File Download Area
Information about "Unit 04 Decimals and Their Uses.pdf"
- Filesize: 763.56 KB
- Uploaded: 14/12/2018 20:36:40
- Status: Active
Free Educational Files Storage. Upload, share and manage your files for free. Upload your spreadsheets, documents, presentations, pdfs, archives and more. Keep them forever on this site, just simply drag and drop your files to begin uploading.
Download Urls
-
File Page Link
https://www.edufileshare.com/15c81d764ddaee78/Unit_04_Decimals_and_Their_Uses.pdf
-
HTML Code
<a href="https://www.edufileshare.com/15c81d764ddaee78/Unit_04_Decimals_and_Their_Uses.pdf" target="_blank" title="Download from edufileshare.com">Download Unit 04 Decimals and Their Uses.pdf from edufileshare.com</a>
-
Forum Code
[url]https://www.edufileshare.com/15c81d764ddaee78/Unit_04_Decimals_and_Their_Uses.pdf[/url]
[PDF] Unit 04 Decimals and Their Uses.pdf | Plain Text
LESSON 4 1 Name Date Time Place-Value Number Lines 106 Copyright © Wright Group/McGraw-Hill 1. 2. 3. 4.010 7 0 1, or 1.0 0.3 00.1, or 0.10 0.06 0 0.01, or 0.010 0.0021,000s 10s 1s Thousands100s Hundreds Tens Ones . LESSON 4 1 Name Date Time Place-Value Chart 107 Copyright © Wright Group/McGraw-Hill
STUDY LINK 4 1 Place-Value Puzzles Copyright © Wright Group/McGraw-Hill 108 30 31 Name Date Time Use the clues to write the digits in the boxes and find each number. 1. Write 5 in the tens place. Find 1 2of 24. Subtract 4. Write the result in the hundreds place. Add 7 to the digit in the tens place. Divide by 2. Write the result in the thousands place. In the ones place, write an even number greater than 2 that has not been used yet. 2. Divide 15 by 3. Write the result in the hundredths place. Multiply 2 by 10. Divide by 10. Write the result in the ones place. Write a digit in the tenths place that is 4 more than the digit in the hundredths place. Add 7 to the digit in the ones place. Write the result in the thousandths place. 3. Write the result of 6 º 9 divided by 18 in the ones place. Double 8. Divide by 4. Write the result in the thousandths place. Add 3 to the digit in the thousandths place. Write the result in the tens place. Write the same digit in the tenths and hundredths place so that the sum of all the digits is 14. . 100s 10s 1s 0.1s 0.01s 0.001s . 10s 1s 0.1s 0.01s 0.001s 1,000s 100s 10s 1s Practice Write true or false. 4. 6 º 5 15 15 5. 15 7 13 8 6. 72 / 99
LESSON 4 1 Name Date Time Money and Decimals 109 Copyright © Wright Group/McGraw-Hill Use only $1 bills , dimes , and pennies . 1. Use as few bills and coins as possible to show each amount below. Record your work. 2. Describe any patterns you see in the table. 3. You can use $1 bills, dimes, and pennies to make any amount of money. Why do you think we have nickels, quarters, and half-dollars? Amount $1 bills Dimes Pennies $1.2612 6 $1.11 $2.35 $3.40 $2.06 $0.96 $0.70 $0.03
STUDY LINK 4 2 Decimals All Around Copyright © Wright Group/McGraw-Hill 110 26 Name Date Time Find examples of decimals in newspapers, in magazines, in books, or on food packages. Ask people in your family for examples. Write your numbers below or, if an adult says you may, cut them out and tape them on this page. Be sure to write what the numbers mean. For example, “The body temperature of a hibernating dormouse may go down to 35.6°F.” Practice Write true or false. 1. 286 286 462 2. 907 709 200 3. 641 359 359 641 4. 2,345 198 2,969 822
LESSON 4 2 Name Date Time The ONE 111 Copyright © Wright Group/McGraw-Hill Use base-10 blocks to help you solve the following problems. 1. If is ONE, then what is ? What is ? 2. If is ONE, then what is ? What is ? 3. If is ONE, then what is ? What is ? 4. If is 11 00, then what is the ONE? 5. If is 11 0, then what is the ONE? 6. If is 11 0, then what is the ONE? What is 11 00? 7. Explain how you solved Problem 6.
STUDY LINK 4 3 Ordering Decimals Copyright © Wright Group/McGraw-Hill 112 33 Name Date Time Mark the approximate locations of the decimals and fractions on the number lines below. Rename fractions as decimals as necessary. 1. A0.33B1.6C0.7D1.01 E1.99F1.33G0.1H0.8 2. I0.67J0.05K 17 05 0 L0.49M0.99 N1.15O 12 05 0 P0.101Q0.55R0.88 Use decimals. Write 3 numbers that are between the following: 3. $5 and $6 $ $ $ 4. 4 centimeters and 5 centimeters cm cm cm 5. 21 seconds and 22 seconds sec sec sec 6. 8 dimes and 9 dimes $ $ $ 7. 2.15 meters and 2.17 meters m m m 8. 0.8 meter and 0.9 meter m m m 0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.21.1 1.0 0.0 0.25 0.5 0.75 1 1.25 1.5 1.752 A 9. x17 23x 10. 5 º n35n 11. 32 / b4b Practice
STUDY LINK 4 4 Railroad Tunnel Lengths 113 Name Date Time Copyright © Wright Group/McGraw-Hill The table below shows the five longest railroad tunnels in the world. Use estimation to answer the following questions. 1. Which two tunnels have a combined length of about 60 miles? and 2. Which of the following is closest to the combined length of all five tunnels? Choose the best answer. Less than 90 miles Between 90 and 130 miles Between 130 and 160 miles More than 160 miles 3. Explain how you solved Problem 2. 4. About how many miles longer is the Channel Tunnel than the Moscow Metro Tunnel? About miles 5. The Cascade Tunnel in Washington State is the longest railroad tunnel in the United States. It is about 1 4the length of the Seikan. About how long is the Cascade Tunnel? About miles Tunnel Location Year Completed Length in Miles Seikan Japan 1988 33.46 Channel France/England 1994 31.35 Moscow Metro Russia 1979 19.07 London Underground United Kingdom 1939 17.30 Dai-Shimizu Japan 1982 13.98 6. 190 b200b 7. g500 225g Practice Try This
LESSON 4 4 Name Date Time Items to Purchase 114 Copyright © Wright Group/McGraw-Hill light bulbs 4-pack $1.09VCR tape $3.25tissues $0.73 transparent tape $0.84batteries 4-pack $3.59toothpaste $1.39 ballpoint pen $0.39tennis balls can of 3 $2.59paperback book $2.99
LESSON 4 4 Name Date Time Estimate Purchase Cost 115 Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill Cost of Item Cost of Item Cost of Item Number Model 1 2 3 I Used to Estimate $1.09 $1.39 $0.84 $1.00$1.40$1.00$3.40 Cost of Item Cost of Item Cost of Item Number Model 1 2 3 I Used to Estimate $1.09 $1.39 $0.84 $1.00$1.40$1.00$3.40 34 –37 LESSON 4 4 Name Date Time Estimate Purchase Cost 34 –37
LESSON 4 4 Name Date Time Will I Run Out of Gas? 116 Copyright © Wright Group/McGraw-Hill 181 You are driving with your family from Denver, Colorado, to Des Moines, Iowa. You know the following: Your car’s gasoline tank holds about 12.1 gallons. Your car uses about 1 gallon of gasoline for every 30 miles on the highway. You start your trip with a full tank. Here is a map of the route you follow. 1. About how many gallons of gasoline would your car use traveling from Denver to Sterling? About gallons 2. When you get to Ogallala, you would expect your gas tank to be a. almost empty. b. about 1 4full. c. about 1 2full. d. about 3 4full. 3. Is it OK to wait until you get to Kearney to buy more gas? Explain. 4. You stop at North Platte to buy more gasoline. If you buy 7.6 gallons, about how many gallons are there in your tank now? About gallons 5. Could you get to Des Moines from North Platte without running out of gas if you filled your gasoline tank just one more time? If so, where would you stop? Numbers indicate miles between cities. DenverSterlingOgallalaNorth Platte KearneyLincolnOmahaAvocaAdairDes Moines Iowa Missouri Missouri River Nebraska Kansas Colorado 1308050 10011050504060
LESSON 4 4 Name Date Time Decimal Magic Square 117 Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill 34 –37 Insert decimal points so that the sum of the numbers in each row, column, and diagonal is equal to 6.5. 30 16 90 22 150 20 80 21 14 20 70 25 130 10 190 24 12 50 18 60 11 4 0 17 10 0 2 3 30 16 90 22150 20 80 21 14 20 70 25 130 10 190 24 12 50 18 60 11 4 0 17 1 0 0 2 3 34 –37 Insert decimal points so that the sum of the numbers in each row, column, and diagonal is equal to 6.5. LESSON 4 4 Name Date Time Decimal Magic Square
LESSON 4 5 Name Date Time Math Message Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-HillCopyright © Wright Group/McGraw-Hill What’s wrong with this problem? What is the correct answer? LESSON 4 5 Name Date Time Math Message What’s wrong with this problem? What is the correct answer?0.76 0.2 0.78 0.76 0.2 0.78 118 LESSON 4 5 Math Message Name Date Time What’s wrong with this problem? What is the correct answer? 0.76 0.2 0.78 Name Date Time 0.76 0.2 0.78 LESSON 4 5 Math Message What’s wrong with this problem? What is the correct answer?
STUDY LINK 4 5Addition and Subtraction of Decimals 119 34 –37 Name Date Time Copyright © Wright Group/McGraw-Hill Add or subtract. Show your work. 1. 96.45 23.96 2. 1.06 0.4 3. 9.87 4.69 4. 0.4 0.37 Write ,, or to make each statement true. 5. 2.78 9.1 3.36 8.49 6. 0.08 0.97 1.04 0.03 7. 13.62 4.9 9.4 1.33 8. 9.4 5.6 8.3 4.7 9. Name two 3-digit numbers whose sum is 6.54.6.54 10. Name two 3-digit numbers whose difference is 1.52.1.52 11. 13 7 ss 12. 8 º g24g 13. 36 / p6p 14. m/ 9 8m Practice
LESSON 4 5 Name Date Time A Hiking Trail 120 Copyright © Wright Group/McGraw-Hill 542 532 72 70 Carpenter Spring Map of Batona Trail Lebanon Headquarters & Fire Tower N CHATSWORTH FOREST BATSTO Batsto Historical AreaSTATEApple Pie Hill Fire Tower Scale of Kilometers 01234 Quakerbridge Area of this map Source: Batona Hikin g Club of Philadel phia New Jersey Washington Road BATONA TRAIL Deep Hollow Pond Pakim Pond Batsto Lake Batsto River 563 Carranza Memorial Hay Road WHARTON The Batona Trail is a hiking trail in southern New Jersey. The Batona Hiking Club measured the trail very carefully and found that it is about 47.60 kilometers long. The trail crosses several roads, so it can be reached by car at a number of places. Carpenter Spring is at the north end of the trail. Washington Road, near Batsto, is at the trail’s south end. Go to Math Masters,page 121.
LESSON 4 5 Name Date Time A Hiking Trail continued 121 Copyright © Wright Group/McGraw-Hill 34 –37 The following table shows distances from several points of interest from the north to the south end of the trail. Fill in the missing distances. How can you check your answers? Batona Trail Point of Interest Distance from Distance from Carpenter Spring (km) Washington Road (km) Carpenter Spring 0 47.60 Deep Hollow Pond 1.91 45.69 Route 70 3.37 Lebanon Headquarters 4.66 Pakim Pond 9.91 Route 72 12.10 Route 563 33.56 Route 532 19.53 Apple Pie Hill Fire Tower 21.31 Carranza Memorial 19.80 Hay Road 33.05 Quakerbridge 37.92 9.68 Washington Road 47.60 0
LESSON 4 6 Name Date Time Keeping a Bank Balance 122 Copyright © Wright Group/McGraw-Hill Date Transaction Current Balance January 2 Deposit $100.00 $100.00 January 14 Deposit $14.23 $14.23 $114.23 February 4 Withdrawal $16.50 $ $ February 11 Deposit $33.75 $ $ February 14 Withdrawal $16.50 $ $ March 19 Deposit $62.00 $ $ March 30 Withdrawal $104.26 $ $ March 31 Interest $0.78 $ $ April 1 Deposit $70.60 $ $ April 3 Withdrawal $45.52 $ $ April 28 Withdrawal $27.91 $ $
STUDY LINK 4 6 Rising Grocery Prices 123 34 –37 Name Date Time Copyright © Wright Group/McGraw-Hill Grocery Item Price in 2000 Estimated Price in 2025 dozen eggs $1.02 $1.78 loaf of white bread $0.88 $3.31 pound of butter $2.72 $7.36 gallon of milk $2.70 $5.65 The table below shows some USDA grocery prices for the year 2000 and estimates of grocery prices for the year 2025. 1. How much more is each item predicted to cost in 2025? a. eggs b. bread c. butter d. milk 2. The year is 2000. You buy bread and butter. You hand the cashier a $20 bill. How much change should you receive? 3. The year is 2025. You buy eggs and milk. You hand the cashier a $10 bill. How much change should you receive? 4. The year is 2000. You buy all 4 items. What is the total cost? 5. The year is 2025. You buy all 4 items. What is the total cost? 6. If the predictions are correct, how much more will you pay in 2025 for the 4 items than you paid in 2000? 7. Which item is expected to have the greatest price increase? Explain your answer. Practice 8. List the first ten multiples of 3. , , , , , , , , , 9. List the first ten multiples of 7. , , , , , , , , ,
LESSON 4 6 Name Date Time “Goodie Bags” 124 Copyright © Wright Group/McGraw-Hill The table at the right shows different items that the party store sells to make goodie bags. Use the information in the table to answer the questions below. Show or write what you did to solve each problem. 1. Kareem put a pack of stickers, a rubber ball, and a pack of gum in each of his goodie bags. What is the cost of each bag? 2. Ella created a bag that cost the same amount as Kareem’s bag but was not filled with the same things. What did Ella put in her bag? 3. Create your own goodie bag. You must place 5 different items in your bag and the total cost must be between $3.25 and $3.50. Tell what is in your bag and how much you spent. Item Price erasers $0.16 each clay 2 cans for $1.22 key chains $0.59 each rubber balls 3 for $0.51 markers 4 packs for $5.60 stickers $1.39 per pack whistles $0.18 each marbles $1.41 per bag gum 3 packs for $1.86
LESSON 4 7 Name Date Time Modeling Decimals 125 Copyright © Wright Group/McGraw-Hill Base-10 Blocks Fraction Decimal Total Cubes Big Cubes Flats Longs Cubes 235 0 2 3 5 0.235 832 408 790 64 8 200 20 2 1,843 27,051 2351, 000
STUDY LINK 4 7 Tenths, Hundredths, Thousandths Copyright © Wright Group/McGraw-Hill 126 Name Date Time Complete the table. The big cube is the ONE. Base-10 Blocks Fraction Notation Decimal Notation 1. 2. 3. 4. Write each number in decimal notation. 5. 13 ,04 06 0 6. 1,9 02 00 7. 1,03 00 8. 217 0 Write each of the following in decimal notation. 9. 536 thousandths 10. 23 hundredths 11. 7 and 8 thousandths 12. 4 tenths Write or. 13. 0.407 0.074 14. 0.65 0.437 15. 0.672 0.7 16. 2.38 2.4 17. 6.05 1.24 18. 47.90 0.76 19. 8.71 2.78 20. 46.8 3.77 Practice 27 28
LESSON 4 7 Name Date Time Batting Averages 127 Copyright © Wright Group/McGraw-Hill The women listed in this table were members of the 2004 U.S. Olympic Softball Team. These are their batting statistics after the 2004 Olympics in Athens, Greece. Player At Bats (AB) Hits (H) Batting Average (AH B) Berg, Laura 19 7 0.368 Bustos, Crystl 26 9 0.346 Fernandez, Lisa 22 12 0.545 Freed, Amanda 6 1 0.167 Jung, Lovieanne 20 6 0.300 Mendoza, Jessica 20 5 0.250 Nuveman, Stacey 16 5 0.313 O’Brien Amico, Leah 25 5 0.200 Topping, Jenny 6 4 0.667 Watley, Natasha 30 12 0.400 1. Which players have a better batting average than Crystl Bustos? 2. If the coaches need a strong hitter to bat first, which player should they choose? Why? 3. Some players were up at bat more times than others. If a player is up at bat more times, does this mean she will have a higher batting average? Explain. 4. a. Based on her batting average, if Mendoza went to bat 1,000 times, about how many hits should she get? hits b. 100 times? hits c. 10 times? hits 32 Source:U.S. Softball Official Web site
STUDY LINK 4 8 Measuring in Centimeters Copyright © Wright Group/McGraw-Hill 128 Name Date Time Measure each line segment to the nearest centimeter. Record the measurement in centimeters and meters. Example: a. About centimeters b. About meter 1. a. About centimeters b. About meter 2. a. About centimeters b. About meter 3. a. About centimeters b. About meter 4. a. About centimeters b. About meter 5. a. About centimeters b. About meter 6. a. About centimeters b. About meter 0. 0 5 5 7. 10.06 10.04 8. 38.93 92.4 9. 16.85 14.23 10. 20.9 8.57 Practice 128 129 0123456789101112131415 Centimeters
LESSON 4 8 Name Date Time Metric Units of Linear Measure 129 Copyright © Wright Group/McGraw-Hill Use a meterstick and base-10 cubes and longs to answer the following questions. 1. What is the length of a base-10 cube? cm 2. What is the length of a base-10 long? cm 3. a. If you placed base-10 cubes side by side along a meterstick, how many cubes would you need to equal the length of 1 meter? cubes b. How many centimeters are in 1 meter? cm 4. a. If you placed base-10 longs side by side along a meterstick, how many longs would you need to equal the length of 1 meter? longs b. A length of 10 centimeters is called a decimeter.How many decimeters are in 1 meter? decimeters METER STICK METER STICK ? ? 128
LESSON 4 8 Name Date Time Metric Prefixes 130 Copyright © Wright Group/McGraw-Hill 1. Research metric units of length and record your results in the table below. Unit Prefix Number of Meters te ra me te r te ra- 1, 000,000,000,000 me ter 1 millimeter milli- 1,01 00 2. Describe any patterns you see in the table.
STUDY LINK 4 9 Metric Measurements 131 129 130 Name Date Time Copyright © Wright Group/McGraw-Hill 1. Use your personal references to estimate the lengths of 4 objects in metric units. Then measure each object. Record your estimates and measurements. Complete. 2. 18 cm mm 3. cm 40 mm 4. 3 m mm 5. 4 m cm 6. m 700 cm 7. 4.6 m cm 8. 7.94 m cm 9. m 450 cm 10. m 23 cm 11. 0.6 m cm Measure each line segment to the nearest 1 2cm. 12. About centimeters 13. About centimeters Object Estimated Length Actual Length Insert or . 14. 0.68 0.32 15. 9.13 9.03 16. 0.65 0.6 Practice
LESSON 4 9 Name Date Time Matching Metric Units 132 Copyright © Wright Group/McGraw-Hill 1. Write the abbreviation for the correct unit after each measurement below. a. A crayon is about 85 long. b. A thumb is about 2 across. c. An arm span is about 110 . d. A journal is about 280 long. e. The height of your f. A door opening is about 1 wide. table or desk is about 7 . 2. Describe any patterns you see in the measurements and units above. 3. Make up 2 examples of your own. Measure the objects in a unit of your choice. EverydayMathematics CRAYON Metric Units of Linear Measure millimeter (mm) decimeter (dm) centimeter (cm) meter (m) 130
STUDY LINK 4 10 Decimals and Metric Units 133 129 Name Date Time Copyright © Wright Group/McGraw-Hill Use your tape measure or ruler to help you fill in the answers below. 1. a. 4.2 cm mm b. 64 mm cm c. 2.6 m cm 2. a. 6.5 cm mm b. 26 mm cm c. 6.1 m cm 3. a. 5 cm mm b. 30 mm cm c. 3 m cm 4. a. 80 cm mm b. 110 mm cm c. m 500 cm 5. a. 43 cm mm b. 98 mm cm c. m 34 cm 6. a. 0.6 cm mm b. 4 mm cm c. 5.2 m mm 260 6. 4 42 Symbols for Metric Units of Length meter (m) centimeter (cm) decimeter (dm) millimeter (mm) 0 1 dm 1 decimeter 1 m 10 dm 1 dm 0.1 m 012345678910 cm 10 centimeters 1 m 100 cm 1 cm 0.01 m 1 dm 10 cm 1 cm 0.1 dm 0 10203040 5060 7080 90 100 mm 100 millimeters 1 m 1,000 mm 1 mm 0.001 m 1 dm 100 mm 1 mm 0.01 dm 1 cm 10 mm 1 mm 0.1 cm Practice 7. 21, 49, and 56 are multiples of . 8. 45, 63, and 18 are multiples of .
LESSON 4 10 Name Date Time Centimeters and Millimeters 134 Copyright © Wright Group/McGraw-Hill 128 Cut out the ruler below. Use it to measure the pencils to the nearest centimeter. 1. a. Pencil A is about cm long. b. Pencil B is about cm long. 2. One pencil is longer than the other. Which pencil is longer? Circle your answer. Pencil A Pencil B 3. How did you figure out which pencil is longer? 4. Marco wants to know the difference in length between the two pencils. Can you tell him? Why or why not? 0123456789101112131415 Centimeters
135 Copyright © Wright Group/McGraw-Hill Big Numbers, Estimation, and Computation In this unit, your child will begin to multiply 1- and 2-digit numbers using what we call thepartial-products method.In preparation for this, students will learn to play the gameMultiplication Wrestling.Ask your child to explain the rules to you and play an occasional game together. While students are expected to learn the partial-products method, they will also investigate the lattice multiplication method,which students have often enjoyed in the past. If your child is having trouble with multiplication facts, give short (five-minute) reviews at home, concentrating on the facts he or she finds difficult. Another important focus in this unit is on reading and writing big numbers. Students will use big numbers to solve problems and make reasonable estimates. Help your child locate big numbers in newspapers and other sources, and ask your child to read them to you. Or, you can read the numbers and have your child write them. Sometimes it is helpful to write big numbers in an abbreviated form so that they are easier to work with. One way is to use exponents,which tell how many times a number, called the base, is used as a factor. For example, 100,000 is equal to 10 º10º 10º10º10. So 100,000 can be written as 10 5. The small raised 5 is called an expo- nent, and 10 5is read as “10 to the fifth power.” This will be most students’ first experi- ence with exponents, which will be studied in depth during fifth and sixth grades. The class is well into the World Tour. Students are beginning to see how numerical information about a country helps them get a better understanding of the country— its size, climate, location, and population distribution—and how these characteristics affect the way people live. The next stop on the World Tour will be Budapest, Hungary, the starting point for an exploration of European countries. Encourage your child to bring to school materials about Europe, such as articles in the travel section of your newspaper, magazine articles, and travel brochures. Copyright © SRA/McGraw-Hill STUDY LINK 4 11 Unit 5: Family Letter Name Date Time Please keep this Family Letter for reference as your child works through Unit 5.
Copyright © Wright Group/McGraw-Hill 1362 3 exponent base Step 1:Write the factors on the outside of the lattice. 4 73 6 Vocabulary Important terms in Unit 5: billion 1,000,000,000, or 10 9; 1,000 million. estimate A close, rather than exact, answer; an approximate answer to a computation; a number close to another number. exponent Seeexponential notation. exponential notation A way to show repeated multiplication by the same factor. For example, 2 3is exponential notation for 2º2º2. The small, raised 3 is the exponent. It tells how many times the number 2, called the base, is used as a factor. extended multiplication fact A multiplication fact involving multiples of 10, 100, and so on. In an extended multiplication fact, each factor has only one digit that is not 0. For example, 400 º6 2,400 and 20 º30600 are extended multiplication facts. lattice multiplication A very old way to multiply multidigit numbers. The steps below show how to find the product 46 º73 using lattice multiplication. magnitude estimate A rough estimate of whether a number is in the 1s, 10s, 100s, 1,000s, and so on. million 1,000,000, or 10 6; 1,000 thousand. partial-products multiplication A way to multiply in which the value of each digit in one factor is multiplied by the value of each digit in the other factor. The final product is the sum of the partial products. The example shows how to use the method to find 73 46. power of 10 A whole number that can be written as a product using only 10s as factors. For example, 100 is equal to 10 º10, or 10 2. 100 is 10 to the second power or the second power of 10 or 10 squared. round a number To approximate a number to make it easier to work with or to make it better reflect the precision of data. Often, numbers are rounded to a nearest power of 10. For example, 12,964 rounded to the nearest thousand is 13,000. Step 3:Add the numbers inside the lattice along each diagonal. 46º733,358 (1) 4 73 2 1 8 1 2 4 21 86 ➝ ➝3 8 5 3 ➝➝ ➝ Step 2:Multiply each digit in one factor by each digit in the other factor. 4 73 2 8 (4 º7) (6 º7) (6 º3) (4 º3) 1 2 4 21 8 6 ➝ ➝ ➝ ➝ Unit 5: Family Letter cont. STUDY LINK 411 Partial–Products Multiplication Multiply each part of one factor by each part of the other factor. Then add the partial products. 73 º46 40º70→2,800 40º3→120 6º70→420 6º3→18 3,358
137 Copyright © Wright Group/McGraw-Hill Do-Anytime Activities To work with your child on concepts taught in this unit, try these interesting and rewarding activities: 1.To help your child practice handling big numbers, have him or her look up the distances from Earth to some of the planets in the solar system, such as the distance from Earth to Mars, to Jupiter, to Saturn, and so on. 2.Have your child look up the box-office gross of one or more favorite movies. 3.Help your child look up the populations and land areas of the state and city in which you live and compare them with the populations and areas of other states and cities. 4.Have your child locate big numbers in newspapers and other sources and ask him or her to read them to you. Or, you can read the numbers and have your child write them. In Unit 5, your child will practice multiplication skills and build his or her understanding of multidigit numbers by playing the following games. For detailed instructions, see the Student Reference Book. Beat the CalculatorSeeStudent Reference Bookpage 233. This game develops automaticity with extended multiplication facts. High-Number TossSeeStudent Reference Bookpage 252. This game reinforces understanding of place value. Multiplication WrestlingSeeStudent Reference Bookpage 253. This game reinforces understanding of the partial-products method for multiplication. Number Top-ItSeeStudent Reference Bookpage 255. This game strengthens understanding of place value. Product Pile UpSeeStudent Reference Bookpage 259. This game develops automaticity with multiplication facts. Building Skills through Games Unit 5: Family Letter cont. STUDY LINK 411
Copyright © Wright Group/McGraw-Hill 138 As You Help Your Child with Homework As your child brings assignments home, you may want to go over the instructions together, clarifying them as necessary. The answers listed below will guide you through some of the Study Links in this unit. Study Link 5 1 9.1.4810.1.1311.8.17 Study Link 5 2 1.42; 420; 420; 4,200; 4,200; 42,000 2.27; 270; 270; 2,700; 2,700; 27,000 3.32; 320; 320; 3,200; 3,200; 32,000 4.3; 5; 50; 3; 3; 500 5.6; 6; 60; 9; 900; 9,000 6.5; 500; 50; 8; 80; 800 7.158.9.59.4.26 Study Link 5 3 Sample answers: 1.850 750 1,600; 1,601 2.4001,0005001,900; 1,824 3.400 750 1,150 4.600 650 350 1,600; 1,595 5.300 300 500 1,100 6.800 700 1,500; 1,547 7.700 200 400 1,300 8.100 700 800 1,600; 1,627 9.750 400 200 1,350 10.600 800 1,400 11.4,80012.2,10013.45,000 Study Link 5 4 Sample answers: 1.20º4008,000; 1,000s 2.10º20200; 100s 3.5º4002,000; 1,000s 4.2º20º10,000 400,000; 100,000s 5.Either 3 or 4 digits; 10 º10100 and 90º908,100 Study Link 5 5 1.3922.2,2003.11,916 4. a.7º2001,400;1,000sb. 1,267 hours 5.less6.7,8847.11,436 8.1,2589.4,689 Study Link 5 6 1.4,0742.1,6803.2,1004.486 5.3,2666.17,0007.7,4718.37,632 9.5,72210.10,75111.91612.2,769 Study Link 5 7 7.6,552 9.39.5710.74.2211.33.7712.71.15 Study Link 5 8 92,106,954,873 12.92 billion, 106 million, 954 thousand, 873 13.37014.3,16815.1,65616.2,632 Study Link 5 9 7.4418.2,9709.5,141 Study Link 5 10 2.Phoenix Mercury and San Antonio Stars; Sacramento Monarchs and Seattle Storm 4.4,1525.7986.3,212 Study Link 5 11 1.China2.France4.Italy and the United States 8 78 5 1 6 61 4 2 83 2 4 6 2 5 584 º 78 5,600 280 640 32 6,552 Unit 5: Family Letter cont. STUDY LINK 411