the page. 4. Make 4 more arrays. Follow the same steps. If you have room, draw the arrays you make. After you run out of room, fill in the table only. LESSON 6 9 Name Date Time Building Arrays Copyright © Wright Group/McGraw-Hill 186

Use your Pattern-Block Template. Show one or more of your arrays. LESSON 6 9 Name Date Time Building Arrays continued 187 Copyright © Wright Group/McGraw-Hill Record the arrays you made. How many rows? How many shapes How many in each row? shapes in all? 1. 2. 3. 4. 5.

188 Name Date Time In this lesson, your child worked on the concept of division by putting objects into equal groups and sharing objects equally among several people. Objects that are left over are called the remainder.If 9 books are shared equally among 4 people, each person gets 2 books, and the 1 book that is left over is the remainder. Watch as your child divides things equally among family members. Try to use groups of objects that can be divided with no remainder as well as groups that have remainders. Please return this Home Link to school tomorrow. 1. Have someone at home give you a group or handful of small items, such as raisins, buttons, or popcorn. Show how you can divide the items equally among your family members. Are any items left over? Make a record of what you did. Be ready to tell about it in class. I shared (how many?) items equally among people. Each person got . There were left over. 2. Do this again with some other kind of item. I shared items equally among people. Each person got . There were left over. 3. 19 cents shared equally by 2 people by 3 people by 4 people ¢ per person ¢ per person ¢ per person ¢ remaining ¢ remaining ¢ remaining Copyright © Wright Group/McGraw-Hill HOME LINK 6 10 Division 36 37 Family Note

Use counters to help you solve the problems. 1. Ruth’s grandma had just baked a fresh tray of 12 cookies. When Ruth came into the kitchen, her grandma gave her 3 warm cookies. Write a number model to show how many cookies were still on the tray. When Ruth’s sister came into the kitchen, Grandma gave her 3 cookies. Write a number model to show how many cookies were still on the tray. How many more people can Grandma give cookies to if she gives each person three cookies? Show your work. 2. The next time grandma baked cookies, she used a larger tray. She made 15 cookies. How many people can have cookies this time if everyone gets 3? Show your work. LESSON 6 10 Name Date Time Sharing Cookies Equally 189 Copyright © Wright Group/McGraw-Hill

LESSON 6 10 Name Date Time Multiplication Diagrams Copyright © Wright Group/McGraw-Hill 190 rows per row in all rows per row in all rows per row in all rows per row in all

191 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 6 11 Unit 7: Family Letter Patterns and Rules In Unit 7, children will concentrate on number patterns, computational skills, and the application of mathematics through the use of data. They will continue to use the 100-grid to support their numeration skills. Children will also explore the patterns of doubling and halving numbers, which will help prepare them for multiplication and division. Computational work will be extended to several 2-digit numbers and to the subtraction of 1- and 2-digit numbers from multiples of 10. Children will learn to find complements of tens; that is, they will answer such questions as “What must I add to 4 to get to 10? What must I add to 47 to get to 50?” or “How many tens are needed to get from 320 to 400?” Children will also collect and work with real-life data about animals, adults, and themselves. For example, they will collect data by measuring the lengths of their standing long jumps and then find the median jump length for the class. jump measure Please keep this Family Letter for reference as your child works through Unit 7.

Copyright © Wright Group/McGraw-Hill Vocabulary Important terms in Unit 7: median (middle number) The number in the middle of a list of data ordered from least to greatest or vice versa. For example, 35 is the middle number in the following ordered list. 30, 32, 32, 35, 36, 38, 40 frequency The number of times an event or value occurs in a set of data. For example, in the set of data above, 32 has a frequency of 2. 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.If you have a calculator at home, practice making (and breaking) tens. For example: Making tens: Enter 33. What needs to be done to display 50? 33 50 Breaking tens: Enter 60. What needs to be done to display 52? 60  52 Or, for more challenging practice, try the following: Enter 27. What needs to be done to display 40? Enter 90. What needs to be done to display 66? Try other similar numbers. 2.Make a game out of doubling, tripling, and quadrupling small numbers. For example, using the number 2, first double it. What number do you get? Continue the doubling process five more times. Start again with the number 2 and triple it; then quadruple it. Discuss the differences among the final numbers. 3.Collect a simple set of data from family and friends. For example, how high can different people’s fingertips reach while the people are standing flat on the floor? Order the data to find the median. 192 Unit 7: Family Letter cont. HOME LINK 611

193 Copyright © Wright Group/McGraw-Hill Building Skills through Games In Unit 7, your child will practice skills related to addition and subtraction as well as chance and probability by playing the following games: Array Bingo Players roll the dice and find an Array Bingocard with the same number of dots. Players then turn that card over. The first player to have a row, column, or diagonal of facedown cards calls out “Bingo!” and wins the game. Soccer Spin Players choose a spinner to use during the game. They choose a team to cheer for, Checks or Stripes. They then predict which team will win based on their spinner. They spin the spinner to check their prediction. Basketball Addition The basketball game is played by two teams, each consisting of 3–5 players. The number of points scored by each player in each half is determined by rolling a twenty-sided polyhedral die or 3 regular dice and using their sum. The team that scores the greater number of points wins the game. Hit the Target Players choose a 2-digit multiple of ten (10, 20, 30, and so on) as a target number. One player enters a starting number on a calculator and tries to change the starting number to the target number by adding a number to it on the calculator. Children practice finding differences between 2-digit numbers and higher multiples of tens. Unit 7: Family Letter cont. HOME LINK 611

194 Copyright © Wright Group/McGraw-Hill Home Link 7 1 1.202, 204, 206, 208, 210, 212, 214, 216, 218 2.500, 505, 510, 515, 520, 525, 530, 535, 540, 545 3.550, 560, 570, 580, 590, 600, 610, 620, 630, 640 Home Link 7 2 1.6; 7; 5; 9; 22.6; 7; 5; 9; 8 3.32 38; 65 5; 10 60; 43 27; 19 51; 51 19; 27 43 Home Link 7 3 1.Team A: 35; Team B: 25; A 2.Team A: 30; Team B: 35; B 3.Team A: 29; Team B: 40; B 4.Team A: 45; Team B: 59; B Home Link 7 4 1. 2.1, 2, 4, 8, 16, 32, 64 3.3, 6, 12, 24, 48, 96, 192 4.127 pennies, or $1.27 5.96.327.38 Home Link 7 5 1.8 pounds2.20 pounds3.5 pounds 4.11,000 pounds5.1996.49 7.1078.90 Home Link 7 6 5.426.1037.258.29 Home Link 7 7 1.3 7 9 12 15 20 21 points points points points points points points 2.56 in. 66 in. 68 in. 70 in. 73 in. 3.142 cm 168 cm 173 cm 178 cm 185 cm Home Link 7 8 1.22.03.464.52 5.96.487.49 As You Help Your Child with Homework As your child brings home assignments, you might want to go over the instructions together, clarifying them as necessary. The answers listed below will guide you through this unit’s Home Links. in out 12 6 50 25 40 20 30 15 16 8 18 9 Rule out in Halve Unit 7: Family Letter cont. HOME LINK 611