Everyday Mathematics

Everyday Mathematics 3rd Grade Answer Key Unit 6 More Operations

Everyday Mathematics Grade 3 Home Link 6.1 Answers

Solving Subtraction Problems

Family Note Today your child learned trade-first subtraction, a method for solving subtraction problems that involves making all of the necessary trades before subtracting. Trade-first subtraction builds on children’s understanding of place value and helps them solve subtraction problems more efficiently. The example below shows the trade-first method.

Fill in the unit box. Then solve each problem. Choose a strategy that works best for you. You may use your estimates to check your work.
Example:

Question 1.
Estimate: ________

Answer:
Estimate: 380 – 300 = 80

Explanation:
As 5 is less than 6, so we will carry forward a digit and transferred from one column of digits to another digit. So the subtraction of 375 – 296 is 79.

Question 2.
Estimate: _________

Answer:
Estimate:
120 – 90 = 30.

Explanation:
As 5 is less than 7, so we will carry forward a digit and transferred from one column of digits to another digit. So the subtraction of 115 – 87 is 28.

Question 3.
Estimate: ________

Answer:
Estimate:
500 – 370 = 130

Explanation:
As 3 is less than 8, so we will carry forward a digit and transferred from one column of digits to another digit. So the subtraction of 503 – 368 is 135.

Check: Do your answers make sense? How do you know?
Answer:
Yes, my answer make sense. As I have used carry forward for the subtraction.

Everyday Math Grade 3 Home Link 6.2 Answer Key

Multiplication Hidden Message

Family Note Today your child worked toward automaticity with multiplication facts by learning to play Baseball Multiplication. Fact games and ×/÷ Fact Triangles provide opportunities for multiplication facts practice at home. Continue to work with your child on multiplication facts practice for brief periods of time (no more than 5 to 10 minutes) on a daily basis.

Question 1.
Find the hidden message. Solve the facts below. You do not have to write the products. Use the key to decide whether to shade the shapes.


Answer:
The hidden message is “MATH IS FUN”.

Explanation:
The hidden message is “MATH IS FUN”.

Everyday Mathematics Grade 3 Home Link 6.3 Answers

Multiplication Facts Strategies

Family Note Today your child practiced applying appropriate and efficient strategies to solve less-familiar multiplication facts. Talk with your child about why he or she chose to use a particular strategy to solve the facts below.

Have your child cut apart and practice the Fact Triangles on the next page. Watch as your child sorts the Fact Triangles into 2 piles—those that are known and those that are unknown. Help your child identify strategies to help solve the unknown facts.

For each fact below:

• Choose one of the strategies from the box.
• Solve the fact using that strategy.
• Explain how you solved the fact.
  

Question 1.
9 × 6
Strategy: ___________
How I solved:
Answer:
Strategy: Subtracting a group.
How I solved: 10 × 6 = 60, 60 – 6 = 54, so 9 × 6 = 54.

Explanation:
Here, we have used subtracting a group for solving 9 × 6. Now we will multiple 10 × 6 which is 60 and then we will subtract 60 – 6 which is 54 then 9 × 6 = 54.

Question 2.
8 × 9
Strategy: ___________
How I solved:
Answer:
Strategy: near squares.
How I solved: 8 × 8 = 64, 64 + 8 = 72, so 8 × 9 = 72.

Explanation:
Here, we have used the strategy of near squares for solving 8 × 9. Now we will multiple 8 × 8 which is 64 and then we will add 64 + 8 which is 72 then 8 × 9 = 72.

Question 3.
6 × 8
Strategy: ___________
How I solved:
Answer:
Strategy: Adding a group.
How I solved: 5 × 8 = 40, 40 + 8 = 48, so 6 × 8 = 48.

Explanation:
Here, we have used the strategy of adding a group for solving 6 × 8. Now we will multiple 5 × 8 which is 40 and then we will add 40 + 8 which is 48 then 6 × 8 = 48.

Question 4.
4 × 7
Strategy: ___________
How I solved:
Answer:
Strategy: Doubling.
How I solved: 2 × 7 = 14, and 14 + 14 = 28, so 4 × 7 = 28.

Explanation:
Here, we have used the strategy of doubling for solving 4 × 7. Now we will multiple 2 × 7 which is 14, as 4 is double of 2 and 14 + 14 is 28, so 4 × 7 = 28.

Question 5.
Explain the strategy you used to solve Problem 2 to someone at home.
Answer:
The strategy used in problem 2 is near squares, which can be solved using by adding or subtracting a group to square multiplication facts.

Everyday Mathematics Grade 3 Home Link 6.5 Answers

Solving Geometry Problems

Family Note Today your child used straws and twist ties to create different quadrilaterals, or shapes with four sides. Help your child draw quadrilaterals that match each of the descriptions below.

Draw one or more shapes to match each description.
Question 1.
A parallelogram that is not a square:
Answer:
Rhombus is a parallelogram that is not a square.

Explanation:
Rhombus is a parallelogram that is not a square.

Question 2.
A quadrilateral that is not a rhombus:
Answer:
A Rectangle is a quadrilateral that is not a rhombus.

Explanation:
A Rectangle is a quadrilateral that is not a rhombus.

Question 3.
A quadrilateral that is not a square, a parallelogram, or a rhombus:
Answer:
A trapezoid is a quadrilateral that is not a square, parallelogram, or rhombus.

Explanation:
A trapezoid is a quadrilateral that is not a square, parallelogram, or rhombus.

Practice
Fill in the unit box. Then solve

Question 4.

Answer:
342 – 158 = 184

Explanation:
The subtraction of 342 – 158 is 184 and the unit is 184.

Question 5.

Answer:
845 – 755 = 90.

Explanation:
The subtraction of 845 – 755 is 90 and the unit is 90.

Question 6.
_________ = 231 – 97
Answer:
231 – 97 = 134.

Explanation:
The subtraction of 231 – 97 is 134 and the unit is 134.

Everyday Math Grade 3 Home Link 6.6 Answer Key

Multiplication/ Division Diagrams

Family Note Today your child learned to organize number story information in a multiplication/ division diagram. A properly filled out diagram can help children write an equation with a letter representing the unknown quantity. Help your child choose a letter that has something to do with the unknown quantity in the story. For example, in Problem 1, because children need to find the number of balls, B can represent the unknown quantity.

• Complete the diagram. Use a letter to represent the unknown amount.
• Write a number model.
• Solve the number story. You may draw a picture to help.
• Write your answer with a unit. Does your answer make sense?

Question 1.
You have 42 tennis balls to share among 6 tennis courts. How many tennis balls will you place on each court?
Letter and what it represents: _____________

______________ (unit)
Answer:
The number of tennis balls that will be placed on each court is 7 tennis balls.

Explanation:
Here, we have 42 tennis balls to share among 6 tennis courts and we need to find how many tennis balls will be placed on each court is, let the balls per court be X. So the number of tennis balls that will be placed on each court is 42 ÷ 6 = 7 tennis balls.

Question 2.
Explain to someone at home how you know your answer makes sense.
Answer:
Here, the answer makes sense. As we need to find the number of tennis balls that will be placed on each court, so we will divide to find the number of tennis balls.

Everyday Mathematics Grade 3 Home Link 6.8 Answers

Parentheses Puzzles

Family Note Today your child learned that parentheses are grouping symbols. Parentheses are used in number sentences to indicate which calculations to perform first.

Show someone at home how to complete the number sentences below. Remember that the parentheses are used to show what you do first.
Question 1.
(17 – 10) + 3 = __________
17 – (10 + 3) = _________
Answer:
(17 – 10) + 3 = 10.
17 – (10 + 3) = 14.

Explanation:
Here first, we will remove the parentheses for the given equation which is
(17 – 10) + 3 = (7) + 3
= 10.
17 – (10 + 3) = 17 – (13)
= 14

Question 2.
__________ = (24 – 17) – 6
__________ = 24 – (17 – 6)
Answer:
1 = (24 – 17) – 6
13 = 24 – (17 – 6)

Explanation:
Here first, we will remove the parentheses for the given equation which is
(24 – 17) – 6 = (7) – 6
= 1.
24 – (17 – 6) = 24 – (11)
= 13.

Question 3.
5 × (8 – 2) = __________
(5 × 8) – 2 = __________
Answer:
5 × (8 – 2) = 30.
(5 × 8) – 2 = 38.

Explanation:
Here first, we will remove the parentheses for the given equation which is
5 × (8 – 2) = 5 × (6)
= 30.
(5 × 8) – 2 = (40) – 2
= 38.

Make up another parentheses puzzle and write it below.
Question 4.
____________________ ____________________
Answer:
(2 × 8) + 10 = 26.
2 × (8 + 10) = 160.

Explanation:
Here first, we will remove the parentheses for the given equation which is
(2 × 8) + 10 = (16) + 10
= 26.
2 × (8 + 10) = 2 × (80)
= 160.

Try This
Question 5.
There are 8 fish tanks at the pet store. Each tank has 4 fish. Dalia buys 2 fish. How many fish are left at the store?
You may draw a picture to help.
Answer:
The number of fishes are left at the store is 30 fishes.

Explanation:
Here, there are 8 fish tanks at the pet store and each tank has 4 fishes. Dalia buys 2 fish, so the number of fishes are left at the store is (8 × 4) – 2 = 32 – 2
= 30.
So the number of fishes are left at the store is 30 fishes.

Question 6.
Walter wrote this number model to fit the number story in Problem 5:
8 × (4 – 2) = 16
Explain Walter’s mistake.
Answer:
Here, Walter’s mistake is he placed parentheses incorrectly and the correct model is (8 × 4) – 2 which is 30.

Everyday Math Grade 3 Home Link 6.9 Answer Key

Number Stories and Number Sentences

Family Note Today your child worked on writing a number story to fit a number sentence that includes parentheses. In Problem 1, the parentheses indicate that the 7 + 4 must be done first before subtracting 11 from 15. Ask your child to match each number and operation in the number sentence to a part of the number story. For Problem 2, ask your child to explain how his or her number story fits the number sentence. For both problems ask your child, “What do the parentheses mean?”

Question 1.
Shawn bought 15 pears at the farmers’ market to share with his friends. He gave 7 pears away on Monday and 4 on Tuesday. How many pears does Shawn have left to share?
Use this number model to solve the problem.
15 – (7 + 4) = ___________ pears
Explain how the number model fits the number story.
Answer:
The number of pears does Shawn have left to share is 4 pears.

Explanation:
Here, Shawn bought 15 pears at the farmers market to share with his friends and he gave 7 pears away on Monday and 4 on Tuesday, so the number of pears does Shawn have left to share is
15 – (7 + 4) = 15 – 11
= 4 pears.

Question 2.
Write a number story to fit this number sentence.
20 – (3 × 6) = 2
Answer:
There are 20 apples and 3 boxes. In each box we can place 6 apples only. Find the number of apples left?

Everyday Mathematics Grade 3 Home Link 6.10 Answers

Order of Operations

Family Note Today your child learned how to solve problems using the order of operations, a list of rules mathematicians follow when solving multistep problems.

Use the order of operations to solve each number sentence below. Underline the part of each number sentence that should be completed first and then solve. Show your work.
Rules for the Order of Operations

1. Do operations inside parentheses first. Follow rules 2 and 3 when computing inside parentheses.
2. Then multiply or divide, in order, from left to right.
3. Finally add or subtract, in order, from left to right.

Question 1.
8 ÷ (7 – 3) = _______
Answer:
8 ÷ (7 – 3) = 2.

Explanation:
Here first, we will remove the parentheses for the given equation which is
8 ÷ (7 – 3) = 8 ÷ (4)
= 2.

Question 2.
_______ = 2 × 10 + 6
Answer:
2 × 10 + 6 = 26.

Explanation:
As there are no parentheses we will first solve the multiplication part and then we will solve the addition part
2 × 10 + 6 = 20 + 6
= 26.

Question 3.
10 + (6 × 2) = _________
Answer:
10 + (6 × 2) = 22.

Explanation:
Here first, we will remove the parentheses for the given equation which is
10 + (6 × 2) = 10 + (12)
= 22.

Question 4.
15 – 3 × 2 = _________
Answer:
15 – 3 × 2 = 9.

Explanation:
As there are no parentheses we will first solve the multiplication part and then we will solve the subtraction part
15 – 3 × 2 = 15 – 6
= 9.

Question 5.
Tell someone at home why it is important to have rules for the order of operations.
Answer:
It is important to have rules for the order of operations. If there is no rules then we will get different answers for same question.

Everyday Math Grade 3 Home Link 6.11 Answer Key

Solving a Number Story

Family Note Today your child used diagrams to organize information in number stories. These diagrams can be used to help write single -number models for multistep problems.
Please send clean, empty containers to school for an upcoming lesson.

Write a number model. Use a letter for the unknown. You may draw a diagram to help.

Solve the story and check to make sure that your answer makes sense. Then write the number model with the answer.
Question 1.
Andrea made 4 pans of muffins. Each pan holds 6 muffins. She made 18 pumpkin muffins. The rest were banana muffins. How many banana muffins did Andrea make?
Letter and what it represents: _________ for ____________

____________ banana muffins

Answer:
The number of banana muffins did Andrea make is 6.

Explanation:
Here, Andrea made 4 pans of muffins and each pan holds 6 muffins as she made 18 pumpkin muffins and the rest were banana muffins, so the number of banana muffins did Andrea make is, let the banana muffins be B, then the model will be
(4 × 6) – 18 = B
24 – 18 = B
6 = B
So the number of banana muffins did Andrea make is 6.

Practice
Solve.
Question 2.
10 × 5 = _________
Answer:
10 × 5 = 50.

Explanation:
By multiplying 10 × 5 we will get the result as 50.

Question 3.
11 × 5 = _________
Answer:
11 × 5 = 55.

Explanation:
By multiplying 11 × 5 we will get the result as 55.

Question 4.
_________ = 10 × 8
Answer:
10 × 8 = 80.

Explanation:
By multiplying 10 × 8 we will get the result as 80.

Question 5.
_________ = 11 × 8
Answer:
11 × 8 = 88.

Explanation:
By multiplying 11 × 8 we will get the result as 88.

Everyday Mathematics 3rd Grade Answer Key Unit 5 Fractions and Multiplication Strategies

Everyday Mathematics Grade 3 Home Link 5.1 Answers

Fractions of a Whole

Family Note Today your child worked with fraction circle pieces to explore fractions as equal parts of wholes. Children covered fraction circle pieces with equal parts and described the parts using fraction words such as 1-third. Standard notation for fractions, such as \(\frac{1}{3}\) , will be introduced in the next lesson. As your child works on this activity, discuss the fraction names of the equal parts in each problem.

Write fraction words to describe the shaded part.
Question 1.
The circle is the whole.

A fraction that names the shaded part is __________
Answer:
A fraction that names the shaded part is 1/2.

Explanation:
Here, we can see that the circle was divided into two parts. So the fraction that names the shaded part is 1/2.

Question 2.
The square is the whole.

A fraction that names the shaded part is ____________
Answer:
A fraction that names the shaded part is 1/4.

Explanation:
Here, we can see that the square was divided into four parts and one part was shaded. So the fraction that names the shaded part is 1/4.

Question 3.
The rectangle is the whole.

A fraction that names the shaded part is ___________
Answer:
A fraction that names the shaded part is 1/2.

Explanation:
Here, we can see that the rectangle was divided into two parts and one part was shaded. So the fraction that names the shaded part is 1/2.

Practice
Fill in the unit box. Solve these problems mentally, or use counting-up, expand-and-trade , or trade-first subtraction.

Question 4.
________ = 326 – 291
Answer:
326 – 291 = 35.

Explanation:
The difference between 326 and 291 is 35.

Question 5.
________ = 391 – 226
Answer:
391 – 226 = 165.

Explanation:
The difference between 391 and 226 is 165.

Everyday Math Grade 3 Home Link 5.2 Answer Key

Representing Fractions

Family Note Today your child learned how to represent fractions in words, in standard notation (\(\frac{1}{2}\), \(\frac{3}{4}\), and so on), and with drawings. For each of the problems below, the whole is a different shape. Help your child relate each fraction representation to the number of equal-size parts each whole is divided into and the number of shaded equal parts.

Complete the table.

Answer:

Everyday Mathematics Grade 3 Home Link 5.3 Answers

Equivalent Fractions

Family Note Today your child continued working with fractions by finding different fractions that name the same amount of the whole, or equivalent fractions. Children identify equivalent fractions by looking at the shaded area of a figure compared to the shaded area of another same-size figure.

The pictures show three kinds of fruit pie. Use a straightedge to do the following:
Question 1.
Divide the peach pie into 4 equal pieces. Shade 2 of the pieces.

Answer:
The fraction of the peach pie is 2/4.

Explanation:
Here, we have a peach pie and divided that peach pie into 4 equal pieces then we have shaded 2 of the pieces. And here the fraction of the peach pie is 2/4.

Question 2.
Divide the blue berry pie into 6 equal pieces. Shade 3 of the pieces.

Answer:
The fraction of the blueberry pie is 3/6.

Explanation:
Here, we have a blueberry pie and divided that peach pie into 6 equal pieces then we have shaded 3 of the pieces. And here the fraction of the peach pie is 3/6.

Question 3.
Divide the strawberry pie into 8 equal pieces. Shade 4 of the pieces.

Answer:
The fraction of the strawberry pie is 4/8.

Explanation:
Here, we have a strawberry pie and divided that peach pie into 8 equal pieces then we have shaded 4 of the pieces. And here the fraction of the peach pie is 4/8.

What fraction of each pie did you shade?
Question 4.
I shaded _________ of the peach pie.
Write another name for this fraction: _________
Answer:
I shaded 2/4 of the peach pie. The other name for the fraction is 0.5.

Explanation:
Here, we have a peach pie and divided that peach pie into 4 equal pieces then we have shaded 2 of the pieces. And here the fraction of the peach pie is 2/4. The other name for the fraction is 0.5.

Question 5.
I shaded _________ of the blueberry pie.
Write another name for this fraction: _________
Answer:
I shaded 3/6 of the blueberry pie. The other name for the fraction is 0.5.

Explanation:
Here, we have a blueberry pie and divided that peach pie into 6 equal pieces then we have shaded 3 of the pieces. And here the fraction of the peach pie is 3/6. The other name for the fraction is 0.5.

Question 6.
I shaded _________ of the strawberry pie.
Write another name for this fraction: _________
Answer:
I shaded 4/8 of the strawberry pie. The other name for the fraction is 0.5.

Explanation:
Here, we have a strawberry pie and divided that peach pie into 8 equal pieces then we have shaded 4 of the pieces. And here the fraction of the peach pie is 4/8. The other name for the fraction is 0.5.

Explain to someone at home how you know that all of the fractions on this page are equivalent.
Answer:
Here to that, all of the fractions on this page are equivalent or not, we will multiply the numerator of one fraction by the denominator of the other fraction and we can also multiply the denominator of one fraction by the numerator of the other fraction.

Everyday Math Grade 3 Home Link 5.4 Answer Key

Identifying Helper Facts

Family Note Today your child practiced identifying and using helper facts to solve unknown multiplication facts by adding or subtracting a group. For example, children added a group to “helper” 2s and 5s facts to solve 3s and 6s facts. They subtracted a group from “helper” 5s and 10s facts to solve 4s and 9s facts. Practice with efficient fact strategies such as these helps children become fluent with all multiplication facts.

For each fact below:

• Think of a helper fact.
• Add or subtract a group from the product of the helper fact .
• Solve the fact.

Example: 6 × 7 = ?
Helper fact: 5 × 7 = 35
How I can use it: I can add one more group of 7 to 35 to get 35 + 7 = 42.
6 × 7 = 42

Question 1.
3 × 8 = ?
Helper fact: __________
How I can use it: __________
3 × 8 = __________

Answer:
Example: 3 × 8 = ?
Helper fact: 2 × 8 = 16.
How I can use it: Here, we can add one more group of 8 to 16 to get 16 + 8 = 24.
3 × 8 = 24.

Explanation:
Here, we have added one more group of 8 to 16 to get 16 + 8 = 24.

Question 2.
9 × 7 = ?
Helper fact: __________
How I can use it: __________
9 × 7 = __________

Answer:
Example: 9 × 7 = ?
Helper fact: 8 × 7 = 56.
How I can use it: Here, we can add one more group of 9 to 56 to get 56 + 9 = 63.
9 × 7 = 63.

Explanation:
Here, we have added one more group of 9 to 56 to get 56 + 9 = 63.

Everyday Mathematics Grade 3 Home Link 5.5 Answers

Doubling, Part 1

Family Note Doubling (adding a number to itself or multiplying a number by 2) can be used as a strategy to solve facts with a “double” as a factor, such as the 4s, 6s, and 8s facts. For example, your child used doubling with the helper fact 2 × 7 to figure out 4 × 7 (2 × 7 = 14 and 14 + 14 = 28, so 4 × 7 = 28). Doubling the area of a rectangle can help children see and model the doubling fact strategy. Encourage your child to use drawings to solve the problem below.

Question 1.
Maria wants to figure out 4 × 6 = ?.
She notices that 4 is the double of 2.
Help Maria use 2 × 6 to solve 4 × 6.
Maria starts by sketching a 2-by-6 rectangle. Add to Maria’s picture to show how she could use doubling to find the answer to 4 × 6. Record your thinking below.

2 × 6 = __________
4 × 6 = __________
How I figured it out: __________
Answer:
2 × 6 = 12
4 × 6 = 24
How I figured it out: By doubling the 2 by 6 rectangle.

Explanation:
Here, we have doubled the 2 by 6 rectangle, so that we can find 4 by 6 value. So we can get the value by doubling the value of 2 by 6.

Everyday Math Grade 3 Home Link 5.6 Answer Key

Doubling, Part 2

Family Note Today your child continued to work on the doubling facts strategy with facts that have even factors. Your child broke apart an even factor into two identical factors and used the resulting helper fact to derive the final product. For example, 6 × 7 can be broken into 3 × 7 and 3 × 7, making the total easier to find

Question 1.
Show how you can solve 8 × 6 using doubling.
Factor I will split in half: __________
Sketch:

8 × 6 = __________
What helper fact did you double to solve 8 × 6?
Answer:
The factor I have split in half is 6 × 8 as 3 × 8 and 3 × 8.

Explanation:
Here, we have split 6 as 3 and 3. As 3 + 3 is 6, so here we have used doubling the facts strategy with facts that have even factors. So we will make as 3 × 8 = 24 and 3 × 8 = 24 which is 48 and 6 × 8 = 48.

Everyday Mathematics Grade 3 Home Link 5.7 Answers

Patterns in Products

Family Note Today your child used number grids and the Multiplication/Division Facts Table to explore patterns in multiples of 5s, 9s, and 10s, as well as in products of even and odd numbers. Recognizing and making sense of patterns is an important part of mathematics. Understanding the patterns in these products will also help your child become more fluent with multiplication facts.

Question 1.
Circle the products of 10 × 1, 10 × 2, 10 × 3, 10 × 4, and 10 × 5.
Answer:
Circled the products which are 10, 20, 30, 40, 50.

Explanation:
Here, we have circled the products of 10 × 1, 10 × 2, 10 × 3, 10 × 4, and 10 × 5 which are 10, 20, 30, 40, 50.

Question 2.
Shade the products of 9 × 1, 9 × 2, 9 × 3, 9 × 4, and 9 × 5.
Answer:
We have shaded the products which are 9, 18, 27, 36, 45.

Explanation:
Here, we have shaded the products of 9 × 1, 9 × 2, 9 × 3, 9 × 4, and 9 × 5 which are 9, 18, 27, 36, 45.

Question 3.
Explain why the pattern for the products of 10s facts is a straight column.
Answer:
The pattern for the products of 10s facts is a straight column because we are multiplying 10’s and we are basically adding another 10 each time and the numbers grid is in rows of 10 and adding another 10 is the same as moving down one row which makes a straight column.

Question 4.
Explain why the pattern for the products of 9s facts is a diagonal.
Hint: Think of how it compares to the products of the 10s facts pattern.
Answer:
As the multiples of 9 are one less than 10 away from each other. So the patterns for the products of 9’s facts are diagonal.

Everyday Math Grade 3 Home Link 5.8 Answer Key

Finding Missing Factors

Family Note Today your child played the game Salute! to practice finding missing factors. Determining missing factors in multiplication equations can help children develop fluency with multiplication and division. Help your child use the given factor and product to determine the missing factor in each problem below. For example, in Round 1 have your child think: 5 times what number is 2 5?

If you want to play Salute! with your child, the directions are on Student Reference Book, page 255. Use a regular deck of playing cards. Remove all face cards and jokers. The aces are 1s.
Question 1.
Write the missing factors for the rounds of Salute!

Explain how you found the missing factor for one of the rounds.
Answer:
Here, we have found the missing factor by dividing the given player and the product that the dealer says.

Everyday Mathematics Grade 3 Home Link 5.9 Answers

Near Squares

Family Note Today your child learned to use familiar multiplication squares, such as 3 × 3 = 9 and 8 × 8 = 64, to figure out near-squares facts by adding or subtracting groups. For example, the square 8 × 8 = 64 can be used as a helper fact for the near square 7 × 8. By subtracting one group of 8 from 64, children find that 7 × 8 = 56. Using squares as helper facts is one more strategy in your child’s growing library of multiplication facts strategies.

Example: 4 × 3 = ?
Square helper fact: 3 × 3 = 9
Near square: 4 × 3 = 12

How I solved it: I added a group of 3 to find 4 × 3.

Question 1.
Solve the multiplication squares.
5 × 5 = ____________
6 × 6 = ____________
Answer:
5 × 5 = 25.
helper fact is 4 × 5 = 20.
6 × 6 = 36.
helper fact is 5 × 6 = 30.

Explanation:
Here, we have used helper fact for the near square by subtracting one group of 5 from 25 and by subtracting one group of 6 from 30.

Question 2.
Choose one of the squares facts from Problem 1. Write a near square and use your square to help solve the near square. Show your work.
Square helper fact: ________ × ________ = ________
Near square: ________ × ________ = ________
How I solved it:
Answer:
Square helper fact: 9 × 9 = 81
Near square: 8 × 9 = 72
How I solved it: By subtracting one group of 9 from 81.

Explanation:
Here, we have used helper fact for the near square by subtracting one group of 9 from 81 and by subtracting one group of 9 from 72.

Everyday Math Grade 3 Home Link 5.10 Answer Key

Making Sense of a Problem

Family Note Today your child solved a challenging number story. To solve it, your child had to make sense of the information in the problem. If your child has trouble getting started on the problems below, ask: What does the problem tell you? What do you need to find out? Encourage your child to draw a picture to show what he or she understands about each problem.

Question 1.
Danika lives 5 blocks from her school. If she walks to and from school 5 days each week, how many blocks does she walk in one week?
__________ (unit)
Answer:
Danika walks 50 units to and from school 5 days each week.

Explanation:
Here, Danika lives 5 blocks from her school, and if she walks to and from school 5 days each week. So the number of blocks does she walk in one week is 5 × 5= 25 blocks. So, Danika walks 25 + 25 = 50 blocks to and from school 5 days each week.

Question 2.
It costs $5 to join the art club. The club has collected $70 from new members. The club’s goal is to collect $100. How many more members does the club need to meet its goal?
__________ (unit)
Answer:
The club needed 6 more members to meet the goal.

Explanation:
Here, the cost to join the art club is $5 and the club has collected $70 from new members. And the club’s goal is to collect $100, so the club needs to collect $100 – $70 = $30. So the club needed a number of more members to meet the goal is 30 ÷ 5 = 6 more members.

Everyday Mathematics Grade 3 Home Link 5.11 Answers

The Break-Apart Strategy

Family Note Today your child learned how to break apart one number in a multiplication fact in order to make two helper facts that are easier to solve. Using areas of rectangles helps to illustrate this, as in the example below.

7 × 6 = ?

• Break apart the 7 into 5 and 2.
• There are two helper facts: 5 × 6 and 2 × 6.
• So 7 × 6 = 5 × 6 + 2 × 6
  7 × 6 = 30 + 12
  7 × 6 = 42
  

Question 1.
Show one way you can solve 7 × 9 = ?.
I will break apart the factor __________ into __________ and __________.
Helper facts that match the areas of the smaller rectangles:
__________ × __________ = __________ and __________ × __________ = __________
Drawing:

Write a number model using your helper facts:
7 × 9 = ______ × ______ + ______ × ______
7 × 9 = ______
Answer:
I will break apart the factor 7 into 5 and 2.
Helper facts that match the areas of the smaller rectangles:
5 × 9 = 45 and 2 × 9 = 18.
7 × 9 = 5 × 9 + 2 × 9
7 × 9 = 63.

Explanation:
Here, we will break apart factor 7 into 5 and 2 and we will match the areas of the smaller rectangles as
5 × 9 = 45 and 2 × 9 = 18.
7 × 9 = 5 × 9 + 2 × 9
7 × 9 = 63.

Everyday Mathematics 4th Grade Answer Key Unit 2 Multiplication and Geometry

Everyday Math Grade 4 Home Link 2.1 Answer Key

Exploring Square Numbers

A square number is a number that can be written as the product of a number multiplied by itself. For example, the square number 9 can be written as 3 ∗ 3.

Question 1.
Fill in the missing factors and square numbers.

Answer:
We will fill the blanks factors and square numbers.

Explanation:
As the square number is a number that can be written as the product of a number multiplied by itself. So, here we will fill the blanks factors and square numbers.

Question 2.
What pattern(s) do you see in the factors? In the products?
Answer:
The pattern do we see in the factors is Prime Factorization.

Explanation:
Here, in the above table, we have used the Prime Factorization pattern. The Prime Factorization method is defined as a way of  finding prime numbers, which are multipled together to get the original number.

Question 3.
What other pattern(s) do you see in the table?
Answer:
The other pattern that we have seen in the table is the squares of the numbers.

Question 4.
Write an equation to describe each array.
a.
Equation: ___

Answer:
The equation will be 4 × 9 = 36.

Explanation:
As we have 36 dots in all and there are 4 rows with 9 dots in each row. So the equation will be 4 × 9 which is 36 dots.

b.
Equation: ___

Answer:
The equation will be 5 × 5 = 25.

Explanation:
As we have 25 dots in all and there are 5 rows with 5 dots in each row. So the equation will be 5 × 5 which is 25 dots.

Question 5.
a. Which of the arrays above shows a square number? ___________
b. Explain. ________
Answer:
a. The above arrays that show a square number is array b.
b. As there are 5 rows of 5 dots which is 25 dots.

Explanation:
In the above arrays that show a square number is array b as there are 5 rows of 5 dots which is 25 dots.

Practice

Question 6.
32, 45, 58, ____, ____, ____ Rule: _____
Answer:
32, 45, 58, 71, 84, 97.
Rule: Adding 13.

Explanation:
Here, we need to add 13. If we check the difference between 45 and 32 we will get the difference as 13. So, we can see that in the given series, so 13 is added to the given numbers. So the rule is adding 13.

Question 7.
___, ___, ___, 89, 115, 141 Rule: ____
Answer:
11,37,63,89,115,141
Rule: subtract 26.

Explanation:
Here, we need to subtract 26. If we check the difference between 141 and 115 we will get the difference as 26. So, we can see that in the given series, so 26 is subtracted to the given numbers. So the rule is subtracting 26.

Everyday Math Grade 4 Home Link 2.2 Answer Key

Area of a Rectangle

Question 1.
Draw a rectangle that has length of 9 units and width of 4 units.

Equation: ___
Area = ___ square units
Answer:
The area of the rectangle is 36 square units.

Explanation:
Here, we have constructed a rectangle that has a length of 9 units and a width of 4 units. And here we need to find the area of the rectangle, so the area of the rectangle is
Area = length × breadth
= 9 × 4
= 36 square units.
So the area of the rectangle is 36 square units.

Question 2.
Draw a rectangle that has a length of 7 units and a width of 8 units.

Equation: ___
Area = ___ square units
Answer:
The area of the rectangle is 56 square units.

Explanation:
Here, we have constructed a rectangle that has a length of 7 units and a width of 8 units. And here we need to find the area of the rectangle, so the area of the rectangle is
Area = length × breadth
= 7 × 8
= 56 square units.
So the area of the rectangle is 56 square units.

Use the formula A = I ∗ w to find the area of each rectangle.

Question 3.

Equation: ___
Area = ___ square units
Answer:
The area of the rectangle is 48 square units.

Explanation:
Here, we need to find the area of the rectangle, so the area of the rectangle is
Area = length × breadth
= 8 × 6
= 48 square units.
So the area of the rectangle is 48 square units.

Question 4.

Equation: ___
Area = ___ square units

Answer:
The area of the rectangle is 48 square units.

Explanation:
Here, we need to find the area of the rectangle, so the area of the rectangle is
Area = length × breadth
= 8 × 6
= 48 square units.
So the area of the rectangle is 48 square units.

Question 5.
Riley’s dining room tabletop is 9 feet long and 6 feet wide. What is the area of the tabletop?
Equation: _____
Area = ___ square feet

Answer:
The area of the tabletop is 54 square feet.

Explanation:
Riley’s dining table top is 9 feet long and width is 6 feet, so the area of the tabletop is
Area = length × width
= 9 × 6
= 54 square feet.
So the area of the tabletop is 54 square feet.

Practice

Question 6.
368 – 59 = ____
Answer:
The subtraction of two numbers is 309.

Explanation:
By subtracting the given numbers 368 – 59 we will get the result as 309.

Question 7.
194 – 147 = ___
Answer:
The subtraction of two numbers is 47.

Explanation:
By subtracting the given numbers 194 – 147 we will get the result as 47.

Question 8.
____ = 1,729 – 623
Answer:
The subtraction of two numbers is 1,106.

Explanation:
By subtracting the given numbers 1,729 – 623 we will get the result as 1,106.

Everyday Math Grade 4 Home Link 2.3 Answer Key

Working with Factor Pairs

Write equations to help you find all the factor pairs of each number below. Use dot arrays, if needed.

Practice

Question 2.
356 + 433 = ___
Answer:
The addition of two numbers is 789.

Explanation:
The addition of the two given numbers 356 + 433 is 789.

Question 3.
___ = 2,167 + 696
Answer:
The addition of two numbers is 2,863.

Explanation:
The addition of the two given numbers 2,167 + 696 is 2,863.

Question 4.
___ = 4,578 – 2,232
Answer:
The subtraction of two numbers is 2,346

Explanation:
The subtraction of the two given numbers 4,578 – 2,232 is 2,346.

Question 5.
3,271 – 1,089 = ___
Answer:
The subtraction of two numbers is 2,182.

Explanation:
The subtraction of the two given numbers 4,578 – 2,232 is 2,182.

Everyday Math Grade 4 Home Link 2.4 Answer Key

Finding Multiples

Question 1.
List the first 5 multiples of 4. ____________
Answer:
4 × 1 = 4,
4 × 2 = 8,
4 × 3 = 12,
4 × 4 = 16,
4 × 5 = 20.

Explanation:
The first 5 multiples of 4 are:
4 × 1 = 4,
4 × 2 = 8,
4 × 3 = 12,
4 × 4 = 16,
4 × 5 = 20.

Question 2.
List the first 10 multiples of 2. _______________
Answer:
2 × 1 = 2,
2 × 2 = 4,
2 × 3 = 6,
2 × 4 = 8,
2 × 5 = 10,
2 × 6 = 12,
2 × 7 = 14,
2 × 8 = 16,
2 × 9 = 18,
2 × 10 = 20.

Explanation:
The first 10 multiples of 2 is
2 × 1 = 2,
2 × 2 = 4,
2 × 3 = 6,
2 × 4 = 8,
2 × 5 = 10,
2 × 6 = 12,
2 × 7 = 14,
2 × 8 = 16,
2 × 9 = 18,
2 × 10 = 20.

Question 3.
a. List the first 10 multiples of 3. _________

Answer:
3 × 1 = 3,
3 × 2 = 6,
3 × 3 = 9,
3 × 4 = 12,
3 × 5 = 15,
3 × 6 = 18,
3 × 7 = 21,
3 × 8 = 24,
3 × 9 = 27,
3 × 10 = 30.

Explanation:
The first 10 multiples of 3 is
3 × 1 = 3,
3 × 2 = 6,
3 × 3 = 9,
3 × 4 = 12,
3 × 5 = 15,
3 × 6 = 18,
3 × 7 = 21,
3 × 8 = 24,
3 × 9 = 27,
3 × 10 = 30.

b. List the first 10 multiples of 5. _________

Answer:
5 × 1 = 5,
5 × 2 = 10,
5 × 3 = 15,
5 × 4 = 20,
5 × 5 = 25,
5 × 6 = 30,
5 × 7 = 35,
5 × 8 = 40,
5 × 9 = 45,
5 × 10 = 50.

Explanation:
The first 10 multiples of 5
5 × 1 = 5,
5 × 2 = 10,
5 × 3 = 15,
5 × 4 = 20,
5 × 5 = 25,
5 × 6 = 30,
5 × 7 = 35,
5 × 8 = 40,
5 × 9 = 45,
5 × 10 = 50.

c. List the multiples of 3 that are also multiples of 5. ________
Answer:
Multiples of 3 that are also multiples of 5 are 15, 30, 45, 60, 75, 90.

Explanation:
The multiples of 3 that are also multiples of 5 are 15, 30, 45, 60, 75, 90.

Question 4.
Is 28 a multiple of 7? ___ Explain. ______
Answer:
Yes, 28 is a multiple of 7.

Explanation:
Yes, 28 is a multiple of 7. As 28 is divisible by 7 and when we divide 28 by 7 we will get the reminder as zero. So 28 is a multiple of 7.

Question 5.
Is 35 a multiple of 6? __ Explain. _____
Answer:
No, 35 is not a multiple of 6.

Explanation:
No, 35 is not a multiple of 6. As 35 is not divisible by 6 and when we divide 35 by 6 we will not get the reminder as zero. So 35 is not divisible by 6.

Question 6.
a. List the factors of 15. List the multiples through 15 of each factor.

b. Is 15 a multiple of each of its factors? Explain.
Answer:
Yes, 15 is a multiple of each of its factors.

Explanation:
Yes, 15 is a multiple of each of its factors. As 15 is divisible by 1, 3, 5, 15, and by dividing we will get the reminder as zero. So 15 is a multiple of each of its factors.

Practice

Question 7.
24, ____, 48, ___, 72, ___ Rule: ____
Answer:
24, 36, 48, 72, 84.
Rule: Adding 12.

Explanation:
Here, we will add 12 to the given number 24 then we will get 36 and then we will add 12 to the number 36 then we will get 48 and we will continue until we will get the last number. So here the rule is adding 12.

Question 8.
___, 108, 162, ___, 270, ___ Rule: ____
Answer:
54, 108, 162, 216, 270, 324.
Rule: Adding 54.

Explanation:
Here, we need to add 54. If we check the difference between 162 and 108 we will get the difference as 54. So, we can see that in the given series, so 54 is added to the given numbers. So the rule is adding 54.

Question 9.
86, ___, 52, ___, 18, Rule: ___
Answer:
86, 69, 52, 35, 18, 1.
Rule: The difference between consecutive numbers is 17. 86, 69, 52, 35, 18, 1.

Explanation:
Here, we will subtraction 17 between the consecutive numbers.

Question 10.
425, ___, 339, ____, 253, ____ Rule: ___
Answer:
425, 382, 339, 296, 253, 210.
Rule: The difference between each pair of numbers is 43.

Explanation:
Here, the difference between each pair of the numbers is 43. So 425, 382, 339, 296, 253, 210.

Everyday Math Grade 4 Home Link 2.5 Answer Key

Prime and Composite Numbers

A prime number is a whole number that has exactly two different factors—1 and the number itself. A composite number is a whole number that has more than two different factors. For each number:

• List all of its factors.
• Write whether the number is prime or composite.
• Circle all of the factors that are prime numbers.

Practice
Solve.

Question 10.
841 + 527 = _____
Answer:
841 + 527 = 1,368.

Explanation:
The addition of the given two numbers 841 + 527 is 1,368.

Question 11.
____ = 3,263 + 5,059
Answer:
8,322 = 3,263 + 5,059

Explanation:
The addition of the given two numbers 3,263 + 5,059 is 8,322.

Question 12.
7,461 + 2,398 = _____
Answer:
7,461 + 2,398 = 9,859

Explanation:
The addition of the given two numbers 7,461 + 2,398 is 9,859.

Question 13.
___ = 4,172 – 3,236
Answer:
936 = 4,172 – 3,236

Explanation:
The difference between the given numbers 4,172 – 3,236 is 936.

Question 14.
8,158 = 5,071 + __
Answer:
The missing number is 3,087.

Explanation:
Let the missing number be x and we will replace the missing number with x, then 8,158 = 5,071 + x. So x is
x = 8,158 – 5,071
= 3,087.

Question 15.
3,742 – 3,349 = ___
Answer:
3,742 – 3,349 = 393.

Explanation:
The difference between the given numbers 3,742 – 3,349 is 393.

Everyday Math Grade 4 Home Link 2.6 Answer Key

Using Multiplication

Home Market sells 3 grapefruits for $2.

Question 1.
Darius spent $6 on grapefruits. How many did he buy? Use words, numbers, or diagrams to show your reasoning.
Answer:
Darius bought 9 grapefruits.

Explanation:
As Darius spent $6 on grapefruits, here home market sells 3 grapefruits for $2. So the number of grapefruits did Darius bought for $6 is 3 + 3 + 3 which is 9. So Darius bought 9 grapefruits.

Question 2.
Jana bought 15 grapefruits. How much did she spend? Use words, numbers, or diagrams to show your reasoning.
Answer:
Jana spends $10.

Explanation:
As Jana bought 15 grapefruits. here home market sells 3 grapefruits for $2. So the number of grapefruits did Darius bought for $6 is 2 + 2 + 2 + 2 + 2 which is 10. So Jana spends $10.

Question 3.
On the back of this page, write a multiplication number story about buying grapefruits at Home Market. Show how to solve your number story.
Answer:

Explanation:

Practice
Write these numbers using words.

Question 4.
12,309 _________________
Answer:
Twelve thousand three hundred and nine.

Explanation:
I have written the given numbers using words which is Twelve thousand three hundred and nine.

Question 5.
30,041 _________
Answer:
Thirty Thousand and forty-one.

Explanation:
I have written the given numbers using words which is Thirty Thousand and forty-one.

Question 6.
600,780 _________
Answer:
Six hundred thousand seven hundred eighty.

Explanation:
I have written the given numbers using words which is Six hundred thousand seven hundred eighty.

Question 7.
9,090,506 ________
Answer:
Ninety Lakh Ninety Thousand Five hundred Six.

Explanation:
I have written the given numbers using words which is Ninety Lakh Ninety Thousand Five hundred Six.

Everyday Math Grade 4 Home Link 2.6 Answer Key

Converting Units of Time

Use the measurement scales to fill in the tables and answer the questions.

Question 1.

Answer:
Filled the table with minutes for the given hours using the measurement scales.

Explanation:
Here, we have filled the table with minutes for the given hours using the measurement scales.

Question 2.

Answer:
Filled the table with minutes for the given hours using the measurement scales.

Explanation:
Here, we have filled the table with seconds for the given minutes using the measurement scales.

Question 3.
Zac worked on his spelling for 9 minutes last night and 8 minutes this afternoon. How many seconds did he work? Answer: seconds
Answer:
Zac worked 1,020 seconds.

Explanation:
Here, Zac worked on his spelling for 9 minutes last night and 8 minutes this afternoon, so the total number of minutes did Zac worked is 9 + 8 which is 17 minutes. Now we will convert minutes to seconds 17 × 60 which is 1,020 seconds. So Zac worked 1,020 seconds.

questions 4.
Eton’s baby sister took a nap for 2 hours and 22 minutes yesterday and 1 hour and 35 minutes today. How many more minutes did she sleep yesterday than today?
Answer: ___ minutes

Answer:
Eton’s baby sister took a nap yesterday then today is 47 minutes.

Explanation:
Here, Eton’s baby sister took a nap for 2 hours and 22 minutes yesterday, so the total number of minutes 120 + 22 which is 142 minutes. And 1 hour and 35 minutes today, so the total number of minutes 60 + 35 is 95 minutes. And the total number of minutes did Eton’s baby sister took a nap yesterday then today is 142 – 95 = 47 minutes.

Try This

Question 5.
How many seconds did Eton’s baby sister sleep all together?
Answer: ___ seconds
Answer:
The total number of seconds did Eton’s sister sleeps is 14,220 seconds.

Explanation:
Eton’s baby sister sleeps all together 142 + 95 which is 237 minutes and we need to convert minutes to seconds 237 × 60 = 14,220 seconds. So the total number of seconds did Eton’s sister sleeps is 14,220 seconds.

Practice

Question 6.
945 + 1,055 = ___
Answer:
945 + 1,055 = 2000

Explanation:
Add the two given numbers to get the resultant sum. Hence the answer is 2000.

Question 7.
2,953 + 4,471 = ___
Answer:
2,953 + 4,471 = 7424

Explanation:
Add the two given numbers to get the resultant sum. Hence the answer is 7424.

Question 8.
4,552 + 4,548 = ___
Answer:
4,552 + 4,548 = 9100

Explanation:
Add the two given numbers to get the resultant sum. Hence the answer is 9100.

Question 9.
3,649 + 3,649 = ___
Answer:
3,649 + 3,649 = 7298

Explanation:
Add the two given numbers to get the resultant sum. Hence the answer is 7298.

Everyday Math Grade 4 Home Link 2.8 Answer Key

Multiplicative Comparisons

Family Note In this lesson students used comparison statements and equations to represent situations in which one quantity is a number of times as much as another quantity. For example: José saved $5 over the summer. His sister saved 3 times as much. How much money did José’s sister save? In this number story students compare the amount of money José saved to the amount his sister saved. Students write the equation 3 ∗ 5 = 15 to represent this comparison and solve the problem:
José’s sister saved $15. Because these comparison statements and equations involve multiplication, they are called multiplicative comparisons.

Complete the problems below. Write an equation with a letter for the unknown and solve.

Question 1.
What number is 7 times as much as 9?
Equation with unknown:
Answer: ___
n = 7 × 9
63

Explanation:
The number which is 7 times as much as 9 is 63 and the equation is 7 × 9 which is 63.

Question 2.
What number is 5 times as much as 6?
Equation with unknown:
Answer: ___
n = 5 * 6
30

Explanation:
The number which is 5 times as much as 6 is 30 and the equation is 5 × 6 which is 30.

Question 3.
32 is 4 times as much as what number?
a. Equation with unknown: ___
b. Answer: ___
Answer:
n = 32 * 4
128

Explanation:
The number which is 32 times as much as 4 is 128 and the equation is 32 × 4 which is 128.

Question 4.
Write an equation to represent this situation and solve.
Ameer worked 3 times as many hours as Simi each week during the summer.
If Simi worked 10 hours each week, how many hours did Ameer work each week?
a. Equation with unknown: ____
Answer:
The number of hours did Ameer work each week is 30 hours.

Explanation:
Here, Ameer worked 3 times as many hours as Simi each week during the summer and Simi worked 10 hours each week. So the number of hours did Ameer work each week 3 × 10 which is 30 hours. So the number of hours did Ameer work each week is 30 hours.

Practice

Question 5.
7,482 – 7,083 = ___
Answer:
7,482 – 7,083 = 399

Explanation:
By subtracting the given numbers 7,482 – 7,083 the answer we get is 399.

Question 6.
7,702 – 3,581 = ___
Answer:
7,702 – 3,581 = 4121

Explanation:
By subtracting the given numbers 7,702 – 3,581 the answer we get is 4121.

Question 7.
5,201 – 3,052 = ___
Answer:
5,201 – 3,052 = 2149

Explanation:
By subtracting the given numbers 5,201 – 3,052 the answer we get is 2149.

Question .8
8,002 – 5,403 = ____
Answer:
8,002 – 5,403 = 2599

Explanation:
By subtracting the given numbers 8,002 – 5,403 the answer we get is 2599.

Everyday Math Grade 4 Home Link 2.9 Answer Key

Solving Multiplicative Comparison Number Stories

Make a diagram or drawing and write an equation to represent the situation. Then find the answer.

Question 1.
Judith collected 9 marbles. Swen has 6 times as many. How many marbles does Swen have?
Diagram or drawing:
Equation with unknown: ____
Answer:
54 marbles

Explanation:
Here the Swen has 54 marbles. As Judith collected 9 marbles and Swen has 6 times as many as Judith it means the Swen has 9 * 6 = 54 marbles.

Question 2.
Sol ran 4 times as many minutes as Jerry. Jerry ran 12 minutes. How many minutes did Sol run?
Diagram or drawing:
Equation with unknown: ____
Answer:
48 minutes

Explanation:
Here, Sol ran 4 times as many minutes as Jerry and Jerry ran 12 minutes. So the number of minutes did Sol ran 12 × 4 which 48 minutes.

Insert quantities into the number story. Make a diagram and write an equation to represent the story.

Question 3.
Lola picked apples. Eilene picked apples. Eilene picked times as many apples as Lola.
Diagram or drawing:
Equation with unknown: _____
Answer: ___ apples

Practice

Write these numbers in expanded form.

Question 4.
3,830 _________
Answer:
3000 + 800 + 30

Question 5.
56,037 ________
Answer:
50,000 + 6000 + 30 + 7

Question 6.
800,700 __
Answer:
800000 + 700

Question 7.
716,305 _____
Answer:
700,000 + 10,000 + 6000 + 300 + 5

Everyday Math Grade 4 Home Link 2.10 Answer Key

Identifying Triangles

Write the letter or letters that match each statement.

Question 1.
Has perpendicular line segments
Answer:
C, D

Explanation:
The perpendicular line segments in the given question are C, D

Question 2.
Has an obtuse angle
Answer:
E, F

Explanation:
E and F are the triangles which are obtuse angle.

Question 3.
Has right angles
Answer:
C, D

Explanation:
C and D are the right angles.

Question 4.
Has acute angles
Answer:
A, B

Explanation:
A and B are the acute angles given in the question.

Question 5.
Has more than one kind of angle
Answer:
C, D, E, F

Explanation:
C, D, E, and F are the one kind of angle that is given in the question.

Question 6.
Has only one kind of angle
Answer:
A, B

Explanation:
A and B are the only kind of angle.

Question 7.
Does NOT have any right angles
Answer:
A, B, E, F

Explanation:
A, B, E, and F do not have any right angles in the given question.

Question 8.
Is a right triangle
Answer:
C, D

Explanation:
C and D is the right triangle in the given question.

Practice

Question 9.
List all the factors of 12.
Answer:
1, 2, 3, 4, 6, 12

Explanation:
The factors of 12 are 1, 2, 3, 4, 6, 12 because each of those divides 12 without leaving a remainder.

Question 10.
Name the next 4 multiples of 7. 35, _____, _____, ___, ____
Answer:
42, 49, 56, 63.

Explanation:
The next 4 multiples of 7 are 42, 49, 56, 63.

Everyday Math Grade 4 Home Link 2.11 Answer Key

Drawing Quadrilaterals

Question 1.
A parallelogram is a quadrilateral that has 2 pairs of parallel sides. Draw a parallelogram.

Answer:
I have drawn a parallelogram that has 2 pairs of parallel sides.

Explanation:
As asked in the question I have drawn a parallelogram below.

Question 2.
Answer each question, drawing pictures on the back of this page to help you.
a. Can a parallelogram have right angles? Explain.
b. Could a quadrilateral have 4 obtuse angles? Explain.
c. Name a quadrilateral that has at least 1 pair of parallel sides.
Answer:
a.
b. No, all the four angles of a quadrilateral cannot be obtuse. As the sum of the angles of a quadrilateral is 360∘, they may have a maximum of three obtuse angles.
c. Trapezoids
Trapezoids have only one pair of parallel sides.

Draw a quadrilateral that has at least 1 right angle.

Answer:

Question 4.
Draw a quadrilateral that has 2 separate pairs of equal length sides but is NOT a parallelogram.
This is called a ____.

Practice

Question 5.
5 ∗ 30 = ___
Answer:
150

Explanation:
By multiplying the given numbers the answer we get is 150.

Question 6.
__ = 40 ∗ 3
Answer:
120

Explanation:
By multiplying the given numbers the answer we get is 120.

Question 7.
___ = 80 ∗ 6
Answer:
480

Explanation:
By multiplying the given numbers the answer we get is 480.

Question 8.
6 ∗ 70 = ____
Answer:
420

Explanation:
By multiplying the given numbers the answer we get is 420.

Everyday Math Grade 4 Home Link 2.12 Answer Key

Drawing Lines of Symmetry

Question 1.
Draw the other half of each picture to make it symmetrical. Use a straightedge to form the line of symmetry.

Answer:

Question 2.
Draw a line of symmetry for each figure.
Answer:

Question 3.
List four items in your home that are symmetric. Pick one item and draw it below, including at least one line of symmetry.
Item: __ Item: ___ Drawing:
Item: __ Item: ___

Practice

Question 4.
___ = 2,767 + 3,254
Answer:
6021

Explanation:
Add the two given numbers to get the resultant sum. Hence the answer is 6021.

Question 5.
193 + 6,978 = ___
Answer:
7171

Explanation:
Add the two given numbers to get the resultant sum. Hence the answer is 7171.

Question 6.
7,652 − 5,388 = ___
Answer:
5674

Explanation:
By subtracting the given numbers the answer we get is 5674.

Question 7.
___ = 4,273 − 1,678
Answer:
2595

Explanation:
By subtracting the given numbers the answer we get is 2595.

Everyday Math Grade 4 Home Link 2.13 Answer Key

Identifying Patterns

Question 1.
Complete.

What patterns do you see?
Answer:
The pattern is multiples of 9.

Explanation:
The pattern is multiples of 9 in which 2 is in and 18 is out and that series continuous till the number 6.

Question 2.
Complete.

What patterns do you see?
Answer:
The pattern is adding 11.

Explanation:
The pattern is adding 11 in which 11 is in and 22 is out and that series continuous till the number 55.

Question 3.
Study the pattern
a. Draw the next step in the pattern. What patterns do you notice?
b. How many circles will be in the 6th step? __ In the 10thstep? ___
c. How did you figure out how many circles will be in the 10th step?
Answer:
a. In this question the number of circles is odd and increases by 2 every time.

Explanation:
I have drawn the next step in the pattern below.

b. 11; 19

Explanation:
There will be 11 circles in the 6th step. And 19 circles in the 10th step.

c. In this, each step is the next odd number so I skip counted from 1 by 2 until I got to the 10th step.

Explanation:
We can figure it out by observing each step given in the pattern. As in each step, the next one is an odd number so we can skip counted from 1 by 2 until we got to the 10th step.

Practice

Question 4.
800,000 + 90 = ___
Answer:
800,090

Explanation:
Add the two given numbers to get the resultant sum. Hence the answer is 800,090.

Question 5.
200,000 + 50,000 + 4 = ___
Answer:
250,004

Explanation:
Add the two given numbers to get the resultant sum. Hence the answer is 250,004.

Everyday Mathematics 1st Grade Answer Key Unit 3 Number Stories

Everyday Mathematics Grade 1 Home Link 3.1 Answers

Parts-and-Total Situations

Family Note
Parts-and-total situations are also known as “putting together” or “taking apart” situations. Two or more quantities (parts) are put together to make a total, or a total number is separated into parts. Children are asked to find the total or a missing part in a number story. This is one of many kinds of addition and subtraction number stories your child solves in first grade.

Solve. Use the parts-and-total diagrams to help you.
Question 1.
Jenny answered every test question. She got 5 right and 3 wrong. How many questions were on the test?

________ questions
Answer:
Total number of questions in the test = 8 or Eight.

Explanation:
Number of questions Jenny wrote right = 5 or Five.
Number of questions Jenny wrote wrong =3 or Three.
Total number of questions in the test = Number of questions Jenny wrote right + Number of questions Jenny wrote wrong
= 5 + 3
= 8 or Eight.

 

Question 2.
There are 10 kids on Kevin’s team. 8 are boys. The rest are girls. How many girls are on the team?

_______ girls
Answer:
Number of girls on Kevin’s team = 2 or Two.

Explanation:
Total number of kids on Kevin’s team = 10 or Ten.
Number of boys on Kevin’s team = 8 or Eight.
Number of girls on Kevin’s team = Total number of kids on Kevin’s team – Number of boys on Kevin’s team
= 10 – 8
= 2 or Two.

 

Practice
Question 3.
Count by 1s.
43, 44, ______, ______, ______, ______
Answer:
43, 44, __45__, __46__, __47__, __ 48 __.
Explanation:
Counting by 1s.
Missing number are:
45 , 46 , 47 , 48.

 

Everyday Math Grade 1 Home Link 3.2 Answer Key

Practicing Number Stories

Family Note
Today your child practiced solving number stories and shared problem-solving strategies. To solve number stories, children learn that they must first make sense of the stories, then carry out the operations. Do not expect your child to have mastered these skills yet. There will be many more opportunities to practice solving number stories throughout the year.

Question 1.
Solve. Explain your strategy to someone at home. Walt was at the carnival. He had 8 carnival tickets and 2 pens. He traded 4 tickets for 1 more pen.
How many tickets does Walt have now? _______tickets
How many pens does Walt have now? _______ pens
Answer:
Number of carnival tickets Walt has now = 4 or Four.
Number of pens Walt has now = 3 or Three.

Explanation:
Total number of carnival tickets Walt has = 8 or Eight.
Total number of pens Walt has = 2 or Two.
Number of carnival tickets Walt has traded = 4 or Four.
Number of carnival tickets Walt has now = Total number of carnival tickets Walt has – Number of carnival tickets Walt has traded
= 8 – 4
= 4 or Four.
Number of pens Walt got in Trading = 1 or one.
Number of pens Walt has now = Total number of pens Walt has + Number of pens Walt got in Trading
= 2 + 1
= 3 or Three.

 

Question 2.
Write a number story that matches this number sentence.
4 + 3 = 7
Answer:
Total number of chocolates we both have = 7 or Seven.

Explanation:
Number of chocolates I have with me = 4 or Four.
Number of chocolates My friend has with him = 3 or Three.
Total number of chocolates we both have = Number of chocolates I have with me + Number of chocolates My friend has with him
= 4 + 3
= 7 or Seven.

 

Practice
Count up to solve.
Question 3.
What number is 4 more than 12?
Answer:
Number 4 more than 12 = 16.

Explanation:
Number 4 more than 12 = 12 + 4 = 16.

 

Question 4.
What number is 3 more than 17?
Answer:
Number 3 more than 17 = 20.

Explanation:
Number 3 more than 17 = 17 + 3 = 20.

 

Question 5.
What number is 9 more than 26?
Answer:

Explanation:
Number 9 more than 26 = 26 + 9 = 35.

 

Everyday Mathematics Grade 1 Home Link 3.3 Answers

Ordering Objects by Length

Family Note
Today your child explored length by directly comparing the lengths of objects side-by-side. This activity helps prepare children to compare lengths of objects indirectly and to measure length more formally. In the next unit, your child will begin to measure length using items in the classroom, such as blocks and paper clips. Children also explored doubles facts and counted a collection of objects. Children also counted the number of chair legs in the classroom and wrote number models for matching pairs.

Question 1.
Find two things in your home that are about the same length. Draw pictures of them.
Answer:

Explanation:
Two things in my home that are about the same length are my grandfather’s chair and my father’s laptop.

 

Question 2.
Find two things that have very different lengths. Draw pictures of them.
Answer:

Explanation:
Two things that have very different lengths in my home are our window in bed room and our dinning table.

 

Practice
Question 3.
Start at 2. Count up 3. Where do you land? __________
Start at 3. Count up 2. Where do you land? _________
Did you end at the same number for both? _________
Answer:
Yes, I have end at the same number for both.

Explanation:
Starting at 2. Counting  up 3.
Number = 2 + 3 = 5 or Five.
Starting at 3. Counting up 2.
Number = 3 + 2 = 5 or Five.

 

 

Everyday Math Grade 1 Home Link 3.4 Answer Key

Number Stories

Family Note
Today, your child drew pictures and wrote number models to represent number stories. After your child completes this Home Link, ask him or her to explain how the numbers in the number model are represented in the picture.

Question 1.
Dillon’s family has 5 fish and 3 cats. Draw a picture of the fish and the cats.
How many pets does Dillon’s family have in all?
________ pets
Write a number model.
Answer:
Total number of pets Dillon’s family has = 8 or Eight.

Explanation:
Number of fishes Dillon’s family has = 5 or Five.
Number of cats Dillon’s family has = 3 or three.
Total number of pets Dillon’s family has = Number of fishes Dillon’s family has + Number of cats Dillon’s family has
= 5 + 3
= 8 or Eight.

 

Practice
Question 2.
Laura had 14 tickets. She bought an eraser. She has 7 tickets left. How many tickets did the eraser cost?

14 – _______ = 7
Answer:
Number of Tickets the eraser costed = 7 or Seven.

Explanation:

Number of Tickets Laura had = 14 or Fourteen.
Number of Tickets Laura has left = 7 or Seven.
Number of Tickets the eraser costed = Number of Tickets Laura had – Number of Tickets Laura has left
= 14 – 7
= 7 or Seven.

Everyday Mathematics Grade 1 Home Link 3.5 Answers

Counting on Number Lines

Family Note
Today your child learned many ways to count on a number line. Ask your child to tell you about patterns in number-line counts.

Question 1.
Count by 10s. 0, _______, _______
Answer:
0, ___10____, ___20____.

Explanation:

Counting by 10s.
0 , 10 , 20.

 

Question 2.
Count by 5s. 0, _______, _______, _______, _______
Answer:
0, __5_____, ___10____, ___15____, ___20____.

Explanation:

Counting by 5s.
5 , 10 , 15 , 20.

 

Question 3.
Count by 2s. 0, _______, _______, _______, _______
Answer:
0, ___2____, ___4____, ___6____, ___8____.

Explanation:

Counting by 2s.
0 , 2 , 4 , 6 , 8 .

 

Question 4.
Count by 1s. 0, _______, _______, _______, _______
Answer:
0, ___1____, ___2____, ___3____, ___4____.

Explanation:

Counting  by 1s.
1 , 2 , 3 , 4.

 

Question 5.
How is counting by 5s like counting by 10s?
Answer:
Counting by 5s is same like counting by 10s because both cases we are doing addition.

Explanation:
Counting by 5s is same like counting by 10s because both cases we are doing addition.
In counting by 5s we add 5.
In counting by 10s we add 10.

 

Practice
Find the sums.
Question 6.
= _______
Answer:
Sum = 6 + 4 = 10 or Ten.

Explanation:

Number of dots in first dice= 6 or Six.
Number of dots in second dice = 4 or Four.
Total number of dots in the dices = Number of dots in first dice + Number of dots in second dice
= 6 + 4
= 10 or Ten.

 

Question 7.
= ________
Answer:
Sum = 4 + 4 = 8 or Eight.

Explanation:

Number of dots in first dice= 4 or Four.
Number of dots in second dice = 4 or Four.
Total number of dots in the dices = Number of dots in first dice + Number of dots in second dice
= 4 + 4
= 8 or Eight.

 

Everyday Math Grade 1 Home Link 3.6 Answer Key

Counting to Add and Subtract

Family Note
Today your child solved problems like 3 + 2 and 8 – 5 by counting up and back on a number line. Ask your child to show you how to do this.

Draw hops on the number line to help you solve these problems.
Question 1.
9 + 4 = __________

Answer:

Explanation:
Sum of 9 and 4 = 9 + 4 = 13.

 

Question 2.
3 + 8 = __________

Answer:

Explanation:
Sum of 8 and 3 = 8 + 3 = 11 or Eleven.

 

Question 3.
11 – 4 = _________

Answer:

Explanation:
Difference of 11 and 4 = 11 – 4 = 7 or Seven.

 

Practice
Question 4.
Circle the winning card in Top-It.

Answer:
18 or Eighteen and 12 or Twelve  numbers are not same to twin.

Explanation:

There is no twinning card among this both cards because the card numbers are not matching with each other.

 

 

Everyday Mathematics Grade 1 Home Link 3.7 Answers

More Counting to Add and Subtract

Family Note
Today your child worked with number sentences that have unknowns in different positions. Children solved number sentences such as 4 + ? = 7 and ? – 5 = 3. Ask your child to show how to use a number line to find unknown numbers. For example, to solve 4 + ? = 7, your child might start at 4 and count the number of hops it takes to get to 7.

Find the missing number. Use the number line.

Question 1.
+ 8 = 13
Answer:
Missing number = 5 or Five.
__5__ + 8 = 13.

Explanation:

Question 2.
– 9 = 6
Answer:
Missing number = Fifteen or 15.

Explanation:

Difference = 15 – 9 = 6.

Question 3.
+ 9 = 18
Answer:
Missing number = 9 or Nine.

Explanation:

Sum = 9 + 9 = 18.

 

Question 4.
5 + = 11
Answer:
Missing number = 6 or Six.

Explanation:

5 + 6 = 11.

Question 5.
14 – = 7
Answer:
Missing number = 7 or Seven.

Explanation:

14 – 7 = 7.

Question 6.
12 – = 8
Answer:
Missing number = 4 or Four.

Explanation:

12 – 4 = 8.

Practice

Question 7.
How many flowers in all?
________ flowers
Answer:
Total number of Flowers in all = 20 or Twenty.

Explanation:
Number of Roses = 5 + 5 + 2 = 10 + 2 = 12 or Twelve.
Number of Daisies =  5 + 3 = 8 or Eight.
Total number of Flowers in all = Number of Roses + Number of Daisies
= 12 + 8
= 20 or Twenty.

Question 8.
Make tally marks to show how many flowers in all.
Answer:

Explanation:
Total number of Flowers in all = 20 or Twenty.

Skip Counting to Add and Subtract

Family Note
Today your child found patterns on the number grid and used them to add and subtract.

Question 1.
Start at 5. Count by 5s.
Draw an X on each square to show the count.

Answer:

Explanation:
Starting at 5. Counting by 5s.
Numbers are 5 ,10 , 15 , 20 , 25 , 30 , 35 , 40 , 45 , 50.

 

Question 2.
Use the number grid.
Count by 5s to find the missing numbers.
5 + 5 = __________
20 – 15 = __________
Answer:
5 + 5 = ____10______.
20 – 15 = ___10_______.

Explanation:

Practice
Solve. Use the number grid above to help you.
Question 3.
Start at 17. Count up 7 hops. Where do you land?
Answer:
I have land at 45 number.

Explanation:
Starting at 17. Counting up 7 hops:

Question 4.
Start at 21. Count up 10 hops. Where do you land?
Answer:
I have land at 41 number.

Explanation:
Starting at 21. Counting up 10 hops

 

Question 5.
Start at 25. Count up 14 hops. Where do you land?
Answer:
I have land at 39 number because after that number is not in the number grid.

Explanation:
Starting at 25. Counting up 14 hops.

Question 6.
Start at 28. Count up 18 hops. Where do you land?
Answer:
I have landed on 28 number because 18 added to it will get 46 number which is not in the number grid.

Explanation:
Starting  at 28. Counting up 18 hops.

 

 

Everyday Mathematics Grade 1 Home Link 3.9 Answers

Frames-and-Arrows Diagrams (cont.)

Family Note
Ask your child to tell you about Frames and Arrows. Take turns making up and solving Frames-and-Arrows problems.

Find the missing numbers.
Question 1.

Answer:
Missing numbers are 7 , 9 , 11 , !5.

Explanation:

Question 2.

Answer:
Missing numbers are 17 , 14 , 13.

Explanation:

Question 3.

Answer:
Missing numbers are 15 , 20 , 25.

Explanation:

Practice
Question 4.
Count hops on the number line to solve.

6 + 3 = ______
________ = 10 – 2
________ = 9 – 5
7 – 4 = ________
Answer:
6 + 3 = ___9___.
___8_____ = 10 – 2
___4_____ = 9 – 5
7 – 4 = __3______.

Explanation:

 

 

Everyday Math Grade 1 Home Link 3.10 Answer Key

Counting Hops on the Number Line

Question 1.
How many hops are between each circled number?
_______ hops

Answer:
There are 3 or Three hops in between each circled numbers.

Explanation:

Question 2.
How many hops are between each circled number?
________ hops

Answer:
There are 4 or Four hops in between the each circled numbers.

Explanation:

Question 3.
How many hops are between each circled number?
_______ hops

Answer:
There is 2 hops between the each circled number.

Explanation:

Try This
Question 4.
How many hops are between each circled number?
__________ hops

Answer:
There is 7 or Seven hops between the each circled numbers.

Explanation:

Finding the Rule

Family Note
Today your child worked with Frames-and-Arrows diagrams that had missing rules. You may wish to refer to the Family Note for Lesson 3-9 to review the Frames-and-Arrows routine.

Show someone at home how to find the rules. Then write each rule.
Question 1.

Answer:

Explanation:
Greatest number – Smaller number = Difference.
=> 5 – 3 = 2 or Two.

Question 2.

Answer:

Explanation:
Greatest number – Smaller number = Difference.
=> 10 – 5 = 5 or Five.

 

Question 3.

Answer:

Explanation:
Greatest number – Smaller number = Difference.
=> 18 – 15 = 3 or Three.

Practice
Question 4.
Draw 35 stars on the back of the page.
Answer:

Explanation:
A star is a five shaped figure.

 

 

Everyday Mathematics Grade 1 Home Link 3.11 Answers

Counting with Calculators

Family Note
Today your child learned how to program a calculator to count up and back by different numbers. Children connected this counting to addition and subtraction. If you have a calculator at home, program it to skip count and use it to check your child’s work below.

Write the counts.
Question 1.
Start at: 3
Count: up
By: 3s
_______, _______, _______, _______, _______, _______, _______
Answer:
__3____, ___6____, ___9____, ___12____, __15_____, ___18____, ___21____.

Explanation:
Starting at 3. Counting up by 3s.
Missing numbers are : 3 , 6 , 9 , 12 , 15 , 18 , 21.

Question 2.
Start at: 20
Count: back
By: 2s
_______, _______, _______, _______, _______, _______, _______
Answer:
___20____, __18_____, ___16____, ___14____, __12_____, ___10____, __8_____.

Explanation:
Starting at 20. Counting back by 2s.
Missing numbers are : 20 , 18 , 16 , 14 , 12, 10 , 8.

 

Question 3.
Start at: 45
Count: back
By: 5s
_______, _______, _______, _______, _______, _______, _______
Answer:
__45_____, ___40____, ___35____, __30____, ___25____, ___20____, __15____.

Explanation:
Starting at 45. Counting back by 5s.
Missing numbers are : 45 , 40 , 35 , 30 , 25 , 20 , 15

.

Practice
Question 4.
Write number sentences to show the domino sums.

Answer:

Explanation:
Number of dots in left of first domino = 9 or Nine.
Number of dots in right of first domino = 9 or Nine.
Total number of dots in first domino = Number of dots in left of first domino  + Number of dots in right of first domino
= 9 + 9 = 18 or Eighteen.
Number of dots in left of second domino = 7 or Seven.
Number of dots in right of second domino = 3 or Three.
Number of dots in second domino =Number of dots in left of second domino + Number of dots in right of second domino
= 7 + 3
= 10.

Everyday Mathematics 1st Grade Answer Key Unit 2 Introducing Addition

Everyday Mathematics Grade 1 Home Link 2.1 Answers

Introducing Addition Strategies

Family Note
In today’s lesson, your child learned an important property of addition: The order in which the numbers are added does not matter. The sum, or answer, is always the same. We call this the turn-around rule.

Question 1.
Solve.
Jai has 3 shells.
His sister has 5 shells.
How many shells do they have in all?
______ shells
Answer:
Total number of shells they have in all = 8 or Eight.

Explanation:
Number of shells Jai has = Three or 3.
Number of shells Jai ‘s sister has = Five or 5.
Total number of shells they have in all = Number of shells Jai has + Number of shells Jai ‘s sister has
= 3 + 5
= 8 or Eight.

Ellen found 5 rocks.
Her friend found 3 rocks.
How many rocks do they have in all?
______ rocks
Answer:
Total number of rocks they have in all = 8 or Eight.

Explanation:
Number of rocks Ellen found = 5 or Five.
Number of rocks Ellen’s friend found = 3 or Three.
Total number of rocks they have in all = Number of rocks Ellen found  + Number of rocks Ellen’s friend found
= 5 + 3
= 8 or Eight.

 

Question 2.
Explain to someone at home how these number stories are alike and how they are different.
Answer:
They are alike because the sum of numbers both are the same. They are different because they are the sum of two different items.

 

Question 3.
Practice
Count up by 5s.
20, 25, ______, ______, ______, 45, ______
Answer:
20 , 25 , __30__ , __35__ , __40__ , 45 , __50__.

Explanation:
Count up by 5s.
The missing numbers are 30 , 35 , 40 , 50.

 

 

Everyday Math Grade 1 Home Link 2.2 Answer Key

Two-Fisted Penny Addition

Family Note
Today your child learned about pairs of numbers that add to 10. Knowing these pairs is useful for later work with addition and subtraction facts. Help your child find pairs of numbers that add to 10 by doing Two-Fisted Penny Addition together.

Question 1.
Do Two-Fisted Penny Addition with someone at home:

• Place 10 pennies on the table. Grab some pennies with one hand. Pick up the rest with the other hand.
• Place each handful of pennies in its own pile.
• Use the table below to write how many pennies are in each pile.
  
  Answer:
  
  Explanation:
  Number of pennies in one hand + Number of pennies in other hand  = Total number of pennies count of 10.
  3 + 7 =10.
  6 + 4 = 10.
  5 + 5 = 10.
  8 + 2 = 10.

 

Practice
Question 2.
Shane has 4 model boats. He buys 2 more boats. How many boats does Shane have now?
_________ boats
Answer:
Total number of boats Shane has now = 6 or Six.

Explanation:
Number of boats Shane has = 4
Number of boats Shane buys = 2
Total number of boats Shane has now = Number of boats Shane has + Number of boats Shane buys
= 4 + 2
= 6 or Six.

 

Everyday Mathematics Grade 1 Home Link 2.3 Answers

Pairs of Numbers That Add to 10

Family Note
In this lesson, children continue finding pairs of numbers that add to 10 by playing a game called Penny Plate. Have your child explain how to play the game and play it together at home. Once your child has mastered pairs of numbers that add to 10, play the game with larger numbers of pennies.

Question 1.
Manny has 10 balloons.
Some of the balloons are blue.
Some of the balloons are yellow.
Draw a picture to show how many of each color balloons Manny might have.
Answer:

Explanation:
Number of Blue balloons Manny might has = 3 or Three
Number of Yellow balloons Manny might has = 7 or Seven
Total Number of balloons Manny has = Number of Blue balloons Manny might has + Number of Yellow balloons Manny might has
= 3 + 7 = 10.

Practice
Question 2.
Start at 5. Count up 5. Where do you land?

Answer:

Explanation:
Starting at 5. Counting up 5.
5 , 10.

 

Everyday Math Grade 1 Home Link 2.4 Answer Key

Ten Frames

Family Note
One way children explore pairs of numbers that add to 10 is by using ten frames. In one of today’s Explorations, your child used a ten frame to help find all the possible combinations of 10 red and green apples. Also in today’s lesson, children played a subtraction game and collected data about objects in the room.

Three ten frames are shown below. Have your child explain to you why these are called ten frames. Throughout the year, children will work with ten frames to help them identify, compare, break apart, and add numbers.

Question 1.
How many dots are in the ten frame?_________

How many blank spaces are in the ten frame? _________
Answer:
Number of blank spaces in the ten frame = 6 or Six.

Explanation:
Number of dots in the ten frame = Four or 4.
Total number of blank spaces in the frame given = ten or 10.
Number of blank spaces in the ten frame =Total number of blank spaces in the frame given – Number of dots in the ten frame
= 10 – 4
= 6 or Six.

 

Question 2.
How many dots are in the ten frame? _________

How many blank spaces are in the ten frame? _________
Answer:
Number of blank spaces in the ten frame = Two or 2.

Explanation:
Number of dots in the ten frame = Eight or 8.
Total number of blank spaces in the frame given = ten or 10.
Number of blank spaces in the ten frame =Total number of blank spaces in the frame given – Number of dots in the ten frame
= 10 – 8
= 2 or Two.

Question 3.
How many dots are in the ten frame? ________

How many blank spaces are in the ten frame? ________
Answer:
Number of blank spaces in the ten frame = 5 or Five.

Explanation:
Number of dots in the ten frame =5 or Five.
Total number of blank spaces in the frame given = ten or 10.
Number of blank spaces in the ten frame =Total number of blank spaces in the frame given – Number of dots in the ten frame
= 10 – 5
= 5 or Five.

Practice
Question 4.
How many chairs are in your house?
_________ chairs
Answer:
Total number of Chairs in my house = Five or 5.

Explanation:
Number of Chairs in Hall room in my house = Three or 3.
Number of Chairs in  Dinning room in my house = 2 or Two.
Total number of Chairs in my house = Number of Chairs in Hall room in my house + Number of Chairs in  Dinning room in my house
= 3 + 2
= 5 or Five.

 

 

Everyday Mathematics Grade 1 Home Link 2.5 Answers

Finding All of the Ways to Make 10

Family Note
Today your child was asked to find all possible combinations of 10 apples if some are red and some are green. Children then explained how they knew they had found all the combinations. This task extended children’s work with finding pairs of numbers that add to 10 and encouraged them to use patterns (such as putting the combinations in a logical order) to solve problems.

Question 1.
There are 10 toys in a toy box. Some toys are blocks, and some toys are dolls. Draw a picture of the toys in the toy box.
Answer:

Explanation:
Number of Doll toys in the toy box = 4 or Four.
Number of Water Blocks toys  in the toy box = 6 or Six.
Total number of toys in the toy box = Number of Doll toys  in the toy box + Number of Water Blocks toys in the toy box
= 4 + 6
= 10.

 

Question 2.
Draw a different picture of toys in the toy box.
Answer:

Explanation:
Number of bat toys in the toy box = 4 or Four.
Number of ball toys  in the toy box = 6 or Six.
Total number of toys in the toy box = Number of bat toys  in the toy box + Number of ball toys in the toy box
= 5 + 5
= 10.

Practice
Question 3.
There are 2 bananas and 3 oranges in a bowl. How many pieces of fruit are there in all?
_________ pieces of fruit
Answer:
Total number of fruits in all = 5 or Five.

Explanation:
Number of  bananas in a bowl = 2 or Two.
Number of  oranges in a bowl = 3 or Three.
Total number of fruits in all = Number of  bananas in a bowl  + Number of  oranges in a bowl
= 2 + 3
= 5 or Five.

Everyday Math Grade 1 Home Link 2.6 Answer Key

More Uses of Ten Frames

Family Note
You have already seen your child use ten frames to identify pairs of numbers that add to 10. Today, children were shown ten frames on Quick Look Cards for a few seconds and asked to identify the number represented. This activity helps children develop mental images for numbers, which helps them become fluent with addition and subtraction.

Question 1.
Show the number 6 in three different ways.

Answer:

Explanation:
First ten frame:
Number of  Yellow dots = 3 or Three.
Number of Black dots = 3 or Three.
Total number of dots = Number of  Yellow dots  + Number of Black dots
= 3 + 3
= 6 or Six.

Second ten frame:
Number of  Blue dots = 5 or Five.
Number of Grey dots = 1 or One.
Total number of dots = Number of  Blue dots  + Number of Grey dots
= 5 + 1
= 6 or Six.

Third ten frame:
Number of  Orange dots = 4 or Four.
Number of Green dots = 2 or Two.
Total number of dots = Number of  Orange dots  + Number of Green dots
= 4 + 2
= 6 or Six.

Question 2.
Show the number 5 in three different ways.

Answer:

Explanation:
First ten frame:
Number of  Pink dots = 0 or Zero.
Number of Black dots = 5 or Five.
Total number of dots = Number of  Pink dots  + Number of Black dots
= 0 + 5
= 5 or Five.

Second ten frame:
Number of  Blue dots = 4 or Four.
Number of Green dots = 1 or One.
Total number of dots = Number of  Blue dots  + Number of Green dots
= 4 + 1
= 5 or Five.

Third ten frame:
Number of  Yellow dots = 3 or Three.
Number of Red dots = 2 or Two.
Total number of dots = Number of  Yellow dots  + Number of Red dots
= 3 + 2
= 5 or Five.

Practice
Question 3.
Count by 5s.
35, ______, ______, 50, ______, 60, ______, 70
Answer:
35, __40____, ___45___, 50, __55____, 60, __65____, 70.

Explanation:
Counting by 5s.
Missing numbers are:
40 , 45 , 55 , 65.

 

Everyday Mathematics Grade 1 Home Link 2.7 Answers

Labeling Counts

Family Note
In everyday life, numbers are used in contexts. You seldom encounter just the number 6. You see 6 cans of juice, 6 dollars, a length of 6 feet, and so on. In class your child will be asked to put numbers in context, too. The unit box is a reminder to children that they should consider the contexts of the numbers they are using.

Question 1.
Draw a picture of a group of objects. Fill in the unit box. Tell how many objects you counted.

Answer:

Explanation:
Number of objects seen in the Unit box = 6 cans of juice, 6 dollars, a length of 6 feet distance between two persons.

Practice
Question 2.
Start at 9. Count back to 4. How many spaces did you move?
________ spaces

Answer:

Explanation:
Starting at 9.
Counting back to 4.
=> 9 , 5 , 1.

Everyday Math Grade 1 Home Link 2.8 Answer Key

Change-to-More Number Stories

Family Note
Your child first learned about number stories in Unit 1. Today children examined a specific type of number story called change-to-more, in which more is added to the starting amount. To help make sense of these situations, children use change diagrams (shown below) to help them organize the information in the story.

Solve. Fill in the change diagrams.
Question 1.
Kendra hit 3 home runs at her first softball game. She hit 2 home runs at her next game. How many home runs did she hit in all?
__________ home runs

Answer:
Number of home runs Kendra hit in all = 5 or Five.

Explanation:
Number of  home runs Kendra hit at her first softball game = 3 or Three.
Number of  home runs Kendra hit at her next game = 2 or Two.
Number of home runs Kendra hit in all = Number of  home runs Kendra hit at her first softball game + Number of  home runs Kendra hit at her next game
= 3 + 2
= 5 or Five.

Question 2.
David told 4 jokes yesterday. He told 5 more jokes today. How many jokes has David told in all?
__________ jokes

Answer:
Total number of jokes David told in all = 9 or Nine.

Explanation:
Number of jokes David told yesterday = 4
Number of more jokes David told today = 5
Total number of jokes David told in all = Number of jokes David told yesterday  + Number of more jokes David told today
= 4 + 5
= 9 or Nine.

Practice
Question 3.
Count by 1s.
17, 18, 19, _______, _______, _______, _______, _______
Answer:
17, 18, 19, ___20____, __21_____, ___22____, ____23___, ___24____ .

Explanation:
Count by 1s:
17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 .

 

Everyday Mathematics Grade 1 Home Link 2.9 Answers

Change-to-Less Number Stories

Family Note
Today your child continued exploring real-life number stories. Children learned about change-to-less number stories, in which things are taken away from starting quantities. Work with your child to make sure he or she can identify the information needed to complete the change diagrams below.

Complete the change diagrams to solve the number stories.
Question 1.
Erin had 8 balloons. 3 balloons popped. How many balloons does Erin have left?

_________ balloons
Answer:
Number of balloons Erin had left = 5 or Five.

Explanation:
Number of balloons Erin had = 8 or Eight.
Number of balloons Erin had popped = 3 or Three.
Number of balloons Erin had left = Number of balloons Erin had – Number of balloons Erin had popped
= 8 – 3
= 5 or Five.

Question 2.
Kesha had 10 books. She read 7 of the books. How many books does Kesha have left to read?

_________ books
Answer:
Number of books Kesha had left to read = 3 or Three.

Explanation:
Number of books Kesha had = 10  or Ten.
Number of books Kesha had read = 7 or Seven.
Number of books Kesha had left to read = Number of books Kesha had – Number of books Kesha had read
= 10 – 7
= 3 or Three.

Practice
How many tally marks?
Question 3.
________ tally marks
Answer:
Number of Tally marks = 11 or Eleven.
Explanation:

Number of Tally marks = 5 + 5 + 1 = 10 + 1 = 11 or Eleven.

Question 4.
________ tally marks
Answer:
Number of Tally marks = 15 or Fifteen.
Explanation:

Number of Tally marks = 5 + 5 +5 = 10 + 5 = 15 or Fifteen.

 

Question 5.
________ tally marks
Answer:
Number of Tally marks = 4 or Four.
Explanation:

Number of Tally marks = 4 or Four.

Everyday Math Grade 1 Home Link 2.10 Answer Key

Number Models

Family Note
In the last two lessons, children worked with change-to-more and change-to-less situations using change diagrams. Today they wrote number models using numbers and mathematical symbols (+, –, =) to represent these number stories. Do not worry if your child still needs help writing number models. There will be many opportunities for your child to practice this throughout the year.

Write a number model for each number story. Use the change diagrams to help you.
Question 1.
Rebecca read 4 books last week. She read 4 more books this week. How many books did Rebecca read in all?

________ + ________ = ________
________ books
Answer:
Number of books Rebecca reads in all = 8 or Eight.

Explanation:
Number of books Rebecca reads last week = 4 or Four.
Number of books Rebecca reads this week = 4 or Four.
Number of books Rebecca reads in all = Number of books Rebecca reads last week  + Number of books Rebecca reads this week
= 4 + 4
= 8 or Eight.

Question 2.
The zoo had 9 lions. 3 lions moved to another zoo. How many lions were left?

________ – ________ = ________
________ lions
Answer:
Number of lions left in the Zoo = 6 or Six.

Explanation:
Number of lions Zoo had  =  9 or Nine.
Number of lions moved to another zoo = 3 or Three.
Number of lions left in the Zoo = Number of lions Zoo had  – Number of lions moved to another zoo
= 9 – 3
= 6 or Six.

Practice
Question 3.
Count the windows in your home. Use tallies to show how many windows you have.
_________ windows
Answer:
Total number of Windows in my home = 6 or Six or

Explanation:
Number of Windows in Hall room in my home = 1 or One.
Number of Windows in Kitchen room in my home = 2 or Two.
Number of Windows in Bath room in my home = 1 or One.
Number of Windows in Bed room in my home = 2 or Two.
Total number of Windows in my home = Number of Windows in Hall room in my home+ Number of Windows in Kitchen room in my home+ Number of Windows in Bath room in my home+ Number of Windows in Bed room in my home
=

Everyday Mathematics Grade 1 Home Link 2.11 Answers

Finding Unknowns

Family Note
Today your child wrote number models to represent number stories in which various pieces of information were missing or unknown. Children used an empty box like this ☐ to show which part was unknown. Once they solved the number story, they filled in the box with the correct answer. This skill will be further explored and practiced many times throughout the year.

Question 1.
Write a number model to describe the number story. Then solve the problem.

Clint read 5 of his books. He has 3 more books to read. How many books will Clint read in all?
Number model: _________
_________ books
Answer:
Number of books Clint  have to read in all = 2 or Two.

Explanation:
Number of books Clint reads = 5 or five.
Number of books Clint reads more = 3 or Three.
Number of books Clint  have to read in all = Number of books Clint reads  – Number of books Clint reads more
= 5 – 3
= 2 or Two.

Question 2.
Write a number story for this equation.

Answer:
Number of biscuits Ram ate = 4 or Four.

Explanation:
Number of biscuits Ram has = 7 or Seven.
Number of biscuits left out with him at the end = 3 or Three.
Number of biscuits Ram ate = Number of biscuits Ram has – Number of biscuits left out with him at the end =
= 7 – 3
= 4 or Four.

Practice
Question 3.
Write a pair of numbers that add to 10. Use the turn-around rule to write another pair.
Answer:
Numbers paired to add to 10 = 4 (Four) and 6 (Six).

Explanation:
Numbers paired to add to 10 = 4 (Four) and 6 (Six).
=> 4  + 6
=> 10.
Numbers paired to write another pair add to 10 = 6 (Six) and 4 (Four)
=> 6  + 4
=> 10.

Everyday Mathematics 1st Grade Answer Key Unit 5 Place Value Comparisons

Everyday Mathematics Grade 1 Home Link 5.1 Answers

Introducing Place Value

Family Note
Today your child learned about place value using base-10 blocks. In the charts below, the blocks in the Tens box are called longs, and the blocks in the Ones box are called cubes. Ten cubes is the same as one long. Base-10 blocks are used throughout Everyday Mathematics to represent multidigit numbers.

Example:

What number am I? 28

Question 1.
What number am I? _________
Answer:
I am Number = 56 or Fifty Six.

Explanation:

Number of longs in Tens box = 5 × 10 = 50 or Fifty
Number of blocks in the Ones box = 6 or Six.
Number I am= Number of longs in Tens box + Number of blocks in the Ones box
= 50 + 6
= 56 or Fifty Six.

 

Question 2.
What number am I? _________
Answer:
I am Number = 40 or Forty.

Explanation:

Number of longs in Tens box = 5 × 10 = 40 or Forty.
Number of blocks in the Ones box = 0 or Zero.
Number I am= Number of longs in Tens box + Number of blocks in the Ones box
= 40 + 0
= 40 or Forty.

 

Question 3.
What number am I? _________
Answer:
I am Number = 12 or Twelve.

Explanation:

Number of longs in Tens box = 1 × 10 = 10 or Ten.
Number of blocks in the Ones box = 2 or Two.
Number I am= Number of longs in Tens box + Number of blocks in the Ones box
= 10 + 2
= 12 or Twelve.

 

Practice
Question 4.
Use a pencil to measure a large box.
How tall is the box? About ________ pencils
Answer:
2 or Two pencils tall is the my dad’s laptop cardboard box.

Explanation:
I am measuring is my dad’s laptop cardboard box.
Height of  my dad’s laptop cardboard box = 2 pencils.

 

 

Everyday Math Grade 1 Home Link 5.2 Answer Key

Digits and Place Value

Family Note
Today your child explored place value using calculators and number grids. Children used a calculator to see how digits change as we count, specifically when we count from 9 to 10, 39 to 40, and so on. Then children used a number grid to observe the relationship between numbers that have the same digit in the tens place or the same digit in the ones place.

IMPORTANT: Please send at least 5 dimes to class with your child tomorrow. Your child will continue exploring place value using pennies and dimes tomorrow.

Question 1.
List 5 numbers with 6 in the tens place.
Answer:
669 , 963 , 65 , 165 , 260 are 5 or Five numbers having 6 in the tens place.

Explanation:
5 or Five numbers with 6 in the tens place are:
669 , 963 , 65 , 165 , 260.

 

Question 2.
List 5 numbers with 8 in the ones place.
Answer:
8 , 28 , 568 , 408 , 788 numbers with 8 in the ones place.

Explanation:
8 or Eight numbers with 8 in the tens place are:
8 , 28 , 568 , 408 , 788.

 

 

Practice
Question 3.
Oliver and Olivia each have 4 rings. How many rings do they have in all?
_________ rings
Number model: ___________
Answer:
Total number of rings  both have in all = 8 or Eight.
Number model: 4 + 4 = 8 or Eight.

Explanation:
Number of rings Oliver has = 4 or Four.
Number of rings Olivia has = 4 or Four.
Total number of rings  both have in all = Number of rings Oliver has + Number of rings Olivia has
= 4 + 4
= 8 or Eight.

 

 

Everyday Mathematics Grade 1 Home Link 5.3 Answers

Pennies, Dimes, and Place Value

Family Note
Coins provide a great real-world context for practicing place value. Today your child practiced exchanging ones and tens using pennies and dimes. Since counting money is an important everyday skill, you may want to practice counting and exchanging coins at home.

Question 1.
is the same as __________ and _________ .
This is _________ cents.
Answer:
is the same as __1________ and ____0_____ .
This is ____10 or Ten____ cents.

Explanation:
Number of given = 10 or Ten.
Cost of the each given = 1 cent
Total cost of of the given = Number of given × Cost of the each given
= 10 × 1 cent
= 10  or Ten cents.

 

Question 2.
is the same as __________ and _________ .
This is _________ cents.
Answer:
is the same as __1________ and ____2_____ .
This is __12 or Twelve_______ cents.

Explanation:
Number of given = 12 or Twelve.
Cost of the each given = 1 cent
Total cost of of the given = Number of given × Cost of the each given
= 12 × 1 cent
= 12 or Twelve cents.

 

 

Question 3.
is the same as __________ and _________ .
This is _________ cents.
Answer:
is the same as ___2_______ and ___1______ .
This is __21 or Twenty One_______ cents.

Explanation:
Number of given = 21 or Twenty One.
Cost of the each given = 1 cent
Total cost of of the given = Number of given × Cost of the each given
= 21 × 1 cent
= 21 or Twenty One cents.

 

Practice
Question 4.
How many spoons are in your kitchen? ___________ spoons
Answer:
In our Kitchen, we have 54 or Fifty Four spoons.

Explanation:
In our Kitchen, we have 54 or Fifty Four spoons.

 

 

Everyday Math Grade 1 Home Link 5.4 Answer Key

Relation Symbols

Family Note
Today your child was introduced to the relation symbols < and >. The < means “is less than,” and the > means “is more than.” These symbols are used in the same way = is used to mean “is equal to” or “is the same amount as.” For example, instead of writing 5 is less than 8, we write 5 < 8.

It takes time for children to learn how to correctly use these symbols. One way to help your child identify the correct symbol is to draw two dots near the larger number and one dot near the smaller number. Then connect the dots as shown below.

Another way is to think of the open end of the symbol as a mouth eating the larger number.

Question 1.
Write <, >, or =.

Example: 18 > 12

11 ______ 7
21 ______ 25
37 ______ 37
29 ______ 42
35 ______ 15
48 ______ 78
Answer:
11 __>____ 7.
21 __<____ 25.
37 __=____ 37.
29 ___<___ 42.
35 ___>___ 15.
48 __<____ 78.

Explanation:

11 __>____ 7.
21 __<____ 25.
37 __=____ 37.
29 ___<___ 42.
35 ___>___ 15.
48 __<____ 78.

 

 

Practice
Question 2.
Talia has 8 red leaves. Jon has 9 yellow leaves. How many leaves do they have in all? ________ leaves
Number model: ____________
Answer:
Total number of leaves they have in all = 17 or Seventeen.
Number model: = 8 + 9 = 17 or Seventeen.

Explanation:
Number of Red leaves Talia has = 8 or Eight.
Number of Yellow leaves Jon has = 9 or Nine.
Total number of leaves they have in all = Number of Red leaves Talia has + Number of Yellow leaves Jon has
= 8 + 9
= 17 or Seventeen.

 

 

Everyday Mathematics Grade 1 Home Link 5.5 Answers

The Equal Sign

Family Note
Today your child continued practicing addition and subtraction and working with the equal sign as he or she determined whether number sentences were true or false. Your child also changed numbers and symbols (+, -, =, <, >) to make number sentences true.

Question 1.
Write True or False next to each number sentence.
10 = 7 + 2 __________
4 + 4 = 3 + 5 __________
10 – 5 = 0 + 5 __________
3 + 9 = 9 + 3 __________
14 – 7 = 8 __________
7 = 7 __________
4 + 0 = 3 – 1 __________
Answer:
10 = 7 + 2 __False________.
4 + 4 = 3 + 5 ___True_______.
10 – 5 = 0 + 5 ___True_______.
3 + 9 = 9 + 3 __True________.
14 – 7 = 8 ___False_______.
7 = 7 __True________.
4 + 0 = 3 – 1 ___False_______.

Explanation:
Write True or False.
10 = 7 + 2
=> 10 = 9  (False).
4 + 4 = 3 + 5
=> 8 = 8 (True).
10 – 5 = 0 + 5
=> 5 = 5 ( True ).
3 + 9 = 9 + 3
=> 12 = 12 ( True ).
14 – 7 = 8
=> 7 = 8 ( False).
7 = 7 ( True ).
4 + 0 = 3 – 1
=> 4 = 2 ( False).

 

 

Practice
Question 2.
Circle the tens digit in each number.
3 1
9 4
1 7
Answer:

Explanation:
The Tens place in 31 = 3 or Three.
The Tens place in 94 = 9 or Nine.
The Tens place in 17 = 1 or One.

 

Everyday Math Grade 1 Home Link 5.6 Answer Key

Number Scrolls

Family Note
Today your child used knowledge of place value to fill in number grids and then construct number scrolls. Ordering numbers on a grid helps children identify number patterns and develop number sense. Talk with your child about patterns in the number grid shown below.

Question 1.
Tell someone at home how you filled in number grids to make a number scroll.
Answer:
I shared my experience of understanding numbers and their patterns with my parents. Number grids means numbers in order of one above the other. whereas number scroll means understanding the pattern of their difference in them which is common in the given list of numbers.

Explanation:
Number grids can be used to explore number patterns.
A number scroll is a method for practicing numbers and recognizing patterns. The students will complete charts that have been taped together to create a long scroll of numbers.

 

Question 2.
Ask about any other kinds of scrolls that person knows.
Answer:
My parents said me about the pattern of number scroll in the clock. The pattern of minutes in the clock is of 5 minutes.

Explanation:
My parents said me about the pattern of number scroll in the clock. The pattern of minutes in the clock is of 5 minutes. That was very interesting to know.

 

Question 3.
Show that person how to fill in the bottom 3 rows of this number grid.

Answer:

Explanation:
Here, in the above chart the numbers pattern is one greater than the previous number.

 

 

Practice
Question 4.
Solve.
2 + 4 = __________
__________ = 10 – 3
4 + __________ = 10
Answer:
2 + 4 = __6 or Six. ________
_7 or Seven __ = 10 – 3
4 + __ 6 or Six.___ = 10

Explanation:
2 + 4 = 6 or Six.
7 or Seven = 10 – 3
4 + __________ = 10
=> 4 + ?? = 10
=> ?? = 10 – 4
=> ?? = 6 or Six.

 

 

Everyday Mathematics Grade 1 Home Link 5.7 Answers

Measuring Crooked Paths

Family Note
Today your child learned to measure the length of a crooked path. Children found that the length of a path is the same whether they measure the whole path at once or measure each of its parts and add the lengths together. This understanding will help children measure more complex paths.

Question 1.
Use one paper clip to measure the length of this path. Write a number model to show adding the parts of the path

This path is __________ paper clips long.
Number model: _____________
Answer:
Total length of the path = 4 or Four paperclips.
Number model: 1 paperclip + 1 paperclip + 1 paperclip + 1 paperclip = 4 or Four paperclips.

Explanation:

Length of AB path = 1 paperclip
Length of BC path = 1 paperclip
Length of CD path = 1 paperclip
Length of DE path = 1 paperclip
Total length of the path = Length of AB path + Length of BC path + Length of CD path + Length of DE path
= 1 paperclip + 1 paperclip + 1 paperclip + 1 paperclip
= 2 paperclip+ 1 paperclip + 1 paperclip
= 3 paperclip + 1 paperclip
= 4 or Four paperclips.

 

 

Practice
What numbers do the base-10 blocks show?
Question 2.

__________
Answer:
Number = 63 or Sixty Three.

Explanation:

Number of longs given = 6 or Six = 6 × 10 = 60 or Sixty.
Number of blocks given = 3 or Three = 3 × 1 = 3 or Three.
Number = Number of longs given + Number of blocks given
= 60 + 3
= 63 or Sixty Three.

 

 

Question 3.

__________
Answer:
Number = 19 or Nineteen.

Explanation:
Number of longs given = 1 or One = 1 × 10 = 10 or Ten.
Number of blocks given = 9 or Nine = 9 × 1 = 9 or Nine.
Number = Number of longs given + Number of blocks given
= 10 + 9
= 19 or Nineteen.

 

 

Question 4.

__________
Answer:
Number = 72 or Seventy Two.

Explanation:
Number of longs given = 1 or One = 7 or Seven = 7 × 10 = 70 or Seventy.
Number of blocks given = 2 or Two = 2 × 1 = 2 or Two.
Number = Number of longs given + Number of blocks given
= 70 + 2
= 72 or Seventy Two.

 

 

Everyday Math Grade 1 Home Link 5.8 Answer Key

Explorations and Exchanges

Family Note
Today your child learned a game involving exchanges with base-10 blocks and explored comparing and measuring length. Have your child tell you about the Explorations that the class did today.

Question 1.
This is one way to show the number 21 with base-10 blocks.
| ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪
Use | and ▪ to show 21 in two other ways.
Answer:
Two other ways to show 21 are:
|| ▪
▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪

Explanation:
First way to show 21 :
|| ▪
Second way to show 21 :
▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪

 

 

Practice
Question 2.
Use a fork to measure. How many forks wide is your kitchen sink?
_________ forks
Answer:
Length of my kitchen sink wide = 4 forks.

Explanation:
Length of my kitchen sink wide = 4 forks.

 

 

Everyday Mathematics Grade 1 Home Link 5.9 Answers

More Comparison Symbols

Family Note
Today your child practiced using relation symbols <, >, and = to model number stories about the weights of various animals.

Question 1.
Fill in the blank with <, >, or =.
12 _________ 11
13 + 20 _________ 31
28 _________ 19 + 10
15 _________ 9 + 6
7 _________ 17
45 _________ 45
17 + 3 _________ 22
40 _________ 20 + 0
Answer:
12 ___>______ 11.
13 + 20 _____>____ 31.
28 ___<______ 19 + 10.
15 __=_______ 9 + 6.
7 ___<______ 17.
45 ____=_____ 45.
17 + 3 ___<______ 22.
40 ___>______ 20 + 0.

Explanation:
12 ___>______ 11.
13 + 20 = 33 ____>_____ 31.
28 ___<______ 29 = 19 + 10.
15 ____=_____ 15 = 9 + 6.
7 ____<_____ 17.
45 ____=_____ 45.
17 + 3 = 20  ___<______ 22.
40 ___>______ 20 = 20 + 0.

 

 

Practice
Question 2.
Sandra’s cat had 3 gray kittens, 2 spotted kittens, and 4 white kittens.
How many kittens did she have in all? kittens
Number model: _________ + _________ + _________ = _________
Answer:
Total number of kittens Sandra has in all = 9 or Nine.
Number model: ___3______ + ____2_____ + _____4____ = ____9 or Nine_____.

Explanation:
Number of gray kittens Sandra’s has = 3 or Three.
Number of spotted kittens Sandra’s has = 2 or Two.
Number of white kittens Sandra’s has = 4 or Four.
Total number of kittens Sandra has in all = Number of gray kittens Sandra’s has + Number of spotted kittens Sandra’s has + Number of white kittens Sandra’s has
= 3 + 2 +4
= 5 + 4
= 9 or Nine.

 

Everyday Math Grade 1 Home Link 5.10 Answer Key

Comparison Number Stories

Family Note
Today your child used comparison diagrams to model comparison number stories and find the difference between two numbers. Just as with other number story situations, comparison diagrams are provided to help children organize their thinking as they begin to rely less on real objects.

For example:
Mary has 2 pennies. Pablo has 5 pennies. Who has more pennies? How many more?

Pablo has 3 more pennies than Mary.

Solve. Use the diagrams to help you. Then write a number model to match.
Question 1.
Bart has 12 pennies. Perry has 8 pennies.
Who has more pennies? _________
How many more? _________ pennies
Number model: _________

Answer:
Difference:

Bart has more pennies.
Bart has 4 or Four pennies more than Perry .
Number model: = 12 – 8 = 4 or four.

Explanation:
Number of pennies Bart has = 12 or Twelve.
Number of pennies Perry has = 8 or Eight.
Difference:
Number of pennies Bart has – Number of pennies Perry has
= 12 – 8
= 4 or four.

 

Question 3.
Tricia has 3 pennies. Martha has 10 pennies.
Who has more pennies? _________
How many more? _________ pennies
Number model: _________

Answer:
Difference:

Martha has more pennies.
Martha has 7 or Seven more pennies than Tricia.
Number model: 10 – 3 = 7 or Seven.

Explanation:
Number of pennies Tricia has = 3 or Three.
Number of pennies Martha has = 10 or Ten.
Difference:
Number of pennies Martha has -Number of pennies Tricia has
= 10 – 3
= 7 or Seven.

 

Practice
Question 3.
How many pillows are in your home? _________ pillows
Answer:
There are 7 or Seven pillows in my home.

Explanation:
Number of pillows in my home = 7 or Seven.

 

 

Everyday Mathematics Grade 1 Home Link 5.11 Answers

Two-Digit Addition and Subtraction

Family Note
Today your child solved addition and subtraction number stories about animal weights. For the problems below, encourage your child to explain different methods he or she could use to solve the number stories (such as using a number line or number grid).

Add or subtract to solve the animal number stories.
Question 1.
How much taller is a peacock (60 in.) than an owl (20 in.)?

_________ in.
Number model: _________ – _________ = _________
Answer:
Peacock is 40 inches more taller than an owl.
Number model: 60 inches – 20 inches = 40 inches.

Explanation:
.
Height of peacock = 60 inches
Height of owl = 20 inches.
Difference:
Height of peacock – Height of owl
= 60 inches – 20 inches
= 40 inches.

 

 

Question 2.
How long would the sun bear (54 in.) and parrot (31 in.) be if they lay nose to nose?

_________ in.
Number model: _________ + _________ = _________
Answer:
85 inches long the sun bear and the parrot will be if they lay nose to nose.
Number model: 54 inches + 31 inches = 85 inches.

Explanation:
Length of the sun bear = 54 inches.
Length of the parrot = 31 inches.
Sum:
Length of the sun bear + Length of the parrot
= 54 inches + 31 inches
= 85 inches.

 

 

Question 3.
How much do a beaver (56 lb) and a fox (14 lb) weigh all together?

_________ lb
Number model: _________ + _________ = _________
Answer:
Total weight of them all together = 80 lb.
Number model: __56 lb_______ + ___14 lb ______ = ___80 lb ______.

Explanation:
Weight of a beaver = 56 lb.
Weight of a fox = 14 lb.
Sum:
Total weight of them all together = Weight of a beaver + Weight of a fox
= 56 lb + 14 lb
= 80 lb.

 

 

Practice
Question 4.
True or False? 7 > 4 + 3 __________
Answer:
7 > 4 + 3 _____False____.

Explanation:
True or False
7 > 4 + 3
=> 7 > 7

 

 

Everyday Math Grade 1 Home Link 5.12 Answer Key

Using Tools

Family Note
Today your child used a variety of tools to add. Choosing helpful tools and knowing how to use them effectively are important skills in problem solving.
Throughout the year, when you see your child using tools such as pennies or a number line, encourage him or her to describe how the tool is helpful.

Ask someone at home to tell you about three tools they use at home or at work. Write the tools here.
Question 1.
_____________
Answer:
My mother said she uses pennies while doing shopping for groceries, clothing, transport etc.

Explanation:
I said my mother what tools she uses in home or at work. My mother said she uses pennies while doing shopping for groceries, clothing, transport etc.

 

 

Question 2.
______________
Answer:
My grandfather said he uses number line to measure the clothes length while stitching the clothes.

Explanation:
I have asked my grandfather what are the tools which he uses at home or office. My grandfather said he uses number line to measure the clothes length while stitching the clothes.

 

 

Question 3.
______________
Answer:
My elder brother said he uses measurement kit to draw diagrams in his school assignments.

Explanation:
I have asked my elder brother what are the tools which he uses at home or school. My elder brother said he uses measurement kit to draw diagrams in his school assignments.

 

 

Write three tools that you use in math class.
Question 4.
______________
Answer:
First tool : Scissors and rulers.

Explanation:
First tool that I use in math class:
Scissors and rulers.

 

Question 5.
______________
Answer:
Second tool : Compass and protractor.

Explanation:
Second tool that I use in math class:
Compass and protractor.

 

Question 6.
______________
Answer:
Third tool : A graphing calculator.

Explanation:
Third tool that I use in math class:
A graphing calculator.

 

Tell someone at home how you use one of the tools.
Practice
Question 7.
Solve.
13 – ______ = 9
14 – ______ = 8
16 – ______ = 7
Answer:
13 – __4____ = 9.
14 – __6____ = 8.
16 – __9____ = 7.

Explanation:
13 – ______ = 9
=> 13 – ?? = 9
=> 13 – 9 = ??
=> 4 or Four = ??.

14 – ______ = 8
=> 14 – ?? = 8
=> 14 – 8 = ??
=> 6 or Six = ??

16 – ______ = 7
=> 16 – ?? = 7
=? 16 – 7 = ??
=> 9 or Nine = ??

 

 

Everyday Mathematics 1st Grade Answer Key Unit 6 Addition Fact Strategies

Everyday Mathematics Grade 1 Home Link 6.1 Answers

The Hour Hand

Family Note
Today your child observed how the hour hand on an analog clock moves as an hour passes. For now, children focus on telling time to the hour while looking at the hour hand only. Later in the year, they will be introduced to the minute hand.

Draw the hour hand.
Question 1.
3 o’clock

Answer:

Explanation:
Time in the clock is 3 o’clock.

Question 2.
7 o’clock

Answer:

Explanation:
Time in the clock is 7 o’clock.

 

Question 3.
a little before 9 o’clock

Answer:

Explanation:
Time in the clock is a little before 9 o’clock.

 

Question 4.
a little after 2 o’clock

Answer:

Explanation:
Time in the clock is a little after 2 o’clock.

 

 

Practice
Question 5.
Bao has 7 dog stickers, 4 cat stickers, and 3 dinosaur stickers. How many stickers does Bao have in all?
Number model: ________ + _________ + ________ = _________
Answer:
Total number of stickers Bao has in all = 14 or Fourteen.
Number model: ___7_____ + ____4_____ + ____3____ = ____14 or Fourteen_____.

Explanation:
Number of dog stickers Bao has = 7 or Seven.
Number of cat stickers Bao has = 4 or Four.
Number of dinosaur stickers Bao has = 3 or Three.
Total number of stickers Bao has in all = Number of dog stickers Bao has + Number of cat stickers Bao has + Number of dinosaur stickers Bao has
= 7 + 4 + 3
= 11 + 3
= 14 or Fourteen.

 

 

Everyday Math Grade 1 Home Link 6.2 Answer Key

Number Stories

Family Note
Today your child solved number stories about animals. Have your child tell a number story to go with a picture he or she chooses. Help your child write the number story in words and record a number model for the story. The number model may show addition or subtraction, depending on how your child solves the story.

Example:
I have 4 balloons. Jamal brought 1 more balloon. We have 5 balloons together.

Number model: 4 + 1 = 5

Question 1.
Find a picture from a magazine, or draw your own picture. Use it to write a number story. Write a number model to go with your story.

Number model: ___________
Answer:

Total number of smileys we have together = 7 or Seven.
Number model: 3 + 4 = 7 or Seven.

Explanation:
Number of Smileys I have = 3 or Three.
Number of Smileys My Sister has = 4 or Four.
Total number of smileys we have together = Number of Smileys I have + Number of Smileys My Sister has
= 3 + 4
= 7 or Seven.

 

Practice
Question 2.
Alex’s pencil is longer than Brianna’s pencil. Alex’s pencil is shorter than Jordan’s pencil. Whose pencil is the longest?
Answer:
Jordan’s pencil is the longest among Alex’s and Brianna’s pencils.

Explanation:
Alex’s pencil is longer than Brianna’s pencil.
=> Alex’s pencil is the longest pencil.

Alex’s pencil is shorter than Jordan’s pencil.
=> Jordan’s pencil is the longest pencil.

 

 

Everyday Mathematics Grade 1 Home Link 6.3 Answers

Shapes Made from Shapes

Family Note
Today your child determined whether number sentences are true or false, practiced addition doubles, and created shapes with given attributes. They will continue this work more formally in future units.

Question 1.
Draw a shape using 2 triangles. Draw a different shape using 2 triangles.
Answer:

Explanation:
Figure 1:  A shape drawn by using 2 or Two triangles.
Figure 2 : Different shape drawn by using 2 or Two Triangles.

 

Question 2.
Draw a shape using a rectangle and a triangle. Draw another shape using a rectangle and a triangle.
Answer:

Explanation:
Figure 1:  A shape drawn by using a rectangle and a triangle.
Figure 2 : Different shape drawn by using a rectangle and a triangle.

 

 

Question 3.
How do you know you made a different shape?
Answer:
I have made a different shape because the size of the two shapes in not same nor equal.

Explanation:
I know I have made a different shape because the size of the two shapes in not same nor equal.

 

Practice
Question 4.
Find 10 more than each of the numbers. Think about counting up by 10s to help you.
30 _______ 28 ________ 45 _________
Answer:
Counting up by 10s:
30 __40_____.
28 ___38_____.
45 ___55______.

Explanation:
Counting up by 10s:
30 + 10 = 40 or Forty.
28 + 10 = 38 or Thirty Eight.
45 + 10 = 55 or Fifty Five.

 

 

Everyday Math Grade 1 Home Link 6.4 Answer Key

Near Doubles

Family Note
Today your child learned how to use a doubles fact, such as 8 + 8 = 16, to help solve facts close to doubles, such as 8 + 9 = 17. This strategy is called near doubles. Children learned about helper facts (facts that are useful for solving other facts) in Unit 4 and will continue to learn about other helper facts as the year progresses.

Question 1.
Write a helper fact and then the final answer for each number sentence in the table below.

Answer:

Explanation:
Fact :                       Helper Fact:                    Answer:
3 + 4 = ??       3 + 3 = 9 or 4 + 4 = 8.         3 + 4 = 7.
5 + 4 = ??      5 + 5 = 10 or  4 + 4 = 8.       5 + 4 =9.
7 + 8 = ??      7 + 7 = 14 or 8 + 8 = 16.      7 + 8 = 15.

 

 

Practice
Question 2.
Circle the true number sentences.
3 = 3
4 = 9 – 5
6 = 3 + 2
4 = 7 – 2
10 + 2 = 12
4 + 9 = 12
Answer:

Explanation:
3 = 3 (True)
4 = 9 – 5
=> 4 = 4. (True)
6 = 3 + 2
=> 6 = 5. (False)
4 = 7 – 2
=> 4 = 5. (False)
10 + 2 = 12
=> 12 = 12. (True)
4 + 9 = 12
=> 13 = 12. (False)

 

 

Everyday Mathematics Grade 1 Home Link 6.5 Answers

Recording Near- Doubles Strategies

Family Note
Today your child spent more time using doubles facts to help solve nearby facts called near doubles. Children focused on explaining their solution strategies using words, pictures, or number sentences. Ask your child to explain how he or she solved the number stories below either with words or with a written number sentence.

Solve the number stories.
Question 1.
Tommy had 4 pretzels. His mom gave him 4 more pretzels. How many pretzels does Tommy have now?
_________ pretzels
Answer:
Total number of pretzels  Tommy have now = 8 or Eight.

Explanation:
Number of pretzels Tommy had  = 4 or Four.
Number of more pretzels Tommy’s mom gave him = 4 or Four.
Total number of pretzels  Tommy have now = Number of pretzels Tommy had  + Number of more pretzels Tommy’s mom gave him
= 4 + 4
= 8 or Eight.

 

 

Question 2.
Renee had 4 pretzels. Her mom gave her 5 more pretzels. How many pretzels does Renee have now?
_________ pretzels
Answer:
Total number of pretzels Renee have now = 9 or Nine.

Explanation:
Number of pretzels Renee had  = 4 or Four.
Number of more pretzels Renee’s mom gave her = 5 or Five.
Total number of pretzels Renee have now = Number of pretzels Renee had  + Number of more pretzels Renee’s mom gave her
= 4 + 5
= 9 or Nine.

 

 

Question 3.
How can you use the first number story to help you solve the second number story?
Answer:
Well , the first number story has doubles facts which help to solve second number story nearby facts called near doubles.

Explanation:
Well , the first number story number are same and are doubled. the second number story numbers are near doubles.

 

 

Practice
Question 4.
Complete each number sentence.
3 + 3 = _______
8 + ________ = 10
10 = 1 + __________
Answer:
3 + 3 = __6_____.
8 + __2______ = 10.
10 = 1 + ___9_______.

Explanation:
3 + 3 = __6 or Six_____.
8 + ________ = 10
=> 8 + ?? = 10
=> ?? = 10 – 8
=> ??= 2 or Two.
10 = 1 + ____.
=> 10 = 1 + ??
=> 10 – 1 = ??
=> 9 = ??

 

 

Everyday Math Grade 1 Home Link 6.6 Answer Key

Finding Addition Sums

Family Note
Today, your child continued to explore strategies for solving addition facts. Children practiced the making-10 strategy. Ask your child to explain how the making-10 strategy works and how to find each sum on this Home Link.

Question 1.
Solve. Use the color code to color the picture.

Answer:

Explanation:
Color codes for the picture:
Green = 10.
Blue = 12.
Red = 15.
Yellow = 14.
Finding sum for equations given:
5 + 9 = 14 or Fourteen..                              3 + 7 = 10 or Ten.
6 + 6 = 12 or Twelve.                                  5 + 7 = 12 or Twelve.
7 + 7 = 14 or Fourteen.                              8 + 2 = 10 or Ten.
8 + 7 = 15 or Fifteen.                                  5 + 5 = 10 or Ten.
3 + 9 = 12 or Twelve.                                   6 + 9 = 15 or Fifteen.
4 + 6 = 10 or Ten.

Practice
Question 2.
Complete the following number sentences.
3 + 7 = _______
1 + _______ = 10
_______ + 8 = 10
Answer:
3 + 7 = __10____.
1 + ___9____ = 10.
__2_____ + 8 = 10.

Explanation:
3 + 7 = 10.
1 + _______ = 10
=> 1 + ?? = 10.
=> ?? = 10 – 1
=> ?? = 9 or Nine.
_______ + 8 = 10
=> ?? + 8 = 10.
=> ?? = 10 – 8
=> ?? = 2 or Two.

 

 

Everyday Mathematics Grade 1 Home Link 6.7 Answers

Comparison Number Stories

Family Note
Today your child explored My Reference Book, an important Everyday Mathematics resource that children can use to find out more about the mathematics they learn in class. Ask your child to show you how to use the table of contents so you can explore My Reference Book together.

Question 1.
Write or draw a comparison number story. Then solve.
Example:
Yasmin bought 6 stickers this week. She bought 8 stickers last week. How many more stickers did Yasmin buy last week than this week?
8 – 6 = 2 more stickers
Answer:
Number of more stickers Yasmin bought last week than this week = 2 or Two.

Explanation:
Number of stickers Yasmin bought this week = 6 or Six.
Number of stickers Yasmin bought last week = 8  or Eight.
Number of more stickers Yasmin bought last week than this week = Number of stickers Yasmin bought last week  – Number of stickers Yasmin bought this week
= 8 – 6
= 2 or Two.

 

 

Practice
Question 2.
Solve.
18 – _______ = 9
7 + _______ = 14
_______ = 4 + 4
Answer:
18 – __9_____ = 9
7 + __7_____ = 14
___8____ = 4 + 4

Explanation:
18 – _______ = 9
=>18 – ?? = 9
=> 18 – 9 = ??
=> 9 or Nine = ??.
7 + _______ = 14
=>  7 + ?? = 14
=> ?? = 14 – 7
=> ?? = 7 or Seven.
_______ = 4 + 4
=> ?? = 4 + 4
=> ?? = 8 or Eight.

 

 

Everyday Math Grade 1 Home Link 6.8 Answer Key

Number Stories

Family Note
Today your child learned that when solving a problem, it is helpful to think about what the problem is asking. This is called making sense of a problem. Making sense of a problem can help your child decide what needs to be done to solve the problem. For example, should the numbers in the problem be added or subtracted?
Throughout the year, encourage your child to explain how he or she knew what to do when solving a problem.

Solve.
Question 1.
You have 12 marbles. Your friend has 15 marbles. How many more marbles does your friend have?
_________ marbles
Answer:
Number of marbles more my friend has = 3 or Three.

Explanation:
Number of marbles I have = 12 or Twelve.
Number of marbles my Friend has = 15 or Fifteen.
Number of marbles more my friend has = Number of marbles my Friend has – Number of marbles I have
= 15 – 12
= 3 or Three.

 

Question 2.
You picked 6 red flowers and 8 blue flowers. How many flowers did you pick in all?
_________ flowers
Answer:
Number of flowers I picked in all = 14 or Fourteen.

Explanation:
Number of red flowers I picked = 6 or Six.
Number of blue flowers I picked = 8 or Eight.
Number of flowers I picked in all = Number of red flowers I picked + Number of blue flowers I picked
= 6 + 8
= 14 or Fourteen.

 

Question 3.
7 children were at the playground. 2 children went home. How many children stayed at the playground?
_________ children
Answer:
Number of children stayed at the playground = 5 or Five.

Explanation:
Number of children at the playground = 7 or Seven.
Number of children went home = 2 or Two.
Number of children stayed at the playground = Number of children at the playground – Number of children went home
= 7 – 2
= 5 or Five.

 

Tell someone at home how you knew what to do to solve the stories.

Practice
Question 4.
Use <, >, or = to make each number sentence true.
13 ______ 27
44 ______ 44
80 ______ 30
Answer:
13 __<____ 27.
44 __=____ 44.
80 __>____ 30.

Explanation:
13 ___<___ 27.
44 __=____ 44.
80 __>____ 30.

 

 

Everyday Mathematics Grade 1 Home Link 6.9 Answers

Name-Collection Boxes

Family Note
Today your child began working with name-collection boxes. See the attached Family Letter for more information about this Everyday Mathematics routine.

Question 1.
List all of the addition facts you know that have a sum of 10.
Answer:
1 + 9 = 10.
2 + 8 = 10.
3 + 7 = 10.
4 + 6 = 10.
5 + 5 = 10.

Explanation:
List of all the addition facts I know that have a sum of 10 are:
1 + 9 = 10.
2 + 8 = 10.
3 + 7 = 10.
4 + 6 = 10.
5 + 5 = 10.

 

 

Question 2.
Write as many names as you can in the name-collection box.

Answer:

Explanation:
1 + 14 = 15.
2 + 13 = 15.
3 + 12 = 15.
4 + 11 = 15.
6 + 9 = 15.
7 + 8 =15.

 

 

Practice
Question 3.
Write <, >, or =.
57 ______ 81
95 ______ 65
30 ______ 50
77 ______ 77
Answer:
57 __<____ 81.
95 __>____ 65.
30 _<_____ 50.
77 __=____ 77.

Explanation:
57 ____<__ 81.
95 __>____ 65.
30 ___<___ 50.
77 ___=___ 77.

 

 

Everyday Math Grade 1 Home Link 6.10 Answer Key

More Base-10 Riddles

Family Note
Today your child practiced exchanging ones and tens and identifying the value of digits in 2-digit numbers. Children also extended their work with base-10 blocks to show what happens when they have 10 tens that can be exchanged for 1 hundred. The base-10 block for 100 is called a flat.

Solve the riddles.
Example:
What am I? 57

Question 1.
What am I? _________
Answer:
I am 92 or Ninety Two.
Explanation:

=> 9× 10 + 2 × 1
=> 90 + 2
=> 92 or Ninety Two.

 

Question 2.
What am I? _________
Answer:
I am 48 or Forty Eight.
Explanation:

=> 4 × 10 + 8 × 1
=> 40 + 8
=> 48 or Forty Eight.

 

Question 3.
What am I? _________
Answer:
I am 9 or Nine.
Explanation:

=> 0 × 10 + 9 × 1
=> 0 + 9
=> 9 or Nine.

 

Practice
Question 4.
Circle the number sentences that are false.
8 > 18
6 = 3 + 3
9 = 9
15 = 5 + 6
11 – 3 = 14
Answer:

Explanation:
8 > 18 (False).
6 = 3 + 3 (True).
9 = 9 (True).
15 = 5 + 6 (False).
11 – 3 = 14 (False).

 

 

Everyday Mathematics Grade 1 Home Link 6.11 Answers

Dollars and Place Value

Family Note
Today your child used money to think about place value. Children exchanged ones, tens, and hundreds using pennies, dimes, and dollars. Because children have just begun to work with dollars, some of the problems on this page may be difficult for your child. If possible, use real money to model the problems. Start by counting the bills and coins in the example with your child.

Show how you would pay for each item.
Use

Question 1.

Answer:

Explanation:

 

Question 2.

Answer:

Explanation:

Conversions:
1 Dollar = 100 cents.
1 cent = 1 penny.
Amount = 3 (100) + 2 (20) +4 (1)
= 300 + 20 + 4
= 320 + 4
= 324 cents.

 

Question 3.
Write this amount in two ways.

Total: _______ ¢ $ ________
Answer:
First Way: Amount= 111 pennies.
Second Way: Amount= 111 cents.

Explanation:
First Way:

Conversions:
1 Dollar = 100 pennies.
1 cent = 1 penny
Amount = 100 + 10 (1) + 1
= 100 + 10 + 1
= 110 + 1
= 111 pennies.

Second Way:
Conversions:
1 Dollar = 100 cents.
1 cent = 1 penny
Amount = 100 + 10 (1) + 1
= 100 + 10 + 1
= 110 + 1
= 111 cents.

 

Practice
Question 4.
Kyle bought 8 tennis balls, 6 baseballs, and 3 golf balls. How many balls did he buy in all?
___________ ______ + ________ + ________ = _________
Answer:
Number of balls he bought in all = 17 or Seventeen.
Number model: 8 + 6 +3 = 17 or Seventeen.

Explanation:
Number of tennis balls Kyle bought = 8 or Eight.
Number of base balls Kyle bought = 6 or Six.
Number of golf balls Kyle bought = 3 or Three.
Number of balls he bought in all = Number of tennis balls Kyle bought + Number of base balls Kyle bought + Number of golf balls Kyle bought
= 8 + 6 +3
= 14 + 3
= 17 or Seventeen.