[PDF] Unit 03 Place Value Money and Time.pdf | Plain Text

56 Name Date Time Copyright © Wright Group/McGraw-Hill LESSON 3 1 Place-Value Mat hundreds tens ones

Name Date Time 57 Copyright © Wright Group/McGraw-Hill All numbers are made up of digits. The value of a digit depends on its place in the number. In the number 704, the digit 7 means 7 hundreds, the digit 0 means 0 tens, and the digit 4 means 4 ones. This idea is called place value. Your child has been using base-10 blocks to help him or her understand the idea of place value. Base-10 blocks are shown in Problems 1a and 1b below. A “cube” (with each side 1 unit long) represents 1. A “long” (a rod that is 10 units long) represents 10. And a “flat” (a square with each side 10 units long) represents 100. Please return this Home Link to school tomorrow. Family Note 1. Which number do the base-10 blocks show? a. b. HOME LINK 31 Place Value 2. Write a number with 7 in the hundreds place, 0 in the ones place, and 4 in the tens place. 4. In 806, how many hundreds? How many tens? How many ones? 3. Write a number with 3 in the tens place, 6 in the ones place, and 9 in the hundreds place. 5. In 231, how many hundreds? How many tens? How many ones? 10 11

58 Name Date Time Copyright © Wright Group/McGraw-Hill LESSON 3 2 Fruit and Vegetables Stand Poster

Name Date Time 59 Copyright © Wright Group/McGraw-Hill In this activity, your child looks through advertisements, selects items that cost less than $2.00, and shows how to pay for those items in more than one way. For example, your child could pay for an item that costs 79¢ by drawing 3 quarters and 4 pennies or by drawing 7 dimes and 9 pennies. If you do not have advertisements showing prices, make up some items and prices for your child. Please return this Home Link to school tomorrow. Family Note Look at newspaper or magazine advertisements. Find items that cost less than $2.00. Write the name and price of each item. Show someone at home how you would pay for these items with coins and a $1 bill. Write Î, Â, Í, ‰, and Á. Try to show amounts in more than one way. 1. I would buy . It costs . This is one way I would pay: This is another way: 2. I would buy . It costs . This is one way I would pay: This is another way: 3. I would buy . It costs . This is one way I would pay: This is another way: HOME LINK 32 How Much Does It Cost?

Name Date Time Copyright © Wright Group/McGraw-Hill 60 LESSON 33 Demonstration Clock 12 1 2 3 4 5 6 7 8 91011 a brad hour hand

61 Name Date Time Copyright © Wright Group/McGraw-Hill LESSON 33 5-Minute Clock 12 1 2 3 4 5 6 7 8 91011 35 5  Color the hour hand red, and color the minute hand green.  Cut out the clock face and hands.  Punch a hole through the center of the clock face and through the Xs on the hands. Fasten the hands to the clock face with a brad. minute handa brad hour hand

62 Name Date Time Copyright © Wright Group/McGraw-Hill Your child has been learning how to tell time by writing times shown on an analog clock (a clock with an hour hand and a minute hand) and by setting the hands on an analog clock to show a specific time. To complete the exercises on this page, your child will need a paper clock or a real clock with an hour hand and a minute hand. You can make a clock from Math Masters,page 61. Ask your child to show you other times on his or her clock. Please return this Home Link to school tomorrow. Family Note HOME LINK 33 Times of Day 1. Use your clock to show someone at home the time you do the following activities. Write the time under each activity. Eat dinner Go to bed Get up Eat lunch :::: Write the time. 2. 3. :: 4. 5. :: 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 80 81

Name Date Time 63 Copyright © Wright Group/McGraw-Hill Draw the hands to match the time. 6. 7. 4: 00 9: 30 8. 9. 12: 45 10: 15 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 HOME LINK 33 Times of Day continued Practice 10. 11. 7 9  12. 11 5  13. 16 8 7  6

Name Date Time Copyright © Wright Group/McGraw-Hill 64 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 3 3 Clock Faces

Name Date Time 65 Copyright © Wright Group/McGraw-Hill Do this activity with a partner. Materials  Math Journal 1,p. 61  Math Masters,427 (Place-Value Mat)  base-10 blocks: 9 flats (optional), 9 longs, and 30 cubes  number cards 0–9 (from the Everything Math Deck, if available) 1. Mix the cards and stack them facedown. 2. Take 2 cards. 3. Place the first card in the tens column of your Place-Value Mat. (If the card is a 0, put it back and take another.) Then put the second card in the ones column. LESSON 34 Build a Number 427 Copyright © Wright Group/McGraw-Hill Name Date Time Place-Value Mat hundreds tens ones 5 3

Name Date Time Copyright © Wright Group/McGraw-Hill 66 4. Build the number.  Place longs in the tens column to show the tens digit.  Place cubes in the ones column to show the ones digit. 5. Record your work in the table on journal page 61. Draw pictures of the longs and cubes you used. 6. Use the Place-Value Mat and blocks to build the same number in a different way. Draw the longs and cubes you used. 7. Build 3 or 4 more numbers in the same way. Record your numbers and draw pictures to show the two ways you built each number. Take 3 cards instead of 2. Put 1 card in each column of the Place-Value Mat. Draw flats, longs, and cubes on journal page 61 to show your number. Build the same number in a different way. Draw the blocks you used. LESSON 34 Build a Number continued Try This 427 Copyright © Wright Group/McGraw-Hill Name Date Time Place-Value Mat hundreds tens ones 427 Copyright © Wright Group/McGraw-Hill Name Date Time Place-Value Mat hundreds tens ones

Name Date Time 67 Copyright © Wright Group/McGraw-Hill Do this activity with a partner. Materials  at least 2 sheets of plain paper  scissors  clock-face rubber stamp  stapler  stamp pad 1. Each partner folds a sheet of paper into 4 parts. 2. Cut each sheet along the folds. 3. Set aside 2 of the small pieces of paper. You will use them for covers later. 4. Stamp a clock face on each side of the other small pieces. LESSON 34 A Clock Booklet

Name Date Time Copyright © Wright Group/McGraw-Hill 68 5. For each clock face:  Think of a time. Help each other draw the hour and minute hands to show that time.  Write the time as you would see it on a digital clock. 6. Stack the pieces. Put a piece without a clock face on the top. Put the other piece without a clock face at the bottom.  Staple the left side of the pieces together to make a book.  Write a title and your names on the front cover. You and your partner can use your book to do these activities:  Take turns. One partner covers the digital time on a page. The other partner tells what time is shown on the clock face.  Work together to make up a story about one or more of the times shown in your booklet. Write your story on another piece of paper. LESSON 34 A Clock Booklet continued 6 : 15 Follow-Up Activities

Name Date Time Copyright © Wright Group/McGraw-Hill 69 Materials per child  Math Journal 1,p. 62  geoboard  rubber bands Number of children1, 2, 3, or 4 Do this activity on your own: 1. Make at least 4 shapes, designs, or pictures on your geoboard. Make things like a house, a boat, or a car. 2. Record your favorites on the geoboard dot paper on journal page 62. Do this activity with a partner: 1. Make an easy shape on a geoboard. Make sure your partner can’t see it. 2. Tell—but don’t show—your partner how to make the shape. 3. Your partner makes the shape on another geoboard. 4. Compare the two shapes. How are they alike? How are they different? Did you give good directions? 5. Repeat the activity. This time your partner makes the shape first. Do this activity in a small group: 1. Agree on a shape that everyone will make. Describe the shape in words, but don’t draw it. 2. Everyone in your group makes the shape on his or her own geoboard. 3. Compare results. How are your shapes the same? How are they different? LESSON 34 Geoboard Shapes

Name Date Time Copyright © Wright Group/McGraw-Hill Your child will complete the tables on this page by drawing tens and ones for 2-digit numbers. More than one picture can be drawn for a number. For example, to show 26, your child might draw 2 tens and 6 ones, 1 ten and 16 ones, or 26 ones. The symbol stands for 10, and the symbol .stands for 1. Please return this Home Link to school tomorrow. Family Note HOME LINK 34 “What’s My Rule?” with Blocks 1. Draw simple pictures of base-10 blocks to complete the table. 2. Write the rule. Then complete the table. Rule Add 12 Rule 70 In Out Out in a Different Way ... ..... .. In Out Out in a Different Way 11

Name Math Message: Counting Pockets 1. How many pockets are in the clothes you are wearing now? 2. Count the pockets on your shirt, on your pants or skirt, and on anything else that you are wearing. 3. Complete the diagram. 4. Write your total number of pockets very large on the back of this sheet.Name Math Message: Counting Pockets 1. How many pockets are in the clothes you are wearing now? 2. Count the pockets on your shirt, on your pants or skirt, and on anything else that you are wearing. 3. Complete the diagram. 4. Write your total number of pockets very large on the back of this sheet. Name Date Time 71 Copyright © Wright Group/McGraw-Hill LESSON 35 Counting Pockets Total ShirtOther Pants or Skirt Total Shirt OtherPants or Skirt

Name Date Time Copyright © Wright Group/McGraw-Hill 72 LESSON 35 Pockets Data Table PocketsChildren Tallies Number 0 1 2 3 4 5 6 7 8 9 10 11 12 13 or more

73 Name Date Time Copyright © Wright Group/McGraw-Hill LESSON 35 Graphing Pockets Data 10 9 8 7 6 5 4 3 2 1 0 Number of Children How Many Pockets? 0123456789101112 Number of Pockets13 or more

Name Date Time Copyright © Wright Group/McGraw-Hill 74 Help your child fill in the table below. Then display the data by making a bar graph. Please return this Home Link to school tomorrow. Family Note 1. Pick five people. Count the number of pockets that each person’s clothing has. Complete the table. 2. Draw a bar graph for your data. First, write the name of each person on a line at the bottom of the graph. Then color the bar above each name to show how many pockets that person has. HOME LINK 35 Pockets Bar Graph Names 8 7 6 5 4 3 2 1 0 How Many Pockets? Number of Pockets Name Number of Pockets 44

Name Date Time 75 Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill LESSON 36 Frames-and-Arrows Diagrams Name Date Time LESSON 36 Frames-and-Arrows Diagrams Rule Rule

Name Date Time Copyright © Wright Group/McGraw-Hill 76 Example: 1. 2. LESSON 36 Two-Rule Frames and Arrows Rule Rule 10 ¢ 15 ¢ 25 ¢ 30 ¢ 55 ¢ 45 ¢ 40 ¢ Add 5¢ Add 10¢ Rule Rule 10¢ 20¢15¢ 25¢ Add 10¢ Subtract 5¢ Rule Rule 90¢ 80¢85¢ 75¢ Subtract 10¢ Add 5¢

77 Name Date Time Copyright © Wright Group/McGraw-Hill 3. 4. 5. LESSON 36 Two-Rule Frames and Arrows cont. Rule Rule 20¢ Add 5¢ Add 10¢ 60¢ Rule Rule 10¢ 20¢25¢ 35¢ Add 10¢ 40¢ Rule Rule 50¢45¢ 50¢ Add 5¢ 40¢

Name Date Time Copyright © Wright Group/McGraw-Hill 78 Frames-and-Arrows diagrams show sequences of numbers—numbers that follow one after the other according to a rule. The problems on this Home Link are a variation of the Frames-and-Arrows problems your child brought home in the last unit. In each of the problems below, two different rules are represented by two different arrows. Please return this Home Link to school tomorrow. Family Note HOME LINK 36 Frames-and-Arrows Problems Show someone at home how to solve these Frames-and-Arrows problems. Use coins to help you. 1. 2. Rule Rule 10¢ 20¢25¢ 35¢ Add 10¢ Add 5¢ Rule Rule 40¢ 35¢ 45¢ 40¢ Subtract 5¢ Add 10¢ 98 99

Name Date Time 79 Copyright © Wright Group/McGraw-Hill 1. 2. Start at 3. Red rule is Add 2. Blue rule is Add 4. 3. Start at 1. Red rule is Add 4. Blue rule is Add 2. 4. Start at 19. Red rule is Subtract 4. Blue rule is Subtract 2. LESSON 3 6 Counting on the Number Line 1234567891011121314151617181920 1234567891011121314151617181920 1234567891011121314151617181920 1234567891011121314151617181920 Try This

80 Name Date Time Copyright © Wright Group/McGraw-Hill Each puzzle has 2 rules. Figure out where to place the rules to solve the problems. 1. 2. 3. 4. LESSON 3 6 Frames-and-Arrows Puzzles Try This 318 Rule 4 Rule 1 27 4 Rule 10 Rule 3 10 29 Rule 8 Rule 5 721 Rule 5 Rule 3

81 Name Date Time Copyright © Wright Group/McGraw-Hill Encourage your child to make change by counting up. Using real coins and dollar bills will make this activity easier. For example: Start with the cost of an item—65 cents. Count up to the money given—$1.00. One way to make change:Put down a nickel and say “70.” Then put down 3 dimes and say “80, 90, 1 dollar.” Another way:Put down 3 dimes and say “75, 85, 95.” Then put down 5 pennies and say “96, 97, 98, 99, 1 dollar.” The Practice section in the Home Link provides a review of previously learned skills. Please return this Home Link to school tomorrow. Family Note Pretend you are having a garage sale. Do the following:  Find small items in your home to “sell.”  Give each item a price less than $1.00. Give each item a different price.  Pretend that customers pay for each item with a $1 bill.  Show someone at home how you would make change by counting up. Use Î, Â, Í, and ‰.  Show another way you can make change for the same item. Example: The customer buys for . One way I can make change: Another way I can make change: ÍÍÍÎÎÎÎÎ ÂÍÍÍ 65› a pen HOME LINK 37 Change at a Garage Sale

Name Date Time Copyright © Wright Group/McGraw-Hill 82 HOME LINK 37 Change at a Garage Sale continued 1. The customer buys for . One way I can make change: Another way I can make change: 2. The customer buys for . One way I can make change: Another way I can make change: 3. The customer buys for . One way I can make change: Another way I can make change: 4. The customer buys for . One way I can make change: Another way I can make change: 5. 7 5  6. 8 6  7. 8. 3  7 4  9 Practice

Name Date Time 83 Copyright © Wright Group/McGraw-Hill Use the clues to solve the coin puzzles. Example: Clue 1:I have two coins. Clue 2:Together they are worth 30¢. Clue 3:One is not a nickel. Coin Puzzle:What are the coins? A qua rter and a nickel 1. Clue 1:I have 46¢. Clue 2:I have 7 coins. Coin Puzzle:Which coins do I have? 2. Clue 1:I have 49¢ in one pocket. Clue 2:I have 16¢ in another pocket. Clue 3:When I put all my coins on the table, I count 10 pennies. Clue 4:None of the coins is a nickel. Coin Puzzle:What are the coins? 3. Clue 1:I have 5 coins. Clue 2:I have a total of 46¢. Clue 3:Three of the coins are not nickels. Coin Puzzle:Which coins do I have? LESSON 37 Coin Puzzles

Name Date Time Copyright © Wright Group/McGraw-Hill LESSON 38 Milk and Juice Vending Machine 84

85 Name Date Time Copyright © Wright Group/McGraw-Hill Help your child identify the amount of change that he or she would receive by “counting up” from the price of the item to the amount of money that was used to pay for the item. It may be helpful to act out the problems with your child using real coins and bills. Please return this Home Link to school tomorrow. Family Note Complete the table. HOME LINK 38 Counting Up to Make Change I buy: It costs: I pay with: My change is: a bag of potato chips 70¢ ‰‰‰ ¢ a box of crayons 65¢ Á ¢ a pen 59¢ ‰‰‰ ¢ an apple 45¢ ÍÍÍÍÍ ¢ a notebook 73¢ ‰‰ÍÍ ¢ a ruler 48¢ Á ¢ ¢ ¢ Practice 1. 12 9  2. 15 7  3. 4. 17 4 13 6

86 Copyright © Wright Group/McGraw-Hill HOME LINK 39Unit 4: Family Letter Addition and Subtraction In Unit 4, children will use addition and subtraction stories to develop mental- arithmetic skills. Mental arithmetic is computation done in one’s head or by drawing pictures, making tallies, or using manipulatives (counters, money, number lines, and number grids—no calculators, though). Children can also use their own solution strategies. A second grader uses a number grid to solve 5 9. Addition has two basic meanings: putting together andchanging to more.In this unit, children will useparts-and-total diagramsandchange diagramsto help them organize information in addition stories that either “put together” or “change to more.” See the vocabulary section on page 87 to learn more about these diagrams. Children will also develop estimation skills by solving problems that involve purchases. For example, your child will estimate whether $5.00 is enough to buy a pen that costs $1.69, a notebook that costs $2.25, and a ruler that costs 89¢. In the last part of this unit, children will learn paper-and-pencil strategies for addition and will continue to gain hands-on experience with thermometers, money, tape measures, and rulers. Home Links 4-8 and 4-9, which you will receive later, will give you more information on the paper-and-pencil strategies that your child will be learning. Please keep this Family Letter for reference as your child works through Unit 4. 12345678910 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Start EndChange Parts-and-Total Diagram Total Par t Par t ? 20 16 Change Diagram 20 6 ?

87 Copyright © Wright Group/McGraw-Hill Vocabulary Important terms in Unit 4: change-to-more number story A number story having a starting quantity that is increased so the ending quantity is more than the starting quantity. For example: Nick has 20 comic books. He buys 6 more. How many comic books does Nick have now? change diagram A device used to organize information in a change-to-more or change-to-less number story. The change diagram below organizes the information in Nick’s comic book story above. mental arithmetic Computation done totally or partially in one’s head, using a variety of strategies. parts-and-total number story A number story in which two or more quantities (parts) are combined to form a total quantity. For example: Carl baked 20 cookies. Sam baked 16 cookies. How many cookies did Carl and Sam bake in all? parts-and-total diagram A diagram used to organize information in a parts-and-total number story. The parts-and-total diagram below organizes the information in Carl’s cookie story. estimate (1) An answer close to, or approximating, an exact answer. (2) To make an estimate. algorithm A step-by-step set of instructions for doing something—for example, for solving addition or subtraction problems. Start EndChange 20 6? Total Par t Par t ? 20 16 Unit 4: Family Letter cont. HOME LINK 39 Building Skills through Games In Unit 4, your child will practice addition and subtraction skills by playing the following games: Addition Spin A “Spinner” and a ”Checker” take turns adding two numbers and checking the sum. After five turns, each player uses a calculator to find the sum of his or her scores. The player with the higher total wins. Name That Number Each player turns over a card to find a number that must be renamed using any combination of five faceup cards. Fact Extension Game Players find sums of 2-digit numbers and multiples of ten.

Unit 4: Family Letter cont. 88 Copyright © Wright Group/McGraw-Hill HOME LINK 39 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.Encourage your child to show you addition and subtraction strategies as these concepts are developed during the unit. 2.Make up number stories involving estimation. For example, pretend that your child has $2.00 and that he or she wants to buy a pencil marked 64¢, a tablet marked 98¢, and an eraser marked 29¢. Help your child estimate the total cost of the three items (without tax) and determine whether there is enough money to buy them. If appropriate, you can also ask your child to estimate the amount of change due. 3.Look at weather reports in the newspaper and on television and discuss differences between high and low temperatures. Also note the differences between the Fahrenheit and Celsius scales.

Unit 4: Family Letter cont. Copyright © Wright Group/McGraw-Hill HOME LINK 39 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 4 1 1.18 grapes; 11 718 2.38 cards; 30 838 3.52 pounds; 42 1052 4.275.806.83 7.108.179.70 10.3011.6612.80 Home Link 4 2 1.47 pounds; 17 3047 2.75 pounds; 45 3075 3.60 pounds; 15 4560 4.92 pounds; 17 453092 Home Link 4 3 1. 2. 3. 4. a.14b.13c.6d.15 Home Link 4 4 1.20 F2.34 F3.52 F 4.96 F5.48 F6.73 F 7. 8. 9.10. 11. 12. 13.7014.3515.97 16.2617.5018.68 Home Link 4 5 1.no2.yes3.no4.yes 5.1006.467.47 Home Link 4 6 1.30 marbles; 20 1030 2.54 cookies; 30 2454 3.1004.1405.796.83 7.948.77 Home Link 4 7 2.About 20 inches Home Link 4 8 1.762.1003.834.120 5.986.907.938.85 9.7110.8311.16912.544 Home Link 4 9 1.892.1083.834.94 5.1856.363 10 20 30 °F 30 40 50 °F 40 50 60 °F 60 70 80 °F 90 100 110 °F 30 40 50 °F 20 100 10 20 °C 50 60 70 80 90 °F 20 30 40 50 60 °F 89