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
_________ + _________+ _________ = _________