[PDF] Unit 02 Everyday Uses of Numbers.pdf | Plain Text

Name Date HOME LINK 21 Telephone Numbers Work with your child to memorize important telephone numbers, including emergency daytime numbers other than your home number. Also, help your child find other examples of uses of numbers, such as: • Measurements of length, height, weight, and volume • Dates and times • Tables • Temperatures • Counts • Addresses and license plates • Costs Please return this Home Link to school tomorrow. Family Note 1. Write your area code and home telephone number. () – (area code) (telephone number) 2. Write an emergency number with the area code. This number could be for a relative or a neighbor. It might be the number for the local police department. () – (area code) (telephone number) 3. Write your first, second, and third names. Write the number that comes after each number. 4. 10 5. 17 6. 19 7. 6 20 Copyright © Wright Group/McGraw-Hill Practice

Copyright © Wright Group/McGraw-Hill 21 LESSON 21 Name Date Counting Up and Back Use the number grid on the inside back cover of your journal. For each problem, place a counter on the start number. Count up or back. Record the number where you end. 1. Start at 24. Count up 10. You end at . 2. Start at 47. Count up 10. You end at . 3. Start at 29. Count back 10. You end at . 4. Start at 88. Count back 10. You end at . 5. Start at 99. Count up 10. You end at . 6. Predict where you would end if you start at 51 and count up 10. Check your answer on the number grid.

Name Date HOME LINK 22 Counting Up and Back Family Note 1. Count for someone at home. Count up by 1s, starting with 1. I counted to . 2. Count back by 10s. Start with 50 or the highest number you can. I started with . 3. Explain to someone at home how to use the number grid to help with counts. Count back by 1s. 4. 10, , 8, 7, , , , 3, , 22 Practice Copyright © Wright Group/McGraw-Hill 0 12345678910 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 To reinforce various types of counting, listen as your child counts by 1s and 10s. Counting for someone provides good practice in this essential first-grade skill. Please return this Home Link to school tomorrow.

Copyright © Wright Group/McGraw-Hill 23 LESSON 22 Name Date Mystery Phone Number Help solve the case of the mystery phone number. (426) – Clues: The digits can be in any order. The last four digits are: 5, 7, 1, and 9. Find 4 possible combinations. 1. 2. 3. 4. ? ? ? ? 5 5 5 Mrs. Julia R. (426) 555- North Nor th North North

LESSON 23 Name Date Hands Copyright © Wright Group/McGraw-Hill 24

HOME LINK 23 Name Date Two-Fisted Penny Addition Copyright © Wright Group/McGraw-Hill 25 By doing Two-Fisted Penny Addition, you are helping your child learn the basic addition facts. These basic facts will be useful when your child solves more difficult addition and subtraction problems mentally. Please return this Home Link to school tomorrow. Family Note Do Two-Fisted Penny Addition with someone at home:  On a piece of paper, draw 2 large circles.  Place pennies on the table. Grab some pennies with one hand. Pick up the rest with the other hand.  Place 1 pile of pennies in each circle and count them.  Use the tables below to write how many pennies are in each circle. 1. Start with 10 pennies. 2. Start with 15 pennies. 3. Count up by 5s. 5, 10, 15, , , Practice HOME LINK 23 Two-Fisted Penny Addition Number of Number of Pennies in Pennies in the One Hand Other Hand Number of Number of Pennies in Pennies in the One Hand Other Hand

LESSON 23 Name Date Number Line Copyright © Wright Group/McGraw-Hill 26 10 9 8 7 6 5 4 3 2 1 0

Copyright © Wright Group/McGraw-Hill 27 LESSON 23 Name Date Combinations for _____ Pennies

When working with “before” and “after” numbers in the table below, start with small numbers—up to 15. Then, if your child is doing well, use larger numbers. You can also ask your child to suggest numbers to write in the middle column. Please return this Home Link to school tomorrow. Family Note 1. Ask someone to write a number in the middle column.  Write the number that comes beforethat number.  Write the number that comes afterthat number. Do this with many different numbers. 2. Write the numbers 7–10 below. Circle the number you wrote best. 28 Practice Copyright © Wright Group/McGraw-Hill Name Date HOME LINK 24 Numbers Before and After Before Number After 8910

Copyright ' Wright Group/McGraw-Hill 29 LESSON 25 Name Date Clock Face, Hour Hand 121 2 3 4 5 6 7 8 9 10 11 1. Cut out the clock face and the hour hand. 2. Punch a hole through the center of the clock face. Punch a hole through the X on the hour hand. 3. Fasten the hand to the clock face with a brad. hour hand a brad

Name Date HOME LINK 25 Clocks and Watches 30 Copyright © Wright Group/McGraw-Hill In today’s lesson, we observed what happens to the hour hand on an analog clock as the minute hand moves around the clock face. In the next lesson, we will practice telling time when the minute hand is pointing to 12. For the activity below, include both analog clocks (clocks that have hour hands and minute hands) and digital clocks. Please return this Home Link to school tomorrow. Family Note 1. Ask someone to help you find all of the clocks and watches in your home. Record the numbers with tally marks. Total: 2. Draw a picture of the most interesting clock or watch you found. It might be interesting because of the way it looks or where it is located. How many tally marks? 3. ////\ ////\ / 4. ////\ ////\ ////\ 5. /// Practice Tallies Clocks Watches

Copyright © Wright Group/McGraw-Hill 31 LESSON 25 Name Date Clock Faces 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011

LESSON 26 Name Date Clock Face, Hour and Minute Copyright © Wright Group/McGraw-Hill 32 a brad 1. Fill in the missing numbers. 2. Cut out the clock face and the hands. 3. Punch a hole through the center of the clock face. Punch holes through the Xs on the hands. 4. Place the hour hand on top of the minute hand. 5. Fasten both hands to the clock face with a brad. hour hand minute han d

Copyright © Wright Group/McGraw-Hill 33 We have just begun telling time to the hour. Ask your child to show times to the hour, using the paper clock. Please return this Home Link to school tomorrow, but keep your child’s paper clock for future use. Family Note 1. Show your paper clock to someone at home. Ask someone to name an hour for you to show. 2. Record the time. o’clock o’clock 3. Draw the hour hand. 7 o’clock 1 o’clock Draw tally marks for each number. 4. 7 5. 13 6. 10 Practice Name Date HOME LINK 26 Telling Time to the Hour 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011

LESSON 26 Name Date Elapsed Time Copyright © Wright Group/McGraw-Hill 34Use your paper clock. Write how many hours have passed. 1. hours 2. M hour 3. M hours 4. M hours 5. Draw the hour hand and write the ending time. 3 o’clock 3 hours o’clock 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 Try This 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011

Copyright © Wright Group/McGraw-Hill 35 LESSON 27 Name Date How Long Is It? Materials  ruler  8 objects 1. Look at your ruler. Try to remember how long it is. Then put it away in your tool kit. 2. Put the objects you think are longer than your ruler in one pile. Put the objects you think are shorter than your ruler in another pile. 3. Take out your ruler and check your guesses. 4. Now put the objects in order from shortest to longest.

LESSON 27 Name Date Counting by 2s Copyright © Wright Group/McGraw-Hill 36Start at 0. Count by 2s to connect the dots. Use your ruler. Then color your finished shape. 20 18 622240 Start 24 16 14 1210 8

Copyright © Wright Group/McGraw-Hill 37 LESSON 27 Name Date Sorting Dominoes Materials  1 set of double-nine dominoes 1. Put all dominoes with a blank half in a pile. 2. Put all remaining dominoes that show 1 dot in a pile. 3. Put all remaining dominoes that show 2 dots in a pile. 4. Put all remaining dominoes that show 3 dots in a pile. 5. Continue until all of the dominoes are sorted into groups. Discuss the patterns you see.

Over the next few weeks, we will be “getting to know coins.” In the next lesson, we will learn about pennies. Your child is also learning how to order and compare numbers. Dominoes are a perfect tool for practicing this skill. If you have dominoes, you may want to play games with your child, such as ordering dominoes by the number of dots. At first, use consecutive numbers such as 1, 2, 3, and 4. Please return this Home Link to school tomorrow. Family Note Look at the dominoes below. 1. Count the total number of dots on each domino. 2. Use the back of this page. Draw the dominoes in order from the least to the greatest number of dots. 3. Write the total number of dots under each domino. Write the numbers before and after each number. 4. 1 5. 10 6. 17 38 Practice Copyright © Wright Group/McGraw-Hill Name Date HOME LINK 27 Ordering Numbers

Copyright © Wright Group/McGraw-Hill 39 During the next few weeks, our class will learn about coins. For our next math lesson, your child will need to bring 5 nickels to class. Please put these nickels in a sealed envelope with your child’s name on it so that they will not get lost. (Your child will also need 10 dimes and 2 quarters in the coming days.) Please return this Home Link to school tomorrow. Family Note Ask someone at home for 5 nickels you can bring to school. Use one of them for this Home Link. 1. Ask someone to trade you the correct number of pennies for your nickel.  How many pennies did the person give you? pennies  How many pennies would you get for 2 nickels? pennies  Explain to someone at home how you found your answer. Draw tally marks for each number. 2. 27 3. 35 4. 17 5. 41 Practice Name Date HOME LINK 28 Nickels

LESSON 29 Name Date Counting by 5s Copyright © Wright Group/McGraw-Hill 40 0 5 10 Start 70 65 55 60 50 45 40 35 30 2520 15

Copyright © Wright Group/McGraw-Hill 41 Counting by 5s is a useful skill for counting combinations of coins that include nickels. A good way to practice this skill is to count tally marks. Please return this Home Link to school tomorrow. Family Note 1. Count by 5s for someone at home. I counted up to . 2. Tell someone at home how many pennies you would get for 3 nickels. pennies 3. Count the tally marks below. ////\ ////\ ////\ ////\ ////\ ////\ // I counted tally marks. 4. Draw some tally marks below. Count them for someone at home. I drew tally marks. Write the number that is 1 less than each number. 5. 11 6. 22 7. 19 8. 6 Practice Name Date HOME LINK 29 Counting by 5s

Name Date HOME LINK 210 Pennies and Nickels First graders do not always know how to represent an amount with the fewest number of coins. That’s okay. At this stage, it is important that your child understands that 5 pennies can be exchanged for 1 nickel. In a few days, we are going to set up a “store” in our classroom. Children will take on the roles of shopkeeper and shopper. Please send some old or inexpensive items to school for our store. Thank you! Please return this Home Link to school tomorrow. Family Note Use Î and  to show the amount with fewer coins. Write how much the coins are worth. Example:Î Î Î Î Î Î Î is the same as  ΠÎ. This is 7 cents. 1. ÎÎÎÎÎÎÎÎÎÎÎ is the same as This is cents. 2.  ΠΠΠΠΠΠis the same as This is cents. Write the number that is 1 more than each number. 3. 7 4. 29 5. 42 6. 16 42 Practice Copyright © Wright Group/McGraw-Hill penny nickel 1¢ 5¢ 1 cent 5 cents

Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill 43 LESSON 210 Name Date Three-in-a-Row LESSON 210 Name Date Three-in-a-Row ¢¢ ¢ ¢¢ ¢ ¢¢ ¢ ¢¢ ¢ ¢¢ ¢ ¢¢ ¢

Name Date HOME LINK 211 Nickels and Pennies In class, children have practiced counting combinations of pennies and nickels and then comparing amounts of money. You can use real coins to model the problems below for your child. Another way to help your child is to exchange nickels for pennies and then count the pennies. We will do a lot of work with money exchanges and with counting money. Do not expect your child to master these skills at this time. Please return this Home Link to school tomorrow. Family Note 1. Sabine grabbed 2 nickels and 7 pennies. She had ¢. Tony grabbed 3 nickels and 1 penny. He had ¢. Circle who grabbed more money: Sabineor Tony 2. Sabine grabbed 2 nickels and 6 pennies. She had ¢. Tony grabbed 3 nickels and 5 pennies. He had ¢. Circle who grabbed more money: Sabineor Tony 3. How much money? ¢ 44 Practice Copyright © Wright Group/McGraw-Hill

Copyright © Wright Group/McGraw-Hill 45 Use the paper clock that your child brought home several days ago to help your child practice telling time. (Your child may need some review.) If you no longer have the paper clock, use a small real clock instead. Please return this Home Link to school tomorrow. Family Note 1. Record the time. o’clock o’clock 2. Draw the hour hand. 9:00 6:00 3. How much money? ¢ Practice Name Date HOME LINK 212 Telling Time 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011

Name Date HOME LINK 213 Counting Money This Home Link may be challenging for your child. It reviews concepts covered in this unit and applies them to new situations. Do not worry if this page is challenging—we will be working on counting money throughout the year. Encourage your child to use coins to model the problems. Please return this Home Link to school tomorrow. Family Note Collect a small container of pennies and nickels. Take a handful of the coins. 1. How many coins are in your hand? What are they worth? pennies ¢ nickels ¢ 2. How much are the pennies and nickels worth in all? I counted ¢ in all. 3. Circle two items that you would like to buy. doll toy car pencils sticker a. Which item costs more? b. How much more does it cost? ¢ more 4. Draw 2 dominoes. Each domino should have 7 dots in all. 46 Practice Copyright © Wright Group/McGraw-Hill

Name Date HOME LINK 214 Unit 3: Family Letter 47 Visual Patterns, Number Patterns, and Counting Children will have several experiences with patterns that use objects, colors, and numbers. Count by 10s0, 10, 20 Count by 5s0, 5, 10, 15, 20 Count by 2s0, 2, 4, 6, 8, 10 Count by 3s0, 3, 6, 9, 12 2, 4, 6, 8, 10, 12 12 is an even number. Copyright © Wright Group/McGraw-Hill As patterns with numbers are investigated, children will look more closely at patterns found in odd and even numbers. They will observe patterns in the ending digits of counts by 2s, 3s, 5s, and 10s. Frames-and-Arrows diagrams will be introduced to help children investigate number sequences. (See explanation on next page.) Children also will continue to develop time-telling and money-counting skills. They will practice telling time on the hour and the half-hour. They will continue to work with real coins, so please send 10 dimes to school. (As before, please send these coins in a sealed envelope with your child’s name on it.) Finally, we will begin work on addition and subtraction. This is an important topic—it will be developed throughout the year. It is not too early for children to begin solving very simple problems. Please keep this Family Letter for reference as your child works through Unit 3.

48 Copyright © Wright Group/McGraw-Hill Vocabulary Important terms in Unit 3: number grid A table in which consecutive numbers are arranged in rows, usually 10 columns per row. A move from one number to the next within a rowis a change of 1, a move of one number to the next within a columnis a change of 10. Number grids are used to develop place-value concepts and problem-solving strategies for addition and subtraction. pattern A repetitive order or arrangement. even number Any counting number that ends in 0, 2, 4, 6, or 8. An even number of objects can always be grouped into pairs. odd number Any counting number that ends in 1, 3, 5, 7, or 9. When an odd number of objects is grouped into pairs, there is always one object that cannot be paired. Frames and Arrows Diagrams consisting of frames connected by arrows used to represent number sequences. Each frame contains one number, and each arrow represents a rule that determines which number goes in the next frame. 0 123456 78910 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Rule 25 20 15 30 35 5 10 The Family Note on Home Link 3-8, which you will receive later, provides a more detailed description of Frames and Arrows. 2 7 9 4 8 3 6 1 Unit 3: Family Letter cont. HOME LINK 214

Copyright © Wright Group/McGraw-Hill Do-Anytime Activities To work with your child on concepts taught in this unit and in previous units, try these interesting and rewarding activities: 1.Count and pair objects found around the house and determine whether there is an odd or even number of items. 2.Using the same collection of objects, arrange them to make an ongoing pattern. Then have your child make and describe his or her own pattern. 3.Using the number grid, select a number and have your child point to the number that is 1 more or 1 less than the selected number. Or do problems like this: “Start at 28. Count back (or up) 5 spaces. On which number do you land?” Counting back from 28 0 123456 78910 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 98 765 43 2 1 Unit 3: Family Letter cont. HOME LINK 214 Building Skills through Games In this unit, your child will be practicing counting on a number line, exchanging coins, and adding by playing the following games: Bunny Hop Players begin at 0 on a number line marked from 0 to 20. Players take turns rolling a die and hopping the number of spaces equal to the number of dots shown on the die. The first player to hop to 20 and then back to 0 wins the game. Players must use an exact roll to land on 20 and on 0. Coin-Dice Players take turns rolling two dice and picking up the number of pennies equal to the number of dots shown on the dice. Whenever possible, players exchange 5 pennies for 1 nickel, 10 pennies for 1 dime, or 2 nickels for 1 dime. To pick up the last coins, the number of dots on the dice must match the number of remaining pennies. Domino Top-It Each player turns over a domino and calls out the sum of the dots on the domino. The player with the higher sum keeps both dominos. If there is a tie, each player chooses another domino. The player with the higher sum keeps all of the dominos. The player with more dominos at the end of the game wins. 49

50 Copyright © Wright Group/McGraw-Hill As You Help Your Child with Homework As your child brings home assignments, you may want to go over the instructions together, clarifying them as necessary. The answers listed below will guide you through the Home Links for this unit. Home Link 3 1 2.If possible, help your child find an article of clothing with a pattern that he or she can wear to school. 3. 50, 40, 30, 20, 10 4. 25, 20, 15, 10, 5 Home Link 3 2 1.Sample answer: 4 people; even 2.Sample answer: odd: 3, 7, 13, 19 even: 2, 6, 12, 20 3.3 beds, odd 4. 15, 20, 25, 30, 35 5. 55, 60, 65, 70, 75 6. 95, 100, 105, 110, 115 Home Link 3 3 1.62.7 3.104.15 5. 12; 15; 16; 18 6. 74; 77; 78; 80 Home Link 3 4 1.Sample answer: 1648; even 2.Sample answer: odd 3.14; ////\ ////\ ////\ //// 4.23; ////\ ////\ ////\ ////\ /// 5. 29 6. 36 Home Link 3 5 1.10, 202.5, 10, 15, 20 3.2, 4, 6, 84.3, 6, 9, 12 5.All odd numbers on the number line should be circled. 6.127.9 Home Link 3 6 1.7, 72.7, 7 3.5, 54.16, 16 5.6; 8; 12; 14 Home Link 3 7 7. 98.8 Home Link 3 8 1.7, 11, 152.17, 14, 13 3.15, 20, 25 4. 28; 30; 32; 36 Home Link 3 9 1.Add 22.Add 53.Subtract 3 4. 18 Home Link 3 10 1.5, 2, 102.13, 19, 30 3. Clock should show 7:30. 4. Clock should show 3:30. Home Link 3 11 1.2 dimes2. Í , 10 3. ÍÎÎ , 12 4. ÍÎÎÎÎ , 14 5. ÍÍÂ , 256. ÍÍ , 20 7.30; 40; 60; 70; 80 Home Link 3 12 1.25; 0.252.45; 0.45 3.23; 0.234.37; 0.37 5. Sample answer: 2, 4, 6, 8 Home Link 3 13 2a. blue2b.yellow 3. 13 Home Link 3 14 1. Sample answer: 3, 9, 15, 23 Unit 3: Family Letter cont. HOME LINK 214