Workt ext
1B
for learners 6 - 7 years old
Aligned to the US Common Core State Standards
tio n
Ed uc a
Workt ext
1B
R
eg
al
for learners 6 - 7 years old
Copyright © Blue Ring Media Pty Ltd Published under license by Regal Education Inc for the Middle East and Northern Africa.
Ed uc a
First edition 2021 This edition is published by Regal Education Inc. ISBN 978-1-953591-03-6
tio n
This book or parts thereof may not be reproduced in any form, stored in any retrieval system, or transmitted in any form by any means – electronic, mechanical, photocopy, recording, or otherwise – without prior written permission of the copyright owner.
R
eg
al
Regal Education Inc. 10 Pienza, Irvine, CA 92606, United States www.regaleducation.org
ii
Let’s Do Mathematics
tio n
Let’s Do Mathematics is a series covering levels K-6 and is fully aligned to the United States Common Core State Standards (USCCSS). Each level consists of two books (Book A and Book B) and combines textbook-style presentation of concepts as well as workbook practice.
Ed uc a
Central to the USCCSS is the promotion of problem-solving skills and reasoning. Let’s Do Mathematics achieves this by teaching and presenting concepts through a problem-solving based pedagogy and using the concrete-pictorial-abstract (CPA) approach. Learners acquire knowledge and understanding of concepts through a guided progression beginning with concrete examples and experiences which then flow into pictorial representations and finally mastery at the abstract and symbolic level. This approach ensures that learners develop a fundamental understanding of concepts rather than answering questions by learned procedures and algorithms. Key features of the series include:
Anchor Task
Open-ended activities serve as the starting point for understanding new concepts. Learners engage in activities and discussions to form concrete experiences before the concept is formalized.
1
Number Bonds
Making Number Bonds Anchor Task
3
al
2
Let’s Learn
Adding 3 Numbers
Concepts are presented in a clear and colorful manner. Worked problems provide learners with guided step-by-step progression through examples. Series mascots provide guidance through helpful comments and observations when new concepts are introduced.
eg
R
We can use doub les to help add 3 numbers. How many cupca kes are there in all?
Let’s Learn We can add 3 numb ers in any order. How many cubes are there in all? 2
2+6+3=8+3 = 11 There are 11 cubes
6
6
Let’s put together and count.
Double 6 is 12. Now add 3.
6
3 3 6 + 6 + 3 = 12 + 3 = 15 There are 15 cupca kes altogether.
11
We can make 10 to help add 3 numb ers. How many fruits are there altogether?
altogether.
You can use a number line to help you add.
8 4
8 and 2 make 10. Now add 4.
2 1 212
2
3
4
5
6
7
8
9
10
11
12 13
8 + 4 + 2 = 10 + 4 = 14
213
iii
Let’s Practice
r of pencils. Fill in the 2. Find the total numbe
Let’s Practice 1.
blanks.
(a)
Fill in the blanks. (a)
Learners demonstrate their understanding of concepts through a range of exercises and problems to be completed in a classroom environment. Questions provide a varying degree of guidance and scaffolding as learners progress to mastery of the concepts.
.
ones is
ten and
.
make
30 and
pencils in all.
There are
(b) (b) .
ones is
ten and (c)
.
and
pencils in all.
There are
ones is
ten and
At Home
16
1.
Complete the numb er story.
.
17
2. Complete the number stories.
At Home Further practice designed to be completed without the guidance of a teacher. Exercises and problems in this section follow on from those completed under Let’s Practice.
.
make
tio n
ones is
ten and (d)
Ed uc a
(a) There are
toys.
are on the shelf.
are on the floor.
There are
ducks.
(b) There are
ducks are in the water .
ducks are on the
36
toys.
toys are teddy bears
grass.
.
toys are dolls.
Hands On
37
Play this game in pairs.
Hands On
Learners are encouraged to ‘learn by doing’ through the use of group activities and the use of mathematical manipulatives.
1.
Each player puts a counter
on ‘Start’.
Move your counter the 2. Take turns in rolling a dice. on the dice. number of spaces shown equation. If you answer 3. Answer the subtraction back to the start. incorrectly, move your counter is the winner! The first player to the finish
15 – 8
12 – 6
15 – 9
13 – 9
16 – 9
11 – 3
13 – 5
11 – 6
14 – 5
14 – 6
15 – 7
16 – 8
17 – 8
14 – 6
12 – 5
18 – 9
11 – 8
13 – 7
17 – 9
Solve it!
14 – 8
15 – 8
12 – 4
12 – 9
1.
11 – 7
Fill in the missing numb ers.
(a)
16 – 7
Look! 8 + 1 = 9 What’s the rule?
11
Solve It!
259
258
al
eg
R
Consolidated practice where learners demonstrate their understanding on a range of concepts taught within a unit.
9
1
8
(b)
Activities that require learners to apply logical reasoning and problem-solving. Problems are often posed which do not have a routine strategy for solving them. Learners are encouraged to think creatively and apply a range of problem-solving heuristics.
Looking Back
2
1
(c)
9 7
3 2
10 1
5
5
(d)
0
(e)
6
14
2
2
5
8
204 205
3. Compare the sets. Fill in the blanks.
Looking Back 1.
Set B
Set A
Count on in tens.
40
50
70
80
60 90
dots.
Set A has
tens is less than
2. Count and complete.
Set B has
dots.
tens.
< 4. Check the smaller number. (a)
53
55
(b)
8
17
5. Write > or < to compare the numbers.
and There are
(a)
22
.
(c)
9
pencils in all.
(e)
53
make
12 91 50
14
(b)
4
(d)
43
47
(f)
70
83
45 44
iv
Contents Counting in Tens to 120 Counting to 120 Place Value Comparing and Ordering
7 Addition and Subtraction to 100
Ed uc a
Adding Without Regrouping Adding With Regrouping Subtracting Without Regrouping
8 Length
Comparing Length Measuring Length
9 Time
al
Telling Time to the Hour Telling Time to the Half Hour
10 Shapes
R
eg
2D Shapes Comparing and Sorting Shapes Equal Parts Composite 2D Shapes Composite 3D Shapes
11 Data and Graphs Tally Charts Picture Graphs
2 2 12 25 34
tio n
6 Numbers to 120
46 46 66 74
92 92 1321141114 140 140 166 198 198 216 222 232 242 250 250 260 v
6
Numbers to 120
Anchor Task
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
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
al
R
eg
71
Ed uc a
1
tio n
Counting in Tens to 120
101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120
2
Let’s Learn In 1 box there are 10 pencils.
tio n
10 ones
So, 10 ones is equal to 1 ten.
1 ten
Let’s count in tens.
Ed uc a
10 ten 1 ten
20 twenty
2 tens
al
30 thirty
R
eg
3 tens
40 forty
4 tens
50 fifty 5 tens
3
6 tens
tio n
60 sixty
Ed uc a
70 seventy
al
7 tens
80 eighty
R
eg
8 tens
90 ninety 9 tens
4
10 tens
tio n
100 one hundred
Ed uc a
110 one hundred and ten
eg
al
11 tens
120 one hundred and twenty
R
12 tens
There are 12 packs of pencils.
12 tens are 120. There are 120 pencils.
5
Let’s Practice 1. Count.
R
eg
al
(b)
Ed uc a
tio n
(a)
6
2. Count the blocks. Write in numbers and words.
tio n
(a)
(c)
eg
al
(d)
Ed uc a
(b)
R
(e)
7
3. Count. Fill in the missing numbers.
20
30
40
60
70
80
(c)
(d)
Ed uc a
(b)
eg
R 8
50
60
100
110
80
90
al
90
(e)
tio n
(a)
70
70
Ed uc a
tio n
4. Count by tens. Fill in the missing numbers.
20
80
R
eg
al
90
40
9
At Home
R
eg
al
Ed uc a
tio n
1. Count and write the number.
10
Ed uc a
tio n
2. Circle to show 80 cubes.
al
3. Circle to show 60 dots.
R
eg
4. Circle to show 110 blocks.
11
Counting to 120 Let’s Learn
10
tio n
How many beads are there?
6
Ed uc a
10 and 6 make 16. There are 16 beads.
40
4
al
40 and 4 make 44. There are 44 beads.
50
1
R
eg
50 and 1 make 51. There are 51 beads.
70
70 and 3 make 73. There are 73 beads. 12
3
Ed uc a
tio n
How many pencils are there?
5
R
eg
al
60 60 and 5 make 65. There are 65 pencils.
80
7
80 and 7 make 87. There are 87 pencils. 13
100
tio n
How many cubes are there?
6
al
Ed uc a
100 and 6 make 106. There are 106 cubes.
110
R
eg
110 and 8 make 118. There are 118 cubes.
14
8
10
20
30
31
32
33
10
20
34
Ed uc a
There are 34 cubes in all.
tio n
Count to find the total. Count the tens, then the ones.
30
40
50
51
52
53
54
55
R
eg
al
There are 55 cubes in all.
10
20
30
40
50
60
70
80
81
82
There are 82 cubes in all. 15
Let’s Practice 1. Fill in the blanks.
(b)
ten and
.
ones is
.
ten and
ones is
.
ten and
ones is
.
eg
al
(c)
ones is
Ed uc a
ten and
tio n
(a)
R
(d)
16
2. Find the total number of pencils. Fill in the blanks.
There are
.
pencils in all.
R
eg
al
(b)
make
Ed uc a
30 and
tio n
(a)
and
There are
make
.
pencils in all.
17
3. Fill in the blanks.
and
make
and
make
.
R
eg
al
(c)
.
Ed uc a
(b)
tio n
(a)
18
and
make
.
4. Count to find the total. Start with the tens.
,
There are
,
,
pencils.
eg
al
(b)
,
Ed uc a
,
tio n
(a)
,
,
,
,
,
cubes.
R
There are
,
19
5. Fill in the blanks. (a) 20 and 1 make (c) 30 and
and 6 make 16.
(g) 80 and
. (f)
and 9 make 89.
make 81. (h) 90 and 0 make . (j)
make 112. (l) 100 and 3 make
6. Write the numbers in words. (a) 46
. . .
(d) 64
.
(e) 111
.
(f) 108
.
R
(c) 91
eg
al
(b) 75
20
.
and 5 make 95.
Ed uc a
(i) 100 and 4 make
.
tio n
make 38. (d) 40 and 7 make
(e) 70 and 5 make
(k) 110 and
. (b)
.
At Home 1. Fill in the blanks.
(b)
ten and
.
ones is
.
ten and
ones is
.
ten and
ones is
.
eg
al
(c)
ones is
Ed uc a
ten and
tio n
(a)
R
(d)
21
2. Find the total number of eggs. Fill in the blanks.
make
There are
eggs in all.
eg
al
(b)
.
Ed uc a
40 and
tio n
(a)
R
and
There are
22
make eggs in all.
.
3. Fill in the blanks.
(b)
make
and
make
al
(c)
and
.
and
make
.
and
make
.
eg
.
Ed uc a
tio n
(a)
R
(d)
23
4. Match.
tio n
twenty-five
Ed uc a
seventy-eight
one hundred and six
R
eg
al
forty-four
24
ninety
sixty-three
Place Value How many marbles are there? Count the bags of 10 and the ones.
tio n
Let’s Learn
Tens Ones 7
Ed uc a
3
30
7
R
eg
al
3 tens and 7 ones make 37. There are 37 marbles.
60
Tens Ones 6
6
6
6 tens and 6 ones make 66. There are 66 marbles.
25
How many tens and ones are there? How many cubes are there in all? Tens Ones
53 = 5 tens 3 ones
Ed uc a
There are 53 cubes altogether.
3
tio n
5
Tens Ones 7
5
75 = 7 tens 5 ones
R
eg
al
There are 75 cubes altogether.
99 = 9 tens 9 ones There are 99 cubes altogether. 26
Tens Ones 9
9
Let’s Practice 1. Find the number shown in the place value chart. (a)
Ones
(b)
Tens
Ones
Tens
Ones
eg
al
(c)
Ed uc a
tio n
Tens
R
(d)
Tens
Ones
27
2. Complete the place value chart and fill in the blanks. (a)
tens and
(b)
pencils in all.
tens and
eg
There are
ones make
R
tens and
There are 28
.
marbles in all.
(c)
.
Tens Ones
al
ones make
Ed uc a
There are
tio n
Tens Ones
Tens Ones
ones make cubes in all.
.
3.
Write the place values of the numbers shown.
(a) (b)
45 Tens Ones
Ed uc a
Tens Ones
tio n
19
(c) (d)
96
al
Tens Ones
57
Tens Ones
R
eg
(e) (f)
5
Tens Ones
84 Tens Ones
29
Hands On Play this game in groups of 3 or 4.
tio n
1. Player 1 points to a number on the next page. 2. Players 2, 3 and 4 race to show the number using base ten blocks.
eg
al
Ed uc a
Show the number 32.
R
3. The first player to show the correct number is the winner and points to the next number.
30
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
92
93
94
95
96
97
98
99 100
Ed uc a
al
eg
91
tio n
1
101 102 103 104 105 106 107 108 109 110
R
111
112 113 114 115 116
117 118 119 120
31
At Home 1. Find the number shown in the place value chart. Tens
Ones
(b)
Tens
Ones
Tens
Ones
R
eg
al
(c)
Ed uc a
tio n
(a)
32
2. Match.
3
8
Tens Ones 4
Tens Ones 4
6
Tens Ones 1
3 tens 8 ones
6 tens 4 ones
al
7
7 tens 1 one
Ed uc a
6
4 tens 6 ones
tio n
Tens Ones
eg
Tens Ones 9
R
9
1 ten 7 ones
Tens Ones 1
7
9 tens 9 ones
33
Comparing and Ordering Let’s Learn
4
Ones
Tens
Ones
Ed uc a
Tens
tio n
Compare the numbers. Start by comparing the tens.
3
3
6
4 tens is greater than 3 tens. So, 43 is greater than 36.
We can also write:
43 > 36
al
> means ‘greater than’
R
eg
We use = when both sides are the same.
34
We use > when the left side is greater than the right side.
Compare the numbers. Start by comparing the tens.
2
9
Tens
Ones
tio n
Ones
1
2
Ed uc a
Tens
1 ten is less than 2 tens. So, 12 is less than 29.
We can also write:
12 < 29
< means ‘less than’
al
Equal to: =
We can use these 3 symbols to compare numbers.
eg
Greater than: >
R
Less than: <
35
68
Ed uc a
tio n
Compare the numbers represented by the cubes.
Compare the tens first.
al
Both numbers have 6 tens. So, we compare the ones next. 8 ones is greater than 4 ones.
eg
So, 68 is greater than 64.
R
68 > 64
64 is less than 68. 64 < 68
36
64
Let’s Practice
Set L
(c)
Set C
Set M
Set D
eg
al
(b)
Ed uc a
tio n
1. Check the set that represents the greater number. (a) Set A Set B
Set P
Set Q
R
(d)
37
2. Compare the numbers in the place value charts and fill in the blanks. (a) Tens Ones Tens Ones 7
1
7
tio n
2
tens is greater than So,
ten.
.
Ed uc a
is greater than
> (b)
Tens Ones 5
Tens Ones
9
8
3
tens is less than
al
So,
tens.
is less than
.
Tens Ones
Tens Ones
eg
<
R
(c)
9
2
8
tens is greater than > 38
9 tens.
35
45
(c) (d)
56
48
85
94
99
33
9
65
71
88
82
Ed uc a
87
4. Check the smaller number. (a) (b)
22
70
3
81
(e) (f)
77
19
tio n
3. Circle the greater number. (a) (b)
eg
al
(c) (d)
5. Write > or < to compare the numbers. 12 (b) 29
48
(c) 6
16 (d) 54
47
(e) 92
95 (f) 75
57
R
(a) 36
39
At Home 1. Compare the sets. Fill in the blanks. (a)
Set B
Ed uc a
tio n
Set A
Set A has
marbles. Set B has
tens is greater than
marbles.
tens.
>
Set A
Set B
R
eg
al
(b)
Set A has
dots. Set B has
tens is less than < 40
tens.
dots.
2. Compare the numbers. Circle the correct answers. (a)
60
52
tio n
Which number has more tens?
60 52 same Which number is greater?
(b)
Ed uc a
60 52 same
42
48
Which number has more tens?
42 48 same Which number has more ones?
42 48 same Which number is smaller?
94
eg
(c)
al
42 48 same
93
Which number has more tens?
R
94 93 same Which number has more ones? 94 93 same Which number is greater?
94 93 same 41
3. Write > or < to compare the numbers in the place value charts. Tens Ones 3
2
(b) Tens Ones 1
(c) Tens Ones 6
9
(d) Tens Ones 2
eg
al
7
(e) Tens Ones 7
R
8
(f) Tens Ones 9
42
2
3
Tens Ones 3
0
Ed uc a
1
Tens Ones
tio n
(a)
1
Tens Ones 7
1
Tens Ones 7
5
Tens Ones 8
8
Tens Ones 9
0
Hands On Play this game in groups of 3 or 4.
tio n
1. Player 1 thinks of a number between 1 and 100. 2. Players 2, 3 and 4 take turns in asking ‘greater than’ and ‘less than’ questions to find the number.
Ed uc a
3. Player 1 can only answer ‘yes’ or ‘no’.
4. The first person to guess the number is the winner!
Is it 51?
Yes!
R
eg
al
Is it greater than 50?
Is it less than 55?
43
Looking Back
50
60
70
80
90
Ed uc a
40
tio n
1. Count on in tens.
eg
al
2. Count and complete.
R
and
There are
44
make pencils in all.
.
3. Compare the sets. Fill in the blanks. Set B
tio n
Set A
dots. Set B has
tens is less than <
tens.
4. Check the smaller number. (a) (b)
53
17
8
al
55
dots.
Ed uc a
Set A has
eg
5. Write > or < to compare the numbers. 12 (b) 4
(c) 9
91 (d) 43
47
(e) 53
50 (f) 70
83
R
(a) 22
14
45
7
Addition and Subtraction to 100
R
eg
al
Ed uc a
Anchor Task
tio n
Adding Without Regrouping
46
47
al
eg
R
tio n
Ed uc a
Let’s Learn
Count on by tens on the number line!
Ed uc a
3 tens + 2 tens = 5 tens 30 + 20 = 50
tio n
Find 30 + 20.
10 20 30 40 50 60 70
al
Find 50 + 40.
R
eg
5 tens + 4 tens = 9 tens 50 + 40 = 90
40 50 60 70 80 90 100
48
Tens Ones
5 + 4 9
0 0 0
tio n
Find 40 + 28.
4 tens + 2 tens = 6 tens 40 + 20 = 60
Ed uc a
First, add the tens.
60 + 8 = 68 So, 40 + 28 = 68
Then add the ones to the tens.
eg
al
Add 45 and 40.
R
4 tens + 4 tens = 8 tens 40 + 40 = 80 80 + 5 = 85 So, 45 + 40 = 85
Tens Ones
4 + 4 8
5 0 5
35 45 55 65 75 85 49
Find 54 + 3. Count on 3 ones from 54. 56
54
Find 35 + 4.
Ed uc a
54 + 3 = 57
57
tio n
55
al
We can find the answer by adding the ones and tens.
eg
35 + 4 = 39 30
5
R
5 + 4 = 9 30 + 9 = 39
50
You can also add like this. Tens Ones
3 +
3
5 4 9
Let’s Practice 1. Add the tens.
tens
+ (b)
ten
ten =
tens
Ed uc a
tens +
tio n
(a)
=
tens
tens =
tens
al
tens +
tens
=
eg
+
R
(c)
+
= 51
2. Fill in the missing numbers. Complete the equation. (a) 30
40
60
tio n
20
(b)
Ed uc a
20 + 30 =
20
40
50
20 + 40 = (c)
50
60
90
al
50 + 30 =
eg
(d)
R
40
52
40 + 50 =
60
70
At Home 1. Add the tens.
tens
+
+
tens
=
=
R
eg
(c)
tens =
al
(b)
tens
Ed uc a
tens +
tio n
(a)
+
= 53
2. Match.
Ed uc a
50 + 30
90
60
40 + 30
50
al
50 + 50
10 + 80
70
30 + 30
100
eg
R 54
80
tio n
30 + 20
3. Complete the equations. (b) 60 + 30 =
(c) 40 + 40 =
(d) 70 + 30 =
(e) 30 + 50 =
(f) 40 + 60 =
(g) 10 + 20 =
(h) 10 + 50 =
Ed uc a
4. Add.
tio n
(a) 70 + 20 =
(a) (b)
+
3 4
0 0
+
4 5
0 0
+
3 6
0 0
+
3 4
0 0
(c) (d)
0 0
eg
al
+
6 1
R
(e) (f)
+
4 4
0 0
55
Let’s Practice 1. Fill in the missing numbers and complete the equations.
20 + 14 =
(b)
4
30
+
10
=
30
+
4
=
34
+
=
+
=
+
=
+
=
R
eg
al
20 + 27 =
(c)
20
Ed uc a
10
34
tio n
(a)
56
50 + 36 =
2. Fill in the missing numbers and complete the equations. 20 + 15 =
10
5
(c)
+
10
=
30
30
+
5
=
35
+ +
= =
+ +
= =
40 + 36 =
+ +
= =
50 + 48 =
+ +
= =
40 + 12 =
al
60 + 27 =
R
eg
(d)
(e)
20
Ed uc a
(b)
35
tio n
(a)
57
At Home 1. Fill in the missing numbers and complete the equations.
22
32
tio n
(a) 42
62
(b)
Ed uc a
22 + 30 =
46
66
76
46 + 40 = (c)
89
99
al
59
eg
59 + 40 =
R
(d)
58
23
23 + 50 =
43
63
2. Match.
47
Ed uc a
51 + 20
tio n
27 + 20
97
86
10 + 17
71 27 91
R
60 + 37
eg
al
50 + 41
46 + 40
59
3. Complete the equations. (b) 67 + 10 =
(c) 57 + 10 =
(d) 70 + 26 =
(e) 30 + 55 =
(f) 60 + 17 =
(g) 40 + 48 =
(h) 20 + 72 =
Ed uc a
4. Add.
tio n
(a) 42 + 20 =
(a) (b)
+
3 4
9 0
+
3 5
8 0
+
1 6
6 0
7 2
0 4
(c) (d)
0 1
eg
al
+
6 1
R
(e) (f)
60
+
4 5
0 6
+
Let’s Practice 1. Fill in the missing numbers and complete the equations.
tio n
(a)
22 (b)
+
25
3
=
25
=
R
eg
al
+
(c)
23 24
Ed uc a
22
+
= 61
2. Fill in the missing numbers and complete the equations.
30 (b)
36 + 3 =
39
6 42 + 5 =
6 + 3 = 9 30 + 9 = 39
+
(c)
al
61 + 8 =
94 + 4 =
R
eg
(d)
(e)
62
= =
Ed uc a
+
tio n
(a)
82 + 6 =
+
=
+
=
+
=
+
=
+
=
+
=
At Home 1. Fill in the missing numbers and complete the equations.
Ed uc a
tio n
(a)
+
R
eg
al
(b)
=
+
= 63
2. Match.
59
Ed uc a
56 + 3
tio n
21 + 5
69
38
22 + 6
79 28 26
R
5 + 33
eg
al
74 + 5
64
7 + 62
3. Complete the equations. (b) 82 + 5 =
(c) 36 + 3 =
(d) 91 + 6 =
(e) 64 + 4 =
(f) 83 + 5 =
(g) 76 + 3 =
(h) 93 + 6 =
Ed uc a
4. Add.
tio n
(a) 24 + 3 =
(a) (b)
+
5
5 4
+
(c) (d)
3 3
eg
al
+
7
+
R
(e) (f)
+
9
2 5
+
8
1 4
2
3 6
7
6 2
65
Adding With Regrouping Let’s Learn Tens
Ones
tio n
Add 37 and 5. Tens Ones
3
Ed uc a
+
7 5
Add the ones. 7 ones + 5 ones = 12 ones. Regroup the ones. 12 ones = 1 ten 2 ones Tens
Ones
Tens Ones 1
3
eg
al
+
R
Tens
Add the tens. 3 tens + 1 ten = 4 tens 4 tens + 2 ones = 42 37 + 5 = 42
66
7 5 2
Tens Ones
Ones
1
+
3 4
7 5 2
Let’s Practice 1. Add. (a) (b)
+
(c) (d)
+
4
9 2
+
(e) (f)
6 4
eg
al
+
7
+
R
(g) (h)
+
6
2
8 5
6 6
tio n
4 7
Ed uc a
+
2
+
5
5 8
8
2 9
1
9 8
67
2. Add. (b) 84 + 6 =
tio n
(a) 47 + 7 =
+
+
Ed uc a
(c) 25 + 8 =
+
+
(f) 66 + 5 =
eg
al
(e) 74 + 9 =
(d) 86 + 7 =
R
+
68
+
(g) 25 + 6 =
(h) 88 + 8 =
+
tio n
+
+
(l) 67 + 6 =
+
R
eg
+
+
al
(k) 18 + 5 =
(j) 76 + 9 =
Ed uc a
(i) 84 + 7 =
69
At Home 1. Add.
7 5
+
(c) (d)
+
6
8 7
+
(e) (f)
5 9
eg
al
+
6
+
R
(g) (h)
70
+
8
7
Ed uc a
+
3
8 2
8 9
tio n
(a) (b)
+
6
8 3
8
4 8
7
9 9
2. Add. (b) 84 + 9 =
tio n
(a) 53 + 8 =
+
+
Ed uc a
(c) 87 + 8 =
+
+
(f) 68 + 8 =
eg
al
(e) 44 + 7 =
(d) 39 + 4 =
+
R
+
71
3. Match.
Ed uc a
56 + 6
33 84
84 + 7
62
al
79 + 5
65 + 5
91
83 + 9
70
eg
R 72
92
tio n
28 + 5
Solve It! Fill in the missing numbers in the magic flowers. 46
What's the rule?
tio n
8 5
7 55
48 47
(a)
Ed uc a
50 9
(b)
16
18
9
67
66
22
4
69
8
al
13
eg
3
(d)
7
88 84
5
2
R
(c)
8
8
9 7
58 73
Subtracting Without Regrouping
R
eg
al
Ed uc a
tio n
Anchor Task
74
75
al
eg
R
tio n
Ed uc a
Let’s Learn
Count back by tens on the number line!
Ed uc a
4 tens – 2 tens = 2 tens 40 – 20 = 20
tio n
Find 40 – 20.
10 20 30 40 50 60 70
al
Find 70 – 40.
R
eg
7 tens – 4 tens = 3 tens 70 – 40 = 30
20 30 40 50 60 70 80
76
Tens Ones
7 – 4 3
0 0 0
tio n
Subtract 20 from 43.
First, subtract the tens.
Ed uc a
Then add the tens and ones.
43 is 4 tens and 3 ones. 4 tens – 2 tens = 2 tens 40 – 20 = 20 20 + 3 = 23 So, 43 – 20 = 23
13
23 33 43 53 63
R
eg
al
Find 76 – 30.
7 tens – 3 tens = 4 tens 70 – 30 = 40 40 + 6 = 46 So, 76 – 30 = 46
Tens Ones
7 – 3 4
6 0 6
26 36 46 56 66 76 77
Let’s Practice 1. Subtract the tens.
tens –
(b)
tens –
–
tens =
tens
tens =
tens
=
R
eg
al
(c)
=
tens
Ed uc a
–
ten =
tio n
(a)
tens – – 78
=
tens – =
tens
Ed uc a
–
tens =
tio n
(d)
(e)
tens –
tens
=
al
–
tens =
(a) 60 – 20 =
(b) 80 – 10 =
(c) 50 – 30 =
(d) 70 – 30 =
(e) 40 – 40 =
(f) 90 – 30 =
(g) 90 – 50 =
(h) 70 – 60 =
R
eg
2. Complete the equations.
79
At Home 1. Fill in the missing numbers and complete the equations.
20
40
50
(b)
60
Ed uc a
50 – 20 =
tio n
(a)
50
70
80
90
90
100
90 – 30 = (c)
al
70
eg
100 – 40 =
R
(d)
80
80 – 50 =
40
70
80
2. Match.
10 80
50 – 40
40
80 – 60
30
al
Ed uc a
70 – 20
tio n
50 – 20
20
90 – 50
50
R
eg
100 – 20
81
3. Complete the equations. (b) 80 – 50 =
(c) 70 – 50 =
(d) 70 – 10 =
(e) 50 – 40 =
(f) 60 – 30 =
(g) 90 – 20 =
(h) 100 – 60 =
Ed uc a
4. Subtract.
tio n
(a) 70 – 20 =
(a) (b)
–
8 1
0 0
–
7 6
0 0
–
9 3
0 0
5 1
0 0
(c) (d)
0 0
eg
al
–
6 1
R
(e) (f)
82
–
4 4
0 0
–
Solve It! Fill in the missing numbers in the magic flowers. 40
80
tio n
What's the rule?
60
70 10
60 70
(a)
Ed uc a
50 30
(b)
70
80
90
80
60
50
30
40
40
al
90
eg
10
(c)
(d)
R
70 30 40
40
50
90
10
20 30
50 83
Let’s Practice 1. Add, then write a related subtraction equation.
50
–
20
=
30
–
–
=
–
(e) 50 + 10 =
(f) 40 + 30 =
=
–
=
=
al
–
=
(d) 70 + 20 =
Ed uc a
(c) 60 + 30 =
(b) 20 + 10 =
tio n
50
(a) 20 + 30 =
eg
(g) 10 + 80 = –
R
(i) 50 + 40 =
84
–
(h) 30 + 30 =
=
–
=
(j) 20 + 50 = =
–
=
2. Subtract, then write a related addition equation.
50
50
30
+
(b) 70 – 30 =
=
(c) 50 – 30 = +
+
=
=
=
R
(i) 50 – 20 =
+
+
=
+
=
(h) 60 – 40 =
eg
+
=
(f) 30 – 10 =
al
(g) 90 – 10 =
+
(d) 60 – 50 =
(e) 90 – 50 =
Ed uc a
80
tio n
(a) 80 – 30 =
+
=
(j) 30 – 20 = =
+
=
85
3. Use each number to make a number bond. Make a number fact family.
10
+
+
=
–
=
=
–
=
al
(b)
R
eg
90
80
Ed uc a
70
tio n
(a)
50
40
+
=
–
=
+
=
–
=
86
60
+
+
(d)
=
=
60
eg
al
90
R
40
–
=
–
=
Ed uc a
20
tio n
(c)
30
+
=
–
=
+
=
–
=
87
Looking Back
tio n
1. Add the tens. Fill in the blanks. (a)
tens +
+
tens =
tens
=
eg
al
(b)
tens
Ed uc a
tens
+
=
R
2. Complete the equations. (a) 10 + 70 =
(b) 50 + 20 =
(c) 40 + 40 =
(d) 30 + 60 =
(e) 70 + 30 =
(f) 20 + 80 =
88
30 + 27 =
+
(b) 60 + 23 =
4.
=
48
+
=
+
=
68
al
28
=
Ed uc a
+
tio n
3. Fill in the missing numbers. Complete the equations. (a)
eg
28 + 50 =
5. Complete the equations.
R
(a) 42 + 20 =
(b) 67 + 10 =
(c) 57 + 10 =
(d) 70 + 26 =
(e) 30 + 55 =
(f) 80 + 17 =
89
6. Add. (a) (b)
6 4
+
(c) (d)
8 5
+
7. Subtract the tens.
–
eg
tens –
tens =
al
tens
=
R
8. Fill in the missing numbers. Complete the equation.
80 – 50 = 90
1
Ed uc a
+
6
8
40
2 9
tio n
+
7
70
80
9 8
9. Complete the equations. (b) 80 – 10 =
(c) 70 – 30 =
(d) 40 – 40 =
(e) 90 – 40 =
(f) 90 – 80 =
tio n
(a) 50 – 20 =
10. Add, then write a related subtraction equation. (a) 20 + 30 =
Ed uc a
(b) 20 + 10 =
–
=
(c) 50 + 30 =
–
=
(d) 70 + 20 =
–
=
–
=
R
eg
al
11. Use each number to make a number bond. Make a number fact family.
+
=
–
=
+
=
–
= 91
8
Length
R
eg
al
Ed uc a
Anchor Task
tio n
Comparing Length
92
93
al
eg
R
tio n
Ed uc a
Let’s Learn
Ed uc a
The pencil is longer than the eraser. The eraser is shorter than the pencil.
tio n
Compare the length of the pencil and the eraser.
Compare the length of the pieces of string. A B
al
String A is shorter than string B. String B is longer than string A.
eg
Compare the length of the branches.
R
A B
Branch A is as long as branch B. Branch A and branch B are the same length. 94
Let’s Practice 1. Check the longer object.
eg
al
(b)
Ed uc a
tio n
(a)
R
(c)
95
2. Check the shorter object.
tio n
(a)
R
eg
(c)
al
Ed uc a
(b)
96
3. Check 2 objects that are the same length.
R
eg
al
(b)
Ed uc a
tio n
(a)
97
Hands On
Shorter than my pencil
R
eg
al
Ed uc a
Longer than my pencil
tio n
Find 3 objects that are shorter than your pencil. Find 3 objects that are longer than your pencil. Draw the objects in the spaces below.
98
Solve It!
R
eg
al
Ed uc a
tio n
Keira, Sophie and Michelle each have a set of cubes. Keira’s cubes form a longer row than Sophie’s cubes. Michelle’s cubes form a shorter row than Sophie’s cubes. Write each child’s name under their set of cubes.
99
At Home
Ed uc a
tio n
1. Circle the shorter train.
al
2. Circle the longer saw.
R
eg
3. Circle the paper strips that are as long as the red paper strip.
100
(b) Draw a longer strip of paper. Color it blue.
tio n
4. (a) Draw a shorter strip of paper. Color it green.
R
eg
al
Ed uc a
(c) Draw a strip of paper the same length. Color it red.
1 01
5. Fill in the blanks. Which is longer? Which is shorter?
Ed uc a
tio n
(a)
The snake is (b)
than the worm.
R
eg
(c)
al
The caterpillar is
than the lizard.
The crocodile is 1 02
than the shark.
Let’s Learn
Ed uc a
tio n
Compare the length of the crayons.
The blue crayon is longer than the red crayon and the yellow crayon. The blue crayon is the longest.
eg
al
The yellow crayon is shorter than the blue crayon and the red crayon. The yellow crayon is the shortest. The hair comb is the shortest.
R
The toothbrush is the longest.
103
Let’s Practice 1. Circle the longest object.
Ed uc a
tio n
(a)
R
eg
al
(b)
104
2. Circle the shortest object.
R
eg
al
(b)
Ed uc a
tio n
(a)
105
3. Which is the longest? Which is the shortest?
Ed uc a
tio n
(a)
The blue string is the
The yellow string is the
R
eg
al
(b)
The spoon is the The knife is the
106
. .
. .
4. Order the objects from the longest to the shortest. Write ‘1’ for the longest and ‘3’ for the shortest.
R
eg
al
(b)
Ed uc a
tio n
(a)
107
5. Order the objects from the shortest to the longest. Write ‘1’ for the shortest and ‘3’ for the longest.
R
eg
al
(b)
Ed uc a
tio n
(a)
108
At Home
Ed uc a
tio n
1. Check the shortest instrument.
R
eg
al
2. Check the longest truck.
109
3. Order the objects from the longest to the shortest. Write ‘1’ for the longest and ‘3’ for the shortest.
R
eg
al
(b)
Ed uc a
tio n
(a)
110
4. Order the objects from the shortest to the longest. Write ‘1’ for the shortest and ‘3’ for the longest.
R
eg
al
(b)
Ed uc a
tio n
(a)
111
Hands On Play this game in groups of 4!
Ed uc a
tio n
1. Take 4 pieces of string of different lengths. 2. Hold them in your hand to hide the strings’ length.
R
eg
al
3. Take turns to pick a string. 4. Arrange the strings on your table from the shortest to the longest.
5. The player who picked the longest string can hold the strings for the next game. 112
Solve It!
R
eg
al
Ed uc a
tio n
Ethan, Blake and Wyatt each have a piece of string. Ethan’s string is shorter than Blake’s string. Wyatt’s string is the longest. Write each child’s name under their piece of string.
113
Measuring Length Anchor Task
R
eg
al
Ed uc a
tio n
Use counters to measure the lengths of the objects.
114
115
al
eg
R
tio n
Ed uc a
Let’s Learn
long.
Ed uc a
The pencil is about 5
tio n
Let’s find the length of the pencil.
eg
al
Let’s find the length of the scissors.
R
The scissors are about 10
116
long.
Let’s find the length of the table in units. 1
Ed uc a
tio n
stands for 1 unit.
The table is 4 units in length.
Let’s find the length of the whiteboard. stands for 1 unit.
R
eg
al
1
The whiteboard is 7 units in length. 117
Let’s Practice 1. Find the length of the pencils.
(b)
long.
R
eg
(c)
The pencil is about
long.
al
The pencil is about
Ed uc a
tio n
(a)
118
The pencil is about
long.
The pencil is about
long.
Ed uc a
(e)
tio n
(d)
The pencil is about
eg
al
(f)
long.
The pencil is about
long.
R
119
2. Find the length of the objects.
(b)
The marker is about
long.
R
eg
al
(c)
long.
Ed uc a
The paintbrush is about
tio n
(a)
120
The tennis racket is about
long.
The paper strip is about
long.
Ed uc a
(e)
tio n
(d)
The pen is about
R
eg
al
(f)
long.
The house is about
long. 121
3. Find the length of the objects in units. 1 stands for 1 unit.
The shoe is
(b)
units long.
R
eg
(c)
The toy train is
al
units long.
Ed uc a
tio n
(a)
1 22
The fire truck is
units long.
The whiteboard is
units long.
Ed uc a
tio n
(d)
R
eg
al
(e)
The window is
units long. 123
4. Use a coin to measure the objects. 1 coin stands for 1 unit.
(b)
The toy truck is about
al
(c)
units long.
Ed uc a
The drum is about
tio n
(a)
eg
The hammer is about
units long.
units long.
R
(d)
The toy train is about 124
units long.
(e)
units long.
tio n
The saw is about
Ed uc a
(f)
The kite is about
R
eg
al
(g)
units long.
The rocking horse is about
units long. 125
Hands On Use hand spans to measure objects in the classroom. stands for 1 unit.
tio n
1
Ed uc a
1.
My desk is about
R
eg
al
2.
units long.
My teacher’s desk is about 126
units long.
Ed uc a
tio n
3.
Our window is about
R
eg
al
4.
units long.
Our door is about
units long. 127
At Home 1. Find the length of the animals.
(b)
long.
R
eg
al
The lizard is about
(c)
long.
Ed uc a
The millipede is about
tio n
(a)
The mouse is about
1 28
long.
(d)
Ed uc a
(e)
long.
tio n
The worm is about
R
eg
(f)
long.
al
The shark is about
The snake is about
long.
129
(g)
Ed uc a
(h)
long.
tio n
The caterpillar is about
long.
The alligator is about
eg
al
(i)
R
The eel is about
130
long.
2. Find the length of the objects in units. stands for 1 unit. 1
Ed uc a
tio n
(a)
The glue is
al
(b)
units long.
units long.
eg
The umbrella is
R
(c)
The bat is
units long. 131
(e)
units long.
R
eg
al
The log is (f)
units long.
Ed uc a
The tub is
The boat is 1 32
tio n
(d)
units long.
3. Find the length of the paper strips in units. 1
Ed uc a
tio n
stands for 1 unit.
al
(a) The blue paper strip is
R
eg
(b) The yellow paper strip is (c) The green paper strip is (d) The purple paper strip is (e) The orange paper strip is (f) The pink paper strip is
units long.
units long. units long. units long. units long. units long.
133
4. Find the length of the lines in units. 1
al
Ed uc a
tio n
stands for 1 unit.
eg
(a) The green line is
R
(b) The red line is (c) The blue line is (d) The orange line is
1 34
units long. units long. units long. units long.
Solve It! Find the length of each string.
tio n
A
Ed uc a
B
eg
D
al
C
and string
(b) String (c) String
is the shortest.
R
(a) String
are the same length.
is the longest. 135
Looking Back
Ed uc a
2. Circle the shorter strip of paper.
tio n
1. Circle the longer strip of paper.
R
eg
al
3. Check the pencils that are the same length.
136
Ed uc a
tio n
4. Check the longest string. Cross the shortest string.
R
eg
al
5. Find the length of the stapler.
The stapler is about
long.
137
6. Find the length of the planks of wood in units. stands for 1 unit. 1 (a)
Plank A is about
units long.
B
Ed uc a
(b)
Plank B is about (c)
units long.
C
eg
al
Plank C is about
R
(d)
Plank D is about
138
tio n
A
units long.
D
units long.
7. Find the length of the lines in units. stands for 1 unit. 1
tio n
A
C
Ed uc a
B
D
al
E
eg
(a) Line A is
units long.
units long.
(c) Line C is
units long.
(d) Line D is
units long.
(e) Line E is
units long.
R
(b) Line B is
139
9
Time
R
eg
al
Ed uc a
Anchor Task
tio n
Telling Time to the Hour
140
1 41
al
eg
R
tio n
Ed uc a
Let’s Learn
tio n
The clock has 2 hands. The long hand is called the minute hand. The short hand is called the hour hand.
Ed uc a
What’s the time?
R
eg
al
minute hand
The minute hand is pointing to 12. The hour hand is pointing to 3. The time is 3 o’clock.
142
hour hand
Ed uc a
tio n
Jordan learns science at 10 o'clock.
R
eg
al
Michelle watches television at 6 o'clock.
143
Let’s Practice 1. Match.
Ed uc a
tio n
5 o’clock
10 o’clock
R
eg
al
3 o’clock
144
12 o’clock 8 o’clock
2. What times are shown on the clocks? (a)
tio n
(b)
(c)
o’clock
Ed uc a
o’clock
(d)
al
o’clock
(f)
R
eg
(e)
o’clock
o’clock
o’clock 145
(h)
tio n
(g)
(i)
o’clock
Ed uc a
o’clock (j)
al
o’clock
(l)
R
eg
(k)
o’clock
o’clock
146
o’clock
3. Write the time Sophie does each activity.
.
al
(b)
6 o’clock
Ed uc a
Sophie wakes up at
tio n
(a)
.
eg
She walks to school at
R
(c)
She eats lunch at
. 147
al
(e)
She walks home at
.
R
eg
(f)
.
Ed uc a
She plays with friends at
tio n
(d)
She does her homework at 1 48
.
.
Ed uc a
She eats dinner at
tio n
(g)
(h)
.
R
eg
(i)
al
She watches television at
She is fast asleep at
. 149
At Home 1. Draw the hour hand on the clocks. (a)
It’s 5 o’clock.
eg
al
(b)
Ed uc a
tio n
It’s 2 o’clock.
R
(c)
150
It’s 9 o’clock.
(d)
Ed uc a
tio n
It’s 11 o’clock.
It’s 1 o’clock.
eg
al
(e)
It’s 7 o’clock.
R
(f)
1 51
2. Draw the times on the clocks. (a)
R
eg
(c)
152
It’s 8 o’clock.
al
(b)
Ed uc a
tio n
It’s 4 o’clock.
It’s 12 o’clock.
(d)
Ed uc a
tio n
It’s 10 o’clock.
(e)
eg
al
It’s 3 o’clock.
It’s 6 o’clock.
R
(f)
1 53
Let’s Learn
This clock shows 4 o’clock.
Ed uc a
Analog clock
tio n
Compare the clocks. Both clocks show the same time.
R
eg
al
Digital clock
hours
minutes
The time is 4 o’clock. 154
This clock shows 4 o’clock too.
Ed uc a
tio n
Ethan wakes up at 7 o'clock.
R
eg
al
Riley plays the violin at 11 o'clock.
155
Let’s Practice 1. Match.
Ed uc a
tio n
7 o’clock
12 o’clock
R
eg
al
4 o’clock
156
9 o’clock 6 o’clock
2. What times are shown on the clocks? (a)
tio n
(b)
(c)
o’clock
Ed uc a
o’clock
(d)
al
o’clock
(f)
R
eg
(e)
o’clock
o’clock
o’clock 1 57
(h)
tio n
(g)
(i)
o’clock
Ed uc a
o’clock (j)
al
o’clock
(l)
R
eg
(k)
o’clock
o’clock
158
o’clock
3. Write the time Riley does each activity.
Ed uc a
tio n
(a) Riley gets dressed for school at 7 o’clock.
al
(b) She helps her mother at 6 o’clock.
R
eg
(c) She gets ready for bed at 9 o’clock.
159
Hands On
tio n
1. (a) Sit in pairs with an analog clock. (b) Tell your friend the times you do different activities. (c) Have your friend show the time on the clock.
Ed uc a
I ride my bike at 4 o’clock.
R
eg
al
2. (a) Show different times on the clock. (b) Have your friend say an activity they do at each time. I’m asleep at 11 o’clock.
160
Hands On Play the Time Game!
R
eg
al
Ed uc a
tio n
1. Take turns to roll the dice. 2. Say the times as you move your counter. 3. The first player to reach the finish is the winner.
161
At Home 1. Write the times on the digital clocks. Write the time.
tio n
(a)
0 0
Ed uc a
3
3 o’clock
R
eg
al
(b)
1 62
al
eg
R (d)
tio n
Ed uc a
(c)
(e)
163
Solve it! 1. Fill in the blanks and write the time on the clock.
Ed uc a
tio n
(a) Michelle leaves for school at 7 o’clock. She takes 1 hour to get to school.
Michelle gets to school at
o’clock.
R
eg
al
(b) Michelle was late to school on Tuesday. She arrived at 9 o’clock.
Michelle left home at 164
o’clock on Tuesday.
Ed uc a
tio n
2. (a) Jordan goes on a hike to a waterfall. He leaves at 10 o’clock. He reaches the waterfall in 2 hours.
Jordan gets to the waterfall at
o’clock.
R
eg
al
(b) Jordan leaves the waterfall at 1 o’clock. He takes 3 hours to get back.
Jordan gets back at
o’clock. 165
Telling Time to the Half Hour
R
eg
al
Ed uc a
tio n
Anchor Task
166
1 67
al
eg
R
tio n
Ed uc a
Let’s Learn
tio n
Look at the position of the clock hands. The minute hand is pointing to 6. The hour hand is between 4 and 5.
R
eg
al
Ed uc a
What’s the time?
The time is half past 4. We write half past 4 as 4:30.
168
We can also say the time is ‘four-thirty’.
Ed uc a
tio n
Dominic does his homework at 5:30.
R
eg
al
Keira goes for a hike at 12:30.
169
Let’s Practice 1. Match.
Ed uc a
tio n
half past 11 half past 4
R
eg
al
half past 9
170
half past 12 half past 7
2. What times are shown on the clocks? (a)
tio n
(b)
half past
Ed uc a
(c)
half past
(d)
al
half past
(f)
R
eg
(e)
half past
half past
half past 171
(h)
tio n
(g)
(i)
half past
Ed uc a
half past (j)
al
half past
(l)
R
eg
(k)
half past
half past
172
half past
3. Write the time Jordan does each activity.
(b)
.
.
R
eg
al
He catches the bus at (c)
half past 7
Ed uc a
Jordan brushes his teeth at
tio n
(a)
He talks with friends at
. 173
Jordan learns science at
R
eg
(f)
.
He plays basketball at
al
.
Ed uc a
(e)
tio n
(d)
174
He reads a book at
.
He walks home at
.
R
eg
(i)
He helps his dad at
al
(h)
.
Ed uc a
tio n
(g)
He goes to bed at
. 175
Hands On
tio n
1. (a) Sit in pairs with an analog clock. (b) Tell your friend the times you do different activities to the half hour. (c) Have your friend show the time on the clock.
Ed uc a
I go for a jog at half past 4.
al
2. (a) Show different times on the clock. (b) Have your friend say an activity they do at each time.
R
eg
I brush my teeth at half past 8.
176
Hands On Play the Time Game!
R
eg
al
Ed uc a
tio n
1. Take turns to roll the dice. 2. Say the times as you move your counter. 3. The first player to reach the finish is the winner.
177
At Home (a)
Ed uc a It’s half past 3.
eg
al
(b)
It’s half past 5.
R
(c)
178
tio n
1. Draw the hour hand on the clocks.
It’s half past 11.
(d)
Ed uc a
tio n
It’s half past 6.
It’s half past 12.
eg
al
(e)
It’s half past 9.
R
(f)
179
2. Draw the times on the clocks. (a)
It’s half past 8.
eg
al
(b)
Ed uc a
tio n
It’s half past 1.
R
(c)
180
It’s half past 4.
(d)
Ed uc a
tio n
It’s half past 2.
(e)
eg
al
It’s half past 7.
It’s half past 10.
R
(f)
181
Let’s Learn
This clock shows half past 11.
Ed uc a
Analog clock
tio n
Compare the clocks. Both clocks show the same time.
R
eg
al
Digital clock
hours
minutes
The time is half past 11. 182
This clock shows half past 11 too.
Ed uc a
tio n
Wyatt plays computer games at 7:30.
R
eg
al
Halle plays the guitar at 10:30.
183
Let’s Practice 1. Match.
Ed uc a
tio n
half past 12 half past 2
R
eg
al
half past 8
184
half past 6 half past 10
2. What time is shown on the clock? (b)
tio n
(a)
half past
(c)
Ed uc a
half past
(d)
al
half past
(f)
R
eg
(e)
half past
half past
half past 185
(h)
tio n
(g)
half past
Ed uc a
(i)
half past
(j)
al
half past
(l)
R
eg
(k)
half past
half past
186
half past
3. Write the time Keira does each activity.
Ed uc a
tio n
(a) Keira plays the piano at half past 10.
al
(b) She goes shopping at half past 5.
R
eg
(c) She is fast asleep at half past 12.
1 87
At Home Write the times on the digital clocks. Write the time.
tio n
(a)
Ed uc a
6 30 half past 6
R
eg
al
(b)
1 88
(e)
al
eg
R (d)
tio n
Ed uc a
(c)
189
Solve it! 1. Fill in the blanks and draw the time on the clock.
Ed uc a
tio n
(a) Jordan starts jogging at half past 9. He jogs for 1 hour.
Jordan finishes jogging at half past
.
R
eg
al
(b) In the evening, Ethan watched television for 2 hours. He started watching television at half past 6.
Ethan finished watching television at half past 190
.
Ed uc a
tio n
2. (a) Halle did her homework for 1 hour. She finished her homework at 6:30.
Halle started her homework at half past
.
R
eg
al
(b) Chelsea took a nap for 2 hours. She woke up at 4:30.
Chelsea fell asleep at half past
.
191
R
eg
al
Ed uc a
tio n
3. The pictures show the things Riley did on Saturday. Look at the times and order the pictures from the first thing Riley did (1) to the last thing she did (8).
192
tio n Ed uc a
4. Fill in the blanks.
(a) Riley woke up at
half past 7
.
(b) She played tennis at
.
al
(c) Riley was asleep at
.
eg
(d) She watched television at
.
(e) Riley went shopping at
R
(f) She ate breakfast at (g) Riley finished shopping at
(h) She went home from tennis at
. . . .
193
Looking Back 1. Write the times shown on the analog clocks. (b)
Ed uc a
tio n
(a)
(d)
eg
al
(c)
R
(e)
194
(f)
2. Write the times shown on the digital clocks. (b)
Ed uc a
tio n
(a)
(f)
R
eg
(e)
(d)
al
(c)
195
3. Draw the times on the analog clocks and write the times in the boxes.
al
(b)
Ed uc a
tio n
(a)
R
eg
(c)
196
4. Write the times on the digital clocks and write the times in the boxes.
al
(b)
Ed uc a
tio n
(a)
R
eg
(c)
197
10
Shapes
R
eg
al
Ed uc a
Anchor Task
tio n
2D Shapes
1 98
Let’s Learn Squares, rectangles, triangles, circles and trapeziums are closed, two-dimensional shapes.
tio n
Let’s take a look at the characteristics of each shape.
Ed uc a
This is a square.
vertex
eg
al
side
R
A square has 4 sides of equal length. It has 4 vertices (corners).
199
This is a rectangle.
tio n
vertex
Ed uc a
side
A rectangle has 4 straight sides. It has 4 vertices. vertex
al
This is a triangle.
R
eg
side
A triangle has 3 straight sides. It has 3 vertices.
200
tio n
This is a trapezium.
vertex
Ed uc a
side
A trapezium has 4 straight sides. It has 4 vertices.
R
eg
al
This is a circle.
A circle is round. It does not have any sides. It does not have any vertices.
2 01
tio n
Squares
Triangles
Ed uc a
Rectangles
eg
al
Trapeziums
R
Circles
202
Let’s Practice
tio n
1. Trace each shape. Match.
Ed uc a
rectangle
trapezium
R
eg
al
triangle
square
circle
203
Ed uc a
tio n
2. Color. (a) Color the squares red.
al
(b) Color the circles green.
R
eg
(c) Color the triangles blue.
2 04
Ed uc a
tio n
(d) Color the rectangles orange.
R
eg
al
(e) Color the trapeziums yellow.
205
al
Ed uc a
tio n
3. Count the shapes.
triangles.
(b) There are
squares.
R
eg
(a) There are
(c) There are
trapeziums.
(d) There are
rectangles.
(e) There are
circles.
2 06
Ed uc a
tio n
4. Draw a square in the space below. Label 1 side and 1 vertex.
(a) How many sides does the square have?
(b) How many vertices does the square have?
R
eg
al
5. Draw a triangle in the space below. Label 1 side and 1 vertex.
(a) How many sides does the triangle have? (b) How many vertices does the triangle have? 207
Ed uc a
tio n
6. Draw a trapezium in the space below. Label 1 side and 1 vertex.
(a) How many sides does the trapezium have? (b) How many vertices does the trapezium have?
R
eg
al
7. Draw a rectangle in the space below. Label 1 side and 1 vertex.
(a) How many sides does the rectangle have? (b) How many vertices does the rectangle have?
208
At Home
R
eg
al
Ed uc a
tio n
1. Circle the objects that have the shape of a rectangle.
209
R
eg
al
Ed uc a
tio n
2. Circle the objects that have the shape of a square.
21 0
R
eg
al
Ed uc a
tio n
3. Circle the objects that have the shape of a circle.
211
R
eg
al
Ed uc a
tio n
4. Circle the objects that have the shape of a trapezium.
212
R
eg
al
Ed uc a
tio n
5. Circle the objects that have the shape of a triangle.
213
6. Complete. sides and
This shape is a
.
(b) This shape has
sides and
This shape is a
.
Ed uc a sides and
This shape is a
.
(d) This shape has
sides and
This shape is a
.
eg
al
(c) This shape has
R
(e) This shape has This shape is a
21 4
vertices.
tio n
(a) This shape has
sides and .
vertices.
vertices.
vertices.
vertices.
Hands On Play this game in groups of 3 or 4.
2. Player 1 describes a shape.
tio n
1. Place some shapes on your table.
Ed uc a
3. Player 2, 3 and 4 race to find the correct shape. The player who picks the correct shape is the winner and describes the next shape. It’s a triangle!
R
eg
al
This shape has 3 sides and 3 vertices.
215
Comparing and Sorting Shapes Let’s Learn Triangles
Squares
Rectangles
Ed uc a
Circles
tio n
Shapes that are the same can be grouped together.
Shapes can be grouped by color. Green shapes
Blue shapes
Yellow shapes
eg
al
Red shapes
Shapes can be grouped by size.
R
Big shapes
21 6
Small shapes
Ed uc a
In some shapes, the lines are not joined.
tio n
How can we group these shapes?
Shapes that don’t have joined lines are called open shapes.
The shapes can be grouped as open or closed.
Closed shapes
R
eg
al
Open shapes
Can you see another way we can group the shapes? 217
Let’s Practice
Ed uc a
tio n
1. These shapes are grouped by color. Circle the shape that does not belong.
2. These shapes are grouped by size. Circle the shape that does not belong.
eg
al
3. Circle the shape that is different.
R
4. Circle the shape that does not belong.
21 8
5. Check to show how these shapes are grouped.
(b)
size
color
shape
color
shape
color
R
eg
al
(c)
shape
Ed uc a
size
tio n
(a)
size
219
At Home 1. Check the shape that belongs in the group.
eg
al
(b)
Ed uc a
tio n
(a)
R
(c)
22 0
2. Circle the shape that does not belong in the group.
eg
al
(c)
Ed uc a
(b)
tio n
(a)
R
(d)
221
Equal Parts Let’s Learn
tio n
Shapes can be divided into equal parts. This circle has been divided into 2 equal parts. 1 part out of 2 equal parts is called one half.
Ed uc a
Half of a circle is called a semicircle. one half
R
eg
al
These shapes have been divided into halves.
222
This circle has been divided into 4 equal parts. 1 part out of 4 equal parts is called one-fourth or one quarter.
Ed uc a
one quarter
tio n
A quarter of a circle is called a quarter circle.
R
eg
al
These shapes have been divided into quarters.
223
5 equal parts
4 equal parts
Ed uc a
2 equal parts
tio n
These shapes have been divided into equal parts. How many equal parts does each shape have?
al
3 equal parts
6 equal parts
R
eg
These shapes have been divided into unequal parts.
224
Let’s Practice
R
eg
al
Ed uc a
tio n
1. Color the shapes that are divided into equal parts. Cross out the shapes that are divided into unequal parts.
225
equal parts
equal parts
Ed uc a
tio n
2. How many equal parts are the shapes divided into? (a) (b)
(c) (d)
equal parts
equal parts
al
R
eg
(e) (f)
226
equal parts
equal parts
3. Draw lines to divide the shapes into halves.
(b)
Ed uc a
tio n
(a)
(c)
R
eg
al
(d)
227
4. Draw lines to divide the shapes into quarters.
(b)
Ed uc a
tio n
(a)
R
eg
al
(d)
22 8
(c)
5. Draw lines to divide the rectangles into quarters. Show a different way each time.
al
(b)
Ed uc a
tio n
(a)
R
eg
(c)
229
Ed uc a
tio n
6. (a) Draw a line to divide the shape into halves. Color 1 half.
(b) What shape is colored?
R
eg
al
7. (a) Draw lines to divide the shape into quarters. Color 1 quarter.
(b) What shape is colored? 230
tio n
8. (a) Sophie wants to share her sandwich with her sister. Draw a line to show how Sophie should cut the sandwich so they both get an equal share.
(b) How much of the sandwich does each child get?
Ed uc a
R
eg
al
9. (a) Ethan wants to share a pizza equally with 3 friends. Draw lines to show how Ethan should cut the pizza so each friend gets an equal share.
(b) How much of the pizza does each child get? 231
Composite 2D Shapes Let’s Learn
tio n
We can put shapes together to form new shapes. The new shapes are called composite shapes. We can put 2 squares together to make a new shape.
Ed uc a
The 2 squares make a rectangle.
R
eg
al
Let’s put 3 triangles together.
232
The 3 triangles make a trapezium.
This shape looks like a rocket.
R
eg
al
Ed uc a
tio n
We can make complex shapes too.
233
Let’s Practice 1. Check the different shapes used to make the complex shape.
R
Ed uc a
eg
al
(b)
tio n
(a)
23 4
R
eg
al
Ed uc a
tio n
2. Count the number of each shape used to make the complex shape.
235
R
eg
al
(b)
Ed uc a
tio n
3. Copy this shape with pattern blocks. Then make and draw a new shape. (a)
23 6
al
eg
R
tio n
Ed uc a
(c)
237
Hands On Use a set of pattern blocks to complete these activities.
al
Ed uc a
tio n
1. Use these pattern blocks to make the shape. (a)
R
eg
(b)
23 8
al
eg
R (d)
tio n
Ed uc a
(c)
239
At Home 1. Check the different shapes used to make the complex shape.
R
Ed uc a
eg
al
(b)
tio n
(a)
240
R
eg
al
Ed uc a
tio n
2. Count the number of each shape used to make the complex shape.
2 41
Composite 3D Shapes Let’s Learn
sphere
rectangular prism (cuboid)
Ed uc a
cube
tio n
These are three-dimensional (3D) shapes.
cone
cylinder
R
eg
al
We can combine 3D shapes to make composite shapes.
2 42
Let’s Practice Circle the shapes used to make the composite shape.
Ed uc a
tio n
(a)
R
eg
(c)
al
(b)
243
al
eg
R (e)
244
tio n
Ed uc a
(d)
At Home Color the shapes used to make the composite shape. Write the number of each shape used.
R
eg
(b)
al
Ed uc a
tio n
(a)
245
al
eg
R (d)
246
tio n
Ed uc a
(c)
Looking Back 1. Unscramble the letters to name each shape.
qsurea
Ed uc a
elrtecgna
tio n
(a) (b)
(c) (d)
zrtpaemiu
al
(e)
elcirc
eg
egntiral
R
2. These shapes are grouped by color. Circle the shape that does not belong.
247
3. Draw 1 more shape that belongs in the group.
tio n
(a)
Ed uc a
(b)
eg
al
4. Draw lines to divide these shapes into halves.
R
5. Draw lines to divide these shapes into quarters.
2 48
R
eg
al
(b)
Ed uc a
tio n
6. Count and write the number of shapes used. (a)
249
11
Data and Graphs
R
eg
al
Ed uc a
Anchor Task
tio n
Tally Charts
25 0
tio n Ed uc a
Flowers in My Garden Tally
Total
al
Color
eg
Red
R
Yellow Blue
2 51
Let’s Learn
Favorite Colors Color
Total 6
Ed uc a
Red
Tally
tio n
Dominic asked 10 of his friends their favorite color. He recorded the answers in a tally chart.
Yellow
1
Blue
3
stands for 5.
eg
One
al
One stands for 1.
R
6 children like red.
252
More children like blue than yellow.
Halle asked her friends their favorite animal. What can we tell from her tally chart?
Animal
Tally
Total 4
Monkey
8
Tiger
Ed uc a
Giraffe
tio n
Favorite Animal
6
4 children like giraffes. 8 children like monkeys. 6 children like tigers.
How many children like giraffes and tigers?
al
2 more children like monkeys than tigers. 4 fewer children like giraffes than monkeys.
R
eg
How many friends did Halle ask in all? 4 + 8 + 6 = 18 Halle asked 18 friends in all.
253
Let’s Practice 1. Blake made a tally about the things in his kitchen drawer.
tio n
My Kitchen Drawer Object
Tally
Fork Spoon
Ed uc a
Knife
Total
(a) Write the totals in the table. knives.
(c) There are
forks.
al
(b) There are
(d) There are
spoons. than forks.
(f) There are fewer
than forks.
R
eg
(e) There are more
(g) How many objects are there in Blake’s drawer?
254
2. Ask 10 friends which fruit they like the most. Make a tally. Favorite Fruits Tally
Apple Orange
Ed uc a
Banana
Total
tio n
Fruit
children like bananas.
(b)
children like apples.
(c)
children like oranges.
eg
al
(a)
(d) Do more children like bananas or apples?
R
(e) Do more children like oranges or bananas? 2 55
Hands On 1. Place a paper clip in the center of the circle. Hold it in place with a pencil.
R
eg
al
Ed uc a
3. Repeat 12 times.
tio n
2. Flick the paper clip to make it spin. Record the color it stops on in a tally on the next page.
2 56
Spinner Colors Total
tio n
Tally
Ed uc a
Color
4. (a) The paper clip stopped on red
times.
al
(b) The paper clip stopped on blue
times.
(c) On which color did the paper clip stop the most?
eg
R
(d) On which color did the paper clip stop the fewest?
2 57
At Home
Ed uc a
tio n
1. Make a tally chart for the animals at the pond.
At the Pond
Animal
Tally
Total
Butterflies
al
Dragonflies
eg
Frogs
R
(a) There are
frogs.
(b) There are
more dragonflies than frogs.
(c) There are
fewer dragonflies than butterflies.
(d) There are
animals at the pond in all.
258
Ed uc a
tio n
2. Make a tally chart for the cars on the road.
Cars in the City
Object
Tally
Total
Blue Cars Red Cars
eg
al
Yellow Cars
yellow cars.
(b) There are
fewer red cars than blue cars.
(c) There are
more yellow cars than red cars.
(d) There are
cars in all.
R
(a) There are
259
Picture Graphs
R
eg
al
Ed uc a
tio n
Anchor Task
26 0
261
al
eg
R
tio n
Ed uc a
Let’s Learn
Ed uc a
tio n
I n Wyatt’s marble collection, there are blue, green, yellow and red marbles.
R
eg
al
Wyatt groups his marbles by color. He counts the number of marbles in each group.
6
2 62
3
4
2
Let’s use a picture graph to represent the data.
Yellow
Green
stands for 1 marble.
eg
Each
Red
al
Blue
Ed uc a
tio n
Wyatt’s Marbles
R
Wyatt has 6 blue marbles, 3 red marbles, 4 yellow marbles and 2 green marbles. He has 15 marbles in all. He has 3 more blue marbles than red marbles. He has 2 fewer green marbles than yellow marbles. 263
he picture graph shows the number of animals Sophie T spotted on a school field trip.
tio n
Animals Spotted
Monkeys
Squirrels
Ed uc a
Rabbits
stands for 1 animal.
eg
1
al
Birds
R
Sophie spotted 4 rabbits, 4 monkeys, 2 squirrels and 5 birds. She spotted as many rabbits as monkeys. She spotted 3 more birds than squirrels. She spotted 2 fewer squirrels than monkeys.
264
Let’s Practice 1. The picture graph shows Michelle’s toys.
tio n
My Toys Teddy bears
Robots Trains
Ed uc a
Dolls
robot.
al
(a) Michelle has
teddy bears.
(c) She has
dolls.
(d) She has
trains.
R
eg
(b) She has
(e) She has
more trains than robots.
(f) She has
fewer teddy bears than dolls.
265
2. The picture graph shows the favorite fast foods of Halle’s friends.
Burger
Fries
Pizza
Hot Dog
stands for 1 friend.
eg
al
One
Ed uc a
tio n
Favorite Fast Foods
friends like burgers.
(b)
friends like pizza.
R
(a)
(c)
more friends like pizza than hot dogs.
(d)
friends like pizza and fries in all.
(e) Halle asked 2 66
friends in all.
At Home The picture graph shows how Ethan’s friends get to school.
tio n
Getting to School
Ed uc a
Walk Bus Car Bike
children walk to school.
eg
(b)
children ride a bike to school.
al
(a)
(c) How many more children ride a bike than walk?
R
(d) How do most children get to school?
(e) How many more children take the bus than walk to school? 2 67
Solve It! The picture graph shows the amount of pocket money Keira saved for 1 week.
tio n
Keira’s Pocket Money Savings
Tuesday Wednesday Thursday
al
Friday
Ed uc a
Monday
eg
Saturday
R
Sunday
Each
26 8
stands for 1 dollar.
(a) How much money did Keira save on Wednesday? (b) How much money did Keira save on Monday?
tio n
(c) On which day did Keira save the most? (d) On which day did Keira save the least?
(f) She saved
more on Thursday than Tuesday. on Saturday and Friday.
Ed uc a
(e) Keira saved
(g) How much did Keira save on the weekend?
(h) How much did Keira save from Monday to Friday?
R
eg
al
(i) How much did Keira save in all?
269
Let’s Practice
Ed uc a
tio n
1. Make a picture graph showing the different shapes. Draw a cross ( ) to show 1 of each shape.
R
eg
al
Different Shapes
Each 270
stands for 1 shape.
2. The table shows the color of the cars in a car park. Colour of Cars in the Car Park Blue
Green
White
3
5
2
6
Make a picture graph using 1
tio n
Red
to show 1 car.
R
eg
al
Ed uc a
Colour of Cars in the Car Park
1
Red
Blue
Green
White
stands for 1 car.
271
Hands On Play this game in groups of 3 or 4.
in the correct 2. Draw a column in the picture graph.
tio n
1. Take turns in rolling a dice.
Ed uc a
3. Repeat for a total of 12 rolls of the dice.
4. Show your picture graph to other groups. Talk about how they are different.
R
eg
al
Dice Rolls
1 27 2
stands for 1 dice roll.
Hands On 1. Place 4 different color counters into a paper bag. 2. Take turns in picking a counter from the bag.
in the correct row in the picture graph.
Ed uc a
3. Draw a
tio n
Play this game in pairs.
4. Place the counter back in the bag and let your partner choose the next one. Repeat 12 times in total. 5. Which color was picked the most? Which color was picked the least?
R
eg
al
Color
1
stands for 1 counter. 273
At Home
eg
al
Ed uc a
tio n
1. Make a tally of the farm animals. On the next page, use the tally to make a picture graph.
Animal
R
Chicks Ducks
Rabbits Sheep 2 74
Farm Animals Tally
Total
tio n Ed uc a
stands for 1 animal.
al
1
eg
(a) There are
ducks. sheep.
(c) There are
more rabbits than ducks.
(d) There are
fewer ducks than chicks.
(e) There are
sheep.
R
(b) There are
275
al
Ed uc a
tio n
2. Make a tally of the toys in the toy shop. On the next page, use the tally to make a picture graph.
Toys in the Toy Shop
eg
Toy
Soldiers
R
Teddy Bears Drums Cars
276
Tally
Total
tio n Ed uc a
stands for 1 toy.
al
1
cars.
(b) There are
teddy bears.
(c) There are
fewer drums than cars.
R
eg
(a) There are
(d) There are (e)
soldiers and teddy bears in all.
toys are not teddy bears.
277
Solve It! Read the story and make a picture graph.
Basketball
eg
al
Riding
Ed uc a
tio n
There are 20 children in a park. 8 children are playing basketball. 2 fewer children are skipping than playing basketball. 3 children are riding bikes. The rest of the children are reading.
R
Skipping
Reading
1
278
stands for 1 child.
Looking Back
Ed uc a
tio n
1. Complete the tally chart.
Counters
Color Red Blue
Tally
Total
eg
al
Yellow
red counters.
(b) There are
more red counters than
R
(a) There are
blue counters.
(c) There are
fewer yellow counters than
blue counters. 279
R
eg
al
Ed uc a
tio n
2. Count the clothes. Create a picture graph on the next page.
280
tio n
Shirts
Dresses
Pants
Sweaters
stands for 1 piece of clothing.
al
1
Ed uc a
Socks
socks.
(b) There are
shirts and sweaters in all.
(c) There are
socks and pants in all.
(d) There are
fewer dresses than socks.
R
eg
(a) There are
(e) How many items of clothing are there in all? 281
tio n Ed uc a al eg
© Blue Ring Media Pty Ltd ACN 161 590 496 2013 - 2021.
R
This publication would not have been possible without the tireless effort of our production team. Special thanks to: Daniel Cole, Matthew Cole, Wang Hui Guan, Kevin Mahoney, Winston Goh, Jesse Singer Joseph Anderson, Halle Taylor-Pritchard, Sophie Taylor-Pritchard, Tejal Thakur Varasinun Mathanattapat, Kanungnit Pookwanmuang, Saijit Lueangsrisuk Original Illustrations: Natchanuch Nakapat, graphicsRF, Blue Ring Media and Interact Images Royalty-free images: Shutterstock, Adobe Stock