[PDF] Unit 10 Decimals and Place Value.pdf | Plain Text

293 Name Date Time In today’s lesson, your child practiced writing amounts of money. For example, in Problem 1, 10 pennies can be written as 10¢ or $0.10. Your child also showed different groups of coins that have the same monetary value. For example, your child could show 62¢ with 2 quarters, 1 dime, and 2 pennies; or 4 dimes, 4 nickels, and 2 pennies. For Problem 2, help your child find items in newspaper or magazine ads and think of different combinations of coins and bills to pay for the items. Please return this Home Link to school tomorrow. Copyright © Wright Group/McGraw-Hill HOME LINK 10 1 Coin Combinations 1. Pretend that you have 10 of each kind of coin. How much is that in all? 10 pennies  10 nickels  10 dimes  10 quarters  10 half-dollars  Total  2. Find two ads in a newspaper or magazine for items that cost less than $3.00 each.  Ask for permission to cut out the ads.  Cut them out and glue them onto the back of this page.  Draw coins to show the cost of each item. (If you can’t find ads, draw pictures of items and prices on the back of this page.) 88 89 Family Note

Use ‰, Í, Â, and Î. 1. Show $1.00 using 4 coins. 2. Show $1.00 using 6 coins. 3. Show $1.00 using 7 coins. LESSON 10 1 Name Date Time Ways to Make a Dollar Copyright © Wright Group/McGraw-Hill 294

You and two friends are planning a picnic for yourselves. You will be really hungry! Use the Good Buys Poster on journal page 230. Select at least3 different items to buy. Find the total. Items Cost You and your friends are equally sharing the total cost. About how much does each of you owe? Show your work. Total cost LESSON 10 1 Name Date Time Plan a Picnic 295 Copyright © Wright Group/McGraw-Hill

LESSON 10 2 Name Date Time Many-Name Scramble Copyright © Wright Group/McGraw-Hill 296 Cut out the names of , , and from Math Masters, page 297. Then paste them in the proper columns below.

LESSON 10 2 Name Date Time Many-Name Scramble continued 297 Copyright © Wright Group/McGraw-Hill $1.00 1 100 of a dollar a penny $0.10100 pennies $0.01 10¢one-hundredth of a dollar a dime 1¢ a dollar one-tenth of a dollar 1 10 of a dollar 10 dimes

298 Name Date Time In today’s lesson, your child practiced reading and writing money amounts using dollars and cents. Ask your child to read each amount aloud. Remind your child that the digits before the decimal point stand for whole dollars; the digits after the decimal point stand for cents. When reading amounts such as “3 dollars and fifty-seven cents,” the word “and” is used to denote the decimal point. Please return this Home Link to school tomorrow. Family Note How much money? Write your answer in dollars-and-cents notation. 1. ÁÁÁ‰‰ÂÎÎ $ . 2. ÁÁ‰‰‰‰ÍÍÍ $ . 3. ‰ÍÍÎÎÎÎÎÎÎ $ . 4. ÂÎÎÎ $ . 5. Use Á, ‰, Í, Â, and Î to draw $2.64 in two different ways. Copyright © Wright Group/McGraw-Hill HOME LINK 10 2 How Much? Practice Solve. 6. 123 57  7. 84 29  90

LESSON 10 2 Name Date Time 105 Grid 299 Copyright © Wright Group/McGraw-Hill Paste/tape to here to create a 1010 grid.

300 Name Date Time In today’s lesson, your child used a calculator to enter amounts of money and find totals. For Problem 2, help your child collect and find the total value of each type of coin. Then find the grand total. If you wish to use a calculator, help your child enter the amounts. Remind your child that amounts like $1.00 and $0.50 will be displayed on the calculator as “1.” and “0.5” because the calculator doesn’t display ending zeros. Please return this Home Link to school tomorrow. Family Note 1. Complete the table. 2. Ask someone at home to help you collect pennies, nickels, dimes, quarters, and, if possible, half-dollars. Use the coins in your collection to complete the table below. Copyright © Wright Group/McGraw-Hill HOME LINK 10 3 Coin Values Coins Number Total of Coins Value Î6$. Â10$. Í13$. ‰6$. Grand Total $ . Coins Number Total of Coins Value Î Â Í ‰ Grand Total Half- dollar Practice Solve. 3. 250 53  4. 250 53 

301 Copyright © Wright Group/McGraw-Hill LESSON 10 3 Name Date Time Money Calculator Counts 1. Count on your calculator to determine the value of collections of dimes (10s). Complete the table below. Record the total value of 11 dimes in dollars-and-cents notation: $ . Show the value using Q, D, N, and P. 2. Clear your calculator. Count on your calculator to determine the value of collections of pennies (1s). Complete the table below. Record the total value of 11 pennies in dollars-and-cents notation: $ . Show the value using Q, D, N, and P. 3. Clear your calculator. Count on your calculator to determine the value of collections of nickels (5s). Complete the table below. Number of 1234567891011 Dimes Calculator .1.2 .31.1 Display Number of 1234567891011 Pennies Calculator .01 .02 .03 .11 Display Number of 34 56 7891011 Nickels Calculator .15 .4 Display Record the total value of 11 nickels in dollars-and-cents notation: $ . Show the value using Q, D, N, and P.

Lily bought a pencil and an eraser. She had her calculator with her. When she added up the price of the two items, the calculator displayed How much could each item cost? Show your work. Explain how you found your answer. Lily had a $5-bill. She wanted to buy a pen. When she added its cost to the calculator total of 1.3, it displayed Did Lily have enough money? Explain your answer. How much did the pen cost? Show your work. 3.3. 1.31.3 LESSON 10 3 Name Date Time Displaying Money on the Calculator Copyright © Wright Group/McGraw-Hill 302

LESSON 10 4 Name Date Time Then-and-Now Poster 303 Copyright © Wright Group/McGraw-Hill Cheddar Cheese 1 2lb 6¢ Cheddar Cheese 8 oz ( 1 2lb) $2.99 Crackers 1 lb $2.49 Catsup 32 oz /1 qt $2.79 Raisins 1 lb $2.39 Grape Jelly 2 lb $2.29 Crackers 1lb 6¢ Grape Jelly 2 lb 28¢ Raisins 1 lb 10¢ Catsup 32 oz/1 qt 25¢ 20-Inch Girl’s Bicycle $29.00 20-Inch Girl’s Bicycle $119.99 Child’s Wagon Large Size –15" 30" $1.65 Child’s Wagon Medium Size –15 1 2"34" $47.99 Harmonica Ten Double Holes 45¢ Harmonica Ten Double Holes $17.50 1897 Now

304 Name Date Time In today’s lesson, your child used a calculator to solve problems with money. In Problem 2, your child will ask you or another adult to compare the cost of an item when you were a child to its current cost. There are two ways to make this type of comparison. You might describe a difference comparison.For example: “A bicycle costs about $90.00 more now than it did then.” You might also use a ratio comparison. For example, “A bicycle costs about 4 times as much now as it did then.” You do not need to share the terms difference comparison and ratio comparisonwith your child, but it is important that your child be exposed to both types of comparisons. Please return this Home Link to school tomorrow. Family Note 1. Enter the following amounts into your calculator. What does your calculator show? Enter Calculator Shows $1.09 $2.50 98¢ $3.18 6¢ 2. Ask an adult to think about an item that he or she remembers from when he or she was a child. Ask the adult to compare how much the item cost then and now. Record what you find out. Copyright © Wright Group/McGraw-Hill HOME LINK 10 4 Calculators and Money Practice Solve. 3. 37 39  4. 49 23  5. 73 29  6. 56 38 

305 Copyright © Wright Group/McGraw-Hill Mr. Evans buys a newspaper every Monday, Tuesday, Wednesday, Thursday, Friday, and Saturday for $0.50 each. On Sunday, he buys a magazine for $1.25. Use your calculator to find out how much Mr. Evans spends in 1 week. Record your display each time you add another day. Add coins each time you enter another day to help you show and write the amount. Clear your calculator before you start. Do not clear your calculator again until you get your 1 week total. LESSON 10 4 Name Date Time Solving a Money Problem Mr. Evans spends $ . per week. How much does Mr. Evans spend in 2 weeks? Use your calculator. Show what keys you press, record your display and write your dollars-and-cents amount. Keys You Press Display Money Amount $. Day Enter Display Amount Monday .50 0.50 $0.50 Tuesday .50 1. $1.00 Wednesday .50  Thursday .50  Friday .50  Saturday .50  Sunday 1.25  1 Week Total

Copyright © Wright Group/McGraw-Hill 306 In 1897, grape jelly was about 30¢. Now the grape jelly is about $2.30. 30¢ 30¢ 30¢ 30¢ 30¢ 30¢ 30¢ $2.10. For 1 jar of grape jelly today, you could have bought 7 jars in 1897. Use the Then-and-Now Poster (Math Masters,page 303). Could you have bought more bottles of catsup or bicycles in 1897 for today’s cost? Show your work. You can use ballpark estimates. LESSON 10 4 Name Date Time That Was Then

307 Name Date Time In today’s lesson, your child estimated sums by first finding the nearest ten cents for each amount of money being added and then adding the amounts for the nearest ten cents together. For Problems 1–7, ask your child how she or he arrived at each answer. If needed, use coins to show which amount is actually closer. For Problems 8–11, help your child find the totals by thinking of a problem like $1.20 $0.60 as 12 6 or as 120 cents 60 cents. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 10 5 Estimation to the Nearest 10 ¢ Write the correct answer to each question. Talk with someone at home about your answers. 1. Is $0.69 closer to $0.60 or $0.70? 2. Is $2.59 closer to $2.50 or $2.60? 3. Is $0.99 closer to $0.90 or $1.00? 4. Is $1.31 closer to $1.30 or $1.40? 5. Is $3.99 closer to $3.90 or $4.00? 6. Is $1.17 closer to $1.10 or $1.20? 7. Is $2.34 closer to $2.30 or $2.40? Fill in the blanks and estimate the total cost in each problem. Example: $1.19 $0.59 is about  . 8. $1.29 $0.48 is about  . 9. $0.79 $0.39 is about  . 10. $0.69 $0.89 is about  . 11. $1.41 $0.77 is about  . $1.80 $0.60 $1.20

When we round a number, we find a number that is close to it. 1. Here is one strategy for rounding a number: To round 27, put your finger on 27 on the number grid. Move it up or down to the nearest multiple of 10. a. Is it fewer steps from 27 to 30 or from 27 to 20? Use your number grid to round these numbers: b. 22 c. 38 d. 51 e. 75 (Hint: If a number is halfway between, we always round to the higher number.) 2. Here is another way to think of rounding numbers: a. To round 17, think: What would be multiples of 10 that are close to 17? b. What number would be at the top of the hill? c. Would 17 be heading toward 10 or toward 20? 3. Draw a picture to show how 4. Draw a picture to show how you would round 63. you would round 234. LESSON 10 5 Name Date Time Rounding Numbers Copyright © Wright Group/McGraw-Hill 308 15 17 10 20

Draw a line through any three numbers whose sum is the target number in the square. The numbers may be in a row, in a column, or on a diagonal. Draw a line for each correct sum. Example: 1. 2. Write a target number in the box. Fill in the rest of the spaces to reach the target. 3. 4. $3.75 $8.50 $5.80 $6.25 $6.10 $6.50$3.05 $4.90 $9.10 $18.05 $4.15 $8.22 $2.25 $3.40 $1.75 $5.00$7.07 $6.00 $3.00 $14.62 $2.08 $3.18 $3.01 $5.09 $1.52 $6.31$1.10 $7.17 $0.00 $8.27 LESSON 10 5 Name Date Time Tic-Tac-Toe Addition 309 Copyright © Wright Group/McGraw-Hill Try This

LESSON 10 6 Name Date Time Math Message Copyright © Wright Group/McGraw-Hill 310 Name: Write in dollars-and-cents notation: 1. 29 cents $ 2. 59¢ $ 3. 9 cents $ 4. a dollar forty-seven $ 5. 10 dollars and 2 cents $ 6. nine hundred thirty-three dollars and thirty cents $ 7. three thousand five hundred forty-six dollars and sixteen cents $Name: Write in dollars-and-cents notation: 1. 29 cents $ 2. 59¢ $ 3. 9 cents $ 4. a dollar forty-seven $ 5. 10 dollars and 2 cents $ 6. nine hundred thirty-three dollars and thirty cents $ 7. three thousand five hundred forty-six dollars and sixteen cents $ Try This Try This

311 Name Date Time In today’s lesson, your child made change by counting up. When counting out change, encourage your child to begin with the cost of the item and count up to the amount of money that the customer has given to the clerk. For the example listed in the table below, your child could do the following: 1.Say “89 cents”— the price of the item. 2.Put a penny on the table and say “90 cents.” 3.Put a dime on the table and say “$1.00.” 4.Count the coins on the table. 1¢ 10¢ 11¢. The change is 11¢. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 10 6 Making Change Materials  coins and bills (You can make bills out of paper.)  items with prices marked Practice making change with someone at home. Pretend you are the clerk at a store and the other person is a customer. The customer buys one of the items and pays with a bill. You count out the change. Record some purchases here. If possible, go to the store with someone. Buy something and get change. Count the change. Is it correct? Item Price Amount Used Change to Pay can of $0.89 $1.00 $0.11 black bean s

Using the Good Buys Poster, find the items each child could have bought with the total they spent. 1. Peter went shopping for his mom. He bought ground beef, tuna, mayonnaise, hamburger buns, and wheat bread. If he spent a total of $9.73, what are two other items that he could have bought? Show your work. 2. Sarah had $10.00. She spent $9.45 at the market. What could Sarah have bought? Show your work. LESSON 10 6 Name Date Time What Did They Buy? Copyright © Wright Group/McGraw-Hill 312 Try This 3. Kevin had $12.00 when he went to the market. He left the store with $2.37 in change. What might he have bought? Show your work.

LESSON 10 7 Name Date Time Math Message 313 Copyright © Wright Group/McGraw-Hill square centimeters sq cm sq cm square centimeters square centimeters sq cm sq cm Name: Count squares to find the area of each shaded figure. 1. 2. Name: Count squares to find the area of each shaded figure. 1. 2. Name: Count squares to find the area of each shaded figure. 1. 2. Name: Count squares to find the area of each shaded figure. 1. 2. square centimeters

Work with a partner. 1. Trace your partner’s hand onto his or her journal page 248. When your hand is traced, keep your fingers close together. 2. Count the number of whole square centimeters inside your handprint.  If more than half of a square centimeter is inside your handprint, count the whole square.  If less than half of a square centimeter is inside your handprint, do not count the square. 3. Record the area of your handprint at the bottom of that page. 4. Trace your partner’s foot onto his or her journal page 249. (Keep your sock on your foot.) 5. Count to find the area of your footprint. Record the area of your footprint at the bottom of that page. 6. Exchange journals and check each other’s counts. Count again if you don’t agree with your partner. Work in a small group. Compare your hand to other group members’ hands. Then compare your foot to others’. Predict the following:  Whose hand areas are about the same? Whose are larger? Smaller?  Whose foot areas are about the same? Larger? Smaller? Compare your predictions to the areas you recorded. LESSON 10 7 Name Date Time My Handprint and Footprint Areas Copyright © Wright Group/McGraw-Hill 314 Follow-Up

Work in a group. Materials  trapezoid pattern blocks  Pattern-Block Template (1 per person)  Math Journal 2,p. 250 Pretend that each red trapezoid pattern block is a small table. Your teacher wants to make larger worktables by fitting these small tables together. Try each of the following problems. Use a Pattern-Block Template to record the tables you make on journal page 250. 1. Make a worktable shaped like a hexagon. 2. Make a worktable shaped like a triangle. 3. Use more than 1 block to make a worktable shaped like a trapezoid. 4. Make a worktable shaped like a parallelogram. 5. Make another parallelogram worktable that has twice the area of the one you just made. 6. Make any other worktable shapes that you can with the trapezoids. Compare your reports. Find all the different-size and different-shape worktables that your group made. LESSON 10 7 Name Date Time Worktables 315 Copyright © Wright Group/McGraw-Hill Follow-Up

Materials  geoboard  rubber bands  Math Journal 2,p. 251 Work with a partner. 1. One partner makes a shape on the geoboard with one rubber band. 2. The other partner tries to divide the shape into equal parts using other rubber bands. The equal parts should be the same size and shape. 3. Take turns until each partner has made 3 shapes. 4. Record some of the shapes you divided on journal page 251. Show the equal parts. 5. Record some shapes on the journal page that you could not divide into equal parts. Work in a group. 6. Check one another’s work. 7. Discuss these questions:  Are shapes that can be divided equally special in some way?  What about the shapes that cannot be divided equally? LESSON 10 7 Name Date Time Geoboard Fractions Copyright © Wright Group/McGraw-Hill 316 Example:

317 Name Date Time In today’s lesson, your child found the area of shapes by counting square centimeters. As you observe your child finding the areas below, check that he or she is counting squares that are more than 1 2shaded as 1 square centimeter and not counting squares that are less than 1 2 shaded. For Problem 4, see if your child has a suggestion for what to do if exactly 1 2of a square is shaded. Remind your child that area is reported in square units. Other ways to write square centimeters are sq cmand cm 2. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 10 7 Area Count squares to find the area of each shaded figure. 1. sq cm 2. cm 2 3. square cm 4. cm 2 Practice 5. 56 6. 88 29 59 69

Use a geoboard to solve each problem. Record what you did below. 1. Make the square below on 2. Make the square below on your geoboard. Divide the your geoboard. Divide the square in half with a rubber square into 3 equal parts with band. Record what you did rubber bands. Record what on the square below. you did on the square below. 3. Make the square below 4. Show four ways you can on your geoboard. divide this rectangle into Divide the square into equal parts on a 4 equal parts with geoboard. Record rubber bands. Record your work below. what you did on the square below. LESSON 10 7 Name Date Time Equal Parts Copyright © Wright Group/McGraw-Hill 318

Find the WHOLE for each fractional part shown. Record your work on the geoboards for each problem. 1. This shape is worth 1 2of the whole shape. Draw the rest of the shape. 2. This shape is worth 1 3of the whole shape. Draw the rest of the shape. 3. This shape is worth 1 4of the whole shape. Draw the rest of the shape. 1 4 1 3 1 2 LESSON 10 7 Name Date Time Fractional Parts 319 Copyright © Wright Group/McGraw-Hill

Ten- Thousands Hundreds Tens Ones Thousands LESSON 10 8 Name Date Time Place-Value Chart Copyright © Wright Group/McGraw-Hill 320

321 Copyright © Wright Group/McGraw-Hill LESSON 10 8 Name Date Time Place-Value Mat ‡Á dollarsÍ dimesÎ pennies 1,000s 100s 10s 1s

322 Copyright © Wright Group/McGraw-Hill Name Date Time In this lesson, your child has been studying place value, or the value of digits in numbers. Listen as your child reads the numbers in Problems 1–6. You might ask your child to pick a few of the numbers and tell you the place value of each of the digits. For example, in 462, the value of 4 is 400, the value of 6 is 60, and the value of 2 is 2. Please return this Home Link to school tomorrow. Family Note HOME LINK 10 8 Place Value In each number:  Circle the digit in the hundreds place.  Underline the digit in the thousands place. Example:9, 3 4 2 1. 462 2. 1,326 3. 5,006 4. 869 5. 2,304 6. 4,567 7. Read the numbers in Problems 1–6 to someone at home. Write the numbers represented by the base-10 blocks. 8.  9.  10.  247 Solve. 11. 134 24  12. 152 36  13. 67 38  Practice 10

You will make a Place-Value Book that looks like the one below. Cut out the pages of the Place-Value Book on Math Masters, pages 323–326. Cut on the dashed lines. Your teacher will show you how to make the book. Place-Value Book Tool-Kit Number Page 1 Ten-Thousands Thousands Hundreds Tens Ones Place-Value Book Tool-Kit Number LESSON 10 9 Name Date Time Place-Value Book 323 Copyright © Wright Group/McGraw-Hill

LESSON 10 9 Name Date Time Place-Value Book continued Copyright © Wright Group/McGraw-Hill 324 Page 3 Page 4Page 2 Page 5 00000 11111 22222 33333

LESSON 10 9 Name Date Time Place-Value Book continued 325 Copyright © Wright Group/McGraw-Hill Page 7 Page 8 Page 6 Page 9 44444 55555 66666 77777

LESSON 10 9 Name Date Time Place-Value Book continued Copyright © Wright Group/McGraw-Hill 326 Page 11 Page 12 Page 10 88888 99999 Ten-Thousands Thousands Hundreds Tens Ones

LESSON 10 9 Name Date Time Digit Cards 327 Copyright © Wright Group/McGraw-Hill 4 3 2 1 0 9 8 7 6 5

LESSON 10 9 Name Date Time Place-Value Labels Copyright © Wright Group/McGraw-Hill 328 Ten- Thousands Thousands Hundreds Tens Ones Ten- Thousands Thousands Hundreds Tens Ones Ten- Thousands Thousands Hundreds Tens Ones Ten- Thousands Thousands Hundreds Tens Ones Ten- Thousands Thousands Hundreds Tens Ones Ten- Thousands Thousands Hundreds Tens Ones

Fold back on dotted line. Ones Tens Hundreds Thousands Ten-Thousands LESSON 10 9 Name Date Time Place-Value Card Holder 329 Copyright © Wright Group/McGraw-Hill

LESSON 10 9 Name Date Time Place-Value Book Cover Copyright © Wright Group/McGraw-Hill 330 Page 1 Place-Value Book Tool-Kit Number

LESSON 10 9 Name Date Time Place-Value Book 0 and 1 331 Copyright © Wright Group/McGraw-Hill Page 2 Page 3 00000 11111

LESSON 10 9 Name Date Time Place-Value Book 2 and 3 Copyright © Wright Group/McGraw-Hill 332 Page 4 Page 5 22222 33333

LESSON 10 9 Name Date Time Place-Value Book 4 and 5 333 Copyright © Wright Group/McGraw-Hill Page 6 Page 7 44444 55555

LESSON 10 9 Name Date Time Place-Value Book 6 and 7 Copyright © Wright Group/McGraw-Hill 334 Page 8 Page 9 66666 77777

LESSON 10 9 Name Date Time Place-Value Book 8 and 9 335 Copyright © Wright Group/McGraw-Hill Page 10 88888 99999 Page 11

LESSON 10 9 Name Date Time Copyright © Wright Group/McGraw-Hill 336 Place Values for the Place-Value Book Page 12 Ten-ThousandsThousands Hundreds Tens Ones

337 Name Date Time In this lesson, your child used place value to count by 10s, 100s, and 1,000s. For Problems 1 and 2, listen carefully to find out if your child counts quickly and accurately. Help your child complete the table in Problem 3. If necessary, have your child use a calculator to find the answers. Ask your child to describe any patterns he or she sees in the completed table. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 10 9 Counting by 10s, 100s, and 1,000s 1. Show someone at home how to count by 100s from 0 to 1,000. Record your counts. 2. Now count by 1,000s from 0 to 10,000. Record your counts. 3. Complete the table. Number 10 More 100 More 1,000 More 32 42 132 1,032 146 309 1,468 Try This 10,037 162 163

LESSON 10 9 Name Date Time Doing Digit Discovery Copyright © Wright Group/McGraw-Hill 338 Hundreds (100s) Tens (10s) Ones (1s) 1. Use your cards to make the number that has a 4 in the tens place, a 6 in the ones place, and a 3 in the hundreds place. Record the number you made: 2. Replace one digit and make a number that is 30 more than the number you made in Problem 1. Record the new number you made: Circle the new digit. What place is this digit in? 3. Replace one digit and make a number that is 30 more than the number you made in Problem 2. Record the new number you made: Circle the new digit. What place is this digit in? 4. Make up your own riddle. Record the answer to your riddle: Try This For each problem, use your number cards to model and solve the problem. Record your answers in the spaces at the bottom of the page.

339 Name Date Time In this lesson, your child read and displayed 4- and 5-digit numbers. Listen to your child read numbers to you. Remind your child not to say “and” when reading numbers such as the ones below. (In reading numbers, “and” indicates a decimal point. For example, 7.9 is read as “seven and nine tenths.”) However, do not overcorrect your child if he or she inserts “and” occasionally. Please return this Home Link to school tomorrow. Copyright © Wright Group/McGraw-Hill HOME LINK 10 10 4-Digit and 5-Digit Numbers Try This 1. Read these numbers to someone at home. 3,426; 6,001; 9,864; 13,400; 29,368; 99,999 2. Write other 4- and 5-digit numbers. Read your numbers to someone at home. 3. Write a number that has: 4 in the hundreds place. 6 in the tens place. 2 in the thousands place. 7 in the ten-thousands place. 9 in the ones place. , 5. 24 52  6. 78 29  7. 136 8. 244 89 74 Practice 4. Use the number in Problem 3. What number is 100 more? 3,000 more? 100 less? 3,000 less? Family Note 10

LESSON 10 10 Name Date Time Areas of States Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill 340 State Area (sq miles) Arkansas 53,182 Florida 59,928 Georgia 58,977 Illinois 57,918 Iowa 56,276 New York 53,989State Area (sq miles) List the states in the table from largest area to smallest area. smallest: largest: LESSON 10 10 Name Date Time Areas of States State Area (sq miles) Arkansas 53,182 Florida 59,928 Georgia 58,977 Illinois 57,918 Iowa 56,276 New York 53,989State Area (sq miles) List the states in the table from largest area to smallest area. smallest: largest:

341 Name Date Time In this lesson, your child has solved problems and puzzles involving parentheses. For Problems 1–4, 9, and 10, remind your child that the calculations inside the parentheses need to be done first. In Problem 1, for example, your child should first find 7 2 and then add that answer (5) to 4. For Problems 5–8, observe as your child adds parentheses. Ask your child to explain what to do first to obtain the number on the right side of the equal sign. Please return this Home Link to school tomorrow. Copyright © Wright Group/McGraw-Hill HOME LINK 10 11 Grouping with Parentheses Solve problems containing parentheses. 1. 4 (7 2)  2. (9 21) 15  3. 6 (12 5)  4. (15 5) 14 Put in parentheses to solve the puzzles. 5. 13 922 6. 28 8 416 7. 150 70 4040 8. 800 200300300 Cross out the names that don’t belong in the name-collection boxes. 9. 10. 15 25 (15 5) (25 15) 5 (17 9) 7 17 (9 7) (3 6) 6 3 (6 6) (50 150) 100 50 (150 100) 400 (300 200) (400 300) 200 100 15 Family Note

Julio and Marissa were both working on the following problem: 7 2 3 4  Julio said the answer is 10. Marissa said the answer is 2. How do you think each person found the answer to the problem? LESSON 10 11 Name Date Time Exploring the Order of Operations Copyright © Wright Group/McGraw-Hill 342

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