Home Connection 27 Activity

Transcription

1 Blackline HC 27.1 Use after Unit 7, Session 3. NAME Home Connection 27 Activity RETURN BY NOTE TO FAMILIES This Home Connection activity will give your child an opportunity to measure and compare length and circumference in centimeters. If you don t have a cloth centimeter tape measure at home, you ll need to cut and tape the paper strips on the next page together to make one. Although this won t be the sturdiest measuring device in the world, it will probably hold together long enough to complete this activity. Twice as Big? Many kids your age think that they re probably about half as big as the adults in their family. Do you think this is true for you? Let s do some measuring and find out. First, you ll need to find a cloth centimeter tape measure around your house, or tape the paper strips on the next page together to make one. Now you re all set! Use your tape measure to help answer the following questions: How long is your hand and forearm, from the tip of your middle finger to your elbow? cm How long is the adult s hand and forearm? cm How much longer is the adult s hand and forearm than yours? cm Check the words that make this a true sentence: The adult s hand and forearm is exactly twice more than twice less than twice the length of mine. How big around is your wrist? cm How big around is the adult s wrist? cm How much bigger around is the adult s wrist than yours? cm Check the phrase that make this a true sentence: The adult s wrist is exactly twice more than twice less than twice as big around as mine. (Continued on next page.) Bridges in Mathematics nn

2 Blackline HC 27.2 Home Connection 27 Activity (cont.) How long is your foot? cm How long is the adult s foot? cm How much longer is the adult s foot than yours? cm Check the words that make this a true sentence: The adult s foot is exactly twice more than twice less than twice as long as mine. Now, see if you can find one measurement on the adult that is very close to twice as big as the same measurement on you. The adult s is about twice the length/circumference as mine. Would you say, overall, that the adult is more than twice less than twice about twice as big as you? nn Bridges in Mathematics

3 Blackline HC 27.3 NAME Home Connection 27 Worksheet RETURN BY Double It or Cut It In Half Add _ 100 Subtract Bridges in Mathematics nn

4 nn Bridges in Mathematics

5 Blackline HC 28.1 Use after Unit 7, Session 8. Home Connection 28 Activity NOTE TO FAMILIES We have been exploring fractions in class, and children are starting to recognize and compare halves, fourths, and eighths. They have learned that the symbols 1 /2, 1 /4, and 1 /8 mean 1 part out of 2, 1 part out of 4, and 1 part out of 8. They are discovering that one fourth combined with another fourth is two fourths, which is the same as a half, and that five eighths is more than a half. Finally, the children are learning to read fractions like 3 /4 as three fourths, or three parts out of four and 5 /8 as five eighths or five parts out of eight. This Home Connection Activity will help your child continue to explore these ideas in the context of a game. We haven t played Fraction Races at school, so you and your child will need to read the rules carefully. Fraction Races Game Rules 1 Color and cut out the fraction pieces on the attached sheet. Divide them so that each of you have 1 whole, 2 halves, 4 fourths, and 8 eighths. 2 Set your whole strip out in front of you and stack the other fraction pieces to the side so you re ready to play. Have your partner do the same. 3 Spin the spinner, take the fraction piece that it names and lay it on top of your whole strip. Then give your partner a turn. Continue taking turns back and forth until one of you has filled your whole strip. The tricky part is that you have to go out evenly. If you spin a fourth and then a half, so that three fourths of your whole strip is covered, and then spin another half, you can t use it. In this case, you lose your turn and have to wait until your next turn to try again. Oh no! I have a fourth left to go and I just spun a half! I can t use it. What I need is a fourth or an eighth. Well, look at me. I still need three eighths. Or I could get a fourth and an eighth to win. 4 When one person has won by filling his or her entire strip with fraction pieces, clear them off and play again. 5 When this seems easy, play backwards. That is, start by covering your whole strip with fraction pieces. (You can do this using any combination of pieces you want 2 halves, 4 fourths, a half, a fourth, and 2 eighths, etc. You may have to do some trading along the way.) Then take turns spinning the spinner and removing the pieces it names. The first person to remove all of his or her pieces from the strip is the winner. Bridges in Mathematics nn

6 Blackline HC 28.2 Run a half-class set on cardstock and cut in half. Have students attach paper clip spinners at school. Fraction Races spinner Fraction Races spinner nn Bridges in Mathematics

7 Blackline HC 28.3 Run on cardstock. Color and then cut the fraction pieces on this sheet. Use them to play Fraction Races. 1 (yellow) 1 2 (green) 1 2 (green) 1 4 (blue) 1 4 (blue) 1 4 (blue) 1 4 (blue) 1 (yellow) 1 2 (green) 1 2 (green) 1 4 (blue) 1 4 (blue) 1 4 (blue) 1 4 (blue) Bridges in Mathematics nn

8 Blackline HCBL 28.4 NAME Home Connection 28 Worksheet RETURN BY NOTE TO FAMILIES Learning about fractions is a lot like learning to measure in that both require a tremendous amount of handson experience. Please encourage your child to use the fraction pieces to complete this worksheet. He or she will also get much more out of the exercise if you are there to help lay out the pieces and talk about them as you work together. Comparing Fractions Use your fraction pieces to do the exercises below. Circle the larger of the two fractions in each pair. The first one is done for you. 2 /8 3 /4 Wow! 3 /4 is way bigger than 2 /8! 1 /2 1 /4 1 /4 1 /8 3 /8 1 /4 Circle the smaller of the two fractions in each pair. 1 /8 1 /4 1 /4 3 /8 3 /8 1 /2 Lay out each combination of fractions shown below and find one fraction piece that is the same length. The first one is done for you. 1 /8 1 /8 = 1 /4 Well, that s pretty easy. If I lay 2 eighths end to end, I can see that the one-fourth piece is exactly the same length. 1 /4 1 /4 = 1 /2 1 /2 = 2 /8 1 /4 = 1 /4 1 /4 1 /4 1 /4 = 1 /4 1 /4 1 /2 = 1 /8 1 /8 1 /4 = nn Bridges in Mathematics

9 Blackline HC 29.1 Use after Unit 7, Session 13. Run on cardstock and have children attach the paper clip spinners at school. Home Connection 29 Activity NOTE TO FAMILIES We are well into the last unit for the year, which features statistics and probability, as well as fractions and double-digit addition and subtraction. The game we re sending home is one that has us all intrigued. The object of Gardener s Friend is to be the first to score 300 points (or eat 300 pesky bugs). The children are aware that the arrow will land on the praying mantis much more frequently because he takes up three quarters of the spinner. The question is whether the fact that the ladybug scores 50 points while the mantis only scores 20 is enough to offset the difference in the amount of space they each occupy on the spinner. Many of the children are convinced that the ladybug will win most of the time because 50 is such a big number, while others believe that the low-scoring mantis will win because the arrow lands on him so much more. Please help us collect more data by playing this game at home and sending your results back to school. The Gardener s Friend Game Play the Gardener s Friend game 4 times on the attached record sheets and send them back to school. Thanks for helping us collect more data! Game Rules 1 Decide who is going to play for the ladybug and who is going to play for the praying mantis. The ladybug eats 50 bugs a day but only occupies 1 /4 of the spinner. The praying mantis eats only 20 bugs a day but takes up 3 /4 of the spinner. Which bug do you think will be most likely to gobble up the 300 garden pests first? On the record sheet, write your name on the line above the insect you choose to be. 2 Take turns spinning. If the spinner lands on the ladybug, the person playing for the ladybug gets to color in 50 tiny squares on his or her side, regardless of who spun. (Each tiny square stands for a bug.) If the spinner lands on the praying mantis, that person gets to color in 20 squares on his or her side. The first person to fill in all 300 tiny squares is the winner. I may be small, but I can eat 50 aphids in a day! I m so hungry I can eat 20 pesty bugs in 1 day! 3 When the first person gets to 300, circle his or her name at the top of the sheet to show that he or she won. 4 Play the game 3 more times. You can trade the insect you re playing for each time if you want. Bridges in Mathematics nn

10 Blackline HC 29.2 Run 2 class sets of this sheet, front and back, so each student can play the game 4 times at home. NAME The Gardener s Friend record sheet RETURN BY I can eat 50 bugs a day! I can eat 20 bugs a day! PLAYER 1 PLAYER 2 nn Bridges in Mathematics

11 Blackline HC 29.3 Run back-to-back with NAME Home Connection 29 Worksheet RETURN BY Bugs in the Garden Use the information on the picture graph to answer the questions below. Be careful, though! Each bug on the graph stands for 5, not Ladybugs Spiders Ants Grasshoppers Butterflies How many ladybugs are there in the garden? How many butterflies? _ How many ants? _ How many more ants are there than grasshoppers in the garden? How many fewer spiders are there than ladybugs? _ How many bugs are there in all? (Continued on back.) Bridges in Mathematics nn

12 Blackline HC 29.4 Run back-to-back with Home Connection 29 Worksheet (cont.) Please write at least 10 different number sentences about this graph. (See examples below, and remember that < means less than and > means more than. Also, each insect has its own initial; L means ladybug, S means spider, and so on.) Four sample number sentences have been done for you. L > S G < B L S = 35 A S = 15 nn Bridges in Mathematics

13 Blackline HC 30.1 Use after Unit 7, Session 18. Home Connection 30 Activity NOTE TO FAMILIES Anything But 1! gives children a chance to practice adding double-digit numbers, but is also an interesting study in probability. When it s your turn, you can spin as many times as you like, gathering points as you go. The first person to reach 100 wins. You can choose to play with 1 or both spinners, and of course, if you use 2 spinners, you re going to rack up the points more quickly. Here s the catch: if you land on 1, you lose your turn. So are you more, less, or equally likely to land on 1 with 2 spinners as with 1? We have been playing a slightly different version of this game at school, and your child can tell you what he or she has learned so far, but the decision is yours. Play the game through several times to see if you can develop a winning strategy. Anything But 1! Game Rules 1 Before you start, each of you needs to decide whether you re going to use 1 or 2 spinners. Unlike the school version of this game, you can both play with 1 spinner, both play with 2, or one of you can play with 1 spinner while the other plays with 2. Once you ve made your decision, though, you have to stick with it for that entire round. 2 Put your names on the attached worksheet and get started with Round 1. Take turns spinning and adding. On your turn, you can spin as many times as you like, adding all the numbers you get, unless you happen to spin a 1, in which case you lose your turn and any points you have accumulated during that turn. Some people like to play it safe and only spin once or twice per turn, while others like to take more of a risk in exchange for a higher score. Don t enter your score on the record sheet until you ve quit spinning, though. For example, suppose you re playing with 2 spinners and you spin a 4 and a 5. You add these in your head or on a piece of scratch paper for a total of 9 and decide to spin again. This time you get a 6 and a 5. You add that to your previous score and you have 20. You take your chances and spin again. You get a 2 and a 4. That s 6, so you re up to 26. You decide to stop, so you enter 26 on the worksheet. If you spin a 1 and lose your points for a turn, be sure to record a 0 for that turn on the worksheet. 3 Continue playing back and forth, spinning and adding until one of you reaches 100. You don t have to go out exactly to win the game; you can go over As you have time this week, play 3 more rounds of the game and answer the questions at the bottom of the worksheet. Bridges in Mathematics nn

14 nn Bridges in Mathematics Blackline HC 30.2 Run a half-class set on cardstock and cut in half. Have children attach paper clip spinners at school. Anything But 1! spinners Anything But 1! spinners

15 Blackline HC 30.3 Run this sheet back-to-back with HC NAME Home Connection 30 Worksheet RETURN BY Anything But One! Please play 4 rounds of this game and then fill in the questions on the attached sheet. Remember not to record your points for a turn until you ve finished taking all the spins you re going to take for that turn. Use a separate sheet if you run out of room to complete a round. Round 1 1 Spinner 2 Spinners 1 Spinner 2 Spinners Round 2 1 Spinner 2 Spinners 1 Spinner 2 Spinners Player 1 Player 2 Player 1 Player 2 Total points earned for turn 1 Total points earned for turn 2 Total points earned for turn 3 Total points earned for turn 4 Total points earned for turn 5 Total points earned for turn 6 Total points earned for turn 7 Total points earned for turn 8 Total points earned for turn 9 Bridges in Mathematics nn

16 Blackline HC 30.4 Run this sheet back-to-back with HC Home Connection 30 Worksheet (cont.) 1 Spinner 2 Spinners Round 3 1 Spinner 2 Spinners 1 Spinner 2 Spinners Round 4 1 Spinner 2 Spinners Player 1 Player 2 Player 1 Player 2 (Continued on next page.) nn Bridges in Mathematics

17 Blackline HC 30.5 Accompanies HC 30.3 and HC Home Connection 30 Activity (cont.) Is it better to play this game with 1 spinner or 2? Why? What other tips do you have for winning the game? Bridges in Mathematics nn

18 nn Bridges in Mathematics

19 Blackline HC 31.1 Use after Unit 7, Session 23. Run on cardstock. Home Connection 31 Activity NOTE TO FAMILIES Here s a very simple game to help your child practice his or her multiplication facts for 2 s, 5 s, and 10 s. Cut out the cards below, mix them thoroughly, and place them in a stack face down. Draw a card from the top of the stack, read the multiplication fact aloud, and give the answer. Have your child do the same. The person with the higher answer gets to keep both cards. Keep playing until all the cards in the stack have been used up. If your child doesn t know the answers to some of the combinations, encourage him or her to add (2 x 8 is like 8 8, which is 16) or skip count (6 x 5 that s 5, 10, 15, 20, 25, 30). After you play this game a few times, some of these facts will start to become more automatic for your child. Multiplication War 2 x 4 2 x 7 2 x 10 5 x 5 8 x 5 3 x 10 7 x 10 2 x 5 2 x 8 3 x 5 6 x 5 9 x 5 4 x 10 8 x 10 2 x 6 2 x 9 4 x 5 7 x 5 10 x 5 6 x 10 9 x 10 Bridges in Mathematics nn

20 Blackline HC 31.2 Copy back-to-back with NAME Home Connection 31 Worksheet RETURN BY More Multiplication Practice Write multiplication sentences to go along with the pictures. 2 1 bike has wheels. 4 1 x 2 = 2 2 x 2 = 4 2 bikes have wheels. 3 bikes have wheels. 4 bikes have wheels. 5 bikes have wheels. 10 bikes have wheels. 5 1 x 5 = 5 1 seastar has legs. 2 seastars have legs. 3 seastars have legs. 4 seastars have legs. 5 seastars have legs. 10 seastars have legs. (Continued on next page.) nn Bridges in Mathematics

21 Blackline HC 31.3 Copy back-to-back with HC Home Connection 31 Activity (cont.) Multiply Make up some of your own multiplication facts below. Bridges in Mathematics nn

22 nn Bridges in Mathematics

23 Blackline HC 32.1 Use after Unit 7, Session 28. Run back-to-back with HC NAME Home Connection 32 Activity RETURN BY NOTE TO FAMILIES Please give your child as much help as he or she needs with this activity. It s not unusual for children to reverse the minute and hour hands on a clock even at this stage, and figuring the amount of time that has passed between two events can also be quite challenging. Your Times Draw in the hands and fill in the boxes to show your times. How long is it between these 2 times? What time do you get up for school in the morning? What time does school start? How long is it between these 2 times? What time do you eat lunch when you re at school? (Continued on back.) What time does school get out? Bridges in Mathematics nn

24 Blackline HC 32.2 Run back-to-back with HC Home Connection 32 Activity (cont.) How long is it between these 2 times? What time do you eat dinner? What time do you go to bed? nn Bridges in Mathematics

25 Blackline HC 32.3 Run back-to-back with HC NAME Home Connection 32 Worksheet RETURN BY NOTE TO FAMILIES Over the past couple of weeks, the children have been posing and solving story problems that take place in an imaginary toy store. In these story problems, the people who own the toy store order more toys for their shop, and customers come in to buy. The toys come individually wrapped or packaged in boxes of 10 or cases of 100. Our challenge to the children has been to think and work in 100 s, 10 s, and 1 s, using the base ten pieces as a visual model if necessary. We have also been working with dollars, dimes, and pennies, and exploring the decimal notation used when the amounts of money in question are greater than 99. Solving Toy Store Story Problems Read the toy store story problems on both sides of this sheet and choose at least 4 of them you want to solve. Then go to work. Remember the answer is not enough. You need to show how you solved each problem, using pictures, numbers, and/or words. Example It is summer. Everyone wants toys. There are only 13 toys in the toy store. They ordered more toys in a hurry. 107 were in the truck when the truck got to the store. How many in all? = 120 toys I put 3 and 7 together to make 10. Then I put that 10 with the other 10 and it made 20. When I added in 100, it was 120 in all. 1 The Toy Store was open. They had 220 toys. The people who worked there said, We want more toys. The toy company brought 124 more toys. How many in all? (Continued on back.) Bridges in Mathematics nn

26 Blackline HC 32.4 Run back-to-back with 32.3 Home Connection 32 Worksheet (cont.) 2 Lucy went to Laura s Toyland to get toys for her children. She bought 2 pairs of in-line skates for $25.00 a pair, 3 teddy bears for $8.00 each, and 2 trucks for $7.00 each. How much did she have to pay in all? 3 Mr. Burk bought some toys for his class. He bought a doll for $21.00, a teddy bear for $24.00, and 2 yo-yos for $3.50 each. How much money did he spend? 4 Ms. Johnstone took $42.00 to the toy store to buy presents for her daughter. She bought a jewelry-making kit for $16.00 and a set of felt pens for $7.00. How much change did she get back from her $42.00? (Continued on next page.) nn Bridges in Mathematics

27 Blackline HC 32.5 Home Connection 32 Worksheet (cont.) 5 Mrs. Big went to Toys Castle to buy toys to donate to the Ronald McDonald Auction. She bought 11 teddy bears which cost $5.00 each. She also bought 10 dolls for $6.00 each. How much money did she spend in all? 6 It was summer so the beach toys were popular and the store was almost out. They only had 16 left. They got 104 more beach toys. How many in all? After that, a man named Mark Wilson came and bought half of the beach toys. How many toys did he get? 7 Jack got some dolls ($4.00 each) for his sister and teddy bears ($5.00 each) for his brother and some flying saucers ($9.00 each) for himself. He spent exactly $ What did he buy? See if you can find more than one answer to this problem. Bridges in Mathematics nn

28 nn Bridges in Mathematics