home link patterns 3 1 - charleston county school...
TRANSCRIPT
Patterns are so important in mathematics that mathematics is sometimes called the “Scienceof Patterns.” Help your child identify patterns in your home and community.
Some suggested places:
� floor tiles � carpeting � window panes
� curtains � wallpaper � fences
Please return this Home Link to school tomorrow.
FamilyNote
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3�1
Name Date
Patterns
1. Find at least two patterns in yourhome. Draw the patterns you findon the back of this paper.
2. If you have articles of clothing(such as a shirt or a pair of socks)that have patterns, please wearthem to school tomorrow!
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3. Count back by 10s.
70, 60, , , , ,
4. Count back by 5s.
35, 30, , , , ,
Practice
LESSON
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Color PatternsC
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1. Color the squares red or blue.
2. Color the circles purple or yellow.
Figure out the colors of the blank circles. Color them.
3. Color the rectangles. Use two colors you like.Make them repeat like the colors in Problems 1 and 2.
purple yellow purple yellow
red blue red blue red blue
Try This
As children learn about odd and even numbers, find the number of people or the number ofvarious objects at home. Have your child tell whether these numbers are even or odd.
Please return this Home Link to school tomorrow.
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3�2
Name Date
Odd and Even Numbers
1. Count the number of people in your home.
There are people in my home.
Is this number even or odd?
2. Tell someone at home about odd and even numbers.
Write some odd numbers: , , , .
Write some even numbers: , , , .
3. Count the number of a type of object in your home. Write the number and the type of object.
There are in my home.
Is this number even or odd?
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Count up by 5s.
4. 5, 10, , , , ,
5. 45, 50, , , , ,
6. 85, 90, , , , ,
Practice
LESSON
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Patterns on the Number GridC
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1. Color the even numbers yellow.Color the odd numbers orange.
2. Start at 0 and count up by 2s.
Circle these numbers on the grid.
Are these numbers even, odd, or both?
3. Start at 0 and count up by 5s.
Put a triangle around these numbers on the grid.
Are these numbers even, odd, or both?
4. Start at 0 and count up by 10s.
Put an X on these numbers on the grid.
Are these numbers even, odd, or both?
111
21
3141
212
22
3242
313
23
3343
414
24
3444
515
25
3545
616
26
3646
717
27
3747
818
28
3848
919
29
3949
100
20
30
4050
We are using the number line to solve addition and subtraction problems. Helpyour child answer the questions below by moving a finger from number to numberon the number line. Make sure that your child is counting the number of hops andnot the numbers themselves.
Please return this Home Link to school tomorrow.
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3�3
Name Date
Number-Line Hops
Use the number line on the side of this page tohelp you answer the questions.Example:
Start at 5. Count the hops to 11. How many hops?
1. How many hops from 4 to 10?
2. How many hops from 8 to 15?
3. How many hops from 9 to 19?
4. How many hops from 1 to 16?
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Count by 1s.
5. 11, , 13, 14, , , 17,
6. 73, , 75, 76, , , 79,
Practice
LESSON
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The 3s PatternC
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Shade the 3s pattern on the grid.
1 2 3 4 5 6 7 8 9 10
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
0
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LESSON
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Domino Sort
Materials � 1 set of dominoes
� Math Masters, pages 58, 59, and 60
1. Work in a group of four.
� One person finds all of the dominoes with aneven number of dots on both sides.
� Another person finds all of the dominoes with anodd number of dots on both sides.
� The other two people find all of the dominoes withan odd number of dots on one side and an evennumber of dots on the other side.
2. Record the dominoes in your pile on your recordsheet. The two people who sorted dominoes witheven and odd numbers of dots should share thework. Write the number of dots on each side ofevery domino. Do not draw dots.Example:
both even both odd one odd, one even
3. Count the dominoes in each pile.
2 4 5 1 3 0
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Domino Sort Record Sheet (Both Even)C
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Record the dominoes you sorted.
both even
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LESSON
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Domino Sort Record Sheet (Both Odd)
both odd
Record the dominoes you sorted.
LESSON
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Domino Sort Record Sheet (Odd and Even)C
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Record the dominoes you sorted.
one odd, one even
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LESSON
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Covering Shapes with Pattern Blocks
Cover each shape by using pattern blocks in differentways. Then show what you did. Trace the blocks or useyour Pattern-Block Template.
LESSON
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Covering More ShapesC
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Cover each shape by using pattern blocks in differentways. Then show what you did. Trace the blocks or useyour Pattern-Block Template.
Use pattern blocks to make your own shape. Show whatyou did. Trace the blocks or use your Pattern-BlockTemplate. Try to cover your shape in another way.
We are learning to identify even and odd numbers by looking at the last digit in a number.All even numbers end in 0, 2, 4, 6, or 8. All odd numbers end in 1, 3, 5, 7, or 9. Ask yourchild to explain how to tell whether a number is even or odd. Give examples of odd andeven numbers for your child to identify.
Please return this Home Link to school tomorrow.
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More Odd and Even Numbers
1. Write the number part of your address below.
Is this number odd or even?
Tell someone how you know.
2. Are the addresses across the street odd or even?
3. Write an even number less than 50. Show it withtally marks.
4. Write an odd number less than 50. Show it withtally marks.
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Tell how many.
5. ////\ ////\ ////\ ////\ ////\ ////
6. ////\ ////\ ////\ ////\ ////\ ////\ ////\ /
Practice
LESSON
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Dot PatternsC
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Tell whether each dot pattern is even or odd.
Think about the patterns you see for even andodd numbers.
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LESSON
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Number Line
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12 12
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Listen as your child tells you about number lines and counts. Be sure he or sherecords the numbers counted. Provide several objects, such as pennies, for yourchild to use to count by 10s, 5s, 2s, and 3s.
Please return this Home Link to school tomorrow.
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Number Lines and Counting Patterns
Tell someone at home what you know about numberlines and counting patterns.
Count by 10s, 5s, 2s, and 3s. Begin at 0 each time.
1. Count by 10s. 0, , 2. Count by 5s. 0, , , , 3. Count by 2s. 0, , , , 4. Count by 3s. 0, , , , 5. Circle all of the odd numbers on the number line.
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Practice
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What time is it?
6. o’clock 7. o’clock
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LESSON
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Negative Number Line
TAB TAB TAB
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�30
�6
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01
3
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�12
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�24
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LESSON
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Using Number Lines
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23
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23
45
67
89
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1213
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01
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45
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1011
1213
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We are working with number models like 3 � 2 � 5 and 8 � 5 � 3. We aresolving them by counting up and back on the number line. Ask your child toshow you how to do this. You may wish to make up number stories that usethese numbers to assist your child.
For example, for 4 � 3 � _____, use the following story: “You have 4 pennies.I give you 3 more pennies. How many pennies do you have now?“ Your childcan use real pennies to find the answer.
Please return this Home Link to school tomorrow.
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More Number-Line Hops
Use the number line to help you solve these problems.
1. Start at 4. Count up 3 hops. Where do you end up?
4 � 3 �
2. Start at 12. Count back 5 hops. Where do you end up?
12 � 5 �
3. Start at 11.Count back 6 hops. Where do you end up?
11 � 6 �
4. Start at 14. Count up 2 hops. Where do you end up?
14 � 2 �
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Count up by 2s.
5. 2, 4, , , 10, ,
Practice
Name Date
Telling Time to the Half-HourC
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We have begun telling time to the nearest half-hour. Help your child complete these pages.Tell your child at which times, on the hour or half-hour, he or she wakes up and goes to bedon school days. Have your child tell the time at home when it is close to the hour or half-hour.
Please return these Home Link pages to school tomorrow.
FamilyNote
Record the time.
1. 2.
o’clock half-past o’clock
3. 4.
half-past o’clock half-past o’clock
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Telling Time to the Half-Hour cont.C
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Draw the hour hand and the minute hand to show the time.
5. This is about the time I wake up in the morning on aschool day.
6. This is about the time I go to bed at night before aschool day.
12 12
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How many dots?
7. 8.
Practice
LESSON
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Telling TimeC
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1.
o’clock
3.
half-past o’clock
5.
half-past o’clock
2.
o’clock
4.
half-past o’clock
6.
half-past o’clock
12 12
3
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8
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2
3
4567
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1011
12 12
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1011 12 1
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12 12
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Record the time.
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Frames-and-Arrows Diagrams
Your child is bringing home an activity you may not be familiar with. It is called “Framesand Arrows.”
Frames-and-Arrows diagrams are used with sequences of numbers that follow one after theother according to a special rule. Frames-and-Arrows diagrams are made up of shapes, calledframes, that are connected by arrows. Each frame contains one of the numbers in thesequence. Each arrow stands for the rule that tells how to find which number goes in thenext frame. Here is an example of a Frames-and-Arrows diagram:
The arrow rule is “Add 2” or “Count by 2s.”
In the two examples below, some of the information is left out. To solve the problem, youhave to find the missing information.
Example 1: Fill in the empty frames according to the arrow rule.
Solution: Write 20, 16, and 12 in the frames that follow 24.
Example 2: Write the arrow rule in the empty box.
Solution: The arrow rule is “Add 5” or “Count by 5s.”
Your child has been solving problems like the one in Example 1—problems in which thearrow rule is given and some of the numbers in the frames are missing. In the next lesson,we will start doing problems like Example 2, in which the numbers in the frames are givenand the arrow rule is missing.
Rule
10 15 20 25 30
24
Rule
Subtract 4 28
Rule
2 4 6 8 10Add 2
FamilyNote
Ask your child to tell you about Frames and Arrows. Play Frames and Arrows with him or her:One player makes up a Frames-and-Arrows problem; the other player solves it.
Please return this page of the Home Link to school tomorrow. Save page 73 for future reference.
SPECIAL NOTE: We will continue to practice counting real money in class. Please send10 dimes to school for your child’s tool-kit coin collection. We will use the dimes in 2 or3 days. As usual, please send the coins in a securely fastened envelope with your child’sname printed on the outside. Thank you!
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Frames-and-Arrows Diagrams cont.
Find the missing numbers.
1.
2.
3.
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Practice
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Rule
5 9 13Add 2
18 16 15
Rule
Count back by 1s
5 10 30Rule
5 more
4. Count up by 2s.
24, 26, , , , 34,
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LESSON
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Counting Patterns on the Number Line
1. Count up by 2s. Start at 0.
Circle every number you say on the number line.
2. Count up by 5s. Start at 0.
Circle every number you say on the number line.
3. Count back by 2s. Start at 19.
Circle every number you say on the number line.
12 16 2084 1110 13 14 17 197520 1 1815963
12 16 2084 1110 13 14 17 197520 1 1815963
12 16 2084 1110 13 14 17 197520 1 1815963
Try This
LESSON
3� 9
Name Date
Adding on the Number GridC
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1. Start at 25. Count up 3. Where do you end up?
25 � 3 �
2. Start at 19. Count up 6. Where do you end up?
19 � 6 �
3. Start at 38. Count up 2. Where do you end up?
38 � 2 �
4. Start at 57. Count up 10. Where do you end up?
57 � 10 �
5. 29 � 20 � 6. 25 � 15 �
01 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 2021 22 23 24 25 26 27 28 29 3031 32 33 34 35 36 37 38 39 4041 42 43 44 45 46 47 48 49 5051 52 53 54 55 56 57 58 59 6061 62 63 64 65 66 67 68 69 70
Try This
Today we worked with Frames-and-Arrows diagrams in which the rule was missing. You maywant to refer back to the Family Note for Lesson 3-8 and review the Frames-and-Arrowsroutine.
Please return this Home Link to school tomorrow.
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3�9
Name Date
Find the Rule
Show someone at home how to find the rules.Then write each rule.
1.
2.
3.
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3 5 7 9 11
Rule
5 10 15 20 25
Rule
18 15 12 9 6
Rule
Practice
4. Circle the winning card in Top-It.
18 12
LESSON
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Finding Patterns on the Number LineC
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1. How many hops between each circled number?hops
2. How many hops between each circled number? hops
3. How many hops between each circled number?hops
4. How many hops between each circled number?hops
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LESSON
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Number Grids and Frames and Arrows
1. Fill in the number grid.
Count by s. Color your number pattern on the grid.
Make your number pattern into a Frames-and-Arrows diagram.
2. Fill in the number grid.
Count by s. Color your number pattern on the grid.
Make your number pattern into a Frames-and-Arrows diagram.
Rule
Rule
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Draw the hour hand and the minute hand on each clock.3. 4.
half-past 7 o’clock half-past 3 o’clock
Note that Î means “penny,” Â means “nickel,” and Í means “dime.”
IMPORTANT: Please send 10 dimes with your child to class tomorrow.
Please return this Home Link to school tomorrow.
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Name Date
Dimes
1. How many?
Î � 1 ÂÂ � 1 ÍÎ � 1 Í
2. How much money?
ÂÂÎÎÎ � ¢
ÎÂÂÂÎÎÎ � ¢
ÂÂÂÂÂÂ � ¢
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Practice
First graders do not always know how to represent a given amount of money with the fewestnumber of coins. At this stage, it is important that your child understands that 5 penniescan be exchanged for 1 nickel and that 10 pennies can be exchanged for 2 nickels or 1 dime.
Please return this Home Link to school tomorrow.
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Coin ExchangesC
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1. Tell or show someone at home how many dimesyou get for 4 nickels.
Show each amount below using the fewest coins. Use Î, Â, and Í.
(Hint: Exchange pennies for nickels and nickels fordimes.) Then write how much the coins are worth.
Example: ÎÎÎÎÎÎ is the same as ÂÎ.
This is 6 cents.
2. ÎÎÎÎÎÎÎÎÎÎ is the same as .
This is cents.
1 cent 1¢
Î5 cents 5¢
Â10 cents 10¢
Í
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Coin Exchanges continued
3. ÎÎÎÎÎÎÎÎÎÎÎÎ is the same
as .
This is cents.
4. ÂÎÎÎÎÎÎÎÎÎ is the same
as .
This is cents.
5. ÂÂÂÎÎÎÎÎÎÎÎÎÎ is the
same as .
This is cents.
6. ÂÎÂÎÂÎÎÎ is the same as .
This is cents.
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Practice
Fill in the missing numbers.
7. 10, 20, , , 50, , ,
We have counted combinations of pennies, nickels, and dimes. We are also using dollars-and-cents notation, for example, $0.52. Help your child with the problems on this page. If yourchild has trouble recording the amounts in dollars-and-cents notation, don’t worry—this is askill we will continue to work on throughout the year.
Please return this Home Link to school tomorrow.
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Name Date
Counting CoinsC
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How much money? Write each answer in cents andin dollars-and-cents.
1. ÍÂÂÂ ¢ or $
2. ÍÍÂÂÂÂÂ ¢ or $
3. ÍÂÂÎÎÎ ¢ or $
4. ÍÍÂÂÂÎÎ ¢ or $
1 cent 1¢$0.01Î
5 cents 5¢$0.05Â
10 cents 10¢$0.10Í
Practice
5. Write 4 even numbers.
LESSON
3� 12
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Coin ExchangeC
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Use Í,Â, and Î to show each amount using thefewest possible coins.
1. Î Î Â
Î Î
Î
2. Í Â Î
 Â
Î
3. Î Í Â
Î Â Î
 Í
4. Â Â Â
  Â
 ΠÂ
5. Â Â Â
Â Í Í Î
Î Î Î
6.Î Î Î
Î Î Î Î
Î Î ÎÂ
7. Show the amount using the fewest possible coins. UseÍ, Â, and Î.
ÍÍÂÂÂÂÂÂÂÎÎÎÎ
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Today we made a line plot for our class like the one below. At this time, your child shouldbegin to see that the tallest column shows the color chosen by the greatest number ofpeople and the shortest column shows the color chosen by the fewest number of people.
Please return this Home Link to school tomorrow.
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3�13
Name Date
Favorite Colors
1. Tell someone at home about the line plot your classmade today.
2. In Keisha’s class, childrenmade a line plot fortheir favorite colors.
a. What was theirfavorite color?
b. What was their leastfavorite color?
GGGGGG
YYY
BBBBBBBBB
RRRRRR
red green
Favorite Colors
yellow blue
Practice
3. How much money?
ÍÎÎÎ ¢
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Today your child examined dot patterns on dominoes and played with dominoes. Therelationship between the numbers of dots on each domino part is useful for learningbasic facts.
Domino Top-It is a great game for helping your child practice basic addition facts.
FamilyNote
Name Date
Domino Top-It
Show someone at home how to play Domino Top-It.Use a set of real dominoes, if you have one. Or use thepaper dominoes your teacher gave you.Directions1. If you have real dominoes, turn them facedown on the
table. If you are using paper dominoes, put them facedownin a stack.
2. Each player takes a domino and turns it over. If you areusing paper dominoes, take one from the top of the stack.
3. The player with the larger total number of dots takes bothdominoes. First estimate; then count.
4. In case of a tie, each player turns over another domino.The player with the larger total takes all of the dominoesthat are faceup.
5. The game is over when all of the dominoes have beenplayed. The player who has more dominoes wins.
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Practice
6. Write 4 odd numbers.
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Name Date
Unit 4: Family LetterC
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Measurement and Basic FactsUnit 4 focuses primarily on lengthmeasurement. Lesson activities willprovide opportunities for children tomeasure with nonstandard units, suchas hand spans and paces, as well aswith standard units, such as feet andinches, using a ruler and a tapemeasure.
Children will practice basic measuringskills, such as marking off units “end toend,” aligning the 0-mark of a ruler with one edge of the object being measured, andmeasuring objects longer than the ruler.
Since most measurements are estimates, you will notice that estimation is used to reportmeasurements. For example, about 5 hand spans, a little less than 8 inches, almost 3 feet,and so on.
Children will also practice other measurement skills. Children will read thermometers thathave marks at two-degree intervals, and they will tell time to the nearest quarter-hour.Children will also explore timelines to develop a sense for sequencing events with thepassage of time.
0 10 20 30 40 50
In this unit, children make number scrollsby writing numbers in extended numbergrids. This activity not only providespractice with writing numbers, but helpschildren develop a sense of the patternsin our place-value system.
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04 5 6 7 8 9
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In the last two lessons, children will work toward developing addition “factpower.” Knowing the basic facts is as important to mathematics as knowingwords by sight is to reading. This beginning work uses dominoes as models.
2 � 3 � 51 � 6 � 7 5 � 4 � 9Please keep this Family Letter for reference as your child works through Unit 4.
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VocabularyImportant terms in Unit 4:
inch and foot Units of length in the U.S. customary system.
standard unit A unit of measure that has been defined bya recognized authority, such as a government or astandards organization. For example, inches and feet arestandard units.
timeline A number line showing when events took place.
number scroll A series of number grids taped together.
fact power A term for the ability to automaticallyrecall arithmetic facts without having to figurethem out.
addition facts The 100 possible sums of two 1-digit numbers—from 0 � 0 through 9 � 9.
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Do-Anytime ActivitiesTo work with your child on the conceptstaught in this unit and in previous units,try these interesting and rewardingactivities:
1. Use a standard measuring tool tomeasure the length of objects inyour home to the nearest inch.
2. Practice counting by 2s using athermometer.
3. Tell the time (on the hour, the half-hour, or the quarter-hour) and have your childdraw a picture of a clock to representeach time.
4. Have your child tell you the time asminutes after the hour. For example: “It isabout six-fifteen” or “It is about fifteen minutesafter six.”
5. Have your child tell you a number story for agiven number sentence, such as 3 � 5 � 8.For example: “I had 3 dogs. Then I got 5 moredogs. Now I have 8 dogs!”
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Building Skills through GamesIn Unit 4, your child will play the following games:
Dime-Nickel-Penny Grab Players mix 10 dimes, 8 nickels, and 20 penniestogether. One player grabs a handful of coins. The other player takes the coinsthat are left. Each player calculates the value of his or her coins. The player withthe larger total wins the round.
High Roller Players roll two dice and keep the die with the greater number (the“high roller”). Players roll the other die again and count on from the “high roller”to get the sum of the two dice.
Shaker Addition Top-It Each player rolls two dice and calls out the sum of thedots. The player with the higher sum takes a penny. If there is a tie betweenplayers, each of these players takes a penny. The player with more pennies at theend of the game wins.
As You Help Your Child with HomeworkAs your child brings home assignments, you may want to go over the instructions together, clarifying themas necessary. The answers listed below will guide you through the Home Links for Unit 4.
Home Link 4�1
1. 22, 24, 26 2. 72, 74, 76 3. 52, 54, 56
4. 102, 104, 106 5. 70°F 6. 60°F
7. 80°F 8. 58°F
9. 10. 11. 12.
13. ////\ ////\ ////\ / 14. ////\ ////\ ////\ ////\ ////\
40
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60
70
80
40
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80
40
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80
Home Link 4�2
1.–2. Your child should give a reasonable answer forhow many hand spans across and long his orher bed measures.
3. 11 4. 10
Home Link 4�3
1.–2. Your child should make marks on the foot longfoot that are about the length of each familymember’s foot.
3. Sample answer: It is not a good idea for people touse their own feet to measure things becauseeverybody’s feet are not the same length.
4.–5. Your child should clearly write the numbers 8and 9.
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101111121
110120130
100104 105 106 107 108 109114 115 116 117 118 119124 125 126 127 128 129
103113123
102112122
Home Link 4�4
1. 4 2. 3 3. 12 4. 21
5. ////\ ////\ ////\ //// 6. ////\ ////\ ////\ ////\ ////\
Home Link 4�5
1.–2. Your child should measure 2 objects to thenearest inch.
3. 21¢
Home Link 4�6
1.–3. Your child should name and draw 3 measuringtools in your home such as a measuring cup,scale, or ruler.
4. odd 5. even
Home Link 4�7
1. 2.
3. 4.
5. 6.
7. 25, 30, 40, 50, 55, 65, 70
8. 90, 100, 110, 120, 130
Home Link 4�8
1. 1 2. 4 3. 8 4. 7 5. 6; 5; 9
Home Link 4�9
1. Your child should draw a picture of something that happens in your family for each day of the week.
2. 16 3. 19 4. 31 5. 40
Home Link 4�10
1. Sample answer: I counted by 1s and wrote onenumber in each square as I moved from left toright on the number grid. I taped number gridstogether to create a scroll.
2. Sample answer: window shades or papyrus scrolls.
3.
4. 23, 0.23; 5. 41, 0.41
Home Link 4�11
1. 6 2. 7 3. 7 4. 5 5. 5 6. 6
7. 7 8. 8 9. 7
10.
Home Link 4�12
2 � 4 � 6; ; ; 8 � 5 � 3; 7 � 4 � 3;
; ; 8 � 2 � 10; 10 � 6 � 4
6, 8, 12
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9
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7
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9
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8
10 12
11 9
9 9