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Name Date

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 Unit 3: Family Letter
Visual Patterns, Number Patterns,
and Counting
Children will have several experiences with patterns that use objects, colors, and numbers.

Count by 10s 0, 10, 20

Count by 5s 0, 5, 10, 15, 20
Count by 2s 0, 2, 4, 6, 8, 10
Count by 3s 0, 3, 6, 9, 12

As patterns with numbers are investigated, children will

look more closely at patterns found in odd and even
numbers. They will observe patterns in the ending digits
of counts by 2s, 3s, 5s, and 10s. Frames-and-Arrows
diagrams will be introduced to help children investigate
number sequences. (See explanation on next page.)
Children also will continue to develop time-telling and 2, 4, 6, 8, 10, 12
money-counting skills. They will practice telling time on 12 is an even number.
the hour and the half-hour. They will continue to
work with real coins, so please send 10 dimes to
school. (As before, please send these coins in
a sealed envelope with your child’s name
on it.)
Finally, we will begin work on addition and
subtraction. This is an important topic—it
will be developed throughout the year. It
Copyright © Wright Group/McGraw-Hill

is not too early for children to begin

solving very simple problems.

Please keep this Family Letter for reference as

your child works through Unit 3.

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Unit 3: Family Letter cont.
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Vocabulary
Important terms in Unit 3:

number grid A table in which consecutive numbers are arranged

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in rows, usually 10 columns per row. A move from one number to the next
within a row is a change of 1, a move of one number to the next within a
column is a change of 10.

1
0

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

Number grids are used to develop place-value concepts and problem-solving

strategies for addition and subtraction.

pattern A repetitive order or arrangement.

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even number Any counting number that ends in 0, 2, 4, 6, or 8. An even
number of objects can always be grouped into pairs.
odd number Any counting number that ends in 1, 3, 5, 7, or 9. When an
Copyright © Wright Group/McGraw-Hill

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odd number of objects is grouped into pairs, there is always one object that
cannot be paired.
Frames and Arrows Diagrams consisting of frames connected by arrows used
to represent number sequences. Each frame contains one number, and each

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arrow represents a rule that determines which number goes in the next frame.

Rule
5 35 30 25 20 15 10

detailed description of Frames and Arrows.

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The Family Note on Home Link 3-8, which you will receive later, provides a more
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Do-Anytime Activities
To work with your child on concepts taught in this unit and in previous units,
try these interesting and rewarding activities:
1. Count and pair objects found around the house and determine whether
there is an odd or even number of items.
2. Using the same collection of objects, arrange them to make an ongoing
pattern. Then have your child make and describe his or her own pattern.
3. Using the number grid, select a number and have your child point to the
number that is 1 more or 1 less than the selected number. Or do problems
like this: “Start at 28. Count back (or up) 5 spaces. On which number do
you land?”
Counting back from 28
9 8 7 6 5 4 3 2 1 0

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

Building Skills through Games

In this unit, your child will be practicing counting on a number line,
exchanging coins, and adding by playing the following games:

Bunny Hop
Copyright © Wright Group/McGraw-Hill

Players begin at 0 on a number line marked from 0 to 20. Players take turns rolling a
die and hopping the number of spaces equal to the number of dots shown on the
die. The first player to hop to 20 and then back to 0 wins the game. Players must use
an exact roll to land on 20 and on 0.

Coin-Dice
Players take turns rolling two dice and picking up the number of pennies equal to the
number of dots shown on the dice. Whenever possible, players exchange 5 pennies
for 1 nickel, 10 pennies for 1 dime, or 2 nickels for 1 dime. To pick up the last coins,
the number of dots on the dice must match the number of remaining pennies.

Domino Top-It
Each player turns over a domino and calls out the sum of the dots on the domino.
The player with the higher sum keeps both dominos. If there is a tie, each player
chooses another domino. The player with the higher sum keeps all of the dominos.
The player with more dominos at the end of the game wins.

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As You Help Your Child with Homework

As your child brings home assignments, you may want to go over the instructions together, clarifying
them as necessary. The answers listed below will guide you through the Home Links for this unit.

Home Link 3 1 Home Link 3 6

2. If possible, help your child find an article of 1. 7, 7 2. 7, 7
clothing with a pattern that he or she can wear 3. 5, 5 4. 16, 16
to school.
5. 6; 8; 12; 14
3.50, 40, 30, 20, 10
Home Link 3 7
4.25, 20, 15, 10, 5
7. 9 8. 8
Home Link 3 2
Home Link 3 8
1. Sample answer: 4 people; even
1. 7, 11, 15 2. 17, 14, 13
2. Sample answer:
odd: 3, 7, 13, 19 3. 15, 20, 25 4. 28; 30; 32; 36
even: 2, 6, 12, 20 Home Link 3 9
3. 3 beds, odd 1. Add 2 2. Add 5 3. Subtract 3
4. 15, 20, 25, 30, 35 4. 18
5. 55, 60, 65, 70, 75 Home Link 3 10
6. 95, 100, 105, 110, 115 1. 5, 2, 10 2. 13, 19, 30
Home Link 3 3 
3. Clock should show 7:30.
1. 6 2. 7 4. Clock should show 3:30.
3. 10 4. 15 Home Link 3 11
5. 12; 15; 16; 18 6. 74; 77; 78; 80 1. 2 dimes 2. Í, 10
Home Link 3 4 3. ÍÎÎ, 12

Copyright © Wright Group/McGraw-Hill

1. Sample answer: 1648; even 4. ÍÎÎÎÎ, 14
2. Sample answer: odd 5. ÍÍÂ, 25 6. ÍÍ, 20
3. 14; ////\ ////\ ////\ //// 7. 30; 40; 60; 70; 80
4. 23; ////\ ////\ ////\ ////\ /// Home Link 3 12
5. 29 6. 36 1. 25; 0.25 2. 45; 0.45
Home Link 3 5 
3. 23; 0.23 4. 37; 0.37
1. 10, 20 2. 5, 10, 15, 20 5. Sample answer: 2, 4, 6, 8
3. 2, 4, 6, 8 4. 3, 6, 9, 12 Home Link 3 13
5. All odd numbers on the number 2a. blue 2b. yellow
line should be circled.
3.13
6. 12 7. 9
Home Link 3 14
1. Sample answer: 3, 9, 15, 23

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