[PDF] Unit 07 Patterns and Rules.pdf | Plain Text

1. Use a calculator to count by 5s starting with the number 102. Color the counts on the grid with a crayon. Look for a pattern. 2. Pick a number to count by. Start with a number less than 310. Use your calculator to count. Record your counts on the grid with a crayon. I counted by starting with the number . Here is a pattern that I found: LESSON 71 Name Date Time Using a Calculator to Find Patterns 195 Copyright © Wright Group/McGraw-Hill 112 122100 101 111 121103 113 123104 114 124106 116 126107 117 127108 118 128110 120 130 105 115 125109 119 129 102 300 301 311 321 331 341 351 361302 312 322 332 342 352 362343 353 363344 354 364345 355 365346 356 366347 357 367348 358 368349 359 369350 360 370 303 313 323 333304 314 324 334306 316 326 336308 318 328 338310 320 330 340 305 315 325 335307 317 327 337309 319 329 339

196 Name Date Time In this lesson, your child has been counting by 2s, 5s, and 10s. After your child has completed these problems, help him or her look for patterns in the ones digits of the answers. In the example, the ones digits repeat: 0, 2, 4, 6, 8, 0, 2, 4, and so on. If your child is successful with these problems, ask him or her to count backward by 2s, 5s, or 10s. Start from a number that is a multiple of 10, such as 200. Please return this Home Link to school tomorrow. Family Note Example: Count by 2s. Begin at 100. Write your first 10 counts below. , , , , , , , , , 1. Count by 2s. Begin at 200. Write your first 10 counts below. , , , , , , , , , 2. Count by 5s. Begin at 500. Write your first 10 counts below. , , , , , , , , , 3. Count by 10s. Begin at 550. Write your first 10 counts below. , , , , , , , , , Look at your counts. Write about any patterns you find in the counts. 200 118 116 114 112 110 108 106 104 102 100 Copyright © Wright Group/McGraw-Hill HOME LINK 71 Count by 2s, 5s, and 10s 96

LESSON 71 Name Date Time Patterns on a Number Chart 197 Copyright © Wright Group/McGraw-Hill –9 –8 –7 –6 –5 –4 –3 –2 –1 0 12345 678910 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

198 Name Date Time In this lesson, your child found the difference between a number and a multiple of 10. In Problems 1 and 2, your child will find the difference between a number and the next-higher multiple of 10. For example, your child will determine which number added to 62 equals 70 (8). In Problem 3, your child will find different combinations of numbers that add to 70. If your child has difficulty with this problem, suggest changing the first number in each combination to the next-higher multiple of 10. For example, add 2 to 48 to make 50 and then add 20 to 50 to make 70. 2 2022, so 48 2270. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 72 Missing Addends 1. 4 10 10 3  5 10 10 1 8 10 2. 54 60 90 83  75 80 40 31  62 70 3. Make 70s. Show someone at home how you did it. 48 22 27 32 51  65 19  10  43 70 Unit

For each problem, tell how many dots must be added to fill the ten frames. Write a number model to show what you did. 1. 2. Number model: Number model: 3. 4. Number model: Number model: 5. Number model: 6. Number model: LESSON 72 Name Date Time Making Multiples of 10 199 Copyright © Wright Group/McGraw-Hill

1. Which team won the first half? By how much? points 2. Which team won the second half? By how much? points 3. Which team won the game? By how much? points LESSON 73 Name Date Time Basketball Addition Copyright © Wright Group/McGraw-Hill 200 Point Totals 1st Half 2nd Half Final Team 1 Team 2 Points Scored Team 1 Team 2 1st Half 2nd Half 1st Half 2nd Half Player 1 Player 2 Player 3 Player 4 Player 5 Team Score

201 Name Date Time In this lesson, your child added three or more 1-digit and 2-digit numbers. As your child completes the problems below, encourage him or her to share the different ways in which the points can be added. Your child might add all the tens first and then add all the ones. For example, 20 546201535. Your child may also look for combinations of numbers that are easier to add. In Game 1, for example, first add 14 and 6 to get 20 and then add 15 to get 35. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 73 Who Scored More Points? Do the following for each problem: ◆ Add the points for each team. ◆ Decide which team scored more points. The team with the greater number of points wins the game. ◆ Circle your answer. 1. Game 1 Team A: 15 14 6  Team B: 5 13 7  Who won? A or B 3. Game 3 Team A: 17 4 5 3  Team B: 2 11 9 18  Who won? A or B2. Game 2 Team A: 12 6 4 8  Team B: 5 10 19 1  Who won? A or B 4. Game 4 Team A: 7 4 16 13 5  Team B: 22 9 8 3 17  Who won? A or B Unit points

Solve these addition and subtraction puzzles. Example: 1. 2. 3. Make up addition and subtraction puzzles of your own. 4. 5. LESSON 73 Name Date Time Addition and Subtraction Puzzles Copyright © Wright Group/McGraw-Hill 202 27 8 15 3 17 18 35 12 5 SUBTRACT A D D 48 18 12 8 46 SUBTRACT A D D 40 28 59 95 SUBTRACT A D D 22 8 14 6 10 SUBTRACT A D D SUBTRACT A D D SUBTRACT A D D

203 Name Date Time Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 74 Doubles and Halves 1. Write a rule in the rule box. Then complete the table. 2. Fill in the frames using the rule in the rule box. Rule out in 2 8 in out 12 6 50 25 40 30 8 9 In today’s lesson, your child heard a story and used a calculator to double numbers and find halves of numbers repeatedly. Help your child solve the doubling and halving problems below. When appropriate, have your child use money or counters to help solve the problems. In Problem 1, for example, your child might display 40 counters, divide them into two equal groups, and then count to find that half of 40 is 20. Please return this Home Link to school tomorrow. Rule Double

204 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 74 Doubles and Halves continued 3. Fill in the frames using the rule in the rule box. 3 4. Maria finds 1 penny under her pillow when she wakes up on Monday morning. On Tuesday, she finds 2 pennies. On Wednesday, she finds 4 pennies. So, on Wednesday, she has a total of 7 cents. On Thursday, Friday, Saturday, and Sunday, Maria finds double the amount of money she found under her pillow the day before. How much money does Maria have on Sunday? Practice Try This 5. 28 19  6. 74 42  7. 67 29  Unit Rule Double

For each rectangle with dots: Circle “yes” if half of the dots are shaded. Circle “no” if more or less than half of the dots are shaded. 1. 2. 3. 4. Which problem was hardest to solve? Explain your answer. For each problem, circle the answer that is “double.” LESSON 74 Name Date Time Halves and Doubles 205 Copyright © Wright Group/McGraw-Hill yes no yes no yes no Example: Answer Choices: 5. Try This 6.

Remember what you learned about the Wubbles and how they double. There is a different kind of Wubble called a Budruple. It quadruples every night. Use your calculator. 1. On each line, write the number of Budruples after quadrupling. You started on Friday with one Budruple. On Saturday, there were Budruples. On Sunday, there were Budruples. On Monday, there were Budruples. On Tuesday, there were Budruples. On Wednesday, there were Budruples. On Thursday, there were Budruples. On Friday, there were Budruples. 2. On each line, write the number of Budruples after quartering. Remember that “ 1 4of ” means “divide by 4.” There were Budruples. After Wink 1, there were Budruples. After Wink 2, there were Budruples. After Wink 3, there were Budruples. After Wink 4, there were Budruples. After Wink 5, there were Budruples. After Wink 6, there were Budruples. After Wink 7, there was Budruple. LESSON 74 Name Date Time The Budruples 206 A Budruple Copyright © Wright Group/McGraw-Hill Adapted with permission from Calculator Mathematics Book 2by Sheila Sconiers, pp. 10 and 11 (Everyday Learning Corporation, © 1990 by the University of Chicago).

4. Make a stack of books on the floor. Estimate how much your stack weighs. Weigh the stack and see how close your estimate was. 5. Repeat with other stacks of books that are different sizes. Are you getting better at estimating weight? LESSON 75 Name Date Time Measuring Weight with a Bath Scale 207 Copyright © Wright Group/McGraw-Hill Make a 5-pound stack of books.Make a 10-pound stack of books.Make a 15-pound stack of books. 1. Place books on a bath scale. Try to make a stack of books that weighs about 5 pounds. Lift the stack of books and feel the weight of that stack. 2. Start again. Make a stack of books that weighs about 10 pounds. Then lift the stack and feel the weight. 3. Start again. Make a stack of books that weighs about 15 pounds. Then lift the stack and feel the weight.

Work in a small group. Materials  $5 bill, $1 bills, quarters, dimes, nickels, pennies  half-sheets of paper At school, 4 children found an envelope. Inside was a $5 bill. They took the envelope to the principal. A week went by and nobody claimed it. The principal returned the money to the children and said that it now belonged to them. How would you divide $5 so each of the children gets the same amount of money? 1. First, think about what you could do.  How could you begin?  What could you do next? 2. After you have divided the money, count each person’s share. Did each one get the same amount? 3. Write a group report or make a drawing. Tell how you divided the $5 equally among the 4 children.  Make up your own problems for dividing an amount of money equally among 4 or 5 children.  Write some of your problems on half-sheets of paper for others to solve. LESSON 75 Name Date Time Sharing Money 208 Follow-Up Copyright © Wright Group/McGraw-Hill

Work with a partner. Materials  Pattern-Block Template  pattern blocks 1. Choose two different pattern-block shapes. 2. Explore. Try to make a pattern using just these two shapes.  Do not leave any open spaces in your pattern.  Make the pattern so it covers about a quarter of a sheet of paper.  Make the pattern so you could continue it forever if you had enough blocks. 3. Use your Pattern-Block Template and crayons to record your pattern on a quarter-sheet of paper. Example: 4. If there is time, explore with two other different pattern blocks. LESSON 75 Name Date Time Two-Block Patterns 209 Copyright © Wright Group/McGraw-Hill

210 Name Date Time In today’s lesson, your child practiced reading weights, in pounds, on a bath scale. One purpose of this activity is to improve your child’s perception of weight so he or she can make more realistic estimates of weights. To help develop your child’s ability to read a bath scale, take every opportunity at home to use your bath scale to determine the weights of objects. Please return this Home Link to school tomorrow. Family Note HOME LINK 75 Estimating Weights Circle the best estimate for the weight of each object. 1. newborn baby 8 pounds 20 pounds 70 pounds 3. bag of apples 5 pounds 35 pounds 65 pounds 2. Thanksgiving turkey 1 2pound 20 pounds 70 pounds 4. An adult bull African elephant (the largest animal on land) 100 pounds 500 pounds 11,000 pounds Practice 5. 236 6. 199 7. 78 8. 45 37 1502945 Copyright © Wright Group/McGraw-Hill

Find objects in the room that you think might weigh about 1 pound. Then find objects that you think might weigh about 10 pounds. Record the objects in the boxes below. Weigh the objects and record their approximate weight. Imagine you found a dog and are writing a lost-and-found notice. To describe the dog, you want to tell its weight. The dog will not get on the scale and stay. How can you find his weight? Explain. LESSON 75 Name Date Time Estimating Weight 211 Copyright © Wright Group/McGraw-Hill Objects Weighing About 1 Pound Object Weight Objects Weighing About 10 Pounds Object Weight

212 Name Date Time In today’s lesson, your child measured his or her standing long jump in centimeters and his or her arm span in inches. Help your child compare his or her arm span to someone else’s arm span at home. Also, help your child find objects in the house that are about the same length as his or her arm span. Please return this Home Link to school tomorrow. Family Note My arm span is about inches long. 1. Tell someone at home about how long your arm span is in inches. 2. Compare your arm span to someone at home. Can you find someone who has a longer arm span than you do? Is there someone at home who has a shorter arm span? has a longer arm span than I do. has a shorter arm span than I do. 3. List some objects below that are about the same length as your arm span. 4. Explain how you know the objects you listed in Problem 3 are about the same length as your arm span. 5. 23 6. 45 7. 64 8. 86  19 58 39 57 HOME LINK 76 Comparing Arm Spans Practice 62 Copyright © Wright Group/McGraw-Hill

Use a centimeter cube to find objects that measure about 1 centimeter in length. List your objects below. Use a base-10 long to find objects that measure about 10 centimetersin length. List your objects below.Use a 1-inch square pattern block to find objects that measure about 1 inchin length. List your objects below. Use 1-inch square pattern blocks to find objects that measure about 10 inches in length. List your objects below. LESSON 76 Name Date Time Measuring Objects 213 Copyright © Wright Group/McGraw-Hill

LESSON 76 Name Date Time Amazing Leaps Copyright © Wright Group/McGraw-Hill 214 0 5 10 15 20 25 30 35 40 45 50 about 44 ft about 9 ft about 12 ft about 1 ft 1 in. about 3 ft 1 4 Standing long jump record: 12 ft 2 in. Gray kangaroo Human Goliath frog Jumping mouse Flea Tree frog Feet Amazing Leaps Running long jump record: 29 ft 4 in. 1 2

215 Name Date Time In this lesson, your child sorted data to find the median. Medianis a term used for the middle value. To find the median of a set of data, arrange the data in order from smallest to largest.Count from either end to the number in the middle. The middle value is the median. As your child finds the median in Problems 2 and 3, remind him or her that “in.” is the abbreviation for inches and “cm” is the abbreviation for centimeters. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 77 Find the Middle Value List the data in order from smallest to largest. Draw a circle around the median in your list. 1. 12 points points smallest3 points points21 points points15 points points20 points points7 points points9 points points largest 46

216 Name Date Time 2. Copyright © Wright Group/McGraw-Hill HOME LINK 77 Find the Middle Value continued Jarel: 66 in. tall in. smallestSuki: 70 in. tall in.Peter: 56 in. tall in.Keisha: 73 in. tall in.Cesar: 68 in. tall in. largest 3. Jarel: 168 cm tall cm smallestSuki: 178 cm tall cmPeter: 142 cm tall cmKeisha: 185 cm tall cmCesar: 173 cm tall cm largest

Choose from the number cards pictured below. Match a number card to each of the sets of pictured dots. Match a number card to each of the number lines below. Draw a small mark on the number line about where you think the number would be. Label your mark with the number. 1. 2. 3. 4. 070 040 010 0 100 LESSON 77 Name Date Time Ordering Numbers 217 Copyright © Wright Group/McGraw-Hill 8 27 57 92

Solve. The track team collected standing long jump data. They are as follows: Find the median. Explain your work. LESSON 77 Name Date Time Find the Median Copyright © Wright Group/McGraw-Hill 218 Our Jumps 93 inches 97 inches 82 inches 96 inches 85 inches 91 inches 89 inches 87 inches

Make a table of the arm spans of your classmates. LESSON 78 Name Date Time Table of Our Arm Spans 219 Copyright © Wright Group/McGraw-Hill Our Arm Spans Frequency Tallies Number Total  Arm Span (inches)

LESSON 78 Name Date Time Bar Graph of Our Arm Spans Copyright © Wright Group/McGraw-Hill 220 Our Arm Spans Number of Children Arm Span (inches) 15 10 5 0 Make a bar graph of the arm spans of your classmates.

221 Name Date Time Today your child represented data using a bar graph and a frequency table. The table below is called a frequency tablebecause it shows how often different heights occurred. Help your child use the data to answer the questions. Remind your child that to find the median of a set of data, he or she should arrange the data in order from smallest to largest and then count from either end to the number in the middle. The middle value is the median. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 78 Interpreting Data Ms. Ortiz is a basketball coach. She measured the height of each player. Then she made the data table shown below. 1. How many players are 50 inches tall? players 2. How many players are 47 inches tall? players 3. The shortest player is inches tall. 4. The tallest player is inches tall. 5. How many players did Ms. Ortiz measure? players 6. Which height occurs most often? inches 7. Find the middle (median) height. inches Players’ Heights Height Number (inches) of Players 46 1 47 0 48 3 49 1 50 2 51 1 52 1 46

LESSON 78 Name Date Time Median Arm Spans Bar Graph 222 Boys Girls Median Arm Span (Inches) Median Arm Spans for Boys and Girls in Room ____ _ Copyright © Wright Group/McGraw-Hill

223 Copyright © Wright Group/McGraw-Hill Name Date Time HOME LINK 79 Unit 8: Family Letter Fractions In Unit 8, children will review and extend concepts of fractions. Specifically, they will recognize fractions as names for parts of a whole, or ONE. Children will see that, as with whole numbers, many different fractions can name the same quantity. For example, 2 4and 16 2are names for 1 2. Children will also explore relationships among fractions as they work with pattern-block shapes and Fraction Cards that show shaded regions. 1 2 Children use Fraction Cards to compare fractions by looking at the shaded areas. 1 2 1 3 Please keep this Family Letter for reference as your child works through Unit 8.

224 Vocabulary Important terms in Unit 8: fraction A number that names equal parts of a whole, or ONE. For example, two of these shapes will cover one of these. If is ONE, then is one half, usually written 1 2. It is not necessary for children to use the words numerator and denominator now. They will learn them over time with repeated exposure. Do, however, use these words, as well as the informal “number on the top” and “number on the bottom,” when you discuss fractions with your child. equivalent fractions Fractionswith different denominators that name the same number. For example, 1 2 and 2 4are equivalent fractions. numerator — The number above the line in a fraction.It represents the number of equal parts. When the whole, or ONE, is divided into equal parts, the numerator is the number of parts being considered. denominator — The number below the line in a fraction.It represents the number of equal parts into which the whole, or ONE, is divided. 3 8 Unit 8: Family Letter cont. HOME LINK 79 Copyright © Wright Group/McGraw-Hill

Copyright © Wright Group/McGraw-Hill 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.Review fraction notation. For example, ask: “In a fraction, what does the number on the bottom (the denominator) tell you?” “What does the number on the top (the numerator) tell you?” 2.Draw a picture of a rectangular cake, a circular pizza, or a similar food (better yet, have the real thing). Discuss ways to cut the food to feed various numbers of people so each person gets an equal portion. 3.Read a recipe and discuss the fractions in it. For example, ask: “How many 1 4cups of sugar would we need to get 1 cup of sugar?” 4.Compare two fractions and tell which is larger. For example, ask: “Which would give you more of a pizza: 1 8of it, or 1 4?” Unit 8: Family Letter cont. HOME LINK 79 225

226 As You Help Your Child with Homework As your child brings home assignments, you might 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 8 1 1. 1 2;1 2 2. 3 4;1 4 Home Link 8 2 1. 1 2 2. 1 6 3. 2 3 4.101 5.1016.1327.158 Home Link 8 3 1.4; 4; 82.443.98 4.385.90 Home Link 8 4 1. 1 2 2 4 2. 1 2 4 8 3. 1 4 14 6 4. 1 4 2 8 5. 1 5 24 0 6.100 7.82 Home Link 8 5 1. 2. 3. 4.845.133 Home Link 8 6 1.Answers vary.2.Answers vary. 3.774.375.946.15 Home Link 8 7 1. 4 7 2. 12 2, or 1 6 3. 1 3 4.4 tulips 5.1046.537.218.39 Building Skills through Games In Unit 8, your child will practice multiplication and fraction skills by playing the following games: Array Bingo Players roll the dice and find an Array Bingocard with the same number of dots. Players then turn that card over. The first player to have a row, column, or diagonal of facedown cards calls “Bingo!” and wins the game. Equivalent Fractions Game Players take turns turning over Fraction Cards and finding matching cards that show equivalent fractions. 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 of the cards. The player with more cards at the end 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. Unit 8: Family Letter cont. HOME LINK 79 Copyright © Wright Group/McGraw-Hill