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Program Your Vehicle

What Is HomeLink?

HomeLink® is the world’s most widely trusted and used vehicle-based wireless control system. It conveniently and safely enables you to open and close your garage door and front gate, activate and deactivate your home’s security system, and turn on or off your interior and exterior lighting, appliances and electronics. All from three buttons, smartly integrated into your automobile’s interior.

Check out our YouTube channel for training videos.

HomeLink Connect®

Today, HomeLink is getting even smarter with HomeLink Connect - A HomeLink companion app that makes programming HomeLink even easier and gives drivers access to an increasing array of cloud-based home automation services. Drivers of HomeLink Connect compatible vehicles can also download and configure the app to control individual home automation devices or set up entire home automation routines.

By offering a combination of RF and cloud-based wireless control, HomeLink remains the industry standard for comprehensive, reliable, vehicle-to-home automation.

Easy to Use Connect your vehicle to your home in just a few button presses.

Compatible Works with nearly all garage door openers and gate systems, and an ever-growing list of other radio-frequency (RF) controlled devices.

Smarter With compatible garage doors, HomeLink 5 can tell you if you left your garage door open or closed.

Convenient HomeLink is seamlessly integrated into your vehicle’s interior, and can control up to three devices.

Battery-free HomeLink is powered by your automobile’s electrical system; it never needs batteries.

Complementary When you’re away from home, apps give you the ability to control your RF devices. When you’re in your car, HomeLink gives you easy, always-ready functionality at your fingertips.

HomeLink Built-in Mirror

HomeLink Visor

HomeLink Module

Get Connected

With an ever-growing list of compatible partners and products, HomeLink is one of the only in-vehicle products that actually gets more useful the longer you own it. To see a list of compatible partners and products, click here .

Download the App

Download HomeLink Connect ® now for iOS or Android, and manage all of your car-to-home automation devices from the convenience of the front seat.

Easy to Use: Connect your vehicle to your home in just a few button presses.

Compatible: Works with an ever-growing list of home automation devices.

Smarter: With compatible devices, HomeLink Connect can tell you the current status of everything from locks and lights to garage doors and locks.

Convenient: HomeLink is seamlessly integrated into your vehicle’s interior, and can control a wide variety of the leading home automation devices.

HomeLink Connect 4+

In-vehicle home automation.

• 3.7 • 23 Ratings
• Offers In-App Purchases

iPhone Screenshots

Description.

HomeLink Connect is the companion app to your in-vehicle HomeLink buttons. It helps guide you through programming your mirror-integrated HomeLink buttons to control your garage door and gates and, for Bluetooth-enabled HomeLink mirrors, it also allows you to control your smart home devices such as lighting, thermostats, smart outlets, and other compatible home automation devices. HomeLink® is the most widely used and trusted car-to-home automation system, with over 100 million HomeLink equipped vehicles on the road today. HomeLink consists of vehicle-integrated buttons that use radio frequency (RF) and/or cloud-based wireless control to operate compatible home automation devices. After pairing their phone to the HomeLink buttons, drivers of HomeLink Connect compatible vehicles will be able to configure the app to control a myriad of home automation devices at the touch of a button or set up entire home automation “scenes.” By offering a combination of RF and cloud-based wireless control, HomeLink remains the industry standard for comprehensive, reliable, vehicle-to-home automation. For more information on HomeLink and HomeLink Connect compatible devices, visit: https://www.homelink.com or https://connect.homelink.com/

Version 2.3.0

Various bug fixes and feature enhancements.

Ratings and Reviews

Strange happenings.

Garage door opens at all hours with no intervention by the user. Found my garage door opened at 1am! Had to delete the app to stop that from happening.

Developer Response ,

Thanks for the feedback. A quick note, the HomeLink app is unable to open garage doors. Only HomeLink in the vehicle can do that when it is programmed and the button is pressed.

Doesn’t give you any new info

Just gives you the same instructions as online or my car manual. Found out I would have to buy a new transmitter to make it work after calling in and performing the same steps I had already tried 8 times.

This maybe helpful if you need to refresh your memory on how to program your opener, but this app has no functionality, useless.

Thank you for your feedback. We'd like to note that the HomeLink Connect app does indeed help with training your in-vehicle HomeLink buttons, but for vehicles with Bluetooth-enabled HomeLink, it can also allow you allow you to control smart home devices from your vehicle. Those same HomeLink buttons can then turn on lights, set your thermostat, toggle outlets and more.

App Privacy

The developer, Gentex , indicated that the app’s privacy practices may include handling of data as described below. For more information, see the developer’s privacy policy .

Data Linked to You

The following data may be collected and linked to your identity:

• Contact Info
• Diagnostics

Privacy practices may vary, for example, based on the features you use or your age. Learn More

Information

• One Year $1.99
• App Support
• Privacy Policy

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Everyday Math Grade 5 Answers Unit 2 Whole Number Place Value and Operations

Everyday mathematics 5th grade answer key unit 2 whole number place value and operations, everyday mathematics grade 5 home link 2.1 answers.

Solving Place-Value Riddles Solve the number riddles. Question 1. I have 5 digits. My 5 is worth 50,000. My 8 is worth 8,000. One of my 6s is worth 60. The other is worth 10 times as much. My other digit is a 0. What number am I? Answer: The number is 58,660 Explanation: Here I have 5 digits number. My 5 is worth 50,000 ; Ten thousand place. My 8 is worth 8,000 ; Thousands place. One of my 6s worth is 60. The number is written as 66; Tens place. My other digit is 0. 0 is in ones place. By adding the above numbers we got the 5 digit number. The number is 58,660.

Question 2. I have 5 digits. My 9 is worth 9 ∗ 10,000. My 2 is worth 2 thousand. One of my 7s is worth 70. The other is worth 10 times as much. My other digit is a 6. What number am I? Answer: The number is 92,776 Explanation: Here I have 5 digits number. My 9 is worth 9 ∗ 10,000 = 90,000; Ten thousand place. My 2 is worth 2,000; Thousands place. One of my 7s worth is 70. The number is written as 77; Tens place. My other digit is 6. 6 is in ones place. By adding the above numbers we got the 5 digit number. The number is 92,776.

Question 3. I have 4 digits. My 7 is worth 7 ∗ 1,000. My 2 is worth 200. One of my 4s is worth 40. The other is worth \(\frac{1}{10}\) as much. What number am I? Answer: The number is 7,244 Explanation: I have 4 digits number. My 7 is worth 7 ∗ 1,000 = 7,000; Thousands place. My 2 is worth 200. Hundreds place. One of my 4s is worth 40. The number is written as 44; tens place. By adding the above numbers we got the 4 digit number. The number is 7,244.

Question 4. I have 6 digits. One of my 3s is worth 300,000. The other is worth \(\frac{1}{10}\) as much. My 6 is worth 600. The rest of my digits are zeros. What number am I? Answer: The number is 330,600 Explanation: I have 6 digits number. My 3s is worth 300,000; The number is written as 330,000. My 6 is worth 600; Hundreds place. The rest of my digits are zeroes. By adding the above numbers we got the 6 digit number. The number is 330,600.

Question 5. I have 5 digits. My 4s are worth 4 [10,000s] and 4 ∗ 10. One of my 3s is worth 3,000. The other is worth \(\frac{1}{10}\) as much. My other digit is a 2. What number am I? Answer: The number is 43,342 Explanation: I have 5 digits number. My 4s is worth 4[10,000s]=40,000; and 4 ∗ 10= 40. My 3s is worth 3,000. The number is written as 3,300. The other digit is 2. keep 2 in ones place. By adding the above numbers we got the 5 digit number. The number is 43,342.

Question 6. I am the largest 7-digit number you can write with the digits 3, 6, 9, 4, 0, 8, and 2. What number am I? Answer: The largest 7-digit number with the above digits is 9,864,320 Explanation: We can write the largest seven digits number with the above digits. Write the above numbers in descending order. The largest seven digit number is 9,864,320.

Practice Solve. Question 7. 4 ∗ (3 + 2) = _______ Answer: 4 ∗(3 + 2) = 20 4 ∗ (5) = 20 Explanation: In the above expression we can observe two arithmetic operations. One is multiplication and other one is addition. First we have to perform addition operation and then multiplication operation. An addition sentence is a mathematical expression that shows two or more values added together. First add three and two then we got five. Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. Then multiply four and five then we got 20.

Question 8. 100 – [(\(\frac{25}{5}\)) ∗ 10] = ________ Answer: 100 – [(25/5) ∗ 10] = 50 100 – [(5) ∗ 10] = 50 100 -[50] = 50 Explanation: In the above expression we can observe three arithmetic operations. One is subtraction, division, and multiplication. First we have to perform division operation and then we have to perform multiplication operation and then subtraction operation. The division is a method of distributing a group of things into equal parts. It is one of the four basic operations of arithmetic, which gives a fair result of sharing. The division is an operation inverse of multiplication. First divide 25/5 which is equal to the five. Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. Second multiply 5 with 10 then we got 50. Subtraction is an arithmetic operation that represents the operation of removing objects from a collection. Third Subtract the result 50 from 100 then we got 50.

Question 9. {(\(\frac{24}{6}\)) + (\(\frac{36}{6}\))} + 2 = ________ Answer: {(24/6) + (36/6)} + 2 = 12 {(4) + (6)} + 2 = 12 {10} + 2 = 12 Explanation: In the above expression we can observe two arithmetic operations. One is division, and other is addition. First we have to perform division operation and then addition operation. The division is a method of distributing a group of things into equal parts. It is one of the four basic operations of arithmetic, which gives a fair result of sharing. The division is an operation inverse of multiplication. First divide 24/6 then we got four; and also divide 36/6 which is equal to the six. An addition sentence is a mathematical expression that shows two or more values added together. After completion of division operation perform addition operation. First add four and six then we got ten. Then add ten with two which results twelve.

Question 10. (3 ∗ 5) – (2 ∗ 5) = _________ Answer: (3 ∗ 5) – (2 ∗ 5)= 5 (15) – (10) = 5 Explanation: In the above expression we can observe two arithmetic operations. One is Multiplication, and other is Subtraction. First we have to perform multiplication operation and then subtraction operation. Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. First multiply these two numbers 3 and 5 then we got 15. Second multiply these two numbers 2 and 5 then we got 10. Subtraction is an arithmetic operation that represents the operation of removing objects from a collection. The result of a subtraction is called a difference. Subtract 10 from 15 then we got 5.

Question 11. (3 ∗ 7) + (2 ∗ 5) = _______ Answer: (3 ∗ 7) + (2 ∗ 5) = 31 (21) + (10) = 31 Explanation: In the above expression we can observe two arithmetic operations. One is Multiplication, and other is addition. First we have to perform multiplication operation and then addition operation. Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. First multiply these two numbers 3 and 7 then we got 21. Second multiply these two numbers 2 and 5 then we got 10. An addition sentence is a mathematical expression that shows two or more values added together. ADD the two numbers 21 and 10 then we got 31.

Question 12. (\(\frac{56}{7}\)) ∗ (\(\frac{42}{7}\)) = _________ Answer: ([56/7] ∗ ([42/7]) = 48 ([8] ∗ ([6]) = 48 Explanation: In the above expression we can observe two arithmetic operations. One is division, and other is multiplication. First we have to perform division operation and then we have to perform multiplication operation. The division is a method of distributing a group of things into equal parts. It is one of the four basic operations of arithmetic, which gives a fair result of sharing. The division is an operation inverse of multiplication. First divide 56/7 which is equal to the 8. Second divide 42/7 then we got 6. Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. Multiply these two numbers 8 and 6 then we got 48.

Everyday Math Grade 5 Home Link 2.2 Answer Key

Evaluating Expressions with Exponential Notation Write each number in standard notation. Question 1. 10 6 _________ Answer: 10 1  =10 10 2  = 100 10 3  = 1,000 10 4  = 10,000 10 5 = 1,00,000 10 6  = 1,000,000 Explanation: Standard notation is also known as scientific notation where a large number is written in the form of power of 10. The number 1,000,000 is written as 10 6 .

Question 2. 3 ∗ 10 6 __________ Answer: 3 ∗ 10 6 = 3,000,000 3 ∗ 1,000,000 = 3,000,000 Explanation: Standard notation is also known as scientific notation where a large number is written in the form of power of 10. The number 1,000,000 is written as 10 6 . Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. Multiply 3 with 1,000,000 then we got 3,000,000.

Question 3. 10 3 __________ Answer: 10 3 = 1,000 Explanation: Standard notation is also known as scientific notation where a large number is written in the form of power of 10. The number 1,000 is written as 10 3 .

Question 4. 24 ∗ 10 3 __________ Answer: 24 ∗ 10 3 = 24,000 Explanation: Standard notation is also known as scientific notation where a large number is written in the form of power of 10. The number 1,000 is written as 10 3 . Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. Multiply 24 with 1,000 then we got 24,000.

Question 9. How much will Jackie pay for shipping? $ __________ Answer: Charges to ship the box of hockey is $26. Explanation: Charges to ship a box having volume = $20 up to 10 cubic feet. Since this box has the volume = 16 Cubic feet. So charges to 10 cubic feet will be $20. Remaining volume of the box = 16 – 10 = 6 cubic feet. Now charges for rest volume = $1 x 6 =$6. Total charges= $20 +$6 = $26. Therefore charges to ship the box of hockey is $26.

Everyday Mathematics Grade 5 Home Link 2.3 Answers

Solving Problems Using Powers of 10

Use estimation to solve. Renee is in charge of the school carnival for 380 students. She has 47 boxes of prizes. Each box has 22 prizes. She wants to make sure she has enough prizes for each student to win 2 prizes. Question 1. Does Renee have enough prizes? Explain how you solved the problem. Answer: Yes Renee have enough prizes for each student to win 2 prizes. Explanation: To estimate the number of prizes Renee has, I rounded 47 boxes of prizes to 50 and 22 prizes to 20. I multiplied 50 and 20 to get 1,000. If each student wins 2 prizes, that is 380 x 2. I can round 380 students to 400 students. Multiply 400 x 2 = 800. Here Renee needs only 800 prizes. So she has enough prizes for each student to win 2 prizes.

Question 2. Does Renee have enough prizes for each student to win 3 prizes? Explain. Answer: No, Renee doesn’t have enough prizes for each student to win 3 prizes. Explanation: If each student wins 3 prizes, Renee needs 380 x 3 prizes. If i rounded 380 to 400, then 400 x 3 = 1,200 prizes. Renee only has about 1,000 prizes. So she doesn’t have enough prizes for each student to win 3 prizes.

Practice Write each number in standard notation. Question 3. 42 ∗ 10 6 _________ Answer: 42 ∗ 10 6 42 ∗ 1,000,000 42,000,000 Explanation: Standard notation is also known as scientific notation where a large number is written in the form of power of 10. The number 1,000,000 is written as 10 3 . Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. Multiply these two numbers 42 ∗ 1,000,000 then we got 42,000,000.

Question 4. 8 ∗ 10 1 ___________ Answer: 8 ∗ 10 1 8 ∗ 10 80 Explanation: Standard notation is also known as scientific notation where a large number is written in the form of power of 10. The number 10 is written as 10 1 . Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. Multiply these two numbers 8 ∗ 10 then we got 80.

Write each number in exponential notation. Question 5. 30,000 _________ Answer: 30,000 = 3 ∗ 10 4 Explanation: Standard notation is also known as scientific notation where a large number is written in the form of power of 10. The number 10,000 is written as 10 4 . Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. Multiply these two numbers 3 ∗ 10,000 then we got 30,000.

Question 6. 70,000,000 ________ Answer: 70,000,000 = 7 ∗ 10 7 Explanation: Standard notation is also known as scientific notation where a large number is written in the form of power of 10. The number 10,000,000 is written as 10 7 . Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. Multiply these two numbers 7 ∗ 10,000,000 then we got 70,000,000.

Everyday Math Grade 5 Home Link 2.4 Answer Key

U.S. Traditional Multiplication Family Note Today your child began learning a multiplication strategy called U.S. traditional multiplication. This strategy may be familiar to you, as it is the multiplication strategy that many adults learned when they were in school. Your child will be learning to use U.S. traditional multiplication with larger and larger numbers over the next week or two. U.S. traditional multiplication is often challenging for students to learn. Do not expect your child to use it easily right away. There will be plenty of opportunities for practice throughout the school year. As your child uses U.S. traditional multiplication to solve the problems below, encourage him or her to check the answers by solving the problems in another way or using an estimate.

Practice Write each number in expanded form. Question 3. 397 _____________ Answer: The expanded form of 397 = 300 + 90 + 7 Explanation: The expanded form of the numbers helps to determine the place value of each digit in the given number. It means that the expansion of numbers is based on the place value. The expanded form splits the number, and it represents the number in units, tens, hundreds and thousands form. The Expanded form of 397 = 300 + 90 + 7.

Question 4. 1,268 ____________ Answer: The expanded form of 1,268 = 1 ∗ 1000 + 2 ∗ 100 + 6 ∗ 10 + 8 ∗ 1 Explanation: The expanded form of the numbers helps to determine the place value of each digit in the given number. It means that the expansion of numbers is based on the place value. The expanded form splits the number, and it represents the number in units, tens, hundreds and thousands form. The Expanded form of 1,268 = 1 ∗ 1000 + 2 ∗ 100 + 6 ∗ 10 + 8 ∗ 1.

Question 5. 4,082 ____________ Answer: The expanded form of 4,082 = 4000 + 80 + 2 Explanation: The expanded form of the numbers helps to determine the place value of each digit in the given number. It means that the expansion of numbers is based on the place value. The expanded form splits the number, and it represents the number in units, tens, hundreds and thousands form. The Expanded form of 4,082 = 4000 + 80 + 2.

Question 6. 29,141 __________ Answer: The expanded form of 29,141 = (2 ∗10 4 ) + (9 ∗ 10 3 ) +(1 ∗ 10 2 ) + (4 ∗ 10 1 ) + (1 ∗ 10 0 ) Explanation: The expanded form of the numbers helps to determine the place value of each digit in the given number. It means that the expansion of numbers is based on the place value. The expanded form splits the number, and it represents the number in units, tens, hundreds and thousands form. The Expanded form of 29,141 = (2 ∗10 4 ) + (9 ∗ 10 3 ) +(1 ∗ 10 2 ) + (4 ∗ 10 1 ) + (1 ∗ 10 0 ).

Everyday Mathematics Grade 5 Home Link 2.5 Answers

Multiplication Top-It: Larger Numbers Make a set of number cards by writing the numbers 0–9on slips of paper or index cards. Make four of each number card. You can also use the 2–9 cards and the aces from a deck of regular playing cards. Explain the rules of Multiplication Top-It: Larger Numbers to someone at home.

Multiplication Top-It: Larger Numbers 1. Each player draws 4 cards. Use 3 of the cards to make a 3-digit number. Use the other card to make a 1-digit number. 2. Multiply the numbers. Compare your product to the other player’s product. The player with the larger product takes all the cards. 3. Keep playing until you run out of cards. The player with more cards wins the game. To play by yourself: Keep the cards if your product is more than 1,000. Discard the cards if your product is less than 1,000. If you have more than 20 cards at the end of the game, you win.

Practice Write each power of 10 using exponential notation. Question 3. 100 = __________ Answer: 100 = 10 2 Explanation: It is the shortest way of expressing a large number. It is also known as the Scientific Notation. The number 100 can be written as power of 10. The exponential notation of 100 is 10 2 .

Question 4. 10,000 = __________ Answer: 10,000 = 10 4 Explanation: It is the shortest way of expressing a large number. It is also known as the Scientific Notation. The number 10,000 can be written as power of 10. The exponential notation of 10,000 is 10 4 .

Question 5. 100,000,000 = __________ Answer: 100,000,000 = 10 8 Explanation: It is the shortest way of expressing a large number. It is also known as the Scientific Notation. The number 100,000,000 can be written as power of 10. The exponential notation of 100,000,000 = 10 8 .

Question 6. 1,000 = __________ Answer: 1,000 = 10 3 Explanation: It is the shortest way of expressing a large number. It is also known as the Scientific Notation. The number 1,000 can be written as power of 10. The exponential notation of 1,000 = 10 3 .

Everyday Math Grade 5 Home Link 2.6 Answer Key

Converting Units Ask someone at home to help you find the following:

• a 1-cup measuring cup or a coffee mug
• a large bowl
• a stopwatch or clock
• a 12-inch ruler or tape measure
• a food package with a weight given in pounds

b. Convert your measurement to fluid ounces. _________ fluid ounces Answer: 1 cup = 8 fluid ounces. 3 cups = 24 fluid ounces. Explanation: In the above image we can observe 1 cup = 8 fluid ounces. The larger bowl takes 3 cups of water to fill the bowl. The process of adding a number to itself a certain number of times is called as multiplication. Multiply 1 x 3 = 3 cups; which is equal to 24 fluid ounces.

Question 2. a. Time or estimate how long it takes you to walk around your block in minutes. _________ minutes Answer: It takes 15 minutes to walk around my block. Explanation: To walk around my block it takes 15 minutes to complete one round.

b. Convert your measurement to seconds. _________ seconds Answer: 1 minute = 60 seconds 15 minutes = 900 seconds Explanation: It takes 15 minutes to walk around our block. we have to convert minutes into seconds. 1 minute = 60 seconds. The process of adding a number to itself a certain number of times is called as multiplication. Multiply 1 x 15 = 15 minutes; which is equal to 900 seconds.

Question 3. a. Measure the length of your bed to the nearest foot. _________ feet Answer: The length of my bed is 3 feet. Explanation: Measuring the length of my bed is 3 feet long.

b. Convert your measurement to inches. _________ inches Answer: 1 foot = 12 inches. 3 foot = 36 inches. Explanation: Measuring the length of my bed is 3 feet long. Convert the measurement into inches. The process of adding a number to itself a certain number of times is called as multiplication. Multiply 1 x 3 = 3 foot; which is equal to 36 inches.

Question 4. a. Record the weight on the food package in pounds. _________ pounds Answer: The weight on the food package is 5 pounds. Explanation: Measuring the weight on the food package is 5 pounds.

b. Convert the weight to ounces. _________ ounces Answer: 1 pound = 16 ounces. 5 pounds = 80 ounces. Explanation: The weight on the food package is 5 pounds. The process of adding a number to itself a certain number of times is called as multiplication. Multiply 1 x 5 = 5 pounds; which is equal to 80 ounces.

Everyday Mathematics Grade 5 Home Link 2.7 Answers

Estimating and Multiplying Make an estimate for each multiplication problem. Write a number sentence to show how you estimated. Then solve ONLY the problems that have answers that are more than 1,000. Use your estimates to help you decide which problems to solve.

Practice Solve. Question 7. a. 7 ∗ 10,000 = ________ b. 7 ∗ 10 4 = ________ Answer: a. 7 ∗ 10,000 = 70,000 b. 7 ∗ 10 4 = 70,000 Explanation: Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. Multiplication is one of the basic arithmetic operations. a.  By multiplying these two numbers we got 7 ∗ 10,000 = 70,000. b. By multiplying these two numbers we got 7 ∗ 10 4 = 70,000.

Question 8. a. 2 ∗ 400 = ________ b. 2 ∗ 4 ∗ 10 2 = ________ Answer: a. 2 ∗ 400 = 800 b. 2 ∗ 4 ∗ 10 2 = 8 ∗ 10 2 = 800 Explanation: Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. Multiplication is one of the basic arithmetic operations. a. By multiplying these two numbers we got 2 ∗ 400 = 800. b. By multiplying these three numbers we got 2 ∗ 4 ∗ 10 2 = 8 ∗ 10 2 = 800.

Question 9. a. 6,000 ∗ 300 = ________ b. 6 ∗ 10 3 ∗ 3 ∗ 10 2 = ________ Answer: a. 6,000 ∗ 300 = 1,800,000 b. 6 ∗ 10 3 ∗ 3 ∗ 10 2 = 18 ∗ 10 5 = 1,800,000 Explanation: Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. Multiplication is one of the basic arithmetic operations. a. By multiplying these two numbers we got 6,000 ∗ 300 =1,800,000. b. By multiplying these four numbers we got 6 ∗ 10 3 ∗ 3 ∗ 10 2 = 18 ∗ 10 5 = 1,800,000.

Everyday Math Grade 5 Home Link 2.8 Answer Key

Choosing Multiplication Strategies

Question 4. The distance from Chicago, Illinois, to Boston , Massachusetts, by plane is 851 miles. A pilot flew from Chicago to Boston 37 times in one year. How many miles was that? Estimate: ___________ Answer: ________ miles Answer: Estimate : 850 ∗ 40 = 34,000 The distance for Chicago to Boston = 851 miles. A pilot flew from Chicago to Boston 37 times in one year. So, 851 ∗ 37 = 31,487 miles Explanation: The distance from Chicago, Illinois, to Boston , Massachusetts, by plane is 851 miles. A pilot flew from Chicago to Boston 37 times in one year. So we have to multiply 851 miles with 37 times in one year. Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. So, 851 ∗ 37 = 31,487 miles.

Question 5. It takes 246 floor tiles to cover the floor of a classroom. There are 31 same-size classrooms in the school. How many floor tiles does it take to cover all the classroom floors? Estimate: ___________ Answer: ________ miles Answer: Estimate : 250 ∗ 30 = 7,500 The floor of a classroom covers 246 floor tiles. There are 31 same-size classrooms in the school. So, 246 ∗ 31 = 7,626 Explanation: The floor of a classroom covers 246 floor tiles. There are 31 same-size classrooms in the school. So we have to multiply 246 floor tiles with 31 same size classroom in the school. Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. So, 246 ∗ 31 = 7,626. Question 6. Explain to someone at home which strategy you used to solve each problem and why. Answer: Here I used U.S traditional multiplication Strategy to solve the problems.

Practice Solve. Question 7. a. 5 ∗ 300,000 = ________ b. 5 ∗ 3 ∗ 10 5 =____________ Answer: a. 5 ∗ 300,000 = 1,500,000 b. 5 ∗ 3 ∗ 10 5 = 15 ∗ 10 5 = 1,500,000 Explanation: Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. Multiplication is one of the basic arithmetic operations. a. By multiplying these two numbers we got 5 ∗ 300,000 = 1,500,000. b. By multiplying these three numbers we got 5 ∗ 3 ∗ 10 5 = 15 ∗ 10 5 = 1,500,000.

Question 8. a. 40 ∗ 6,000 = _________ b. 4 ∗ 10 ∗ 6 ∗ 10 3 = _________ Answer: a. 40 ∗ 6,000 = 240,000 b. 4 ∗ 10 ∗ 6 ∗ 10 3 = 24 ∗ 10 4 = 240,000 Explanation: Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. Multiplication is one of the basic arithmetic operations. a. By multiplying these two numbers we got 40 ∗ 6,000 = 240,000. b. By multiplying these four numbers we got 4 ∗ 10 ∗ 6 ∗ 10 3 = 24 ∗ 10 4 = 240,000.

Question 9. a. 20,000 ∗ 700 = _________ b. 2 ∗10 4   ∗ 7 ∗ 10 2 = __________ Answer: a. 20,000 ∗ 700 = 14,000,000 b. 2 ∗ 10 4 ∗ 7 ∗ 10 2 = 14 ∗ 10 6 = 14,000,000 Explanation: Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. Multiplication is one of the basic arithmetic operations. a. By multiplying these two numbers we got 20,000 ∗ 700 = 14,000,000. b. By multiplying these four numbers we got 2 ∗ 10 4 ∗ 7 ∗ 10 2 = 14 ∗ 10 6 = 14,000,000.

Everyday Mathematics Grade 5 Home Link 2.9 Answers

Using Multiples of 10 to Estimate Question 1. Estimate about how many meters Martin swims in June if he swims about 200 meters per day. There are 30 days in June. Show how you made your estimate. About ________ meters Answer: He swims about 200 meters per day. There are 30 days in June. So 200 ∗ 30 = 6,000 meters. About 6,000 meters. Explanation: Martin swims about 200 meters per day. There are 30 days in June. So multiply 200 meters and 30 days. Multiplication of two numbers is the repeated addition of one number to the number of times equal to the other number. Multiplication is one of the basic arithmetic operations. So 200 ∗ 30 = 6,000 meters.

Question 2. Estimate how many days it would take Martin to swim 60,000 meters. Show how you made your estimate. About ________ days Answer: Martin swim 60,000 meters. We have to calculate the days. If he swim 200 meters per day. Then 200 ∗ 300 = 60,000 meters. About 300 days. Explanation: Martin swim 60,000 meters. We have to calculate the days. If he swim 200 meters per day. Then 200 ∗ 300 = 60,000 meters. Martin takes about 300 days to swim 60,000 meters.

Everyday Math Grade 5 Home Link 2.10 Answer Key

Mental Division Practice Use multiplication and division facts to solve the following problems mentally. Remember: Write an equivalent name for the dividend by breaking it into smaller parts that are easier to divide. Example: 72 divided by 4

• Write some multiples of 4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40
• Write an equivalent name by breaking 72 into smaller numbers that are multiples of 4. Equivalent name for 72: 40 + 32
• Use the equivalent name to divide mentally. Ask yourself: How many 4s are in 40? (10) How many 4s are in 32? (8) Think: How many total 4s are in 72? (10 [4s] + 8 [4s] = 18 [4s], so 72 ÷ 4 = 18)

Question 1. 57 ÷ 3 → ? Multiples of 3: __________ Equivalent name for 57: __________ 57 ÷ 3 → __________ Answer: Multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30 Equivalent name for 57: 30 + 27 57 ÷ 3 → 19 Explanation: 1. First write some multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30 2. Then write an equivalent name by breaking 57 into smaller numbers that are multiples of 3. 3. Equivalent name for 57: 30 + 27 4. Use the equivalent name to divide mentally. First we have to check how many 3s are in 30 and how many 3s are in 27. There are (10) 3s in 30 and (9) 3s in 27. 5. Then check how many total 3s are in 57. There are 10[3s] +9[3s] = 19[3s]. So 57 ÷ 3 = 19.

Question 2. 96 ÷ 8 → ? Multiples of 8: __________ Equivalent name for 96: __________ 96 ÷ 8 → __________ Answer: Multiples of 8: 8, 16, 24, 32, 40, 48, 56, 64, 72, 80 Equivalent name for 96: 80 + 16 96 ÷ 8 → 12 Explanation: 1. First write some multiples of 8: 8, 16, 24, 32, 40, 48, 56, 64, 72, 80 2. Then write an equivalent name by breaking 96 into smaller numbers that are multiples of 8. 3. Equivalent name for 96: 80 + 16 4. Use the equivalent name to divide mentally. First we have to check how many 8s are in 80 and how many 8s are in 16. There are (10) 8s in 80 and (2) 8s in 16. 5. Then check how many total 8s are in 96. There are 10[8s] +2[8s] = 12[3s]. So 96 ÷ 8 = 12.

Everyday Mathematics Grade 5 Home Link 2.11 Answers

Question 1. You could have started solving the example problem by taking away 110 from 237. If this was your first step, what would have been the first partial quotient, and why? Answer: 10 is the first partial quotient, because there are 10 [11s] in 110. Explanation: The division is a method of distributing a group of things into equal parts. It is one of the four basic operations of arithmetic. In the example problem, if we are taking away 110 from 237 then 10 is the first partial quotient, because there are 10 [11s] in 110.

Everyday Math Grade 5 Home Link 2.12 Answer Key

Division with Multiples Here is how to use partial-quotients division with a list of multiples to solve \(\frac{2106}{19}\). First, list some multiples of 19: 100 ∗ 19 = 1,900 50 ∗ 19 = 950 20 ∗ 19 = 380 10 ∗ 19 = 190 5 ∗ 19 = 95

Complete the list of multiples below. Then use it to help you solve \(\frac{1954}{18}\). Question 1. 100 ∗ __________ = ___________ 50 ∗ __________ = __________ 20 ∗ __________ = __________ 10 ∗ __________ = __________ 5 ∗ __________ = __________ 2 ∗ __________ = __________ Answer: 100 ∗ 18 = 1,800 50 ∗ 18 = 900 20 ∗ 18 = 360 10 ∗ 18 = 180 5 ∗ 18 = 90 2 ∗ 18 = 36 Explanation: A multiple of a number is a number that is the product of a given number and some other natural number. Multiples can be observed in a multiplication table. Multiples of 18 are 100 ∗ 18 = 1,800, 50 ∗ 18 = 900, 20 ∗ 18 = 360, 10 ∗ 18 = 180,5 ∗ 18 = 90, 2 ∗ 18 = 36

Everyday Mathematics Grade 5 Home Link 2.13 Answers

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Philippines earthquake: woman killed by collapsed wall as fleeing residents return home

The magnitude 7.5 quake in Mindanao triggered tsunami warnings in Japan and more than 600 aftershocks

Philippine residents were allowed to return to their homes on Sunday after a magnitude 7.5 earthquake struck the country’s south, killing at least one person, with disaster officials reporting minor damage to some infrastructure.

The Saturday night quake shook parts of Surigao del Sur and Davao Oriental provinces, triggering coastal evacuations and tsunami alerts in the country and in Japan .

A woman was killed when a wall collapsed as she and her family were fleeing their home in search of safety in Tagum city in Davao del Norte province, said disaster official Mon Cabonilas.

“The tsunami threat associated with this earthquake has now largely passed the Philippines ,” the country’s Institute of Volcanology and Seismology (Phivolcs) said in a statement but advised people in threatened communities to heed the instructions from local authorities.

In the coastal town of Carrascal in Surigao del Sur, all evacuees have returned to their homes, a disaster official told DWPM radio station. “We are ready in case there is a need to evacuate again.”

More than 600 aftershocks were recorded and Phivolcs urged caution as people resumed normal activities.

The Philippine Coast Guard put all its vessels and aircraft on alert for potential dispatch.

“We started going back to our homes early on Sunday, although we are still shaking because of aftershocks,” Julita Bicap, 51, a hotel worker in the seaside town of Bislig, said on Sunday morning after power was restored around 5am.

“There are aftershocks even now. Last night we were at the evacuation centre, including my two foreigner guests. One of them came back to the hotel already.” Bicap said she noticed a small crack in the hotel’s front wall.

Authorities recorded minor damage to homes, while the aviation agency reported minor cracks on wall tiles in some regional airports.

The strongest aftershock was magnitude 6.5, according to the European-Mediterranean Seismological Centre.

Earthquakes are common in the Philippines, which lies on the “Ring of Fire”, a belt of volcanoes circling the Pacific Ocean that is prone to seismic activity.

Philvolcs’ Hinatuan-Bislig Bay station recorded maximum waves of 0.64 metres. Japan’s Hachijojima island, 290km south of Tokyo, recorded waves of 40cm, the Japan Meteorological Agency said.

The US Tsunami Warning System had initially warned of waves of up to 3 metres above the usual high tide level.

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Announcing Windows 11 Insider Preview Build 26002 (Canary Channel)

• Amanda Langowski
• Brandon LeBlanc

Hello Windows Insiders, today we are releasing Windows 11 Insider Preview Build 26002 to the Canary Channel.

REMINDER: As builds released to the Canary Channel are “hot off the presses,” we will offer limited documentation for builds flighted to the Canary Channel including documenting only the most significant and highly impactful known issues. Please note that we will not publish a blog post for every flight – only when new features are available in a build.

What’s new in Build 26002

Energy saver.

Starting with this build (Build 26002), we are introducing energy saver, which extends and enhances battery saver. It is an easy way to extend battery life and reduce energy use by trading off some system performance. It can be toggled on and off via Quick Settings in the system tray or configured to run automatically whenever the device reaches a certain battery percentage. While optimized to extend battery life, energy saver will be available when PCs are plugged in (this includes desktop PCs) for those aiming to conserve energy all the time.

FEEDBACK: Please file feedback in Feedback Hub (Win + F) under Power & Battery > Energy saver.

Changes and Improvements

[taskbar & system tray].

• We’re trying out a change that improves the overall performance and responsiveness of Quick Settings in the system tray.
• We’re making it easier to manage VPN in Quick Settings. If you have a single VPN, a new split toggle lets you turn it on and off with a single click. If you have multiple VPNs, we’ve made some changes to the list to reduce the time it takes to start a connection.
• We are beginning to roll out a new refresh button on the Wi-Fi Quick Settings flyout so you can now refresh the list of wireless networks available. There is also indication of scan progress to help you find nearby networks if the first scan does not reveal the one you are looking for.

• This update starts the roll out of account-related notifications for Microsoft accounts on the Settings homepage. A Microsoft account connects Windows to your Microsoft apps. The account backs up all your data and helps you manage your subscriptions. You can also add extra security steps to keep you from being locked out of your account. This feature displays notifications across the Start menu and Settings. You can manage Settings notifications in Settings > Privacy & security > General.
• Removed colored backplates from app icons in Settings > Apps > Installed apps, as well as Settings > System > Notifications. This is an early implementation with more fixes on the way in future flights.

Fixes for known issues

• Fixed an issue which was causing installation of some apps, including Phone Link, to fail with error 0x87AF0813 in the previous flight.
• Fixed an underlying issue in recent Canary Channel builds where the Microsoft Store was getting stuck when trying to check for and install app updates.
• Fixed an issue causing Settings to crash when navigating to Bluetooth & Devices > Touchpad.
• Fixed an issue which was causing File Explorer to crash on launch for people using a non-default regional sorting option.

Known issues

• [REMINDER] Some popular games may not work correctly on the most recent Insider Preview builds in the Canary Channel. Please be sure to submit feedback in Feedback Hub on any issues you see with playing games on these builds.
• [NEW] After Build 26002 is done downloading and is ready to restart to finish the installation, the restart button is missing from the Windows Update Settings page. You can reboot by clicking the Windows Update icon in the system tray or open Start and reboot from the power button there. After installing Build 26002, Windows Update settings page may not load correctly, but if you close Settings and re-open (or reboot) and navigate to the Windows Update settings page it should load again.
• We’re working on a fix for an issue where attempting to reboot into safe mode hangs on the boot logo.

For developers

You can download the latest Windows Insider SDK at  aka.ms/windowsinsidersdk .

SDK NuGet packages are now also flighting at NuGet Gallery | WindowsSDK which include:

• .NET TFM packages for use in .NET apps as described at aka.ms/windowsinsidersdk
• C++ packages for Win32 headers and libs per architecture
• BuildTools package when you just need tools like MakeAppx.exe, MakePri.exe, and SignTool.exe

These NuGet packages provide more granular access to the SDK and better integration in CI/CD pipelines.

SDK flights are now published for both the Canary and Dev Channels, so be sure to choose the right version for your Insider Channel.

Remember to use  adaptive code  when targeting new APIs to make sure your app runs on all customer machines, particularly when building against the Dev Channel SDK.  Feature detection  is recommended over OS version checks, as OS version checks are unreliable and will not work as expected in all cases.

About the Canary Channel

The Canary Channel is the place to preview platform changes that require longer-lead time before getting released to customers. Some examples of this include major changes to the Windows kernel, new APIs, etc. Builds that we release to the Canary Channel should not be seen as matched to any specific release of Windows and some of the changes we try out in the Canary Channel will never ship, and others could show up in future Windows releases  when they’re ready .

The builds that will be flighted to the Canary Channel are “hot off the presses,” flighting very soon after they are built, which means very little validation and documentation will be done before they are offered to Insiders. These builds could include major issues that could result in not being able to use your PC correctly or even in some rare cases require you to reinstall Windows. We will offer limited documentation for the Canary Channel, but we will not publish a blog post for every flight – only when new features are available in a build.

Our Canary Channel won’t receive daily builds; however, we may ramp up releasing builds more frequently in the future.

The desktop watermark you see at the lower right corner of your desktop is normal for these pre-release builds.

*Availability of Copilot in Windows:  Copilot in Windows in preview is being rolled out gradually to Windows Insiders in select global markets. The initial markets for the Copilot in Windows preview include North America, United Kingdom and parts of Asia and South America. It is our intention to add additional markets over time.

Important Insider Links

• You can check out our Windows Insider Program documentation here .
• Check out Flight Hub for a complete look at what build is in which Insider channel.

Thanks, Amanda & Brandon

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📊 Re-ranking the 16 remaining DI women's volleyball teams

🏆 Cal wins men's water polo championship finals

📈 Tracking 2023 bowl game selections

Sam Harrigan | December 3, 2023

• 2023 NCAA DIII football championship: Bracket, schedule, scores

The 2023 NCAA DIII football championship continues through to the Amos Alonzo Stagg Bowl, the national championship, on Dec. 15, 2023 at Salem Stadium in Salem, Virginia.

The championship field consists of 32 teams in a single-elimination tournament. Twenty-eight of the 32 spots are filled by teams that win their conference, earning an automatic bid. The remaining five spots will be given to at-large teams.

North Central (IL) is the reigning champion. The Cardinals have played in three straight Stagg Bowls (the DIII national championship game), winning two of them.

Semifinals: Saturday, Dec. 9

• North Central (IL) vs. Wartburg
• Cortland vs. Randolph-Macon

Here is the schedule of the 2023 NCAA Division III football tournament:

2023 NCAA Division III football tournament schedule, scores

Opening Round: Saturday, Nov. 18

• Mount Union 56, Alfred State 14 
• Alma 32 , DePauw 17
• Cortland 28,  Endicott   17
• Grove City 21 , Susquehanna   20
• Johns Hopkins 62,  Western Connecticut State 20
• Union (NY) 24, Delaware Valley 16
• Ithaca 21,  Springfield   7
• Randolph-Macon 28, Christopher Newport 20
• Wisconsin-La Crosse 62, Minnesota-Morris 7
• Aurora 20, Coe 7
• Trinity (TX) 20,  Hardin-Simmons 6 
• North Central (IL) 65,  Belhaven 0
• Wartburg 49,  Illinois College 14
• Wheaton (IL) 41, Mount St. Joseph 34 
• Wisconsin-Whitewater 42, Bethel (MN) 14
• Whitworth 42 ,   Chapman 28

Second Round: Saturday, Nov. 25

• Cortland 25,  Grove City 24
• Randolph-Macon 46, Ithaca 0
• Johns Hopkins 39, Union (NY), 17
• Alma 24, Mount Union 20
• North Central (IL) 71, Trinity (TX) 28
• Wartburg 42,  Whitworth 20
• Wisconsin-Whitewater 49 , Wheaton (IL) 42
•   Wisconsin-La Crosse 56 , Aurora 35

Quarterfinals: Saturday, Dec. 2

• Cortland 58 , Alma 41
• Randolph-Macon 39 , Johns Hopkins 36
• Wartburg 31 , Wisconsin-Whitewater 28
• North Central (IL) 55 , Wisconsin-La Crosse 42

Championship : Friday, Dec. 15

2023 NCAA Division III football tournament bracket

Click or tap here for a closer look at the bracket

DIII Championship History

2023 SEC Championship Game: Date, time, history

2023 Alabama football schedule: Dates, times, TV channels, scores

2023 Notre Dame football schedule: Dates, times, TV channels, scores

Diii football news.

• College football's longest active regular-season win streaks
• NCAA Division III Football Committee selects championship field
• DIII football: 2023 selection show
• Shenandoah's Haley Van Voorhis becomes the first female non-kicker to play NCAA football
• The Heisman candidates and dark horse contenders for every conference
• Eagles coach Nick Sirianni was a 3-time champ at DIII Mount Union
• Mount Union vs. Wartburg: Full final drive, last-minute TD in DIII football tournament
• 2022 NCAA Division III football championship field announced
• DIII football: 2022 selection show

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What We Know About the Hostages Released on Thursday

Eight Israeli hostages were freed, including dual nationals from Mexico, Russia and Uruguay.

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By Talya Minsberg and Matthew Mpoke Bigg

• Nov. 30, 2023

Hamas freed another group of eight Israeli hostages on Thursday, including dual nationals from Mexico, Russia and Uruguay.

Hours later, the Israeli Prison Service announced the release of 30 Palestinian prisoners and detainees.

It was the seventh consecutive day of releases of Israeli hostages from Gaza and Palestinians from Israeli prisons under the truce, which had been renewed early Thursday morning minutes before it was set to expire. That extension was set to last just 24 hours, and diplomats expressed some pessimism about the prospects for another extension to be agreed upon before the current arrangement expires on Friday.

Here’s what we know about the Israeli hostages released on Thursday.

Mia Schem, 21

Mia Schem, 21, a dual Israeli-French citizen, was abducted from the site of the Tribe of Nova music festival where at least 260 people were killed in the Hamas-led assault on Israel on Oct. 7.

She was shown in a video released by Hamas on Oct. 16, the first images released by the group of any of the roughly 240 hostages. In the video, she said that she had undergone surgery on her arm after being abducted, though the reason was unclear. (According to an analysis by The New York Times, metadata contained within the video file indicates that some of the footage was filmed at least six days before it was released.)

Amit Soussana, 40

Amit Soussana, 40, a lawyer, was kidnapped from Kibbutz Kfar Aza a few miles east of Gaza. At the time, she had been at home with a fever, according to The Times of Israel. Her family told Israeli news organizations that during the Oct. 7 assault, Ms. Soussana hid in a safe room in her house, but the attackers were still able to reach her.

She and her family are left-leaning politically and had called for peaceful coexistence with Palestinians. Her sister, Shira Soussana, said that the kidnapping has shaken the family’s sense of security. “We don’t have a belief anymore in people, it’s so evil,” she said , adding, “on both sides.”

Ilana Gritzewsky Kimchi, 30

Ilana Gritzewsky Kimchi, 30, is an immigrant from Mexico, according to the Hostages and Missing Persons Families Forum. Ms. Gritzewsky Kimchi was kidnapped on Oct. 7 from Kibbutz Nir Oz, where scores of residents were murdered by Hamas.

Nili Margalit, 41

Nili Margalit, 41, was kidnapped from Kibbutz Nir Oz. On the morning of the attack, she texted friends to say that she was locked in a safe room with her dog and that for hours she had been hearing attackers walking around outside, according to The Times of Israel.

Ms. Margalit works as a nurse in southern Israel at the Soroka Medical Center, the Rambam Health Care Campus said on Facebook. Another former hostage, Yocheved Lifshitz , 85, told The Times of Israel that she had seen Ms. Margalit caring for other people while they were being held captive.

Sapir Cohen, 29

Sapir Cohen, 29, was taken hostage along with her boyfriend, Sasha Trupanob, 28, from Kibbutz Nahal Oz, where they were visiting his family.

Mr. Trupanob’s mother, Yelena Trupanob, and grandmother, Irena Tati, both Russian émigrés, were also taken hostage but were released on Wednesday.

Mr. Trupanob is believed to remain in Gaza.

Aisha Ziyadne, 17; Bilal Ziyadne, 18

Aisha Ziyadne, 17, and her brother Bilal Ziyadne, 18, are Bedouin Muslim citizens of Israel. They were kidnapped along with their father, Yousef, and brother, Hamza, from Kibbutz Holit near the border with Gaza, Israeli officials said. The Ziyadne family — the name is sometimes transliterated as Alziadna — had been calling on the Israeli government to do more to free them.

Shani Goren, 29

Shani Goren, 29, a teacher, was abducted from the safe room in her home at Kibbutz Nir Oz on the morning of Oct. 7, according to Israeli news outlets.

In captivity, she looked after a 12-year-old boy, Eitan Yahami, who had been taken hostage from the same kibbutz, The Jerusalem Post reported . Eitan was released on Tuesday.

Ms. Goren was born in Israel and holds Uruguayan citizenship through her grandparents, who settled in Israel in 1953.

Matthew Mpoke Bigg is a correspondent covering international news. He previously worked as a reporter, editor and bureau chief for Reuters and did postings in Nairobi, Abidjan, Atlanta, Jakarta and Accra. More about Matthew Mpoke Bigg

Our Coverage of the Israel-Hamas War

Ignored Warnings: Israeli officials obtained Hamas’s battle plan for the Oct. 7 attack more than a year before it happened, documents, emails and interviews show . But Israeli military and intelligence officials dismissed it as too difficult for Hamas to carry out.

In the West Bank: Israel’s bombardment of Gaza and the elation over the release of Palestinian prisoners have deepened support for Hamas in the Israeli-occupied territory , which has seen settler violence intensify  since the start of the war.

An Expanding Conflict?: Since the Oct. 7 attacks on Israel, U.S. forces and militias backed by Iran have launched tit-for-tat attacks in Iraq and Syria. National security officials fear that could trigger a larger war in the Middle East .

Tourism in the Middle East: Amid security concerns brought on by the conflict, international travel has shuddered to a halt in Israel and is falling in neighboring Jordan, Lebanon and Egypt .

In the United States: Dearborn, a suburb of roughly 110,000 people bordering Detroit, has one of the highest percentages of Arab Americans among U.S. cities. People there are suffering intensely  as they behold the carnage wrought by the war.