[PDF] Unit 02 Addition and Subtraction Facts.pdf | Plain Text

25 Name Date Time Before beginning this Home Link, review the vocabulary from the Unit 2 Family Letter with your child: number story, label, unit box,andnumber model.Encourage your child to make up and solve number stories and to write number models for the stories. Stress that the answer to the question makes more sense if it has a label. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 21 Addition Number Stories 1. Tell someone at home what you know about number stories, labels, unit boxes, and number models. Write an addition number story for the picture. Write the answer and a number model. Story: Answer the question: (unit) Number Model:  2. 6 2  3. 11 7  4. 4 5. 10  3 6 Unit lions Practice 108

26 Name Date Time In class today, we continued working with addition stories. We reviewed shortcuts when adding 0 or 1 to a number. We also stressed the importance of memorizing the sum of two 1-digit numbers. Then we reinforced addition facts by playing a game called Beat the Calculator. Please return this Home Link to school tomorrow. Family Note Solve these addition fact problems. Copyright © Wright Group/McGraw-Hill HOME LINK 22 Addition Facts 2  40  05  41  42  53  21  93  64  41  1 2  03  55  11  49  20  72 32 27 23 42  8 6  21  65  50  64  30  51  84  65  34  03  1 0  86  68  29  03  37  12  61  35  26  10  4 2  12  96  26  40  14  26  30  25  11  22  7 4  57  06  29  31  50  91  71 57  30  66  5 9  18  06  28  31 06 03 30  33  83  7

27 Name Date Time Today we worked with an Addition/Subtraction Facts Table and dominoes to practice with a special kind of addition problem called doubles facts. 3 36, 4 48, and 5510 are examples of doubles facts. We also worked with almost-doubles facts, such as 3 47, 5 49, and 7 815. Review doubles facts and almost-doubles facts with your child. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 23 Doubles Facts 1. Write the sum for each doubles fact. a. 2 2  b. 5 5 c. 0 0 d. e. f. g. h. 9 9  i. 1 1 j. 4 4 2. Ask someone to give you doubles facts. You say the sums. Do this for about 10 minutes or until you know all the doubles facts. 3. Write each sum. Use doubles facts to help you. a. 5 4  b. 4 5  c. 9 8 d. e. f. g. 6  5 7  8 2  3 6  7 6  6 8  8 3  3 7  7

28 Name Date Time It is important for children to have instant recall of addition facts. They use shortcuts to help them learn the facts. For example, turn-around factsare facts that have the same sum, but the numbers being added are reversed or turned around. Doubles factsare facts in which the same number is added. When solving 9 facts,children are encouraged to think of the easier10 combinations and then subtract 1 from the sum. Please return this Home Link to school tomorrow. Family Note 1. Write the sums. Tell someone at home what you know about turn-around facts. a. 6 1  b. 3 8 c. 5 2  d. 1 6  e. 8 3 f. 2 5  2. Fill in the missing numbers. Tell someone at home what you know about doubles facts. a. 8 16 b. 5 10 c. 12 6 d. 6 3 e. 7 14 f. 9 18 3. Write the sums. Tell someone what you know about 9 facts. a. 10 1  b. 5 10 c. 6 10  d. 1 9  e. 9 5 f. 6 9  g. 10 7  h. 4 10 i. 8 10  j. 7 9  k. 9 4 l. 8 9  Copyright © Wright Group/McGraw-Hill HOME LINK 24 Turn-Around, Doubles, and 9

29 Name Date Time For homework, your child will review addition facts like the ones we have been working on in class. To help identify the path from the child to the ice-cream cone, have your child circle the sums of 9, 10, and 11. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 25 Addition Facts Maze Help the child find the ice-cream cone. Answer all the problems. Then draw the child’s path by connecting facts with sums of 9, 10, or 11. You can move up, down, left, or right as you move between boxes. 2  62  51  60  85  73  97  04  41  54  3 2  76  51  73  56  31  88 25 32 43 38  7 4  45  49  30  94  67  15  58  05  96  76  1 6  23  87  49  25  34  42  94  84  91  15  2 3  46  68  47  57  06  27  33  64  76  85  6 8  53  64  75  21  63  56  75 78  37  79  4 6  18  42  67  74 21 40 73  94  56  4

You can program the calculator to solve doubles problems. 1. First clear your calculator. 2. Enter , , , . (The calculator will display a 4). Do NOT clear your calculator again while you work on this page. 3. Guess what the sum is for double 6 (6 + 6). 4. Now enter and press . What does the calculator display? 5. Guess what the sum is for double 9 (9 + 9). 6. Now enter and press . What does the calculator display? 7. Make up your own doubles problems for the calculator to solve. Record your number sentence and the sum the calculator displays. Example: 6 6 12 8. Why do you think you entered on the calculator to program it to solve doubles problems? LESSON 25 Name Date Time Calculator Doubles Copyright © Wright Group/McGraw-Hill 30 Try This

31 Name Date Time Today we learned that addition problems and subtraction problems are related. For example, 538 can be rewritten to show two related subtraction facts: 8 53 and 8 35. Each domino shown below can be used to write 2 addition facts and 2 related subtraction facts. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 26 Domino Facts       Write 2 addition facts and 2 subtraction facts for each domino. 1. 2. 3. 4. Write the sums. Tell someone at home what you know about doubles-plus-1 and doubles-plus-2 facts. 5. 6 7  6. 8 6 7. 5 7  8. 7 9  10 7 10 3 7 3  7 7  3 10 Unit 25

Fill in the missing dots and missing numbers for each problem below. Hint: You can look at dominoes to help you figure out what the dots look like. 1. 2. 3. 43 56 75 4. 5. 6. 469 Make up one of your own. 7. 15 12 10 Explain when you think subtraction facts might help you solve the problems above. LESSON 26 Name Date Time Domino Facts Copyright © Wright Group/McGraw-Hill 32 Try This

For each problem below: 1. Roll two dice. 2. Record the numbers you rolled. 3. Write two subtraction number models for the numbers you rolled. 4. Use a number line to solve your problems. (Hint: Sometimes your answers will be negative numbers.) Example: I rolled 4 and 5. 5 – 4 = 1 and 4 – 5 = 1. 1. I rolled and . = = 2. I rolled and . = = 3. I rolled and . = = LESSON 26 Name Date Time Dice Subtraction 33 Copyright © Wright Group/McGraw-Hill Try This Each time you roll the dice, how could you use one of your subtraction problems to help you solve the other?

Family Note 34 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 27 Fact Triangles Fact Trianglesare tools used to help build mental arithmetic skills. You might think of them as the Everyday Mathematicsversion of flash cards. Fact Triangles are more effective for helping children memorize facts, however, because of their emphasis on fact families. A fact familyis a collection of related addition and subtraction facts that use the same 3 numbers. The fact family for the numbers 2, 4, and 6 consists of 2 4 6, 4 2 6, 6 4 2, and 6 2 4. To use Fact Triangles to practice addition with your child, cover the number next to the large dot with your thumb. Your child tells you the addition fact: 4 5 9 or 5 4 9. To use Fact Triangles to practice subtraction, cover one of the numbers in the lower corners with your thumb. Your child tells you the subtraction facts: 9 5 4 and 9 4 5. If your child misses a fact, flash the other two fact problems on the card and then return to the fact that was missed. Example:Sue can’t answer 9 5. Flash 4 5, then 9 4, and finally 9 5 a second time. Make this activity brief and fun. Spend about 10 minutes each night over the next few weeks or until your child masters all of the facts. The work that you do at home will help your child develop an instant recall of facts and will complement the work that we are doing at school.  , 4 5 9 • 5  , 49 26 27  , 4 9 5

35 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 27 Fact Triangles continued Cut out the Fact Triangles. Show someone at home how you use them to practice adding and subtracting. •  , 411 7 •  , 311 8 •  , 510 5•  , 69 3 •  , 710 3•  , 57 2 •  , 68 2 •  , 610 4 •  , 59 4•  , 79 2•  , 810 2•  , 38 5 •  , 37 4 •  , 26 4•  , 35 2•  , 48 4 •  , 36 3 •  , 24 2

36 Name Date Time Calculator A: 1. Clear your calculator. 2. From now on, DO NOT CLEAR THE CALCULATOR. 3. On the calculator, enter a number between 1 and 20. 4. Choose a mystery number between 1 and 10 and subtract it on the calculator. Then enter . 5. Pass the calculator to your partner. 6. Your partner chooses a number between 1 and 20 and writes it on the table below. 7. Your partner then enters this number in the calculator and presses . 8. Your partner records the calculator display. 9. Repeat until your partner can figure out what mystery number is being subtracted each time. Partner’s Number Calculator Display Calculator B: , Mystery number between 1 and 10, , , Number between 1 and 20, , Partner’s guess , Partner’s guess . . . , Copyright © Wright Group/McGraw-Hill LESSON 27 Subtraction Mystery Numbers

Work with a partner. Materials  1 six-sided die  1 sheet of plain paper  36 counters (for example, pennies, centimeter cubes, or dried beans)  6 quarter-sheets of paper Directions Pretend that the quarter-sheets of paper are birds’ nests. Pretend that the pennies, cubes, or beans are eggs. 1. Roll the die twice.  The first roll tells how many nests to use.  The second roll tells how many eggs to put in each nest. 2. Work together to set up the nests and eggs for the numbers you rolled. How many eggs are there in all of the nests? 3. Use your sheet of plain paper and draw a picture.  Show all the nests.  Show all the eggs in each nest. 4. Start again. Repeat Steps 1–3. LESSON 28 Name Date Time Egg Nests 37 Copyright © Wright Group/McGraw-Hill

38 Name Date Time Today we worked with a pan balance to compare the weights of objects. We used a spring scale to weigh objects up to 1 pound. We introduced the word ounceas a unit of weight for light objects. Please return thesecond pageof this Home Link to school tomorrow. Family Note 1. Tell someone at home about how you used the pan balance to compare the weights of two objects. 2. Tell someone at home how you used the spring scale to weigh objects. Copyright © Wright Group/McGraw-Hill HOME LINK 28 Weighing Things

Sock 39 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 28 Weighing Things continued 3. Look at the pairs of objects below. In each pair, circle the object that you think is heavier. a. b. c. 4. Look at the objects below. Circle the objects that you think weigh less than 1 pound. ShoeFeather Marble TelevisionPencil Pattern-Block TemplateScissors Egg Chair Glasses BrickTape Measure

40 Name Date Time Beginning in First Grade Everyday Mathematics,children use name-collection boxesto help them collect equivalent names for the same number. These boxes help children appreciate the idea that numbers can be expressed in many different ways. A name-collection box is an open box with a tag attached. The tag identifies the number whose names are collected in the box. In second grade, typical names include sums, differences, tally marks, and arrays. At higher grades, names may include products, quotients, and the results of several mathematical operations. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 29 Name-Collection Boxes 10 10 ////\ ////\ ten 12 2 6 4 Tag for box Name-collection boxItems in the name-collection box above represent the number 10. Some names contain numbers, and some do not. 9 x x x x x x x x x 1 less than 10 6 6 12 0 twelve 15 1 2 18 6 12 0x x x x x x x x x x x x 1 less than 13 ////\ ////\ // Sometimes children must fill in the tag for the numbers shown in the box. The tag here should read 12. Encourage your child to name a number in different ways—for example, use tally marks, write addition and subtraction problems, or draw pictures of objects. Please return thesecond page of this Home Link to school tomorrow. Sometimes children must circle names that do not belong in the box. 19 10 15 7 3 3 3 8 0 5 4 1 ////\ /// 16

41 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 29 Name-Collection Boxes continued 1. Give the Family Note to someone at home. Show that person the name-collection box below. Explain what a name-collection box is used for. 2. Write 10 names in this 3. Make up your own 10-box. name-collection box. Write at least 10 names in the box. 8 2 64 4 eight 12 4 ocho10 28 0 8 03 5////\ /// x x x x x x x x 10 16

42 Name Date Time Below are pictures of two ten-frame cards. Each one is filled in with 5 counters. For each ten-frame card, Maria has written ways she thinks about the number 5 when she looks at the picture. Names for 5 3 25 0 1 less than 3 doubled 1 more than 4 Double 2 plus 1 more Half of ten 1 less than 6 10 5 Draw 8 counters two different ways in the ten-frame cards below. Underneath the ten-frame cards, write numbers or words to show how each picture makes you think of the number 8. Names for 8 Copyright © Wright Group/McGraw-Hill LESSON 29 Many Names for Facts

1. 2. 3. 4. 5. LESSON 210 Name Date Time Frames and Arrows 43 Copyright © Wright Group/McGraw-Hill 5 Add 2 Rule 20 Add 5 Rule 12 15 963 Rule Rule 25 35 Rule 10 6

44 Name Date Time Today your child used Frames-and-Arrows diagrams.These diagrams show sequences of numbers—numbers that follow one after the other according to a rule. Frames-and-Arrows diagrams are made up of shapes called framesand arrows that connect the frames. Each frame contains one of the numbers in the sequence. Each arrowstands for a rule that tells which number goes in the next frame. Here is an example of a Frames-and-Arrows diagram. The arrow rule is “Add 2.” In a Frames-and-Arrows problem, some of the information is left out. To solve the problem, you have to find the missing information. Here are two examples of Frames-and-Arrows problems: Example 1:Fill in the empty frames according to the rule. Solution:Write 28, 20, 16, and 12 in the empty frames. Example 1:Write the arrow rule in the empty box. Solution:The arrow rule is Add 5, or 5. Ask your child to tell you about Frames-and-Arrows diagrams. Take turns making up and solving Frames-and-Arrows problems like the examples above with your child. Please return the second pageof this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 210 Frames-and-Arrows Problems 2 46 810 Add 2 Rule Rule Subtract 4 24 1520 25 30 10 Rule 98 99

45 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 210 Frames-and-Arrows continued Tell someone at home what you know about Frames and Arrows. Fill in the empty frames and rule boxes. 1. 2. 3. 4. 5. 6. Now write your own Frames-and-Arrows problem on the back of this sheet. Ask someone at home to solve it. 17 5 Rule 20 8 11 14 17 Rule 40 38 36 34 32 Rule 3 6 Rule 31 3 Rule 30 50 Rule 98 99

Follow the directions for each number line below. 1. Count forward by 3s on the number line starting with 0. Circle every number you would say when you count by 3s. Do you add or subtract when you count forward by 3s? 2. Count forward by 5s on the number line starting with 0. Circle every number you would say when you count by 5s. Do you add or subtract when you count forward by 5s? LESSON 210 Name Date Time Counting Patterns on the Number Line Copyright © Wright Group/McGraw-Hill 46 11 10 13 14 16 17 19 20 22 23 24 25 8 7 5 4 2 0 12118 15 12 9 6 3 11 10 13 14 16 17 19 20 22 23 24 25 8 7 5 4 2 0 12118 15 12 9 6 3 Try This 3. Count backward by 4s on the number line starting with 20. Circle every number you would say when you count backward by 4s. Do you add or subtract when you count backwards by 4s? 11 10 13 14 16 17 19 20 22 23 24 25 8 7 5 4 2 0 12118 15 12 9 6 3

47 Name Date Time Today your child learned about a kind of problem you may not have seen before. We call it “What’s My Rule?” Please ask your child to explain it to you. Here is a little background information: Imagine a machine with a funnel at the top and a tube coming out of the bottom. The machine can be programmed so that if a number is dropped into the funnel, the machine does something to the number, and a new number comesout of the tube. For example, the machine could be programmed to add 5 to any number that is dropped in. If you put in 3, 8 would come out. If you put in 7, 12 would come out. In a “What’s My Rule?” problem, some of the information is missing. To solve the problem, you have to find the missing information. The missing information could be the numbers that come out of a function machine, the numbers that are dropped in, or the rule for programming the machine. For example: Missing: out numbers Missing: rule Missing: in numbers Like Frames-and-Arrows problems, “What’s My Rule?” problems help children practice facts (and extended facts) in a problem-solving format. Please return the second page of this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 211 “What’s My Rule?” Rule out in 5 in out 38 712 15 20 We call this device a function machine.You can show the results of the rule “5” in a table: 3 8 in out 3 5 8 in out 63 10 5 16 8 in out 6 16 11 102 Rule Rule Rule Add 6 4

48 Name Date Time Give the Family Note to someone at home. Show that person how you can complete “What’s My Rule?” tables. Show that person how you can find rules. 1. Fill in the table. 2. Find the rule. 3. Fill in the table. 4. Find the rule. 5. Al read 5 more pages than Cindy. If Cindy read 13 pages, how many pages did Al read?pages If Al read 10 pages, how many pages did Cindy read?pages Copyright © Wright Group/McGraw-Hill HOME LINK 211 “What’s My Rule?” continued in out 110 413 6 8 5 in out 10 2 12 4 91 14 6 80 in out 410 12 9 15 6 in out 813 49 13 10 Try This Rule Rule Rule Rule 9 6 102

49 Name Date Time For homework, your child will practice subtraction facts like the ones we have been working on in class. To help identify the path from the dog to the ball, have your child circle the differences of 3, 4, and 5. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 212 Subtraction Maze Help the dog find her ball. Solve all of the problems. Then draw the dog’s path by connecting facts with answers of 3, 4, or 5. You can move up, down, left, right, or diagonally as you move between boxes. 8 412 68 84 05 49 710 35 26 018 9 8 716 86 17 34 212 35 19 88 66 37 6 5 13 39 211 07 23 212 68 33 18 06 4 10 25 07 19 311 210 512 17 04 314 73 0 5 312 02 18 16 512 26 22 27 510 99 0 11 34 19 12 010 19 98 53 011 110 711 8 10 05 510 98 210 811 96 612 39 67 4

50 Name Date Time For homework, your child will practice addition and subtraction facts like the ones we have been working on in class. Help your child solve the problems and identify the path from the bird to the seeds by circling all the cells with the answer 6. Please return this Home Link to school tomorrow. Family Note The bird wants to eat the seeds. Solve all of the problems below. Then draw the bird’s path by connecting facts with an answer of 6. There are addition and subtraction facts. Watch for or . Copyright © Wright Group/McGraw-Hill HOME LINK 213 Addition/Subtraction Facts 7  35  96  316 84 35  66  66  74  611 9 14 87  44  58  49 06  812 86 14 45 72  5 15 95  35  56  415 85  07  811 84  918 95  8 6  98 212 97 73  610 85  413 92  27  92  7 7  53  411 53  813 78  86  55  38  13  917 8 1  37  36  212 616 99 37 19 91  93  38  2 17 94  24  714 97 65 213 810 46  08 0

51 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 213 Addition/Subtraction Facts continued Cut out the Fact Triangles. Show someone at home how you use them to practice adding and subtracting. •  , 413 9 •  , 513 8 •  , 712 5•  , 211 9 •  , 613 7•  , 918 9 •  , 715 8 •  , 412 8 •  , 612 6•  , 511 6•  , 312 9•  , 716 9 •  , 817 9 •  , 615 9•  , 514 9•  , 816 8 •  , 714 7 •  , 614 8

52 Place Value, Money, and Time In Unit 3, children will read, write, and compare numbers from 0 through 999, working on concepts and skills built upon since Kindergarten Everyday Mathematics.Your child will review place value,or the meaning of each digit in a number. For example, in the number 52, the 5 represents 5 tens, and the 2 represents 2 ones. Your child will also review money concepts, including finding the values of coins, identifying different coin combinations for the same amount, and making change. Your child will read and record time using the hour and minute hands on an analog clock. Copyright © Wright Group/McGraw-Hill HOME LINK 214 Unit 3: Family Letter Your child will use base-10 blocks like these to help him or her understand the idea of place value. 5 tens 43¢43¢43¢ 2 ones

53 Copyright © Wright Group/McGraw-Hill Vocabulary Important terms in Unit 3: 12 1 2 3 4 5 6 7 8 91011 6 3 5 4 2 3 Rule 2 Rule To go from the first square to the second square, use the rule for the dashed arrow. 5 23 To go from the second square to the third square, use the rule for the solid arrow. 3 36 Unit 3: Family Letter cont. HOME LINK 214 analog clock A clock that shows time by the position of the hour and minute hands. analog clock digital clock A clock that shows time with numbers of hours and minutes, usually separated by a colon. digital clock data A collection of information, usually in the form of numbers. For example, the following data show the ages (in years) of six second graders: 6, 7, 6, 6, 7, 6. middle number (median) The number in the middle of a list of data ordered from least to greatest or vice versa. For example, 5 is the middle number in the following ordered list: 235810 two-rule Frames and Arrows A Frames-and- Arrows diagram with two rules instead of just one, such as the following example.

54 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 this unit’s Home Links. Home Link 3 1 1. a.374b.5072.740 3.9364.8; 0; 65.2; 3; 1 Home Link 3 3 2.6:303.2:154.9:005.1:30 6. 7. 8. 9. 10.1311.1612.613.8 Home Link 3 4 1.Sample answers: 2. Home Link 3 6 1.40¢; 50¢; 55¢2.50¢; 45¢; 55¢ Home Link 3 7 Home Link 3 8 5¢; 35¢; 16¢; 5¢; 2¢; 52¢ 1.3.2.83.74.13 Out in a different way Out In Out in a different way Out In 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.Have your child tell the time shown on an analog clock. 2.Draw an analog clock face without hands. Say a time and have your child show it on the clock face. 3.At the grocery store, give your child an item that costs less than $1.00. Allow your child to pay for the item separately. Ask him or her to determine how much change is due and to check that the change received is correct. 4.Gather a handful of coins with a value less than $2.00. Have your child calculate the total value. 5.Reinforce place value in 2- and 3-digit numbers. For example, in the number 694, the digit 6 means 6 hundreds, or 600; the digit 9 means 9 tens, or 90; and the digit 4 means 4 ones, or 4. Rule Add 12 Rule Add 16 Unit 3: Family Letter cont. HOME LINK 214 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 5.126.14 7.138.10

55 Copyright © Wright Group/McGraw-Hill Unit 3: Family Letter cont. HOME LINK 214 Building Skills through Games In this unit, your child will practice addition and money skills by playing the following games: Digit Game Players turn over two cards and call out the largest number that can be made using those cards. The player with the higher number takes all the cards from that round. Spinning for Money Players “spin the wheel” to find out which coins they will take from the bank. The first player to exchange his or her coins for a dollar bill wins! Dollar Rummy Instead of three-of-a-kind, players of Dollar Rummylook for two cards that will add up to $1.00.