[PDF] Unit 07 Multiplication and Division.pdf | Plain Text

STUDY LINK 7 1 Fractions 203 44 52 Name Date Time Copyright © Wright Group/McGraw-Hill 1. Divide the circle into 6 equal parts. Color 5 6of the circle. 2. Divide the rectangle into 3 equal parts. Shade 2 3of the rectangle. 3. Divide each square into fourths. Color 1 3 4of the squares. Fill in the missing fractions and mixed numbers on the number lines. 4. 5. 02 1 4 1 0 1 7 10 Practice 6. 854 267  7. 3,398 2,635 8. 6,374 755 9. 5,947 3,972  Rule rectangle Whole Rule square Whole Rule circle Whole

LESSON 7 1 Name Date Time Fraction Strips 204 Copyright © Wright Group/McGraw-Hill Cut along the dashed lines. 1 Whole Halves Fourths Eighths Thirds Sixths 0 1

LESSON 7 1 Name Date Time Fraction Number-Line Poster 205 Copyright © Wright Group/McGraw-Hill 1 Whole Halves Fourths Eighths Thirds Sixths

LESSON 7 1 Name Date Time Constructing an Equilateral Triangle 206 Copyright © Wright Group/McGraw-Hill An equilateral triangleis a triangle in which all 3 sides are the same length. Here is one way to construct an equilateral triangle using a compass and straightedge. Step 1:Draw line segment AB. Step 2:Place the anchor of the compass on Aand the pencil on B. Without changing the compass opening, make an arc above the line segment. Step 3:Place the anchor on B. Keeping the same compass opening, make a second arc that crosses the first arc. Label the point where the two arcs cross as C. Step 4:Draw line segments ACand BC. Use your compass and straightedge to construct a very large equilateral triangle on a separate sheet of paper. Cut out your triangle. Divide it into 6 equal parts. Color 1 6of it. Tape your triangle on the back of this sheet. AB AB AB C AB C

STUDY LINK 7 2 “Fraction-of” Problems 207 59 Name Date Time Copyright © Wright Group/McGraw-Hill 1. Theresa had 24 cookies. She gave 1 6to her sister and 3 6to her mother. a. Fill in the “whole” box. b. How many cookies did she give to her sister? cookies c. How many did she give to her mother? cookies d. How many did she have left? cookies Solve. 2. 1 3of 18  3. 2 3of 18  4. 1 5of 35  5. 4 5of 35  6. 1 4of 40  7. 3 4of 40  8. 5 8of 16  9. 4 9of 27  10. 3 5of 20  11. What is 1 4of 10? Explain. Try This Practice 12. 92 4  13. 59 / 3  14. 104 / 8 15. 9 376  RuleWhole

208 Copyright © Wright Group/McGraw-Hill LESSON 7 2 Name Date Time Hiking Trails Luis is staying in a large state park that has 8 hiking trails. In the table at the right, each trail is labeled easy, moderate,or rugged,depending on how difficult that trail is for hiking. Luis figures that it would take him about 20 minutes to walk 1 mile on an easy trail, about 30 minutes on a moderate trail, and about 40 minutes on a rugged trail. 1. About how long will it take Luis to walk the following trails? a. Kettle Trail: About minutes b. Cliff Trail: About minutes c. Oak Trail: About minutes d. Bluff Trail: About minutes 2. If Luis wants to hike for about 3 4of an hour, which trail should he choose? 3. If he wants to hike for about 25 minutes, which trail should he choose? 4. About how long would it take him to complete Pine Trail? About minutes 5. Do you think Luis could walk Badger Trail in less than 2 hours? Explain. State Park Trails Trail Miles Type Ice Age1 1 4 easy Kettle 2 moderate Pine 3 4 moderate Bluff1 3 4 rugged Cliff 3 4 rugged Oak1 1 2 easy Sky1 1 2 moderate Badger 3 1 2 moderate 59

209 Copyright © Wright Group/McGraw-Hill EventFavorable Possible Probability Outcomes Outcomes Pick a blue tile 510 Pick a red tile 10 Pick a yellow tile 10 Pick a green tile 10 Pick a blue, red, or green tile 10 10 STUDY LINK 7 3 Color Tiles 45 80 Name Date Time There are 5 blue, 2 red, 1 yellow, and 2 green tiles in a bag. 1. Without looking, Maren picks a tile from the bag. Which of these best describes her chances of picking a blue tile? likely 50-50 chance unlikely very unlikely 2. Which of these best describes her chances of picking a yellow tile? certain likely 50-50 chance very unlikely 3. Find the probability of each event. Then make up an event and find the probability. 4. Suppose you picked a color tile from the bag 10 times. After each pick, you put the tile back in the bag. How many times would you expect to pick a blue tile? times Try the experiment. Compare your prediction with the actual results. Practice 5. 74 8  6. 4 987 7. 65 26 8. 35 462  A B C DA B C D 5 10 10 10 10 10 10

LESSON 7 3 Name Date Time A Deck of Regular Playing Cards 210 Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill 1. How many cards, not including jokers, are in a deck of regular playing cards? cards 2. Use the cards to help you fill in the chart. Type of CardNumber of Cards Type of CardNumber of Cards in Deck in Deck Red Spade BlackFace card Diamond Heart face card Heart 9 Club 4 LESSON 7 3 Name Date Time A Deck of Regular Playing Cards 1. How many cards, not including jokers, are in a deck of regular playing cards? cards 2. Use the cards to help you fill in the chart. Type of CardNumber of Cards Type of CardNumber of Cards in Deck in Deck Red Spade BlackFace card Diamond Heart face card Heart 9 Club 4 (jack, queen, king) (jack, queen, king)

LESSON 7 3 Name Date Time A Playing-Card Experiment 211 Copyright © Wright Group/McGraw-Hill 1. Place 52 playing cards in a bag. Shake the bag. 2. Before you begin the experiment, predict the results for each event. 3. Now do the experiment. Step 1:Pick a card from the bag. Step 2:Record a tally for each event that applies. For example, for the king of clubs put a tally mark next to black cardand face card. Step 3:Mark an X in the grid to record the number of picks. Step 4:Return the card to the bag and shake it. Repeat Steps 1– 4 until all 52 boxes in the grid have been filled in.EventPredicted Results TalliesActual Results for 52 Picks for 52 Picks Pick a black card 52 52 Pick a red card Pick a face card Pick a heart Pick an Ace Pick an Ace of spades 4. Describe how your actual results compare with your predicted results. Be sure to include anything that surprised you.

LESSON 7 4 Name Date Time Polygons 212 Copyright © Wright Group/McGraw-Hill Shape A Shape B Shape C

STUDY LINK 7 4 Dividing Squares 213 44 59 Name Date Time Copyright © Wright Group/McGraw-Hill Use a straightedge and the dots below to help you divide each of the squares into equal parts. Example:Squares A, B, C, and D are each divided in half in a different way. 1. Square E is divided into fourths. Divide squares F, G, and H into fourths, each in a different way. 2. Square I is divided into eighths. Divide squares J, K, and L into eighths, each in a different way. 3. Rosa has 15 quarters and 10 nickels. She buys juice from a store for herself and her friends. The juice costs 35 cents per can. She gives the cashier 2 3of the quarters and 3 5of the nickels. The cashier does not give her any change. How many cans of juice did she buy? cans Show your work on the back of this paper. Practice 4. 0.636 0.245  5. 9.085 0.76 6. 1.73 0.14 7. 0.325 0.297  AB C D EF G H IJKL

LESSON 7 4 Name Date Time Fractions of Rectangles 214 Copyright © Wright Group/McGraw-Hill Use red, blue, and green crayons to color the squares at the bottom of the page. Cut out the squares. If your teacher has colored tiles, use those instead. Use your colored squares to build the following rectangles in at least two differentways. Record your work. 1. 1 2red and 1 2blue 2. 1 3red, 1 3blue, 1 3green 3. 1 4red, 1 2blue, 1 4green 4. Make up a problem of your own. _____ red, _____ blue, _____ green red blue greenred blue greenred blue greenred blue greenred blue greenred blue greenred blue greenred blue greenred blue greenred blue green 49

LESSON 7 4 Name Date Time Exploring Tangrams 215 Copyright © Wright Group/McGraw-Hill 1. Cut out the tangram pieces at the top of Math Masters,page 441, and use all 7 pieces to create the large square at the bottom of the page. 2. If the large square is the whole, or the ONE, find the value of each of the tangram pieces. 3. Describe the strategy you used to find the value of the small triangle. 4. Describe how you can prove that you found the correct value of the small triangle. Try This Small Large Medium Small Parallelogram Square Triangle Triangle Triangle 5. Use several tangram pieces to create a polygon for which the small square is worth 2 9. Trace the polygon on the back of this page. Give the value of each tangram piece in the polygon.

STUDY LINK 75 Fractions Copyright © Wright Group/McGraw-Hill 216 Name Date Time 1. Jake has 3 4of a dollar. Maxwell has 11 0of a dollar. Do they have more or less than $1.00 in all? Number model: 2. Jillian draws a line segment 2 1 4inches long. Then she makes the line segment 1 1 2inches longer. How long is the line segment now? inches 3. A pizza was cut into 6 slices. Benjamin ate 1 3of the pizza and Dana ate 1 2. What fraction of the pizza was left? 4. Rafael drew a line segment 2 7 8inches long. Then he erased 1 2inch. How long is the line segment now? inches 5. Two hexagons together are one whole. Draw line segments to divide each whole into trapezoids, rhombuses, and triangles. Write a number model to show how the parts add up to the whole. 6. 1 4of 32  7.  19 0of 50 8. 7 8of 56  9.  1 11 2of 24 1 42 in. 1 21 in. Practice 7 82 in. 1 2 in. ? 55 57

LESSON 75 Name Date Time Divide Gator Pie 217 Copyright © Wright Group/McGraw-Hill 44 Use a straightedge to divide the pies below as Alvin and Alice did in Gator Pie. Make sure each gator gets an equal share. Write a number model to show what you did. 1. Two gators Number model:  1 3. Four gators Number model: 2. Three gators Number model:  1 4. Eight gators Number model:

STUDY LINK 76 Many Names for Fractions Copyright © Wright Group/McGraw-Hill 218 49 Name Date Time Write the letters of the pictures that represent each fraction. 1. 1 2 2. 3 4 3. 4 5 4. 2 3 C , ABC DEF GH I Practice 5.  1 6 3 6 6. 2 4 1 4 7. 1 2 2 6 8. 5 6 2 6 9. 3 4 1 4 10. 1 3 1 6

LESSON 76 Name Date Time Fraction Circles 219 Copyright © Wright Group/McGraw-Hill RuleWhole

LESSON 76 Name Date Time Equivalent Fractions 220 Copyright © Wright Group/McGraw-Hill Follow these steps to find equivalent fractions:  Cut out each circle on Math Masters,page 219.  Label the parts of each circle with a fraction, and cut them apart along the dashed lines.  Glue the cutout pieces onto the circles on this page and Math Masters, page 221 as directed.  Fill in the missing numerators to complete the equivalent fractions. 1. Cover 1 2of the circle with fourths. 2. Cover 1 4of the circle with eighths. 1 2 1 2 1 4 1 4 1 4 1 4  1 2 4  1 4 8 49

LESSON 76 Name Date Time Equivalent Fractions continued 221 Copyright © Wright Group/McGraw-Hill 3. Cover 2 4of the circle with eighths. 4. Cover 1 2of the circle with sixths. 5. Cover 1 3of the circle with sixths. 6. Cover 2 3of the circle with sixths. 1 3 1 3 1 3 1 3 1 3 1 3 1 2 1 2 1 4 1 4 1 4 1 4  1 2 6  1 3 6  2 3 6  2 4 8

LESSON 76 Name Date Time Equivalent Clock Fractions 222 Copyright © Wright Group/McGraw-Hill 1. Explain why a hexagon pattern block is useful for modeling equivalencies of fractions with denominators of 2, 3, and 6. 2. Study the clock face. Which denominators can be modeled on the clock face? Explain your answer. 3. Using the denominators from Problem 2, name the fraction represented on each clock face in as many different ways as you can. a. b. c. d. e. f.

STUDY LINK 7 7 Fraction Name-Collection Boxes 223 49 50 Name Date Time Copyright © Wright Group/McGraw-Hill In each name-collection box: Write the missing number in each fraction so that the fraction belongs in the box. Write one more fraction that can go in the box. 1. 2. 3. 5. 95 / 4 6. 57 3  7. 882 / 21 4. Make up your own a. b. name-collection box problems like the ones above. Ask a friend to solve your problems. Check your friend’s work. Practice 1 2 4 5 10 18 2 3 9 12 20 12 1 4 12 5 10 100

LESSON 7 7 Name Date Time 224 Copyright © Wright Group/McGraw-Hill Egyptian Fractions Ancient Egyptians only used fractions with 1 in the numerator. These are called unit fractions.They wrote non-unit fractions, such as 3 4and 4 9, as sums of unit fractions. They did not use the same unit fraction more than once in a sum. Examples: Use drawings and what you know about equivalent fractions to help you find the Egyptian form of each fraction. 1. 3 8 2. 15 2 3. 17 0 4. 5 6 1 9 1 3 1 4 1 2 5. 3 5 6. 4 7 3 4 1 2 1 4 4 9 1 3 1 9 55 57

LESSON 7 7 Name Date Time An Equivalent Fractions Rule 225 Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill Margot says the value of a fraction does not change if you do the same thing to the numerator and denominator. Margot says that she added 2 to the numerator and the denominator in 1 4and got 3 6. 1 4  2 2   3 6 Therefore, she says that 1 4 3 6. How could you explain or show Margot that she is wrong? LESSON 7 7 Name Date Time An Equivalent Fractions Rule Margot says the value of a fraction does not change if you do the same thing to the numerator and denominator. Margot says that she added 2 to the numerator and the denominator in 1 4and got 3 6. 1 4  2 2   3 6 Therefore, she says that 1 4 3 6. How could you explain or show Margot that she is wrong?

STUDY LINK 7 8 Fractions and Decimals Copyright © Wright Group/McGraw-Hill 226 61 Name Date Time Write 3 equivalent fractions for each decimal. Example: 0.8 1. 0.20 2. 0.6 3. 0.50 4. 0.75 Write an equivalent decimal for each fraction. 5. 13 0 6. 16 03 0 7. 17 0 8. 2 5 9. Shade more than 15 03 0 of the square and less than 18 0of the square. Write the value of the shaded part as a decimal and a fraction. Decimal: Fraction: 10. Shade more than 11 01 0 of the square and less than 1 4of the square. Write the value of the shaded part as a decimal and a fraction. Decimal: Fraction: 18 0 4 5 18 00 0  11. 78 º 9 12. 461 º 7  13. 39 º 25 Practice

LESSON 78 Name Date Time Fraction, Decimal, and Percent Grids 227 Copyright © Wright Group/McGraw-Hill Fill in the missing numbers. Shade the grids. 1. 2. Fraction: 1 8Fraction: 1 3 100 100 Decimal: Decimal: Percent:%Percent:% 3. 4. Fraction: 1 6Fraction: 4 6 100 100 Decimal: Decimal: Percent:%Percent:% 61 62

STUDY LINK 7 9 Compare and Order Fractions Copyright © Wright Group/McGraw-Hill 228 53 54 Name Date Time Write , , or to make each number sentence true. 1. 5 6 1 6 2. 13 0 3 4 3. 2 3 1 10 5 4. 1 40 0 14 6 5. 4 9 7 9 6. 5 6 5 8 7. Explain how you solved Problem 1. 8. Explain how you solved Problem 2. 9. Circle each fraction that is less than 1 2. 7 8 1 4 14 0 17 2 5 9 3 7 2 54 0 16 07 0 Write the fractions in order from smallest to largest. 10. 13 2, 17 2, 11 2, 1 11 2, 18 2 smallest largest 11. 1 5, 1 3, 21 0, 1 2, 51 0 smallest largest 12. 4 5, 14 00, 4 4, 4 8, 14 2 smallest largest Practice 13. 1 6of 30  14. 3 4of 75 15. 4 5of 45 

LESSON 7 9 Name Date Time Sort Fractions 229 Copyright © Wright Group/McGraw-Hill 01 ? 01 ? 01 ? Cut out the cards. Sort the cards into groups according to the fractions shown on them, and tape them onto a separate sheet of paper. Next to each group, write why you chose to put the cards into the group. 44

LESSON 7 9 Name Date Time Two-Digit Fractions 230 Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill Any fraction can be made from the digits 0–9. A fraction can have two digits like 3 4or 8 7or many digits like 3 94 87 3. A fraction may not have a denominator of 0. Use any two digits to make each of the following fractions. 1. The smallest possible fraction greater than 0 2. The largest possible fraction 3. The largest fraction less than 1 4. The smallest fraction greater than 1 2 5. Make up your own problem. LESSON 7 9 Name Date Time Two-Digit Fractions Any fraction can be made from the digits 0–9. A fraction can have two digits like 3 4or 8 7or many digits like 3 94 87 3. A fraction may not have a denominator of 0. Use any two digits to make each of the following fractions. 1. The smallest possible fraction greater than 0 2. The largest possible fraction 3. The largest fraction less than 1 4. The smallest fraction greater than 1 2 5. Make up your own problem. 53 53

STUDY LINK 7 10 What Is the ONE? 231 44 Name Date Time Copyright © Wright Group/McGraw-Hill For Problems 1 and 2, use your Geometry Template or sketch the shapes. 1. Suppose is 1 4. Draw each of the following: Example: 3 4 a. 1 b. 11 2 c. 2 2. Suppose is 2 3. Draw each of the following: a. 1 3 b. 1 c. 4 3 d. 2 Use counters to solve the following problems. 3. If 14 counters are 1 2, then what is the ONE? counters 4. If 9 counters are 1 3, then what is the ONE? counters 5. If 12 counters are 2 5, then what is the ONE? counters 6. If 16 counters are 4 9, then what is the ONE? counters 7.  1 4 1 2 8. 1 3 1 6 Practice 9. 3 4 1 4 10.  5 6 1 3

LESSON 7 10 Name Date Time A Whole Candy Bar 232 Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill Two friends cut a large candy bar into equal pieces. Harriet ate 1 4of the pieces. Nisha ate 1 2of the remaining pieces. Six pieces were left over. 1. How many pieces was the candy bar originally divided into? pieces 2. Explain how you got your answer. Include a drawing and number models as part of your explanation. LESSON 7 10 Name Date Time A Whole Candy Bar Two friends cut a large candy bar into equal pieces. Harriet ate 1 4of the pieces. Nisha ate 1 2of the remaining pieces. Six pieces were left over. 1. How many pieces was the candy bar originally divided into? pieces 2. Explain how you got your answer. Include a drawing and number models as part of your explanation.

LESSON 7 11 Name Date Time Spinner Experiments 233 Copyright © Wright Group/McGraw-Hill 80 84 1. Use a paper clip and pencil to make a spinner. a. Spin the paper clip 4 times. Record the number of times it lands on the shaded part and on the white part. b. Record the number of times the paper clip lands on the shaded part and on the white part for the whole class. 2. Make another spinner. Color the circle blue and red so that the paper clip is twice as likelyto land on blue as on red. a. Spin the paper clip 4 times. Record the number of times it lands on blue and on red. b. Record the number of times the paper clip lands on blue and on red for the whole class. c. What would you expect after spinning the paper clip 300 times? shaded white shaded white blue red blue red blue red 12 63 91 2 4 10 8 5 11 7

STUDY LINK 7 11 Spinners and Fractions Copyright © Wright Group/McGraw-Hill 234 80 84 Name Date Time 1. Design your own spinner with as many colors as you wish. Use a pencil until you are satisfied with your work, then color your spinner. 2. Describe your spinner. a. The chances of the paper clip landing on _________ are _________ out of _________. (color) b. The paper clip has a _________chance of landing on _________. (color) c. It is unlikely that the paper clip will land on _________. (color) d. It is _________times as likely to land on _________as on _________. (color) (color) e. It is more likely to land on _________ than _________. (color) (color) 3.  87 3 4. 699  5. 945 / 9  6. 706 5  Practice 12 1 2 3 4 5 6 7 8 91011

STUDY LINK 7 11 Layout of a Kitchen 235 Name Date Time Copyright © Wright Group/McGraw-Hill 131 Pages 235 and 236 will be needed to do Lesson 8 -1 in the next unit. Please complete the pages and return them to class. Every kitchen needs a stove, a sink, and a refrigerator. Notice how the stove, sink, and refrigerator are arranged in the kitchen below. The triangle shows the work path in the kitchen. Walking from the stove to the sink and to the refrigerator forms an invisible “triangle” on the floor. Bird’s-Eye View of Kitchen (looking down at appliances Front View of Kitchen and countertops) 1. Put one coin or other marker on the floor in front of your sink, one in front of your stove, and one in front of your refrigerator. 2. Measure the distance between each pair of markers. Use feet and inches, and record your measurements below. Distance between a. stove and refrigerator About feet inches b. refrigerator and sink About feet inches c. sink and stove About feet inches The side of a grid squa re represents 1 foot.

STUDY LINK 7 11 Layout of a Kitchen continued Copyright © Wright Group/McGraw-Hill 236 Name Date Time 3. On the grid below, make a sketch that shows how the stove, sink, and refrigerator are arranged in your kitchen. Your sketch should show a bird’s-eye view of these 3 appliances (including all countertops). If your oven is separate from your stove, sketch the stove top only. Use the following symbols in your sketch: stove refrigerator sink double sink 131 133

LESSON 7 11 Name Date Time Fractions of Circles 237 Copyright © Wright Group/McGraw-Hill Divide each circle into equal parts and color as directed. 1. Divide into 2 equal parts. 2. Divide into 3 equal parts. Color 1 2yellow. Color 1 3red and 1 3blue. 3. Divide into 6 equal parts. 4. Divide into 6 equal parts. Color 1 6green and 2 6orange. Color 1 6green and 1 3orange. 5. Divide into 12 equal parts. 6. Divide into 12 equal parts. Color 1 3red. Color 1 3red in a different way. 12 63 2 4 10 81 5 11 7 9 12 63 2 4 10 81 5 11 7 9 12 63 2 4 10 81 5 11 7 9 12 63 2 4 10 81 5 11 7 9 12 63 2 4 10 81 5 11 7 9 12 63 2 4 10 81 5 11 7 9 44

LESSON 7 12 Name Date Time A Cube-Drop Experiment 238 Copyright © Wright Group/McGraw-Hill Color the squares in the grid above. The table at the right shows the number of squares you must use for each color. How to Color the Grid Color Number of Squares yellow 1 red4 green 10 blue35 white50 Total100

STUDY LINK 7 12 What Are the Chances? 239 81 Name Date Time Copyright © Wright Group/McGraw-Hill 1. You are going to toss 2 pennies 20 times. How many times do you expect the 2 pennies will come up as a. 2 heads? times b. 2 tails? times c. 1 head and 1 tail? times 2. Now toss 2 pennies together 20 times. Record the results in the table. 3. What fraction of the tosses came up as a. 2 heads? b. 2 tails? c. 1 head and 1 tail? 4. Suppose you were to flip the coins 1,000 times. What fraction do you expect would come up as a. 2 heads? b. 2 tails? c. 1 head and 1 tail? 5. Explain how you got your answers for Problem 4. A Penny Toss Results Number of Times 2 heads 2 tails 1 head and 1 tail Practice 6. 7 48  7. 874 9  8. 45 86 9. 34 142

LESSON 7 12 Name Date Time Fractions and Percents on Grids 240 Copyright © Wright Group/McGraw-Hill Fractions and percents can be 14 07 0 47 out of 100 47% modeled with base-10 blocks. Build each fraction with base-10 blocks. Shade the grid, and fill in the missing numbers. These grids are the whole. Find the percent of each grid that is shaded. 5. 6. 1. 13 00 0 out of 100 % 3. 14 00 out of 100 % 2. 17 06 0 out of 100 % out of 100 % 99100 62 out of 100 %out of 100 % 100 50 100 50 4. Create your own.

LESSON 7 12 Name Date Time Results for 50 Cube Drops 241 Copyright © Wright Group/McGraw-HillCopyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill Results for 50 Cube Drops ColorNumber of Drops yellow red green blue white Total 50 Results for 50 Cube Drops ColorNumber of Drops yellow red green blue white Total 50 Results for 50 Cube Drops ColorNumber of Drops yellow red green blue white Total 50 Results for 50 Cube Drops ColorNumber of Drops yellow red green blue white Total 50 Results for 50 Cube Drops ColorNumber of Drops yellow red green blue white Total 50 Results for 50 Cube Drops ColorNumber of Drops yellow red green blue white Total 50

LESSON 7 12 Name Date Time Class Results for 1,000 Cube Drops 242 Copyright © Wright Group/McGraw-Hill Students ColorS1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 Number of drops yellow red green blue white Total 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 1,000 100% Percent Most of the percents you calculate will not be whole-number percents. You can record them as percents in tenths or round them to the nearest whole percent. For example, 96 out of 1,000 is equivalent to 9.6 out of 100. This could be recorded either as 9.6% or 10%. If the answers are rounded, the total might not add up to 100%.

243 Copyright © Wright Group/McGraw-Hill STUDY LINK 7 13 Unit 8: Family Letter Name Date Time Perimeter and Area In previous grades, your child studied the perimeter(distance around) and the area (amount of surface) of various geometric figures. This next unit will extend your child’s understanding of geometry by developing and applying formulas for the areas of figures such as rectangles, parallelograms, and triangles. Area of a Rectangle Area of a Parallelogram Areabaseheight (or length width) Area baseheight Abh(orlw)Abh Area of a Triangle Area 1 2of (base height) A 1 2bh Students will learn how to make scale drawings and apply their knowledge of perimeter, area, and scale drawing by analyzing the arrangement of the appliances in their kitchens and the furniture in their bedrooms. Students will also calculate the area of the skin that covers their entire body. A rule of thumb is that the area of a person’s skin is about 100 times the area of one side of that person’s hand. Ask your child to show you how to calculate the area of your own skin. The World Tour will continue. Students will examine how geographical areas are measured and the difficulties in making accurate measurements. They will compare areas for South American countries by using division to calculate the ratio of areas. Please keep this Family Letter for reference as your child works through Unit 8. base (length) height (width) base height base height

Copyright © Wright Group/McGraw-Hill Vocabulary Important terms in Unit 8: area The amount of surface inside a closed 2-dimensional (flat) boundary.Area is measured insquare units,such as square inches or square centimeters. formula A general rule for finding the value of something. A formula is often written using letter variables,which stand for the quantities involved. length The distance between two points on a 1-dimensional figure. Length is measured in units such as inches, meters, and miles. perimeter The distance around a 2-dimensional shape along the boundary of the shape. The perimeter of a circle is called its circumference. The perimeter of a polygon is the sum of the lengths of its sides. perpendicular Crossing or meeting at right angles. Lines, rays, line segments, and planes that cross or meet at right angles are perpendicular. The symbolmeans “is perpendicular to,” as in “line CDlineAB.” The symbol indicates a right angle. scale The ratio of the distance on a map, globe, drawing, or model to an actual distance. scale drawing A drawing of an object or a region in which all parts are drawn to the same scale as the object. Architects and builders often use scale drawings. square unit A unit used to measure area. For example, a square that measures one inch on each side has an area of one square inch. variable A letter or other symbol that represents a number. A variable can represent one specific number, or it can stand for many different numbers. width The length of one side of a rectangle or rectangular object, typically the shorter side. Unit 8: Family Letter cont. STUDY LINK 713 h b Area of a triangle A = º b º h 1 2 h b Area of a parallelogram A = b º h Area of a rectangle A = b º h b h Perimeter of a rectangle P = l+w+l+w = 2 º (l+w) l w Perpendicular linesB AC D 0 1 2 milesCampgroundEast Entrance Highway 61 Beach Hiking Trail Lake West Entrance Scale: 1 inch = mile 1 2 244

Copyright © Wright Group/McGraw-Hill Unit 8: Family Letter cont. STUDY LINK 713 Do-Anytime Activities To work with your child on concepts taught in this unit, try these interesting and engaging activities: 1.Have your child pretend that he or she is a carpenter whose job is to redesign a room—for example, a bedroom, the kitchen, or the living room. Have him or her make a rough estimate of the area of the room. Then help your child check the estimate by finding the actual area using a tape measure or, if possible, blueprints. 2.Have your child pretend that he or she is an architect. Give him or her some dimensions and space requirements to work with. Then have your child design a “dream house,” “dream bedroom,” or sports stadium, and make a scale drawing for that design. 3.Work with your child to make a scale drawing of your neighborhood. Or have your child make a scale drawing of the floor plan of your house or apartment. 4.Have your child compare the areas of continents, countries, states, or major cities. In this unit, your child will calculate perimeter and area, compare fractions, identify equivalent fractions, find fractions of collections, and calculate expected probabilities by playing the followinggames. For detailed instructions, see the Student Reference Book. Fraction MatchSeeStudent Reference Book,page 243. This is a game for 2 to 4 players and requires a deck of Fraction MatchCards. The game provides practice recognizing equivalent fractions. Fraction OfSeeStudent Reference Book,pages 244 and 245. This is a game for 2 players and requires 1 deck of Fraction OfFraction Cards, 1 deck of Fraction OfSet Cards, and 1 Fraction OfGameboard and Record Sheet. The game provides practice finding fractions of collections. Fraction Top-ItSeeStudent Reference Book,page 247. This is a game for 2 to 4 players and requires a set of Fraction Cards 1 and 2. The game provides practice comparing fractions. Grab BagSeeStudent Reference Book,page 249. This is a game for 2 players or two teams of 2 players. It requires 1 deck of Grab BagCards, 2 Grab BagRecord Sheets, and 3 six-sided dice. The game provides practice with variable substitution and calculating probabilities of events. Rugs and FencesSeeStudent Reference Book,pages 260 and 261. This is a game for 2 players and requires a Rugs and FencesPolygon Deck and an Area and Perimeter Deck. The game provides practice finding and comparing the area and perimeter of polygons. Building Skills through Games 245

Copyright © Wright Group/McGraw-Hill Unit 8: Family Letter cont. STUDY LINK 713 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 8 1 1.17 feet2.54 inches 3. 4. 5. 6. Study Link 8 2 1. a.52 milesb.117 miles c.32 1 2milesd.175 1 2miles 3. Study Link 8 3 1.24 square centimeters 2.24 square centimeters2., continued Sample answer: 3.2,0724.11,7405.3,5936.2,848 Study Link 8 4 1.87,500; 35 grid squares 2.17,500; 7 grid squares 3.88.714.58.085.386.1746.18.098 Study Link 8 5 1.48 square feet2.21 square inches 3.864 square centimeters 4.300 square meters 5.9 inches6.10 centimeters 7.9, 15, 18, 218.28, 35, 49, 56 9.36, 54, 60, 6610.24, 48, 72, 84 Study Link 8 6 1.94362.3824 3.46244.65724,680 5.13 inches6.85 meters Study Link 8 7 1. 1 2(84)162. 1 2(125)30 3. 1 2(102)10 4. 1 2(3475)1,275 5.3 inches6.6 meters 7.27, 36, 54, 728.8, 24, 40, 48 Rectangle Height in Drawing Actual Height A 1 2in. 12 ft B1 1 4in. 30 ft C 2 in. 48 ft D1 3 4in. 42 ft E 1 in. 24 ft 7 inches 15 centimeters 246 BE Sample answer: LU 3 cm 5 cm FM Sample answer: AR 6 cm2 cm 3 cm 1 cm 1 cm 2 cm 2 cm 3 cm 3 cm 1 in.1 in.1 4 1 in.1 4 in.1 2 in.3 4 in.3 4 in.1 2 in. 1 4 in. 1 4 in. 1 4 in. 1 4