Nelson International Mathematics Workbook
Name:
2nd edition
Contents Number title Task done Page
Task done
Page
Place value to 100
4
Number machines
24
Place value to 1000
5
Making 100
25
More place value
6
Find the total
26
Spot the mistake
7
Time trials
27
Placing numbers on a number line
8
Estimate and measure in metres
28
Ordering numbers
9
Measure and draw
29
Comparing numbers
10
Rounding numbers
30
Faces, edges and vertices
11
Estimating
31
Investigating 3D shapes
12
Time in minutes
32
Telling and showing time
33 34
Investigating 3D shapes continued
13
Build your own cube
14
More telling and showing time
Counting on and back
15
Estimating time
35
More counting
16
Calendars and dates
36
Number machines
17
Revise multiplication and division
37
Tables, ×2, ×5, ×10
38
Find the multiples
39
The ×3 table
40
Multiplication patterns
41
Reading scales
42
Counting patterns to 1000 18 Shapes on doors
19
Classify 2D shapes
20
Alphabet symmetry
21
Symmetry
22
Making twenties
23
Number title Contents Task done Page
Task done
Page
More reading scales
43
Money amounts
63
Making equal groups
44
Making $1.00
64
Division facts
45
Money problems
65
Clockwise and anti-clockwise turns
66 67
Division with some left over 46 Make a table
47
Investigating mini-beasts found in different places
48
More about clockwise and anti-clockwise
Venn diagrams
49
Position
68
Carroll diagrams
50
Position on a grid
69
Carroll diagrams continued 51
Mixed numbers
70
Fractions
52
Mixed numbers on a number line
71
More fractions of shapes
53 More mixed numbers
72
Fractions of amounts
54 Drawing symbols
73
Colour the fraction
55
Measuring capacity
56
Favourite flavours
74
Making 1 litre
57
More sorting data
75
Adding patterns
58
More bar charts
76
Rounding and estimating
59
Sandwich survey
77
Check the answers
60
Another bar chart
78
Marking right angles
61
Multiplying by 10
79
Classifying shapes
62
Doubling and halving
80
Place value to 100 Complete the table. Amount
Tens and units
5 ______ 5 units ______ 5 tens ______ 9 units ______ 7 tens ______ 4 units ______ 7 tens ______ 5 units ______ 4 tens ______ 7 units 8 tens ______ ______ 3 units ______ 8 tens ______ 9 units 9 tens ______ ______ 6 units ______ tens
Numeral
55 59 74 75 47 83 89 96
Number name
fiftyfive fiftynine seventyfour seventyfive fortyseven eightythree eightynine ninetysix see Student Book page 5
4
Place value to 1000 Complete the table. Arrow cards
Hundreds, tens and units
Numeral and number name
1 ______ 4 tens ______ 3 units 2 hundreds ______ ______ 3 tens ______ 2 units 5 hundreds ______ ______ 1 tens ______ 0 units
143 one hundred and forty-three
______ hundreds
1
2
5
4
3
1
3
2
0
2
2
1
3
2
4
2
2
314 three hundred and fourteen
4 ______ 0 tens ______ 9 units
409 four hundred and nine
______ hundreds
4
0
9
510 five hundred and ten
3 ______ 1 tens ______ 4 units 2 hundreds ______ ______ 3 tens ______ 2 units 2 hundreds ______ ______ 2 tens ______ 2 units ______ hundreds
3
232 two hundred and thirty-two
232 two hundred and thirty-two 222 two hundred and twenty-two
see Student Book page 6 5
More place value h
t
u
h
253
t
u
You can use dots to show numbers on a place value chart. Also, remember that: 253 > 153
153
153 < 253 Draw dots to show each number. Fill in < or > in the number sentences.
1
h
t
u
h
117
2
h
t
h
t
927
u
117
<
137
137
>
117
530
>
503
503
<
530
927
<
972
972
>
927
137
u
h
530
3
t
t
u
503
u
h
t
u
972
see Student Book page 7 6
Spot the mistake Some of these values are the wrong hundreds, tens or units. Put a tick ( ) next to the correct ones. Write the correct value for those that are wrong.
1
2 5 2 _ 7
200
20
6 4 2 _
✗
4
3
2
✓
5 4 _ 3 0
400
900
90
6 9 _ 3
✗
3
✓
70
700
✗
9
20
8 _ 4 6
✓
11 7 6 3 _
_7 4 3
1 2 _ 7
✓
10
800
✗
6
8
90
80
8 9 _ 6
✓
7
8 _ 7 1
80
800
✗
12 5 _ 2 1
500
✓
1 _ 0 0 0
100
1000
✗
see Student Book page 8 7
Placing numbers on a number line 1
Fill in the missing numbers on each of these number lines.
200
300
400
a
b
500
600
c 700
800
d 600
e 800
700
900 g
h
500
510
f 450
460
470
480
490
i 90
2
100
110
900
120
130
140
j
k
150
160
170
Only two numbers are shown on each of these number lines. Write what you think the other marks represent on each number line. Tell your partner how you decided what the marks represented.
Possible answers are:
350
400
500
400
450
500
190
180
235
300
245
255
550
200 265
275
210
285
295 see Student Book page 9
8
Ordering numbers 1
Colour the largest number in each set.
a
134 234 334
b
876 786 678
c
987 789 879
d
425 542 524
2
Colour the smallest number in each set.
a
432 342 234
b
564 456 645
c
231 123 132
d
279 297 207
3
Write the numbers in order from smallest to largest. 179
366 529
107
201
507
963
107 179 201 366 507 529 963
________ ________ ________ ________ ________ ________ ________
4
Write the numbers in order from largest to smallest. 987
900
978
943
956
999
988
999 988 987 978 956 943 900
________ ________ ________ ________ ________ ________ ________
5
This is a 200 to 300 number line marked in tens.
200
210
250 260
280 290
300
Write these numbers in the correct position on the number line. 290
250
280
210
260
see Student Book page 10 9
Comparing numbers Use the three digits.
7
Write the largest number you can make.
2 3 1 3
7 6 1
5
9 5 8
7
4 6 5
tens
units
7
5
1
hundreds
tens
units
1
5
7
5 1
Write the smallest number you can make.
1
hundreds
hundreds
tens
units
3
2
1
hundreds
tens
units
1
2
3
hundreds
tens
units
7
6
1
hundreds
tens
units
1
6
7
hundreds
tens
units
9
8
5
hundreds
tens
units
5
8
9
hundreds
tens
units
6
5
4
hundreds
tens
units
4
5
6
2
1 8 5 4
7 9 8
6
3 4 7
8
5 1 1
hundreds
tens
units
8
5
1
hundreds
tens
units
1
5
8
hundreds
tens
units
9
8
7
hundreds
tens
units
7
8
9
hundreds
tens
units
7
4
3
hundreds
tens
units
3
4
7
hundreds
tens
units
5
1
1
hundreds
tens
units
1
1
5
see Student Book page 11 10
Faces, edges and vertices Write the correct name for each shape. Choose the names from the box. cylinder
triangular prism
sphere
triangular-based pyramid
cuboid
cube
square-based pyramid
Write the number of faces, edges and vertices. Name
Number of faces
Number of edges
Number of vertices
8
12
12
8
12
12
triangular-prism
5
9
6
cylinder
3
2
0
5
8
5
4
6
4
1
0
0
cube
___________________________
cuboid
___________________________
___________________________
___________________________
square-based ___________________________ pyramid trianglar-based ___________________________ pyramid sphere
___________________________
see Student Book page 13 11
Investigating 3D shapes Samantha used these shapes to make a model.
1
Colour each shape a different colour. Write the correct name of each shape.
cylinder
2
sphere
______________________
cone
______________________
______________________
______________________
triangular-prism ______________________
______________________
pyramid
cuboid
This is Samanthaâ&#x20AC;&#x2122;s model. Colour the shapes in the model to match your coloured shapes.
see Student Book page 14 12
Investigating 3D shapes continued 3
Count how many there are of each shape. Complete this table. Shape Cylinder Sphere Pyramid Triangular prism Cone Cuboid
4
Number used
11 3 2 6 7 9
Write the answers to these questions.
7 What did she use the pyramids for? ______________________ roofs What shapes are the houses made from? ______________________ cuboids and ____________________________________________________________________ triangular-prisms Which shape did Samantha use most often? __________________ cylinder Which shape did Samantha use least often? __________________ pyramid
a How many cones did Samantha use? ______________________ b c
d e
f She used three cylinders for lamp-posts. What else did she use cylinders for? ____________________________
silos, water tank and legs
5
Draw three buildings from your area on a sheet of paper. What shapes can you see in them?
own work
____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ see Student Book page 14 13
Build your own cube Trace or copy this net onto thin card. Cut the net out. Fold the net along the dotted lines to make your cube. Use the tabs to glue the faces together.
own work
see Student Book page 15 14
Counting on and back 1 a
c
2
Fill in the missing numbers on the number lines.
12
13
14 _
15
47
46
45 _
44
b
d
29 _ 30 _
27
28
97
96 _
95
94 _
Fill in the missing numbers in each column. The number after
The number before
The number between
23, ______ 24
______ 12 , 13
9, ______ 10 , 11
34, ______ 35
______ 18 , 19
20, ______ 21 , 22
36, ______ 37
______ 30 , 31
35, ______ 36 , 37
49, ______ 50
______ 45 , 46
75, ______ 76 , 77
55, ______ 56
______ 46 , 47
49, ______ 50 , 51
69 68, ______
52 , 53 ______
99 , 100 98, ______
72 71, ______
68 , 69 ______
98 , 97 99, ______
77, ______ 78
______ 70 , 71
56, ______ 55 , 54
80 79, ______
87 , 88 ______
34 , 33 35, ______
83, ______ 84
______ 89 , 90
21, ______ 20 , 19
90, ______ 91
______ 91 , 92
35, ______ 34 , 33
99, ______ 100
______ 99 , 100
2, ______ 1 ,0
see Student Book page 16 15
More counting
1
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
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
Colour blue the numbers that are 10 more than: 33 48 50 35 40 60 49 89 90 85
2
Colour yellow the numbers that are 10 less than: 58 40 76 57 99 100 62 12 20 35
3
Fill in the missing numbers in each set.
42 52 62 72 82 55 , _______ 65 , _______ 75 , _______ 85 , _______ 95 25, 35, 45, _______ 60 , _______ 50 , _______ 40 , _______ 30 , _______ 20 90, 80, 70, _______ 65 , _______ 55 , _______ 45 , _______ 35 , _______ 25 95, 85, 75, _______ 56 , _______ 46 , _______ 36 , _______ 26 , _______ 16 86, 76, 66, _______ 69 , _______ 59 , _______ 49 , _______ 39 , _______ 29 99, 89, 79, _______
a 12, 22, 32, _______ , _______ , _______ , _______ , _______ b c d e f
see Student Book page 17 16
Number machines Complete the number machines.
1 27
2 in
out +1
49
98
28
67
50
85
99
12
3 14
in
out –1
in
out
521
13
42
28
207
750 421
–100
in
out +100
585
6 741
in
605
out
131 595
–10
390
600
7
142 307
400
700
25
22
76
5
460
77 95
+10
485
77
388
out
4
29
850
in
8 in
out +100
488
199
560
428
125
539
in
out –1
198 427
538
see Student Book page 18 17
Counting patterns to 1000 1
Fill in the missing numbers.
a
703
b
c
704
705
499
500
501
797
796
795
803
804
805
997
996
d
e
2
995
Write in the numbers to complete the table. Start with the given number each time. 1 less than
Number
1 more than
100 more than
439 578 638 293 877 699
440
441 580 640 295 879 701
540 679 739 394 978 800
579 639 294 878 700
see Student Book page 19 18
Shapes on doors 1
Colour the circles red, the triangles green, the squares yellow and the rectangles blue.
2
Write how many there are of each shape.
a
1
_____ circles
b
6 0 squares _____ 2 rectangles (or 3) _____
0 _____ 0 squares 3 rectangles _____ _____ triangles
c
1 _____ 2 circles
1
_____ triangles
d
4
5
_____ triangles
0 1 rectangles _____
5 1 rectangles _____
_____ squares
a
2
_____ circles
_____ triangles
3
0
_____ circles
_____ squares
Draw two doors of your own. Colour the shapes and write how many there are of each. _____ circles
b
own work
_____ circles
_____ triangles
_____ triangles
_____ squares
_____ squares
_____ rectangles
_____ rectangles
_____ other shapes
_____ other shapes
see Student Book page 20 19
Classify 2D shapes Colour the triangles yellow. Colour the quadrilaterals blue. Colour the pentagons red. Colour the hexagons green.
see Student Book page 20 20
Alphabet symmetry Tick the letters that are symmetrical. Draw a line of symmetry on the letters that are symmetrical.
✓
✓
✓
✓
✓
ABCDE F GH I J K L MN O PQR S T U VWX Y Z ✓
✓
✓
✓
✓ ✓
✓
✓
✓
✓
✓
see Student Book page 23 21
Symmetry 1
Complete each diagram so that the shape is symmetrical about the mirror line
2
Shade two more squares in each grid to make a symmetrical pattern.
see Student Book page 23 22
Making twenties Cross out pairs of numbers that make 20. For example: 19 + 1 Each time you cross out a pair, make a tally mark in the table. Add up your tallies to find out how many twenties are in the box. Can you say what all the numbers in the box add up to? 6
16
7
1
13
4
19
15
11
17
5
18
2
17
9
6
5
7
3
12
5
11
15
6
12
4
15
17
5
1
13
18
3
5
19
16
14
14
3
2
8
3
17
5
8
4
15
9
Tally
| 3
1111 11111 11111 11111 1
Number of twenties
21
Work with a partner. â&#x20AC;˘ Write ten different addition sums with a total of 19. â&#x20AC;˘ Write two subtraction facts that you can work out from each addition sum.
own work see Student Book page 24 23
Number machines Fill in the missing numbers or operations.
1
12
2
7
13 17 _
7
12
3
3
+10
14
9
17
+8
4
7
4
13
_
5
_
37
4
9
+5
6
12 16
0
4 11
_
7
–4
_
15
_
19 14
+6
_ _
11
15
8 _
13
–10
7
12
7
_
47
13
9
2
12 23
_
+5
8
5
2
_
19 11
8
18
_
12
_
20 _
7 –9
3 11
see Student Book page 25 24
Making 100
10
1
20
30
40
50
60
70
80
90
Write the missing numbers.
a 10 +
90
= 100
b 25 +
75
= 100
c 40 +
60 50
= 100
d 35 +
= 100
= 100
f 65 +
65 35
70 20
= 100
h 45 +
= 100
= 100
j 95 +
55 5
e 50 + g 30 + i
2
80 +
e g i
3
4
= 100
85 75 d 100 – 25 = _________ 65 f 100 – 35 = _________ 55 h 100 – 45 = _________ 35 j 100 – 65 = _________
10 20 100 – 80 = _________ 30 100 – 70 = _________ 40 100 – 60 = _________ 50 100 – 50 = _________
b 100 – 15 = _________
Colour pairs of numbers to make 100. Use a different colour for each pair.
0
10
20
30
40
50
60
70
80
90
100
80
0
60
90
70
50
40
10
30
0
20
How many steps of 100 would you take on a number line to get from:
5 10 1000 to 0 _________
a 600 to 100 _________ c
= 100
Write the answers.
a 100 – 90 = _________ c
100
9 5 d 1000 to 500? _________ b 100 to 1000 _________
see Student Book page 27 25
Find the total In a card game, the players have to count the number of points left in their hands when one person is out. How many points would these players have to count?
8
4
4
2
2
7
7
8
9
9
9
9
6
6
10
10
2
34
10
8
8
9
4
9
10
4
9
3
2
9
3
2
6
5
7
7
7
9
9
5
5
A
A
6
5
4
5
10
4
4
5
10
22
4
5
A
18
5
A
3
3
5
3
3
5
6
10
9
25
6
9
10
10
10
10
10
9
9
22
21
7
10
9
10
9
7
10
6
7
10
6
5
3
5
3
1
Complete these addition webs. The total for each set of numbers is in the centre.
17 10
5
8
12
11
17
7
27
6
10
19 15
11
9 3
2
17
3 12
4
9 3
9
31
6
7
7
9
12
13
1
8 8 12
4
11
5 12 6 12
1
8
5
1 1 16 4 2
3
14
4
19 9
7
2
9
5
7
7
5
5
4
9
11
1 5
see Student Book page 28 26
Time trials The total for each number sentence is at the top of each set. Complete the number sentences. Time how long it takes you to finish each set. 10
20
30
35
45
6 14 + _____ 6 4 + _____
2 + 28 _____
19 16 + _____
13 + 19 13 + _____
4 +6 _____
11 + 9 _____
19 11 + _____
9 +9 17 + _____
20 25 + _____
8 10 + _____ 10 2 + _____
14 16 + _____
24 11 + 0 + _____
33 6 + 6 + _____
4 11 + _____ 9 6 + _____
11 19 + _____
25 19 – 9 + _____
30 5 + 10 + _____
7 12 + _____ 8 3 + _____
20 + 10 _____
17 2 + 16 + _____
16 + 13 16 + _____
3 + 7 _____ 3 + 17 _____
2 28 + _____
5 +5 _____
14 10 + 10 + _____ 10 6 + _____
0 10 – _____
27 + 5 30 + _____ 5 + _____ 10 3 + _____ 22 13 + _____
10 + 15 40 – _____
13 7 + _____
1 1 + 4 + _____ 20 6 _____ 15 + 9 + _____
10 35 + _____
9 1 + _____
15 + 5 _____
12 + 3 + 15 _____
19 20 – 4 + _____
24 + 30 39 – _____
1 11 – _____
19 1 + _____
16 7 + 7 + _____
12 19 + 4 + _____
2 + 43 _____
4 14 – _____
14 6 + _____
8 31 – 9 + _____
20 10 + 5 + _____
40 5 + _____
20 – _____ 10 13 + _____ 7
26 + _____ 0 +4
6 + _____ 27 + 2
7 + 7 + _____ 31
___ minutes ___ minutes
_______ minutes
_______ minutes
_______ minutes
___ seconds ___ seconds
_______ seconds
_______ seconds
_______ seconds
see Student Book page 29 27
Estimate and measure in metres Estimate
Measure
skipping rope
___________ metres
own work
___________ metres
notice board
___________ metres
___________ metres
classroom wall
___________ metres
___________ metres
door
___________ metres
___________ metres
_________________________________
___________ metres
___________ metres
_________________________________
___________ metres
___________ metres
What I measured
Estimate
Measure
Difference
see Student Book page 31 28
Measure and draw 1
Measure each path in centimetres. Write the length of each part. Write the total length.
a
b
1
1
3
______ cm + ______ cm
4
6
3
+ ______ cm = ______ cm
8
+ ______ cm = ______ cm
c
d
2
1
2
2
______ cm + ______ cm + ______ cm
4
2
3
______ cm + ______ cm +______ cm
2
9
+ ______ cm = ______ cm
2
2
______ cm + ______ cm
9
+ ______ cm = ______ cm
Add a 2 cm section and a 5 cm section to each path.
a
b
own work c
d
see Student Book page 33 29
Rounding numbers Which number is closest? Circle the best answer.
1
I ate about 200 mosquitoes
146
4
198
250
I ate about 500 mosquitoes
210
475
50
155
36
I ate about 300 mosquitoes
210
5
610
I ate about 100 mosquitoes
7
2
249
328
I ate about 400 mosquitoes
398
8
456
256
301
I ate about 100 mosquitoes
106
6
327
I ate about 300 mosquitoes
187
3
160
201
I ate about 300 mosquitoes
249
9
376
260
I ate about 500 mosquitoes
662
559
530
see Student Book page 36 30
Estimating Estimate how many.
40
50
__________ to __________
50
60
__________ to __________
50
60
__________ to __________ see Student Book page 38 31
Time in minutes Six friends timed how long it took them to get to school each day. Jo
30 minutes
Kelly
45 minutes
Alex
35 minutes
Paul
40 minutes
Laura
25 minutes
Anita
50 minutes
1
Draw a pointer on each timer to show how long each friend took. Jo
Kelly 55 60 5 50
55 60 5 10
45
15
40
20 35
30
50
55 60 5 10
45 40 35
30
55 60 5 45
15
40
20 35
30
25
25
20 35
30
25
Anita
50
55 60 5 10
45
50
15
40 30
10
45
20 35
15
40
55 60 5 10
10
45
20
Laura
50
50
15
25
Paul
2
Alex
15
40
25
20 35
30
25
Write the times in order from longest to shortest.
25 min __________ 30 min __________ 35 min 40 min 45 min 50 min __________ __________ __________ __________ 3
What is the difference between the longest and shortest time?
50 - 25 = 25 min
_________________________________________________
4 5
Anita Laura Who gets to school in the shortest time? _____________________ Who takes the longest to get to school? _____________________
see Student Book page 39 32
Telling and showing time Show the time on both watches. 11 12 1
8 :05
2
10 9
3 4
8 7 6
5
five minutes past eight
1
2 11 12 1 2
10 9
3 4
8 7 6
11 12 1
6 : 15
2
10 9
3 4
8
5
7 6
quarter past six
6 :50
5
ten to seven
3
4 11 12 1 2
10 9
3 4
8 7 6
11 12 1
10:30
2
10 9
3 4
8
5
7 6
half past ten
3 :40
5
twenty to four
5
6 11 12 1 2
10 9
3 4
8 7 6
11 12 1
12 : 25
2
10 9
3 4
8
5
7 6
twenty-five past twelve
7
2 :55
5
five to three
8 11 12 1 2
10 9
3 4
8 7 6
5
quarter to nine
8 :45
11 12 1 2
10 9
3
7 :05
4
8 7 6
5
five past seven see Student Book page 40 33
More telling and showing time Read the time shown on one watch.
11 12 1 9
Show the time on the other watch.
5 :05
2
10
3 4
8 5
7 6
Write the time in words.
five minutes past five
1
2 11 12 1 2
10 9
3 4
8 7 6
11 12 1
3 :00
9 7 6
2
10 9
3 4
8
quarter past four
6 : 55
11 12 1 9
3 4
8 7 6
five to seven
7 :45
2
10
5
5
quarter to eight
__________________________
5
5
__________________________
4
11 12 1
7 6
4
8
__________________________
3
3
5
three oclock
4 : 15
2
10
__________________________
6 11 12 1 2
10 9
3 4
8 7 6
11 12 1
3 :25
9
3 4
8
5
7 6
__________________________ twenty-five past three
7
5:30
2
10
5
half past five
__________________________
8 11 12 1 2
10 9
3 4
8 7 6
8: 10
5
ten past eight
__________________________
11 12 1
12:50
2
10 9
3 4
8 7 6
5
ten to one
__________________________ see Student Book page 40
34
Estimating time You will need a watch or a stopwatch for this activity. Work with a partner.
1
Look at the pictures. Estimate how long each activity would take. Colour the correct block in the table to record your estimate. Do each activity. Time how long it takes you. Tick the boxes with the correct times.
a
b
Put on your shoes.
own work
__________________ d
c
Bounce a ball 20 times.
Walk around the school yard 5 times.
__________________
__________________
e
f
Count backwards from 100 to 0.
Write the numbers from 600 to 800.
Copy 50 words from a book.
__________________
__________________
__________________
Activity a
Put on shoes
b
Bounce a ball
c
Walk around yard
d
Count backwards
e
Write numbers
f
Copy words
Less than 1 minute
✓
1 minute to 5 minutes to 5 minutes 15 minutes
More than 15 minutes
✓ ✓ ✓ ✓ ✓
✓ see Student Book page 41 35
Calendars and dates 1
Fill in the missing information on each calendar. February Mon
6 13
20 27
Tues 7
14 21 28
Wed Thur Fri 2 3 1 8 9 10 16 17 15 22 23 24
Sat 4
11 18 25
Sun 5 12 19 26 Possibly 29 as well
September
2
Sun
1
8
Mon
2
Wed Thur Fri Sat Sun
3
9 10 11 12 13 14
4 5 6 7
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30
Use this blank calendar to fill in the correct dates for the present month.
Mon
Tues
Wed
Thurs
Fri
Sat
Sun
own work
see Student Book page 42 36
Revise multiplication and division Complete the number sentences for each picture.
10 10 ÷ 2 = 5
5×2=
2×4= 8÷2=
8 4
4×2= 8÷4=
12 12 ÷ 3 = 4
20 ÷
4
20 =5
16 ÷
8
2×8=
=2
16 ÷
2
=2
3×4= 12 ÷
4
12 =3
20 20 ÷ 5 = 4
20 ÷ 2 =
16
5
5×4=
10 × 2 =
8×2=
10 ÷
10
8 2
4×3=
4×5=
2×5=
20 10
20 20 ÷ 10 = 2 2 × 10 =
16 =8 see Student Book page 44 37
Tables, ×2, ×5, ×10 1
Colour the rest of this pattern to show the 2 times table. Write the answers at the right.
2 4 6
2×1 2×2 2×3 2×4 2×5 2×6 2×7 2×8 2×9 2 × 10 2
8 10 12 14 16 18 20
Use the 1–100 block below.
a Circle all the multiples of 5 in green. b Underline all the multiples of 10. c Colour all the blocks with even numbers in them yellow. 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
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99 100
d What do you notice about the patterns? see Student Book page 45 38
Find the multiples 1
2
3
4
Circle the multiples of 2. 18
26
31
44
87
98
121
130
144
188
298
326
225
440
613
618
702
888
768
900
999
Circle the multiples of 5. 28
30
45
60
65
120
132
144
245
502
253
400
405
420
500
509
551
590
595
670
658
Circle the multiples of 10. 70
75
80
88
90
120
132
150
180
200
235
308
400
390
500
510
505
529
550
600
900
Circle the numbers that are both multiples of 2 and multiples of 5. 18
25
20
22
90
60
88
105
120
188
145
160
440
230
312
315
325
330
480
486
485
see Student Book page 46 39
The ×3 table 1
2
3
Complete the table. ×
10
2
4
5
6
7
3
8
1
9
3
30
6
12
15
18
21
9
24
3
27
Complete the table. Number of counters
3
12
18
27
30
15
24
21
6
9
How many groups of 3?
1
4
6
9
10
5
8
7
2
3
Draw lines to match the numbers to the correct answers. ×3
4
÷3
5
3
12
6
9
18
18
4
1
15
21
10
7
21
30
5
6
27
15
7
2
9
9
8
8
6
27
3
3
24
24
9
Achmed waters his vegetables every third day during the month of February. Circle the days on which he will water his garden. How many times does he water during the month?
9 times
40
February 2012 Mon
Tues
Wed Thurs
Fri
Sat
Sun
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
see Student Book page 47
Multiplication patterns 1
Look for a pattern. Fill in the missing numbers. 20 5 10 3 12 4 40
2
14
16
12
________
________
________
Complete this multiplication block. Ă&#x2014;
1
2
2
3
3 4 5 10
4 5 10
3
10 8 ________ 15 20 25 ________ 30 ________ 35 10 ________ ________ 20 30 ________ 70 60 ________ 50 ________ 40 ________ 6 9 ________ ________ ________ 21 18 15 ________ 12 ________ 16 18 ________ ________ 24 22 20 ________ 14 28 24 ________ 20 ________ 16 8 12 ________ ________ 36 32 ________ 16 20 ________ 24 ________ 28 ________ 18
2
3
4 6 6 9 8 12 10 15 20 30
4
5
6
7
8 10 12 14 12 15 18 21 16 20 24 28 20 25 30 35 40 50 60 70
8
9
10
16 24 32 40 80
18 27 36 45 90
20 30 40 50 100
Double each number.
2
10 ________
4
20 ________
6
30 ________
8
40 ________
10
50 ________
1 ________ 2 ________ 3 ________ 4 ________ 5 ________
20
15 ________
30
40
25 ________
60
35 ________
80
45 ________
50
70
90
100
see Student Book page 48 41
Reading scales 1 kilogram = 1000 grams. â&#x20AC;&#x201C;12 kg = 500 grams.
Read the weighing scales.
1
500
10 0 1500 kg 2
500
9
500
500
Write each mass in two different ways.
1
3
8
500
500
7
500
6 5005
4
500
2
2
500
7
500
600 g 600 g kg
500
0 1 500 50010 kg 2 9 500
500
3
8
500
500
7
500
4 6 5005 500
500
7
4 6 5005 500
500
5
0
3
8
500
500
500
4 6 5005 500
4
500
3
8
500
500
500
500
3
400 g 4400 g kg
0 1 500 50010 kg 2 9 500
0 1 500 50010 kg 2 9 500
500
7
4
500
0 1 500 50010 kg 2 9 500
500
3
5 kg 600 g 5600 g
100 g 2100 g kg
8
kg 500 g 1500 g
4 6 5005 500
6
7 kg 700 g 7700 g
500
10 0 1500 kg 2 9 500 500
500
3
8
500
500
7
500
4 6 5005 500
9 kg 0 9000 g
g
500
0 1 500 50010 kg 2 9 500
500
3
8
500
500
7
500
4 6 5005 500
see Student Book page 51 42
More reading scales These scales show how much some students weigh. Read the scale. Write each weight to the nearest half kilogram.
1
2 28 29 30 27 26
31 32
27 26
31 32 33 31 32
5 23 24 25 22 21
26 27
21 20
23 24 25 25 26
8 25 26 27 24 23
1 31 2 _________________ kg
22 21
23 21 _________________ kg
23 _________________ kg
24 21 kg _________________
26 27
26 _________________ kg 9
36 37 38 28 29
34 35
6 22 23 24
7
30 29
1 28 2 _________________ kg
29 _________________ kg 4
3 28 29 30
35 34
39 40
37 21 _________________ kg
31 32 33 30 29
34 35
31 _________________ kg
see Student Book page 52 43
Numberequal Making title groups I have 18 counters.
I can make
I can make
I can make
2 rows of 9
6 rows of 3
3 rows of 6
18 ÷ 2 = 9
18 ÷ 6 = 3
18 ÷ 3 = 6
1
Draw four different ways of putting 12 counters into equal rows. Write a division fact for each.
12 ÷ 2 = 6 _________________ 2
12 ÷ 4 = 3 _________________
How many ways can you find to put 24 counters into equal rows? Draw the ways you can find. Write a division fact for each.
24 ÷ 1 = 24 ________________ 44
12 ÷ 6 = 2 _________________
24 ÷ 12 = 2 ________________
24 ÷ 3 = 8 ________________
12 ÷ 3 = 4 _________________
For example:
24 ÷ 6 = 4 ________________ see Student Book page 53
Number facts Division title 1
Write four different multiplication and division facts for each set of numbers 5 6 30
7 28 4
5×
6
=
30
4×
7
=
28
6×
5
=
30
7×
4
=
28
30 ÷
30
6
=
5
28 ÷
6
÷5=
28
40 5 8 =
40
10 ×
8×
5
=
40
9×
5
90 ÷
40 2
7 4
90 10 9
8 8
=
÷7=
5×
40 ÷
4
=
÷5=
8
90
9 10 10
= =
90
=
÷9=
90 9 10
Draw lines to match the numbers to the correct answers. ÷3
÷5
12
7
10
8
21
6
40
2
18
4
25
9
24
10
45
6
30
5
30
5
15
8
15
3
see Student Book page 54 45
Division with some left over Share the items among the children. Are there any left over? Tick the correct box. If there are some left over, write how many.
Things to be shared
Number of children
Left over? Yes
1 ✓ _____
2 No
Yes
3 ✓ _____
4 No
Yes
1 ✓ _____
3 No cm
cm
cm
cm
cm
cm
cm
cm
cm 1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
Yes
1 ✓ _____
5
5
5
5
5
5
5
5
5
6
6
6
6
6
6
6
6
6
7
7
7
7
7
7
7
7
7
8
8
8
8
8
8
8
8
8
9
9
9
9
9
9
9
9
9
10
10
10
10
10
10
10
10
10
4 No
Yes
3 ✓ _____
7 No
see Student Book page 55 46
Make a table Work with a partner. Decide whether each animal moves mostly by walking, swimming or flying. Write the name of each animal in the correct column in the table.
Mostly walks
Mostly swims
Mostly flies
Leopard Tiger
Fish Duck Dolphin Octopus Crocodile
Dove Parrot Bat Bee
see Student Book page 59 47
Investigating mini-beasts found in different places 1
Look at the pictures carefully. Where do you think you would find the most mini-beasts? Why? A
B
D
C
2
Discussion
You are going to work in groups to count the number of mini-beasts in different places. Your teacher will give you instructions to do this. Record your data in this table. Environment A
Number of mini-beasts found
own work
B C D
3 a b c d
Use your table to find the answers to these questions. Where did you find the most mini-beasts? Where did you find the fewest mini-beasts? How many mini-beasts did you find in environment A? How many mini-beasts did you find altogether?
own work
see Student Book page 59 48
Venn diagrams Write the numbers in the correct spaces. Some numbers might go outside the circles. Numbers 22 29
51
18
29
35 63
purple numbers
35
63
15
45 27
12 24
45
51 72 48 20 24
27 21
48
22 72 32
18
even numbers
20
32 15 21 12
see Student Book page 60 49
Carroll diagrams 1
Draw the shapes in the correct places in the table.
Grey
Not grey
Has right angles
Has no right angles
2
Sarita asked her friends if they liked apples or oranges. Her Carroll diagram looked like this: Like apples
Donâ&#x20AC;&#x2122;t like apples
Like oranges
5
3
Donâ&#x20AC;&#x2122;t like oranges
1
2
11
a How many friends did Sarita ask? _____________
5
b How many friends like apples and oranges? _____________
2 6 How many friends like apples, but not oranges? _____________ 5 How many friends like oranges, but not apples? _____________
c How many friends donâ&#x20AC;&#x2122;t like apples or oranges? _____________ d e
see Student Book page 61 50
Carroll diagrams continued 3
Choose 10 students in your class. Write their names in the correct place on this Carroll diagram. Boy
Not a boy
own work
Wears glasses
Does not wear glasses
4
Put the numbers into the correct boxes in this Carroll diagram.
1
2
3
15
20
4
5 26
6 30
7
8
35
50
9 12
Even
Multiple of 5
Not a multiple of 5
10 30 2 8
Not even
20 50 4 26
10
5 35 6 12
1 7
15 3 9
see Student Book page 61 51
Fractions 1
Shade the correct fraction of each shape.
one-half
2
two-thirds
Complete the table.
One-quarter One-half Two-thirds Three-fifths Five-sixths Four-tenths
3
three-quarters
Fraction in numbers
Number of equal parts in the whole
–41
4
1 2 2 3 3 5 5 6 4 10
2 3 5 6 10
Colour the necklaces correctly.
a –12 the beads are blue. The rest are red.
b –14 of the beads are pink. –14 of the beads are red.
The rest are orange. see Student Book page 62 52
More fractions of shapes Colour the fraction given. Write the fraction that is not shaded.
1
2
3
3 _ 4
1 _ 5 4 5
1 4
not shaded
4
1 _ 3 2 3
not shaded
5
6
1 _ 2
3 â&#x20AC;&#x201D; 10 1 2
7 10 not shaded
4 _ 8
not shaded 4 8
7
not shaded
8
not shaded
9
1 _ 4 2 _ 3 1 3
not shaded
1 _ 8 7 8
not shaded
3 4
not shaded
see Student Book page 63 53
Fractions of amounts 1
Count the squares in each chocolate bar. Complete the number sentences.
–12 of the squares = –13 of the squares = –14 of the squares =
12 8 6
–12 of the squares = –14 of the squares = 3 – 4
of the squares =
–12 of the squares = –14 of the squares =
2
6 3 9
12 6
Write how many squares in the whole bar of chocolate if:
a –13 of c –14 of e –13 of
9 16 3
10 = 5 – of 24 = 12 – of 36 = 9
=3
b –12 of
=4
d
=1
f
1 2 1 4
see Student Book page 66 54
Colour the fraction Colour or draw to show the correct fractions.
1
–12 of the bottles are full.
2
–13 of the ladybirds
3
–14 of these cars are red.
5
–12 of these birds are yellow.
have no spots.
4
–15 of these fish are green.
6
–15 of the beads are striped.
see Student Book page 67 55
Measuring capacity 1l
Draw the liquid in the jugs to show each amount.
1000 ml
3 4l 1 2l
500 ml
1 4l
900 ml
1
1l
2
1000 ml
3
1 2l
500 ml
500 ml
1 4l
1 4l
500 ml
700 ml
1l
4
1000 ml
3 4l 1 2l
1l
1 2l
500 ml
1l 1l
1000 ml
3 4l 1 2l
500 ml
1 4l
â&#x20AC;&#x201C;14 l 1l
1000 ml
3 4l
1 4l
5
1000 ml
3 4l
3 4l 1 2l
1l
1000 ml
6
3 4l 1 2l
500 ml
1 4l
500 ml
1 4l
1l 3 4
l
1 2
l
1 4
500 ml
l
1 l 200 ml
7
1l 3 4l
3 4
1 2l
500 ml
1 4l
3
1â&#x20AC;&#x201C;4 l
3 4
l
1 2
l
1 4
l
1000 ml
500 ml
1 l 700 ml 1l
1000 ml
1l
1000 ml
1000 ml
8
1l
1l
1000 ml
l
3 4l
3 4
l
1 2
l
1 2l
1 2
l
1 4
l
1 4
l
500 ml
500 ml
1 4l
1000 ml
500 ml
1 l 900 ml see Student Book page 68
56
Making 1 litre Find pairs of containers that make 1 litre. Colour each pair a different colour.
see Student Book page 69 57
Adding patterns Look for patterns. Write the missing numbers. Make up your own pattern in the last table.
1
58
2
50 + 8 40 + 18 30 + 28 20 + _______ 38 10 + _______ 48 0 + _______ 58
4
88 80 + 8 _______ 70 + 18 28 60 + _______ _______ 50 + 38 40 + _______ 48 _______ 30 + 58 20 + _______ 68 _______ 10 + 78 0 + _______ 88
7
3
_______ 70 + 9 60 + 19 _______ _______ 50 + 29 _______ 40 + 39 _______ 30 + 49 _______ 20 + 59 _______ 10 + 69 _______ 0 + 79
60 + 3 50 + 13 40 + _______ 23 30 + _______ 33 43 20 + _______ 10 + _______ 53 0 + _______ 63
5
91 _______ 90 + 1 _______ 80 + 11 _______ 70 + 21 _______ 60 + _______ 31 _______ 50 + _______ 41 _______ 40 + _______ 51 _______ 30 + _______ 61 _______ 20 + _______ 71 _______ 10 + _______ 81 _______ 0 + _______ 91
79
6
own work _______ + _______ _______ + _______ _______ + _______ _______ + _______ _______ + _______ _______ + _______ _______ + _______ _______ + _______
Write the number that is 300 more than: a 198 __________ 498
8
63
b 227 __________ 527
c 405 __________ 705
d 303 __________ 603
Write the number that is 50 less than: a 185 __________ 135
b 269 __________ 219
c 345 __________ 295
d 521 __________ 471 see Student Book page 74
58
Rounding and estimating 1
Round each number to the nearest ten. Estimate the answer. Work out the actual answer.
Number sentence
Rounded
Estimate
Actual answer
28 + 41
30 + 40
70
69
61 + 32
60 + 30 80 + 20 20 + 50 20 + 40 80 - 20 70 - 30 80- 60 100 - 90
90 100 70 60 60 40 20 10
93 94 64 66 63 33 17 10
75 + 19 16 + 48 23 + 43 82 – 19 65 – 32 79 – 62 99 – 89
2
Find the actual answer. Work out the difference between the estimate and the answer.
Number sentence
Estimate
Actual answer
Difference
45 + 29
80
32 + 61
90
48 + 43
90
55 + 38
100
66 – 28
40
49 – 23
30
92 – 67
20
98 – 49
50
74 93 91 93 38 26 25 49
6 3 1 7 2 4 5 1 see Student Book page 77 59
Check the answers Check these addition sums. Tick the ones that are correct. Write the correct answer if the total is wrong. Use your notebook or scrap paper if there is not enough space for working. a 219 + 254 = 74
473
✗
b 358 + 112 = 466
✗
e 705 + 134 = 737
✗
h 649 + 156 = 705
✗
k 232 + 696 = 828
✗
n 907 + 30 = 907
d 284 + 507 = 781
791
g 259 + 143 = 392
402
j
309 + 43 = 342
352
m 522 + 185 = 607
707
470
839
805
928
937
✗
c 165 + 429 = 584
✗
f 368 + 35 = 403
✗
I 447 + 343 = 780
✗
l
✗
594
✗
✓
790
142 + 185 = 227
327
o 226 + 457 = 673
683
✗
✗ ✗
see Student Book page 78 60
Marking right angles 1
Mark all the right angles inside each path. Write how many right angles there are.
a
b
7 right angles _____________ 2
9 _____________ right angles
Use your right angle measure. Mark all the right angles in each shape. Write the name of the shape. Write how many right angles there are.
a
b
c
_________________ triangle
_________________ square
_________________ rectangle
_____ 1 right angles
_____ 4 right angles
_____ 4 right angles
d
e
f
_________________ triangle
_________________ pentagon
_________________ rectangle
0 right angles _____
2 right angles _____
4 right angles _____ see Student Book page 79 61
Classifying shapes
1
Mark all the right angles in these shapes. A
B
C
E
H
2
D
F
I
G
J
K
Complete this table. Write the letters of each shape. Shape No right angles 1 right angle More than 1 right angle
B C D F G H I J A E
see Student Book page 80 62
Money amounts Draw notes and coins to show how you could pay for each item. Item and price
Coins and notes I could use
own amounts
see Student Book page 81 63
Making $1.00 Write values on the coins to make the amount up to $1.00. Use as few coins as possible. Amount I have
various answers for example:
Coins I need to make $1.00
25c
50
20
75c
20
5
52c
20
20
88c
10
2
90c
10
18c
50
39c
5
5
2
20
10
2
50
10
1
46c
50
2
2
20c
50
20
10
84c
10
5
1
1
see Student Book page 82 64
Money problems 1
Victoria decides to have a half-price sale. Write the sale price of each item. The first one has been done as an example. 0
0
Was $4
Was $8
0
Now $2
Now
0
5
Was $6 Now
Was $5
30 5
2
27.50
Was $8
32.50
Now
42.50
45
Now
8
Was $1
9
Now
9
Was $1 Now
9.50
How much for two of each item?
45c 80c $1.50 3
Now
5
Was $6 Now
40
0
Was $9
90c $1.60 $3.00
90c 85c $3.50
$1.80 $1.70 $7.00
How much change will you get from $2 if you spend the following amounts?
75c a $1.25 ____________
55c b $1.45 ____________
$1.50 c 50 c ____________
$1.90 d 10 c ____________
$1.01 e 99 cents ____________
f $1.73 ____________ 27c see Student Book page 83 65
Clockwise and anti-clockwise turns 1
Imagine you are at X. Complete the table
tree
house
pond
swings
Starting position Facing the tree
Facing the swings
Facing the pond
Facing the house
Facing the tree
Turn
End position
–12 turn clockwise
Facing the swings Facing the tree Facing the house Facing the swings Facing the tree Facing the pond Facing the pond Facing the swings Facing the pond Facing the house Facing the swings Facing the pond
–12 turn anti-clockwise –41 turn anti-clockwise –41 turn clockwise –43 turn anti-clockwise –43 turn clockwise –12 turn clockwise –43 turn clockwise –41 turn anti-clockwise –12 turn clockwise
full turn clockwise Facing the swings
2
–41 turn anti-clockwise
Make up some starting positions and turns of your own. Ask a partner to work out the end positions. Starting position
Turn
End position
own work see Student Book page 84 66
More about clockwise and anti-clockwise A snail took this route around some tree stumps. 3
4
1
start
2
1
5
Around which stumps did it travel clockwise?
1, 4, 5 2
Around which stumps did it travel anti-clockwise?
2, 3 3
Another snail took a different route. It went anticlockwise around stumps 1, 2 and 4. It went clockwise around the remaining stumps. Draw the snailâ&#x20AC;&#x2122;s route using arrows. 3 start
2
4
4
1 5
Draw some circles using an anti-clockwise motion and some other circles using a clockwise motion. Which felt more comfortable? Suggest some reasons for your answer.
own work
see Student Book page 84 67
Position This is part of a seating plan. Back
Nina Jess
Marie
4 3
Nick
Jo
2
Thandi
Ella
1
A
Zayed
Zara
Mike
Sipho
Malala B
C
D
E
Front
1
Write the names of these students in the correct places.
a Marie is in seat B4 b Nick sits two rows in front of Marie c Sipho is in E1 d Amani sits next to Sipho e Jess sits in C3 f Nina sits behind Jess g Ella sits in A1
2
Write the position of these students.
a Zayed
E4
b The person in front of Mike
E1
D2 A2
c Zara d Jo
e The person between Nick and Zara
C2 E3
3
Zayed moves one seat forward. Where is he sitting now?
4
Jo moves one row back. Where is she sitting now?
5
Marie moves to the empty seat in the front row. What is the position of this seat?
B1 or D1 68
A3 see Student Book page 85
Position on a grid Draw the shapes in the correct squares on the grid.
A4
C5
D9
E1
F3
D4
G4
I2
J9
E8
H2
A10
10 9 8 7 6 5 4 3 2 1 A
B
C
D
E
F
G
H
I
J
see Student Book page 85 69
Mixed numbers Colour the shapes to show the mixed number. a
b 1
c
1 2
2
3 4
d 1
1 4
2
e
1 2
f
2
1 3
1
1 2
g 3
6 8
h
2
6 10
see Student Book page 86 70
Mixed numbers on a number line Write the fractions or mixed numbers shown by the arrows.
1
1 2
0
2 21 1
2
3 21
2
2 81
2 21
3
2 34
4
5
3 41
2
3 58
6
3 78
3
3
1 8
1 2
4
7 8
0
1 41
1 21
1 78
1
4
3 41 3
5
4 21
4 41
2
5 21
4
5
6 34 6
8 7
8
Use this number line to make a question like the ones above. Swap with a partner. Complete your partnerâ&#x20AC;&#x2122;s question.
own work 10
11
12
13
see Student Book page 87 71
More mixed numbers Show each set of mixed numbers on the number line.
1
1 21
3 21
1
2
1–12
3–12
2
4–12
3
4
1 34
0
1
3
1–43
2–12
1
2
5–3
3 31 1
2–3
4
4 31
5 32 5
6
1
9 10
1 101 1
–1 110
4
4–3
0
–9 10
3 34 3
4
1 2
–12
6
3–43
3
3–3
5
2 21 2
2 31 2
5 21
5–12
1 2
–12
4 21
1–12
1 21
1 109 2
–9 110
see Student Book page 87 72
Drawing symbols Here are four symbols used on pictograms.
1 person
1
2
2 ice creams
1 car
2 fish
Write the amount these symbols represent.
4 persons
3 ice-creams
2 cars
2 fish
8 persons
1 1 ice-creams
4 cars
7 fish
Draw the symbols to show:
a 3 people
b 7 ice creams
c 3 cars
d 5 fish see Student Book page 88 73
Favourite flavours 1
Do a survey in your class to find out which flavour your friends would buy. Flavour
Tally
Total
own work
2
Draw a pictogram with the title ‘Our favourite flavours’. Use your own key
own graph
Key = __________ children see Student Book page 88 74
More sorting data
1
Look at the picture. Answer the questions.
12 a How many children are there? ______________________________ 5 b How many girls are there? ______________________________ 7 c How many boys are there? ______________________________ 7 d How many children wear glasses? ______________________________ 1 e How many girls wear glasses? ______________________________ 6 f How many boys wear glasses? ______________________________ 2
3
Write the numbers in the Carroll diagram to show the information. Girls
Not girls
Wear glasses
1
6
Do not wear glasses
4
1
Complete this pictogram to show how many boys and girls wear glasses. Children who wear glasses Girls Boys Key
= 1 child see Student Book page 89 75
More bar charts Five children went for a run. Here are their times: Sarah: 8 minutes
Ayiz:
12 minutes
Dan: 14 minutes
Mishka: 11 minutes
Anna: 13 minutes
1
Use the information to complete the bar chart.
2
Answer these questions about the chart.
a Who came first? ________________________________ Sarah
Ayiz b Who came third? ________________________________ 6 mins c How much longer did Dan take than Sarah? __________________ d How many minutes did Dan take? _____________________ 14 mins
23 mins e How long did Ayiz and Mishka take together? _________________
see Student Book page 89 76
Sandwich survey 1
Find out which sandwiches your class likes. Make a tally chart. | = 1 |||| = 5 Filling
Tally
Total
own work
Draw a bar chart to show your results.
own graph
Number of students
2
see Student Book page 90 77
Another bar chart 1
Here is a table showing what sport the students in Grade 3 like best. Sport Soccer
14
Basketball
18
Swimming
20
Tennis Athletics
2
Number of students
8 16
Complete this bar chart to show this information. Remember to give the chart a heading.
Number of students
swimming
3
Which sport is most popular? _______________________________
4
Which sport is least popular? _______________________________
tennis
see Student Book page 90 78
Multiplying by 10 1
Fill in the missing numbers in each table.
a Number
12
15
×10
120
150 160 180 210 230 250
Number
20
22
26
30
31
×10
200
220
260
300
310
360
Number
40
43
46
47
48
50 54
×10
400
430
460
470 480
Number
68
74
81
×10
680
740
810
b
c
d
2
16
18
21
23
25
36 39 390
500
540
88
90
95
99
880
900
950
990
Pencils come in packs of ten. How may pencils altogether?
a
240 pencils
b
350 pencils
c
450 pencils
d
960 pencils see Student Book page 91 79
Doubling and halving Fill in the missing numbers. 12 17 21
×2
25
20 25
halve
27 31
15
38
28
double
halve
halve
24 34 42 50
13 15 20 50
10 12 21 13 21 15 21
27 29 37 39
30 19 14
26 double
30 40 100
1
13 2 1
÷2
14 2 1
18 2 1
19 2
double
60
halve
9 21
halve
7
double
120
halve
3 21
see Student Book pages 93–94 80