Home Connections For use after Unit Two, Session 1.

name

date

Home Connection 11 H Worksheet Estimating Length in Metric Units

1

Here is a quote from the book we read in class today, Millions to Measure, by David Schwartz: “Many people believe that the United States will eventually join the rest of the world and measure only in the metric system.” Do you think this is a good idea or not? Please explain your answer.

2

This chart shows some of the metric units people use to measure length. Use the information to help with the problems on the next page. Metric Unit

Abbreviation

Equivalencies

Benchmark

millimeter

mm

––––––––

centimeter

cm

10 millimeters

Your little finger is about 1 centimeter wide.

decimeter

dm

10 centimeters

A new crayon is about 1 decimeter long.

meter

m

100 centimeters

The distance from the floor to a doorknob is about a meter.

kilometer

km

1000 meters

A dime is about 1 millimeter thick.

3 times around a football field is about a kilometer.

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Bridges in Mathematics   29

Home Connections

Home Connection 11 Worksheet (cont.)

2a

Find 5 things at home that are more than a decimeter long. List them below and estimate the length of each in decimeters. Item

Approximate Length in Decimeters

b

Find at least 4 things at home that are about 1 meter long, wide, or high. List them below.

3

In Millions to Measure, David Schwartz says that a flea is about 1 millimeter tall.

1 centimeter = 10 millimeters

a

close-up of a flea

What else could you measure in millimeters? List at least 5 ideas below.

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Home Connections

NAME

DATE

Home Connection 11 Worksheet (cont.)

3b

Complete this table of equivalent centimeter and millimeter measurements.

1 cm

2 cm

3 cm

10 mm

4 cm

10 cm

30 cm

50 mm

100 cm 1,000 cm 500 mm

4

Cut out the centimeter ruler on page 33. Use it to draw four different rectangles that each have a perimeter of 24 cm. Then find the area of each rectangle. You can use the back of this page if you need more room.

Words to Remember Perimeter: the total distance around a shape.

Area: the total number of squre units it takes to cover a shape.

3 cm 2 cm

3 cm 2 cm

3 cm

© The Math Learning Center

P = 2 + 3 + 2 + 3 = 10 cm

2 cm

2 cm

A = 2 × 3 = 6 square cm

3 cm

Bridges in Mathematics   31

Home Connections

Home Connection 11 Worksheet (cont.) CHALLENGE

5

Use the centimeter ruler to draw some more rectangles with a perimeter of 24. This time, make sure the sides of the rectangles are not whole numbers. 3 and 6 are whole numbers. 3 12 and 6.25 are not whole numbers.

(Continued on next page.) 32

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Home Connections

Home Connection 11 Worksheet (cont.)

Cut out this centimeter ruler and use it for problems 4 and 5 on pages 31 and 32.

1

2

© The Math Learning Center

3

4

5

6

7

8

9

10

centimeters

11

12

13

14

15

Bridges in Mathematics   33

Home Connections

34

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Bridges in Mathematics

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Home Connections For use after Unit Two, Session 3.

NAME

DATE

Home Connection 12 H Activity NOTE TO FAMILIES

We are studying double-digit multiplication in class. One way to solve a problem like 24 × 37 is to think of it as 4 smaller multiplication problems: 20 × 30, 20 × 7, 4 × 30, and 4 × 7. When you break it down this way, you can see that it helps to be able to multiply single and double-digit numbers by 10 and multiples of 10, like 20, 30, and 40. Multiplication Four in a Row and the related worksheet will help students practice this skill.

You’ll need a partner and 2 small markers, such as paperclips or pennies, to play this game.

Instructions for Multiplication Four in a Row

1

Play Rock, Paper, Scissors or flip a coin to decide who will go first.

2

Put the markers on top of 2 of the multipliers in the row above the game grid. You can choose 2 different multipliers, like 20 and 40, or put the markers on the same multiplier, like 30 and 30. Then multiply the 2 numbers and write an x over the answer on the grid. Home Connections

NAME

DATE

3

The next player moves one of the markers to a different multiplier in the row. Multiply the 2 numbers and circle the answer on the grid. Home Connections

NAME

DATE

Home Connection 12 Activity (cont.)

Multiplication Four in a Row Record Sheet Multipliers

10

20

30

40

50

60

70

80

90

Game Grid

100

200

300

400

500

600

700

800

900

1,000

1,200

1,400

1,500

1,600

1,800

2,000

2,100

2,400

Home Connection 12 Activity (cont.)

Multiplication Four in a Row Record Sheet Multipliers

10

20

30

40

50

60

70

80

90

Game Grid

100

200

300

400

500

600

700

800

900

1,000

1,200

1,400

1,500

1,600

1,800

2,000

2,100

2,400

Okay, I put the 2 paperclips on 30 and 40. If you multiply those 2 2,500 2,700 2,800 3,000 3,200 3,500 numbers, you get 1,200 so I’ll write an X on that4,200 number. 3,600 4,000 4,500 4,800 4,900 5,400 © The Math Learning5,600 Center 6,300 © The Math Learning Center

6,400

PRE-PUBLICATION DRAFT

7,200

8,100

Bridges in Mathematics � � 45

Mom I can only move one of the paperclips. I think I’ll leave the one 2,500 2,700 2,800 3,000 3,200 3,500 that’s on 30 and move the other to the 20.4,000 20 x 4,200 30 is 600, so4,800 I’ll circle 3,600 4,500 4,900 that on the grid. 5,400

6,300 8,100 Sam 5,600 I bet you did6,400 that 7,200 to block me from capturing the numbers on that diagonal!

© The Math Learning Center

PRE-PUBLICATION DRAFT

Bridges in Mathematics � � 45

(Continued on back.) Bridges in Mathematics   35

Home Connections

Home Connection 12 Activity (cont.)

4

Take turns back and forth. You can only move one marker each time. Continue to play until one partner has captured 4 squares in a row (horizontally, vertically, or diagonally).

(Continued on next page.) 36

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Home Connections

NAME

DATE

Home Connection 12 Activity (cont.)

Multiplication Four in a Row Record Sheet Multipliers

10

20

30

40

50

60

70

80

90

Game Grid

100

200

300

400

500

600

700

800

900

1,000

1,200

1,400

1,500

1,600

1,800

2,000

2,100

2,400

2,500

2,700

2,800

3,000

3,200

3,500

3,600

4,000

4,200

4,500

4,800

4,900

5,400

5,600

6,300

6,400

7,200

8,100

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Bridges in Mathematics   37

Home Connections

NAME

DATE

Home Connection 12 H Worksheet 1

Choose 10 different products from the Multiplication Four in a Row grid. Then write 1 or 2 different combinations for each product using only the numbers in the row above the grid. Product

example

1,800

Combination 1

Combination 2

20 × 90

30 × 60

2

Kamala says that 40 × 60 is just like 4 × 6 except that it’s 100 times bigger. Do you agree with her or not? Please explain your answer.

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NAME

DATE

Home Connection 12 Worksheet (cont.)

3

Solve the following problems. Draw a sketch on the base ten grid at the bottom of the page if you need to.

a

10 × 15

b

20 × 15

c

20 × 25

d

10 × 30

e

12 × 30

f

20 × 30

g

10 × 18

h

20 × 18

i

10 × 37

(Continued on back.) © The Math Learning Center

Bridges in Mathematics   39

Home Connections

Home Connection 12 Worksheet (cont.) CHALLENGE

4

Write one of these 9 numbers in each blank to make the three multiplication equations true. You can only use each number once, and you have to use all 9 of them. 10

20

30

a

____ × ____ × ____ = 72,000

b

____ × ____ × ____ = 40,000

c

____ × ____ × ____ = 126,000

40

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40

50

60

70

80

90

© The Math Learning Center

Home Connections For use after Unit Two, Session 5.

NAME

DATE

Home Connection 13 H Worksheet NOTE TO FAMILIES

One way to think of a multiplication problem like 13 × 15 is to picture it in the form of a rectangle. We have been doing this a lot in class recently. When you do this, the two numbers you’re multiplying are the dimensions of the rectangle, and the area of the rectangle is the answer. The advantage of looking at it this way is that you can actually see the pieces or “partial products” that make up the total. This Home Connection provides more practice using this area model to solve double-digit multiplication problems.

10

Example:

10

100

+

5

50 100 + 50 + 30 + 15 = 195

+ 3

30

15

13 × 15 = 195

Multiplication Sketches

1

Fill in and label these sketches to solve the multiplication problems. Below each sketch, write an equation to show how you found the total area and fill in the answer to the multiplication problem.

a

b

15 × 15 =

17 × 13 =

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Bridges in Mathematics   41

Home Connections

Home Connection 13 Worksheet (cont.)

2

Make a labeled sketch to solve each multiplication problem below. For each one, write an equation to show how you got the total and fill in the answer to the multiplication problem.

a

b

14 × 16 =

13 × 18 =

c

24 × 27 =

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NAME

DATE

Home Connection 13 Worksheet (cont.)

3

Sometimes you can break a rectangle into two or three partial products, instead of four, to solve a multiplication problem. Here are two examples. 10

10

+

5

10

150

+ 3

10

30

15

150 + 30 + 15 = 195

+

13 × 15 = 195

3

+

5

150 150 + 45 = 195 45

13 × 15 = 195

Solve the problems below by sketching an array and breaking it into fewer than four partial products. You can use four partial products, though, if you need to. For each one, write an equation to show how you got the total and fill in the answer to the multiplication problem.

a

b

12 × 17 =

14 × 22 =

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Bridges in Mathematics   43

Home Connections

Home Connection 13 Worksheet (cont.)

4

Multiply each number in the top row by the number at the left. The first one is done for you as an example.

×

2

4

8

3

6

12

5

10

7

9

10

20

×

2

4

8

3

6

12

5

10

7

9

2

4

8

3

6

12

5

10

7

9

3 × 13 5

Mara says you can use the answers in the first 2 rows of Problem 4 to help figure out the answers in the third row. Do you agree with her? Why or why not?

CHALLENGE

6

Manny has 24 feet of fencing and wants to make the biggest possible rectangular pen for his rabbit to live in outside. What length should he make each side of the pen? Use numbers, words, and/or labeled sketches to solve this problem and show your work.

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Home Connections For use after Unit Two, Session 7.

NAME

DATE

Home Connection 14 H Worksheet Coins & Quick Sketches Here is an array of quarters.

1

What is the total amount of money in this array? Use numbers, words, and/or labeled sketches to explain your answer.

2 a b c

Use the array to help solve these multiplication problems. 4 × 25 = _______ 6 × 25 = _______ 8 × 25 = _______

d 10 × 25 = _______ e 12 × 25 = _______ f 14 × 25 = _______

3

Rosie says she can solve 24 × 25 using the information above. Do you agree with her? Why or why not?

(Continued on back.) © The Math Learning Center

Bridges in Mathematics   45

Home Connections

Home Connection 14 Worksheet (cont.)

4

Use what you know about adding and multiplying money to help solve the multiplication problems below.

example

25 × 36 _____

I know there are four 25’s in 100 (four quarters in a dollar). 36 is equal to 9 groups of 4. So, 36 × 25 is like 9 × 100.

900

a

b

c

d

e

50 × 2 _____

f

50 × 16 _____

g

h

i

j

k

l

25 × 24 _____

50 × 33 _____

25 × 32 _____

50 × 17 _____

25 × 40 _____

50 × 24 _____

75 × 2 _____

25 × 34 _____

50 × 32 _____

75 × 16 _____

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Home Connections

NAME

DATE

Home Connection 14 Worksheet (cont.)

5

Label the dimensions of each rectangle below and make a quick sketch to find the area. Write an equation to show how you got the total, and then write a multiplication equation to match your sketch. Equation to Find Total

Labeled Quick Sketch

example

10

10

+

10

+

4

100

100

40

30

30

12

+ 3

100 100 40 30

Multiplication Equation

13 x 24 = 312

30 + 12 312

a

b

(Continued on back.) © The Math Learning Center

Bridges in Mathematics   47

Home Connections

Home Connection 14 Worksheet (cont.)

6

Multiply each number in the top row by the number at left. The first one is done for you as an example.

×

2

4

8

3

6

12

5

10

7

9

30

60

×

2

4

8

3

6

12

5

10

7

9

2

4

8

3

6

12

5

10

7

9

6 × 36

CHALLENGE

7

Mr. Mugwump wants to buy a cape for the costume party on October 13th. The cape costs $26.00. He puts 1 cent in the bank on October 1st, 2 cents in the bank on October 2nd, 4 cents on October 3rd, and 8 cents in the bank on October 4th. He continues doubling the amount of money he saves each day until October 13. How much money will he have, counting the money he saves on the 13th? Will it be enough to buy the cape on October 13th? Use numbers, words, and/or labeled sketches to solve this problem. Show all of your work. You can work on the back of this page if you like.

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Home Connections For use after Unit Two, Session 9.

NAME

DATE

Home Connection 15 H Worksheet Looking for Metric Measures at Home In his book, Millions to Measure, David Schwartz writes, “Even though the metric system has not been adopted by people in the United States, many Americans use it every day.” Today’s Home Connection will give you a chance to check this out for yourself. Containers that hold liquids like juice, soda pop, shampoo, or liquid soap may be labeled in milliliters or liters. These are metric units of volume. Metric Unit

Abbreviation

Equivalencies

Benchmark

milliliter

mL or ml

––––––––

A milliliter of water is about 10 drops.

liter

L or l

1,000 milliliters

A liter bottle of water holds just a little more than a quart.

Cans and packages of food may be labeled in grams or even kilograms if they are very heavy. These are metric units of mass, which is similar to weight. Metric Unit

Abbreviation

Equivalencies

Benchmark

gram

g

––––––––

A dollar bill has a mass of about 1 gram.

kilogram

kg

1,000 grams

An adult cat might weigh about 3 1/2 kilograms.

(Continued on back.) © The Math Learning Center

Bridges in Mathematics   49

Home Connections

Home Connection 15 Worksheet (cont.)

1

Find 4 containers at home that hold liquids and are labeled in milliliters or liters. Try looking in your kitchen, bathroom, and garage. List them by name and tell how much they hold in metric units according to their labels. Item

example

mouthwash bottle

Volume (in Metric Units)

530 milliliters

2

Find 6 cans or packages of food or other solid materials that are labeled in grams or kilograms. List them by name and tell how much they weigh in metric units according to their labels. Item

example

can of pineapple chunks

Weight or Mass (in Metric Units)

567 grams

(Continued on next page.) 50

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DATE

Home Connection 15 Worksheet (cont.)

3

After the race in Millions to Measure, the snail will be able to quench his thirst with 1 milliliter of water. How many milliliters of water do you think it would take to quench your thirst after a big race? Explain your answer.

4

In Millions to Measure, Sandro and Robert ask to become Olympic wrestlers. When Marvelosissimo grants their wish, they each weigh 118 kilograms. How many grams do the 2 boys weigh altogether? Show your work.

5a

The members of Jahara’s soccer team drank a case of 24 bottles of water during the tournament. Each bottle had 500 ml of water. How many milliliters of water did they drink?

b

How many liters of water did they drink?

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Bridges in Mathematics   51

Home Connections

Home Connection 15 Worksheet (cont.)

6

There will be 24 people altogether at George’s birthday party. He wants to serve his grandmother’s special fruit punch. His grandmother lives in England, where they use metric measurements in cooking. This is her recipe. Grandmother’s Fruit Punch—Serves 10 400 ml pineapple juice 300 ml papaya juice 600 ml orange juice

George can buy papaya juice in 356 ml bottles. How many bottles of papaya juice should he buy to make enough punch to serve all 24 people?

CHALLENGE

7

The snail in Millions to Measure has a mass of 8 grams. This snail has 124 friends and all of them have the same mass as he does. What is their total mass in grams? What is their total mass in kilograms? Show your work.

52

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Home Connections For use after Unit Two, Session 10.

NAME

DATE

Home Connection 16 H Worksheet Multiplication Interview You will need an adult to help you do the first page of this assignment.

1

Ask an adult to solve the two multiplication problems below the way he or she learned when he or she went to school. Watch carefully and ask the adult to explain each step. 34 34 × 6 × 26 ____ ____

2

Work the problems below, using the same method the adult just showed you. If you didn’t understand it when he or she showed you the first time, ask the adult to work with you until you can do it on your own. If you’re already familiar with the method, work these on your own, and then write and solve 3 more that seem challenging to you. 32 × 8 ____

32 × 18 ____

32 × 28 ____

32 × 38 ____

43 × 7 ____

43 × 27 ____

43 × 37 ____

43 × 47 ____

Three challenging multiplication problems I’ve written and solved:

© The Math Learning Center

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Bridges in Mathematics   53

Home Connections

Home Connection 16 Worksheet (cont.)

3

Most 10- to 13-year-olds need 10 hours of sleep each night, while 9 hours is enough for others. Most adults need 8 hours of sleep each night. Use any method you choose except a calculator to figure out how much sleep you’d get in a week, a 30-day month, and a year if you slept 10, 9, or 8 hours a night. Enter your answers on the chart, and use the space below the chart to show your work. The three spaces at the bottom of the chart are for problem 4. Hours of Sleep per night

a b c d e f

per week

per 30-day month

per year

10 9 8

CHALLENGE

4

Choose 1 to 3 animals from the list below. Add them to the chart above and find how many hours of sleep they get in a week, a 30-day month, and in a year. How many hours per day (or night) some animals sleep: animal

hours slept

animal

hours slept

brown bat

20

ferret

14 12

python

18

gerbil

13

human infant

16

cat

12

tiger

16

dog

10 12

guppy

7

elephant

4

horse

3

giraffe

2

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Home Connections For use after Unit Two, Session 12.

NAME

DATE

Home Connection 17 H Activity NOTE TO FAMILIES

Over the past two weeks, we have been using many different strategies to multiply larger numbers, some of which are shown below. In this homework assignment, students should try to use more than one of these strategies, but they should always do what makes the most sense to them. Students may have their own variations on the strategies and may write them in different ways than those shown below.

Multiplication Strategies Review the multiplication strategies on this page. Then solve the problems on the following pages. Use a few of these strategies to solve the problems. Choose the strategies you use based on what makes the most sense for the numbers in the problem. Don’t use a strategy unless it makes sense to you. Use a Basic Fact Strategy

Strategies for the basic facts can be used with larger numbers too.

example

Use the half-decade strategy to multiply by 5. 86 × 5 = (86 × 10) ÷ 2 = 860 ÷ 2 = 430

Break One of the Numbers into Parts and Then Multiply and Add

Especially when the digits are small, you can break one of the numbers into tens and ones, multiply by the other number, and add the two products.

example

21 × 32 = 21 × 30 + 21 × 2 = 630 + 42 = 672

Use a Sketch of the Area Model (a Rectangular Array)

You can make a quick sketch of an array to show the multiplication problem and then solve it. You can divide the array into as many parts as you like to compute the total product.

example

20 10

10 × 20 = 200

7 10 × 7 = 70

27×14 4

4 × 20 = 80

4 × 7 = 28

200 70 80 + 28 378

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Bridges in Mathematics   55

Home Connections

Home Connection 17 Worksheet (cont.) 20

7

10

10×27 = 270

4

4×27 = 108

270 + 108 378

Use an Algorithm

An algorithm is a step-by-step procedure for solving a problem. Algorithms can be the most sensible way to solve some problems, especially when the numbers are very large. We have talked about the two algorithms shown below in class. In the one at left, all the multiplication is done before the addition. In the one at right, we alternate between multiplying and adding.

example

27 × 24 _____

27 × 24 _____

20 × 20 = 400 20 × 7 = 140 4 × 20 = 80 4 × 7 = _____ + 28 648

108 + 540 _____

21

648

Use any of the strategies on the previous page, or a strategy of your own, to solve the following problems. Do what makes the best sense to you, but try not to use just one strategy the whole time. Please show all of your work.

1

33 × 12 _____

2

22 × 8 _____

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NAME

DATE

Home Connection 17 Worksheet (cont.)

3

4

5

6

42 × 21 _____

42 × 15 _____

© The Math Learning Center

26 × 17 _____

69 × 11 _____

Bridges in Mathematics   57

Home Connections

Home Connection 17 Worksheet (cont.)

58

7

132 × 31 _____

9

142 × 16 _____

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Bridges in Mathematics

8

35 × 24 _____

10

4583 × 271 ______

© The Math Learning Center

Home Connections For use after Unit Two, Session 14.

NAME

DATE

Home Connection 18 H Worksheet Agree or Disagree? Choose 5 of the 6 problems on this page and the next. For each one you choose, write whether you agree or disagree. Then explain your thinking using numbers, words, and/or labeled sketches. Do you agree or disagree? Explain your thinking.

1

The 5th graders set up 20 rows of chairs with 25 chairs in each row for the assembly. Mrs. Lord asked if they’d set up enough chairs for all 552 students. Kamil said he could skip count to find out how many chairs there were in all, and then they’d know if they had enough.

2

The track at the high school is 400 meters. After she ran 6 times around the track, Isuko said she’d gone more than 2 kilometers.

3

Mr. Madison needs 175 granola bars for the 5th grade field trip. The bars come in boxes of 10. He’ll need to buy 17 boxes to have enough.

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Bridges in Mathematics   59

Home Connections

Home Connection 18 Worksheet (cont.)

Do you agree or disagree? Explain your thinking.

4

To multiply 247 × 4 you can do these smaller problems and add them together: 200 × 4 4×4 7×4

5

Mrs. Gonzalez ordered four super-size pizzas for $9.97 each. If she gives the delivery person two $20 bills, she’ll get some change back.

6

There are 46 kids in the After-School Club. Today they’re going to the pool at the Community Center. If each mini-van can take 6 kids, they’ll need 8 mini-vans for all the kids.

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Home Connections

NAME

DATE

Home Connection 18 Worksheet (cont.)

Remember that the perimeter of a figure is the total distance around it and that area is the total number of square units it takes to cover a shape. Perimeter the total distance around a shape.

Area the total number of square units it takes to cover a shape.

3 cm 2 cm

3 cm 2 cm

2 cm

3 cm P = 2 + 3 + 2 + 3 = 10cm

2 cm

3 cm A = 2 × 3 = 6 sq. cm

Find the area and perimeter of the figures below. Be sure to include the units.

7

8

17 cm

8m

17 cm

13 m

Perimeter ________________

Perimeter ________________

Area ________________

Area ________________

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Home Connections

Home Connection 18 Worksheet (cont.) CHALLENGE

9

2 ft.

10 6 in. 3 ft. 6 in.

3 in. 12 in.

2 ft.

10 ft.

4 ft. 10 ft.

Perimeter ________________

Perimeter ________________

Area ________________

Area ________________

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Home Connections For use after Unit Two, Session 16.

NAME

DATE

Home Connection 19 H Activity NOTE TO FAMILIES

One way to solve a long division problem is to picture it in the form of a rectangle. When you do this, the number you’re dividing by is one of the dimensions and the number being divided is the area of the rectangle. Quotients Win will help students practice using this strategy to sketch and solve such problems as 150 ÷ 10 and 220 ÷ 22. Your fifth grader can show you how to make the sketches, and Home Connection 17 Activity (cont.) there is an example below for your reference. There are two recordQuotients sheets Win so you can play the game Game Sheet 2 twice. This Home Connection includes a second division game, Go for_________________ Zero, if you _________ and your _________________ fifth grader 1 2 want to play a more challenging game. Home Connections

Player 1

Color

Player 2

You’ll need 2 pencils, colored pencils or markers in 2 different colors, and a paperclip. Use your pencil and the paperclip as a spinner as shown to the right. If you want to play the second game, Go for 3 Zero, you’ll 4 need a calculator, pencils, and the 2 spinners on page 65. 280 ÷ 10 = ______

Color

_________

190 ÷ 19 = ______

Instructions for Quotients Win 300 ÷ 20 = ______

1

Take turns spinning the spinner one time each. The player with the higher number gets to pick his or her color marker or colored pencil and go first.

5

100

16

Spin the spinner to see which problem on the game sheet you will solve.

Player 1’s Score _____________________

220 ÷ 20 = ______ Player 2’s Score _____________________

Theo I spun a 5, so I have to do problem 5 on the game sheet. That’s 160 ÷ 10. First I’ll show 10 on the side and then start filling in the array until I get to 160. My rectangle turned out to be 16 along the other side, so that’s the answer.

3

Make a labeled sketch of the problem on the game sheet and fill in the answer. Be sure to use your colored pencil or marker to sketch the dimensions and a regular pencil for the rest of the work. You can build a model with your base ten pieces first, but you don’t have to.

60

160 ÷ 10 = ______

2

400 ÷ 20 = ______

6

4

Take turns spinning and solving problems until you have each gone 3 times. If you spin the number of a problem that has already been solved, spin again until you get the number of a problem that has not been solved yet. (Continued on back.)

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Home Connections

Home Connection 19 Activity (cont.)

4 (cont.)

(You have to use the first number that has not been solved.) When it’s the other player’s turn, be sure to watch, help, and double-check his or her work.

5

At the end of the game, add your quotients and record your score at the bottom of the sheet. The player with the higher score wins.

CHALLENGE

Instructions for Go for Zero

1

Take turns spinning the spinner once. The person with the higher number goes first.

2

Choose any 3-digit number that is less than or equal to 900. Enter it into the calculator and then give the calculator to your partner.

3

Player 2 uses the calculator to reduce the number to 0 by adding, subtracting, multiplying, or dividing by single-digit numbers other than zero. You can make as many as 5 calculations (but no more) to get the original number down to zero. Do your work on the calculator, but record each move on the record sheet.

4

Play back and forth until you have each had 3 turns. Then count up the total number of calculations you made and use the more or less spinner to determine the winner. If the spinner lands on “more,” the player who made more calculations wins. If the spinner lands on “less,” the player who made fewer calculations wins.

example Player 1 chooses 334. Player 2: • divides 334 by 2 to get 167 (calculation 1) • subtracts 7 from 167 to get 160 (calculation 2) • divides 160 by 8 to get 20 (calculation 3) • divides 20 by 4 to get 5 (calculation 4) • subtracts 5 from 5 to get 0 (calculation 5) Starting Number (Chosen by Player 1) Calculation 1

334 ÷ 2 = 167

Calculation 2

167 – 7 = 160

Calculation 3

160 ÷ 8 = 20

Calculation 4

20 ÷ 4 = 5

Calculation 5

5–5=0

334

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Home Connections

NAME

DATE

Home Connection 19 Activity (cont.)

Game Spinners Rip this page carefully out of your book to play Quotients Win and/or Go for Zero. Use this spinner for Quotients Win and also to decide which player starts first in Go for Zero.

6

1

5

2 4

3

Use this spinner to determine the winner in Go for Zero.

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Home Connections

NAME

DATE

Home Connection 19 Activity (cont.)

Quotients Win Game Sheet 1 Player 1

_________________

Color

_________

1

Player 2

_________________

Color

_________

2

120 ÷ 12 = ______

3

230 ÷ 10 = ______

4

180 ÷ 18 = ______

5

240 ÷ 10 = ______

6

110 ÷ 10 = ______ Player 1’s Score _____________________

150 ÷ 15 = ______ Player 2’s Score _____________________

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Home Connections

Home Connection 19 Activity (cont.)

Quotients Win Game Sheet 2 Player 1

_________________

Color

_________

1

Player 2

_________________

Color

_________

2

280 ÷ 10 = ______

3

190 ÷ 19 = ______

4

300 ÷ 20 = ______

5

400 ÷ 20 = ______

6

160 ÷ 10 = ______ Player 1’s Score _____________________

220 ÷ 20 = ______ Player 2’s Score _____________________

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Home Connections For use after Unit Two, Session 16.

NAME

DATE

Home Connection 19 Activity (cont.)

Go for Zero Record Sheet Player 1 __________________________________________ Player 2 __________________________________________

Round 1 Starting Number (Chosen by Player 1)

Starting Number (Chosen by Player 2)

Calculation 1

Calculation 1

Calculation 2

Calculation 2

Calculation 3

Calculation 3

Calculation 4

Calculation 4

Calculation 5

Calculation 5 Round 2

Starting Number (Chosen by Player 1)

Starting Number (Chosen by Player 2)

Calculation 1

Calculation 1

Calculation 2

Calculation 2

Calculation 3

Calculation 3

Calculation 4

Calculation 4

Calculation 5

Calculation 5 Round 3

Starting Number (Chosen by Player 1)

Starting Number (Chosen by Player 2)

Calculation 1

Calculation 1

Calculation 2

Calculation 2

Calculation 3

Calculation 3

Calculation 4

Calculation 4

Calculation 5

Calculation 5

Total number of calculations made by player 1 ______ Total number of calculations made by player 2 ______ The winner of this game is ________________________ © The Math Learning Center

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Home Connections For use after Unit Two, Session 18.

NAME

DATE

Home Connection 20 H Worksheet Area & Perimeter Perimeter is the distance all the way around the rectangle. It is measured in linear units (centimeters, in this case). Area is the number of square centimeters it takes to cover the shape. Measure and then label the length and width of each rectangle in centimeters. If you don’t have a centimeter ruler at home, cut out the one on page 73 and use it instead. Find the area and perimeter of each rectangle using the most efficient method you can. Show your work.

example

4 cm

Perimeter = 12 cm Work: 2 + 2 + 4 + 4 = 12 cm

2 cm

Area = 8 sq. cm Work: 2 × 4 = 8 sq. cm

1

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Home Connections

Home Connection 20 Worksheet (continued)

2

3

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Home Connections

Home Connection 20 Worksheet (continued)

1

2

3

4

5

6

7

8

9

10

centimeters

11

12

13

14

15

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NAME

DATE

Home Connection 20 Worksheet (continued)

4

Ali made a card for her grandma. The card has a perimeter of 20 inches and an area of 24 square inches. Which of these is a picture of Ali’s card? Fill in the bubble to show, and then explain your choice. 6"

8"

12" a

2"



4"

b 

3"

c 

I chose rectangle ______ because

CHALLENGE

5

Micah’s garden is 6 feet wide and 12 feet long. He wants to use the whole garden for roses. If each rose bush needs exactly 9 square feet of space, how many rose bushes can he plant? Show all your work. Please also make a labeled sketch to show the solution.

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Home Connections For use after Unit Two, Session 20.

NAME

DATE

Home Connection 21 H Worksheet Unit Review

1

Alexis is going to measure the distance from her classroom to the school office. Fill in one of the bubbles to show which unit of measure would work best for the job. 



millimeters



centimeters



meters

kilometers

2

How much does Maria’s new puppy weigh? Fill in the bubble below that makes the most sense. 

1 gram



10 grams



3 kilograms



100 kilograms

3

Hugh is looking for a container that will hold about 1 liter of water. Fill in the bubble below to show which would be the best choice. 

4

a coffee cup



a water bottle



a bathtub

Write the answer to each of these combinations. 12 15 30 50 40 × 10 × 10 × 20 × 20 × 40 ____ ____ ____ ____ ____



a swimming pool

50 × 60 ____

5

The pet store just got 42 tropical fish. They want to put 9 fish in each tank. How many tanks will they need? Use numbers, words, and/or labeled sketches to solve the problem. Show your work.

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Home Connection 21 Worksheet (cont.)

6

Choose one multiplication problem below and circle it. Pick the one that seems best for you—not too hard and not too easy. 13 × 13 ____

14 × 12 ____

24 × 23 ____

25 × 26 ____

28 × 28 ____

a

Write a story problem to match the multiplication problem you just circled.

b

Solve the problem below. Show all of your work.

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Home Connections

NAME

DATE

Home Connection 21 Worksheet (cont.)

7

Choose one division problem below and circle it. Pick the one that seems best for you—not too hard and not too easy. 180 ÷ 10

220 ÷ 20

440 ÷ 22

520 ÷ 26

a

Write a story problem to match the division problem you just circled.

b c

Make a labeled sketch on the grid below to show the problem you chose. Find the answer to the problem you chose using your sketch. Show all of your work.

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Home Connection 21 Worksheet (cont.)

CHALLENGE

8

The Chocolate Factory packs their chocolate bars in boxes of 5 or boxes of 12. What is the smallest number of full boxes they would need to pack exactly 2005 chocolate bars?

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