Fuss-Free Maths - Dyslexia/SPELD Series: Book 2 by Teacher Superstore

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

fuss free maths Book 2 number: applications

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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 558 6

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Contents

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Information On The Series ..................................................................................................................... 4 National Curriculum Links - Book Two .................................................................................................... 6 Introduction ............................................................................................................................................ 7 How are Individuals With Specific Learning Difficulties Affected? ........................................................... 9 General Strategies for the Classroom .................................................................................................... 9 General Strategies for the Home ........................................................................................................... 11 Internet References .............................................................................................................................. 12 Student Lifesavers Tables Chart .............................................................................................................................. 13 Addition Chart ............................................................................................................................ 14 Subtraction Chart ....................................................................................................................... 15 Number Square to 100 ............................................................................................................... 16 Number Lines ............................................................................................................................ 17 Parent Power Maths Words ............................................................................................................................. 18 Money Skills .............................................................................................................................. 19 Fractions ................................................................................................................................... 20 Decimals .................................................................................................................................... 21 Progress Chart Getting It Right .......................................................................................................................... 22 What Can I Do? ......................................................................................................................... 23 Skill Drills Pairs To 10 ................................................................................................................................ 24 Pairs To 20 ................................................................................................................................ 25 Addition Chart ............................................................................................................................ 26 Subtraction Chart ....................................................................................................................... 27 Multiplication Chart .................................................................................................................... 28 Counting By… ........................................................................................................................... 29 Activity Sheets Estimating 1 .............................................................................................................................. 30 Estimating 2 .............................................................................................................................. 31 Greater Than / Less Than 1 ....................................................................................................... 32 Greater Than / Less Than 2 ....................................................................................................... 33 Greater Than / Less Than 3 (Decimals) ..................................................................................... 34 Money Skills 1 ........................................................................................................................... 35 Money Skills 2 ........................................................................................................................... 36 Money Skills - Which Is More? 1 ............................................................................................... 37 Money Skills - Which Is More? 2 ............................................................................................... 38 Money Skills - Change 1 ............................................................................................................ 39 Money Skills - Change 2 ............................................................................................................ 40 Money Skills - In Your Wallet .................................................................................................... 41 Fractions - Half 1 ....................................................................................................................... 42 Fractions - Half 2 ....................................................................................................................... 43 Fractions - Quarters & Thirds 1 .................................................................................................. 44 Fractions - Quarters & Thirds 2 .................................................................................................. 45 Smaller Fractions ...................................................................................................................... 46 Equivalent Fractions 1 ............................................................................................................... 47 Equivalent Fractions 2 ............................................................................................................... 48 Ordering Fractions 1 .................................................................................................................. 49 Ordering Fractions 2 .................................................................................................................. 50 Adding & Subtracting Fractions 1 .............................................................................................. 51 Adding & Subtracting Fractions 2 .............................................................................................. 52 ANSWERS .......................................................................................................................................... 53

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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.

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.Skill Drills

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Some students work best with structured, timed drills. Drill practise can be very helpful in developing skills in automatic recall. The drill charts in this book are designed so that the length of time and the starting position for the drill can be changed according to the student’s abilities. A record of the score can be kept so that the student can track their progress.

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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 - Book TTwo wo Activities in Book Two mainly address the following outcomes in the Number Strand.

Activity

Count and Order 2.11

Estimating

3.11

Equations 2.13

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Applying Numbers 2.14

Written Computation

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Greater Than/LessThan 1-3 Money Skills 1 & 2

Change 1 & 2

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Which is More? 1 & 2

In Your Wallet

Fractions: Half 1 & 2

Quarters & Thirds 1 & 2 Smaller Fractions

Equivalent Fractions 1 & 2 Ordering Fractions 1 & 2 + and – Fractions 1 & 2

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Fraction Revision

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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.

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• 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 charts 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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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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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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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.

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Subtraction Chart Subtract the number along the side from the number along the top to find your answer where the two fingers meet.

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Number Square to 100 This can be used for addition or subtraction by counting on, or for identifying patterns in number sequences by shading boxes.

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Number Line FFor or Decimals

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Use this to assist in rounding or working out more than/less than for decimals.

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. te

ach er

This can be used for quick addition, subtraction or more than/less than calculations, as well as rounding to the nearest 5 or 10.

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Number Line TeTToo 50

Student Lifesavers

Page 17

Parent Power Maths W ords Words Here are some meanings for words that you might read in maths work. Examples are underneath. Addition - Plus, add or “what is the sum of?” e.g. 2 + 4 = 6 Subtraction - Minus, take away or “how much is left?” e.g. 5 - 2 = 3

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

Multiplication / Multiplied by - Times, “lots of” or “what is the product of?” e.g. 3 x 5 = 15

Teac he r

Whole Number - 0, 1, 2, 3, 4 … (counting numbers as well as zero) Even Numbers - 2, 4, 6, 8, 10 … (numbers divisible by 2) Odd Numbers - 1, 3, 5, 7, 9 … (numbers not divisible by 2) Prime Numbers - A number that can only be divided by 1 and itself. e.g. 1, 3, 5, 7, 11, 13, 17, 19, 23, 29

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Division / Divided by - Shared into groups or “how many times does x go into y?” e.g. 10 ÷ 2 = 5 or 10 shared into groups of 2 = 5 groups

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Rounding - Finding the closest 10, 100 or 1000 for the number. e.g. Round 46 to the nearest 10 = 50 Round 530 to the nearest 100 = 500 Round 2978 to the nearest 1000 = 3000

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e.g. Factors of 16 are 1, 2, 4, 8 and 16 so it is a composite number.

o c . che e r o t r s super

If the number to be rounded is “in the middle”, e.g. 35 is in between 30 and 40, most sources agree that it is best to round up, i.e. round 35 to 40. It is best to check with individual teachers on what they expect and why.

Page 18

Book 2

Ready-Ed Publications

Parent Power Money Skills

When are money skills used?

•

Banking - working out balances, amounts required to save, credit, debits, etc.

•

Shopping - estimating amount required, giving correct notes and coins, working out change.

•

Budgeting at home - estimating weekly or monthly amounts spent on items, dividing up monthly bills into weekly usage, working out amount of money available for other spending. With children, budgeting pocket money will develop money skills.

•

Socialising - paying for outings, keeping tabs on expenses throughout the day, splitting bills at restaurants.

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

Activities at Home

•

Take your child shopping with you and ask them to round each item to the nearest dollar and mentally add to get a rough estimate of the total bill.

•

During food shopping, ask your child to help you work out the best value for money by doubling, halving, e.g. Is it better to get 6 eggs for $2.50 or a dozen eggs for $4.75?

•

At the checkout, ask your child to tell you which coins and notes will be needed (once the total is given) and how much change should approximately be expected.

•

Add up items eaten at a family meal at a restaurant. How much will the meal cost? What notes / coins should be given?

Teac he r

Allow your child to keep small change in a piggy bank. This will encourage them to count up the money that they have and work out if they have enough to buy certain items.

•

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•

parking must be paid for, so they get used to planning the correct makeup of required coins.

•

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•

Make use of newspapers, junk mail and brochures to encourage your child to add up costs of Christmas gifts, toys that they wish to buy with pocket money, or food items for a dinner party.

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•

Enquire about the service that banks have for children’s accounts. Many banks offer special programs that assist children in using forms and familiarising them with keeping track of their account.

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Allow your child to use calculators for larger sums of money. This is realistic in terms of what is done in adult life and using the calculator is an important skill. One way to practise this is to have your child view your monthly bills and add up how much expenses will cost. This will also enable them to get a more realistic idea of how much things cost and help develop an appreciation of the value of money. Play games at home that use money concepts, such as “Monopoly” or “The Game of Life” to help your child learn about keeping money in order, spending wisely, giving portions to “the banker”, etc.

Ready-Ed Publications

Book 2

Page 19

Parent Power Fractions •

Fraction - Part of a whole number or part of a group.

•

Proper Fraction e.g. ½ The numerator (top number) is smaller than the denominator (bottom number).

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

Numerator Denominator •

Improper Fraction

Teac he r

e.g. 4⁄2 •

Mixed Numeral or Mixed Number e.g. 2 ½

A whole number and a fraction.

•

Equivalent Fractions e.g. Fractions which show the same amount in different ways.

⁄ © Re adyEdPubl i cat i ons Fraction Rules f or r ev i e w pur pos esare othe nl y• You can• only add fractions if the denominators (bottom number) same: ½ = 2⁄4 = 4⁄8 =

• 1.

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The numerator (top number) is larger than the denominator (bottom number).

⁄20 =

100

e.g. you cannot easily add 1⁄3 and 2⁄4. You can easily add 2⁄4 and ¼.

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Add the numerators (top number). ⁄4 + ¼ = ¾

This rule is the same for subtraction. Multiplying and dividing fractions are usually covered in upper primary/secondary school.

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When are fractions used? •

Cooking, especially in measurements, such as ½ a cup, ¼ of an apple, etc.

•

Everyday language, e.g. sports and games (the score was 134 points in the third quarter), telling time (half past three), travel (we are half way there), estimates (about a third of our class have a pet), etc. Activities at home

•

Use a variety of utensils and measuring devices in cooking to help your child to see measurements, e.g. how much is ¼ of a cup, 1/3 of a tablespoon or ½ a kg of flour?.

•

Convert recipe amounts by using fractions, e.g. if the recipe is for 12 cupcakes and you only want to make 6, ask your child to halve each ingredient.

•

Encourage the interchange of terminology when your child is confident, e.g. point out that ½ a litre is 500ml.

Page 20

Book 2

Ready-Ed Publications

Parent Power •

Use cake or pizza to show fraction concepts, e.g. How many cuts do I have to make to divide the cake into 8ths? (4 cuts) How many quarters does 2/8 make? (1/4 = 2/8) If I took away 3/8 of the cake, how many 8ths are left? (5/8)

•

Incorporate fractions into daily language, e.g. “Give me half of your dirty laundry.” “There are three children in this family. Can you divide the lollies into thirds to share them?” “How old were you when you were half your age?” “Can you please fold the blanket into quarters?” “How much cordial is left in the bottle?”

Teac he r

Decimals

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

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When are decimals used?

•

Money is expressed in decimals, e.g. $3.50 means $3 plus .5 of one dollar.

•

Fuel prices, odometer distances, Olympic distance measurements or anything else that needs to be expressed with precision can be written as a decimal. Activities at home

•

Help your children to understand the relationship between money and decimals. This will help them to understand that $3.50 is more than $3.05.

•

Use a calculator when working out complex decimal sums, but also round to whole numbers and estimate to check the answer, e.g. 4.7892 + 7.9835 can be estimated as 5 + 8 = 13. The exact answer is 12.7727.

•

Use measurement activities to encourage precision by using decimals, e.g. “Can you measure out 1.5m of material to make this tablecloth?”

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Book 2

Page 21

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

Estimating 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!!

Greater Than / Less Than

Getting some right Getting most right

Money Skills - Which is More? Starting to learn

Getting some right Getting most right

Money Skills - Change

I can do this!!

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Teac he r

Starting to learn

I can do this!!

Starting to learn

Getting some right Getting most right

I can do this!!

Equivalent Fractions

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Starting to learn

Getting some right Getting most right

m . u

Starting to learn

I can do this!!

. teGetting some right Getting most right I can do this!! o c . c e h r Adding and Subtracting Fractions er o t s sup er Starting to learn Getting some right Getting most right I can do this!! Ordering Fractions Starting to learn

Page 22

Book 2

Ready-Ed Publications

Progress Chart

Getting It Right

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

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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.

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Note to teachers / parents: Some students may respond well if ticks are given for partially correct answers at first. Keep this safe in a plastic sleeve. Different colours can be used each day to show improvements in the number correct. Ready-Ed Publications

Book 2

Page 23

Skill Drills

Pairs TTo o 10 Fill in the number that adds to give 10. The first few have been done for you:

4+6

2+8

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

4+ . te 1+

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Teac he r

3+7

o c . + 6+ 4+ 7+ 8 +e 3+ c5h r er o st super

Time Taken: _______________ Number Completed: _______________ Number Correct: _______________ Keep this sheet and try to beat your score next time! Page 24

Book 2

Ready-Ed Publications

Skill Drills

Pairs TTo o 20 Fill in the number that adds to give 20. The first few have been done for you:

13 + 7 4 + 6

12 + 8 6 +

18 +

19 +

17 +

13 +

15 +

18 +

19 +

17 +

18 +

12 +

19 +

11 +

12 +

16 +

10 +

14 +

13 +

11 +

12 +

18 +

14 +

17 +

11 +

©R ea dyEdP ub12l i c a t i on s 5+ 8+ 1+ 19 + 4+ + 7+ 18 + •f orr evi ew pur posesonl y•

15 +

17 +

13 +

16 +

12 +

16 +

17 +

14 +

16 +

Teac he r 16 +

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17 +

19 +

13 +

14 + 8+ 15 + 2+ 19 + 1+ 16 + . te o c 12 + 1 + c15 + 6+ 14 + 10 + 18 +.3 + e her r o t s super 3+

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14 +

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

17 +

Time Taken: _______________ Number Completed: _______________ Number Correct: _______________ Keep this sheet and try to beat your score next time! Ready-Ed Publications

Book 2

Page 25

Skill Drills

Subtraction Chart Try these sums in your head. You might like to time yourself. Try working a different way each time – down, across or diagonally. Write the answer underneath the sum. 6-4

9-3

19 - 5 16 - 11 28 - 6 56 - 4 76 - 20 48 - 39 92 - 84

8-3

7-5

9-8

17 - 8 19 - 15 27 - 8 83 - 5 95 - 74 69 - 34 74 - 36

Teac he r

3-1

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

8-4

7-3

13 - 2 19 - 6 27 - 4 48 - 3 34 - 23 78 - 25 57 - 29

4-3

6-1

7-6

14 - 1 17 - 5 39 - 3 56 - 1 50 - 19 51- 20 54 - 37

2-1

8-5

9-5

18 - 6 15 - 0 27 - 2 49 - 6 13 - 12 97 - 87 42 - 35

1-1

6-3

3-0

5-1

5-2

14 - 3 17 - 3 78 - 7 97 - 5 23 - 20 93 - 32 25 - 18

4-2

9-2

8-4

15 - 1 15 - 3 50 - 0 65 - 4 32 - 21 75 - 51 83 - 48

3-1

5-2

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2-2

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7-6

6 - 2 18 - 5 13 - 1 38 - 6 70 - 0 25 - 14 14 - 12 70 - 37 . te o c . 7-1 8 - 6c 13 - 3 19 - 3 65 - 0 64 - 9 63 e - 53 89 - 66 90 - 76 her r o t s super

Time Taken: _______________ Number Completed: _______________ Number Correct: _______________ Keep this sheet and try to beat your score next time! Page 26

Book 2

Ready-Ed Publications

Skill Drills

Addition Chart Try these sums in your head. You might like to time yourself. Try working a different way each time – down, across or diagonally. Write the answer underneath the sum. 6+4

8+3

7+5

Teac he r

3+1

9+3

19 + 5 16 + 11 28 + 6

56 + 4 76 + 20 48 + 39 84 + 92

9+8

17 + 8 19 + 15 27 + 8

83 + 5 74 + 95 69 + 34 74 + 36

7+3

13 + 2

19 + 6

27 + 4

48 + 3 34 + 23 78 + 25 57+ 29

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

8+4

4+3

6+1

7+6

14 + 1

17 + 5

39 + 3

56 + 1 50 + 19 51 + 20 54 + 37

2+1

8+5

9+5

18 + 6

15 + 0

27 + 2

49 + 6 13 + 12 97 + 87 42 + 35

1+1

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6+7

©R eadyEdPubl i cat i ons 7 + 2 15 + 4 16 + 5 28 + 0 67 + 6 24 + 21 52 + 20 71+ 58 •f orr evi ew pur posesonl y• 6+3

5+2

14 + 3

17 + 3

78 + 7

97 + 5 23 + 20 93 + 32 25 + 18

4+2

9+2

8+4

15 + 1

15 + 3

50 + 0

65 + 4 32 + 21 75 + 51 83 + 48

3+1

5+2

6+2

18 + 5

13 + 1

38 + 6

70 + 0 25 + 14 14 + 12 70 + 37

2+2

7+1

8+6

13 + 3

19 + 3

65 + 0

64 + 9 63 + 53 89 + 66 90 + 76

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5+1

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3+0

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Time Taken: _______________ Number Completed: _______________ Number Correct: _______________ Keep this sheet and try to beat your score next time! Ready-Ed Publications

Book 2

Page 27

Skill Drills

Multiplication Chart Try these sums in your head. You might like to time yourself. Try working a different way each time – down, across or diagonally. Write the answer underneath the sum. 2×5

6×5

8×2

5×9

9×1

1×7

7×3

1×6

6×3

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

3×1

3×5

5×4

4×8

8×2

2×9

9×5

5×7

7×4

8×6

6×6

4×2

2×8

9×9

9×1

Teac he r

4×4

4×5

5×1

1×7

7×2

2×9

9×6

6×3

3×8

6×4

4×5

5×3

3×8

8×1

1×9

9×2

2×4

8×3

3×4

4×2

2×7

7×6

6×1

1×5

5×9

1×6

6×8

5×1

1×7

7×4

4×3

3×8

8×6

6×3

3×9

2×8

8×6

6×9

9×7

7×1

1×4

4×7

7×3

7×7

3×9

2×2

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9×2

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3×2

3×1

4×4 8×8 5×5 2×9 9×9 1×1 6×6 . te o c . 2 × 1 1 × 5c 5 × 6 6 × 4 4 × 7 7 × 8 8e ×3 3×7 her r o t s super

1×8

8×7

7×5

Time Taken: _______________ Number Completed: _______________ Number Correct: _______________ Keep this sheet and try to beat your score next time! Page 28

Book 2

Ready-Ed Publications

Skill Drills

Counting By… Complete the number patterns to count by… Twos:

2, 4, 6, 8, ____________________________________________ 20

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

Threes: 3, 6, 9, ______________________________________________ 30

Teac he r

Fours: 4, 8, 12, _____________________________________________ 40 5, 10, 15, ____________________________________________ 50

Sixes:

6, 12, 18, ____________________________________________ 60

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Fives:

Sevens: 7, 14, 21, ____________________________________________ 70

Eights: 8, 16, 24, ____________________________________________ 80

10, 20, 30, ___________________________________________ 100

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Tens:

9, 18, 27, ____________________________________________ 60

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Nines:

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Book 2

Page 29

Name:

Due Date:

Estimating 1 Estimating means guessing the answer. Look, guess and count: How many spots are there?

r o e t s Bo r e p ok u S Guess = 20

Was it close? Yes.

(18 is close to 20.)

Look, guess and count these: Number of boxes

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Teac he r

Count = 18

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Guess: ___________ Count: ___________

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Number of diamonds

o c . che e r o t Number of letters in this word: M A T H E M A T r s ICS super Guess: ___________

Was it close? ___________

Count: ___________

Was it close? ___________

Find something at home to estimate, e.g. number of pegs on the washing line: I estimated the number of: __________________________________________ Guess: ___________ Page 30

Count: ___________ Book 2

Was it close? ___________ Ready-Ed Publications

Name:

Due Date:

Estimating 2 Look, guess and count these: Number of boxes

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

Guess: ____________

Count: ____________

Was it close? ____________

Guess: ____________ Count: ____________

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Teac he r

Number of diamonds:

Was it close? ____________

Round numbers and do the sum:

Count up by 10’s in your head.

22 + 47 Answer 69

22 is close to ________

Estimate:

47 is close to ________

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58 is close to 60

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+ 58 Answer 89

o c . che e r o t r s super

Estimate by rounding. Work out the real sum on a spare piece of paper: 37 + 22

Estimate:___________

Answer:___________

Was it close? ___________

51 + 79

Estimate:___________

Answer:___________

Was it close? ___________

36 + 58

Estimate:___________

Answer:___________

Was it close? ___________

31 + 68

Estimate:___________

Answer:___________

Was it close? ___________

48 + 49

Estimate:___________

Answer:___________

Was it close? ___________

19 + 99

Estimate:___________

Answer:___________

Was it close? ___________

Ready-Ed Publications

Book 2

Page 31

Name:

Due Date:

Greater Than / Less Than 1 When comparing two numbers, these signs are used to show the larger number and the smaller number. > Means the number to the left is greater or more, e.g. 9 > 5. < Means the number to the left is smaller or less, e.g. 5 < 9.

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

The smaller number comes first when you count normally.

ew i ev Pr

Teac he r

One way to remember the signs is that the “small pointy bit” always points to the smaller number, and the “big, wide open part” opens to the larger number.

These number lines can be used to decide which numbers are greater and which numbers are less. 1

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

MORE / GREATER © ReadyEdPubl i cat i ons • or ev ew50 pu r po70ses80onl y•100 20 f 30r 40i 60 90

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LESS / SMALLER

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Place the symbols in between these sets of numbers to show which is greater.

> 9 ______ 7 8 ______ 9 12 ______ 6 . te o 20 c 16 ______ 6 14 ______ 19 13 ______ 3 8. ______ che e r o 98 ______ 96 st r up 23 ______ 28 40 ______ r 38s 77 e ______ 54 < 5 ______ 8

67 ______ 78

57 ______ 9

100 ______ 69

38 ______ 50

Use a separate piece of paper to write your own.

Page 32

Book 2

Ready-Ed Publications

Name:

Due Date:

Greater Than / Less Than 2 >

means “greater than”.

means “less than”.

The “small pointy bit” always points to the smaller number, and the “big, wide open part” opens to the larger number.

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

Compare 4570 and 4507

Thousands Hundreds Tens

Ones

Same

Smaller

Teac he r

Ones

Larger

Read from left to right.

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Thousands Hundreds Tens

Hint: Look at the place values of the number to decide which is larger. Read from left to right. The first number to have a larger digit is 4570. 4570 is greater, so 4570 > 4507

Nothing

Larger

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Compare 460 and 4007

460 does not have anything in the Thousands column. This means that 4007 is larger.

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460 < 4007

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Place the symbols in between these sets of numbers to show which is greater. 556 ______ < 801

890 ______ > 799

458 ______ 459

1609 ______ 6019

460 ______ 406

1390 ______ 399

2356 ______ 2800

4000 ______ 3899

77 ______ 5400

6778 ______ 6877

57 960 ______ 75 960

45 678 ______ 45 778

Use a separate piece of paper to write your own. Ready-Ed Publications

Book 2

Page 33

Name:

Due Date:

Greater Than / Less Than 3 >

means “greater than”.

(Decimals)

means “less than”.

The “small pointy bit” always points to the smaller number, and the “big, wide open part” opens to the larger number.

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

Compare 4.570 and 4.507. Ones

. 5

Same

Hundredths Thousandths

Ones

. 5

Larger

Same

Tenths

Same

Hundredths Thousandths

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Teac he r

Tenths

Smaller

Read from left to right.

Hint: Look at the place values of the number to decide which is larger. Read from left to right. The first number to have a larger digit is 4.570. 4.570 is greater, so 4.570 > 4.507

Ones

. 0

Compare 0.09 and 0.55.

Same

Hundredths Thousandths

Ones

Smaller

Same

Tenths

. 5 Larger

Hundredths Thousandths

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Tenths

The 0 in the tenths column is smaller than the 5 in the tenths column. This means that 0.09 is smaller. 0.09 < 0.55

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Place the symbols in between these sets of numbers to show which is greater. 4.8 ______ 5.8 <

4.90 ______ > 4.09

3.7 ______ 7.3

6.89 ______ 6.09

7.15 ______ 7.51

8.92 ______ 8.00

6 ______ 3.89

2 ______ 2.006

8.345 ______ 8.453

4.706 ______ 4.766

8.912 ______ 7.912

6.823 ______ 6.799

Use a separate piece of paper to write your own. Page 34

Book 2

Ready-Ed Publications

Name:

Due Date:

Money Skills 1 $1.00 = 100c

One Dollar = 100 Cents

Write these amounts like the example: Cents

Dollars

130

$1.30

r o e t s Bo r e p ok u S 695 550 200

Here are the coins that you see being used every day:

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Teac he r

245

$1.50

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Amount

$0.75 $2.50 $1.35 $1.20

50c

20c

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Tick in the boxes to show which coins you will use to make up these amounts. There may be more than one right answer! 10c

o c . che e r o t r s super

$3.00 $2.20 $0.60 $2.75 Ready-Ed Publications

Book 2

Page 35

Name:

Due Date:

Money Skills 2 $1.00 = 100c

One Dollar = 100 Cents

Write these amounts like the example: Cents 130

Dollars

r o e t s Bo r e p ok u S $1.30

$0.10

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Teac he r

999 450

1275

Here are some notes and coins that you see being used every day:

m . u

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Tick in the boxes to show which notes and coins you will use to make up these amounts. There may be more than one right answer! Amount $10 $1.50 $12.75 $1.40 $3.65

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50 c

20 c

10 c

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$0.85 $15.50 $23.65 $18.95 $38.80 Page 36

Book 2

Ready-Ed Publications

Name:

Due Date:

Money Skills - Which Is More? 1 $2.25

$2.30

$5.60

$5.16

$8.75

$5.57

$3.05

$3.50

$44.78

$45.00

$15.70

$16

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

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Teac he r

Colour in the box that shows more money.

Circle the toy that costs the most. Tick the toy that costs the least.

$103.24

$0.75

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m . u

$23.00 © Rea dyEdPubl i cat i ons $48.65 •f orr evi ew pur posesonl y•

o c . che e r o t r sgame ($48.65) and the cards s r u ptheeboard Challenge: If you were going to buy $3.20

($3.20), how much would they cost? Add the prices up here:

Ready-Ed Publications

Book 2

Page 37

Name:

Due Date:

Money Skills - Which Is More? 2 Colour in the box in each line that shows the most money. $2.25

$2.30

$3.20

$2.35

$4.55

$6.55

$6.40

$46.00

$5.20

r o e t s Bo r e p ok u S $4.60

$9.20

$0.99

$2.40

$25.60

$2.05

$25.55

$18.33

$4.20

$10.25

$34.60

$3.18

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$0.99

$34.06

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$67.90

$5.25

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Teac he r

Write the numbers underneath from least to most.

o c . che e r o t r s super

Challenge: Order these boxes by writing numbers from 1 (Least) to 4 (Most).

Page 38

Book 2

Ready-Ed Publications

Name:

Due Date:

Money Skills - Change 1 Change is the money that is given back to you when you pay more money than the cost. Cost = 60 c If you pay = $1.00 Change = 40 c

Pay – Cost = Change

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

You Pay

Cost

Sum

50 c

30 c

50 – 30 = 20

80 c

70 c

60 c

50 c

Change

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Teac he r

Use Pay – Cost = Change to work out these:

20 c

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You Pay $1.00

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Use these coins to show how the change will be made up. Work out the sums on a spare piece of paper.

o c . c e her Change Cost Coins r o t s supe r 75 c 25 c 20 + 5

$1.00

40 c

50 c

10 c

$1.00

15 c

50 c

20 c

Ready-Ed Publications

Book 2

Page 39

Name:

Due Date:

Money Skills - Change 2 Change is the money that is given back to you when you pay more money than the cost. Cost = 60 c If you pay = $1.00 Change = 40 c

Pay – Cost = Change

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Use Pay – Cost = Change to work out these: You Pay

$5.00

Sum

Change

30 c

50 – 30 = 20

20 c

$3.50

$2.00

$1.20

$2.00

$0.50

$10.00

$8.20

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50 c

Cost

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You Pay

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Cost

Change

75 c

25 c

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Use these coins and notes to show how the change will be made up. Work out the sums on a spare piece of paper.

Coins

$10.00

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$0.50

$0.35

$10.00

$9.95

$5.00

$2.75

$5.50

$5.40

$7.00

$5.90

$1.00 $5.00

$10.00

Page 40

20 + 5

$4.50 $6.00 $7.50

Book 2

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Due Date:

Money Skills - In Y our W allet Your Wallet Decide the notes and coins that you would use to pay for the item in the picture. Write the money you need to use and the change you would get in the last column. Item

Look at the money

Money used

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Change

_______

$25.50

_______

______

$6.75

_______

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_______

______

_______

$12.25

_______

_______ _______

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$78.15

_______

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______

_______

o c $9.20 . che e r o t r s super _______ _______

_______

______

_______ _______ _______

$0.80

_______

______

_______ _______ Ready-Ed Publications

Book 2

Page 41

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Fractions - Half 1 A fraction is: Part of a whole

⁄2

⁄6

⁄4

Part of a group

⁄6 or 1⁄2

⁄2

⁄4 or 1⁄2

⁄8

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

⁄4 or 1⁄2

This means how many you have coloured in. This means how many pieces there are.

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These things have been cut in half. Colour in one half (½).

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When you make a half you cut something into 2 pieces.

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Book 2

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Fractions - Half 2 When you make a half you cut something into 2 pieces. This is how you write half. If you colour in half … 1 2

This means how many you have coloured in. This means how many pieces there are.

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Show how you would cut these things in half by drawing a line:

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These things have been cut in half. Colour in one half (½).

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Count the number of shapes in each group then circle ½ of them.

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Book 2

Page 43

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Fractions - Quarters & Thirds 1 Follow this pattern.

⁄2

Look at the fraction 1⁄2 How many pieces? 2

⁄3

How many pieces? 3

⁄4

Look at the fraction 1⁄4 How many pieces? 4

When you make fractions, each piece is the same size.

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Teac he r

⁄3

⁄4

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Look at the fraction 1⁄3

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Divide these shapes into thirds (1⁄3) - 3 pieces.

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Divide these shapes into halves (1⁄2) - 2 pieces.

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Divide these shapes into quarters (1⁄4) - 4 pieces.

Page 44

Book 2

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Name:

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Fractions - Quarters & Thirds 2 Follow this pattern.

⁄2

⁄3

Look at the fraction 1⁄2 How many pieces? 2

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Look at the fraction 1⁄3 How many pieces? 3

Look at the fraction 1⁄4

How many pieces? 4

⁄4

When you make fractions, each piece is the same size. Use the rule to shade in the boxes:

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⁄3

(Hint: make 3 equal pieces)

⁄4

(Hint: make 4 equal pieces)

⁄4

⁄3

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⁄4

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⁄2

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Challenge: Write a fraction for each of the following: Choose from: 1⁄ 3 1⁄ 4 3⁄ 4 1⁄ 2

= ______ Ready-Ed Publications

= ______

= ______ Book 2

= ______ Page 45

Name:

Due Date:

Smaller FFractions ractions Write down a fraction for the shaded parts:

2 ⁄4 = ______

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Teac he r

= ______

⁄8

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Colour in these fractions on the shapes:

⁄10

⁄3

⁄5

Tick the one which also looks like 1⁄2 (one half).

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= ______ or ______

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Write down a fraction for the shaded parts of each set: There may be more than one answer.

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= ______

= ______ or ______

Colour in these fractions on the sets:

⁄8

⁄10

⁄3

⁄6

Tick the one which also looks like 1⁄2 (one half). Page 46

Book 2

Ready-Ed Publications

Name:

Due Date:

Equivalent FFractions ractions 1 Equivalent means the same. Shade in these shapes to show that 1⁄2 is the same as 2⁄4.

r o e t s Bo r e p ok u S They are equivalent.

⁄2 = 2⁄4

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Teac he r

Shade the shapes below to show that 2⁄4 is equivalent to 1⁄2.

⁄4

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⁄2

. ⁄ te ⁄ ⁄ o c . che e r o t r s sup r ⁄ ⁄ e 2

⁄4

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⁄2

= 2

⁄2 Book 2

Page 47

Name:

Due Date:

Equivalent FFractions ractions 2 Equivalent means the same. Shade in these shapes to show that 1⁄2 is the same as 2⁄4.

⁄2 = 2⁄4

They are equivalent.

Shade the shapes below to show equivalent fractions:

/4 = 1/2

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Teac he r

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/4 = 6/8

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Look at the numbers in each fraction. Each part of the fraction has a special name: 1 2

= =

numerator denominator

Can you see any pattern between the equivalent fractions? x2

1 = 2 2 4

2 = 4 4 8

3 = 6 6 12

1 = 5 2 10

1 = 9 2 18

4 = 2 12

10 = 5 10

Try writing in the missing numbers: x4

1 = 4 2

1 = 10 2

2 = 4 3

x4 Page 48

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Ordering FFractions ractions 1 Shade in the boxes to show which is larger. 1

⁄2

Which is larger?

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⁄4

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⁄4

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⁄3

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Challenge: Try this one. 5

⁄8

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⁄8

Book 2

Which is larger?

Page 49

Name:

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Ordering FFractions ractions 2 Shade in the boxes to show which is larger. 3

Which is larger?

⁄4

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

⁄8

Put these fractions into order:

⁄4, 2⁄4, 1⁄4, 3⁄4 = ______________________________

⁄8,

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⁄8

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___________________________________________________

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Using the symbols > (more than) and < (less than), show which fraction is larger.

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⁄3 ______ 2⁄3

Page 50

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⁄7 ______ 3⁄7

⁄10 ______ 8⁄10

Book 2

⁄6 ______ 1⁄6

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Adding & Subtracting FFractions ractions 1 Rule: You can only add or subtract fractions easily if the denominator is the same. 3

⁄4 + 1⁄4 - can add easily

⁄3 + 4⁄5 - cannot add easily

You + or – fractions by adding or subtracting the numerator (top number).

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

4 3 7 + = 8 8 8

2 1 + = 6 6 6

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Teac he r

Colour in these fractions and add them:

3 5 + = 10 10 10

m . u

e.g. 3⁄8 + 2⁄8

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2. Do NOT change the denominators. Only + or – the numerators (top). e.g. 3⁄8 + 2⁄8 = 5⁄8

. t e Add these:

1 1 2 + = 3 3 3 2 3 + = 7 7

o c . che e 3 2 4r 3 o t r +s = s9+9=9 r u 6 6 p 6e 3 2 + = 8 8

4 6 + = 10 10

3 1 2 – = 6 6 2

7 3 – = 9 9 9

5 1 – = 5 5

Ready-Ed Publications

Book 2

Subtract these:

Page 51

Name:

Due Date:

Adding & Subtracting FFractions ractions 2 Rule: You can only add or subtract fractions easily if the denominator is the same. 3

⁄4 + 1⁄4 - can add easily

⁄3 + 4⁄5 - cannot add easily

You + or – fractions by adding or subtracting the numerator (top number). Do not change the denominator. Add these:

1 3 + = 7 7

3 1 + = 6 6 6

4 4 + = 9 9 9

6 1 + = 8 8

8 1 + = 10 10

8 2 – = 9 9 9

5 4 – = 5 5

Subtract these:

6 2 4 – = 6 6 6

8 – 10

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Teac he r

1 1 2 + = 3 3 3

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3 1 + 4 4 3 3 – 5 3

1 2 + 5 7

5 2 – 8 6

m . u

Circle the sums that you CAN do easily:

2 3 + 7 7

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Draw a picture and then write the sum for this:

Mum cut a cake into 8 pieces. I ate 2/8 and my greedy sister ate 4/8. How much of the cake was eaten altogether? (Hint: It is a + sum.)

Page 52

Book 2

Ready-Ed Publications

ANSWERS - Skill Drills (P 24) Pairs To Ten

(P 25) Pairs To Twenty

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(P 26) Subtraction

(P 27) Addition

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(P 28) Multiplication 7

3 1

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Page 53

ANSWERS

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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 30 - Estimating 1 Look, Guess and Count: 15, 12, 11 Page 31 - Estimating 2 Look, Guess and Count: 34, 16 Estimate and do the sum: 22 is close to 20, 47 is close to 50 Estimate = 70 Estimate by rounding. Answers should be similar to: Estimate: 60, Answer: 59 Estimate: 130, Answer: 130 Estimate: 100, Answer: 94 Estimate: 100, Answer: 99 Estimate: 100 Answer: 97 Estimate: 120, Answer: 118 Page 32 - Greater Than / Less Than 1 <, >; >,<,>, <; <,>,>,>; <,>,>,< Page 33 - Greater Than / Less Than 2 <; <,>,>; <,>,<; <,<,< Page 34 - Greater Than / Less Than 3 (Decimals) <; >,<,>; >,<,<; <,>,> Page 35 - Money Skills 1 Cents to Dollars: $2.45, $6.95, $5.50, $2.00; Making up amounts (there may be more than one correct answer) $1.50 = $1 + 50c or $1 + 20c + 20c + 10c $0.75 = 50c + 20c + 5c or 20c + 20c + 20c + 10c + 5c $2.50 = $2 + 50c or $1 + $1 + 20c + 20c + 10c $1.35 = $1 + 20c + 10c + 5c or 50c + 50c + 20c + 10c + 5c $1.20 = $1 + 20c or 50c + 50c + 10c + 10c $3.00 = $2 + $1 or $1 + $1 + $1 $2.20 = $2 + 20c or $1 + $1 + 10c + 10c $0.60 = 50c + 10c or 20c + 20c + 20c $2.75 = $2 + 50c + 20c + 5c or $1 + $1 + 20c + 20c + 20c + 10c + 5c Page 36 - Money Skills 2 Cents to Dollars: $0.95, $0.05, $9.95, $4.50, $12.75 Making up amounts: Answers will vary. Page 37 - Money Skills - Which Is More 1 $2.30, $5.60, $8.75, $3.50, $45.00, $16 Toys - Most:$103.24; Least: $0.75 Cost of two toys = $51.85 Page 38 - Money Skills - Which Is More 2 $3.20, $46.00, $9.20 Least to most $2.05 $2.40 $4.20 $5.25 $10.25 $18.33 $25.55 $25.60 $2.30 $45.98 $67.90 $95.45 $0.99 $3.18 $34.06 $34.60 Challenge: 3 (80c), 2 (70c), 1 (25c), 4 (90c). Page 39 - Money Skills - Change 1 80 - 70 = 10 10c 60 - 50 = 10 10c 50 - 15 = 35 35c 100 - 80 = 20 20c 60c = 50c + 10c, 40c = 20c + 20c, 85c = 50c + 20c + 10c + 5c, 30c = 20 c + 10c. Page 40 - Money Skills - Change 2 5.00 - 3.50 = 1.50 $1.50 2.00 - 1.20 = 0.80 80c 2.00 - 0.50 = 1.50 $1.50 10.00 - 8.20 = 1.80 $1.80 50c = 50c, $4.00 = $2 + $2, $2.50 = $2 + 50c, $0.15 = 10c + 5c $0.05 = 5c, $2.25 = $2 + 20c + 5c, $0.10 = 10c, $1.10 = $1 + 10c Page 41 - Money Skills - In Your Wallet Answers will vary. Check amounts and then the change. Page 42 - Fractions - Half 1 Teacher/Parent to check. Check that all shapes have been shaded in half. Page 43 - Fractions - Half 2 Teacher/Parent to check. Check that all shapes have been shaded or divided in half. Page 44 - Fractions - Quarters & Thirds 1 Teacher/Parent to check. Check that all shapes are in equally divided pieces as instructed. Page 45 - Fractions - Quarters & Thirds 2 Teacher/Parent to check. Check that all shapes are in equally divided pieces as instructed. Challenge: 1/4, 2/4, 3/4, 4/4.

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Page 46 - Smaller Fractions Write down a fraction: 2/4, 5/8, 3/9, 4/6. Teacher/Parent to check that all fractions are coloured correctly. Write down a fraction: 2/4, 5/8, 3/9, 4/6. Page 47 - Equivalent Fractions 1 Teacher/Parent to check that equivalent fractions have been shaded correctly. Page 48 - Equivalent Fractions 2 Parent/Teacher to check. Pattern is that if the denominator or the numerator is multiplied by number, the same happens to the other one. Equivalent fraction answers = 4/8, 10/20, 4/6, 2/6, 5/5. Page 49 - Ordering Fractions 1 Which is larger? 3/4, 3/4, 2/4, 4/4, 2/3, 5/8. Page 50 - Ordering Fractions 2 Teacher/Parent to check. 3 4 ⁄4 should be shaded; ⁄8 should be shaded; 1 2 3 1 Order of fractions is ⁄4, ⁄4, ⁄4, 4⁄4; ⁄8, 2⁄8, 3⁄8, 4⁄8, 5⁄8, 6⁄8, 7⁄8, 8⁄8; >, <, > Page 51 - Adding & Subtracting Fractions 1 3 5 4 ⁄6, 8⁄10; ⁄6, 7⁄9, 5⁄7, 5⁄8, 10⁄10; ⁄9, 4⁄5 Page 52 - Adding & Subtracting Fractions 2 4 6 ⁄6, 8⁄9, 4⁄7, 7⁄8, 9⁄10; ⁄9, 1⁄5, 1⁄10, 0⁄3 or 0, 2⁄8; 3 1 2 3 4 Can do: ⁄4 + ⁄4, ⁄7 + ⁄7, ⁄8 + 1⁄8, 4⁄6 - 1⁄6; Sum: 2⁄8 + 4⁄8 = 6⁄8

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