[PDF] Unit 03 Visual Patterns Number Patterns and Counting.pdf | Plain Text

Patterns are so important in mathematics that mathematics is sometimes called the “Science of Patterns.” Help your child identify patterns in your home and community. Some suggested places:  floor tiles  carpeting  window panes  curtains  wallpaper  fences Please return this Home Link to school tomorrow. Family Note HOME LINK 31 Name Date Patterns 1. Find at least two patterns in your home. Draw the patterns you find on the back of this paper. 2. If you have articles of clothing (such as a shirt or a pair of socks) that have patterns, please wear them to school tomorrow! Copyright © Wright Group/McGraw-Hill 5151 3. Count back by 10s. 70, 60, , , , , 4. Count back by 5s. 35, 30, , , , , Practice

LESSON 31 Name Date Color Patterns Copyright © Wright Group/McGraw-Hill 52 52 1. Color the squares red or blue. 2. Color the circles purple or yellow. Figure out the colors of the blank circles. Color them. 3. Color the rectangles. Use two colors you like. Make them repeat like the colors in Problems 1 and 2. purple yellow purple yellow red blue red blue red blue Try This

As children learn about odd and even numbers, find the number of people or the number of various objects at home. Have your child tell whether these numbers are even or odd. Please return this Home Link to school tomorrow. Family Note HOME LINK 32 Name Date Odd and Even Numbers 1. Count the number of people in your home. There are people in my home. Is this number evenor odd? 2. Tell someone at home about odd and even numbers. Write some oddnumbers:,,, . Write some evennumbers:,,, . 3. Count the number of a type of object in your home. Write the number and the type of object. There are in my home. Is this number evenor odd? Copyright © Wright Group/McGraw-Hill 53 Count up by 5s. 4. 5, 10, , , , , 5. 45, 50, , , , , 6. 85, 90, , , , , Practice

LESSON 32 Name Date Patterns on the Number Grid Copyright © Wright Group/McGraw-Hill 54 1. Color the even numbers yellow. Color the odd numbers orange. 2. Start at 0 and count up by 2s. Circle these numbers on the grid. Are these numbers even, odd, or both? 3. Start at 0 and count up by 5s. Put a triangle around these numbers on the grid. Are these numbers even, odd, or both? 4. Start at 0 and count up by 10s. Put an X on these numbers on the grid. Are these numbers even, odd, or both? 1 11 21 31 412 12 22 32 423 13 23 33 434 14 24 34 445 15 25 35 456 16 26 36 467 17 27 37 478 18 28 38 489 19 29 39 49100 20 30 40 50

We are using the number line to solve addition and subtraction problems. Help your child answer the questions below by moving a finger from number to number on the number line. Make sure that your child is counting the number of hops and not the numbers themselves. Please return this Home Link to school tomorrow. Family Note HOME LINK 33 Name Date Number-Line Hops Use the number line on the side of this page to help you answer the questions. Example: Start at 5. Count the hops to 11. How many hops? 1. How many hops from 4 to 10? 2. How many hops from 8 to 15? 3. How many hops from 9 to 19? 4. How many hops from 1 to 16? 12 11 10 9 8 7 6 5 4 3 2 1 0 123456 6 Copyright © Wright Group/McGraw-Hill 5555 22 21 23 24 25 20 19 18 17 16 15 14 13 12 11 109 8 7 6 5 4 3 2 1 0 Count by 1s. 5. 11, , 13, 14, , , 17, 6. 73, , 75, 76, , , 79, Practice

LESSON 3 3 Name Date The 3s Pattern Copyright © Wright Group/McGraw-Hill 56Shade the 3s pattern on the grid. 12345678910 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 1100

Copyright © Wright Group/McGraw-Hill 57 LESSON 34 Name Date Domino Sort Materials  1 set of dominoes  Math Masters, pages 58, 59, and 60 1. Work in a group of four.  One person finds all of the dominoes with an even number of dots on both sides.  Another person finds all of the dominoes with an odd number of dots on both sides.  The other two people find all of the dominoes with an odd number of dots on one side and an even number of dots on the other side. 2. Record the dominoes in your pile on your record sheet. The two people who sorted dominoes with even and odd numbers of dots should share the work. Write the number of dots on each side of every domino. Do not draw dots. Example: both even both odd one odd, one even 3. Count the dominoes in each pile. 24 51 30

LESSON 34 Name Date Domino Sort Record Sheet (Both Even) Copyright © Wright Group/McGraw-Hill 58 Record the dominoes you sorted. both even

Copyright © Wright Group/McGraw-Hill 59 LESSON 34 Name Date Domino Sort Record Sheet (Both Odd) both odd Record the dominoes you sorted.

LESSON 34 Name Date Domino Sort Record Sheet (Odd and Even) Copyright © Wright Group/McGraw-Hill 60Record the dominoes you sorted. one odd, one even

Copyright © Wright Group/McGraw-Hill 61 LESSON 34 Name Date Covering Shapes with Pattern Blocks Cover each shape by using pattern blocks in different ways. Then show what you did. Trace the blocks or use your Pattern-Block Template.

LESSON 34 Name Date Covering More Shapes Copyright © Wright Group/McGraw-Hill 62 Cover each shape by using pattern blocks in different ways. Then show what you did. Trace the blocks or use your Pattern-Block Template. Use pattern blocks to make your own shape. Show what you did. Trace the blocks or use your Pattern-Block Template. Try to cover your shape in another way.

We are learning to identify even and odd numbers by looking at the last digit in a number. All even numbers end in 0, 2, 4, 6, or 8. All odd numbers end in 1, 3, 5, 7, or 9. Ask your child to explain how to tell whether a number is even or odd. Give examples of odd and even numbers for your child to identify. Please return this Home Link to school tomorrow. Family Note HOME LINK 34 Name Date More Odd and Even Numbers 1. Write the number part of your address below. Is this number odd or even? Tell someone how you know. 2. Are the addresses across the street odd or even? 3. Write an even number less than 50. Show it with tally marks. 4. Write an odd number less than 50. Show it with tally marks. Copyright © Wright Group/McGraw-Hill 63 Tell how many. 5. ////\////\ ////\ ////\ ////\ //// 6. ////\////\ ////\ ////\ ////\ ////\ ////\ / Practice

LESSON 34 Name Date Dot Patterns Copyright © Wright Group/McGraw-Hill 64Tell whether each dot pattern is even or odd. Think about the patterns you see for even and odd numbers.

Copyright © Wright Group/McGraw-Hill 65 LESSON 35 Name Date Number Line 22 2123 24 25 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 Listen as your child tells you about number lines and counts. Be sure he or she records the numbers counted. Provide several objects, such as pennies, for your child to use to count by 10s, 5s, 2s, and 3s. Please return this Home Link to school tomorrow. Family Note Name Date Number Lines and Counting Patterns Tell someone at home what you know about number lines and counting patterns. Count by 10s, 5s, 2s, and 3s. Begin at 0 each time. 1. Count by 10s.0, , 2. Count by 5s.0, , , , 3. Count by 2s.0, , , , 4. Count by 3s.0, , , , 5. Circle all of the odd numbers on the number line. 66 Practice Copyright © Wright Group/McGraw-Hill HOME LINK 35 20 19 18 17 16 15 14 13 12 11 109 8 7 6 5 4 3 2 1 0 What time is it? 6. o’clock 7. o’clock

Copyright © Wright Group/McGraw-Hill 67 LESSON 35 Name Date Negative Number Line TA B TA B TA B 3937353330 63013 181512108 2824232019

LESSON 36 Name Date Using Number Lines 68 Copyright © Wright Group/McGraw-Hill 012345678910111213141516171819202122232425 012345678910111213141516171819202122232425 012345678910111213141516171819202122232425 012345678910111213141516171819202122232425

Copyright © Wright Group/McGraw-Hill 69 We are working with number models like 3 2 5 and 8 5 3. We are solving them by counting up and back on the number line. Ask your child to show you how to do this. You may wish to make up number stories that use these numbers to assist your child. For example, for 4 3 _____ , use the following story: “You have 4 pennies. I give you 3 more pennies. How many pennies do you have now?“ Your child can use real pennies to find the answer. Please return this Home Link to school tomorrow. Family Note Name Date More Number-Line Hops Use the number line to help you solve these problems. 1. Start at 4. Count up 3 hops. Where do you end up? 4 3  2. Start at 12. Count back 5 hops. Where do you end up? 12 5  3. Start at 11. Count back 6 hops. Where do you end up? 11 6  4. Start at 14. Count up 2 hops. Where do you end up? 14 2  HOME LINK 36 22 21 23 24 25 20 19 18 17 16 15 14 13 12 11 109 8 7 6 5 4 3 2 1 0 Count up by 2s. 5. 2, 4, , , 10, , Practice

Name Date Telling Time to the Half-Hour Copyright © Wright Group/McGraw-Hill 70 We have begun telling time to the nearest half-hour. Help your child complete these pages. Tell your child at which times, on the hour or half-hour, he or she wakes up and goes to bed on school days. Have your child tell the time at home when it is close t\ o the hour or half-hour. Please return these Home Link pages to school tomorrow. Family Note Record the time. 1. 2. o’clock half-past o’clock 3. 4. half-past o’clock half-past o’clock 121 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 HOME LINK 37

HOME LINK 37 Name Date Telling Time to the Half-Hour cont. Copyright © Wright Group/McGraw-Hill 71 Draw the hour hand and the minute hand to show the time. 5. This is about the time I wake up in the morning on a school day. 6. This is about the time I go to bed at night before a school day. 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 How many dots? 7. 8. Practice

LESSON 38 Name Date Telling Time Copyright © Wright Group/McGraw-Hill 72 1. o’clock 3. half-past o’clock 5. half-past o’clock 2. o’clock 4. half-past o’clock 6. half-past o’clock 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 Record the time.

Copyright © Wright Group/McGraw-Hill 73 HOME LINK 38 Name Date Frames-and-Arrows Diagrams Your child is bringing home an activity you may not be familiar with. It \ is called “Frames and Arrows.” Frames-and-Arrows diagrams are used with sequences of numbers that follo\ w one after the other according to a special rule. Frames-and-Arrows diagrams are made u\ p of shapes, called frames,that are connected by arrows.Each frame contains one of the numbers in the sequence. Each arrow stands for the rule that tells how to find which nu\ mber goes in the next frame. Here is an example of a Frames-and-Arrows diagram: The arrow rule is “Add 2” or “Count by 2s.” In the two examples below, some of the information is left out. To solve the problem, you have to find the missing information. Example 1: Fill in the empty frames according to the arrow rule. Solution: Write 20, 16, and 12 in the frames that follow 24. Example 2: Write the arrow rule in the empty box. Solution: The arrow rule is “Add 5” or “Count by 5s.” Your child has been solving problems like the one in Example 1— problems in which the arrow rule is given and some of the numbers in the frames are missing. I\ n the next lesson, we will start doing problems like Example 2, in which the numbers in the\ frames are given and the arrow rule is missing. Rule 10 15 20 25 30 24 Rule Subtract 4 28 Rule 246810 Add 2 Family Note

Ask your child to tell you about Frames and Arrows. Play Frames and Arrows with him or her: One player makes up a Frames-and-Arrows problem; the other player solves it. Please return this page of the Home Link to school tomorrow. Save page 73 for future reference. SPECIAL NOTE: We will continue to practice counting real money in class. Please send 10 dimes to school for your child’s tool-kit coin collection. We will use the dimes in 2 or 3 days. As usual, please send the coins in a securely fastened envelope with your child’s name printed on the outside. Thank you! Family Note Name Date Frames-and-Arrows Diagrams cont. Find the missing numbers. 1. 2. 3. 74 Practice Copyright © Wright Group/McGraw-Hill HOME LINK 38 Rule 5 9 13 Add 2 18 16 15 Rule Count back by 1s 5 10 30 Rule 5 more 4. Count up by 2s. 24, 26, , , , 34,

Copyright © Wright Group/McGraw-Hill 75 LESSON 38 Name Date Counting Patterns on the Number Line 1. Count up by 2s. Start at 0. Circle every number you say on the number line. 2. Count up by 5s. Start at 0. Circle every number you say on the number line. 3. Count back by 2s. Start at 19. Circle every number you say on the number line. 12 16 20 8 4 11 10 13 14 17 19 7 5 2 0 11815 9 6 3 12 16 20 8 4 11 10 13 14 17 19 7 5 2 0 11815 9 6 3 12 16 20 8 4 11 10 13 14 17 19 7 5 2 0 11815 9 6 3 Try This

LESSON 39 Name Date Adding on the Number Grid Copyright © Wright Group/McGraw-Hill 76 1. Start at 25. Count up 3. Where do you end up? 25 3  2. Start at 19. Count up 6. Where do you end up? 19 6  3. Start at 38. Count up 2. Where do you end up? 38 2  4. Start at 57. Count up 10. Where do you end up? 57 10  5. 29 20  6. 25 15  0 12345678 910 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 Try This

Today we worked with Frames-and-Arrows diagrams in which the rule was missing. You may want to refer back to the Family Note for Lesson 3-8 and review the Frames-and-Arrows routine. Please return this Home Link to school tomorrow. Family Note HOME LINK 39 Name Date Find the Rule Show someone at home how to find the rules. Then write each rule. 1. 2. 3. Copyright © Wright Group/McGraw-Hill 77 357911 Rule 510152025 Rule 18 15 12 9 6 Rule Practice 4. Circle the winning card in Top-It. 18 12

LESSON 39 Name Date Finding Patterns on the Number Line Copyright © Wright Group/McGraw-Hill 78 1. How many hops between each circled number? hops 2. How many hops between each circled number? hops 3. How many hops between each circled number? hops 4. How many hops between each circled number? hops 12 16 20 8 4 11 10 13 14 17 19 7 5 2 0 11815 9 6 3 12 16 20 8 4 11 10 13 14 17 19 7 5 2 0 11815 9 6 3 12 16 20 8 4 11 10 13 14 17 19 7 5 2 0 11815 9 6 3 12 16 20 8 4 11 10 13 14 17 19 7 5 2 0 11815 9 6 3 Try This

Copyright © Wright Group/McGraw-Hill 79 LESSON 39 Name Date Number Grids and Frames and Arrows 1. Fill in the number grid. Count by s. Color your number pattern on the grid. Make your number pattern into a Frames-and-Arrows diagram. 2. Fill in the number grid. Count by s. Color your number pattern on the grid. Make your number pattern into a Frames-and-Arrows diagram. Rule Rule

12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 Draw the hour hand and the minute hand on each clock. 3. 4. half-past 7 o’clock half-past 3 o’clock Note that Îmeans “penny,” Âmeans “nickel,” and Ímeans “dime.” IMPORTANT:Please send 10 dimes with your child to class tomorrow. Please return this Home Link to school tomorrow. Family Note Name Date Dimes 1. How many? Î 1 Â Â 1 Í Î 1 Í 2. How much money? ÂÂÎÎÎ ¢ ÎÂÂÂÎÎÎ ¢ ÂÂÂÂÂÂ ¢ 80 Copyright © Wright Group/McGraw-Hill HOME LINK 310 Practice

First graders do not always know how to represent a given amount of money with the fewest number of coins. At this stage, it is important that your child understands that 5 pennies can be exchanged for 1 nickel and that 10 pennies can be exchanged for 2 nickels or 1 dime. Please return this Home Link to school tomorrow. Family Note HOME LINK 311 Name Date Coin Exchanges Copyright © Wright Group/McGraw-Hill 81 1. Tell or show someone at home how many dimes you get for 4 nickels. Show each amount below using the fewest coins. Use Î, Â, and Í. (Hint:Exchange pennies for nickels and nickels for dimes.) Then write how much the coins are worth. Example: ÎÎÎÎÎÎ is the same as ÂÎ . This is 6 cents. 2. ÎÎÎÎÎÎÎÎÎÎ is the same as . This is cents. 1 cent 1¢ Î 5 cents 5¢ Â 10 cents 10¢ Í

Name Date Coin Exchanges continued 3. ÎÎÎÎÎÎÎÎÎÎÎÎ is the same as . This is cents. 4. ÂÎÎÎÎÎÎÎÎÎ is the same as . This is cents. 5. ÂÂÂÎÎÎÎÎÎÎÎÎÎ is the same as . This is cents. 6. ÂÎÂÎÂÎÎÎ is the same as . This is cents. 82 Copyright © Wright Group/McGraw-Hill HOME LINK 311 Practice Fill in the missing numbers. 7. 10, 20, , , 50, , ,

We have counted combinations of pennies, nickels, and dimes. We are also using dollars-and- cents notation, for example, $0.52. Help your child with the problems on this page. If your child has trouble recording the amounts in dollars-and-cents notation, don’t worry—this is a skill we will continue to work on throughout the year. Please return this Home Link to school tomorrow. Family Note HOME LINK 312 Name Date Counting Coins Copyright © Wright Group/McGraw-Hill 8383 How much money? Write each answer in cents and in dollars-and-cents. 1. ÍÂÂÂ ¢ or $ 2. ÍÍÂÂÂÂÂ ¢ or $ 3. ÍÂÂÎÎÎ ¢ or $ 4. ÍÍÂÂÂÎÎ ¢ or $ 1 cent 1¢ $0.01 Î 5 cents 5¢ $0.05 Â 10 cents 10¢ $0.10 Í Practice 5. Write 4 even numbers.

LESSON 312 Name Date Coin Exchange Copyright © Wright Group/McGraw-Hill 84Use Í , , and Î to show each amount using the fewest possible coins. 1. ÎΠÎÎ Î 2. ÍÂΠ Π3. ÎÍ ÎÂÎ ÂÍ 4.   ÂÎ Â 5.  ÂÍÍÎ ÎÎÎ 6. ÎÎ Î ÎÎÎ Î ÎÎ Î Â 7. Show the amount using the fewest possible coins. Use Í ,  , and Î . ÍÍÂÂÂÂÂÂÂÎÎÎÎ Try This

Copyright © Wright Group/McGraw-Hill 85 Today we made a line plot for our class like the one below. At this time, your child should begin to see that the tallest column shows the color chosen by the greatest number of people and the shortest column shows the color chosen by the fewest number of people. Please return this Home Link to school tomorrow. Family Note HOME LINK 313 Name Date Favorite Colors 1. Tell someone at home about the line plot your class made today. 2. In Keisha’s class, children made a line plot for their favorite colors. a. What was their favorite color? b. What was their least favoritecolor? G G G G G G Y Y Y B B B B B B B B B R R R R R R red greenFavorite Colors yellow blue Practice 3. How much money? ÍÎÎÎ ¢

86 Today your child examined dot patterns on dominoes and played with dominoes. The relationship between the numbers of dots on each domino part is useful for learning basic facts. Domino Top-Itis a great game for helping your child practice basic addition facts. Family Note Name Date Domino Top-It Show someone at home how to play Domino Top-It. Use a set of real dominoes, if you have one. Or use the paper dominoes your teacher gave you. Directions 1. If you have real dominoes, turn them facedown on the table. If you are using paper dominoes, put them facedown in a stack. 2. Each player takes a domino and turns it over. If you are using paper dominoes, take one from the top of the stack. 3. The player with the larger total number of dots takes both dominoes. First estimate; then count. 4. In case of a tie, each player turns over another domino. The player with the larger total takes all of the dominoes that are faceup. 5. The game is over when all of the dominoes have been played. The player who has more dominoes wins. Copyright © Wright Group/McGraw-Hill HOME LINK 314 Practice 6. Write 4 odd numbers.

87 HOME LINK 315 Name Date Unit 4: Family Letter Copyright © Wright Group/McGraw-Hill Measurement and Basic Facts Unit 4 focuses primarily on length measurement. Lesson activities will provide opportunities for children to measure with nonstandard units, such as hand spans and paces, as well as with standard units, such as feet and inches, using a ruler and a tape measure. Children will practice basic measuring skills, such as marking off units “end to end,” aligning the 0-mark of a ruler with one edge of the object being measured, and measuring objects longer than the ruler. Since most measurements are estimates, you will notice that estimation is used to report measurements. For example, about5 hand spans, a little less than 8 inches,almost3 feet, and so on. Children will also practice other measurement skills. Children will read thermometers that have marks at two-degree intervals, and they will tell time to the nearest quarter-hour. Children will also explore timelines to develop a sense for sequencing events with the passage of time. 0 1020304050 In this unit, children make number scrolls by writing numbers in extended number grids. This activity not only provides practice with writing numbers, but helps children develop a sense of the patterns in our place-value system. 1 11 21 31 41 51 61 71 81 91 9 10 20 30 40 50 60 70 80 90 1000 45 6 7 8 9 14 15 16 17 18 19 24 25 26 27 28 29 34 35 36 37 38 39 44 45 46 47 48 49 54 55 56 57 58 59 64 65 66 67 68 69 74 75 76 77 78 79 84 85 86 87 88 89 94 95 96 97 98 99 1 4 3 2 6 5 3 13 23 33 43 53 63 73 83 93 7 2 12 22 32 42 52 62 72 82 92 8 In the last two lessons, children will work toward developing addition “fact power.” Knowing the basic facts is as important to mathematics as knowing words by sight is to reading. This beginning work uses dominoes as models. 235 167549 Please keep this Family Letter for reference as your child works through Unit 4.

88 Vocabulary Important terms in Unit 4: inch and footUnits of length in the U.S. customary system. standard unitA unit of measure that has been defined by a recognized authority, such as a government or a standards organization. For example, inches and feet are standard units. timelineA number line showing when events took place. number scrollA series of number grids taped together.fact powerA term for the ability to automatically recall arithmetic facts without having to figure them out. addition factsThe 100 possible sums of two 1-digit numbers—from 0 0 through 9 9. Copyright © Wright Group/McGraw-Hill Unit 4: Family Letter cont. HOME LINK 315 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.Use a standard measuring tool to measure the length of objects in your home to the nearest inch. 2.Practice counting by 2s using a thermometer. 3.Tell the time (on the hour, the half-hour, or the quarter-hour) and have your child draw a picture of a clock to represent each time. 4.Have your child tell you the time as minutes after the hour. For example:“It is about six-fifteen” or “It is about fifteen minutes after six.” 5.Have your child tell you a number story for a given number sentence, such as 3 58. For example:“I had 3 dogs. Then I got 5 more dogs. Now I have 8 dogs!”

89 Copyright © Wright Group/McGraw-Hill Unit 4: Family Letter cont. HOME LINK 315 Building Skills through Games In Unit 4, your child will play the following games: Dime-Nickel-Penny Grab Players mix 10 dimes, 8 nickels, and 20 pennies together. One player grabs a handful of coins. The other player takes the coins that are left. Each player calculates the value of his or her coins. The player with the larger total wins the round. High RollerPlayers roll two dice and keep the die with the greater number (the “high roller”). Players roll the other die again and count on from the “high roller” to get the sum of the two dice. Shaker Addition Top-ItEach player rolls two dice and calls out the sum of the dots. The player with the higher sum takes a penny. If there is a tie between players, each of these players takes a penny. The player with more pennies at the end of the game wins. As You Help Your Child with Homework As your child brings home assignments, you may want to go over the instructions together, clarifying them as necessary. The answers listed below will guide you through the Home Links for Unit 4. Home Link 4 1 1.22, 24, 262.72, 74, 763.52, 54, 56 4.102, 104, 1065.70°F6.60°F 7.80°F8.58°F 9. 10.11. 12. 13.////\////\////\/ 14.////\////\////\////\////\ 40 50 60 70 80 40 50 60 70 80 40 50 60 70 80 40 50 60 70 80 Home Link 4 2 1.–2.Your child should give a reasonable answer for how many hand spans across and long his or her bed measures. 3.114.10 Home Link 4 3 1.–2.Your child should make marks on the foot long foot that are about the length of each family member’s foot. 3.Sample answer: It is not a good idea for people to use their own feet to measure things because everybody’s feet are not the same length. 4.–5.Your child should clearly write the numbers 8 and 9.

90 Copyright © Wright Group/McGraw-Hill Unit 4: Family Letter cont. HOME LINK 315 101 111 121110 120 130 100 104 105 106 107 108 109 114 115 116 117 118 119 124 125 126 127 128 129 103 113 123 102 112 122 Home Link 4 4 1.42.33.124.21 5.////\////\////\//// 6.////\////\////\////\////\ Home Link 4 5 1.–2.Your child should measure 2 objects to the nearest inch. 3.21¢ Home Link 4 6 1.–3.Your child should name and draw 3 measuring tools in your home such as a measuring cup, scale, or ruler. 4.odd5.even Home Link 4 7 1. 2. 3. 4. 5. 6. 7.25, 30, 40, 50, 55, 65, 70 8.90, 100, 110, 120, 130 Home Link 4 8 1.12.43.84.75.6; 5; 9 Home Link 4 9 1. Your child should draw a picture of something that happens in your family for each day of the week. 2.163.194.315.40 Home Link 4 10 1.Sample answer: I counted by 1s and wrote one number in each square as I moved from left to right on the number grid. I taped number grids together to create a scroll. 2.Sample answer: window shades or papyrus scrolls. 3. 4. 23, 0.23; 5. 41, 0.41 Home Link 4 11 1.62.73.74.55.56.6 7.78.89.7 10. Home Link 4 12 246; ; ; 8 53; 7 43; ; ; 8 210; 10 64 6, 8, 126 3 9 1 6 72 7 9 4 4 8 10 12 11 9 9 9