1i) d.

1g) The length of a rectangle is generally one of its two longer sides. The width is one of its two shorter sides.

1f) When a measurement falls between two whole inches, such as 4 inches and 5 inches, ask your child which whole inch the length is closer to. Whichever it is closer to is the nearest inch.

2i) a.

2g) A "some, some more" story is a story about addition.

2f) For example, 6 pennies + 2 pennies = 8 pennies.

3i) b.

3g) For example, if 2 out of 8 parts are shaded, two eighths are shaded and six eighths are not shaded.

3f) Two equal parts are halves, four equal parts are fourths, eight equal parts are eighths.

4i) d.

4g) 1 dime = 10¢ or 10 pennies.

4f) Your child should understand that 10 pennies and 1 dime are worth the same amount.

5i) c.

5g) Students should use a Fahrenheit scale on their thermometers. The tick marks on a Fahrenheit thermometer are at two-degree intervals.

5f) If the mercury in the thermometer ends at a tick mark, the temperature is an even number. If it ends between two tick marks, the temperature is an odd number. For example, if the mercury ends between 68°F and 70°F, the temperature is 69°F.

6i) b.

6g) If half of a set is a whole number, then the set must be an even number.

6f) To divide a set of objects in half, the number of objects in the set must be even.

7i) c.

7g) For example, 6 + 4 + 3 + 4 = 17. Students may use counters to check the addition.

7f) The digits of more recent years will not necessarily have the greater sum. For example, the digits in 1776 have a sum (21) greater than the sum of the digits in 1945 (19).

8i) a.

8g) Students may have difficulty reading numbers that have 0 in the tens place; for example, 307 is read three hundred seven.

8f) Your child should not use the word and when reading three-digit numbers.

9i) d.

9g) For example, in the number 728, the 7 is in the hundreds' place, the 2 is in the tens' place, and the 8 is in the ones' place.

9f) In three-digit numbers, the digit at the left is in the hundreds' place, the digit in the middle is in the tens' place, and the digit at the right is in the ones' place.

10i) a.

10g) for example, r + 6 = 13; r = 7

10f) If you placed, for example, seven pennies on the table, you could ask, "How many more pennies would make ten pennies?" The answer would be three more pennies.

11i) b.

11g) For example, $75.98 is read seventy-five dollars and ninety-eight cents.

11f) Your child should write the dollar amount in words and express the cent amount as a fraction with a denominator of 100, for example, sixty-one and 54/100 dollars.

12i) d.

12g) for example, 439 + 621 = 1,060

12f) A number or word that reads the same backward or forward, such as 42,124 or radar, is called a palindrome. When adding two two-digit numbers, one of which has the digits of the other in reverse order, a palindrome can be found after the first addition or after the second addition.

13i) a.

13g) Students may use a calculator to check sums.

13f) When adding amounts of money, line them up vertically by their decimal points.

14i) b.

14g) Students should write the time digitally, for example, 12:45. They need not write a.m. or p.m.

14f) Your child should read the time to the exact minute. For example, 2:35 is not an acceptable report for the time 2:33.

15i) d.

15g) When using digits or words, a comma should be used to write numbers of four or more digits, for example, 25,639 or twenty-five thousand, six hundred thirty-nine.

15f) Your child should not use the word and when reading whole numbers.

16i) c.

16g) To find the area of a rectangle, students measure the length and width and then multiply those measurements.

16f) If, for example, the surface of a table measured 70 inches by 40 inches, 70 inches could be recorded as 2 yards and 40 inches could be recorded as 1 yard.

17i) d.

17g) To find the area of a rectangle, students multiply the length by the width. To find a missing dimension, students divide the area by the given dimension.

17f) Challenge your child to find dimensions for the area mentioned on the paint can. Have him or her multiply the dimensions to check.

18i) a.

18g) 16 ÷: 2 = 8; 3 = 5r1; 4 = 4; 5 = 3r1; 6 = 2 r4; 7 = 2r2; 8 = 2

18f) Your child's demonstration should show a knowledge of division facts and of which numbers cannot be evenly divided by certain other numbers.

19i) b.

19g) When a figure is folded along a line of symmetry, the two halves of the figure match exactly.

19f) Your child could fold the paper along the open side of the shape or figure and then cut out the shape or figure along your outline. The fold line is a line of symmetry.

20i) c.

20g) When naming points on a coordinate grid, the first number is the one along the horizontal axis, and the second number is the one along the vertical axis.

20f) When reading map coordinates, read the letter or number on the horizontal axis first.