Extension Maths Series: Book 2 - Ages 6-8 by Teacher Superstore

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Extension maths Book 2

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Written by Sonja Hansby. Illustrated by Rod Jefferson. © 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 568 3

Introduction The Extension Maths series was first published as the “Top-Up Series” in 1995. The series is designed to provide extension and enrichment for early finishing or advanced primary-aged children to extend their skills in mathematics.

r o e t s Bo r e p ok u S on providing a variety of number related The book concentrates

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This updated book, Extension Maths Book 2, contains a range of extension activities that will prove both stimulating and challenging for young mathematicians.

skills which will greatly assist young children in the development and extension of their numeracy abilities. Amongst these skills are: Use of addition, subtraction, multiplication and division operations to complete number equations; Representing number sentences pictorially, using addition, subtraction and multiplication; Calculating change and identifying amounts of money; Identifying and counting 2D shapes; Carrying out repeated addition of whole numbers in order to solve a problem; Reading and drawing the correct times on analogue clocks; Completing problems using grids; Reading and interpreting a simple bar graph.

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The specific breakdown of Links to Maths Outcome Statements can be found on Page 4 of the book.

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Contents

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Links to Maths Outcome Statements ...................................................... 4 Eleven ................................................................................................... 5 Eleven: Number Sentences .................................................................... 6 Eleven: Counting Coins .......................................................................... 7 Eleven: Trace And Copy ........................................................................ 8 Twelve .................................................................................................. 9 Twelve: Magical Mushrooms ............................................................... 10 Twelve: Trace & Copy ......................................................................... 11 Thirteen .............................................................................................. 12 Thirteen: At the Circus ......................................................................... 13 Thirteen: Trace & Copy ....................................................................... 14 Fourteen ............................................................................................. 15 Fourteen: Number Sentences .............................................................. 16 Fourteen: Number Maze ..................................................................... 17 Fifteen ................................................................................................ 18 Fifteen: Money Madness ...................................................................... 19 Fifteen: Trace & Copy.......................................................................... 20 Sixteen ................................................................................................ 21 Sixteen: Number Sentences ................................................................. 22 Sixteen: Trace & Copy ......................................................................... 23 Seventeen ........................................................................................... 24 Seventeen: Number Sentences ............................................................ 25 Seventeen: Trace & Copy .................................................................... 26 Eighteen.............................................................................................. 27 Eighteen: Number Sentences ............................................................... 28 Eighteen: Trace & Copy ....................................................................... 29 Nineteen ............................................................................................. 30 Nineteen: Amazing Mazes ................................................................... 31 Nineteen: Trace & Copy ...................................................................... 32 Twenty ................................................................................................ 33 Twenty: Number Sentences ................................................................. 34 Twenty: Trace & Copy/Money .............................................................. 35 Missing Symbols .................................................................................. 36 Reading Graphs .................................................................................. 37 Patterns .............................................................................................. 38 Measurement ...................................................................................... 39 Problem Solving 1 ............................................................................... 40 Problem Solving 2 ............................................................................... 41 Treasure Island ................................................................................... 42 Matchstick Patterns ............................................................................. 43

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Page 3

Links to Maths Outcomes Statements VICTORIA

Mathematics Level 2 Strand: Space - Shape and Space - 2.1, 2.2, 2.4; Location - 2.3, 2.4 Strand: Number - Mental Computation and Estimation - 2.1; Computation and Applying Number - 2.2, 2.3, 2.4; Number Patterns and Relationships - 2.2, 2.3 Strand: Measurement and Data - Time - 2.2; Data - 2.1, 2.3 Strand: Reasoning and Strategies - Strategies for Investigation - 2.2

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NEW SOUTH WALES

Mathematics Stage 2

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Strand: Space Representing Two-Dimensional Space - S 2.2(a); Spatial Patterns - S 2.3; Data - S 2.5 Strand: Number Number Facts - N 2.3(a), Number Operations - N 2.4(a), N 2.4(b); Applying Number - N 2.5

Strand: Measurement

Measurement Attributes, Units and Tools - M 2.1(a); Length - M 2.2; Area - M 2.3; Time - M 2.7

SOUTH AUSTRALIA

Primary Years Band Strand: Number - 2.6, 2.7, 2.8 Strand: Measurement - 2.4 Strand: Pattern and Algebraic Reasoning - 2.9 Strand: Spatial Sense and Geometric Reasoning - 2.12, 2.14

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Strand: Number Number Concepts - N 2.1; Addition and Subtraction - N 2.2; Multiplication and Division - N 2.3 Strand: Patterns and Algebra Patterns and Functions - PA 2.1; Equivalence and Equations - PA 2.2 Strand: Measurement Time - M 2.2 Strand: Chance and Data Data - CD 2.2 Strand: Space Shape and Line - S 2.1; Location, Direction and Movement - S 2.2

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WESTERN AUSTRALIA

Level 2

Strand: Space Represent Location - S 2.1; Represent Shape - S 2.2; Reason Geometrically - S 2.4 Strand: Measurement Understand Units - M 2.1; Direct Measure - M 2.2 Strand: Chance and Data Interpret Data - C&D 2.4 Strand: Number Understand Operations - N 2.2; Calculate - N 2.3; Reason About Number Patterns - N 2.4

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Name ................................................

Eleven

Learning Outcome: Students use addition, subtraction, multiplication and division operations to complete number equations.

11 Try to use +, – , ÷ and x. r o e t s Bo r Some examples have been given. e p ok u S x ÷ +– 11 x ÷ + – 22

2 = ______

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Fill in the boxes with number sentences equal to 11.

11 = ______

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Name ................................................ Learning Outcome: Students represent number sentences pictorially, using

Eleven:

addition, subtraction and multiplication.

Number Sentences

Solve the following number sentences. Draw pictures to show how you got your answers. One has been done for you.

3 6

Sentence: 15

– 7 + 3=

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Picture:

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Picture: © ReadyEd Publ i cat i ons •f orr evi ew pur posesonl y•

Picture:

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–2–4=

Sentence:

Picture:

2 4

Picture:

Sentence: 2 + 3 + 4 + 2 =

Sentence:

Sentence: 11 Picture:

T otal-15 1

Total-12 7

r o e t s B r e 7 + 4 =p 7 +o 2o +2= u k S

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Picture:

Sentence:

5 + 6 = 11

Sentence:

4x5–9=

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Name ................................................ Learning Outcome: Students calculate change and identify amounts of

Eleven:

money.

Counting Coins

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

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Imagine these toys all costs 11 cents. How much would you have left over if you used the coins shown?

........... cents

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........... cents

o c . che e ........... cents r o r st super If donuts cost 2 cents each and you have ...

how many could you buy? ............. Ready-Ed Publications

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Name ................................................ Learning Outcome: Students complete basic number facts and number sentences using all four (+ - x ÷) operations.

Eleven: Trace & Copy

Eleven 11 Eleven 11 r o e t s Bo r e p ok u 6 + 4 + 1S = 11 - 6 =

6+7–2= 4x3–1=

Answer carefully.

11 –

– 3 = 11

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Solve these.

Put in the missing symbols.

©ones Re+ ad yEdP i c t i o ns 6ubl 5a = 11 11 = ..... ..... tens

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•f orone r evi ew pur posesonl y• The number 11 9=2 before 11 is .................. What number is nine 2 4 + 3 = 11 bigger than 11? ............ Number 11 is an odd or 6 9 – 4 = 11 even number? .............. Eighteen cakes, seven 3 3 + 2 = 11 eaten, how many left?......

o c . che e r o t r s Create picture sentencess that equal 11. up er x + = 11 e.g. 4 x 2 + 3 = 11

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Name ................................................ Learning Outcome: Students represent number sentences pictorially, using

Twelve

Solve the following number sentences. Draw pictures to show how you got your answers. One has been done for you.

Picture:

r o e t s Bo r 7 +p 5e = 6o +2+4= u k S Sentence: Picture:

Sentence: 12

–6=

Sentence: 5

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Picture:

6 + 6 = 12

Sentence:

addition, subtraction and multiplication.

Picture: © ReadyEdPu bl i cat i ons •f orr evi ew pur posesonl y•

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Sentence: 4

x2+4 =

Picture:

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Sentence:

Sentence: Picture:

4x4–4=

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Picture:

o c . che e r o t r s s r u e p 3 + + 6 = 12 Sentence: – 6=

Picture:

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Picture:

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Name ................................................ Learning Outcome: Students use addition of whole numbers to solve a

Twelve:

number problem.

Magical Mushrooms

In these puzzles the three numbers in a line should add up to the same total.

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Insert numbers 1 to 7 to make this magical mushroom add up to 12. One number has been done for you.

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CHALLENGE Can you make this magical mushroom total 15?

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Insert the numbers 1 to 9.

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Name ................................................ Learning Outcomes: a. Students complete basic number facts and number

Twelve:

sentences using all four (+ - x ÷) operations; b. Students understand the concept of “a dozen”; and division operations to complete number equations.

Trace & Copy

Tw e l v e 1 2 Tw e l v e 1 2 r o e t s Bo r e p ok +2 =12 12 – 6 = u S

Solve these.

7+6 – 4x

=12 6+

– 4 =12

=12

– 2 = 12

Answer carefully.

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Put in the missing symbols.

6i =n 12 12 © = ..... ones +..... tens Re ady Ed Pu6bl i cat o s

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The number one •f o rr ev i ew pur p12 oses9o= nl 3y• before 12 is .................. The number one 6 2 2 2 =12 after 12 is ............ Double 12 is ................ 11 7=4 Half 12 is ................... Is 12 an even or odd 4 3 = 12 number?.............

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o c . che e r o A dozen is another way of saying 12. On the back of this t r s s r u e p sheet write two sentences using the word 'dozen'.

For example: There

were a dozen eggs in the basket.

Tick some other things that come in groups of 12. 12 hours in a day

12 months in a year

12 days in a week

12 years in a century

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Name ................................................

Thirteen

Learning Outcome: Students use addition, subtraction, multiplication and division operations to complete number equations.

Fill in the boxes with number sentences equal to 13. Try to use +, – , ÷ and x.

r o e t s Bo r e p ok u ÷S +– x ÷ +– 13

Some examples have been given.

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10 + 3 = 13 13 = 4 x

18 - 5 = 13 +5

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+ 4 = 13

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Thirteen:

Learning Outcomes: a. Students identify and count 2D shapes. b. Students use addition to create number sentences.

At the Circus

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Count all the different types of shapes in the picture.

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How many squares? How many triangles? How many rectangles? How many circles? How many ovals? Colour the rest of the picture.

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Colour them blue. Colour them yellow. Colour them orange. Colour them black. Colour them red.

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Use the shapes above to make 3 number sentences adding up to 13. Colour your shapes. 1. 2. 3. Ready-Ed Publications

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Name ................................................ Learning Outcome: Students complete basic number facts and number

Thirteen:

sentences using all four (+ - x ÷) operations.

Trace & Copy

Th i r t e e n 1 3 Th i r t e e n 1 3 r o e t s Bo r e p o u k 6+4+3 S = 6+ = 13 13

7+9 – 2=

13 –

4 x 4 – 3=

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Solve these.

– 4 = 13

Answer carefully.

Put in the missing symbols.

©ones Rea yEd4Pub i c at i o 13 = ..... +d ..... tens 2l 3 4n =s 13

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Double 13 is ................ Write the number six bigger than 13 ........... What number is five smaller than 13? ........... Is 13 an even or odd number?.............

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f orr evi ew pur posesonl y• The • number one 6 7 2 2 = 13 before 13 is .................. The number one 6 2 1 = 13 after 13 is ............ 3 = 13

o c . che e r o t r s super Make up your own.

Make 13 with shapes:

Thirteen lollies. Five are eaten. How many are left?......... Page 14

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Name ................................................

Fourteen

Learning Outcome: Students use addition, subtraction, multiplication and division operations to complete number equations.

Fill in the boxes with number sentences equal to 14.

Try to use +, – , ÷ and x.

r o e t s Bo r e p ok u xS ÷ +– 14 x ÷ + –

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Some examples have been given.

7 + 7 = 14

18 – 4 = 14

2 = 14

2 + 2 = 14

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Name ................................................ Learning Outcomes: a. Students represent number sentences pictorially, using + - x ÷.

Fourteen:

b. Students complete basic number facts.

Number Sentences

Solve the following number sentences. Draw pictures to show how you got your answers. One has been done for you.

r o e t s B r e 6 + 8 =p 14 3 x 3o +o 5= u k S

Sentence:

Sentence: 2

x4+6=

Sentence:

– 4 = 14

Picture: © ReadyEd Publ i cat i ons •f orr evi ew pur posesonl y•

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14 Quick Questions 1. 14 = ___ ones + ___ tens

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Picture:

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Picture:

8. 14 minus a dozen = ______

o c 3. Double 14 = ________ 14 . che 10. 18 4 = r e r 4. Is 14 a prime number? _____ 4 r 4t –o 2 = 14 s su11. pe 2. Half of 14 = ________

9. 14 ÷ 7 =

5. Is 14 a square number? _____

12. 2, 4, 6, ___, ___, ___, ___

6. 14 ÷ 2 =

13. 6 + 6 +

7. 14 + 0 =

14. Fourteen lollies on the table. You eat nine of them. How many left? _______

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= 14

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Name ................................................ Learning Outcome: Students carry out repeated addition of whole numbers in

Fourteen:

order to solve a problem.

Number Maze

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Add numbers to find a path from each animal to its lunch. The path must total 14. Shade in the squares to show the path you take.

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Write your paths here, e.g. No. 1: 3 + 7 + 2 + 1 + 1 = 14 1. ........................................ 2. ......................................... 3. ........................................ 4. ......................................... Ready-Ed Publications

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Name ................................................ Learning Outcome: Students complete basic number facts and number

Fifteen

sentences using all four (+ - x ÷) operations.

Fill in the boxes with number sentences equal to 15. Try to use +, – , ÷ and x.

r o e t s Bo r e p 15 x ÷ o ÷ +u – +k – S

Some examples have been given.

10 + 5 = 15

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2 x 6 + 3 = 15

Picture:

. t +e

Sentence: 3 Picture:

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x6–

Sentence: Picture:

x 5 – 5 = 15

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3 x 4 + 3 = 15

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Sentence:

o c . che e r o t r s u per = 15 s Sentence: = 15

Write your own.

Picture:

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Name ................................................ Learning Outcome: Students count on from a given set of coins to represent

Fifteen: Money Madness

amounts of money.

Each box below shows 15 cents. Draw more coin shapes to make up the amount shown in each corner box. Example:

5c r o e t s Bo r e p 30c ok u S

25c

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10c

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60c

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65c

35c

20c

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Name ................................................ Learning Outcomes: a. Students add whole numbers to complete number equations.

Fifteen:

b. Students read and draw the correct times on analogue clocks.

Trace & Copy

Fi f t e e n 1 5 Fi f t e e n 1 5 r o e t s Bo r e p=15 15 – 7 = ok 6+ u +3 S 7+8+2– =15 8 +

4 x 3 + =15

= 15

– 4 = 15

Fill in the missing times below.

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Solve these.

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10:15

..................

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................. ................. .................. Draw the missing times on these clockfaces.

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2:15

8:15

A Tricky Question Some clocks use 24 hour time. Instead of stopping at noon and starting over at 1 o'clock again the time is shown as 12 + 1 which is 13 o'clock. This is said as 1300 (thirteen hundred hours). What time would it be at 1500 hours? .......................... Page 20

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Name ................................................ Learning Outcomes: a. Students complete basic number facts and number

Sixteen

sentences using all four (+ - x ÷) operations. b. Students understand the concept of square numbers.

Fill in the boxes with number sentences equal to 16. Try to use +, – , ÷ and x.

r o e t s Bo r e p x ÷ +– ÷k+ – 16 x o u S 10 + 6 = 16

2 x 5 + 6 = 16

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Some examples have been given.

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Picture:

Sentence: Picture:

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x 8 + 0 = 16

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Sentence:

o c . c e A Square Question her r o t s sa square per Did you know that 16 isu number? This is because 4 lots of 4 is equal to 16.

i.e. 4 groups of 4 = 16

16 is the square of 4. What are the squares of these numbers? 2 ......... 3 ......... (Draw pictures on the back of this sheet to help you work it out.) Ready-Ed Publications

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Name ................................................ Learning Outcome: Students represent number sentences pictorially, using addition, subtraction and multiplication;

Sixteen:

and use division operations to complete number equations.

Number Sentences

Solve the following number sentences. Draw pictures to show how you got your answers.

8+8=

Sentence:

Sentence: 7

+2+7=

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

Sentence: 16

–4=

Picture:

Sentence: 16 Picture:

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Make up number sentences of your own. Sentence: Picture:

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Sentence:

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Sentence:

Picture:

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©R adyEd Publ i c at i o s =e 16 Sentence: +4 =n 16 Picture: •f orr evi ew p ur posesonl y•

Sentence: 8 + Picture:

–5–4=

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Picture:

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Name ................................................ Learning Outcome: Students add whole numbers to balance number equa-

Sixteen:

Trace & Copy

tions and complete a set of word problems.

Sixt e e n 1 6 Sixt e e n 1 6 r o e t s Bo r e p +6 =16 23 – 7 o 6+ =k u S 7+ +3–2=16 8 +

= 16

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Solve these.

– 4 = 16

+ 4=16

Wordy Problems

1. If you had 16 bananas and your friend ate half of them

© ReadyEdPubl i cat i ons how many would be left? .................. f o rr e vi ewshepwould ur pdouble oses oamount nl y• 2. • Your mum said that the of marbles in your collection. You have 16 marbles.

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How many does she need to give you? ...............

3. You and your three friends have 16 sticks of licorice

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between you. If you share them equally, how many will

o c . 4. These bugs need to add up to 16. Can you add the c e he r correct missing numbers? One has been o t r s done for you. super you each get? ...........................

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Name ................................................ Learning Outcomes: a. Students complete basic number facts and number

Seventeen

sentences using all four (+ - x ÷) operations. b. Students complete number patterns using whole numbers and ordinal number.

Fill in the boxes with number sentences equal to 17. Try to use +, – , ÷ and x. Some examples have been given.

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r o e t s B r e x ÷ + –p 17 x ÷oo +– u k S 10 + 7 = 17 2 x 5 + 7 = 17

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The bugs below need to add up to 17 before they can fly. Add the missing numbers. (Each body section must contain a number.)

8 o c . che e r o t r s suinp er Complete the missing numbers these patterns: 1 4

4 5

5 3

1. 13, 14, 15, ___, ___, ___

4. 7, 17, 27, ___, ___, ___

2. 13, 15, ___, ___, 21, ___

5. 11th, 13th, 15th, ___, ___

3. 20, ___, 18, ___, 16, ___

6. Fourteenth, fifteenth, ___________, __________

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Name ................................................ Learning Outcome: Students represent number sentences pictorially, using

Seventeen:

addition, subtraction and multiplication.

Number Sentences

Solve the following number sentences. Draw pictures to show how you got your answers. One has been done for you. Sentence:

r o e t s Bo r 8 + 9e = 17 7 + + 8 = 17 p ok u S Sentence: Picture:

Sentence: 17

= 17

–9 =

Picture:

Sentence:

Picture:

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Picture:

17c

= 17

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Sentence: Picture:

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Sentence:

+ 1 = 17

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+ 6 = 17

Sentence:

o c . che e r o t r s 3x4+5= s r pe 4x5– =u 17 Sentence:

Picture:

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Picture:

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Name ................................................ Learning Outcomes: a. Students complete basic number facts and number

Seventeen:

sentences using addition, subtraction and multiplication operations. b. Students identify, count and draw 2D shapes.

Trace & Copy

Seventeen 1 7 Seventeen 1 7 r o e t s Bo r e p23 – 6= ok u 6+ +7 =17 S 7+8+ –1=17 8 + = 17 17 x 3+5 =17

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Solve these.

– 4 = 17

Answer car efully carefully efully..

P ut in the missing symbols. Put

6 5 4 2 = 17 © ReadyEd Publ i cat i ons The number one 6ur 6os 3so 2n =l 17• • f o r r e v i e w p p e y before 17 is .................. 17 = ..... ones + ..... tens

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Double 17 is ................

4 20

5 = 17 3 = 17

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The number one after 17 is ............

. t o Draw a picturee using a total of c . 17 shapes only. Youc may use e hr r o the shapes shown below.e t s super Shapes and Spaces

I used:

Show the numbers of each shape you used.

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______ ______ ______ ______ ______ ______

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Name ................................................ Learning Outcomes: a. Students complete basic number facts and number

Eighteen

sentences using all four (+ - x ÷) operations. b. Using a grid, students calculate area of rectangles, writing matching number sentences based on their diagrams.

Fill in the boxes with number sentences equal to 18. Try to use +, – , ÷ and x. Some examples have been given.

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r o e t s Bo r e x ÷p +– ÷ +– 18 x o u k S 10 + = 18 2 x 5 + = 18

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Boxed ©InReadyEdPubl i cat i ons On the grid below show how you can make rectangles using •f orr evi ew pur posesonl y• 18 boxes. One has been done for you. Draw 3 more.

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Write the number sentence for each box you make: 1. e.g. 6 x 3 = 18

2. ........................................

3. ..................................... 4. ........................................ Ready-Ed Publications

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Name ................................................

Eighteen:

Learning Outcome: Students represent number sentences pictorially, using addition, subtraction and multiplication.

Number Sentences

Solve the following number sentences. Draw pictures to show how you got your answers.

=18

–4–3=

Sentence: Picture:

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4x4+2=

Picture:

Sentence:

Sentence: 18 Picture:

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Picture:

Sentence:

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

5+6+

= 18

Picture:

= 10

Sentence:

4x5–2=

Picture:

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Sentence:

. The bee wantst to reach the eggs. Start here. e o c 1. Find a path that totals 18. . c e her r 2. Now find o t s super another. Use a different coloured pencil to show each path.

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Name ................................................ Learning Outcomes: a. Students solve basic number sentences using addition, subtraction and multiplication. b. Students use real objects to solve word problems involving money and value.

Eighteen:

Trace & Copy

Eighteen 1 8 Eighteen 1 8 r o e t s Bo r e p o u 6+ +8 =18 23 – 5=k S 7+ +6–2=18 3 +

4x5–

=18

= 18

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Solve these.

+ 6 = 18

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Cheap Fruit - Going, Going, Gone! You have 18c to spend at the shop. Rbelow eaddraw yE Pu bl i caspend t i on s money. In the© bags 3d ways you could your e.g. bananas =i +r = •2f orr ev ew pu pose s18c onl y•

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Name ................................................ Learning Outcomes: a. Students complete basic number facts and number

Nineteen

sentences using all four (+ - x ÷) operations. b. Students represent number sentences pictorially, using addition, subtraction and multiplication.

Fill in the boxes with number sentences equal to 19. Try to use +, – , ÷ and x. An example has been given.

x ÷ +– 19 r o e t s B r e oo 10 + 9 p = 19 u k S

Solve the following number sentences. Draw pictures to show how you got your answers. Picture:

5© + 6R +e =19 Sentence: 19 – 4 – 3 = ad yEd Publ i cat i ons Picture:

•f orr evi ew pur posesonl y•

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Sentence: Picture:

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6x3+1=

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19 –

Sentence: Picture:

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Sentence:

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x ÷ +–

= 19

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Sentence:

4x6–5=

Picture:

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Name ................................................Learning Outcome: Students add whole numbers to 10 in order to solve a

Nineteen:

problem.

Amazing Mazes

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Begin at any number outside the maze. Find a path to the centre, adding the numbers you come across as you pass through the spaces. Find a path that totals 19. Use a GREEN pencil.

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1. Show the path with the highest total. Use a RED pencil. Write the number sentence and its total.

......................................................................................... 2. Show the path with the lowest total. Use a BLUE pencil. Write the number sentence and its total.

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o c . ......................................................................................... che e r o t 3. Show a path which adds up to 19. Use a r s BLACK pencil. s r u e p Write the number sentence and its total. ......................................................................................... 4. Show a path which adds up to 25. Use an ORANGE pencil. Write the number sentence and its total. ......................................................................................... Ready-Ed Publications

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Name ................................................ Learning Outcomes: a. Students solve basic number sentences using addition, subtraction and multiplication.

Nineteen:

b. Students manipulate 2D shapes, exploring the features of each shape.

Trace & Copy

Nineteen 1 9 Nineteen 1 9 r o e t s Bo r e p= 24 – 5= ok 6+ 4 u +9 S 7+9+

–2=19

4x6–

=19

Shape Up!

4 has _____ sides.

= 19

+13 = 19

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In the spaces below draw two patterns using these shapes. Each pattern must have a total of 19 sides. Decorate your pattern or object.

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Here is an example: I used: 1 =5 1 =4 1 =4 2 =6 Total sides =19

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Solve these.

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Name ................................................ Learning Outcome: Students complete basic number facts and number

Twenty

sentences using all four (+ - x ÷) operations.

Fill in the boxes with number sentences equal to 20. Try to use +, – , ÷ and x. Some examples have been given.

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r o e t s Bo r e x ÷p +– ÷ +– 20 x o u k S 10 + = 20 2 x 5 x 2 = 20

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numbers. (Each body section must contain a number.)

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2 6

3 1 8

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3 3

2 3

1 2

4 11

4 12

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Name ................................................Learning Outcomes: a. Students represent number sentences pictorially,

Twenty:

using addition, subtraction and multiplication. b. Students read and display the time on analogue clocks.

Number Sentences Solve the following number sentences. Draw pictures to show how you got your answers. Sentence:

10 +

+6 =

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20 – 4 =

Picture:

Sentence:

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Sentence:

Sentence: Picture:

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Picture:

x 2 =20

20 – 6 – 4 =

Picture:

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Fill in the missing times below.

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Twenty to seven Page 34

5:20

12:20

4:20 Ready-Ed Publications

Name ................................................ Learning Outcome: Students calculate change given and identify amounts of

Twenty:

money using coins to $1.

Trace & Copy/Money

Tw e n t y 2 0 Tw e n t y 2 0 r o e t s Bo r e p ok u S Draw and write the change you might get if you spend the

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You have ... (One dollar)

amounts shown. (Use shapes to show the coins, as in the example.) 10c 20c

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.............

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Name ................................................ Learning Outcome: Students insert the appropriate number symbol (+ - x) to

Missing Symbols

make the number sentence true.

Put in the missing symbols to make the number sentences

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correct. (+ – x)

5 = 11

2 = 11

4 = 12

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11 5

6 11 12 Page 36

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Make up some of your own.

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2=6

2=4 Ready-Ed Publications

Name ................................................ Learning Outcome: Students complete, read and interpret a simple bar graph.

Reading Graphs

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3 4 5 6 7 Balloon Colours

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Teac hof class members Numbere r

Favourite balloon colours in Ben's class. 9 8 7 6 5 4 3 2 1

3 = orange 7 = pink

4 = purple 8 = brown

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1 = red 5 = yellow

1. What colour is most popular in Ben's class? ................... 2. What colour is the least liked in his class?......................

. te o c 4. Which two colours scored the same? ............................. . che e r o 5. How many more r class members liked orange than t s s r u e p brown? ................. 3. How many class members like pink balloons?................

6. How many more class members liked blue than yellow? ....................... 7. How many class members are there altogether in Ben's class? ................ Ready-Ed Publications

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Name ................................................

Patterns

Learning Outcome: Students complete number patterns, identifying the rule in the process.

Finish each pattern. Write a rule for the pattern.

r o e t s Bo r e Rule: ............................................................................. p ok u 2. 100, 99, 98,S 97, ......, ......., ......, ......, ......, ......, .......

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1. 2, 4, 6 ............, ............, ............., ..............., .............

Rule: .............................................................................

3. 5, 10, 15, 20, ......, ......, ......, ......, ......, ......, ......, ......

Rule: ............................................................................

4. 10, 20, 30, 40, ......., ......., ......., ......., ......., ......., .......

5. 1, 2, 4, 8, ........, ........, ........, ......., ........, ........, .........

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Rule: ........................................................................... 6. 0, 3, 6, 9, ........, ........, ........, ........, ......., ........, .........

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8. Make up your own number pattern.

.................................................................................... Rule: ........................................................................... Page 38

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Name ................................................ Learning Outcome: Students use informal and formal units to measure length.

Measurement Use string and a ruler to measure the following lines.

............. = cms

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○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

............. = cms

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7. Challenge!

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○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○

○ ○ ○

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

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Name ................................................Learning Outcome: Students solve word problems using all four (+ - x ÷) operations.

Problem Solving 1

Change the word stories into number sentences. Work them out and give the answers. Don' t forget to use the symbols: +, – , ÷ and x.

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

.............

............. = ...............

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1. Dan is having a birthday party. He has invited six cats, four possums, two magpies and two baboons. How many animals has he invited altogether?

2. Dan bought eighteen prizes to give away to game winners. The four possums have won a prize each. How many prizes does he have left?

3. The six ate two cakes •cats f or r e vi eweach. pur posesonl y• How many cakes did they eat together? ..................... = .......................

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...................

4. Magpie ate six apple pies and Baboon ate eleven apple pies. How many more apple pies did Baboon eat than Magpie?

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Name ................................................ Learning Outcome: Students represent word problems as number sentences, exploring addition, subtraction, multiplication and division operations.

Problem Solving 2

Change the word stories into number sentences. Work them out and give the answers. Don' t forget to use the symbols: +, – , ÷ and x.

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

...............

................ = ................

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Teac he r

1. Bet has packed her own lunch for school. She has two oranges, five bananas and six cherries. How many pieces of fruit does she have altogether?

2. Bet shared her fruit with her friends. She gave Barbara five cherries. How many pieces of fruit has she left? ..................

.................. = ...................

© ReadyEdPubl i cat i ons 3. Petrina brought sixteen plums to school, to share • f orr evi e wthree pufriends. r posesonl y• between herself and How many will each get? ................... = ..................

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..................

4. Five boys had four apples each. How many apples did they have altogether?

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Name ................................................ Learning Outcome: Students follow directions and paths on a simple network.

Treasure Island

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See if you can get to the buried treasure by following six different paths from the ship to the chest. here. Start her e.

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A. Go down _____then_____

B. Go down_____ then_____

C. Go down _____then_____

D. Go down_____ then_____

E. Go down _____then_____

F. Go down_____ then_____

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Name ................................................Learning Outcome: Students experiment with 2D shapes using concrete materials, creating patterns using a given number of sides.

Matchstick Patterns

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For these activities you will need some matchsticks. Look carefully at each pattern. Arrange your matchsticks to make each pattern.

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8 matchsticks

12 matchsticks

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Now you can design some matchstick patterns. Take the number of matchsticks shown. Use them to make a different pattern. Draw your pattern in the box.

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Your choice

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Answers (Note: Most answers are self explanatory or can be easily worked out by teachers at the time of marking. Answers provided here are done so to save teachers time.) Page 7 - Eleven: Counting Coins 9 c; 14 c; 9c; 4c; 10. 1 7 Total - 12 Total - 15 Page 10 - Twelve: Magical Mushrooms 2

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9 1 Page 13 - Thirteen: At the Circus Squares - 1; triangles - 2; rectangles - 2; circles - 12 (include clowns' noses and wheels of cart); ovals - 2. Page 16 - Fourteen: Number Sentences 14 Quick Questions: 1. 4 ones + 1 ten; 2. 7; 3. 28; 4. No; 5. No; 6. 7; 7. 14; 8. 2; 9. 2; 10. – ; 11. x; 12. 8, 10, 12, 14; 13. 2; 14. 5. Page 17 - Fourteen: Number Maze

Page 20 - Fifteen: Trace & Copy Missing Times: 3 o'clock; 3:13; 9:15; 6:15. A Tricky Question: 3 o'clock. Page 23 - Sixteen: Trace & Copy Wordy Problems: 1. 8; 2. 32; 3. 4 sticks each; 4. Bugs: 3, 2, 5, 5, 4. Page 24 - Seventeen Bugged!: Bugs - 6, other answers will vary. Missing Numbers: 1. 16, 17, 18. 2. 17, 19, 21, 23. 3. 19, 17, 15 4. 37, 47, 57. 5. 17th, 19th. 6. sixteenth, seventeenth. Page 34 - Twenty: Number Sentences Missing Times: 2:20; 9:20; 11:20; 7:20. Page 35 - Twenty: Trace & Copy/Money Change: 50c; 30c; 60c; 50c; 50c. Page 37 - Reading Graphs 1. orange; 2. brown; 3. 4; red and yellow; 5. 6; 6. 3; 7. 30. Page 38 - Patterns 1. 8, 10, 12, 14, 16 - add 2; 2. 96, 95, 94, 93, 92, 91, 90 - minus 1; 3. 25, 30, 35 ... by 5's; 4. 50, 60, 70, ... by 10's; 5. 16, 32, 64, 128, ... doubling each time; 6. 12, 15, 18, ... by 3's; 7. 30, 10, ... less 20. Page 40 - Problem Solving 1 1. 14; 2. 14; 3. 12; 4. 5. Page 41 - Problem Solving 2 1. 13; 2. 8; 3. 4 each; 4. 20 apples. Page 42 - Treasure Island A. Go down 1 then 3 B. Go down 2 then 3 C. Go down 1 then 4 D. Go down 2 then 4 E. Go down 1 then 5 F. Go down 2 then 5

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