[PDF] Unit_01 (Routines Review and Assessment).pdf | Plain Text

Copyright © Wright Group/McGraw-Hill Teaching Masters and Home Link Masters 1 Teaching Masters and Home Link Masters Copyright © Wright Group/McGraw-Hill Name Date Time Domino Sort LESSON16 16 1.Sort the dominoes by the total number of dots.2.When you finish sorting the dominoes, write a number model for each domino under its equivalent number. Copyright © Wright Group/McGraw-Hill Name Date Time Unit 1: Family Letter HOME LINK11 2 Introduction to Third Grade Everyday Mathematics® Welcome to Third Grade Everyday Mathematics.It is part of an elementary school mathematics curriculum developed by the University of Chicago School Mathematics Project. Everyday Mathematicsoffers children a broad background in mathematics. Several features of the program are described below to help familiarize you with the structure and expectations of Everyday Mathematics. A problem-solving approach based on everyday situations By making connections between their own knowledge and their experiences, both in school and outside of school, children learn basic math skills in meaningful contexts so that the mathematics becomes real. Frequent practice of basic skills Instead of practice presented in a single, tedious drill format, children practice basic skills in more engaging ways. In addition to completing daily review exercises covering a variety of topics, children work with patterns on a number grid, and solve addition and subtraction fact families in different formats. Children will also play games that are specifically designed to develop basic skills. An instructional approach that revisits concepts regularly To enhance the development of basic skills and concepts, children regularly revisit concepts and repeatedly practice skills encountered earlier. The lessons are designed to build on previously learned concepts and skills throughout the year instead of treating them as isolated bits of knowledge. A curriculum that explores mathematical content beyond basic arithmetic Mathematics standards around the world indicate that basic arithmetic skills are only the beginning of the mathematical knowledge children will need as they develop critical thinking skills. In addition to basic arithmetic, Everyday Mathematicsdevelops concepts and skills in the following topics — number and numeration; operations and computation; data and chance; geometry; measurement and reference frames; and patterns, functions, and algebra. Teaching Masters and Home Link Masters

Copyright © Wright Group/McGraw-Hill Name Date Time Unit 1: Family Letter HOME LINK 11 2 Introduction to Third Grade Everyday Mathematics® Welcome to Third Grade Everyday Mathematics.It is part of an elementary school mathematics curriculum developed by the University of Chicago School Mathematics Project. Everyday Mathematicsoffers children a broad background in mathematics. Several features of the program are described below to help familiarize you with the structure and expectations of Everyday Mathematics. A problem-solving approach based on everyday situations By making connections between their own knowledge and their experiences, both in school and outside of school, children learn basic math skills in meaningful contexts so that the mathematics becomes real. Frequent practice of basic skills Instead of practice presented in a single, tedious drill format, children practice basic skills in more engaging ways. In addition to completing daily review exercises covering a variety of topics, children work with patterns on a number grid, and solve addition and subtraction fact families in different formats. Children will also play games that are specifically designed to develop basic skills. An instructional approach that revisits concepts regularly To enhance the development of basic skills and concepts, children regularly revisit concepts and repeatedly practice skills encountered earlier. The lessons are designed to build on previously learned concepts and skills throughout the year instead of treating them as isolated bits of knowledge. A curriculum that explores mathematical content beyond basic arithmetic Mathematics standards around the world indicate that basic arithmetic skills are only the beginning of the mathematical knowledge children will need as they develop critical thinking skills. In addition to basic arithmetic, Everyday Mathematicsdevelops concepts and skills in the following topics — number and numeration; operations and computation; data and chance; geometry; measurement and reference frames; and patterns, functions, and algebra.

3 Copyright © Wright Group/McGraw-Hill Number and Numeration Counting patterns; place value; reading and writing whole numbers through 1,000,000; fractions, decimals, and integers Operations and Computation Multiplication and division facts extended to multidigit problems; working with properties; operations with fractions and money Data and Chance Collecting, organizing, and displaying data using tables, charts, and graphs; using basic probability terms Geometry Exploring 2- and 3-dimensional shapes and other geometric concepts Measurement Recording equivalent units of length; recognizing appropriate units of measure; finding the areas of rectangles by counting squares Reference Frames Using multiplication arrays, coordinate grids, thermometers, clocks, calendars; and map scales to estimate distances Patterns, Functions, and Algebra Finding patterns on the number grid; solving Frames-and-Arrows puzzles having two rules; completing variations of “What’s My Rule?” activities; exploring the relationship between multiplication and division; using parentheses in writing number models; naming missing parts of number models Everyday Mathematicswill provide you with ample opportunities to monitor your child’s progress and to participate in your child’s mathematics experiences. Throughout the year, you will receive Family Letters to keep you informed of the mathematical content your child will be studying in each unit. Each letter will include a vocabulary list, suggested Do-Anytime Activities for you and your child, and an answer guide to selected Home Link (homework) activities. You will enjoy seeing your child’s confidence and comprehension soar as he or she connects mathematics to everyday life. We look forward to an exciting year! Routines, Review, and Assessment The first purpose of Unit 1 is to establish routines that children will use throughout the school year. The second purpose is to review and extend mathematical concepts that were developed in previous grades. In Unit 1, children will look for examples of numbers for the Numbers All Around Museum. Examples of numbers might include identification numbers, measures, money, telephone numbers, addresses, and codes. Children will also look at number patterns in a problem-solving setting by using number-grid puzzles and Frames-and-Arrows diagrams. (See examples on the next page.) Throughout Unit 1, children will use numbers within the context of real-life situations. After reviewing place-value concepts, children will work with money and pretend to purchase items from a vending machine and a store. The emphasis on applying numbers to the real world is also reflected in the yearlong Length-of-Day Project, a weekly routine that involves collecting, recording, and graphing sunrise/sunset data. Third Grade Everyday Mathematicsemphasizes the following content: Unit 1: Family Letter cont. HOME LINK 11

digits Any of the symbols 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 in the base 10 numeration system. estimate An answer close to, or approximating, an exact answer. tool kits In Everyday Mathematics,a bag or box containing a calculator, measuring tools, and manipulatives often used by students of the program. number grid In Everyday Mathematics,a table in which consecutive numbers are arranged, usually in 10 columns per row. A move from one number to the next within a row is a change of 1; a move from one number to the next within a column is a change of 10. number-grid puzzle In Everyday Mathematics,a piece of the number grid in which some, but not all, of the numbers are missing. Children use number- grid puzzles to practice place-value concepts. range The difference between the maximumand the minimumin a set of data. Used as a measure of the spread of data. mode The value or values that occur most often in a set of data. name-collection box In Everyday Mathematics, a diagram that is used for collecting equivalent names for a number. Frames-and-Arrows In Everyday Mathematics, diagrams consisting of frames connected by arrows used to represent number sequences. Each frame contains a number and each arrow represents a rule that determines which number goes in the next frame. There may be more than one rule, represented by different colored arrows. Rule Count by 10s 243 253 263 273 283 293 254 253 453155 Vocabulary Important terms in Unit 1: Copyright © Wright Group/McGraw-Hill 4 300 three hundred 310 10 150 150 260 40 trescientos300 0 Unit 1: Family Letter cont. HOME LINK 11 0 12345678910 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

5 Home Link 1 1 1.Answers vary. 2.7; 7; 7; 7 Home Link 1 2 1.21; 41 2.164; 166; 184; 186 3. Sample answers: 97; 98; 99; 100; 108; 119; 127; 128; 129; 130 4. 1,372; 1,383; 1,392; 1,393; 1,394 Home Link 1 3 Sample answers: 1. 2 , 4 6 7 2.2,567 3.2,367 4.899; 908; 910 5. 1,044; 1,055; 1,065 6.9 7.4 8.9 9.5 Home Link 1 4 1. Answers vary. 2.8:00 3.3:30 4.6:15 5. 11:45 6.7:10 7.5:40 8.Answers vary. Home Link 1 5 1. 2. 0 3.5 4.5 5.3 6.3 Home Link 1 6 1. 2. 3. Answers vary. Home Link 1 7 Sample answers: 1. sure to happen 2.sure not to happen 3. may happen, but not sure 4. may happen, but not sure 5.7 6.3 7. 4 8.7 Home Link 1 8 1. 2.154; 23 3.148; 29 4.22 5. Sample answer: I counted 2 tens from 180 and then 2 ones. 6.6 7.7 8.13 9.13 Home Link 1 9 1., 2. Answers vary. 3.3 4.3 5.5 6.3 Home Link 1 10 5. 6; 6; 5; 10 6.6; 5; 2; 8 Home Link 1 11 3.4 4.11 5.4 6.11 Home Link 1 12 1. 2. 3. 4. 1.46 5.0.87 6.12.06 7. Sample answers: 3 ‰1Í 4Î; 2‰ 3Í1Â 4Î Home Link 1 13 4. 4 5.4 6.7 7.7 Rule 100 1,000 900 800 700 600 500 Rule 3¢ 12¢ 15¢ 18¢ 21¢ 24¢ 27¢ As You Help Your Child with Homework As your child brings home assignments, you may want to go over the instr\ uctions together, clarifying them as necessary. The answers listed below will guide you through this unit’s Home Links. Copyright © Wright Group/McGraw-Hill Time Spent Watching TV Hours Children 0/ 1// 2// 3 //// 4/ 5/ Unit 1: Family Letter cont. HOME LINK 11 18 9  9 2 9 6  6 6 ////\ //// \ //// \/// dieciocho 4 5 236 2 number of days in two weeks  4 days Sample answers: 12 //// \ //// \ one dozen 7  5 number of months in 1 year 15 3 10 2 18 49 3 24 30  6 36 54 42 48 Rule 152 153 155 156 157 159 160 170 169 168 167 166 165 164 163 162 148 158 180 131 141 142 143 144 145 146 147 149 138 133 134 135 136 137 139 151 161 171 172 173 174 175 176 178 179 140 132 154 150 177

Copyright © Wright Group/McGraw-Hill Name Date Time Numbers All Around Museum HOME LINK 11 In the Third Grade Everyday Mathematicsprogram, children domathematics. We expect that children will want to share their enthusiasm for the mathematics activities they do in school with members of their families. Your child will bring home assignments and activities to do as homework throughout the year. These assignments, called Home Links, will be identified by the symbol at the top of the page. The assignments will not take very much time to complete, but most of them involve interaction with an adult or an older child. There are good reasons for including Home Links in the third-grade program:  The assignments encourage children to take initiative and responsibility for completing them. As you respond with encouragement and assistance, you help your child build independence and self-confidence.  Home Links reinforce newly learned skills and concepts. They provide thinking and practice time at each child’s own pace.  These assignments are often designed to relate what is done in school to children’s lives outside school. This helps tie mathematics to the real world, which is very important in theEveryday Mathematicsprogram.  The Home Links assignments will give you a better idea of the mathematics your child is learning in school. Generally, you can help by listening and responding to your child’s requests and comments about mathematics. You can help by linking numbers to real life, pointing out ways in which you use numbers (time, TV channels, page numbers, telephone numbers, bus routes, and so on). Extending the notion that “children who are read to, read,” Everyday Mathematicssupports the belief that children who have someone do math with them will learn mathematics. Playful counting and thinking games are very helpful in promoting such learning. The Family Note will explain what the children are learning in class. Use it to help you understand where the assignment fits into your child’s learning. Family Note 6

NumberUnit Where you found the number (if there is one) 14 oz cereal box Copyright © Wright Group/McGraw-Hill Name Date Time HOME LINK 11 7 1. Find as many different kinds of numbers as you can. Record the numbers in the table below. Be sure to include the unit if there is one. Find objects or pictures with numbers on them to bring to school. Check with an adult at home first. Do not bring anything valuable. 2. Solve. 2 5 5 2 2 5 5 2 Numbers All Around Museum continued Numbers on advertisements show quantities and prices (3 cans of soup for $1.00); food containers show weight or capacity (a 15 -oz can of black beans or 1-quart carton of milk); and telephone books show addresses and phone numbers. By helping your child find examples of numbers in everyday life, you will reinforce the idea that numbers are all around us and are used for many reasons. Help your child recognize numbers by filling in the table. Please return this Home Link to school within the next few days. 1 2 Family Note Practice

Copyright © Wright Group/McGraw-Hill Name Date Time Number Sequences LESSON 11 8 Write your own number sequences. 1. ; ; ; ; ; ; ;... 2. ; ; ; ; ; ; ;... 3. ; ; ; ; ; ; ;... 4. ; ; ; ; ; ; ;... 5. ; ; ; ; ; ; ;... Unit

Copyright © Wright Group/McGraw-Hill Name Date Time Number-Grid Puzzles HOME LINK 12 9 When you move right, the numbers increase by 1. When you move left, the numbers decrease by 1. When you move down, the numbers increase by 10. When you move up, the numbers decrease by 10. Fill in the missing numbers. Explain the patterns to someone at home. 1. 2. 3. Make up your own. 175 22 31 0 10 –1 9 –2 8 –3 7 –4 6 –5 5 –6 4 –7 3 –8 2 –9 1 20 19 18 17 16 15 14 13 12 11 30 29 28 27 26 25 24 23 22 21 40 39 38 37 36 35 34 33 32 31 50 49 48 47 46 45 44 43 42 41 60 59 58 57 56 55 54 53 52 51 70 69 68 67 66 65 64 63 62 61 80 79 78 77 76 75 74 73 72 71 90 89 88 87 86 85 84 83 82 81 100 99 98 97 96 95 94 93 92 91 Family Note Today your child reviewed patterns on a number grid and completed number \ grid puzzles. On this Home Link, your child may use either the number grid or its patt\ erns to complete the number grid puzzles. Ask your child to explain how he or sh\ e filled in the puzzles. 7–9 Try This 4. 1,382

Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill 10 LESSON 12 Name Date Time Number Grid 0 12345678 910 11 12 13 14 15 16 17 18 19 987654321 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 0 12345678 910 11 12 13 14 15 16 17 18 19 987654321 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110

Copyright © Wright Group/McGraw-Hill Name Date Time Place-Value Practice HOME LINK 13 11 1. Have someone at home tell you a four-digit number to write down. a. Write the the number. b. Circle the digit in the thousands place. c. Put an X through the digit in the tens place. d. Underline the digit in the ones place. 2. Write the number that is 100 more than your number in Problem 1. 3. Write the number that is 100 less than your number in Problem 1. Use the filled-in grid on page 7 of your Student Reference Bookto help. 4. 5. Solve. 6. 4  5  7.  9  5 8. 5  4 9. 9  4  1,054 898 Try This Practice In the last lesson, children learned how to use a number grid and how to\ solve number-grid puzzles. The Try Thisproblems below give children more practice with what they have learned. For information about number grids and number-grid puzzles, see\ pages 7–9 in the Student Reference Book. Please return this Home Link to school tomorrow. Also bring a clean sock tomorrow to use as an eraser with your slate. Family Note 7–9 18 19 Unit

Copyright © Wright Group/McGraw-Hill Name Date Time Telling Time HOME LINK 14 12 1. Draw the hour hand and the minute hand to show the time right now. Write the time. Write the time shown. 2. 3. 4. 5. 6. 7. 8. Show someone at home how you solved the hardest problem on this page. : : : : : : 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 : Today we discussed some of the tools used in mathematics. We reviewed how to read a ruler to the nearest inch and nearest centimeter and how to read a clock face to tell time to the nearest half-hour, nearest quarter-hour, and nearest 5 minutes. Help your child read and write each time. Please return this Home Link to school tomorrow. Family Note

Copyright © Wright Group/McGraw-Hill 13 LESSON 14 Name Date Time Five-Minute Marks 1. Color the hour hand red. 2. Color the minute hand green. 12 1 2 3 4 5 6 7 8 91011 a brad hour hand minute hand

0 1 2 3 4 5 Copyright © Wright Group/McGraw-Hill Name Date Time How Much TV Did They Watch? 14 Paul asked some of his classmates how many hours they watched television over the weekend. His classmates reported the following number of hours: 1 hour 3 hours 1 hour 5 hours 0 hours 2 hours 4 hours 3 hours 2 hours 3 hours 3 hours 1. Make a tally chart for the data. 2. What was the least (minimum) number of hours watched? hours 3. What was the greatest (maximum) number of hours watched? hours 4. What is the range for the data? hours (Remember that rangeis the difference between the greatest number and the least number.) 5. What is the mode for the data? hours (Remember that the modeis the number that occurs most often.) 6. What is the median for the data? hours (Remember that the medianis the number in the middle.) Time Spent Watching TV Hours Number of Children HOME LINK 15 You can find information about tally charts on pages 76–78 in the Student Reference Book. You can find information about the minimum, maximum, range, mode, and median of a set of data on pages 79 and 81. Please return this Home Link to school tomorrow. 76–78 79 81 Family Note

Copyright © Wright Group/McGraw-Hill Name Date Time Name-Collection Boxes HOME LINK 16 15 1. Write at least 10 names for the number 18 in the name-collection box. Then explain to someone at home how the box works. Have that person add another name for 18. 2. Three of the names do not belong in this box. Cross them out. Then write the name of the box on the tag. 3. Make up a problem like Problem 2. Choose a name for the box but do not write it on the tag. Write 4 names for the number and 2 names that are not names for the number. To check if the problem makes sense, ask someone at home to tell you which 2 names do not belong in the box. Have that person write the name of the box on the tag. 18 ////\ ////\one dozen 7 5 number of months in 1 year 15 3 10 2 18 49 3 Family Note You can find an explanation of name-collection boxes on pages 14 and 15 in the Student Reference Book. Please return this Home Link to school tomorrow. 14 15

Copyright © Wright Group/McGraw-Hill Name Date Time Domino Sort LESSON 16 16 1. Sort the dominoes by the total number of dots. 2. When you finish sorting the dominoes, write a number model for each domino under its equivalent number.

Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill 17 LESSON 17 Name Date Time Math Message 1. What is one thing that you are sure will happenthis week? 2. What is one thing that you are sure will not happenthis week? 3. What is one thing that mayor may not happenthis week? (You are not sure.) LESSON 17 Name Date Time Math Message 1. What is one thing that you are sure will happenthis week? 2. What is one thing that you are sure will not happenthis week? 3. What is one thing that mayor may not happenthis week? (You are not sure.)

Copyright © Wright Group/McGraw-Hill Name Date Time Likely and Unlikely Events HOME LINK 17 18 For the next two weeks, look for items in newspapers and magazines that tell about events that mightor might nothappen. Get permission to cut them out and bring them to school. You might look for items like the following:  a weather forecast (What are the chances that it will rain tomorrow?)  the sports page (Which team is favored to win the baseball game?)  a news story (What are the chances that people will explore distant planets in the next 20 years?) Tell whether each event below is sure to happen, sure not to happen, or may happen, but not sure. Circle the answer. 1. You will grow taller next year. sure to happen sure not to happen may happen, but not sure 2. You will live to be 200 years old. sure to happen sure not to happen may happen, but not sure 3. You will watch TV next Saturday. sure to happen sure not to happen may happen, but not sure 4. You will travel to the moon. sure to happen sure not to happen may happen, but not sure During the next two weeks, please help your child find and cut out items in newspapers and magazines that discuss events that might or might not happen. Have your child bring these items to school to share with the class. Please return this Home Link to school tomorrow. 92 Family Note Practice Solve. 5. 3 4  6. 7 4 7. 7 3 8. 4 3  Unit

Copyright © Wright Group/McGraw-Hill Name Date Time How Likely? LESSON 17 19 Circle the box that shows how likely. 1. How likely is it that the wild turkey weighed 500 pounds? 2. How likely is it that Hugh is about 8 years old? 3. How likely is it that Hugh had mosquitoes for company? 4. How likely is it that Hugh caught a million fish? 5. How likely is it that pirate treasure was hidden among the cypress trees? 6. Write your own. very unlikely unlikely likely very likelyvery unlikely unlikely likely very likely very unlikely unlikely likely very likely very unlikely unlikely likely very likely very unlikely unlikely likely very likely very unlikely unlikely likely very likely very unlikely unlikely likely very likely

Copyright © Wright Group/McGraw-Hill Name Date Time Finding Differences HOME LINK 18 20 1. Fill in the numbers on the number grid below. Use the number grid above to help you answer the following questions. 2. Which is more, 154 or 131? How much more? 3. Which is less, 177 or 148? How much less? 4. The difference between 180 and 158 is . 132 154150 177 5. Explain how you found your answer in Problem 4. Try This It is not expected that your child knows how to use a traditional method of subtraction to solve these problems. Formal methods will be covered in the next unit. You can find an explanation of how to find differences on a number grid on page 8 in the Student Reference Book. Please return this Home Link to school tomorrow. Family Note 8 Practice Solve. 6. 13 7  7. 13 6  8. 6 7 9. 7 6 Unit

Copyright © Wright Group/McGraw-Hill 21 LESSON 18 Name Date Time Number Grid 9876543210 123456 78910 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110

Copyright © Wright Group/McGraw-Hill 22 LESSON 18 Name Date Time Skip Counting on the Number Grid 1. Start at 0 and count by 2s on the number grid. Mark an X through each number in your count. 2. Start at 0 again and count by 5s on the number grid. Draw a circle around each number in your count. 3. List the numbers that are marked with an X and a circle. , , , , , , , , , , , , , , , 10090 80 70 60 50 40 30 20 100 99 89 79 69 59 49 39 29 199 98 88 78 68 58 48 38 28 188 97 87 77 67 57 47 37 27 177 96 86 76 66 56 46 36 26 166 95 85 75 65 55 45 35 25 155 94 84 74 64 54 44 34 24 144 93 83 73 63 53 43 33 23 133 92 82 72 62 52 42 32 22 122 91 110 109 108 107 106 105 104 103 102 10181 71 61 51 41 31 21 111 120 119 118 117 116 115 114 113 112 111 130 129 128 127 126 125 124 123 122 121 140 139 138 137 136 135 134 133 132 131 150 149 148 147 146 145 144 143 142 141

Copyright © Wright Group/McGraw-Hill Name Date Time Large and Small Numbers HOME LINK 19 23 You will need a die or a deck of cards numbered from 0–9, or slips of paper numbered 0–9. 1. Roll a die 4 times (or draw 4 cards). a. Record the digit for each roll (or each card) in a blank. b. Make the largest 4-digit number you can using these digits. , c. Make the smallest 4-digit number you can using these digits. The number may not begin with a zero. , 2. Roll a die 5 times (or draw 5 cards). a. Record the digit for each roll (or each card) in a blank. b. Make the largest 5-digit number you can using these digits. , c. Make the smallest 5-digit number you can using these digits. The number may not begin with a zero. , We have been reviewing place-value concepts in this lesson. For more information about place value, see pages 18 and 19 in the Student Reference Book. Please return this Home Link to school tomorrow. Family Note 18–20 Practice Solve. 3. 8 5 4. 8 5  5. 8 3 6. 8 5 Unit

Copyright © Wright Group/McGraw-Hill Name Date Time Ad Hunt HOME LINK 110 24 1. Cut out four small advertisements from newspapers or magazines. Each ad must show the price of an item. 2. Put the ads in order from the least expensive item to the most expensive item. 3. Tape or glue your four ads in order on this page. 4. Bring extra ads to school to add to the Numbers All Around Museum. The children have been working on dollars-and-cents notation (for example, $4.95). Help your child locate ads that clearly show prices. Please return this Home Link to school tomorrow. Family Note Practice 5. Solve. 5 5 5 10 12  6 6  12 Unit 6. 13 7 9 14 11 9 12 4 

Copyright © Wright Group/McGraw-Hill 25 LESSON 110 Name Date Time Sharing Money LESSON 110 Name Date Time Sharing Money Six friends found five $1–bills. They turned them in to the lost-and-found at school. The school clerk told them that if no one claimed the money in a week, they could keep it. One week passed, and the six friends had to decide how to share the $5. Draw a picture to show how the children might have split the money. Use Î, Â, Í and ‰. Six friends found five $1–bills. They turned them in to the lost-and-found at school. The school clerk told them that if no one claimed the money in a week, they could keep it. One week passed, and the six friends had to decide how to share the $5. Draw a picture to show how the children might have split the money. Use Î, Â, Í and ‰. Copyright © Wright Group/McGraw-Hill

Copyright © Wright Group/McGraw-Hill Name Date Time Shopping in the Newspaper HOME LINK 111 26 1. Pretend that you have $100 to spend. Have someone at home help you find ads for at least five different items that you can buy. List the items and their prices below. DO NOT CALCULATE your total. Instead, estimate the total. You do not need to spend exactly $100. Item Actual Price Estimated Price CD $15.75 $16 2. Explain to someone at home how you estimated the total price of your items. In this activity, your child will be looking for at least five different items to buy with $100. If any money is left over, your child can find something else to buy. If your child buys something in quantity (for example, 4 CDs), list each item and price on a separate line. Please return this Home Link to school tomorrow. Family Note 191 193 194 Solve. 3. 4. 5. 6. 7 4 7  11 4 7 11  7 Practice Unit

Copyright © Wright Group/McGraw-Hill Name Date Time Frames and Arrows LESSON 112 27 1. 2. 3. 4. Rule Rule Rule Rule

Copyright © Wright Group/McGraw-Hill Name Date Time Frames-and-Arrows HOME LINK 112 28 Show someone at home how to complete these Frames-and-Arrows diagrams. 1. 2. 3. Rule 3¢ 12¢ 24¢ Rule 100 1,000 800 Rule 24 42 48 You can find information about Frames–and–Arrows diagrams on pages 200 and 201 in the Student Reference Book. Please return this Home Link to school tomorrow. Family Note 200 201 Write each amount in dollars-and-cents notation. 4. Á‰ÍÂÂÎ $ 5. Í͉ÂÎ͉Π$ 6. ÁÁÂÎ $ 7. Draw coins to show $0.89 in at least two different ways. $10 Practice

Copyright © Wright Group/McGraw-Hill Name Date Time Count on the Number Line LESSON 112 29 1. Start at 0. Count up by 3s. Circle the numbers you say. Do you add or subtract when you count up by 3s? 2. Start at 50. Count up by 5s. Circle the numbers you say. Do you add or subtract when you count up by 5s? 3. Start at 20. Count back by 4s. Circle the numbers you say. Do you add or subtract when you count back by 4s? …5 …4…3 …2 …1 0123 4567 891011 1213 14 15 16 17 18 19 20 012345678 910 11 1213 14 1516 17 1819 20 2122 23 2425 +3 51 52 53 54 56 57 58 59 61 62 63 64 66 67 68 69 50 55 60 65 70

12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 Pretend you are setting your watch. Draw the hour hand and minute hand on the clock face to show the time. Use a real watch or clock to help you. 1. a. Show a quarter to 6. b. Show the time 2 hours and 15 minutes later. 2. a. Show half-past 8. b. Show the time 4 hours and 20 minutes earlier. 3. a. Show 25 minutes past 11. b. Show the time 3 hours and 40 minutes later. Copyright © Wright Group/McGraw-Hill Name Date Time Time Practice HOME LINK 113 30 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 12 1 2 3 4 5 6 7 8 91011 Your child has been learning about elapsed time in this lesson. Please return this Home Link to school tomorrow. 174 Family Note Practice Solve. 4. 4 8 5.  8 4 6. 14 7 7. 14 7

Copyright © Wright Group/McGraw-Hill 31 LESSON 113 Name Date Time My Schedule of Activities Decide if your schedule is for school days, for Saturdays, or for Sundays. My Schedule Activity Time Time Spent From To

Adding and Subtracting Whole Numbers Unit 2 will focus on addition and subtraction of whole numbers, emphasizing problem- solving strategies and computational skills. In Second Grade Everyday Mathematics, children used shortcuts, fact families, Fact Triangles, and games to help them learn basic addition and subtraction facts. Such devices will continue to be used in third grade. Knowledge of the basic facts and their extensions is important. Knowing that 6 814, for example, makes it easy to solve such problems as 56 8? and 60 80? Later, knowing that 5630 will make it easy to solve 5 60?, 50 60?, and so on. In Unit 2, children will learn new methods for solving addition and subtraction problems. Everyday Mathematicsencourages children to choose from any of these methods or to invent their own computation methods. When children create—and share—their own ways of doing operations instead of simply learning one method, they begin to realize that any problem can be solved in more than one way. They are more willing and able to take risks, think logically, and reason analytically. Finally, Unit 2 introduces another yearlong project—the National High/Low Temperatures Project. Children will calculate, record, and graph differences in temperatures from cities around the United States. Name Date Time 32 Copyright © Wright Group/McGraw-Hill Blair Chewning, a teacher in Richmond, Virginia, gave herEveryday Mathematics students this problem to solve. Here are just a few of the strategies her students used. Jill needs to earn $45.00 for a class trip. She earns $2 per day on Mondays, Tuesdays, and Wednesdays. She earns $3 each day on Thursdays, Fridays, and Saturdays. She does not work on Sundays. How many weeks will it take her to earn $45? Unit 2: Family Letter HOME LINK 114

33 ballpark estimate A rough estimate. A ballpark estimate can be used when you don’t need an exact answer or to check if an answer makes sense. fact family A collection of 4 related addition and subtraction facts, or multiplication and division facts, relating 3 numbers. function machine In Everyday Mathematics,an imaginary machine that processes numbers and pairs them with output numbers according to a set rule. A number (input) is put into the machine and is transformed into a second number (output) through the application of the rule. “What’s My Rule?” problems A problem in which number pairs are related to each other according to the same rule. Sometimes the rule and one number in each pair are given, and the other number is to be found. Sometimes the pairs are given and the rule is to be found. number family Same as a fact family. number model A number sentence that shows how the parts of a number story are related. For example, 5 8 13 models the number story: 5 children skating. 8 children playing ball. How many children in all? parts-and-total diagram A diagram used to represent problems in which two or more quantities are combined to form a total quantity. Sometimesthe parts are known and the total is unknown. Other times the total and one or more parts are known, but one part is unknown. For example, the parts-and-total diagram here represents this number story: Leo baked 24 cookies. Nina baked 26 cookies. How many cookies in all? change diagram A diagram used to represent addition or subtraction problems in which a given quantity is increased or decreased. The diagram includes the starting quantity, the ending quantity, and the amount of the change. For example, the change diagram here represents this subtraction problem: Rita had $28 in her wallet. She spent $12 at the store. How much money is in Rita’s wallet now? comparison diagram A diagram used to represent problems in which two quantities are given and then compared to find how much more or less one quantity is than the other. For example, the comparison diagram here represents this problem: 34 children ride the bus to school. 12 children walk to school. How many more children ride the bus? unit box In Everyday Mathematics, a box displaying the unit for numbers in the problems at hand. Copyright © Wright Group/McGraw-Hill 3 8 11 8 3 11 11 3 8 11 8 3 Rule out in 5 in out 38 510 813 10 15 16 21 Quantity Quantity Difference 34 1222 Start EndChange 28 1216 Total Par t Par t 2426 50 HOME LINK 114 Unit 2: Family Letter cont. Vocabulary Unit Unit box

34 Do-Anytime Activities To work with your child on the concepts taught in this unit and in the previous unit, try these interesting and rewarding activities: Copyright © Wright Group/McGraw-Hill 1.Review addition and subtraction facts. Make ,Fact Triangles for facts that your child needs to practice. 2.Practice addition and subtraction fact extensions.For example: 6713 13 76 6070130 23 716 6007001,300 83 7763.When your child adds or subtracts multidigit numbers, talk about the strategy that works best. Try not to impose the strategy that works best for you! Here are some problems to try: 267743 794554 851697 840694 • 7512  , � 6915  , � 6713  , HOME LINK 114 Unit 2: Family Letter cont. Math Tools Your child will be using Fact Trianglesto practice and review addition and subtraction facts. Fact Triangles are a new and improved version of flash cards; the addition and subtraction facts shown are made from the same three numbers, and this helps your child understand the relationships among those facts. 811 3  ,

35 Home Link 2 1 1.9 6 15; 6 9 15; 15 9 6; 15 6 9 2. 25 50 75; 50 25 75; 75 25 50; 75 50 253.Answers vary. 4.105.126.47.10 Home Link 2 2 1.16; 26; 76; 1062.12; 22; 62; 282 3.8; 28; 58; 984.5; 15; 115; 475 5.13; 130; 1,300; 13,000 Home Link 2 3 1. 2. 3. Home Link 2 4 1.55 minutes; 25 30 55 2.700 cans; 300 400 700 Home Link 2 5 1.$9; 25 16 92.$49; 35 14 49 or 16 9 25 Home Link 2 6 1.$29; 42 13 292.9 days; 28 19 9 or 13 29 42.or 19 9 28 3.15 children; 40 25 15 Home Link 2 7 1.3372.3393.562 4.5745.6276.1,214 Home Link 2 8 1.1942.2023.122 4.2065.4396.487 Home Link 2 9 1.382.2133.40 4.705.9156.55; 18152255 7.19; 17 22 19 58 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. Copyright © Wright Group/McGraw-Hill in out 14 7 7 0 12 5 15 8 10 3 21 14 in out 70 100 20 50 30 60 90 120 50 80 Rule out in in out 7 16 9 18 37 46 77 86 49 58 . HOME LINK 114 Unit 2: Family Letter cont. Answers vary.Answers vary. Add 30