[PDF] Unit_10 (Measurement and Data).pdf | Plain Text

Copyright © Wright Group/McGraw-Hill 319 Name Date Time LESSON 10 1 A Treasure Hunt Jody and Jen heard a story about buried treasure at the Old Lighthouse. They decided to see for themselves. They couldn’t agree on the route, so they took two different paths. Find the length of each part of their paths. (Hint:Measure in inches to the nearest 1 4inch.) Whose route was shorter? How much shorter? About Try This Start Buried Treasure Jody Jen Scale: 1 inch to 1 mile 0 1 mile

Copyright © Wright Group/McGraw-Hill 320 Name Date Time Old-Fashioned Equivalencies HOME LINK 10 1 Here is a page from a third-grade math book published in 1897. These are the kinds of measurement problems children were expected to do more than 100 years ago. The rod is a unit that is not often used today. It was used to measure land. Please return this Home Link to school tomorrow. Family Note Solve the problems yourself. Write your answers on the “slate.” 1. in. in. 2. yd yd yd 3. ft ft ft 4. rd rd rd 5. yd mi mi mi mi 6. in. in. in. Graded Work in Arithmetic: Third Yearby S. W. Baird, 1897. 1. How many inches are there in 5 ft.? in 8 ft.? 2. How many yards are there in 27 ft.? in 36 ft.? in 51 ft.? 3. How many feet are there in 2 rd.? in 2 yd.? in 4 yd.? 4. How many rods are there in 33 ft.? in 66 ft.? in 99 ft.? 5. What part of a yard is 1 ft.? What part of a mile is 1 rd.? 40 rd.? 80 rd.? 160 rd.? 6. How many inches are there in 7 ft.? in 12 ft.? in 9 ft.? 3 4 2 3 1 2 1 2 12 inches (in.)1 foot (ft.) 3 feet 1 yard (yd.) 16 feet 1 rod (rd.) 5 yards 1 rod 320 rods1 mile (mi.) 1 2 1 2

Copyright © Wright Group/McGraw-Hill 321 LESSON 10 1 Name Date Time Measurement Search Use your estimating skills to find items in the classroom that are about the same length as the measurements below. List them. Use the line segments on the board as a reference. 1. about 4 1 2feet in length or width 2. about 1.5 meters in length or width 3. about 2.5 centimeters in length or width 4. about 60 inches in girth (distance around) 5. a perimeter of about 200 centimeters Use measuring tools to check your estimates. Draw a circle around the names of the items for which your estimate was close to your measurement.

Copyright © Wright Group/McGraw-Hill 322 LESSON 10 1 Name Date Time Story with Measures Make a list of 8 measurements of length. Use each of the following units at least once: inch, foot, yard, mile. A. B. (unit) (unit) C. D. (unit) (unit) E. F. (unit) (unit) G. H. (unit) (unit) Match the letters in the story with the letters of your measures. Fill in each blank in the story with the measure that has the same letter. This morning, after walking (A) to school, I saw my friend Emma looking up into a tree. She was staring at a spot about (B) above the ground. How in the world did her backpack get up there? I ran (C) to my friend Henry’s house. He had a stepladder (D) tall. We raced back to school and set it up under the tree. I climbed up as far as I could go. If only I were (E) taller, I could reach the backpack. Isaac came running with a stick that was (F) long. I held it up, caught the backpack, and jiggled it free. It crashed to the ground with a thud! Luckily, my locker is (G) tall and (H) wide. The ladder just fit. At the end of the day, we returned the ladder to Henry’s house. Emma and I decided she was getting too big and strong to be tossing backpacks just for fun.  Read the story. Is it silly or sensible?  Discuss how you would change the measurements and distances to make the story more sensible.

Copyright © Wright Group/McGraw-Hill 323 LESSON 10 2 Name Date Time Box Patterns A A A C C C C A B B B B D D D D

Copyright © Wright Group/McGraw-Hill 324 Name Date Time Exploring the Volume of Boxes HOME LINK 10 2 To explore the concept of volume, our class built open boxes out of patterns like the ones in this Home Link and then filled the boxes with centimeter cubes. Your child should try to calculate the volume of the boxes he or she builds on this Home Link by imagining that it is filled with cubes. Then have your child check the results by pouring a substance from one box to the other, as described below. Please return this Home Link to school tomorrow. Family Note 157 –159 1. Cut out the patterns. Tape or glue each pattern to make an open box. Find boxes that have the same volume. 2. How did you figure out your answer? 3. Check your answer by pouring rice, dried beans, or sand into one of the boxes. Fill the box to the top and level it off with a straightedge like an index card or a ruler. Then pour it into another box. Explain how you know when the boxes have the same volume.

Copyright © Wright Group/McGraw-Hill 325 A B C D Name Date Time Exploring the Volume of Boxes cont. HOME LINK 10 2

Copyright © Wright Group/McGraw-Hill 326 LESSON 10 2 Name Date Time Bases of Rectangular Prisms Work with a partner. Get a rectangular prism from your teacher. Count the number of faces. It has faces. What shape is each face? Place the rectangular prism on a sheet of paper. 1. Trace the face that the prism sits on. 2. Turn the prism so that the opposite face is on the paper. Trace that face. You have traced one pair of bases. 3. Find and trace all the pairs of bases. How many pairs of bases did you find? What shape is each base? Write what you notice about the relationships between the faces and the bases for rectangular prisms.

Copyright © Wright Group/McGraw-Hill 327 LESSON 10 2 Name Date Time Exploring the Volume of Cubes Do the following activities. Remember that all faces of a cube are the same size. 1. Use centimeter cubes to build a cube whose faces each have an area of 4 square centimeters. How many layers does the cube have? What is the volume of the cube? cubic centimeters 2. Build a cube whose faces each have an area of 9 square centimeters. How many layers does the cube have? What is the volume of the cube? cubic centimeters 3. Build a cube whose faces each have an area of 16 square centimeters. How many layers does the cube have? What is the volume of the cube? cubic centimeters 4. What do you think is the area of one face of the next larger cube? square centimeters What is the volume of the cube? cubic centimeters Explain how you found the volume. 5. Check the volume by building such a cube.

Copyright © Wright Group/McGraw-Hill 328 LESSON 10 3 Name Date Time Comparing Weights Use a scale to weigh a package of pasta. The package weighs pound(s). Find other objects that weigh about the same amount. Compare each one to the package of pasta by holding the object in one hand and the package in the other. List the objects that weigh about the same as the package of pasta in the first column of the table below. After you have listed at least 4 objects, weigh them and record the weights to the nearest pound in the second column. How close were your estimates? Name of ObjectWeight of Object (in pounds)

Copyright © Wright Group/McGraw-Hill 329 Name Date Time The Meaning of Weight HOME LINK 10 3 Today the children discussed weight. They examined different scales, discussed objects that might be weighed with each kind of scale, and read weights on scales. Please return this Home Link to school tomorrow. Family Note 68–72 Which do you think weighs more: a pound of feathers or a pound of books? Explain your reason. Solve each problem using the partial products and lattice algorithms. 1. partial products: 38  54 2. partial products: 82  47 4 3 5 8 lattice: 7 8 4 2 lattice: Practice

Copyright © Wright Group/McGraw-Hill 330 LESSON 10 3 Name Date Time Comparing Units of Measure Describe the patterns you see in the table. Units of Measure Kilograms (kg) Pounds (lb) 511 10 22 15 33 20 44 25 55 60 Try This Figure out how many pounds are equal to 60 kg. Enter the number of pounds in the table. Explain how you figured it out.

Copyright © Wright Group/McGraw-Hill 331 LESSON 10 4 Name Date Time Ordering Objects by Volume Exploration A Find the actualorder of the 4 objects on display from largest to smallest volume. Work with a partner. You will need the following materials:  4 objects from Lesson 10-1  paper towels, large tub  coffee can filled with water  permanent marker  clear wide-mouthed jar, masking tape 1. Attach a strip of tape to the side of the jar from top to bottom. This is your measuring jar. 2. Place the coffee can inside the tub. Make sure the can is filled to the rim with water. 3. Slowly place one of the four objects into the can. If the object floats, push it down gently until it is completely, but just barely, underwater. The tub will catch the displaced water. 4. Take the object out of the can and the can out of the tub. Pour the displaced water from the tub into the measuring jar. 5. Use a permanent marker. Mark the water level on the tape on the measuring jar. Label the mark with the name of the object. 6. Place the can back inside the tub and pour the water from the jar back into the can. If necessary, add more water to the can to fill it to the rim. Repeat Steps 3–6 for each of the other objects. Record the order of the objects from largest to smallest volume in Part 4 on journal page 241. When you have finished, take the tape off the side of the jar. Wipe up spilled water and dry off the wet objects. Leave the area ready for the next group.

Copyright © Wright Group/McGraw-Hill 332 Name Date Time HOME LINK 10 4 Collecting Food Container Labels Today our class measured the weight and volume of several objects. We tried to decide whether an object that weighs more than another object always has the greater volume. Ask your child, “Which takes up more space, a pound of popped popcorn or a pound of marbles?” Help your child practice multiplication facts by playing the game Multiplication Top-It.Directions for the game are below. Please send the collected food labels to school tomorrow. Family Note A. Ask someone at home to help you find food containers showing nutritional information. For example, you might look on canned goods, cereal boxes, bags of cookies, or bottles of cooking oil. Bring the labels or empty containers to school. Be sure they are clean. B. Play a game of Multiplication Top-Itwith 1 or 2 people at home. Multiplication Top-Itis similar to the card game War. Directions 1. Remove the face cards from a regular deck of cards. The aces are the 1-cards. 2. Shuffle the cards. Place the deck facedown on a table. 3. Each player turns over two cards and calls out the product of the numbers. The player with the higher product wins the round and takes all the cards. 4. In case of a tie, each player turns over two more cards and calls out the product. The player with the higher product then takes all the cards from both plays. 5. Play ends when not enough cards are left for both players to turn over two cards. The player with more cards wins. Example Colleen turns over a 6 and a 2. She calls out 12. Danny turns over a 10 and a 4. He calls out 40. Danny has the higher product. He takes all 4 cards. 297 298

LESSON 10 4 Same Volume, Different Prisms Copyright © Wright Group/McGraw-Hill 333 Name Date Time Exploration B Work with a partner. Use cm cubes to build 7 different rectangular prisms whose volume is 36 cubic centimeters. The base of the prism must have at least 2 rows of cubes with at least 2 cubes in each row. The prism must have at least 2 layers of cubes (2 cm high). For each prism: 1. Use a straightedge to draw its base on the grid. 2. Label each base A–G. 3. Write the measures in the table. Prism Area of Height Volume Base (cm) (cu cm) (sq cm) A36 B36 C36 D36 E36 F36 G36

Copyright © Wright Group/McGraw-Hill 334 LESSON 10 4 Name Date Time Doubling with Volume For each problem, build a prism with centimeter cubes to help you find the volume. 1. a. What is the volume of a rectangular prism that is 1 cm wide, 1 cm long, and 1 cm high? b. What is the volume of a rectangular prism with twice the dimensions from Problem 1? (2 cm wide, 2 cm long, and 2 cm high) c. What is the volume of a rectangular prism with twice the dimensions from Problem 3? (4 cm wide, 4 cm long, and 4 cm high) 2. a. What is the volume of a rectangular prism that is 3 cm wide, 3 cm long, and 3 cm high? b. Predict the volume of a rectangular prism with twice the dimensions from Problem 2a. (6 cm wide, 6 cm long, and 6 cm high) Try This 3. Write a rule for how to find the volume of a rectangular prism when you double all of the dimensions.

Copyright © Wright Group/McGraw-Hill 335 LESSON 10 4 Name Date Time Weighing Objects on Scales Exploration C Work with a partner. Weigh items in the classroom using the different scales your teacher has provided. For each item: 1. Decide which scale you and your partner will use to weigh each item. Discuss why that scale is the best one to use for that item. 2. If possible, weigh the item in both U.S. customary and metric units. 3. Record your results in the chart below. Object ScaleU.S. Customary Units Metric Units (ounces, pounds) (grams, kilograms) Try This 4. Talk to your partner and figure out a strategy to weigh an object that will not easily fit on a bath scale. On the back of this paper, describe how you weighed the object.

Copyright © Wright Group/McGraw-Hill 336 LESSON 10 5 Name Date Time Capacity in Nonstandard Units Work with a partner. Follow these steps. 1. Choose a container. 2. Predict the number of paper cups full of rice, beans, or sand that will fill the container. Find the row in the table below that matches the letter on your container. Record your prediction. 3. Check your prediction. Fill a paper cup with rice, sand, or beans. Pour it into the container, counting each paper cup as you go. Record your results in the table. 4. Repeat the steps for each of the containers. 5. Compare the capacities of the containers. Write at least 2 things you notice about the capacities. Letter onPrediction of Measured ContainerCapacity Capacity (full paper cups) (full paper cups) A B C D E

Copyright © Wright Group/McGraw-Hill 337 Name Date Time Matching Units of Measure HOME LINK 10 5 Today our class explored units of capacity—cups, pints, quarts, gallons, milliliters, and liters. For the list below, your child should choose an appropriate unit for measuring each item. Some of the items refer to capacity, but units of length, weight, area, and volume are also included. Do not expect your child to know all of the units. Remind your child that square unitsrefer to area measurement and cubicunitsto volume measurement. Please return this Home Link to school tomorrow. Family Note 146 154 157 160 162 Fill in the oval to mark the unit best used to measure each object. Object Units 1.height of a chair mile inch pound 2.weight of a penny pound inch gram 3.area of a football square inch square yard cubic meter field 4.perimeter of your kilometer gallon centimeter journal 5.diameter of a foot cubic inch dinner plate centimeter 6.amount of juice in meter quart square liter a carton 7. About how much water could you drink in 1 day? 1 cup 1 milliliter 1 liter 1 gallon Practice Solve. 8. 35 9. 62 10. 27  43 32

Unpopped Popped Kernels Kernels Weight Volume Copyright © Wright Group/McGraw-Hill 338 LESSON 10 5 Name Date Time Part 1 Make predictions.  Does popcorn weigh about the same before and after it is popped?  Does it have the same volume? Part 2 1. Measure the volume and weight of the unpopped corn kernels. Record your data in the data chart below. 2. Measure the volume and weight of the popped popcorn. Record your data in the data chart. Finding the Volume & Weight of Popcorn 3. Were your predictions correct? Explain.

Copyright © Wright Group/McGraw-Hill 339 LESSON 10 6 Name Date Time Predicting Dice Rolls If you roll a die 20 times, predict how many times you think you will roll a 1. Roll a die 20 times. Record your results in the table to the right. Use the grid below to make a bar graph showing your results. Remember to label your graph and give it a title. Dice Roll Tallies 1 2 3 4 5 6 Title:

NameNumber of Goldfish Reba 3 Bill 1 Lucy 7 Meg 0 Nate 5 Pat 2 Copyright © Wright Group/McGraw-Hill 340 Name Date Time Mean, or Average, Number of Fish HOME LINK 10 6 Many of us learned that to find the mean (average) of a set of numbers, we add all the numbers and then divide the total by how many numbers we added. In today’s lesson, the class tried a different method of finding the mean. After your child has completed the page, ask him or her to explain how this method works. In the next lesson, we will introduce finding the mean by adding the numbers and dividing to find the answer. Please return this Home Link to school tomorrow. Family Note 83–85 Reba Bill LucyMeg NatePat 0 1 2 3 4 5 6 7 Number of Goldfish Names The table below lists how many goldfish each child won at the school fun fair. 1. Put a penny over each shaded square in the bar graph. 2. Move the pennies so that each column has the same number of pennies. 3. Draw a horizontal line across your graph to show the height of the pennies when all of the columns are the same height. 4. The mean (average) number of goldfish won by children at the fun fair is .

Copyright © Wright Group/McGraw-Hill 341 LESSON 10 6 Name Date Time Graphing a Data Set Title: Make a bar graph for your set of data.

Copyright © Wright Group/McGraw-Hill 342 LESSON 10 6 Name Date Time Making a Data Set Altogether, 5 children have 15 cookies in their lunch bags.  The median number of cookies is 2.  The range of the number of cookies is 5.  The mode of the number of cookies is 2. How many cookies could each child have? Use counters and the drawings of lunch bags below to organize your data.\ Draw cookies in the lunch bags to match the description above. Graph your results on Math Masters,page 341. Remember to include labels and a title. Lunch bag A Lunch bag B Lunch bag C Lunch bag D Lunch bag E 79– 81

Copyright © Wright Group/McGraw-Hill 343 Name Date Time Finding the Mean HOME LINK 10 7 The median and mean (average) indicate typical values in a set of data. The median is the middle value when the data numbers are listed in order. The mean (average) is found by the process described below. Your child may use a calculator to solve the problems. (In third grade, we ignore any digits to the right of the tenths place.) Please return this Home Link to school tomorrow. Family Note To find the mean (average): 1. Find the sum of the data numbers. 2. Count the data numbers. 3. Use a calculator to divide the sum by the number of data numbers. 4. Drop any digits after tenths. Example: Basketball Scores:80, 85, 76 1. 80 85 76 241 2. There are 3 scores. 3. 241 3 80.333333... 4. Mean: 80.3 Baseball Home Run Leaders 1998 Mark McGwire 70 1999 Mark McGwire 65 2000 Sammy Sosa 50 2001 Barry Bonds 73 2002 Alex Rodriguez 57 2003 Jim Thome, Alex Rodriguez47 1. Mean number of home runs: Baseball Home Run Leaders 1901 Sam Crawford 16 1902 Socks Seybold 16 1903 Buck Freeman 13 1904 Harry Davis 10 1905 Fred Odwell 9 2. Mean number of home runs: Source: World Almanac,2004 3. List some data for people in your home—for example, their ages, shoe sizes, or heights. Find the median and mean of the data. Kind of data Data Median: Mean: 80 83– 85

Copyright © Wright Group/McGraw-Hill 344 LESSON 10 7 Name Date Time Comparing Height & Arm-Span Measures You will need:  1 4-inch grid paper (Math Masters,page 437)  median height and median arm span of adults in your group from Math Journal 2,page 256  median height and median arm span of children in your group from Math Journal 2,page 256  crayons and pencil Follow these steps: 1. Use 1 4-inch grid paper. The length of each square or unit on the grid represents 4 inches. Draw and color a rectangle (or square) to represent the median height and median arm span of the adults in your group.  Use the median adult height for the lengthof the rectangle. Use the median adult arm span for the widthof the rectangle. 2. Draw and color a second rectangle (or square) to represent the median height and median arm span of the childrenin your group.  Use the median child height for the lengthof the rectangle. Use the median child arm span for the widthof the rectangle. 3. Compare the rectangles. Which rectangle seems to be more square—the children’s or the adults’? 4. Draw a rectangle for your own height and arm span.

Copyright © Wright Group/McGraw-Hill 345 LESSON 10 7 Name Date Time Matching Tally Charts to Bar Graphs Work with a partner. 1. Match each tally chart with the bar graph that best describes the data. Write a title that tells about each graph. Fill in the missing labels. 2. There are 22 children total. If you were to meet one of them on the street, predict how many pockets he or she would have. Predict how many books he or she might have read. Explain your predictions on the back of this page. Number of Number of Books Read Children 0 1/// 2////\ /// 3////\/ 4////\ Number of Number of Pockets Children 0////\ / 1 2////\ / 3// 4////\ 5/// 0 1 2 3 4 5 6 7 8 9 01234 Number of Children Number of Title: 0 1 2 3 4 5 6 7 8 9 012345 Number of Children Number of Title:

Copyright © Wright Group/McGraw-Hill 346 Name Date Time Fact Triangles HOME LINK 10 8 In today’s lesson, we learned about the memory keys on our calculators. If you have a calculator, ask your child to show you how to store a number in the calculator’s memory. If your calculator is different from the ones we use in class, you might need to help your child figure out how to use it. In this Home Link, your child is reviewing fact extensions. Please return this Home Link to school tomorrow. Family Note Fill in the missing number in each Fact Triangle. Then write the number families for the three numbers in the Fact Triangle. 1. 2. 3. 4. 20 30  , 600 7  , 40 800  , 5 500  ,

Press Display or 5 7 3 MRC MRC ON/C MRC MRC 0. Copyright © Wright Group/McGraw-Hill 347 LESSON 10 8 Name Date Time Math Message You will need your calculator. Refer to the table below.  Begin with the first row. Press the keys on your calculator.  Write what is in the display after each step.  Do notclear your calculator between steps. What do you think does?

Copyright © Wright Group/McGraw-Hill 348 LESSON 10 8 Name Date Time Calculator Riddles Calculators can send messages! If you enter any number from 0 to 9 and rotate your calculator, the display will show a letter. Example A calculator greeting just for you! Enter 7 tenths 7 hundredths 3 thousandths 0.0004 . Turn your calculator around. What word do you see? 1. What do baby snakes say? To find out, enter five thousand ten four five hundred . 2. What do their big brothers and sisters say? To find out, enter nine tenths five hundred four two thousand eight thousandths three thousand one hundredth ten . 3. According to stories, what could George Washington never do? You can guess this one! Enter one thousand three eighty six hundred. + + + + + + + + + + hELLO (0.7734) + + + looks like O looks like S looks like I looks like g looks like Z looks like L looks like E looks like B looks like h looks like G Try This 4. Find a way to change an EGG (993) into a GOOSE (35009). Tell how you solved the problem.

Copyright © Wright Group/McGraw-Hill 349 LESSON 10 8 Name Date Time Computing with Calculators For each problem, predict whether the number sentence is true or false. Then use your calculator to check your predictions. Remember to use or to clear the calculator before you begin each problem. Number Sentence Prediction Actual (True/False) (True/False) 1. 5 9 8 6 28 2. 10 2 1 7 3. 12 5 50 3 53 4. 100 40 9 51 5. 98 3 128 3 198 ON/C Try This 6. Explain how you made your guess for Problem 5.

Copyright © Wright Group/McGraw-Hill 350 LESSON 10 9 Name Date Time Comparing Waist-to-Floor Measurements 1. Use the floor-to-waist data from the Math Message. Divide the data into two groups, one for boys’ data and one for girls’ data. 2. Make two frequency tables (one for each set of data) on the back of this page. 3. Make a graph for each data set on copies of Math Masters,page 352. 4. Find and record the landmarks (median, mean, and mode) for each data set. Use your calculator to help you. Median: Girls Boys Mean: Girls Boys Mode: Girls Boys 5. Compare the two graphs and the landmarks. What do you know from these results?

1.Make a frequency table for the number of electrical outlets in at least 8 different rooms. Number of Electrical Outlets Copyright © Wright Group/McGraw-Hill 351 Name Date Time A Frequency Table HOME LINK 10 9 Today we learned how to organize data in a frequency table. For today’s Home Link, help your child count the number of electrical outlets in at least 8 different rooms. It would be best if the rooms were all in the same kind of building—for example, rooms in a house or apartment; rooms in the local library; or rooms in a school. Please return this Home Link to school tomorrow. Family Note 2. What is the median(middle) number of outlets? 3. What is the mean(average) number of outlets? (You may use a calculator to calculate the answer. Drop any digits to the right of the tenths place.) 4. What is the modeof the data in the table? (Reminder:The mode is the number that occurs most often in a set of data.) 80–85 Frequency Room Tallies Number

Copyright © Wright Group/McGraw-Hill 352 LESSON 10 9 Name Date Time Bar Graph Title:

Copyright © Wright Group/McGraw-Hill 353 Name Date Time Locating Points on a Map HOME LINK 10 10 In an ordered pair, such as (3,6), the first number indicates how far the point is to the right (or left) of 0. The second number indicates how far it is above (or below) 0. Please return this Home Link to school tomorrow. Family Note 180 181 Here is a map of Africa. Write the name of the country in which each point is located. 1. (3,6) 2. (6,3) 3. (5,5) 4. (4,5) 5. (5,6) 6. (4,6) KENYAETHIOPIA SUDAN EGYPT NIGER MAURITANIA MALI NIGERIASOMALIA NAMIBIALIBYA CHAD SOUTH AFRICATANZANIA DEMOCRATIC REPUBLIC OF THE CONGO ANGOLA ALGERIA MADAGASCAR MOZAMBIQUE BOTSWANAZAMBIA GABONCENTRAL AFRICAN REPUBLIC TUNISIA MOROCCO UGANDA (SOUTH AFRICA) Walvis Bay SWAZILAND LESOTHO MALAWI BURUNDIRWANDA TOGOBENIN GHANA IVORY COAST LIBERIA SIERRA LEONEGUINEABURKINA FASO GAMBIA CAMEROON SA˜ O TOMÉ & PRINCIPE Cabinda (ANGOLA) ZIMBABWE REP. OF THE CONGO EQUATORIAL GUINEA WESTERN SAHARA DJIBOUTI SENEGAL GUINEA BISSAU COMOROS ERITREA Atlantic OceanIndian Ocean 7 6 5 4 3 2 1 0 012 34567

Copyright © Wright Group/McGraw-Hill 354 LESSON 10 10 Name Date Time Connect-the-Dots Picture 0 1 2 3 4 5 6 7 8 9 10y x 2345678910 1 0 Plot each of the points listed below. Use your straightedge to draw a line segment from each new point to the last point you plotted. (4,1), (2,3), (3,6), (2,8), (3,10), (4,8), (3,6), (6,6), (5,8), (6,10), (7,8), (6,6), (7,3), (5,1), (4,1) LESSON 10 10 Name Date Time Connect-the-Dots Picture 0 1 2 3 4 5 6 7 8 9 10y x 2345678910 1 0 Plot each of the points listed below. Use your straightedge to draw a line segment from each new point to the last point you plotted. (4,1), (2,3), (3,6), (2,8), (3,10), (4,8), (3,6), (6,6), (5,8), (6,10), (7,8), (6,6), (7,3), (5,1), (4,1) Copyright © Wright Group/McGraw-Hill

Copyright © Wright Group/McGraw-Hill 355 LESSON 10 10 Name Date Time Geoboard Polygons You need:  one geoboard and several rubber bands per partnership  straightedge  dry-erase marker  Math Masters,page 438 for each partner 1. Use a dry-erase marker to draw numbers on the horizontal and vertical lines of the geoboard. Use the picture to help you. Your geoboard can now be used as a coordinate grid. 2. Without letting your partner see, make a polygon on the geoboard coordinate grid with a rubber band. 3. Tell your partner the coordinate points of the vertices of the polygon. For example, the coordinate points of the triangle in this picture are (2,4), (4,4), and (4,2). 4. Your partner plots the points on one of the grids on Math Masters,page 438 and uses a straightedge to draw the line segments you name. 5. Compare the polygon made on the geoboard with the polygon drawn on the paper. Are they the same? If not, work together to find out why. 6. Continue until both partners have each taken 4 turns. 0 1 2 3 4 5 6 123456 0 1 2 3 4 5 6 123456

Copyright © Wright Group/McGraw-Hill 356 Unit 11: Family Letter HOME LINK 10 11 Name Date Time Probability; Year-Long Projects, Revisited In this year’s final unit, children will have the opportunity to bring closure to the\ yearlong data-collection projects about lengths of days and temperature changes. \ They will look at patterns in data and draw conclusions. Unit 11 also contains informal spinner activities relating to chance and\ probability. Some of these activities call for children to compare the likelihood of \ several possible outcomes of an event: why one thing is more likely to happen than anothe\ r. For example, children will make predictions about where a paper clip on a spinner is \ more likely to land when the spinner is divided into unequal parts. Other activities ask children to estimate the chance that something will\ happen. For example, children design a spinner so that a paper clip is twice as like\ ly to land on one color as another. Please keep this Family Letter for reference as your child works through Unit 11. bluegreen yellow

Copyright © Wright Group/McGraw-Hill Unit 11: Family Letter cont. HOME LINK 10 11 equally likely outcomes Outcomes of a chance experiment or situation that have the same probability of happening. For example, any number 1–6 landing up are the equally likely outcomes of rolling a die. winter solstice The shortest day of the year, when the sun is farthest south of the Earth’s equator. The number of hours of daylight depends on your latitude. In the Northern Hemisphere, the winter solstice occurs on or about December 21. summer solstice The longest day of the year, when the sun is farthest north of the Earth’s equator. The number of hours of daylight depends on your latitude. In the Northern Hemisphere, the summer solstice occurs on or about June 21. Vocabulary Important terms in Unit 11: Do-Anytime Activities 1 ft 12 in. 5,21 80  mile 1 3yd 1 32 6 yd To work on the concepts taught in this unit and in previous units, try these interesting and rewarding activities: 1.When you are in the car or walking with your child, search for geometric figures. Identify them by name if possible and talk about their characteristics. For example, a stop sign is an octagon, which has 8 sides and 8 angles. Many skyscrapers are rectangular prisms; their faces are rectangles. 2.Draw name-collection boxes for various numbers and together with your child write five to ten equivalent names in each box. Include name-collection boxes for fractions and decimals. For example, a 1 2name-collection box might include 2 4,1 20 0, 0.5, 0.50, and 15 ,00 00 0 because these are also names for 1 2. Then create name-collection boxes that include equivalent measures. For example, a 1 ft name-collection box might contain 12 in., 1 3yd, 5,21 80 mile, 1 32 6yd, and so on. 357 3.Make predictions about the likelihood of pulling an item of one color out of a bag filled with the same items of different colors. Then check your predictions. For example, place 2 red blocks and 4 blue blocks in a bag. There are 4 out of 6 chances to pull a blue block.

Copyright © Wright Group/McGraw-Hill In Unit 11, your child will practice skills related to chance and probability by playing the following games. For detailed instructions, see the Student Reference Book. Block Drawing Game Without letting the other players see the blocks, a Director puts five blocks in a paper bag and tells the players how many blocks are in the bag. A player takes a block out of the bag. The Director records the color of the block for all players to see. The player replaces the block. At any time, a player may sayStop!and guess how many blocks of each color are in the bag. If a player guesses incorrectly, that player is out of the game. The first player to guess correctly wins the game. Spinning to Win Each player claims one section of the spinner. Players take turns spinning the spinner. If the spinner lands on a player’s number, the player takes that number of pennies. The player with the most pennies after 12 spins wins the game. Building Skills through Games Unit 11: Family Letter cont. HOME LINK 10 11 358 Win 5 Win 2 Win 10Win 1

Unit 11: Family Letter cont. HOME LINK 10 11 Home Link 11 2 Home Link 11 5 1. 2. 3. 4. 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 this unit’s Home Links. Copyright © Wright Group/McGraw-Hill 359 Numbers Add Subtract Multiply Divide 30 and 7 37 23 210 4R2 50 and 5 55 45 250 10 40 and 6 46 34 240 6 R4 150 and 3 153 147 450 50 3,000 and 50 3,050 2,950 150,000 60 12,000 and 6012,060 11,940 720,000 200