[PDF] Unit 09 Measurement.pdf | Plain Text

252 Name Date Time In class today, your child measured distances by using a yardstick. Talk with your child about measurements that you use at your job, around the house, in sports, or in other activities. If you don’t have measuring tools to show your child, you might find pictures of measuring tools in a catalog, magazine, or book. Discuss with your child how these tools are used. Please return this Home Link to school tomorrow. Family Note 1.Talk with people at home about how they use measurements at home, at their jobs, or in other activities. 2.Ask people at home to show you the tools they use for measuring. Write the names of some of these tools. Be ready to talk about your list in class. 3.Look for measures in pictures in newspapers or magazines. For example, an ad might name the height of a bookcase or tell how much a container holds. Ask an adult if you may bring the pictures to school for our Measures All Around Museum. Circle the measures. 4.Bring one or two small boxes shaped like rectangular prisms to school. The boxes should be small enough to fit on a sheet of paper. You will need these for Lesson 9-4. Copyright © Wright Group/McGraw-Hill HOME LINK 91 Using Measurement Practice 5.866.7707.608.350 2921 14 25 64–66

Materials  small paper clips  large paper clips Directions 1.Use small paper clips to measure the line below. About how many small paper clips? Now, use large paper clips to measure the same line. About how many large paper clips? 2.Try again. Measure this line with small and large paper clips. About how many small paper clips? About how many large paper clips? 3.Why are the measurements different for the same line? LESSON 91 Name Date Time Measuring Length with Paper Clips 253 Copyright © Wright Group/McGraw-Hill

1.Plan how you can compare the length of the crooked paths without using measuring tools. Describe your plan below. 2.Carry out your plan. Compare the lengths of the crooked paths. Write the letter for the path that is the longest path: the shortest path: 3.Estimate the length of each path in yards. Use words like about, a little more than, a little less than. I estimate that Path A is . I estimate that Path B is . I estimate that Path C is . 4.Now measure the lengths and check your estimates. Path A is about . Path B is about . Path C is about . LESSON 91 Name Date Time Comparing Crooked Paths Copyright © Wright Group/McGraw-Hill 254

LESSON 92 Name Date A Foot and a Decimeter 255 Copyright © Wright Group/McGraw-Hill 01 2 3 4 5 6inches 7 8 9 10 11 12 01 2345678910 cm

1.Cut out the 6-inch ruler on the next page. Measure two objects or distances. Measure to the nearest foot. Then measure again to the nearest inch. Some things you might measure are the width of the refrigerator door, the length of the bathtub, or the height of a light switch from the floor. 2.Cut out the 10-centimeter ruler on the next page. Measure the same objects or distances. Measure to the nearest decimeter. Then measure again to the nearest centimeter. ObjectorDistance Nearest Nearest Decimeter Centimeter about dm about cm about dm about cm 256 Name Date Time Today your child reviewed how to use a ruler to measure objects and distances in inches and feet and in centimeters and decimeters. Your child’s class also began making a Table of Equivalent Measures for the U.S. customary and metric systems. Ask your child to show you how to measure some of the objects or distances that he or she selects to complete the tables below. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 92 Linear Measurements ObjectorDistance Nearest Nearest Foot Inch about ft about in. about ft about in. 64–67

257 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 92 Linear Measurements continued Complete each sentence. 3.One foot is equal to inches. 4.One yard is equal to feet. 5.One decimeter is equal to centimeters. 6.One meter is equal to centimeters. 7.Two feet are equal to inches. 8.Three yards are equal to feet. 9.Four decimeters are equal to centimeters. 10.Seven meters are equal to centimeters. 11.23 46  12.38 47  13.84 36  14.76 39  01 2345678910 cm 0123 456 inches Practice

LESSON 92 Name Date Foot-Long Foot Copyright © Wright Group/McGraw-Hill 0 feet1 foot Name 258

LESSON 92 Name Date Time Fish Poster Copyright © Wright Group/McGraw-Hill Fish A 1 lb 12 in.Fish D 5 lb 24 in. Fish E 6 lb 24 in. Fish H 14 lb 30 in.Fish I 15 lb 30 in. Fish K 35 lb 42 in.Fish J 24 lb 36 in. Fish F 8 lb 30 in.Fish G 10 lb 30 in. Fish B 3 lb 14 in.Fish C 4 lb 18 in. Fish L 100 lb 72 in. 259

LESSON 93 Name Date Time An Inch Copyright © Wright Group/McGraw-Hill 260 0 123 456 inches 1 0 01 23 456 inches 1 0

LESSON 93 Name Date Time A Centimeter 261 Copyright © Wright Group/McGraw-Hill 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 cm 01

262 Name Date Time Today your child measured life-size pictures of objects to the nearest half-inch and half-centimeter. Take turns with your child measuring objects to the nearest half-inch and half-centimeter. Check to see if your measurements are the same. Please return this Home Link to school tomorrow. Family Note Cut out the 6-inch ruler on the next page. Measure each line segment to the nearest half-inch. Write the measurement in the blank to the right of each segment. 1.inches 2.inches Cut out the 15-centimeter ruler on the next page. Measure each line segment to the nearest half-centimeter. Write the measurement in the blank to the right of each segment. 3.centimeters 4.centimeters Measure some objects in your home to the nearest half-inch or half-centimeter. List the objects and their measurements below. Object Measurement 5. 6. 7. 8. Copyright © Wright Group/McGraw-Hill HOME LINK 93 Measuring Lengths 64–66

263 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 93 Measuring Lengths continued 9.Draw pictures of two things you measured. Mark the parts you measured. Record the measurements under the pictures. Practice 10.23111.452 59 55 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 cm 01 23 456 inches

Take a paper strip from your teacher. Use your 12-inch ruler to measure the paper strip to the nearest inch. Record the length on the paper strip, including the units. Find 5 objects in the room that are about the same length as the paper strip. List the names or draw pictures of your objects. 1. 2. 3. 4. 5. Are all your objects aboutthe same size? Are all your objects exactlythe same size? Write 5 sentences that compare the objects. Use words like longer, shorter, about, a little more than, and so on. Example: The crayon and the eraser are about3 inches long. The eraser is a little shorter thanthe crayon. 1. 2. 3. 4. 5. LESSON 93 Name Date Time Comparing Lengths of Objects Copyright © Wright Group/McGraw-Hill 264 ERASER

Work with 1 or 2 people. Materials  tape measure  meterstick  string or ribbon from your teacher Directions 1.Check your measuring tools. Look for these units:  1 meter (100 centimeters)  decimeters (10 centimeters each) If the units are hard to see, mark them with a crayon. 2.Measure the string or ribbon you get from your teacher. Measure it 3 times. Use meters the first time you measure. Use decimeters the next time. Use centimeters the last time. meters decimeters centimeters LESSON 93 Name Date Time Metric Units of Linear Measure 265 Copyright © Wright Group/McGraw-Hill

3.Choose a different item to measure, such as:  the width of a door, the classroom, or a window  the length of someone’s arm or leg  the length and width of a rug, a table, or the hall Measure the item 3 times. Use meters the first time you measure, decimeters the next time, and centimeters the last time. meters decimeters centimeters 4.Discuss the measurements in Problems 2 and 3. Can anyone see any patterns among the 3 measurements? Explain the patterns you see. 5.Name some things that would best be measured in these units: a. meters b. centimeters c. decimeters LESSON 93 Name Date Time Metric Units continued Copyright © Wright Group/McGraw-Hill 266

LESSON 94 Name Date Time Thumb and Wrist Measurements 267 Copyright © Wright Group/McGraw-Hill Name Work with a partner. Measure, to the nearest centimeter, the distance around: your thumb your wrist centimeters centimeters Name Work with a partner. Measure, to the nearest centimeter, the distance around: your thumb your wrist centimeters centimetersName Work with a partner. Measure, to the nearest centimeter, the distance around: your thumb your wrist centimeters centimeters Name Work with a partner. Measure, to the nearest centimeter, the distance around: your thumb your wrist centimeters centimeters

268 Name Date Time Today your child found the perimeter of different shapes and the distance around his or her thumb, wrist, neck, and ankle. Perimeter is the measure around something. Finding perimeters also gives your child practice in measuring to the nearest inch and centimeter. Please return this Home Link to school tomorrow. Family Note Cut out the 6-inch ruler on the next page. Measure the side of each figure to the nearest inch. Write the length next to each side. Then find the perimeter. 1. Perimeter:inches 2. Perimeter:inches Copyright © Wright Group/McGraw-Hill HOME LINK 94 Perimeter 68

269 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 94 Perimeter continued Solve the number story. Write a number model. 3.Mr. Lopez is putting a fence around his vegetable garden. The garden is shaped liked a rectangle. The longer sides are 14 feet long, and the shorter sides are 9 1 2feet long. How much fencing should Mr. Lopez buy? Answer:feet Number model: 4.Draw a quadrangle below. Measure the sides to the nearest 1 2-inch. Write the length next to each side. Find the perimeter. The perimeter of my quadrangle is inches. 0 123 456 inches

Your teacher will put two lines of tape on the floor that are 18 feet apart. 1.Start with your toes on one line. Count the number of paces you take to reach the other line. Each time your foot hits the floor counts as 1 pace. Number of paces: 2.Use this table to find out how long your pace is. The length of my pace is about feet. LESSON 94 Name Date Time Measuring Perimeter in Paces Copyright © Wright Group/McGraw-Hill 270 Number of Length of Your Steps Taken Pace Is About . . . 15 or more 1 foot 11 to 14 1 1 2feet 8 to 10 2 feet 72 1 2feet 6 3 feet

3.Mrs. Dean’s garden is square. Each side is 30 feet long. a. How many paces would you take to walk along one side of the garden? paces b. How many paces would you take to walk around the whole garden? paces c. The perimeter of the garden is feet. d. The perimeter of the garden is of my paces. LESSON 94 Name Date Time Measuring Perimeter in Paces cont. 271 Copyright © Wright Group/McGraw-Hill 30 feet 30 feet30 feet 30 feet

272 Name Date Time Our class is studying measurement of longer distances. If the traveler your child talks to had experiences with the metric system in another country, have your child include this information to share with the class. Please return this Home Link to school tomorrow. Family Note Ask someone at home to tell you about the longest trip he or she ever took. Write about the trip. Here are some questions you might want to ask that person:  When did you take the trip?  Where did you go?  What interesting or unusual things did you see or do?  How did you travel? By car? By plane? By train?  How long did the trip take?  How far did you travel? Copyright © Wright Group/McGraw-Hill HOME LINK 95 Travel Interview Practice 1.136 78 2.172 59 

Use the map on journal page 218. Solve the problem below. Explain your work. The Chang family drove from Seattle to Los Angeles by way of Butte, Billings, Cheyenne, Denver, and Albuquerque. They drove about 400 miles per day. About how many days did the trip take them? LESSON 95 Name Date Time How Many Days? 273 Copyright © Wright Group/McGraw-Hill

All the items below may be measured with any of the given units. Some units are best for measuring short distances, and some units are better for measuring long distances. Decide which unit is best for each situation. Circle the unit that you would use to measure each of them. 1.distance from Orlando, Florida, to Boston, Massachusetts inch foot mile 2.length of a paper clip centimetermeter kilometer 3.height of your teacher yard footmile 4.perimeter of your bedroom centimeter meterkilometer 5.width of a deck of cards inchfoot yard 6.length of a bus inch footmile LESSON 95 Name Date Time Units of Measure Copyright © Wright Group/McGraw-Hill 274

Work with a small group. Materials  Math Journal 2,p. 221  rulers; masking tape; macaroni  pieces of cardboard  2 sheets of 8 1 2'' by 11'' construction paper Directions 1.Draw a line 1 inch from a long edge on one construction paper rectangle.  Roll the rectangle into a long cylinder and tape the paper along the line.  Then tape the cylinder to a piece of cardboard. 2.Draw a line 1 inch from a short edge on the other rectangle.  Roll the rectangle into a short cylinder and tape the paper along the line.  Then tape the cylinder to a piece of cardboard. LESSON 96 Name Date Time Which Cylinder Holds More? 275 Copyright © Wright Group/McGraw-Hill

3.Talk about these questions with your group.  Suppose that you fill both containers with macaroni. Will one of the cylinders hold more macaroni than the other?  If so, which one? Why? Record your prediction on journal page 221. 4.Find out. Fill the tall cylinder with macaroni. Then carefully pour the macaroni from the tall cylinder into the short cylinder. Record what happened on journal page 221. LESSON 96 Name Date Time Which Cylinder Holds More? continued Copyright © Wright Group/McGraw-Hill 276

Work in a small group. Materials  centimeter grid paper  inch grid paper  Everything Math Deck, if available  for tracing: slate, Pattern-Block Template, crayon box, and other objects  Math Journal 2,p. 221 Directions 1.Place the deck of cards on the centimeter grid paper. Trace around the deck. The tracing shows the border of the deck. 2.Count the squares that cover the space inside the border.  If more than half of a square is inside the border, count the whole square.  If less than half of a square is inside the border, do not count the square at all. 3.The amount of space inside the border is called the area. The number of squares you counted is a measurement of the area in square centimeters. LESSON 96 Name Date Time Measuring Area 277 Copyright © Wright Group/McGraw-Hill

4.Repeat Steps 1 and 2 using inch grid paper. 5.Find the area of four or five more objects. You might trace things like …  a Pattern-Block Template  pattern blocks  a crayon box  objects from the Measures All Around Museum 6.Record the areas you measured on journal page 221. Work together as a group. Explain why your results are estimates and not exact measurements. How are the units used to measure area different from those used to measure perimeter? LESSON 96 Name Date Time Measuring Area continued Copyright © Wright Group/McGraw-Hill 278 Follow-Up

Work with a small group. Materials  Math Masters,p. 280  ruler; tape measure; meterstick; yardstick; scale; measuring cup; measuring spoon Directions 1.Explore and discuss how to use each of the measuring tools. 2.Sort the measuring tools into the following three groups: linear measures: tools that measure length, width, height, distance between, distance around (perimeter) measures of weight: how heavy a thing is; how hard it is to move measures of volume and capacity: how much of something there is; how much a container will hold 3.Complete Math Masters,page 280. List things you can measure with tools from each group. Write the unit that would be used to measure each item. Discuss other measuring tools you know about. List them on the back of Math Masters,page 280. LESSON 96 Name Date Time Things to Measure 279 Copyright © Wright Group/McGraw-Hill Follow-Up

1.List 4 things you can measure with a ruler, a tape measure, a meterstick, or a yardstick. Write the unit that you would use to make each measurement. Object Unit Example:Ma th Jo u rn a l In c h e s 2.List 4 things you can weigh with a scale. Object Unit 3.List 4 things you can measure with a measuring cup, a measuring spoon, or some other container. Object Unit LESSON 96 Name Date Time Things to Measure continued Copyright © Wright Group/McGraw-Hill 280

281 Name Date Time Today your child explored the ideas of capacityandarea. Before your child is exposed to formal work with these measures (such as equivalent units of capacity or formulas for finding area), it is important that he or she have an informal understanding of these measures. In Problem 1, help your child see that although the glasses may have different dimensions, they can still hold about the same amount of water. In Problem 2, the number of squares that your child counts is the area in square centimeters. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 96 Capacity and Area 1.Find two different glasses at home that you think hold about the same amount of water. Test your prediction by pouring water from one glass into the other. Do they hold about the same amount of water? Does one glass hold more than the other? Explain to someone at home how you know. 2.Count squares to find the area of each figure. square centimeters square centimeters Practice 3.459 100 4.594 200  5.3506.460 50 59 69 70

Guess how many cubes are needed to cover each square with no gaps or overlaps. Cover each square with cubes to check your guess. 1.I think it will take cubes to cover this square. It took cubes to cover this square. 2.I think it will take cubes to cover this square. It took cubes to cover this square. LESSON 96 Name Date Time Area Copyright © Wright Group/McGraw-Hill 282

283 Name Date Time Today children discussed the concept of finding the area of a surface. Area is measured by finding the number of square units needed to cover the surface inside a shape. Make sure your child understands that, when he or she is finding the perimeter of the letters in Problem 4, he or she is finding the distance around the outside of the letters. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 97 Area and Perimeter Find the area of each letter. 1. 2. 3. Area sq cmAreasq cmAreasq cm 4.What is the perimeter of each letter? I:cmU:cmJ:cm Practice 5.67 28 6.154 62  7.888.126 74 23 69

LESSON 9 7 Name Date Time Letter Areas Copyright © Wright Group/McGraw-Hill 284 Find the area of each letter. Areasq cmAreasq cmAreasq cm Areasq cmAreasq cmAreasq cm Try This An 8-by-8 checkerboard has 64 squares. Some squares on a checkerboard are white. Some are black. Squares of the same color are never next to each other. 7.How many white squares8.If the square in one corner is are in each row? black, what color is the square How many black squares? in the diagonal corner? 3. 2. 1. 6. 5. 4.

Rule 285 Name Date Time Today children discussed units of capacity. Capacity is a measure of the amount of space something occupies or contains. Your child recorded equivalent U.S. customary units of capacity (cup, pint, quart, half-gallon, gallon) and equivalent metric units of capacity (milliliter, liter). Please help your child pick out a recipe and identify the units of capacity in the list of ingredients. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 98 Capacity Ask someone at home to help you find a recipe that uses units of capacity. Copy those ingredients and the amounts that are used in the recipe. Bring your list to school. Example: 3 4 cup of milk “What’s My Rule?” 1 gal 4 qt gal qt 2 16 6 10 Practice 1.272.92 56 58

Materials  half-gallon container  tape  measuring cup  pitcher of water 1.Make a measuring container.  Attach a piece of tape from the bottom to the top of an empty half-gallon container.  Fill a measuring cup with a half-cup of water.  Pour the water into the container. Do all of your pouring on a tray to catch the drips.  Mark the tape to show how high the water is inside the container.  Write 1 2cnext to the mark.  Pour another half-cup of water into the container.  Mark the tape and write 1 cnext to the mark.  Continue. Mark the tape 1 1 2cto show 3 half-cups, 2 cfor 4 half-cups, and so on. Fill the container.  Pour the water back into the pitcher. LESSON 98 Name Date Time Measuring Capacity Copyright © Wright Group/McGraw-Hill 286 1 c1 2 1 2 c 1 c 2 c 3 c 4 c 2 c 1 2 3 c1 2 1 cup cup 1 2

LESSON 98 Name Date Time Measuring Capacity continued 287 Copyright © Wright Group/McGraw-Hill 2.In the first column of the table below, write the names or draw pictures of several containers in the Measures All Around Museum. In the second column, estimate the capacity of each container. 3.Measure the capacity of each container.  Fill the container with water.  Pour the water into your measuring container.  See how high the water is on the tape. Write the number of the nearest mark in the third column above.  Pour the water back into the pitcher. Container Estimated Measured (description or picture) Capacity Capacity cc cc cc cc

288 Name Date Time Today children discussed U.S. customary units of weight (pounds, ounces) and metric units of weight (grams, kilograms). Your child weighed different objects using a variety of scales. Help your child weigh items using scales in your home or find items with weights written on them. Please return this Home Link to school tomorrow. Family Note Find out what kinds of scales you have at home—for example, a bath scale, a letter scale, or a package scale. Weigh a variety of things on the scales, such as a person, a letter, or a book. Record your results below. If you don’t have any scales, look for cans and packages of food with weights written on them. Record those weights below. Remember that ounces (oz) measure weight and that fluid ounces (fl oz) measure capacity. Object Weight(include unit) Copyright © Wright Group/McGraw-Hill HOME LINK 99 Weight Practice 1.86 73  2.132 45 

289 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 910 Unit 10: Family Letter Decimals and Place Value In this unit, children will review money concepts, such as names of coins and bills, money exchanges, and equivalent amounts. They will pretend to pay for items and to make change. The unit also focuses on extending work with fractions and money by using decimal notation. Children will use calculators for money problems and estimation. Later in this unit, children will work with place-value notation for 5-digit numbers. Here, as previously, the focus remains on strategies that help children automatically think of any digit in a numeral in terms of its value as determined by its place. For example, children will learn that in a number like 7,843, the 8 stands for 800, not 8, and the 4 for 40, not 4. Please keep this Family Letter for reference as your child works through Unit 10. 50¢ 50 cents 1 2 of a dollar $0.50 fifty cents ÍÍÍÍÍ

decimal point A mark used to separate the ones and tenths places in decimals. A decimal point separates dollars from cents in money notation. The mark is a dot in the U.S. customary system and a comma in Europe and some other countries. flat InEveryday Mathematics, the base-10 block consisting of one hundred 1-centimeter cubes. long InEveryday Mathematics, the base-10 block consisting of ten 1-centimeter cubes. cube InEveryday Mathematics,the smaller cube of the base-10 blocks, measuring 1 centimeter on each edge. place value A system that gives a digit a value according to its position in a number. In our standardbase-10(decimal) system for writing numbers, each place has a value 10 times that of the place to its right and one-tenth the value of the place to its left. The chart below illustrates the place value of each digit in 7,843. 290 Copyright © Wright Group/McGraw-Hill Unit 10: Family Letter cont. HOME LINK 910 Vocabulary Important terms in Unit 10: thousands , hundreds tens ones 7 , 843 Building Skills through Games In Unit 10, your child will build his or her understanding of fractions and money by playing the following games: Fraction Top-It Players turn over two fraction cards and compare the shaded parts of the cards. The player with the larger fraction keeps both cards. The player with more cards wins. Money Exchange Game Players roll a die and put that number of $1 bills on their Place-Value Mats. Whenever possible, they exchange ten $1 bills for one $10 bill. The first player to make an exchange for one $100 bill wins. Pick-a-Coin Players create coin collections based on rolls of a die. Players try to get the largest possible values for their collections. 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 wins. Equivalent Fractions Game Players take turns turning over Fraction Cards and try to find matching cards that show equivalent fractions.

291 Copyright © Wright Group/McGraw-Hill Unit 10: Family Letter cont. HOME LINK 910 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.Collect a variety of coins and help your child count them. Discuss what other coin combinations would equal the same amount. For example, each group of coins shown on this page equals $1.00. 2.Write a 4-digit number, such as 2,581. Have your child tell you the place value of each digit. Rearrange the digits several times, pointing out the change in place value for each of the new number’s digits. In 2,581, the 2 stands for 2,000; the 5, 500; the 8, 80; and the 1, 1. 3.Ask your child to add up grocery receipts by using a calculator.

292 Copyright © Wright Group/McGraw-Hill Unit 10: Family Letter cont. HOME LINK 910 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 10 1 1.10 pennies 10¢, or $0.10 10 nickels 50¢, or $0.50 10 dimes $1.00 10 quarters $2.50 10 half-dollars $5.00 Total $9.10 Home Link 10 2 1.$3.572.$3.553.$0.524.$0.08 5.Sample answers: ÁÁ‰ ‰ Í Î Î Î Î or Á‰‰‰‰ÍÍÍÍÂÂÂÂÎÎÎÎ 6.1807.55 Home Link 10 3 1.$0.06; $0.50; $1.30; $1.50; $3.36 3.3034.197 Home Link 10 4 1.1.09; 2.5; 0.98; 3.18; 0.06 3.764.725.446.18 Home Link 10 5 1.$0.702.$2.603.$1.00 4.$1.305.$4.006.$1.20 7.$2.308.$1.30$0.50$1.80 9.$0.80$0.40$1.20 10.$0.70$0.90$1.60 11.$1.40$0.80$2.20 Home Link 10 7 1.17 sq cm2.23 cm 2 3.10 square cm 4.9 cm 2 5.856.29 Home Link 10 8 1.4 622.1 , 3 263.5 , 0 064.8 69 5.2 , 3 046.4 , 5 679.1,18310.1,204 11.15812.18813.29 Home Link 10 9 1.0; 100; 200; 300; 400; 500; 600; 700; 800; 900; 1,000 2.0; 1,000; 2,000; 3,000; 4,000; 5,000; 6,000; 7,000; 8,000; 9,000; 10,000 3. Home Link 10 10 3.72,4694.72,569; 75,469; 72,369; 69,469 5.766.497.2258.170 Home Link 10 11 1.92.153.134.6 5.13 (92)2 6.(28 8) 416 7.(150 70) 4040 8.800 (200300)300 9. 10. Number 10 More 100 More 1,000 More 32 42 132 1, 032 146 156 246 1,146 309 319 409 1,309 1,468 1,478 1,568 2,468 10,037 10,047 10,137 11,037 (50 150) 100 50 (150 100) 400 (300 200) (400 300) 200 15 100 25 (15 5) (25 15) 5 (17 9) 7 17 (9 7) (3 6) 6 3 (6 6)