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.
(Continued on back.)
© The Math Learning Center
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.
(Continued on next page.)
30

Bridges in Mathematics
© The Math Learning Center
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

Bridges in Mathematics
© The Math Learning Center
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

Bridges in Mathematics
© The Math Learning Center
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

Bridges in Mathematics
© The Math Learning Center
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
(Continued on back.)
© The Math Learning Center
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.
(Continued on next page.)
38

Bridges in Mathematics
© The Math Learning Center
Home Connections
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

Bridges in Mathematics
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 =
(Continued on back.)
© The Math Learning Center
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 =
(Continued on next page.)
42

Bridges in Mathematics
© The Math Learning Center
Home Connections
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 =
(Continued on back.)
© The Math Learning Center
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.
44

Bridges in Mathematics
© The Math Learning Center
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
_____
(Continued on next page.)
46

Bridges in Mathematics
© The Math Learning Center
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.
48

Bridges in Mathematics
© The Math Learning Center
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

Bridges in Mathematics
© The Math Learning Center
Home Connections
NAME
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?
(Continued on back.)
© The Math Learning Center
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

Bridges in Mathematics
© The Math Learning Center
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
(Continued on back.)
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
54

Bridges in Mathematics
© The Math Learning Center
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
(Continued on back.)
© The Math Learning Center
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
_____
(Continued on next page.)
56

Bridges in Mathematics
© The Math Learning Center
Home Connections
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
_____

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.
(Continued on back.)
© The Math Learning Center
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.
(Continued on next page.)
60

Bridges in Mathematics
© The Math Learning Center
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 ________________
(Continued on back.)
© The Math Learning Center
Bridges in Mathematics   61
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 ________________
62

Bridges in Mathematics
© The Math Learning Center
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.)
© The Math Learning Center
Bridges in Mathematics   63
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
(Continued on next page.)
64

Bridges in Mathematics
© The Math Learning Center
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.
(Continued on next page.)
© The Math Learning Center
Bridges in Mathematics   65
Home Connections
66

Bridges in Mathematics
© The Math Learning Center
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 _____________________
(Continued on back.)
© The Math Learning Center
Bridges in Mathematics   67
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 _____________________
(Continued on next page.)
68

Bridges in Mathematics
© The Math Learning Center
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
Bridges in Mathematics   69
Home Connections
70

Bridges in Mathematics
© The Math Learning Center
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
(Continued on back.)
© The Math Learning Center
Bridges in Mathematics   71
Home Connections
Home Connection 20 Worksheet (continued)
2
3
(Continued on next page.)
72

Bridges in Mathematics
© The Math Learning Center
Home Connections
Home Connection 20 Worksheet (continued)
1
2
3
4
5
6
7
8
9
10
centimeters
11
12
13
14
15
(Continued on next page.)
© The Math Learning Center
Bridges in Mathematics   73
Home Connections
74

Bridges in Mathematics
© The Math Learning Center
Home Connections
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.
© The Math Learning Center
Bridges in Mathematics   75
Home Connections
76

Bridges in Mathematics
© The Math Learning Center
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.
(Continued on back.)
© The Math Learning Center
Bridges in Mathematics   77
Home Connections
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.
(Continued on next page.)
78

Bridges in Mathematics
© The Math Learning Center
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.
(Continued on back.)
© The Math Learning Center
Bridges in Mathematics   79
Home Connections
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?
80

Bridges in Mathematics
© The Math Learning Center