Building Shapes

Family Note
In today’s lesson, your child used straws and twist ties to make polygons with certain attributes. Children also played the game I Spy in which the Spy names defining attributes of a shape he or she sees and the other children guess the shape.

Question 1.
Play at least 4 rounds of I Spy with someone at home. Be sure to use defining attributes. List the clues and shape below for one round.
Circle, Rectangle, Square, Triangle , Polygon etc..
Explanation:
Pick any household object, such as a toy, utensil, or stuffed animal whose name the child has learned. Place the object down in front of the child on the mat, floor, or tray.
In this version of the game, the object isn’t to get the child to guess what object you’ve chosen, but rather to encourage the child to come up with the name of the object you’ve put down.

Practice
Question 2.
Write <, >, or =
23 32
13 + 5 18
65    43
23 < 32
18 = 18
65 > 43
Explanation:
23 < 32
As 23 is lesser than 32 we have  written < symbol in the box
Thus, 23 < 32
18 = 18
Given,
13 + 5 18
Adding 5 to 13 we get 18
Thus,
18 = 18
65 > 43
As 65 is greater than 43 we have written > symbol in the box.
Thus,
65 > 43

Halves

Family Note
Today your child began exploring fractions. Children divided circles and rectangles into two equal parts and identified and named halves.

Question 1.
Divide each square into 2 equal shares. Try to divide each square in a different way.

Explanation:
If we draw a straight line in the middle of the square we divide the square into 2 equal rectangles.
If we draw a straight line diagonally we divide the square into 2 equal triangles.

Question 2.
Name one of the shares.
Half,
1 out of 2 equal shares,
1 half
Explanation:
we divide the 1st square into 2 equal halves.
we divide the 2nd square into 2 equal shares.

Practice
Question 3.
Use two of the digits in each group. Write the smallest 2-digit number you can.
3, 1, 4, 5 __________
9, 7, 8, 6 _________
Smallest digit: 13
Smallest digit: 67
Explanation:
The 2 smallest numbers from the given number group are 3 , 1 the smallest number comes first then the second smallest number comes so we get 13 as our smallest number.
The 2 smallest numbers from the given number group are 7 , 6 the smallest number comes first then the second smallest number comes so we get 67 as our smallest number.

Fourths

Family Note
In the previous lesson, children divided objects into 2 equal shares. Today they divided circles and rectangles into 4 equal shares and discussed names for these shares. They also compared the sizes of the shares. They learned that larger wholes lead to larger shares, so half of a large pizza is larger than half of a small pizza. They also learned that having more shares means that each share will be smaller. So a pizza divided into 6 shares has larger shares than the same pizza divided into 8 shares.

Question 1.
Show 3 ways to divide the squares into 4 equal shares .

Explanation:
If we draw a straight line diagonally  two sides we will get 4 equal shares.
Draw a vertical and horizontal line in the square box we will get 4 equal shares.
By dividing the square into 4 fourths we will get 4 equal shares.

Question 2.
Name one of the parts.
Quarter
Fourth
One out of four equal shares
1 fourth
1 quarter
Explanation:
Cut an apple into four equal parts.
Each part is known as a quarter or 1 fourth.

Practice
Question 3.
How many more action figures are there than dolls?
__________ more action figures

There are 5 more action figures
Explanation:
By subtracting the number of dolls from the number of action toys we get how many more action figures are there:
No. of Action figures = 12
No. of dolls = 7
No. of Action figures – No. of dolls
12 – 7 = 5

More Equal Shares

Family Note
Today your child learned more about equal shares. Children made drawings of squares and divided them into halves and fourths. Then they used the drawings to determine that one-half is larger than one-fourth of the same-size shape.

Question 1.
Pretend the circle is an orange slice. Divide it into two equal parts.
Name one of the parts.
_______________

Name one of the parts : half,
1 out of 2 parts,
one-half,
1 half
Explanation:
On drawing a line passing through the middle of the circle we get 2 equal parts.
As in the figure below:

Question 2.
Pretend the circle is another orange slice. Divide it into four equal parts.
Name one of the parts.
________________

Name one of the part: Quarter,
fourth,
1 out of 4 parts,
one-fourth,
one-quarter,
1 fourth
Explanation:
On drawing a line passing through the middle of the circle we get 2 equal parts.
On dividing the 2 parts again we get 4 quarters
As in the figure below:

Question 3.
Which is bigger: 1 out of 2 equal parts of an orange slice, or 1 out of 4 equal parts?
Bigger part : 1 out of 2 equal parts of an orange slice.

Tell someone at home how you know.
Explanation:
As we can see in the figure below
Bigger part is 1 out of 2 equal parts of an orange slice

Practice
Question 4.
4 + _________ = 11
4 + 7 = 11
Explanation:
Let assume blank as x :
4 + x = 11
Taking 4 to the right hand side we get:
x = 11 – 4
on solving we get:
x = 7

Question 5.
_______ + 6 = 14
8 + 6 = 14
Explanation:
Let assume blank as x :
x + 6 = 14
Taking 6 to the right hand side we get:
x = 14 – 6
on solving we get:
x = 8

Composing Shapes

Family Note
Today your child used shapes such as triangles, squares, trapezoids, half circles, and quarter circles to make new shapes and designs.

Question 1.
Cut out the four shapes from the side of the page.

Use two or more shapes to fill one triangle. Trace around the pieces to show how they fit together. Then use different shapes to fill the other triangle.

Explanation:
First cut out the shapes from the paper like in the figure below:

Then trace out the figures which fit in the triangle:

Practice
Question 2.
Find 3 shapes that have 4 straight sides in your home. Draw them on the back of this page.

Explanation:
Find 3 shapes that have 4 straight sides in your home.

Draw them on the back of this page. like in the picture below:

Defining Attributes of 3-Dimensional Shapes

Family Note
Throughout Unit 8, your child has been working with shapes. Today children learned about defining and nondefining attributes of 3-dimensional shapes.

Find an object around the house that is shaped like a cube.
Question 1.
What is the object?
Lego block (Cube)
Explanation:
cube has 6 faces, 12 edges and 8 vertices. A cuboid has 6 faces, 12 edges and 8 vertices.

Question 2.
How many faces does it have?
6
Explanation:
A cube has 6 faces, 12 edges and 8 vertices. A cuboid has 6 faces, 12 edges and 8 vertices.
on counting the each faces we get 6 as shown in the picture below:

Question 3.
What color is it?
Red
Explanation:
The color is red

Question 4.
What shape are its faces?
Square
Explanation:
square is closed, two-dimensional shape with 4 equal sides.
We can find the shape of a square in a game board or chess board, a wall clock and in a slice of bread, around us.

Question 5.
Plastic
Explanation:
The Lego block is made up of plastic.

Question 6.
Which answers are true for all cubes?
2nd question and 4th questions are true for all cubes.

Practice
Question 7.
Draw a polygon with 4 sides and 4 corners.

Explanation:
A polygon has 4 sides and 4 corners

Composing Shapes and Fact Strategies

Family Note
Today children explored composing larger shapes from smaller shapes. They also sorted Fact Triangles based on the strategy they could use to solve the facts. Two strategies were emphasized: near doubles and making 10. There is no rule for when to use a certain strategy; your child should use what works best for him or her.

Question 1.
How can you solve 6 + 7 using the near-doubles strategy?
6 + 7 = 13
Explanation:
By adding 6 to 7 we get 13
In near-doubles strategy we double the small number and add the rest of the number to it
First divide the big number into the smaller number and its addend like below:

Now add the first number to 6:
6 + 6 = 12
Again we have doubled the number add the other number to it:
12 + 1 = 13
Therefore we get 6 + 7 = 13 using near-double strategy.

Question 2.
How can you solve 6 + 7 using the making-10 strategy?
6 + 7 = 13
Explanation:
By adding 6 to 7 we get 13
Using – 10 strategy
The number 6 needs 4 to make it into 10 so we divided 7 into 4 and 3

Then first add 4 to 6 to make it 10
6 + 4 = 10
Again add the other number 3 to 10
10 + 3 = 13
We get 13 [ 6 + 7 = 13]

Question 3.
Which strategy is easier for you? Explain.
Near-double strategy is easy for me.
Explanation:
As in Near-double strategy we can easily double the number and add the addend to it whereas in making-10 strategy we have to calculate and divide the number to make the smaller number into 10.

Practice
Question 4.
Pedro painted 12 pictures. He gave some away. Now he has 5. How many pictures did Pedro give away?
________ pictures
Number model: ___________
7;12-7=5
Explanation:
Total pictures painted by Pedro were 12
No of pictures left with him were 5
By subtracting 5 from 12, we get 7
So no of pictures did Pedro give away are 7

Telling Time to the Half Hour

Family Note
Today your child began telling time to the nearest half hour on analog and digital clocks. Work together to complete these pages. Tell your child at which times, on the hour or half hour, he or she wakes up and goes to bed on school days. Have your child practice telling the time at home when it is close to the hour or half hour.

Record the time.
Question 1.

_________ o’clock
5 o’ clock
Explanation :
As the hour hand is on 5 and minuets hand on 12 we get the time as 5 o’ clock.

Question 2.

half-past _________ o’clock
half-past 7 o’ clock
Explanation :
As the minutes hand is on 6 it means 6 x 5 = 30 minutes have past 7 o’ clock.
i.e. the time is half-past 7 o’ clock.

Question 3.

Explanation :
As the minutes hand is on 6 that means 6 x 5 = 30 minutes have past 7 o’ clock  So we get the time as 2:30.

Question 4.

Explanation :
As the minutes hand is on 6 and the hour hand is between 9 and 10 we get time as 9:30.

Draw the hour hand and the minute hand to show the time. Then write the time.

Question 5.
This is about the time I wake up on a school day

I wake up at 8 o’clock on a school day.

Explanation:
First draw the hour hand(shorter hand) on 8.
Then draw the minute hand(longer hand) on 12.
write the time in the digital clock and draw the time on the analog clock like in the picture below:

Question 6.
This is about the time I go to bed on a school night.

I go to bed at 9 o’ clock on a school night.

Explanation:
First draw the hour hand(shorter hand) on 9.
Then draw the minute hand(longer hand) on 12.
write the time in the digital clock and draw the time on the analog clock like in the picture below:

Practice
Question 7.
Alex has 3 baseballs, 4 marbles, and 5 pencils. How many spheres does Alex have?
___________ spheres
Number model: ___________
7
Sample number model 7= 3+4
Explanation:
sphere is a round, ball-shaped solid. It has one continuous surface with no edges or vertices.
Alex has 3 baseballs and 4 marbles are sphere whereas 5 pencils are not spheres.
So, Sample number model 7= 3+4.

Review: Data

Family Note
Today your child’s class took a survey. After everyone answered the survey, children totaled the results and displayed the data on a bar graph. The survey results below are similar to what children used in class today. Work with your child to make a bar graph and to answer the questions.

A class took a survey about their favorite subjects.
Question 1.
Complete the bar graph.
6 children liked Math best.
2 children liked Spelling best.

Explanation:
5 children like reading best so we have colored 5 bars.
6 children liked Math best so we have colored 6 bars.
2 children liked Spelling best so we have colored 2 bars.

Question 2.
How many children took the survey?
13 Children
Explanation:
13 children took the survey
5 + 6 + 2 = 13

Question 3.
How many more children chose Math than Spelling?
4 Children
Explanation:
4 more children chose Math than Spelling.
6 children liked Math best
2 children liked Spelling best
thus On subtracting 2 from 6 we get 4.

Practice
Question 4.
Draw lines to divide the square into fourths.

Explanation:
Draw a line dividing the square into 4 fourths like shown in the picture below

Number-Grid Puzzles

Family Note
Ask your child to show you how to complete the number-grid puzzles below. Encourage him or her to explain number-grid patterns that are helpful for solving the problems. For example, if you move up one row, the digit in the tens place is 1 less.

Show someone at home how to fill in the missing numbers.
Question 1.

Explanation:
If you move up one row, the digit in the tens place is 1 less.
If you move down one row, the digit in the tens place is 1 increases.
So,
If you move 53 up one row, the digit in the tens place is 1 less.
(5-1)tens+3digits=43
If you move 53 down one row, the digit in the tens place is 1 increases.
(5+1)tens+3digits=63
Likewise
(6+1)tens+3digits=73
(7+1)tens+3digits=83
Question 2..

Explanation:
If you move right one row, the digit in the units place is 1 increases.
If you move down one row, the digit in the tens place is 1 increases.
So,
If you move 23 right one row, the units place is 1 increases.
2tens+(3+1)digits=24
Likewise
2tens+(4+1)digits=25
If you move 23 down one row, the digit in the tens place is 1 increases.
(2+1)tens+3digits=33
If you move 43 down one row, the digit in the tens place is 1 increases.
(4+1)tens+3digits=53
Likewise
(5+1)tens+3digits=63
(6+1)tens+3digits=73
6tens+(3+1)digits=64

Question 3.

Explanation:
If you move up one row, the digit in the tens place is 1 less.
If you move right one row, the digit in the units place is 1 increases.
If you move left one row, the digit in the units place is 1 less.
If you move down one row, the digit in the tens place is 1 increases.
So,
If you move 79 right one row, the units place is 1 increases.
7tens+(9+1)digits=80
Likewise
8tens+(9+1)digits=90
If you move 79 left one row, the units place is 1 less.
7tens+(9-1)digits=78
Likewise
8tens+(9-1)digits=88
If you move 79 up one row, the digit in the tens place is 1 less.
(7-1)tens+9digits=69
Likewise
(6-1)tens+9digits=59
If you move 79 down one row, the digit in the tens place is 1 increases.
(7+1)tens+9digits=80

Question 4.

Explanation:
If you move up one row, the digit in the tens place is 1 less.
If you move right one row, the digit in the units place is 1 increases.
If you move left one row, the digit in the units place is 1 less.
If you move down one row, the digit in the tens place is 1 increases.
So,
If you move 14 right one row, the units place is 1 increases.
1tens+(4+1)digits=15
If you move 14 down one row, the digit in the tens place is 1 increases.
(1+1)tens+4digits=24

Question 5.

Explanation:
If you move up one row, the digit in the tens place is 1 less.
If you move right one row, the digit in the units place is 1 increases.
If you move left one row, the digit in the units place is 1 less.
If you move down one row, the digit in the tens place is 1 increases.
So,
If you move 57 right one row, the units place is 1 increases.
5tens+(7+1)digits=58
If you move 90 up one row, the digit in the tens place is 1 less.
(9-1)tens+0digits=80

Practice
Question 6.
_________
40
Explanation:
Each row has 10 blocks
So 7 rows (70 blocks) and 3 rows (30 blocks)
i.e. 70-30=40

Mentally Finding 10 More and 10 Less

Family Note
In earlier lessons, children used classroom tools, such as a number grid, base-10 blocks, and dimes, to help them add and subtract 10 from a given number. Today they made calculations mentally, using only their brains. Work with your child on adding and subtracting 10 mentally. Have your child do the routine below several times.

Ask someone at home to say any number between 10 and 99. Record the number and fill in the blanks after it two times below.
Question 1.
Number: _________
There are _________ tens and _________ ones in _________.
10 more than _________ is _________. 10 less than _________ is _________.
Number: 55
There are tens and ones in 55.
10 more than 45 is 55. 10 less than 65 is 55.
Explanation:
For Example if we take a number “55”.
In 55 we have five tens and 5 ones.
By adding 45 to 10 we get 55.
By subtracting 10 from 65 we get 55.

Question 2.
Number: _________
There are _________ tens and _________ ones in _________.
10 more than _________ is _________. 10 less than _________ is _________.
Number: 35
There are 3 tens and ones in 35.
10 more than 25 is 35. 10 less than 4is 35.
Explanation:
For Example if we take a number “35”.
In 35 we have five tens and 5 ones.
By adding 25 to 10 we get 35.
By subtracting 10 from 45 we get 35.

Practice
Question 3.
Elaine’s farm has 4 cows, 2 goats, and 8 chickens. How many animals are there all together?
__________ animals
_________ + _________+ _________ = _________
4+2+8=14 animals
Explanation:
Given
In an Elaine’s Farm,
No of cows = 4
No of goats = 2
No of chickens = 8
Total animals in Elaine’s farm= 4+2+8=14

Engage NY Eureka Math 1st Grade Module 5 End of Module Assessment Answer Key

Question 1.
Color the shapes using the key. Write how many of each shape
there are on the line.

a. YELLOW      Circles: __2____
b. RED            Rectangles: ___3___
c. BLUE           Triangles: ___2___
d. GREEN        Trapezoids: ___2___
e. BLACK         Hexagons: ___1___
f. ORANGE      Rhombuses: __1____
Answer: The shapes are colored with given  key

Explanation:
a. It has two circles so colored  with yellow,
b. It has three rectangles so colored with red,
c. It has two triangles so colored with blue,
d. It has two trapezoids so colored with green,
e. It has one hexagon so colored with black, and
f. It has one rhombus so colored with orange.

Question 2.
Is the shape a triangle?
If it is, write YES on the line. If it is not, explain
why it is not a triangle on the line.
a.
_______Yes________
Yes,

Explanation:
Yes, the shape is a triangle,
the shape has three sides, three vertices and three angles.
b.
______No_____

No,

Explanation:
No, If we see the shape it has more than three
sides, So the shape is not a triangle.

c.
___No__
No,

Explanation:
No, If we see the shape it is not closed
and It has only 2 sides.

d.
___Yes____
Yes,

Explanation:
Yes, the shape is a triangle,
the shape has three sides, three vertices and three angles.

Question 3.
a. Circle the attributes that are used to describe all cylinders.

 Cylinders can roll. Cylinders are hollow. Cylinders are made of paper. Cylinders have 2 flat surfaces made of circles or ovals.

Explanation:
Circled the attributes that are used to
describe all cylinders as shown above as
Cylinders have 2 flat surfaces made of circles or ovals.

b. Circle the attributes that are used to describe all rectangular prisms.

 Rectangular prisms can roll. The faces of a rectangular prism are rectangles. Rectangular prisms have 6 faces. Rectangular prisms are made of wood.

Explanation:
Circled the attributes that are used to
describe all rectangular prisms as
Rectangular prisms have 6 faces.

Question 4.
Use your triangle pattern blocks to cover the shapes below.
Draw lines to show how you formed the shape with your triangles.
a.

Explanation:
Used 2 triangle pattern blocks to cover the shapes,
Drawn lines to show how I formed the shape with
2 triangles as shown above.

b.

Explanation:
Used 2 triangle pattern blocks to cover the shapes,
Drawn lines to show how I formed the shape with
2 triangles as shown above.

c.

Explanation:
Used 6 triangle pattern blocks to cover the shapes,
Drawn lines to show how I formed the shape with
6 triangles as shown above.

d.

Explanation:
Used 3 triangle pattern blocks to cover the shapes,
Drawn lines to show how I formed the shape with
3 triangles as shown above.

e. Here are the pieces that Dana is putting together to create a shape.

Which of the following shows what Dana’s shape might
look like when she combines her smaller shapes?

Explanation:
Shape 2 shows what Dana’s shape might
look like when she combines her smaller shapes
as shown above.

Question 5.
Match the time to the correct clock.

Explanation:
Matched the time accordingly,
ten o’clock to 10:00,
ten thirty to 10:30,
one o’clock to 1:00 and
three thirty to 3:30 as shown above.

Question 6.
Write the time on the line.

Explanation:
The time in the clocks are
a. one o’ clock – 1:00,
b. six o’ clock – 6:00 and
c. one thirty – 1:30 respectively.

d. Circle the clock that shows half past 5 o’clock.

Explanation:
Circled the clock 3 that is showing half past 5 o’clock
as shown above.

Question 7.
Draw the minute hand so that the clock shows the
time written above it.
a. 4:30

Explanation:
Drawn the minute hand so that the clock is
showing the time as 4:30.

b. 5:00

Explanation:
Drawn the minute hand so that the clock is
showing the time as 5:00.

c. Draw one line to make this rectangle into two squares
that are the same size.

Explanation:
Drawn one line to make this rectangle into two squares
so they are of the same size as shown above.

d. Circle the words that make the sentence true.
One square makes up (one half / one quarter) of the rectangle above.

Explanation:
Circled the words that made the sentence true as
one square makes up one half of the rectangle above.

e. Color one half of the rectangle.
What shapes were used to make the rectangle?

Explanation:
Colored one half of the rectangle,
2 triangle shapes were used to make the rectangle.

f. Color one fourth of the rectangle.
What shapes were used to make the rectangle?

Explanation:
Colored one fourth of the rectangle,
4 small rectangles were used to make the rectangle.

g. Color one fourth of the circle. The dot is in the center.