Fuss-Free Maths - Dyslexia/SPELD Series: Book 1 by Teacher Superstore

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r o e t s B r e oo For students at risk working at p u k Middle Primary levels S

fuss free maths Book 1 number: written calculations

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o c . c e By Sandy T asker Tasker her r o t s super

Illustrated by Terry Allen. © Ready-Ed Publications - 2003. Published by Ready-Ed Publications (2003) P.O. Box 276 Greenwood W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution. ISBN 1 86397 557 8

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Contents

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4 6 7 7 7 7-8 9 9 11 12 13 14 15 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 - 64

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Information on the Series National Curriculum Links Specific Learning Difficulties What Are Specific Learning Difficulties? Descriptions of Types of Specific Learning Difficulties Associated Difficulties How Are Individuals With Specific Learning Difficulties Affected? General Strategies for the Classroom General Strategies for the Home Internet References Student Lifesavers: Tables Chart Parent Power: Face, Place and Total Value Parent Power: Addition, Subtraction, Multiplication and Division Progress Charts: What Can I Do? and Getting It Right Activity Pages Digit Value 1 Digit Value 2 Decimal Digit Value 1 Decimal Digit Value 2 Rounding 1 Rounding 2 Rounding 3 Addition Chart Addition 1 Addition 2 Addition Regrouping 1 Addition Regrouping 2 Addition Regrouping 3 Addition Regrouping 4 Subtraction 1 Subtraction 2 Subtraction Regrouping 1 Subtraction Regrouping 2 Subtraction Regrouping 3 Subtraction Regrouping 4 Decimal Addition 1 Decimal Addition 2 Decimal Subtraction 1 Decimal Subtraction 2 Setting Out Sums 1 (Whole Numbers) Setting Out Sums 2 (Whole Numbers and Decimals) Multiplication 1 Multiplication 2 Multiplication Regrouping 1 Multiplication Regrouping 2 Multiplication Regrouping 3 Multiplication Regrouping 4 Multiplication Revision Division Revision Division 1 Division 2 Division With Remainders 1 Division With Remainders 2 Division With Regrouping 1 Division With Regrouping 2 What Kind of Division? Answers

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Information on the Series About The Books

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This homework series has been created for classroom teachers and parents - with students of a range of abilities taken into consideration. The focus will be on reinforcement of “the basics” in maths, as well as activities aimed at developing understanding of classroom activities in mathematics. It is sometimes difficult to locate materials suitable for homework activities in the area of specific learning difficulties. Some homework is designed to cover a broad range of topics on one page - making it confusing for some students to read and answer. Some homework activities are not linked to classroom work and do not include examples or answers which enable parents to support their child’s learning. Students with Specific Learning Difficulties experience a range of problems with their academic learning. These aspects include:• Difficulties with word recognition and comprehension • Coping with pages that are too cluttered and with too many differing requirements • Being unable to sequence, recall and apply strategies in abstract situations • Striving to process formation - while working to meet deadlines • Having trouble with personal organization with their schoolwork. The books in this series are designed with these problems in mind, and whilst pages are designed for the student with learning difficulties, they can also be used as a simple and straightforward introduction to concepts or a reinforcement of mathematical strategies for the whole class. The books will follow a basic format, with a variety of homework topics usually containing a choice of two worksheets.

Structure of the Books

The series is presented in books as follows: Middle Primary Book One: Number: Written Calculations Includes information on specific learning difficulties, as well as activities on: Digit values Rounding Addition of whole numbers up to 10 000, including regrouping Subtraction of whole numbers up to 10 000, including regrouping Addition and subtraction of decimals, up to 2 places, including regrouping Multiplication of whole numbers up to 100 by whole numbers up to 10, including regrouping Division of whole numbers up to 100 by whole numbers up to 10, with remainders Book Two: Number: Applications Includes information on specific learning difficulties, as well as activities on: Skill drills Greater than / less than values Money skills, including making up amounts, ordering cost prices and working out change Fractions - identifying up to 1/12, equivalent fractions, ordering and adding simple fractions Estimation Book Three: Chance and Data; Measurement and Space Includes information on specific learning difficulties, as well as activities on: Tallies - taking and interpreting basic tallies Bar graphs - introduction to construction and labelling Estimating and measuring length in cm and mm to 100 cm Measuring perimeter in cm and mm Working out area by counting grid squares Recognising and estimating volume of everyday objects more than / less than 1 Litre Recognising and estimating mass of everyday objects more than / less than 1kg Telling digital and analog time to 5 minutes Locating dates and calculating weeks /days on a calendar Reading and constructing simple daily timetables

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National Curriculum Links The aim of the activities is to focus on one concept per page, therefore, only one outcome in a strand from the National Mathematics outcomes will usually be addressed. Strands and outcomes focused on in this book are shown on the following page.

Specific Learning Difficulties This section will contain information from a variety of referenced sources including online literature and recommendations from trained and experienced consultants. Information will include descriptions of the various learning difficulties and ideas for strategies in the classroom and at home. A list of website addresses containing information and ideas is provided for teachers and parents.

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Student Lifesavers

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Many students with Specific Learning Difficulties become overwhelmed when expected to recall basic facts when carrying out more complex calculations. Students may grasp a concept, but be unable to apply the strategy because they are struggling to remember tables and combinations. To focus on the teaching point and alleviate stress for students, these tables and charts can be kept within easy access for the students.

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“Parent Power” Pages

The information provided on Specific Learning Difficulties at the beginning of this book can also be photocopied and given to parents who are requesting additional information. However, it should be made clear that this is a guide only, and contact with local recognised Specific Learning Difficulty associations or Child Development Centres should be made if there are any particular concerns. Parent Power pages can be photocopied and sent home at the commencement of each unit and include: • Terminology • Mathematical strategies and examples • Learning and practice ideas in the home and community It is also suggested that teachers photocopy answers to each section and include these when sending home the Parent Power Page. This enables parents to feel confident in checking their child’s work and giving them valuable, immediate feedback.

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How To Use This Book

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It is widely appreciated that success is built on success, and the more students are able to track their own progress, the more likely they are to be motivated to attempt the next stage in their learning. Students can keep these progress charts as an ongoing record of their homework.

Each topic will focus on a single maths concept with a choice of two separate homework sheets. The teacher is able to introduce and explain the homework to the whole class and then select which worksheet is assigned to each student. As both worksheets focus on the same content, only differing by the level of complexity, there is no need to isolate students by giving them separate instructions. Teachers may also choose to give all students the first sheet, and then follow up with the second sheet if the student is able to complete the first with minimal difficulties. Some topics in this book have 3 or 4 sheets. These should be completed in sequential order. Note: Although the second worksheet is designed for the more “able” students in the classroom, this certainly does not discount students with learning difficulties. Research shows that many students with Specific Learning Difficulties can work at an average to above average level, provided that their needs are taken into consideration. With this in mind, both worksheets have been designed so that ALL students have the opportunity to be extended.

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National Curriculum Links

Activities in Book One mainly address the following outcomes in the Number Strand. Most activities fall within Level 3 of the curriculum with revision from Level 2 and extension into Level 4.

Activity

Count and Order 2.11

Digit Value 1 & 2

3.11

Mental Computation

Written Computation

2.15

2.16

3.15

3.16

4.16

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Decimal Digit Value 1 & 2 Rounding 1 - 3

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Addition 1 & 2

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Addition Regrouping 1 & 2 Addition Regrouping 3 & 4 Subtraction 1 & 2

Subtraction Regrouping 1 & 2 Subtraction Regrouping 3 & 4

Decimal Addition 1 & 2

Decimal Subtraction 1 & 2 Setting Out Sums 1 & 2 Multiplication 1 & 2

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Multiplication Regrouping 1 & 2

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Multiplication Regrouping 3 & 4 Multiplication Revision Division Revision Division 1 & 2

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Division with Remainders 1 & 2 Division with Regrouping 1

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The table on this page is linked to the following curriculum document: Mathematics - a curriculum profile for Australian Schools (1994) ISBN: 1 86366 213 8 This document is published by: Curriculum Corporation, St Nicholas Place, 141 Rathdowne St, Carlton VIC, 3053 www .curriculum.edu.au/catalogue/ www.curriculum.edu.au/catalogue/ Page 6

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Specific Learning Difficulties (SLDs) What are Specific Learning Difficulties?

Specific Learning Difficulties ARE: • A range of conditions including dyslexia, dyscalculia, dyspraxia and dysgraphia. • Significant difficulties in one or a few areas of learning, whilst demonstrating average to above average abilities in most or all other areas. Specific Learning Difficulties ARE NOT: • A result of global low intelligence, physical conditions such as visual or hearing impairments, or a lack of appropriate parenting or teaching. • Attention difficulties (or behavioural disorders) such as Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD). Specific Learning Difficulties are founded on a reduced capacity to learn, and attention difficulties stem from a reduced capacity to concentrate and attend to tasks when learning. Specific Learning Difficulties CAN: • Appear to overlap, as learning areas often merge. For example, a person with reading difficulties may struggle in maths in the presence of lengthy word problems or poorly set-out activities (www.dyslexia-speld.com).

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Descriptions of the Types of Specific Learning Difficulties

(www.dyslexia-speld.com)

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Dyslexia is the most commonly recognised and well-researched SLD, characterised by difficulties in: • Recognising, reading and spelling words; • Comprehension of written information; • Relating new written concepts to stored ideas and existing knowledge; • Phonological coding, the process of associating sounds with letter groups; • Producing written work (sequencing letters, recognising letter reversals).

Dyscalculia describes significant difficulties in the area of mathematics. People with dyscalculia may possess average to above average linguistic skills but struggle with: • Mental recall of basic facts; • Accurate calculation; • Understanding and applying mathematical concepts, rules and formulas; • Awareness of time, direction (such as spatial and mapping skills) and sequence; • The ability to estimate and recognise errors in maths work; • Money and budgeting; • Games that involve strategic planning or complex scoring.

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Dysgraphia outlines difficulties with the production of written language which may occur in isolation or in conjunction with other SLDs. Underlying causes include difficulties with sequencing and ordering of letters and words, attention difficulties leading to poor fine motor and organisational skills and reduced auditory processing. (www.ldonline.org) Dyspraxia describes difficulties in the ability to plan and execute new or unfamiliar movements in a coordinated manner. During early childhood, many new tasks are being learned, so this is a time where dyspraxia can significantly impact upon daily living. Problems can appear with performing fine and gross motor tasks (Motor Dyspraxia) and / or speech-related tasks (Verbal or oral Dyspraxia). (www.dyspraxiafoundation.org.uk)

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Associated Difficulties

Visual and Visual-Perceptual Difficulties (Source: www.children-special-needs.org)

These difficulties may occur in conjunction with, or as a result of, other learning or attention difficulties. The problems listed below can also place a considerable strain on the reading process for a child, and can often go unnoticed until the child is in primary school, where the he / she spends longer periods of time focusing on print. Myopia (short-sightedness) - may lead to difficulties in reading information written on the blackboard or on charts around the classroom, if not rectified with glasses or contact lenses. Binocular coordination - the action of both eyes moving together, a process required to read effectively. Convergence - the movement of both eyes inwards, reaching an accurate point of focus. Fixation - where the eyes meet on a specific point so that the image is clear. Pursuit - smoothly tracking across an image or follow a moving object. Saccades - a “jump” from one point of focus to another without losing place. This is particularly important as skilled reading involves a series of fixations on words across a line rather than one continuous movement. • Children who have difficulty with any of the above may show signs such as skipping or re-reading lines, misreading small words, using their finger or moving their head as they read.

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Directionality - A convention of the English language is that information is written from left to right. Some children confuse or reverse this direction and may also confuse letters that are the same shape in a different direction, such as d and b, or p and q. Visual Figure-Ground is the ability to distinguish certain forms, words or features amongst irrelevant visual information such as reading print on a cluttered page, successfully scanning for key words within a block of text and editing work for errors. Visual Discrimination relates to the distinction of similar words. Some children, for example, may consistently confuse similar words such as bad and bed, through and thorough. Visual Form Constancy describes the recognition of the same object image or word in a different form, for example, being able to read the same sentence correctly in a variety of fonts, or understanding that a word is the same whether it is represented in capital or lower case letters. Visual Closure can be demonstrated by mentally or physically completing “gaps” in visual images, such as writing the end of a word where only part of it is given or doing “dot-to-dot” and jigsaw puzzles. Visual Memory aids in both reading and writing, as familiar words can be recognised, pronounced and spelt more automatically once they are retained. Students with poor visual memory take longer to learn new words. Visual Sequential Memory refers to the recall of a sequence of shapes, images or words, and the ability to apply what is recalled. For example, looking up at the board to remember and write down a list of spelling words. Visual Motor Integration is the process of integrating visual input with motor output – the coordination of “seeing, planning and doing”. In the classroom context, this skill is used in accurate copying of images and words, staying on the lines when writing and correctly aligning maths calculations, to name a few examples.

Auditory Processing

Auditory processing problems affect the learner’s ability to interpret auditory information. Often under the broad category of Central Auditory Processing Disorder (CAPD), this group of disorders are caused by a dysfunction of the brain, rather than of the ear, and include symptoms such as: • A slower rate of processing auditory information due to a perceived distortion of the incoming sounds; • A sensitivity to excessive noise or background noise – inability to concentrate and distractibility; • Difficulty locating directionality of sound; • Confusion of similar words or sounds; • Poor memory of verbal instructions; • Difficulty interpreting intonation such as jokes, sarcasm, questions, etc.; • Apparent hearing loss, e.g. saying “What?” often despite normal results on hearing tests; • Poor reading and/or writing as a result of some of the above problems. There are several subgroups, which more specifically describe auditory processing disorders and like visual perceptual problems, these can exist in conjunction with other learning or attention difficulties.

Attention Deficit Disorder

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Attention Deficit Disorder or ADD is a neurological disorder that has been a focus of media attention over the last decade. There are two types that are commonly recognised: Attention Deficit Hyperactivity Disorder (ADHD) is characterized by: • Constant fidgeting or moving about in a seat; • Having trouble waiting a turn; • Impulsivity; • Difficulty listening to and following instructions. Attention Deficit Disorder (ADD) is evident in individuals who: • Are quiet, withdrawn and sluggish; • Demonstrate low self-esteem; • Are often described as “daydreamers”; • Need constant prompting to remain on task. Both types tend to be: • Easily distracted • Forgetful • Disorganised As previously mentioned, Attention Deficit Disorder is a separate entity to Specific Learning Difficulties and each requires some unique strategies to best approach the difficulties. There are, however, instances where an individual may experience both conditions to a certain degree. Initially, it may be difficult for the untrained individual to pinpoint the “cause”. A student with attention difficulties may appear dyslexic because their distractibility leads them to constantly lose their place when reading. Conversely, a student with a specific learning difficulty may become so frustrated that they avoid work or give up easily, appearing to “lose concentration”.

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Source: http://add.about.com

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How are Individuals With Specific Learning Difficulties Affected? Some of the obstacles that students with SLDs can face are: • Being branded as “lazy” because they are capable in most areas, and their difficulties often do not correspond with expectations based on their intelligence; • Becoming frustrated that they understand a concept, but are not able to read or write about it; • Developing a low self-esteem as they struggle to keep up with their peers; • Missing out on educational support and resources during the time it takes to identify their problems. On the positive side, having a SLD can also mean that the individual: • Is constantly seeking out alternative ways of thinking and learning, thus becoming a creative and innovative thinker or a strong leader; • Is an intelligent, capable individual, who can be educated at any level if approached with understanding and a willingness to provide appropriate learning opportunities and strategies; • Can overcome learning difficulties to become successful in their chosen fields. Some examples of these people can be found at: www.nald.ca and www.dyslexiaonline.com

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General Strategies for the Classroom

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Below are some ideas that may be of assistance with any of the areas of difficulty listed above. They are not intended to be specific strategies for any one area. These suggestions are provided as a guide only and it is recommended that teachers and parents seek specialised, individualised assessment and intervention for students who have SLDs. Location - Seat the student where they can: • Read the board; • Hear instructions clearly; • Easily access teacher assistance; • Locate reference charts; • Find personal belongings; • Be free from potential distractions. Organisation - Encourage a desk that: • Is clear of “clutter”; • Contains daily work items in a clear pencil case or a tin (contains only the “essentials” such as pencils, ruler, eraser, scissors, glue and a calculator). A daily or weekly checklist to ensure that all stationery is available may help the student to keep track of when things need to be tidied or replaced. Collaboration - A peer tutor needs to know how to: • Prompt and set good examples for the student; • Help without “spoon-feeding” them with the answers; • Avoid distractions. Support Success - Building self-esteem by: • Drawing attention to any success, even if partial, e.g. “Well done! You are using the formula correctly, you just might like to check your final calculation again”. • Drawing on student’s strengths, e.g. asking them to dictate answers verbally if extended writing is difficult. Break It Down - Aid learning by breaking tasks down into manageable components. • Help the student to plan each stage of a task with a familiar “plan of attack” can be helpful. For example, when approaching a word problem, asking “What sort of sum is this”, then “What numbers will be in the sum”, then “Write the sum”, etc. Allow Extra Time - allowing students additional time in situations such as tests is a fair means of compensating for their difficulties. Additional time can also be given to a student by spending a few minutes explaining a new concept in advance before introducing it to the class, so that the information is consolidated, rather than lost in a panic. Easy On Eyes - Try some of the following and ask the student what they prefer. • Font: simple, clear font with no serifs, such as “Arial”. (This book is typeset in Arial.) • Size: Medium to larger size, for example 14 point. • Line Length: 45 - 75 characters including spaces and punctuation. • Paragraphing: wide margins (1.5 - 2.0 cm), 1.5 or double spacing, short, clearly separated paragraphs. • Alignment: Do not justify - it leads to uneven spacing on the line. • Emphasis: simple headings, using bold instead of italics. Use boxes to highlight information. • Points: Use bullets or numbers to identify a list. • Paper: Use matt paper, and try cream or other pastel colours, as many students with SLDs find white paper harder to read from. • Limit irrelevant pictures, background print and borders. • Additional space for ease of working out. • Guiding lines, boxes and cues to assist students with setting out their work. • Simple pictures, only used to reinforce concepts or problems, not as additional decoration on the page.

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Multisensory Learning - Students with SLDs often learn more successfully if provided with a variety of sensory experiences. To consolidate a concept use some of these – it will help ALL students learn: Look at it; write it in six different colours; write it in the air; trace it on sandpaper; show classmates on the blackboard; sing it or make it into a rhyme; say it to a partner; draw it; act it out; use counters, MAB blocks and plastic money or other real objects.

1x9 bend first finger down

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4x9 5

• Reversals, e.g. 6 + 4 = 4 + 6 • “Tens pairs” (pairs of numbers adding up to 10) e.g. 1 + 9, 2 + 8, 3 + 7, 4 + 6, 5 + 5 …

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Keep On Track - To avoid “losing track of time”: • Issue regular warnings about how much time is left; • Try a timer on the student’s desk (if this does not cause additional stress); • Highlight a number of items that they should aim to complete before the next time you pass by their desk. Room To Move - Provide an outlet for excess energy by: • A small “fidget toy” such as a palm sized squeeze ball; • Asking the student to take messages to other classrooms. Memory Strategies • Reference charts; • Mnemonics, poems; • Visualising in pictures; • The “9 x table finger” technique, i.e.

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General Strategies for the Home Some of the strategies below may be of assistance when supporting your child in their mathematics homework. • Short and Sweet - Shorter, more frequent sessions of homework minimise the risk of your child losing concentration. Practising a task over a number of days will help to reinforce the concept, so try 10 - 15 minutes of homework each day rather than one hour, once a week.

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• A Friendly Place - Create an environment that is consistent, quiet, comfortable and well lit, with plenty of space for both you and your child to work together. Have a glass of water for your child to drink. Some students also work best if they have small snacks to nibble on whilst they work. • The Right Stuff - Make sure your child has all the necessary equipment before starting. Some handy things to have include highlighters (to emphasise important parts of the homework or examples), eraser (so that mistakes can easily be corrected and there is no mess of scribbling out), sharpener (so that writing is clear and easy to read), lined scrap paper (with relevant sized lines and plenty of space for working out and examples).

• Write it Big - A whiteboard may be a useful way of working out problems. It is easy to see, easy to rub out, and another way of introducing a different sensory experience to the child. learners. Classical (Baroque) music has been researched quite extensively and may be of assistance.

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• Check it Off - Using a checklist to tick off tasks that have been done give your child a sense of achievement as well as helping them to keep their place. • Charts are not Cheating - A chart with rules, formulas, definitions and basic maths facts can help your child enormously. Remember that integrating several concepts at once can be overwhelming, and it is best to “isolate” the new skill being learned until your child is confident. For example, if your child is learning how to calculate area, a multiplication chart may be useful until he / she has learned how to use the length x width formula.

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o c . che e r o t r s super • Success is the Best Foundation - Remember that every time your child gets something correct, even if it is just one part of a larger task, praising them for their success is the most effective way to increase their self esteem and to motivate them to continue. Vary your positive comments, make them specific: “Good work for writing the 3 in the correct column!” and give them small rewards for reaching their goals: “You finished the whole page! Let’s go and kick the footy!”

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Internet References The following can be used as alternatives for parents who wish their child to practise basic mathematics online. http://www.math.com - Go to “Homework Help” for a range of explanations on a variety of maths skills. http://schooldiscovery.com - Visit sections such as “Parents”, “Brain Boosters” and “Webmath” for a range of activities.

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www.discover.tased.edu.au - A Tasmanian education site with links to mathematics activities

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www.kevinsplayroom.co.uk - Visit the “Maths” section and explore activities such as the Maths Dictionary, A-Plus Math (including online flash cards), Curious and Useful Maths with interesting tricks and puzzles, and Math Baseball. www.yahooligans.com - Follow the links from School Bell > Math > Real World Math to discover activities for sites such as Math in Daily Life, Cadbury Learning Zone, Cool Math and Figure This.

www.awesomelibrary.org - Follow the links from Maths > Elementary School for a range of activity and article sites.

© ReadyEdPubl i cat i ons Sites with more information on learning difficulties: • f o r r e v i e w p u r p o s e s o nl y• www.dyslexia-speld.com - Western Australian Organisation for people with learning difficulties.

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www.ldonline.org - Contains many links for a range of informative sites. www.interdys.org - International Dyslexia Association website.

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www.bda-dyslexia.org.uk - British Dyslexia Association website with ideas for parents and educators.

o c . www.dyscalculia.org c - Information of dyscalculia (specific learning difficulties e her r in maths). o t s s r u e p Contact your local organisation that caters for people with dyslexia and specific learning difficulties, or ask your local Child Development Centre or Child Health service for more information.

Student Lifesavers The following chart can be used as a reference when students are learning their basic operations or as a support when skills such as multiplication are required in more complex problems. Page 12

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Student Lifesavers

Tables Chart

Use this chart to learn your tables. Trace your finger down and across from the two numbers being multiplied to find your answer where the two fingers meet.

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r o e t s r 2 3e 4 5 6B 7 8 o p o u k S 4 6 8 10 12 14 16

5© R 10e 15 20 35 40n 45 a dyEd25Pu30 bl i c at i o s

• or ev ew ur p36 ose so nl y54• 60 6f 12r 18i 24 p 30 42 48

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80 90

100

Things to remember:

z Reversals / pairs - If you reverse the question, the answer is the same: 5 x 7 = 35

7 x 5 = 35

z All 2 times tables are even numbers - 2, 4, 6, 8, 10 z All 5 times tables end in 5 or 0 - 5, 10, 15, 20, 25 z All 10 times tables are the number with a zero on the end - 10, 20, 30 Ready-Ed Publications

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Parent Power Face, Place and TTotal otal V alue Value Face Value - What the actual numeral itself looks like. e.g. In 2345 the face value of the 3 is 3. Place Value - Relates to where the numeral is. e.g. In 2345 the place of the 3 is hundreds.

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Total Value - A combination of place and face value. e.g. The value of the 3 is 3 hundreds or 300.

Place

Millions

Hundred Thousands

Ten Thousands Thousands

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Whole Numbers e.g. The number 1 234 589 can be laid out in a face and place value chart as below: Hundreds

Face 1

Value 1000 000

200 000

30 000

4000

500

Tens

Ones

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So, the value of 1 is 1 000 000 2 is 200 000 3 is 30 000 4 is 4000 5 is 500 8 is 80 9 is 9

Decimal Numbers e.g. The number 3.987 can be laid out in a face and place value chart as below:

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Ones

Place Face

Value

So, the value of 3 is 3 9 is 9⁄10 8 is 8⁄100 7 is 7⁄1000 Page 14

o c . che e r o t r s super Decimal Place

Tenths

•

⁄10 or 0.9

Hundredths

Thousandths

⁄100 or 0.08

⁄1000 or 0.007

(nine tenths) (eight hundredths) (seven thousandths) Book 1

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Parent Power Addition, Subtraction, Multiplication and Division When are these operations used? • For budgeting and banking. E.g. If I earn $560 a week and I spend $56.00 on bills and $72.50 on food, how much do I have left? • For calculating amount required of items. E.g. what is number of cans of paint required if I need 5 cans for the lounge and 3 cans each for four bedrooms. • For sharing amongst the family. E.g. If there are 6 hours of videotape left and 3 people in the family, how much time does each person have to record? • For working out scores. E.g. How many points are there in an AFL game if a team scores 11 goals and 6 points?

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e.g. Addition 464 + 459

Working out:

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Rule of thumb: Work out sums from right to left - start in the Ones column first.

4 + 9 = 13

Put down the 3, regroup the 1.

1 + 6 + 5 = 12

Put down the 2, regroup the 1. Put down the 9.

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1+ 4 + 4 = 9

Working out: 4–9

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14 – 6 = 8 5–7

6 8

Can’t do - regroup 1 from the tens (the 6 becomes 5) to make 4 into 14.

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Can’t do - regroup 1 from the hundreds (the 9 becomes 8) to make 5 into 15.

15 – 7 = 8 8–6=2

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e.g. Multiplication 65 × 3 6 ×

5 3

Working out:

5 × 3 = 15

5 in the ones column and 1 in the tens.

6 × 3 = 18

15 + 180 = 195

Put down the zero on the next line, 8 in the next column and 1 in the hundreds.

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Parent Power Division In division, you regroup if you cannot divide into the first digit evenly. 2 ) 34

Divide the tens column first: 3 ÷ 2 = 1 r 1 (Does not divide evenly.) Regroup by writing the remainder next to the ones.

1 2 ) 3 14

Divide the ones column next: 14 ÷ 2 = 7 (Divides evenly.)

17 2 ) 3 14

Answer = 17

Teac he r

r o e t s Bo r e p ok Activities at Home u S

Place tables charts around the home where children see them regularly, such as on the fridge or inside the toilet door.

•

Keep counters or charts to help with checking mental calculation.

•

Draw pictures to reinforce problems, e.g. draw 12 lollies and circle them into groups of 4 to calculate 12 ÷ 4.

•

Make a card with the word “True” on one side and “False” on the other. Ask a question and give an answer – the child holds up a card to say whether the answer is true or false.

•

ew i ev Pr

•

© ReadyEdPubl i cat i ons In sports• games, e.g.r football, netball orp soccer work outs points from goals by • f o r e v i e w u r p o e s o n l y multiplying, or work out goals by dividing into total points.

•

Roll two dice and as you roll, call out “add”, “subtract” or “times”. Your child must use the two numbers to complete the sum, e.g. if a 3 and a 5 are rolled, the sum would be “Five take 3 is 2”. Multiple-sided dice can be purchased at educational stores and some newsagencies.

•

Show your child how repeated addition is multiplication by sharing things out, e.g. stacking plates into groups of 4. Three piles of 4 equals 12. 4 + 4 + 4 = 12 and 3 x 4 = 12.

•

Introduce terms such as double (explain how this is the same as multiplying by 2) and half (this is the same as dividing by 2).

•

Provide grid paper for your child to set out sums. The squares on the grid paper may assist in aligning the numbers (write one digit per square when setting out sums vertically).

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Page 16

m . u

Play competitions during long car trips by announcing a sum (using either + - x or ÷ or a mixture) and “buzzing in” when the answer is known. Keep a tally of the results or just play for fun.

w ww

•

o c . che e r o t r s super

Book 1

Ready-Ed Publications

Parent Power •

Play “Magic Number”. Write a number, such as 12, in the centre of a blank page and fold it into quarters. In each corner, write +, -, x, or ÷. See how many different sums your child can think of for each quarter (see example below). -

+ 9 + 3 = 12

6 + 6 = 12

4 + 8 = 12

5 + 7 = 12

13 - 1 = 12

24 - 12 = 12

r o e t s Bo r e p ok u S 10 + 2 = 12

17 - 5 = 12

20 - 8 = 12

19 - 7 = 12

50 - 38 = 12

36 ÷ 3 = 12

48 ÷ 4 = 12

6 × 2 = 12

3 × 4 = 12

1 × 12 = 12

2 × 6 = 12

12 × 1 = 12

24 ÷ 2 = 12

ew i ev Pr

Teac he r

4 × 3 = 12

•

1 + 11 = 12

Play “Buzz”. In this game, each person in the circle says one number in a regular counting sequence, but each time a certain number is reached, the person must say “buzz” instead of the number, for example: Any multiple of 3: “1, 2, buzz, 4, 5, buzz, 7, 8, buzz …”

Any number that is either a multiple of 6 or contains the number 6:

“1, 2, 3, 4, 5, buzz, 7, 8, 9, 10, 11, buzz, 13, 14, 15, buzz, 17, buzz, 19, 20, 21, 22, 23, buzz …” To make this trickier, any number that is both, such as 36, would be “buzz buzz”.

•

Encourage your child to keep score during a game such as ten-pin bowling. Also practise concepts such as “tens pairs”, e.g. “You have knocked 7 pins over – how many more do you need to knock over to get all 10?”

•

. te

m . u

Play card games such as “21”, that require your child to calculate in their head, or modify a game of “Snap” so that a snap is any two cards that add to equal 10.

w ww

•

Play “Guess the Number”. Give clues until the child guesses the number, e.g. “I am thinking of a number between 1 and 10 that is even”. “This number is divisible by 4.” “The number is greater than 6” (the number is 8).

Ready-Ed Publications

o c . che e r o t r s super

Book 1

Page 17

Progress Chart

What Can I Do? Colour the lines in as you learn something new: Encourage your child to use their own judgement for colouring in. The first square can be coloured in straightaway. Getting some right: Approx 4/10. Getting most right: Approx 6/10 to 8/10. I can do this: Consistently getting more than 8/10 and confidently trying more complex problems.

Digit Value Starting to learn

r o e t s Bo r e p ok u S Getting some right Getting most right

I can do this!!

Rounding and Estimating

Getting some right Getting most right

Addition without Regrouping Starting to learn

Getting some right Getting most right

Addition with Regrouping Starting to learn

Getting some right Getting most right

I can do this!!

ew i ev Pr

Teac he r

Starting to learn

I can do this!!

Subtraction without Regrouping

Subtraction with Regrouping Getting some right Getting most right

w ww

Getting some right Getting most right

Starting to learn

Getting some right Getting most right

Adding and Subtraction Decimals Starting to learn

I can do this!!

m . u

Starting to learn

I can do this!!

. te o c Starting to learn Getting some right Getting most right . I can do this!! che e r o r Multiplication with Regrouping st super Multiplication without Regrouping

I can do this!!

Division without Regrouping Starting to learn

Getting some right Getting most right

I can do this!!

Division with Remainders/Regrouping Starting to learn Page 18

Getting some right Getting most right Book 1

I can do this!! Ready-Ed Publications

Progress Chart

Getting It Right

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

How many sums have you got right today? Keep this chart and colour in ticks each day until you reach the top of the rockets.

w ww

. te

Ready-Ed Publications

m . u

o c . che e r o t r s super

Book 1

Page 19

Name:

Due Date:

Digit V alue 1 Value Digit value tells you how much a digit is worth in a number, e.g. 1234589. Look at the table below: Millions Digit 1

Hundred Ten Thousands Hundreds Tens Ones Thousands Thousands

r o e t s Bo r e p ok u S 2

Value 1 000 000 200 000

30 000

4 000

500

WORK FROM RIGHT TO LEFT

Write the values for the numbers in the table below:

ew i ev Pr

Teac he r

If the number is WHOLE, then the last digit on the right is in the ONES column.

Start by placing the last whole digit in the ones column, then work from right to left until there are no more digits.

Number 3 647

600

w ww

m . u

8 427 3 975

. te

o c . c e r Write the value of theh 4 ine each number: o t r s super Number Value 5 927

347 ..................

4 273 ............... 9 274 ............... 3 476 ............... Page 20

Book 1

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Name:

Due Date:

Digit V alue 2 Value Digit value tells you how much a digit is worth in a number, e.g. 1234589. Look at the table below: Millions

Hundred Thousands

Ten Thousands

Thousands

Hundreds

Tens

Ones

200 000

30 000

4 000

500

Value

1 000 000

ew i ev Pr

r o e t s Bo r e p ok u S

Digit

Teac he r

If the number is WHOLE, then the last digit on the right is in the ONES column.

WORK FROM RIGHT TO LEFT

Write the values for these digits:

Number

Thousands

Hundreds

Tens

3000

600

3 647

2 364 9 845

Ones 7

347 .....................

w ww

Number

. te

9 298 ..................

9 274 ..................

3 476 ..................

m . u

Write the value of the bold digit.

o c . che e r o t r s super

Use these to write the number: Thousands

Hundreds

Tens

Ones

5000

300

2000

400

8000

200

Ready-Ed Publications

Book 1

Number 5342

Page 21

Name:

Due Date:

Decimal Digit V alue 1 Value Decimal digit values are tenths, hundredths and thousandths for the numbers after the decimal point. Look at the number 4.367 in the table below. WORK FROM LEFT TO RIGHT

r o e t s Bo r e p ok u S

The last whole digit BEFORE the decimal point is 4. It goes in the ONES. The first digit AFTER the decimal point is 3. It goes in the TENTHS.

Digit

Value

Tenths

Hundredths

0.3

0.06

Write the values for these numbers:

Number 5.869

Thousandths

ew i ev Pr

Teac he r

Ones

0.007

w ww

m . u

3.838 6.821

. te

o c . ch Write the value of the 6 in each number: e r e o t r s super Number Value 7.925

3.670 ...............

0.6

6.273 ............... 9.276 ............... 3.673 ............... Page 22

Book 1

Ready-Ed Publications

Name:

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Decimal Digit V alue 2 Value Decimal digit value is like whole numbers, but now we say tenths, hundredths and thousandths. See how the number 4.367 is written in the table. Ones 4

Value

Hundredths

Thousandths

0.3

0.06

0.007

Write the values for these numbers:

Number

Ones

Tenths

Hundredths

5.869

0.8

0.06

7.927

Thousandths

0.009

Write the value of the bold digit: Number

w ww

2.793 ............

. te

6.520 ............

9.927 ............

What is the value in dollars or cents?

Value

Amount

0.09

$5.95 .............. $27.60 ............

Value

m . u

4.682

ew i ev Pr

r o e t s Bo r e p ok u S .

Teac he r

Digit

Tenths

$0.05

o c . che e r o t r s super $199.02 ..........

$3.05 ..............

7.092 ............

$0.90 ..............

Use these to write the number: Ones

Tenths

Hundredths

Thousandths

Number

0.900

0.050

0.007

4.957

0.7

0.03

0.009

0.3

0.00

0.002

Ready-Ed Publications

Book 1

Page 23

Name:

Due Date:

Rounding 1 Rounding means finding the closest 10, 100 or 1000. Use the bold numbers to find the closest 10. 1

9 10 11 12 13 14 15 16 17 18 19 20 21 22

r o e t s Bo r e p ok u S

Circle the number 12.

How many squares is it away from 10? ________

ew i ev Pr

Teac he r

How many squares is it away from 20? ________ 12 is closer to 10, so you round 12 to 10.

9 10 11 12 13 14 15 16 17 18 19 20 21 22

Round these numbers to the nearest 10. Circle the correct answer.

8 = 10 or 20

w ww

m . u

When the number ends in 5, like 5, 15, 25 you can round up or down (usually up). 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

. t______ 15 = ______ or e 18 = ______ 25 = ______ or ______ o c . c e 27 = ______ 12 = ______ 30 = ______ her r o st super Round these numbers to the nearest 10.

Use these numbers to find the rounded answers. 10

100

23 = ______

67 = ______

45 = ______ or ______

99 = ______

52 = ______

38 = ______

75 = ______ or ______

14 = ______

Page 24

Book 1

Ready-Ed Publications

Name:

Due Date:

Rounding 2 Rounding means finding the closest 10 or 100. Use the bold numbers to find the closest 10. 1

9 10 11 12 13 14 15 16 17 18 19 20 21 22

Circle the number 12. Is it closer to 10 or 20?

r o e t s Bo r e p ok u S

12 is closer to 10, so you round 12 to 10.

When the number ends in 5, like 5, 15, 25, you can round up OR down (usually up)

9 10 11 12 13 14 15 16 17 18 19 20 21 22

Round these numbers to the nearest 10.

6 = _______

13 = _______

18= _______

20 = _______

15 = _______ or _______

Use these numbers to find the rounded answers:

ew i ev Pr

Teac he r

Try these:

100

100 200

150

w ww 600

35 = _______ or _______

200 300

350 450 600

. te

800

98 = _______

Fill in the missing numbers to show where you would round up or down to the nearest 100.

m . u

22 = _______

o c . che e r o t r s super 850

1000

Fill in the chart like you did above, then round the number to the nearest 100. Round Down 0 100 200 300 400 500 600 700 Ready-Ed Publications

Half way 50 150

Round Up 100 200

Book 1

Number 80 120 250 399 401 500 626 672

Answer 100 OR

Page 25

Name:

Due Date:

Rounding 3 - Decimals When rounding decimals you need to find the nearest whole number. Use the bold numbers to find the closest 1. 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0

r o e t s Bo r e p ok u S

Circle the number 1.2. Is it closer to 1 or 2? 1.2 is closer to 1, so you round 1.2 to 1.

ew i ev Pr

Teac he r

When the number ends in 5, like 5, 1.5 or 2.5, you can round up or down (usually up).

Try these:

0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0

Round these numbers to the nearest whole.

1.4 = _____

2.0

w ww

2.4 = ____

3.0

1.9 = _____

4.0

5.8 = ____

. te

5.0

2.0 = ______

6.0

7.0

1.5 = _____ or _____

8.0

2.5 = ____ or ____

9.0

10.0

m . u

0.3 = ____

8.9 = ____

o c . che e r o t r s super

Try rounding these decimal numbers to the nearest whole dollar: For example, $2.45 = $2.00

$3.95 = $4.00

$136.20 = $136.00

$4.15 = $__________

$75.30 =$ ____________

$8.99 = $____________

$6.05 = $ __________

$0.95 = $ _____________

$80.90 = $____________

Page 26

Book 1

Ready-Ed Publications

Student Lifesavers

Addition Chart Can be used reading the first number across or down. Trace your finger down and across from the two numbers being added to find your answer where the two fingers meet.

5 6 7 8 r o e t s Bo r e p 3u 4 5 6 7 8o 9 k S 2

ew i ev Pr

Teac he r

©R ea dyEd10Pu11 bl i c at i ons 7 8 9 12 13 14 15 •f orr evi ew pur posesonl y• 6

. t 10 e 11

Ready-Ed Publications

m . u

w ww

o 18 c . che e r o st sup 12 13 r 14 15 e 16 17 18 19 r

Book 1

19 20

Page 27

Name:

Due Date:

Addition 1 To add, 564 + 432 Add the Ones, T

then the Hundreds.

r o e t s Bo r e p ok u S O

ew i ev Pr

Teac he r

then the Tens,

w ww 9

. te

o c Now try without the box: . che e r o t r 42 46 264r 852 s s u e p 22 + 51 + 721 + 147

221 573

Page 28

343 625

Book 1

465 322

m . u

Try these: H

337 622

Ready-Ed Publications

Name:

Due Date:

Addition 2 To add, 564 + 432 Add the Ones, T

then the Hundreds.

r o e t s Bo r e p ok u S O

ew i ev Pr

Teac he r

then the Tens,

Try these:

842 131

+ a + n © Re dyEd+Publ i cat i o s •f orr evi ew pur posesonl y•

w ww

832 121

. te

21 70

537 422

346 143

582 411

243 515

235 624

m . u

35 24

o c . che e r o t r s super

373 522

864 121

253 735

Try these on some spare lined paper.

626 + 373

847 + 142

448 + 321

793 + 102

4263 + 5132

6351 + 3220

1262 + 7127

4462 + 3231

Ready-Ed Publications

Book 1

Page 29

Name:

Due Date:

Addition Regrouping 1 (Previously known as carrying.) To add, 564 + 428

r o e t s Bo r e p ok u S

First - add the Ones

Look at the number 12:

Put 2 in the Ones

Tens Ones 1 2

Regroup 1 to the Tens

Add the Hundreds

ew i ev Pr

Teac he r

4 + 8 = 12

WORK FROM RIGHT TO LEFT

2 e 9n 9 2 ©R adyEd9Pu2bl i cat i o s •f orr evi ew pur posesonl y•

m . u

Try these:

w ww

. te9 3

3 o c . che e r o t r s super +

6 5

Now try without the box:

48 22

Page 30

46 36

Book 1

254 729

856 137

Ready-Ed Publications

Name:

Due Date:

Addition Regrouping 2 (Previously known as carrying.) To add, 564 + 428

r o e t s Bo r e p ok u S

First - add the Ones. 4 + 8 = 12

WORK FROM RIGHT TO LEFT

Add the Hundreds

w ww

Regroup 1 to the Tens

546 136

. te

437 225

11 79

336 + 247

37 24

546 315

m . u

Ones 2

ew i ev Pr

Teac he r

Put 2 in the Ones

Tens 1

Look at the number 12:

258 128

243 219

228 524

237 239

o c . che e r o t r s super

328 + 523

Try these on some spare lined paper. 224 + 349

647 + 128

435 + 226

293 + 108

4257 + 3136

6147 + 2225

1545 + 3126

3429 + 3138

Ready-Ed Publications

Book 1

Page 31

Name:

Due Date:

Addition Regrouping 3 (Previously known as carrying.) To add, 565 + 359 First - add the Ones

WORK FROM RIGHT TO LEFT

r o e t s Bo r e p ok u S

5 + 9 = 14

Look at the number 14:

Ones 4

Add all the numbers in the Tens.

Regroup 1 to the Tens

ew i ev Pr

Teac he r

Put 4 in the Ones

Tens 1

1 + 6 + 5 = 12

Hundreds 1

Regroup 1 to the Hundreds © R e a d y E d1Publ i cat i ons 1 1 •6f or evi ew5 pu p sesonl y• 6 r 4o 4 r

Put 2 in the Tens and

w ww

Try these:

. te

1+5+3=9

m . u

Tens 2

o c . che e r o t r s super 2

Now try without the box.

Page 32

668 252

346 + 576

Book 1

254 649

656 177

Ready-Ed Publications

Name:

Due Date:

Addition Regrouping 4 WORK FROM RIGHT TO LEFT Start in the Ones and add all the numbers. Each time the answer is 10 or more, you must regroup the 1 in the next column. 1

Working out:

r o e t s Bo r e p ok u S 4

4 + 9 = 13

Put down the 3, regroup the 1.

1 + 6 + 5 = 12

Put down the 2, regroup the 1.

1+ 4 + 4 = 9

Put down the 9.

Try these:

576 136

677 224

446 395

257 168

243 269

w ww

237 285

481 + 129

. te

386 347

378 424

198 524

m . u

135 477

ew i ev Pr

Teac he r

287 237

o c . che e r o t r s super Try these on some spare lined paper.

185 + 349

697 + 129

236 + 286

297 + 358

4257 + 3186

6148 + 2275

1547 + 3186

3429 + 3179

9873 + 149

1684 + 2157

7483 + 2189

9862 + 3169

Ready-Ed Publications

Book 1

Page 33

Name:

Due Date:

Subtraction 1 To subtract, WORK FROM RIGHT TO LEFT

964 – 632 Take away the Ones, T

–

then the Hundreds.

r o e t s Bo r e p ok u S O

–

ew i ev Pr

Teac he r

then the Tens,

–

w ww 1

–

. te

–

o c Now try without the box: . che e r o t r 42 52 864r 859 s s u e p 22 – 41 – 721 – 747

–

998 773

Page 34

–

847 625

–

Book 1

465 352

m . u

Try these: H

–

937 622

Ready-Ed Publications

Name:

Due Date:

Subtraction 2 To subtract, WORK FROM RIGHT TO LEFT

964 – 632 Take away the Ones, T

then the Hundreds.

r o e t s Bo r e p ok u S O 4

–

942 831

– a – n © Re dyEd–Publ i cat i o s •f orr evi ew pur posesonl y• 81 70

–

w ww

–

832 721

. te

388 143

37 26

–

692 471

846 515

–

835 624

m . u

–

Try these:

35 24

ew i ev Pr

Teac he r

–

then the Tens,

o c . che e r o t r s super

–

373 162

–

864 621

–

859 735

Try these on some spare lined paper.

998 – 373

847 – 642

448 – 326

793 – 392

8263 – 7142

6391 – 5260

8268 – 7157

4462 – 3251

Ready-Ed Publications

Book 1

Page 35

Name:

Due Date:

Subtraction: Regrouping 1 (Previously known as carrying.)

To subtract,

WORK FROM RIGHT TO LEFT

964 636

–

Take away the Ones. T

–

6 3

–

The 4 becomes 14.

The 6 becomes 5.

Now do the sum.

14 – 6 = 8

6 e ©R ad ubl i cat i ons 5y – 3=E 2dP •2f or evi w ur posesonl y• 9e –6 = 3p 8 r 3

m . u

ew i ev Pr

–

r o e t s Bo r e p ok u S regroup 10 from the Tens.

Teac he r

You can’t do 4 – 6 so

w ww

Try these:

2 . te 5 4

–

o 6 3 c . che e r o r st super –

–

2 5

Now try without the box: –

46 28

Page 36

–

64 47

–

Book 1

865 729

–

851 747

Ready-Ed Publications

Name:

Due Date:

Subtraction: Regrouping 2 (Previously known as carrying.) To subtract, WORK FROM RIGHT TO LEFT

964 – 636

r o e t s Bo r e p ok u S

Take away the Ones.

4 – 6, can’t do so

regroup 10 from the 10’s.

Teac he r

–

O 4

–

Try these:

–

437 225

. te

–

336 247

–

546 315

528 224

m . u

–

546 136

w ww

–

35 27

ew i ev Pr

–

o c . che e r o t r s super

–

528 323

–

458 128

–

937 239

Try these on some spare lined paper.

844 – 329

647 – 128

435 – 226

293 – 108

4257 – 3136

6547 – 2225

9545 – 3126

3425 – 3138

Ready-Ed Publications

Book 1

Page 37

Name:

Due Date:

Subtraction: Regrouping 3 To subtract, –

WORK FROM RIGHT TO LEFT

964 676

Take away the Ones. T

–

r o e t s Bo r e p ok u S O 4

–

4 6

–

4 6 8

In the Tens 6 becomes 5.

In the Hundreds 9 becomes 8.

w ww

Try these:

–

6 e ©R adyEdPubl i cat i ons •8f or evi ew pur posesonl y• 8 r

2 . te 8 4

m . u

–

5 – 7, can’t do so regroup 10 from the Hundreds.

ew i ev Pr

Teac he r

4 – 6, can’t do so regroup 10 from the Tens.

o 6 6 c . che e r o r st super –

–

2 5

Now try without the box:

–

736 658

Page 38

–

964 777

–

Book 1

865 589

–

651 267

Ready-Ed Publications

Name:

Due Date:

Subtraction: Regrouping 4 To subtract, WORK FROM RIGHT TO LEFT

964 – 676 You can’t do 4 – 6 so

You can’t do 5 – 7 so

regroup 10 from the Tens.

Regroup 10 from the Hundreds.

–

r o e t s Bo r e p ok u S 1

–

In the Tens 6 becomes 5.

In the Hundreds 9 becomes 8.

Try these:

–

533 146

–

4 6

w ww

–

427 235

. te

864 399

446 237

–

838 593

–

627 148

–

8127 2245

–

536 345

–

628 159

–

425 236

–

9535 3186

–

828 524

m . u

–

835 257

ew i ev Pr

Teac he r

Now finish the sum.

–

857 279

–

563 198

–

9449 3188

o c . che e r o t r s super

Challenge: –

4237 3156

Ready-Ed Publications

Book 1

Page 39

Name:

Due Date:

Decimal Addition 1 Adding decimals is like regular adding. You regroup the same way. Just remember to keep the decimal point in the correct place so it lines up and down the column. Examples: No regrouping

r o e t s Bo r e p ok u S Regrouping 1 column

Regrouping 2 columns

9. 94

10. 17

WORK FROM RIGHT TO LEFT

Try these:

No regrouping +

4. 35 5. 21

3. 21

8. 39 1. 78

ew i ev Pr

Teac he r

8. 67

5. 79 4. 15

6. 54 3. 13

7. 20 2. 78

3. 12

w ww

Regrouping 1 column +

2. 36 5. 14

4. 57 5. 23

. te

4. 68 3. 25

$3. 78 $4. 45

m . u

3. 45 5. 22

7. 28 2. 68

$5. 47 $3. 87

o c . che e r o 5. 69 3. 19 t r s s r u e p + 3. 26 + 4. 78

Regrouping 2 columns +

Page 40

$8. 45 $1. 75

Book 1

Ready-Ed Publications

Name:

Due Date:

Decimal Addition 2 Adding decimals is like regular adding. You regroup the same way. Just remember to keep the decimal point in the same place. No regrouping

Regrouping 1 column 1

3. 45 5. 2

r o e t s Bo r e p ok u S 5. 79 + 4. 3 10. 09

Try these:

WORK FROM RIGHT TO LEFT

ew i ev Pr

Teac he r

8. 65

HINT: PUT 0 IN AS A PLACE MARKER. (The first example has been done for you.)

1. 40 5. 22

9. 97 5. 2

4. 7 4. 15

6. 4 1. 78

m . u

w ww

When you write the decimals for a sum, make sure the decimal point is lined up. Example: 2.45 + 3.6 + 0.78 + 5 (Putting 0 into the gaps helps neat setting out!)

. te

Wrong: 2.45 3.6 0.78 + 5

o c . che e r o t r s super Right: 2. 45 3. 60 0. 78 + 5. 00

Try lining this sum up in the space here:

3.76 + .7 + 45.45 + 6

. .

Ready-Ed Publications

Book 1

Page 41

Name:

Due Date:

Decimal Subtraction 1 Subtracting decimals is like regular subtraction. You regroup the same way. Just remember to keep the decimal point in the same place. Examples: No regrouping

r o e t s Bo r e p ok u S Regrouping 1 column 6

–

1. 59

6. 78

WORK FROM RIGHT TO LEFT

Try these:

No regrouping –

6. 35 5. 21

–

3. 21

8. 36 1. 78

ew i ev Pr

Teac he r

2. 23

7 12

5. 74 4. 15

–

6. 54 3. 13

–

7. 78 2. 70

–

3. 12

–

3. 12

w ww

Regrouping 1 column –

7. 34 5. 16

–

9. 53 5. 27

. te

–

4. 65 3. 28

–

$9. 45 $4. 78

m . u

–

5. 45 3. 22

Regrouping 2 columns

–

7. 68 2. 49

–

$7. 48 $3. 86

o c . che e r o 5. 66 8. 87 t r s s r u e p – 3. 29 – 4. 58

Regrouping 2 columns –

Page 42

$8. 43 $1. 75

Book 1

Ready-Ed Publications

Name:

Due Date:

Decimal Subtraction 2 Subtracting decimals is like regular subtraction. You regroup the same way. Just remember to keep the decimal point in the same place. Examples: No regrouping

Regrouping 1 column

r o e t s Bo r e p ok u S 4

–

5. 45 3. 2

–

5. 69 4. 7 0. 99

Try these:

WORK FROM RIGHT TO LEFT

Putting 0 into the gaps helps neat setting out!

–

4. 7 4. 15

–

6. 4 1. 78

m . u

–

8. 4 5. 22

ew i ev Pr

Teac he r

2. 25

w ww

When you write the decimals for a sum, make sure the decimal point is lined up. Example: 8.45 – 5

. te

Wrong:

–

8.45 5

o c . che e r o t r s super Right:

–

8. 45 5. 00

Putting 0 into the gaps helps neat setting out.

Work out the answer to the RIGHT sum.

Challenge: On the back of this sheet, try this one: 7 – 3.96

Hint: Make 7 into 7.00.

Ready-Ed Publications

Book 1

Page 43

Name:

Due Date:

Setting Out Sums 1

(Whole Numbers)

It is always important to set out sums neatly, especially when: You have many numbers in the sum: 3 2 2

Right:

Wrong:

3465 2874 4987 9826

1 2 2 1 1

3465 2874 4987 + 9826

r o e t s Bo r e p ok u S 3011897

The numbers in the sum have different place values:

Right:

1 1

Wrong:

2852 127

ew i ev Pr

Teac he r

21152

2852 127 4122

2979

Rule: Always make sure that the Ones, Tens, Hundreds and Thousands are lined up the same.

w ww

m . u

Use these grids to practise lining up the sums below:

. te

o c Answer . che e r o t 1621 + 2873 + 2532 +r 1723 3671 s + 2655 + 1267 + 1982 super +

162 + 4293 + 10 Page 44

6363 + 106 + 90 Book 1

Ready-Ed Publications

Name:

Due Date:

Setting Out Sums 2

(Whole Numbers and Decimals) Make sure the place values are lined up when you add these. Use lined paper to work out the answers. 4835 + 2753 + 1814 + 3612

r o e t s Bo r e p ok u S

2781 + 3872 + 4826 + 1725 1562 + 2635 + 2736 + 1562

ew i ev Pr

Teac he r

4326 + 7214 + 1452 + 1423

253 + 1427 + 12 + 2537 1427 + 21 + 3 + 5325 1572 + 5 + 15 + 2788

2 + 88 + 2543 + 43

2653 - 142

w ww

m . u

7635 - 55 9988 - 9

. tthe decimal points are lined up when you add these. o Make sure e Use lined c . paper to work outc the answers. e her r o t s super 5.82 + 0.3 + 17.98 69.03 + 2.65 + 0.02 543.986 + 0.02 + 4.6 23.9 - 0.03 55.7 - 1.9 Ready-Ed Publications

Book 1

Page 45

Name:

Due Date:

Multiplication 1 To multiply, 32 2

Multiply the Ones by the bottom number. O

r o e t s Bo r e p ok u S

2×2=4

3×2=6

Try these:

w ww

3 3

m . u

32 × 2

ew i ev Pr

Teac he r

Then the Tens, by the bottom number.

. t e o Now try without the box: c . c e r 46h 64 52 42 e o t r s s up × 1 × e 1r × 3 2 Try these on a separate piece of paper: 33 × 2

Page 46

25 × 1

22 × 2 Book 1

44 × 2 Ready-Ed Publications

Name:

Due Date:

Multiplication 2 To multiply, 64 2

Multiply the Ones by the bottom number. O

r o e t s Bo r e p ok u S H

4×2=8

2 1

6 × 2 = 12

ew i ev Pr

Teac he r

Then the Tens by the bottom number.

Put the 2 in the Tens column and the 1 in the Hundreds column.

w ww

. te 8

3 3

5 ×

4 2

5 ×

m . u

o c . che e r o t r s super Now try without the box:

62 × 2

Ready-Ed Publications

42 × 4

71 × 5

Book 1

81 × 2

Page 47

Name:

Due Date:

Multiplication 2

(cont.)

Try these: 91 × 4

83 × 2

51 × 2

r o e t s Bo r e p ok u S

40 × 2

91 × 3

72 × 3

90 × 3

70 × 3

51 × 3

ew i ev Pr

Teac he r

43 × 2

71 × 6

50 × 3

in total?

. te

m . u

w ww

22 × 4

o c . che e r o t r s super

If I have 6 bags of lollies with 51 lollies in each bag, how many lollies do I have in total?

How many stickers do I have if I have 4 books with 62 stickers in each book?

Page 48

Book 1

Ready-Ed Publications

Name:

Due Date:

Multiplication Regrouping 1 To multiply

25 × 3

Multiply the Ones by the bottom number. T

5 3

r o e t s Bo r e p ok u S 5 × 3 = 15

2×3=6

1 6

5 0

ew i ev Pr

Teac he r

Then the Tens by the bottom number.

Because you are in the Tens column, you put down a zero in the Ones column FIRST.

Now you add the answer rows.

× 1 +

+ 60 75

w ww

m . u

15 + 60 = 75

. te

o c . che 2 7 e r o t r s super

Try these: Some parts have been done for you. 3

2 1

2 0

Ready-Ed Publications

9 3

8 +

Book 1

Page 49

Name:

Due Date:

Multiplication Regrouping 2 To multiply

5 3 5

r o e t s Bo r e p ok u S 5 × 3 = 15 Put down the zero. 2×3=6 15 + 60 = 75

ew i ev Pr

Teac he r

25 × 3 15 + 60

Try these: Some parts have been done for you. 2

× 1 +

w ww

26 × 2

. te

o c . che e r o t r s super 18 × 4

Page 50

26 4

17 × 5

m . u

25 × 3

19 4

Book 1

18 × 2

16 9

28 2

Ready-Ed Publications

Name:

Due Date:

Multiplication Regrouping 3 To multiply H

65 × 3 T

r o e t s Bo r e p ok u S 3

5 × 3 = 15 (5 in the Ones column and 1 in the Tens.) Put down the zero.

ew i ev Pr

Teac he r

65 × 3 15 + 180 195

6 × 3 = 18 (8 in the Tens column and 1 in the Hundreds.) 15 + 180 = 195

Try these: Some parts have been done for you.

w ww

. te 8

Ready-Ed Publications

2 0

7 5

6 0

o c . c e r 7 h 3 6 o er t s super 4

m . u

Book 1

Page 51

Name:

Due Date:

Multiplication Regrouping 4 To multiply H

65 × 3

65 × 3 15 + 180

r o e t s Bo r e p ok u S

195

5 × 3 = 15 (5 in the Ones column and 1 in the Tens.) Put down the zero.

6 × 3 = 18 (8 in the Tens column and 1 in the Hundreds.) 15 + 180 = 195

Try these:

ew i ev Pr

Teac he r

w ww Page 52

. te

26 2

86 3

o c . che e r o t r s super ×

69 2

42 9

Book 1

m . u

75 7

73 6

Ready-Ed Publications

Name:

Due Date:

Multiplication Revision No regrouping 64 × 1

32 × 1

46 2

32 × 3

r o e t s Bo r e p ok u S ×

28 4

27 4

19 2

ew i ev Pr

Teac he r

Regrouping

24 × 1

w ww

. te

83 4

Ready-Ed Publications

m . u

o c . che e r o t r s supe 56 r ×

Book 1

88 5

Page 53

Name:

Due Date:

Division Revision Division means to share. How many groups of 2 can you get from 4?

4÷2

r o e t s Bo r e p ok u S

Circle groups of 2. How many groups? 2

10 ÷ 5

How many groups of 5 can you get from 10?

Circle groups of 5.

ew i ev Pr

Teac he r

Try these:

How many groups? _________

Count by 2 until you get to 16.

w ww

1×2

2×2

4 . te So 16 ÷ 2 = 8 2

e.g. 15 ÷ 5

3×2

4×2

5×2

6×2

m . u

e.g. 16 ÷ 2

7×2

o c . che e r o t r s super 6

8×2 16

Count by 5 until you get to 15. 1×5

2×5

3×5

Book 1

Ready-Ed Publications

So 15 ÷ 5 = 3 Page 54

Name:

Due Date:

Division 1 This sign means divided.

2 ) 24

This means how many times will 2 go into 24?

1 2 ) 24

Divide the ones column next: 4 ÷ 2 = 2

12 2 ) 24

The answer is 12.

r o e t s Bo r e p ok u S

Fill in the blanks:

2 3 ) 63

Divide the tens column first: 6 ÷ 3 = ________

Divide the ones column next: 3 ÷ 3 = ________

w ww

21 3 ) 63

. te

The answer is ________.

2 ) 48

m . u

3 ) 63

ew i ev Pr

Teac he r

)

o c . che e r This means how many times will ________ o t r s go into ________? super

2 ) 48

Divide the tens column first: ________ ÷ ________ = ________

2 ) 48

Divide the ones column next: ________ ÷ ________ = ________

The answer is ________. Ready-Ed Publications

Book 1

Page 55

Name:

Due Date:

Division 2 This sign means divided.

)

24 ÷ 2 = 1

2 ) 24

This means how many times will 2 go into 24?

r o e t s Bo r e p ok u S

Divide the Tens column first: 2 ÷ 2 = 1

12 2 ) 24

Divide the Ones column next: 4 ÷ 2 = 2

ew i ev Pr

Teac he r

2 ) 24

Try these:

The answer goes here.

4 ) 84

3 ) 93

Sums are _____ ÷ _____ = _____ and _____ ÷ _____ = _____ Answer = _____

9 ÷ _____ 3 = _____ 3 and _____ 6 ÷ _____ 3 = _____ 2 32 Sums are _____ Answer = _____

w ww

m . u

3 ) 96

2 ) 26

Sums are _____ ÷ _____ = _____ and _____ ÷ _____ = _____ Answer = _____

3 ) 99

Sums are _____ ÷ _____ = _____ and _____ ÷ _____ = _____ Answer = _____

. te

o c . che e r o t r s super

Write these like the ones above. (Hint: the smaller number goes first.) 63 ÷ 3

Page 56

60 ÷ 2

Book 1

Ready-Ed Publications

Name:

Due Date:

Division With Remainders 1 This means how many times will 2 go into 25?

25 ÷ 2 =

2 ) 25

1 2 ) 25

Divide the Tens column first:

12 r1 2 ) 25

Divide the Ones column next:

2 ÷ 2 = 1 (write 1 on top of the 2)

r o e t s Bo r e p ok u S 5÷2

Teac he r

Count by twos: 2, 4, 6

How many left over before you get to 5?

1 is your remainder.

Answer = 12 remainder 1 or 12 r 1

ew i ev Pr

What is the highest number less than 5? = 4 (goes in 2 times) (Write 2 on top of the 5.)

w ww

m . u

5 ) 57

Divide the Ones column next: ________ ÷ ________ = ________

. te o What is the highest number less than 7? = ________ c . che e r o (goes in ____ times) t r s super Count by twos: 5, 10

How many left over before you get to 7?

= ________

________ is your remainder. Answer = ________ r____

Try these: Ready-Ed Publications

4 ) 86

2 ) 29 Book 1

3 ) 68

6 ) 69 Page 57

Name:

Due Date:

Division With Remainders 2 This means how many times will 2 go into 25?

25 ÷ 2 =

2 ) 25

1 2 ) 25

Divide the Tens column first:

12 r1 2 ) 25

Divide the Ones column next:

2÷2=1

r o e t s Bo r e p ok u S 5÷2

Teac he r

Count by twos: 2, 4, 6

= 4 (goes in 2 times)

How many left over before you get to 5?

12 remainder 1 or 12 r 1

w ww

4 ) 46

2 ) 46

. te

Word problem:

2 ) 69

3 ) 98

m . u

Try these:

4 ) 83

ew i ev Pr

Answer =

What is the highest number less than 5?

6 ) 69

o c . che e r o t r s super 3 ) 99

2 ) 60

3 ) 69

There are 34 students in the class. If I want to make 3 rows, how many students are in each row? How many are left over?

3 ) 34

Page 58

Book 1

Ready-Ed Publications

Name:

Due Date:

Division With Regrouping 1 In division, you regroup if you cannot divide into the first digit evenly. 2 ) 34

Divide the Tens column first: 3 ÷ 2 = 1 r 1 (Does not divide evenly)

r o e t s Bo r e p ok u S

Regroup by writing the remainder next to the Ones.

17 2 ) 3 14

Answer = 17

Teac he r

Divide the Ones column next 14 ÷ 2 = 7 (Divides evenly)

ew i ev Pr

1 2 ) 3 14

Divide the Tens column first: 5 ÷ _______ = _______ r _______

3 )5 7

Divide the Ones column next: _______ ÷ _______ = _______

w ww

m . u

3 ) 57

3 )5 7

4 ) 96

Answer = ________

. te

o c . che e r o t r Divide the Tens column first: ______ ÷ ______ s = ______ r ______ super

Regroup by writing the remainder next to the Ones.

4 )9 6

Divide the Ones column next: _______ ÷ _______ = _______

4 )9 6

Answer = ________

Ready-Ed Publications

Book 1

Page 59

Name:

Due Date:

Division With Regrouping 2 In division, you regroup if you cannot divide into the first digit evenly.

2 ) 34

Divide the Tens column first: 3 ÷ 2 = 1 r 1 (Does not divide evenly.)

r o e t s Bo r e p ok u S

Regroup by writing the remainder next to the Ones.

17 2 ) 3 14

Answer = 17

Teac he r

Divide the Ones column next: 14 ÷ 2 = 7 (Divides evenly.)

ew i ev Pr

1 2 ) 3 14

Try these:

6)8 4

w ww

4)7 6

7)8 4

. te

7)9 1

3)5 5

8)9 8

2)5 6

5)7 5

m . u

5)8 0

3)8 7

o c . che e r o t r s super 6)9 6

5)9 5

3)4 8

Work these out below: 68 ÷ 4

Page 60

96 ÷ 4

84 ÷ 7

Book 1

Ready-Ed Publications

Name:

Due Date:

What Kind of Division? Can the first digit divide evenly? Yes: Write the answer on top.

Teac he r

42 2 ) 84

Look at the first example and then try the other one!

r o e t s Bo r e p ok u S 4 ) 44

Yes: Write the answer on top. 12 3 ) 36

ew i ev Pr

Can the second digit divide evenly?

Too Small: Write 0 (it goes into the number 0 times). Then write the second digit as a remainder. 4 cannot go into 3 - it goes 0 times, so the 3 becomes the remainder.

5 ) 55

w ww

13 r 1 2 ) 27

4 ) 89

3 ) 92

m . u

Divide and then write the leftovers as the remainder.

. te divide evenly? o Can the first digit c . che e r o t r s super Too Large: Divide and regroup the remainder into the ones. Divide into the regrouped remainder. 5÷2=2r1 Regroup 1: 8 becomes 18 13 r 1 2 ) 5 18

Ready-Ed Publications

Too Small: Divide into the tens and the ones together. 6 cannot go into 3, so do 6 into 37. Regroup 1: 8 becomes 18

6r1 6 ) 37

4)6 4

Book 1

9 ) 86

Page 61

ANSWERS

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

All answers are for the questions as they read across the page from left to right. Sums have not been numbered on the pages in order to limit visual clutter. Page 20 - Digit Value 1 8 000, 400, 20, 7; 3 000, 900, 70, 5; 5000, 900, 20, 7; 4000, 4, 400 Page 21 - Digit Value 2 2000, 300, 60, 4; 9000, 800, 40, 5; 40,8,900,70; 2476, 8266 Page 22 - Decimal Digit Value 1 3, 0.8, 0.03, 0.008; 6, 0.8, 0.02, 0.001; 7, 0.9, 0.02, 0.005 6, 0.006, 0.6 Page 23 - Decimal Digit Value 2 4, 0.6, 0.08, 0.002; 7, 0.9, 0.02, 0.007 0.5, 3, 0.002 $20, $100, 5c, 90c 6.739, 7.302 Page 24 - Rounding 1 2 (1 also acceptable), 8 (7 also acceptable); 8 = 10, 13 = 10, 19 = 20, 16 = 20; 15 = 10 or 20, 18 = 20, 25 = 20 or 30, 27 = 30, 12 = 10, 30 = 30; 23 = 20, 67 = 70, 45 = 40 or 50, 99 = 100, 52 = 50, 38 = 40, 75 = 70 or 80, 14 = 10 Page 25 - Rounding 2 6 = 10, 13 = 10, 18 = 20, 20 = 20, 15 = 10 or 20; 22 = 20, 64 = 60, 35 = 30 or 40, 98 = 100; Half Way = 250; Round Down = 300, Round Up = 400; Round Down = 400, Round Up = 500; Round Down = 500, Half Way = 550; Half Way = 650, Round Up = 700; Round Down = 700, Half Way = 750; Round Down = 800, Half Way = 900; Round Down = 900, Half Way = 950; Round Down Half way Round Up Number Answer 0 50 100 80 100 100 150 200 120 100 200 250 300 250 200 OR 300 300 350 400 399 400 400 450 500 401 400 500 550 600 500 500 600 650 700 626 600 600 650 700 672 700 Page 26 - Rounding 3 - Decimals 0, 1, 2, 2, 1 or 2 2, 6, 2 or 3, 9 $4.00, $75.00, $9.00, $6.00, $1.00, $81.00 Page 27 - Addition Chart Teacher/parent to check. Page 28 - Addition 1 688, 983; 64, 97, 985, 999; 794, 968, 787, 959 Page 29 - Addition 2 59, 91, 959, 758; 973, 489, 993, 859; 953, 895, 985, 988 999, 989, 769, 895; 9395, 9571, 8389, 7693 Page 30 - Addition Regrouping 1 694, 991; 70, 82, 983, 993; Page 31 - Addition Regrouping 2 62, 90, 61, 462; 682, 583, 861, 752; 662, 851, 386, 476 573, 775, 661, 401; 7393, 8372, 4671, 6567 Page 32 - Addition Regrouping 3 704, 911; 920, 922, 903, 833 Page 33 - Addition Regrouping 4 612, 610, 901, 512; 712, 733, 841, 722; 522, 802, 425, 524; 534, 826, 522, 655; 7443, 8423, 4733, 6608; 10 022, 3841, 9672, 13 031

w ww

. te

Page 62

m . u

o c . che e r o t r s super

Book 1

Ready-Ed Publications

225, 222, 113, 315 111, 211, 243, 124;

625, 205, 122, 401;

212, 205, 330, 698

515, 519, 209, 185;

r o e t s Bo r e p ok u S 192, 245, 469, 578;

465, 479, 189, 365;

7.50, 7.93, 9.96;

9.80, 8.95, 7.97;

55.91 2.18, 1.37, 5.19;

3.04

ew i ev Pr

Teac he r

Page 34 - Subtraction 1 520, 221; 20, 11, 143, 112; Page 35 - Subtraction 2 11, 11, 11, 331; 111, 245, 221, 211; 1121, 1131, 1111, 1211 Page 36 - Subtraction Regrouping 1 517, 217; 18, 17, 136, 104 Page 37 - Subtraction Regrouping 2 8, 12, 9, 124; 410, 89, 231, 304; 1121, 4322, 6419, 287 Page 38 - Subtraction Regrouping 3 477, 177; 78, 187, 276, 384 Page 39 - Subtraction Regrouping 4 578, 232, 187, 384; 387, 209, 191, 304; 1081, 5882, 6349, 6261 Page 40 - Decimal Addition 1 9.56, 9.67, 9.98; 9.56, 8.86, 8.58; $10.20, $8.23, $9.34 Page 41 - Decimal Addition 2 6.62, 8.85, 8.18; 15.17, 13.35, 12.68; Page 42 - Decimal Subtraction 1 1.14, 3.41, 5.08; 3.14, 2.62, 2.34; $6.68, $4.67, $3.62 Page 43 - Decimal Subtraction 2 3.18, 0.55, 4.62; 3.77, 4.05, 0.72; Page 44 - Setting Out Sums 1 8749, 9575, 4465, 6559 Page 45 - Setting Out Sums 2 13 014, 13 204, 8945, 14 415; 2511, 7580, 9979; Page 46 - Multiplication 1 62, 69, 52; 84, 46, 64, 156; Page 47 - Multiplication 2 108, 255; 124, 168, 355, 162; 80, 270, 210, 150; 88, 306, 248 Page 49 - Multiplication Regrouping 1 72, 108, 147 Page 50 - Multiplication Regrouping 2 52, 60, 116; 52, 72, 85, 36; Page 51 - Multiplication Regrouping 3 252, 476, 222; 348, 180, 174 Page 52 - Multiplication Regrouping 4 90, 399, 144; 192, 138, 525; Page 53 - Multiplication Revision 32, 64, 24, 96; 92, 112, 108, 38; Page 54 - Division Revision Groups of 5 in 10 = 2 Page 55 - Division 1 21, 24 Page 56 - Division 2 Sums are: 8 ÷ 4 = 2 and 4 ÷ 4 = 1 Answer = 21 Sums are: 9 ÷3 = 3 and 3 ÷ 3 = 1 Answer = 31 Sums are: 2 ÷2 = 1 and 6 ÷ 2 = 3 Answer = 13 Sums are: 9 ÷3 = 3 and 9 ÷ 3 = 3 Answer = 33

4.26, 2.37, 4.29;

21 3 ) 63

Ready-Ed Publications

66, 25, 44, 88 166, 364, 426, 102;

104, 76, 144, 56

86, 273, 216, 153;

m . u

w ww

. te

4229, 6776, 4380, 2676; 24.10, 71.7, 548.606, 23.87, 53.80

o c . che e r o t r s super 258, 378, 438

147, 322, 196;

332, 224, 440

30 2 ) 60 Book 1

Page 63

Page 57 - Division With Remainders 1 Divide the tens column first: 5 ÷ 5 = 1 Divide the ones column next: 5 ÷ 7 5 ) 57 Highest number less than 7 is 5 (goes in 1 time) You have 2 left over before you get to 7 2 is your remainder Answer = 11 r 2 21 r 2 4 ) 86

14 r 1 2 ) 29

22 r 2 3 ) 68

11 r 3 6 ) 69

Page 58 - Division With Remainders 2 20 r 3 4 ) 83 11 r 2 4 ) 46

30 r 1 3 ) 91

11 r 1 6 ) 67

34 r 1 2 ) 69

32 r 2 3 ) 98

11 r 3 6 ) 69

33 3 ) 99

30 2 ) 60

23 3 ) 69

11 r 1 3 ) 34

Page 59 - Division With Regrouping 1 Divide the tens column first: 5 ÷ 3 = 1 r 2 19 Divide the ones column next: 27 ÷ 3 = 9 3 ) 57 Answer = 19 Divide the tens column first: 9 ÷ 4 = 2 r 1 24 Divide the ones column next: 16 ÷ 4 = 4 4 ) 96 Answer = 19

Page 60 - Division With Regrouping 2

14 6 ) 84 19 4 ) 76

w ww

68 ÷ 4 = 17

16 4 64

25 r 2 3 77

49 2 98

13 7 ) 91

18 r 1 3 ) 55

15 5 ) 75

12 r 2 8 ) 98

28 2 ) 56

29 3 ) 87

16 6 ) 96

19 5 ) 95

19 r 1 3 ) 48

. te

m . u

16 5 ) 80

12 7 ) 84

ew i ev Pr

Teac he r

23 2 ) 46

r o e t s Bo r e p ok u S 24 r 1 2 ) 49

o c . che e r o t r s super

96 ÷ 4 = 14

84 ÷ 7 = 12

Page 61 - What Kind of Division? 11, 11, 22 r 1, 30 r 2, 16, 9 r 5

Page 64

Book 1

Ready-Ed Publications