1i) Use the picture to answer the question.
To the nearest inch, how long is the pencil? Check the box next to the correct answer.
a. 3 inches b. 4 inches c. 2 inches d. 5 inches
1g) Use a ruler to draw some rectangles on a sheet of paper. Ask a friend to do the same. Exchange papers. Measure and record the length and width of each other's rectangles.
1f) Ask your child to pick out four or five household items that are less than one foot long. Then ask your child to measure the length of each item to the nearest inch.
2i) Heather, Ed, and Sierra came to Kyla's birthday party at the same time. Mark and Joe came to the party a few minutes later. If no one else was at the party, how many children were there? Check the box next to the correct answer.
a. 6 children b. 5 children c. 7 children d. 4 children
2g) Tell a "some, some more" story to a friend. Ask your friend to use pennies or counters to act out the story as you are telling it. Then have your friend tell a "some, some more" story. Use the pennies or counters to act it out.
2f) Play a "some, some more" game with your child. Place up to 9 pennies on a table and ask your child to count them. Have your child cover his or her eyes or turn his or her back. Add 1 or 2 pennies to those on the table. Ask your child to look at the pennies, tell you how many you added, and tell you how many there are now. After playing several times, when your child covers his or her eyes, you might double the number of pennies and then add one more.
3i) How many eighths are not shaded in the figure below?
Check the box next to the correct answer.
a. four eighths b. five eighths c. three eighths d. six eighths
3g) Work with friends. You will each need crayons and three paper squares. Fold the first square into halves, the second into fourths, and the third into eighths. Color parts of each square. Show each other the squares. Name the part of each square that is shaded. Then name the part of each square that is not shaded.
3f) As you walk with your child through your neighborhood or in town, encourage him or her to look for objects such as windows and doors that are divided into two, four, or eight equal parts. Have your child identify the number of equal parts and the names for those parts (halves, fourths, etc.).
4i) Luis has 54 pennies. If he trades as many pennies as he can for dimes and keeps the remaining pennies, what coins will Luis have? Check the box next to the correct answer.
a. 6 dimes, 4 pennies b. 7 dimes, 4 pennies c. 5 dimes, 5 pennies d. 5 dimes, 4 pennies
4g) Play "Bank" with a friend. Put 9 dimes one cup and up to 99 pennies in another cup. Pretend you are the customer and your friend is the banker. Take a handful of pennies, put them in stacks of 10, and tell your friend how much money there is. Then have your friend check that you counted correctly and give you one dime for each stack of 10 pennies. Take turns being the banker and the customer.
4f) Have a supply of dimes on hand. Ask your child to trade the pennies in his or her coin bank for dimes. Encourage your child to show how he or she would make the trades. Give your child one dime for each set of ten pennies.
5i) What temperature is shown on the thermometer?
a. 80° b. 81° c. 84° d. 82°
5g) Draw a thermometer. Ask some friends to do the same. Color in your thermometer to show a temperature. Have your friends do the same. Exchange papers. Write the temperature of the thermometer that is on the paper you received in the exchange.
5f) Encourage your child to make a temperature chart. Help your child make a calendar page for the month. Have him or her read the outdoor temperature from a thermometer each day at the same time and record it in the correct space on the page. You may need to help your child read temperatures that are odd numbers.
6i) Sixteen children are in a room. Half of the children are girls. Half of the girls have brown eyes. How many girls have brown eyes? Check the box next to the correct answer.
a. 10 girls b. 4 girls c. 8 girls d. 6 girls
6g) Work with a friend. Write the numbers from 1 to 20 on separate index cards. Mix them up and place them facedown in a pile. Take turns picking a card from the pile. Together, decide whether you can find half of the number. If you can find half, write it on a sheet of paper. You can use pennies to act out the division.
6f) Call your child's attention to several sets of objects in your home that can be divided by 2 (e.g., sets of cutlery, cartons of eggs, and pairs of socks). Ask your child to count the objects in each set (e.g., 12 eggs in a carton) and tell you how many there are in half a set (e.g., 6 eggs in half a carton).
7i) Kathy kept a list of the birds she saw at her bird feeder. On Monday morning she saw 5 sparrows, 3 jays, 6 finches, and 2 chickadees. How many birds did she see? Check the box next to the correct answer.
a. 15 b. 14 c. 16d. 18
7g) Work with three or four friends. Roll a 1–6 number cube. Have each friend do the same. Add the numbers you rolled. Repeat, taking turns adding the numbers.
7f) Help your child write down several different years. They could be years of historical importance, such as 1776 or 1945, or years in which family members were born. Ask your child to pick two of the years at a time. Then ask your child to predict which will have the greater sum when its digits are added together. Encourage your child to add the digits to check his or her predictions.
8i) Tom used the digits 0, 5, and 2 to make the smallest and largest numbers he could. Which numbers did Tom make? Check the box next to the correct answer.
a. smallest: 205; largest: 520 b. smallest: 250; largest: 502 c. smallest: 520; largest: 205 d. smallest: 502; largest: 250
8g) Work with two friends. Write the digits from 0 to 9 on separate index cards. Mix up the cards and place them facedown in a pile. Pick three cards from the pile. Write the smallest number that can be made from the digits. Have one friend write the largest number that can be made from the digits, and have the other friend write a number that is between the smallest and largest. Read the numbers aloud. Return the cards to the pile. Repeat, taking turns picking the three cards.
8f) Encourage your child to be alert to three-digit numbers in his or her everyday world. The numbers may appear on houses and buildings, on billboards and advertisements, and in books and newspapers. Ask your child to read the numbers aloud to you.
9i) Zack used the digits 1, 4, and 6 to write a number. The digit in the ones' place was 2 more than the digit in the hundreds' place. What number did Zack write? Check the box next to the correct answer.
a. 146 b. 614 c. 641 d. 416
9g) Roll three 1–6 number cubes. Use the numbers you roll to make a three-digit number. Have a friend tell you the place of each digit. Then have your friend roll the cubes and make a three-digit number, and tell your friend the place of each digit.
9f) Play a guessing game with your child. Write a three-digit number. Tell your child the digit in the ones', tens', or hundreds' place. Have your child guess the number by asking questions that can be answered by "yes" or "no" about the remaining digits and their places, for example, "Is the digit in the tens' place even? Is it greater than 5? Is the digit in the ones' place greater than the digit in the hundreds' place?"
10i) Alex had 7 stickers. His sister gave him some more stickers. Now Alex has 15 stickers. How many stickers did Alex's sister give him? Check the box next to the correct answer.
a. 8 b. 7 c. 9 d. 6
10g) Write an addition number sentence, but draw a box where one of the addends should be. Have a friend do the same. Exchange papers. Find the missing addend in each other's number sentence.
10f) Place up to nine pennies on a table. Ask your child, "How many more pennies would make [a total] pennies?" Allow your child to use the pennies to act out the problem if he or she has difficulty answering.
11i) Ms. Lenz wrote a check for $47.83. How did she use words to write that amount on her check? Check the box next to the correct answer.
a. forty-three and 87/100 dollars b. forty-seven and 83/100 dollars c. forty-eight and 83/100 dollars d. forty-seven and 38/100 dollars
11g) Write an amount up to $100.00 using the dollar sign and decimal point. Have a friend do the same. Exchange papers. Read each other's amount aloud. Then write another amount using words, have your friend do the same, and exchange papers again. Write each other's amount using the dollar sign and decimal point.
11f) Use canceled checks in amounts up to $99.99 to help your child write money amounts using words. Cover up the words, showing your child just the amount. Ask your child to use words to write each amount.
12i) Sue had $238.00 in her savings account. She earned $27.00 over the next three weeks. She deposited all the money she earned in her savings account. How much money is in Sue's savings account now? Check the box next to the correct answer.
a. $255.00 b. $260.00 c. $275.00 d. $265.00
12g) Work with a friend. Write the digits from 0 to 9 on separate index cards. Mix them up and place them facedown in a pile. Take three cards and use them to make a three-digit number. Have your friend do the same. See who can add the numbers faster. Return the cards to the pile, and repeat the activity.
12f) Play a number game with your child. Write a two-digit number less than 50 (e.g., 48). Ask your child to reverse the digits and add the new number to the first (e.g., 48 + 84 = 132). If the number does not read the same from left to right as it does from right to left, have your child reverse the digits and add again (e.g., 132 + 321 = 454). Try this with several numbers until your child finds a sum that reads the same both forward and backward.
13i) Tyrell's mother bought him a winter jacket for $125.33, a pair of running shoes for $89.75, and a book bag for $18.45. How much did she spend altogether? Check the box next to the correct answer.
a. $233.53 b. $243.53 c. $223.53 d. $213.53
13g) Work with two friends. Cut pictures of items with their prices out of old magazines, advertisements, and newspapers. Put them in a paper bag. Pick three pictures from the bag, and have your friends find the total of the prices. Take turns picking pictures and having the others find the total of the prices.
13f) As you are looking through advertisements with your child, point out three items. Ask your child to find the total cost of the three items.
14i) If it is afternoon, what time is shown on the clock?
a. 3:47 a.m. b. 3:47 p.m. c. 3:46 p.m. d. 3:48 p.m.
14g) Work with a friend. Trace around a cup or can to make some circles, draw clockfaces on the circles, and draw hands on the clockfaces to show times. Have your friend do the same. Exchange papers. Write the times shown on each other's clockfaces.
14f) At different times of the day, ask your child to look at a clock that has hands and tell you the time.
15i) Write 35,072 using words. Check the box next to the correct answer.
a. thirty-five thousand, seven hundred two b. thirty-five thousand, seven hundred twenty c. thirty-five thousand, twenty-seven d. thirty-five thousand, seventy-two
15g) Work with a friend. Say a number up to 99,999. Have your friend use digits to write your number and then use words to write your number. Then have your friend say a number for you to write using digits and words.
15f) With your child, look for numbers up to 99,999 in newspapers, magazines, and reference books such as almanacs. Ask your child to read the numbers aloud.
16i) Salvador is making a tile pattern on a rectangular board that is 5 inches wide and 8 inches long. Each of his tiles is a one-inch square. If he covers the board, how many tiles will Salvador use? Check the box next to the correct answer.
a. 35 tiles b. 45 tiles c. 40 tiles d. 50 tiles
16g) Use a ruler to draw several rectangles (the length and width of each rectangle should be in whole inches). Have a friend do the same. Exchange papers. Find the areas of each other's rectangles.
16f) Ask your child to measure the length and width of several flat surfaces in your house, such as those of tables or floors. Ask him or her to record the measurements in the largest possible units, whether inches, feet, or yards. Help your child round the measurements to the nearest whole unit. Then ask your child to find the areas of the surfaces he or she measured.
17i) Two rectangles are 8 inches long. The smaller rectangle has an area of 24 inches. The width of the larger rectangle is two times the width of the smaller one. What is the width of the larger rectangle? Check the box next to the correct answer.
a. width = 4 inches b. width = 3 inches c. width = 5 inches d. width = 6 inches
17g) Use a ruler to draw several rectangles, and for each rectangle label the area and either the length or the width, but not both. Have a friend do the same. Exchange papers. Without using a ruler, find the missing dimensions on each other's rectangles.
17f) Ask your child to explain how he or she can find a missing dimension of a rectangle if he or she knows its area and either its length or its width. Talk with your child about using area in everyday life. For example, you might show your child a can of paint and point out the information that tells how much area the paint will cover.
18i) Five friends want to share two dozen cupcakes. Any leftover cupcakes will be given to their teacher. How many cupcakes does each friend get? How many cupcakes will their teacher get? Check the box next to the correct answer.
a. Each friend gets 4 cupcakes. Their teacher will get 4 cupcakes. b. Each friend gets 5 cupcakes. Their teacher will get 4 cupcakes. c. Each friend gets 3 cupcakes. Their teacher will get 5 cupcakes. d. Each friend gets 6 cupcakes. Their teacher will get 2 cupcakes.
18g) Use 16 pennies. With a friend, predict whether there will be pennies left over if you put them into groups of 2, 3, 4, 5, 6, 7, or 8. Record your predictions. Then put the pennies into the groups. Record how many groups there are and how many pennies are left over.
18f) Talk with your child about sharing equally. Remind him or her that sometimes, when sharing, there are leftover items. Have your child give an example or use pennies to demonstrate. Then ask your child what he or she would do with the leftover items in different situations. Encourage your child's creativity, but always emphasize that the items must be shared equally.
19i) Which line is a line of symmetry?
a. line A b. line C c. line D d. line B
19g) Work with a friend. Draw several shapes, using round objects or rulers if you wish, and cut out the shapes. Have your friend do the same. Predict which of each other's shapes have lines of symmetry and how many lines of symmetry they have. Then fold the shapes to find lines of symmetry. Were all the predictions correct?
19f) Draw half of a symmetrical shape or figure, for example, or . Ask your child to find a way to complete the shape or figure so that both halves are alike and the shape or figure has a line of symmetry.
20i) Where is point M located?
a. (-4, -4) b. (-4, -3) c. (-4, -2) d. (-4, -1)
20g) Use grid paper and work with a friend. Make two coordinate planes and draw a polygon on one of them (all the corners of the polygon should be points on the plane). Have your friend do the same. Do not look at each other's polygon. Tell your friend the location of each corner of your polygon, and have your friend graph it on his or her blank coordinate plane. Have your friend use a ruler to connect the points. See whether the polygon look like yours. Then have your friend tell you the location of each corner of his or her polygon, and graph it on your blank coordinate plane. Use a ruler to connect the points, and see whether the polygon looks like your friend's.
20f) Remind your child that the things he or she learns in math are useful in everyday life. Show your child a map of your town. (Most telephone directories contain town maps.) Name a street and give its coordinates, such as E4. Have your child use the coordinates to find the street. Repeat the activity several times. Ask your child how the things he or she is learning in math help with map reading.