Name
Date
HOME LINK
Time
Fractions All Around
81
䉬
Family
Note
Help your child understand the idea of the ONE as well as fractions of objects and
sets. Help your child look for objects and pictures that have fractions or
decimals printed on them.
22–24
Please return this Home Link to school tomorrow.
Each square flag below represents the ONE. Write the fractions that name
each region inside each flag.
1.
2.
3.
Copyright © Wright Group/McGraw-Hill
Write the fractions.
4.
of the buttons have 4 holes.
5.
of the buttons have 2 holes.
Look for items around your home that have fractions or decimals on them, such
as recipes, measuring cups, wrenches, package labels, or pictures in newspapers.
Ask permission to bring them to school to display in our Fractions Museum.
Practice
Unit
Solve. Show your work.
6.
275
88
7.
684
97
8.
429
237
237
Name
LESSON
81
䉬
Date
Time
Exploring Fractions
These show 14.
These do NOT show 14.
1
1. Explain how you can tell whether something shows 4.
For Problems 2 and 3—
䉬 Take the number of counters.
䉬 Figure out how to show
1
4
of
the counters.
䉬 Use the rectangles to the right to
make four equal piles of counters.
䉬 Draw a picture to record your answer.
2. Take 8 counters. Show
1
4
of
the counters.
5. Divide the figure below into four
equal parts another way.
1
4
in Problem 5 larger? Explain your answer on the
Copyright © Wright Group/McGraw-Hill
equal parts.
238
1
4
of 20 counters.
4. Divide the figure below into four
Is 14 in Problem 4 larger or
back of your paper.
3. Take 20 counters. Show
Name
LESSON
81
䉬
Date
Time
Fraction Puzzles
Use centimeter cubes to help you solve the puzzles.
1. The 1st graders are building a
little house with centimeter
cubes. The drawing shows 23 of
the floor of their house. Use
centimeter cubes to build
the whole floor of the house.
Then finish the picture.
2. This drawing shows
7
10
of a line segment. Use centimeter cubes to
figure out how long the line segment is. Figure out how much longer
the line segment should be to make it whole. Use a ruler to draw the
rest of the whole line segment.
3. Make up a puzzle. Ask a partner to solve it.
Copyright © Wright Group/McGraw-Hill
This drawing shows
Draw the whole
—
of a
.
.
239
Name
Date
HOME LINK
Time
Drawing Blocks
82
䉬
Family
Note
Have your child explain how to decide how many red blocks to put into each bag in the
problems below. If you have time, do the block-drawing experiments with your child and
record the results on the back of this page. Ask your child to explain how to do the
experiments.
Please return this Home Link to school tomorrow.
Color the blocks in the bag blue.
Answer each question about how many red blocks
to put into the bag.
Example: If I wanted to take out a blue block twice
as often as a red block, I would put in 1 red block.
1. If I wanted to be sure to take
out a blue block, I would put in
red block(s).
2. If I wanted to have an equal chance of
taking out a red or blue block, I would put in
red block(s).
3. If I wanted to take out a red block about
red block(s).
4. If I wanted to take out a red block
about
1
2
of the time, I would put in
red block(s).
Practice
Unit
Solve. Show your work.
5.
765
567
240
6.
987
789
7.
432
234
Copyright © Wright Group/McGraw-Hill
3 times as often as a blue block, I would put in
Name
Date
LESSON
Time
Dice Data
82
䉬
Is it more likely that you will roll a 4 if you roll 1 die or that you will roll a
sum of 4 if you roll 2 dice?
Check your prediction.
ONE DIE
1
Roll 1 die 20 times and keep a tally of the results.
2
3
4
5
6
(You should have 20 tally marks in the chart when you are done.)
䉬 What fraction of the time did you roll a 4?
—
20
䉬 What fraction of the time did you roll an even number?
—
20
If you roll 2 dice, do you think the sum is less likely, more likely, or
equally likely to be even?
Check your prediction.
TWO DICE
Copyright © Wright Group/McGraw-Hill
2
3
Roll 2 dice 20 times and keep a tally of the results.
4
5
6
7
8
9
10
11
12
(You should have 20 tally marks in the chart when you are done.)
䉬 What fraction of the time did you roll a sum of 4?
—
20
䉬 What fraction of the time did you roll a sum of an even number?
—
20
Describe how rolling 1 die is the same as and different from rolling
2 dice. Think about which results are the same and which results are
different. Write your answers on the back of this page.
241
Name
LESSON
83
䉬
Date
Time
Taking Apart and Putting Together
Exploration B
Materials
䊐 Math Masters, p. 243 (2 squares)
䊐 scissors
䊐 glue or tape
䊐 paper
There are two squares on Math Masters, page 243. Your task is to cut
each square into pieces, and then to put all the pieces from both
squares together to make one large square. DON’T START YET!
䉬 Plan what you will do before you cut. It is possible to solve the puzzle
by cutting each square into 2 pieces. You can also solve the puzzle
by cutting each square into more than 2 pieces.
䉬 Cut only on the dashed lines.
䉬 Use all of the pieces.
䉬 Don’t leave any empty spaces between the pieces.
䉬 Don’t overlap any pieces.
䉬 Glue or tape your finished square onto a full sheet of paper.
䉬 Now cut out the two squares on Math Masters, page 243 and solve
the puzzle.
Copyright © Wright Group/McGraw-Hill
242
Name
LESSON
83
Taking Apart
Time
continued
Copyright © Wright Group/McGraw-Hill
䉬
Date
243
Name
LESSON
83
䉬
Date
Time
Pants and Socks Cutouts
Copyright © Wright Group/McGraw-Hill
244
Name
Date
HOME LINK
Time
Fraction Number Stories
83
䉬
Family
Note
Your child may benefit from modeling the number stories with pennies or counters. Help
your child think about the problems as stories about equal shares or equal groups.
Please return this Home Link to school tomorrow.
Solve each problem. Tell someone at home how you did it.
Draw a picture on the back if it will help.
1. Lucy was playing a card game with 2 friends.
They were playing with a deck of 21 cards.
Lucy dealt 31 of the deck to each person.
How many cards did Lucy get?
cards
2. Jonathan bought 12 pencils. He gave
1
4
1
2
of them to his brother
and of them to his friend Mike.
How many pencils did he give to Mike?
pencils
3. Gerard was reading a book with 40 pages.
He read 10 pages in an hour.
What fraction of the book did he read in an hour?
4. Melissa was reading a book with 50 pages.
Copyright © Wright Group/McGraw-Hill
She read 10 pages in an hour.
What fraction of the book did she read in an hour?
Follow the instructions below.
5. Draw 15 small circles. Circle
3
5
of them.
6. Draw 12 small circles. Put an X through
3
4
of them.
245
Name
LESSON
83
䉬
Date
Time
Pattern-Block Puzzles
You will need your Pattern-Block Template and pattern blocks.
1. Cover the hexagon with triangle blocks. Use your template to trace
the shapes on the hexagon.
1
Shaded part 234
Shade 1
.
Part
not shaded 234
2. Cover the hexagon with blue rhombus blocks. Use your template to
trace the shapes on the hexagon.
1
Shaded part 234
Shade 1
.
Part
not shaded 234
template to trace the shapes on the polygon.
1
Shaded part 234
Shade 1
.
Part
not shaded 234
246
Copyright © Wright Group/McGraw-Hill
3. Cover the polygon with triangle and blue rhombus blocks. Use your
Name
LESSON
84
䉬
Date
Time
Fraction Strips
Cut on the dashed lines.
1 Whole
0
1
Halves
Fourths
Eighths
Copyright © Wright Group/McGraw-Hill
Thirds
Sixths
247
Name
Date
HOME LINK
Time
Fraction Puzzles
84
䉬
Family
Note
We have been working with fractions of regions and sets. Ask your child to explain how he or
she knows which fractions to write in Problem 1. Today we began to think of fractions on a
number line. For Problem 2, help your child count the number of intervals from 0 to 1 in
order to figure out which fraction each small mark indicates.
22
24 26
Please return this Home Link to school tomorrow.
1. How many pieces of fruit are shown?
of the fruit are bananas.
of the fruit are pears.
of the fruit are apples.
What fraction of the fruit are oranges?
2. Fill in the missing numbers on each number line.
0 or
1 or
0 or
0
3
3
3
0
4
1
or
2
1 or
4
4
Write these problems on the back of this page. Solve and show your work.
3. 444 398 5.
888 678
4. 777 492 6. 324 675
Continue to look for items and pictures that have fractions or
decimals on them. Ask for permission to bring them to school for the
Fractions Museum.
248
Copyright © Wright Group/McGraw-Hill
Practice
Name
LESSON
84
䉬
Date
Time
Comparing Rulers & Number Lines
1. Look at your ruler and the Class Number Line.
How is a ruler like a number line?
2. Look at the small lines between 0 and 1 on the inch ruler. What do
these small lines mean?
3. Give examples of numbers that come between 0 and 1.
4. Look at the magnified inches on Math Masters, page 250.
Fill in the blanks under each ruler with the correct fractions.
Copyright © Wright Group/McGraw-Hill
How did you know which fractions to write?
249
Name
Date
LESSON
Time
Comparing Rulers & Number Lines
84
䉬
0
inches
1
2
3
4
cont.
5
0
0
inches
6
1
1
2
3
4
5
6
Copyright © Wright Group/McGraw-Hill
0
250
1
Name
LESSON
84
䉬
Date
Time
Solving Fraction-Strip Problems
Use a set of fraction strips from Math Masters, page 247 to solve the
problems on this page.
You may want to fold each strip to different lengths to model the
problems below.
For each problem, record the answer by tracing the number line for the
separate fraction-strip pieces with a different color on the blank fractionstrip number line. Label each piece that you trace.
Example:
Without using eighths, which 2 different fraction-strip pieces
could you use to make a fraction strip that is as long as 68?
0
8
6
8
1
2
8
8
1
4
1. Without using fourths, which 2 different fraction-strip pieces
could you use to make a fraction strip that is as long as 34?
Copyright © Wright Group/McGraw-Hill
0
4
3
4
4
4
2. Without using thirds, which 2 different fraction-strip pieces
could you use to make a fraction strip that is as long as 23?
0
3
2
3
3
3
3. Without using sixths, which 2 different fraction-strip pieces
could you use to make a fraction strip that is as long as 56?
0
6
4. On the back of this page, make up a fraction-strip problem.
5
6
6
6
251
Name
Date
HOME LINK
Time
Equivalent Fractions
85
䉬
Family
Note
The class continues fraction work by finding equivalent names for fractions. Different fractions
that name the same amount are called equivalent fractions. The fractions that complete
Problems 4–6 are equivalent. If needed, help your child name the fractional parts in these
problems. Ask your child to explain the fraction name she or he chooses in Problem 9—a
fraction that is equivalent to 14 and describes the fraction of cats circled.
27–30
Please return this Home Link to school tomorrow.
The pictures show three kinds of pie. Use a straightedge to do the following:
1. Divide the peach
2. Divide the blueberry
3. Divide the cherry
pie into 4 equal
pieces. Shade 2 of
the pieces.
pie into 6 equal
pieces. Shade 3 of
the pieces.
pie into 8 equal
pieces. Shade 4 of
the pieces.
peach pie
blueberry pie
cherry pie
What fraction of each pie did you shade?
of the peach pie.
Write another name for this fraction:
5. I shaded
of the blueberry pie.
Write another name for this fraction:
6. I shaded
of the cherry pie.
Write another name for this fraction:
252
Copyright © Wright Group/McGraw-Hill
4. I shaded
Name
HOME LINK
85
䉬
7. Circle
Date
Time
Equivalent Fractions
1
4
continued
of the cats.
8. How many cats did you circle?
9. Write a fraction that describes the group of
cats you circled and that is equivalent to 14 .
Each whole rectangle below is ONE. Write a fraction inside each part.
10.
Copyright © Wright Group/McGraw-Hill
1
4
11.
1
6
253
Name
LESSON
85
䉬
1. Shade
Date
Time
Equivalent Fractions in Shapes
1
2
of each
circle. Complete the
fractions.
2. Shade
1
2
1
2
11
1
4
1
2
1
3
1
3
222
6
1
3
222
6
1
3
of each
rectangle. Complete
the fractions.
222
9
3. Make up your own:
222 of each
Shade square. Write the
fractions.
Copyright © Wright Group/McGraw-Hill
254
Name
Date
LESSON
Time
Rules for Equivalent Fractions
85
䉬
1. Look at Math Journal 2, page 194. Record the fractions equivalent
to 12 below. As you record them, put them in an order that will help
you find a pattern.
1
2
2. Use your pattern to write a rule for finding equivalent fractions.
Write your rule on the lines below.
Try your rule to see whether it works. List 3 other fractions equivalent to 12
using your rule. (Use pictures or counters to check your fractions.)
1
3
3. Use your rule to find 2 fractions equivalent to .
Check your answers with the Fraction Cards.
Copyright © Wright Group/McGraw-Hill
Try This
4. Use your rule to find equivalent fractions for the fractions in the table
below. Show any work that you do on the back of this page.
Fraction
Equivalent Fractions
1
8
5
8
2
9
255
Name
HOME LINK
86
䉬
Family
Note
Date
Time
Comparing Fractions to
1
2
Your child’s class is comparing fractions to determine whether they are larger, smaller, or
equal to 12 . Ask your child to explain how to tell which category a fraction fits into.
For more on this topic, see Student Reference Book pages 13, 31, and 32.
13
31 32
Please return this Home Link to school tomorrow.
Shade each rectangle to match the fraction below it. Example:
1.
2.
3.
2
3
4.
3
8
5.
2
5
6.
3
6
7.
1
4
2
4
8.
5
10
5
9
7
8
9. List the fractions above that are greater than
1
.
2
1
10. List the fractions above that are equal to 2.
11.
6
8
13.
10
12
1
2
1
2
12.
2
9
14.
6
12
means is less than
means is greater than
means is equal to
1
2
1
2
Practice
Solve.
15. 7 8 17. 8 256
16. 54 6 24
18. 9 8 Copyright © Wright Group/McGraw-Hill
Insert , , or in each problem below. Draw pictures to help you.
Name
LESSON
86
䉬
Date
Time
Exploring Fraction Patterns
For each problem, record your work on the grid below.
1. Use a straightedge to divide the
square into halves. Label each
on your drawing.
1
2
This is the WHOLE or ONE.
2. Use a straightedge to divide one of your halves into 2 equal parts.
What fraction of the WHOLE is each new section worth?
Write the fraction equivalent to 12.
3. Use a straightedge to divide one of your smallest sections into
Copyright © Wright Group/McGraw-Hill
2 equal parts.
What fraction of the WHOLE is each new section worth?
Write the fraction equivalent to 12.
4. If you were to divide your smallest section into 2 equal parts, what
fraction of the WHOLE would each new section be worth?
Write the fraction equivalent to 12.
5. On the back of your paper, list at least three patterns you notice in the
fractions you have made on the grid and the fractions you have written
on this paper.
257
Name
Date
HOME LINK
87
䉬
Family
Note
Time
Fractions and Mixed Numbers
Today the class began looking at fractions greater than 1 and mixed numbers. We have been
working with region or area models (shaded areas) for these numbers. Problem 5 asks about
fractions of a set. The whole is a dozen eggs, so each egg is 112 of the whole. Have your child
explain how he or she figured out what the fraction and mixed number should be for the
egg-carton drawings.
Please return this Home Link to school tomorrow.
1.
1
4
1
4
1
4
1
4
1
4
How many fourths?
1
4
fourths
Color 6 fourths.
Write the fraction:
2.
1
5
1
5
1
5
1
5
Write the mixed number:
1
5
1
5
1
5
How many fifths?
1
5
1
5
fifths
Color 9 fifths.
Write the fraction:
1
3
1
3
1
3
How many thirds?
Write the fraction:
258
1
3
1
3
thirds
1
3
1
3
Color 7 thirds.
Write the mixed number:
Copyright © Wright Group/McGraw-Hill
3.
Write the mixed number:
Name
HOME LINK
87
䉬
Date
Time
Fractions and Mixed Numbers cont.
Try This
4.
What fraction of the WHOLE carton is each egg? —
12
Copyright © Wright Group/McGraw-Hill
5.
Write the fraction: —
12
Write the fraction as a mixed number:
—
12
Practice
Write these problems on the back of this page. Solve and show your work.
6.
301
288
7.
27
19
8.
600
476
9.
131
99
259
Name
LESSON
87
䉬
Date
Time
Comparing Figures
Use only triangles, rhombuses, trapezoids, and
hexagons from your pattern blocks to solve the
problems below.
1. One hexagon is the WHOLE. Cover the WHOLE
with triangles.
How many triangles fit in the whole hexagon?
Use your pattern blocks to build a figure that is greater than one WHOLE.
Use your Pattern-Block Template to draw your figure below.
Cover your new drawing with triangles. How many triangles fit in
your figure?
2. One trapezoid is the WHOLE. Cover the WHOLE
with triangles.
How many triangles fit in the whole trapezoid?
Cover your new drawing with triangles. How many triangles is your
figure worth?
260
Copyright © Wright Group/McGraw-Hill
Use your pattern blocks to build a figure that is greater than one WHOLE.
Use your Pattern-Block Template to draw your figure below.
2
5
䉬
fractions as mixed numbers and as fractions. Then place them on the number line below.
87
2. Identify at least 3 fractions that are between 2 and 5. On a half-sheet of paper, record your
81
LESSON
80
fractions as mixed numbers and as fractions. Then place them on the number line below.
1. Identify at least 3 fractions that are between 80 and 81. On a half-sheet of paper, record your
Copyright © Wright Group/McGraw-Hill
Name
Date
Time
Fractions on a Number Line
261
Name
HOME LINK
88
䉬
Family
Note
Date
Time
Fraction Number Stories
In class we have been solving many kinds of fraction number stories. If some of these Home
Link problems seem difficult, encourage your child to model them with pennies or draw
pictures to help solve them.
22–24
Please return this Home Link to school tomorrow.
Solve these fraction stories. Use pennies, counters, or pictures to help.
1. Elizabeth bought a dozen eggs. She dropped her bag on the
2
way home, and of the eggs broke. How many eggs broke?
3
3
2. Katie mowed 4 of the lawn before lunch. What
fraction of the lawn did she have to finish after lunch?
eggs
of the lawn
1
3. Donnie lives 1 mile from school. One day he walked of the way to school
2
when he remembered he had to return home to get a book.
When he finally made it to school, how far did he walk in all?
miles
4. Sheridan made 4 trays of cookies. She took 2 trays to school for her
3
classmates. She took of a tray of cookies to her
4
teacher. How many trays of cookies did Sheridan have left?
trays
5. Jackson needed 2 pints of milk for his recipe. If he had one gallon of milk
Practice
Write these problems on the back of this page. Solve and
show your work.
6. 2,083 4,678 7. 6,714 3,806 8. 4,762 4,762 262
gallon
Unit
Copyright © Wright Group/McGraw-Hill
in the refrigerator, how much did he use?
(Hint: 1 gallon 4 quarts, and 1 quart 2 pints)
Name
HOME LINK
89
䉬
Date
Time
Unit 9: Family Letter
Multiplication and Division
In Unit 9, children will develop a variety of strategies for multiplying whole numbers.
They will begin by using mental math (computation done by counting fingers, drawing
pictures, making diagrams, and computing in one’s head). Later in this unit, children
will be introduced to two specific algorithms, or methods, for multiplication: the
partial-products algorithm and the lattice method.
Partial-Products Algorithm
The partial-products algorithm is a variation of the traditional multiplication algorithm
that most adults learned as children. Note that the multiplication is done from left to
right and emphasizes place value in the numbers being multiplied.
28
4
Multiply 4 20.
Multiply 4 8.
Add the two partial products.
∑
∑
∑
80
32
112
First, calculate 4 [20s].
Then calculate 4 [8s].
Finally, add the two partial products.
It is important that when children verbalize this method, they understand and say
4 [20s], not 4 2. In doing so, they gain a better understanding of the magnitude of
numbers along with better number sense.
379
4
Multiply 4 300.
Multiply 4 70.
Multiply 4 9.
∑
∑
∑
∑
1,200
280
36
First, calculate 4 [300s].
Second, calculate 4 [70s].
Then calculate 4 [9s].
Copyright © Wright Group/McGraw-Hill
Add the three partial products.
1,516
Finally, add the three partial products.
Check that when your child is verbalizing this strategy, he or she says 4 [300s], not
4 3; and 4 [70s], not 4 7. Using this strategy will also help to reinforce your child’s
facility with the basic multiplication facts and their extensions.
263
HOME LINK
8䉬9
Unit 9: Family Letter cont.
Lattice Method
(7 4)
7
▼
▼
79
4
316
▼
Third Grade Everyday Mathematics introduces the lattice method
of multiplication for several reasons: This algorithm is historically
interesting; it provides practice with multiplication facts and
addition of 1-digit numbers; and it is fun. Also, some children
find it easier to use than other methods of multiplication.
factor
factor
9
3
21
8
3
Step 1 Write the factors on the outside of the lattice. Line up one factor with the
column(s); the other with the row(s).
1
(9 4)
▼
6 4
6
Step 2 Multiply each digit in one factor by each digit in the other factor.
Step 3 Write each product in one small box; ones place digits in the bottom-right half;
tens place digits in the upper-left half. When the product is a single-digit answer,
write a zero in the upper-left half.
Step 4 Beginning on the right, add the numbers inside the lattice along each diagonal.
If the sum on a diagonal exceeds 9, add the excess 10s in the next diagonal to
the left.
The lattice method and the partial-products algorithm help prepare children for a division
algorithm they will learn in fourth grade. Children will choose the algorithms that work
best for them.
Also in this unit, children will…
䉬
Write and solve multiplication and division number stories involving multiples of
10, 100, and 1,000.
䉬
Solve division number stories and interpret the remainders.
䉬
Increase their understanding of positive and negative numbers.
Vocabulary
Important terms in Unit 9:
doing something such as carrying out computation
or solving a problem.
degree Celsius (C) A unit for measuring
negative number. For example, negative 5 is usually
written as 5.
positive number A number that is greater than
temperature on the Celsius scale. 0Celsius is the
freezing point of water. 100Celsius is the boiling
point of water.
zero; a number to the right of zero on a horizontal
number line. A positive number may be written
using the symbol but it is usually written
without it. For example, 10 10.
degree Fahrenheit (F) A unit for measuring
factor of a counting number n A counting
temperature on the Fahrenheit scale. 32F is the
freezing point of water. 212F is the boiling point
of water.
number whose product with some other counting
number equals n. For example, 2 and 3 are factors
of 6 because 2 3 6. But 4 is not a factor of 6
because 4 1.5 6 and 1.5 is not a counting
number.
negative number A number less than or below
zero; a number to the left of zero on a horizontal
number line. The symbol may be used to write a
264
Copyright © Wright Group/McGraw-Hill
algorithm A step-by-step set of instructions for
HOME LINK
8䉬9
Unit 9: Family Letter cont.
Do-Anytime Activities
To work with your child on the concepts taught in this unit and in previous units, try
these interesting and rewarding activities:
1. As the class proceeds through the unit, give your child multiplication problems related
to the lessons covered, such as 9 ⫻ 23, 3 ⫻ 345, 20 ⫻ 65, and 43 ⫻ 56.
2. Continue to work on multiplication and division facts by using Fact Triangles and fact
families, or by playing games.
3. Play Baseball Multiplication, Factor Bingo, and other games described in the Student
Reference Book.
4. Write decimals for your child to read, such as 0.82 (eighty-two hundredths);
0.7 (seven tenths); 0.348 (three hundred forty-eight thousandths); and so on.
Ask your child to identify digits in various places—the tenths place, hundredths place,
thousandths place. Look for decimals in newspapers and on food containers.
5. Practice extended multiplication and division facts such as 3 ⫻ 7 ⫽ ?,
3 ⫻ 70 ⫽ __, 3 ⫻ 700 ⫽ __; 18 ⫼ 6 ⫽ __, 180 ⫼ 6 ⫽ __, and 1,800 ⫼ 6 ⫽ __.
As You Help Your Child with Homework
As your child brings home assignments, you may want to go over the instructions together, clarifying
them as necessary. The answers listed below will guide you through this unit’s Home Links.
Home Link 9 䉬1
Home Link 9 䉬5
1. 31
2. 25
3. 22
1. yes; estimate; $0.80 ⫻ 7 ⫽ $5.60
4. 13 or 18
5. 12 or 24
6. 56; 560; 5,600
2. $12.72; calculate; $2.12 ⫻ 6 ⫽ $12.72
7. 20; 200; 20,000
3. $0.90; Sample answer: calculate; 10 cards is
$6.00 times 2. Compare that with $1.29 times
10. Then subtract to find the difference.
Copyright © Wright Group/McGraw-Hill
Home Link 9 䉬2
1. a. 56; 56
d. 70
2. a. 63; 63
d. 70
3. a. 40; 40
d. 50
b. 560; 560
c. 7
e. 8
f. 8
b. 630; 630
c. 7
e. 9
f. 9
b. 400; 400
c. 50
e. 8
f. 80
Home Link 9 䉬 3
1. 7 raccoons 2. 500 lb
3. 100 arctic foxes
4. 600 lb
6. 60 beluga
whales
5. 400 lb
Home Link 9 䉬6
1 row: yes; 18 chairs
7 rows: no
2 rows: yes; 9 chairs
8 rows: no
3 rows: yes; 6 chairs
9 rows: yes; 2 chairs
4 rows: no
10 rows: no
5 rows: no
18 rows: yes; 1 chair
6 rows: yes; 3 chairs
1; 18; 2; 9; 3; 6
Home Link 9 䉬 4
1. 93
2. 375
4. 258
5. 1,134
3. 765
265
HOME LINK
8䉬9
Unit 9: Family Letter cont.
Home Link 9 䉬7
1. a. 1
b. 9
Home Link 9 䉬 11
c. 1
d. $0.25
f. $77.00 4 $19.25
e. $19.25
2. 42
3. 192
4. 315
Home Link 9 䉬 8
1. 8 tables
3. 10 packs
4. 116
5. 425
6. 768
Home Link 9 䉬 9
1. 92
6
0 1
0 8 22
9 2
3. 822
2
2. 415
8
3
4 1
4 0 55
1 5
4. 7,248
7
4
0 2 1
0 6 1 23
8 2 2
9 0 6
7 0 4 8
7 2 0 8
2 4 8
7
1 2
1 5 13
7 1
5 0
0 0 1
0 5 0
3 0
8 5 07
5 0
2. 364
9
1
3 0
3 6 44
6 4
4. 4,320
4
1 0 3
1 6 0 28
6 3 2
9 0
5 0 6
5 4 0
1 0
5 8 02
8 0
4. 1,120
5. 2,100
Home Link 9 䉬 12
1. 735
2
2. 731
1
0 0
0 6 33
1 0 5
7 0 5
3 5
1 7
0 21 4
0 4 8
0 2
7 3 13
3 1
4 8 0
1
7 0
436 2 0 9
3 2 0
5 8
3 4 6
3 0 8
1 1
5 0 62
9 6
4. 2,695
5. 3,003
Home Link 9 䉬 13
1. 40˚F; 40˚C
2. 220˚F; 104˚C
3. 10˚C
4. 18˚ colder
5. yes; no; It would be about 86˚F outside.
6. yes; no; Water freezes at 0˚C, so it would be cold
enough to ice-skate.
266
Copyright © Wright Group/McGraw-Hill
3. 1,632
2 0
0
0 0
0 6 03
1 0 8
7 6 0
6 0
3. 3,596
Home Link 9 䉬 10
1. 171
5
2. 850
3. 5,580
2. 7 cartons
4
1. 760
2