Extension Maths Series: Book 3 - Ages 7-9

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r o e t s r For Ages 7 - B 9o e p ok u S

Extension maths Book 3

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Written by David Stephenson. 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 569 1

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 important problem The book concentrates

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This updated book, Extension Maths Book 3, contains a range of extension activities that will prove both stimulating and challenging for young mathematicians. solving skills with which young children need to be acquainted.

Amongst these skills are: Pattern perception; Developing logical thinking; Using number concepts to develop logical thinking; Codes; Problems using money; Number activities; Problems using grids; Problems developing visual imagery.

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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 Introduction ..................................................................................................................... 2 Links to Maths Outcomes Statements ........................................................................... 4 Pet Show Mix-up ............................................................................................................ 5 Who is Going to the Show? ............................................................................................ 6

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Movie Time ..................................................................................................................... 7 Lining Up ......................................................................................................................... 8 Jimmy’s Day Out ............................................................................................................ 9 Ross’s Collection .......................................................................................................... 10

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Swimming Race ............................................................................................................ 11

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Hobbies Puzzle ............................................................................................................. 12

Mastermind Partners .................................................................................................... 13 A Space Collection ....................................................................................................... 14 Toy Totals ..................................................................................................................... 15

Adding Up - 1 ................................................................................................................ 16 Adding Up - 2 ................................................................................................................ 17 “Take Away 21” ............................................................................................................ 18

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Family Ties ................................................................................................................... 19

Food For Thought ......................................................................................................... 20 Feet To Match .............................................................................................................. 21 Time Out ....................................................................................................................... 22 Crack the Code - 1 ....................................................................................................... 23

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Crack the Code - 2 ....................................................................................................... 24 Ancient Codes .............................................................................................................. 25 Dog Sale ....................................................................................................................... 26

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Dress Up ....................................................................................................................... 27

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Benji’s Food Bill ............................................................................................................ 28 Numbers To Practise .................................................................................................... 29 Secret Numbers 1 (+ –) ................................................................................................ 30 Secret Numbers 2 (x ÷) ................................................................................................ 31 Water Tubes ................................................................................................................. 32 A Zoo Grid .................................................................................................................... 33

Grid Language .............................................................................................................. 34 Hidden Shapes ............................................................................................................. 35 Count the Cubes ........................................................................................................... 36

Answers ................................................................................................................. 37 - 40

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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); Position - S 2.4.

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 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 - 1.12, 1.14

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• QUEENSLAND Level 2

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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 1.2 Strand: Measurement Time - M 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: Working Mathematically Mathematical Strategies - WM 2.2 Strand: Space Represent Location - S 2.1; Represent Shape - S 2.2 Strand: Measurement Direct Measure - M 2.2 Strand: Number Understand Operations - N 2.2; Calculate - N 2.3; Reason About Number Patterns - N 2.4

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Pet Show Mix-up

Learning Outcome: Students use clues and logical reasoning in order to solve a problem.

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R At a pet show all the cats were left uncaged.

You have been asked to help round them up.

© ReadyEdPubl i cat i ons •f or r e v i ew ur peach ose s n l y• Use the clues to write thep name of cat ono its label.

> ‘Tabby’ is not tabby, while ‘Bert’ is.

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> ‘Pretty’ is a long whiskered cat who wears a bell. > ‘Prince’ never sits down, which is annoying because of his bell. > ‘Mopsy’ and ‘Moggy’ are both dark coloured cats.

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Problem che e r o If all the cats ate / ofr as can of food each day, how many cans t s r u e p of food would you need to feed them for one week? > ‘Moggy’ does not have long whiskers.

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RWhich cat would you choose as a pet and why? ........................... ..................................................................................................... .....................................................................................................

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Who is Going to the Show?

Learning Outcome: Students use clues and logical reasoning in order to solve a problem.

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R Use the clues below to help you work out who is going to the Easter Show.

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R Clues

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> The child is well protected to avoid sunburn. > The child is not wearing a dress.

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. t e to the show is o The child going c . c e her r .......................................... . o t s super Colour the girls that are not going in red and green. > The child is wearing shorts.

Colour the boys that are not going in blue and gold.

Problem If showbags cost $6.50, $7.50 and $8.00, how much will I pay if I get one of each? ................................

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Movie Time

Learning Outcome: a. Students use pictorial clues to solve a problem b. Students identify and solve quick multiplication problems.

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R Your family has just arrived at the movie complex.

Which movie will you see?

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R Use the first three clues to work out the name of the movie your family sees.

1. Which movie(s) is not suitable for children? ...........................

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3. The movie your family chooses does not mention any family c e herit is: r members. Therefore o t s sup er ......................................................

2. Which movie is not shown today? ..........................................

4. Which movie would you like to see and why?......................... ...................................................................................................

Problem If tickets cost $12.00 for adults and $5.00 for children, how much would it cost for dad and 3 children to attend? .....................................

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

Learning Outcome: Students list all possibilities in order to solve a problem.

Lining Up

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R Four children are lining up at the school canteen for lunch.

In how many different orders could they line up?

Jen

© ReadyEdPubl i cat i ons •f orr e vi ew pur poseso nl y• 1st 2nd 3rd 4th

R Write out all the combinations you can find. (Use the back of the page for more room.) ....................

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Problem

If this took 20 minutes of their lunch hour, how many minutes do the students have left to play? ...........................................

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Jimmy’s Day Out

Learning Outcome: Students use diagrams to display all combinations in order to solve a problem.

R Jimmy is going out but can’t decide what to wear. He owns: blue jeans

brown shoes

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

green cap

green jeans

red shirt

R Can you colour all the different combinations?

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black shoes

green shirt

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Which is the combination you would choose and why? .................... .........................................................................................................

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Ross’s Collection

Learning Outcome: Students use clues and logical reasoning in order to solve a problem.

R Ross has collected strange creatures from all over the world.

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© ReadyEdPubl i cat i ons •f o r r ev i ew pur posesonl y• 1) It does not have wings.

R Work out which one comes from Africa.

3) It carries protection.

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The creature from Africa is ........................... .

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2) It does not have legs, yet it has a foot.

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R Which one comes from America?

1) It has six legs.

The creature from America is ........................... .

R Colour the creatures in camouflage colours.

Problem

If each creature’s cost was based on $2 per leg, how much would this collection be worth? ...........................................

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

Learning Outcome: Students use clues and logical reasoning in order to solve a problem.

Swimming Race

R At the swimming sports five people swam in the 50 metres freestyle.

Use these clues to help complete the table below.

r o e t s Bo r e pbehind Joan. ok > Derek finished u > Pam S raced her best time and beat Joan for once. > John was the first boy to finish.

1st

2nd

3rd

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> Emma came in front of John.

4th

5th

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Problem If John swims a 50 metre race in three minutes, how far could he swim in 33 minutes (presuming he doesn’t get tired)? ..............................................

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

Learning Outcome: Students use clues and logical reasoning in order to solve a problem.

Hobbies Puzzle

R Kate, Liz, Max, Luke and Simone all have a hobby. No two children have the same hobby.

Use the information to complete the table below.

Coin Collecting

Horse Riding

Stamp Collecting

Painting

Basketball Cards

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> Liz likes using bright colours in her hobby. > Luke loves following the basketball. > Kate says her hobby has a lot of interest. > Simone needs pen pals for her hobby. > Max has special boots for his hobby.

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Problem If horse riding costs $9.00 per hour and Max goes riding for one hour every second day, how much would a fortnight’s riding cost?

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

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

Learning Outcome: Students use clues and logical reasoning in order to solve a problem.

Mastermind Partners

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R Using the clues below, fill in the full names of the players in this game.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e Anna and Pamela always play with Earl and David. r o t r s r up Pamela sits on David’ss right and her family name is Adams. e Earl and David are brothers but refuse to be partners.

Their family name is Smart.

Anna Chalk hates her surname.

On the back of this page create a logic problem like this for a friend.

Remember the rules for table logic: > Partners sit opposite facing each other; > People sit facing the table.

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A Space Collection

Learning Outcome: Students interpret a Venn diagram and identify 2D shapes.

R Look at these space objects.

KEY Rockets

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•f orr evi ew pur posesonl y• Comets

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Astronauts

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Planets

R Use the picture to complete these sentences.

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1. There are ............ rockets in the circle but not in the square.

2. There are ............ astronauts in the square but not in the circle.

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3. There are ............ comets in the rectangle but not in the square.

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There are ............ rockets that are only in the triangle and the ch e r er circle. o st super

4. There are ............ planets in the triangle but not in the circle.

5.

6. There are ............ astronauts that are only in the square, circle and triangle.

7. How many rockets, comets, planets and astronauts are there altogether? ....................

Write a number sentence to show this: .........................................

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Learning Outcome: Students complete a set of number sentences using simple addition, subtraction and multiplication operations.

Toy Totals

R Use the pictures of the toys below to answer the questions.

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........ + ........ + ........ = ........

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1) Add all the numbers under the toys to all the numbers in the toys. ....... + ........ + ........ = ........ = ........

2) Add the numbers below the car, above the truck, and to the left of the helicopter. ........ + ........ + ........ = ........

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• ........ + ........ + ........ = ........

3) Add the numbers behind the helicopter, under the truck and above the car.

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4) From the number behind the car, take the number above the truck. ........ - ........ = .........

. te o ........ x ........ = ......... c . c e hearound r 6) Add all the numbers the car. o t r s super

5) Multiply the number inside the truck by the number in front of the car.

........ + ........ + ........ + ........ = ........

7) Which toy adds up to the most? (In and around.) truck = .........

car = .........

helicopter = .........

The toy with the greatest total is the ......................................... .

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Learning Outcome: Students follow a key to complete a set of number problems.

Adding Up - 1

R Use the key to work out the values of the shapes below.

Key

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Make up your own shape worth 12.

10.

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is worth 1 is worth 2 is worth 3 is worth 4 is worth 5

Make up your own shape worth 22.

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

Learning Outcome: a. Students follow a key to complete a set of number problems. b. Students construct a 2D shape based on values given in a key.

Adding Up - 2

R Use the key to work out the values of the shapes below.

Key

is worth 2

r o e t s is worth 6B r e o p ok is worth 8 u S is worth 4

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Make up your own shape worth 12.

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Make up your own shape worth 22.

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“Take Away 21”

Learning Outcome: Students identify number patterns in a game.

R A game for 2 people. Challenge a friend.

What is needed?

r o e t s Bo r e p ok u The rules are simple: S 1) Start with a pile of 21 counters or matchsticks.

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> A pile of 21 matches or counters. > A partner.

2) Each person is allowed to take away between one to six each turn.

3) You cannot miss a turn.

4) The person who picks up the last counter wins.

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5) Keep score and see who is the champion.

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> Can you see a pattern? > Change the game and start with 27.

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Challenge another classmate.

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> Now try a 33 game. Is the pattern the same?

> Once you have found the ‘trick’ challenge an adult and say ...

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Family Ties

Learning Outcome: Students make a list in order to solve a set of problems.

R Use the clues to work out the answers.

Write the number sentence for each.

John and Marion live with their parents, Flo and Ollie.

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2. Ollie has a bachelor brother and a married sister with three children. How many on this side of the family (not counting Ollie)?

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1. Flo has two married brothers, each of whom has two children. How many are there altogether in the three families?

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3. How many cousins do John and Marion have?

4. How many aunties are there altogether?

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5. If everyone was invited to a party, how many people would be there (assuming they all come)?

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Problem

Write up a word problem using your immediate family, i.e. your parents and their relatives, your brothers and sisters. (Use the back for more room.)

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Food For Thought

Learning Outcome: Students use addition to calculate a set of number problems.

R Carl Crammer loved to eat.

He always ate the same thing every day.

r o e t s Bo r e p ok u > At lunch he ate 11 sandwiches, S four meat pies and three cans of drink.

> At dinner he ate 19 sausages six potatoes, three carrots and a cabbage.

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> At breakfast he ate 13 Weetbix, two litres of milk and 17 slices of toast.

> Weetbix

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> litres of milk

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> slices of bread in total

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> cans of drink

> sausages

> meat pies > cabbages > potatoes > carrots

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© ReadyEdPubl i cat i ons Calculate• hisf total consumption over one week days). o rfood r ev i ew pu r p os es(7o nl y•

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(Hint: Don’t forget - each sandwich has two slices of bread.)

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Feet To Match

Learning Outcome: Students list all possibilities in order to solve a number problem.

R Use the stories to give answers to these feet problems.

> On the Farm

r o e t s Bo r e p o u k ....... sheep ....... chickens; ....... sheep ....... chickens; S ....... sheep ....... chickens; ....... sheep ....... chickens; ....... sheep ....... chickens; ....... sheep ....... chickens; ....... sheep ....... chickens; ....... sheep ....... chickens;

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A farmer kept sheep and chickens on his farm.

If he counted 24 legs one day, what combinations of animals could he have had?

©R eadyEdPubl i cat i ons > In the zoo

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1) If there were four crocodiles, how many ostriches would there be?

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2) If there were 11 ostriches how many crocodiles would there be?

3)

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The zoo keeper counted 30 feet in the crocodile and ostrich pens.

crocodiles how many animals would there be? ........................

4) If there were three more ostriches than crocodiles, how many crocodiles were there? ........................

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Time Out

Learning Outcome: Students understand the concept of time and duration in order to complete a set of word problems.

R Oliver had four ways of coming to school and going home again. > Riding his bike took half as long as walking. > Skateboarding was dangerous, but the quickest by four minutes.

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r o e t s Btook 32 minutes; r e > Due to the heavy traffic the journey by car o p ok twice as longu as walking.

S R Can you work out how long each journey would have taken by ... car?

......... minutes

walking?

......... minutes

skateboarding?

......... minutes

© ReadyE dPubl i c......... at i ominutes ns cycling?

•f orr evi ewRp ur p os eschool son l y • If Oliver went to and home

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every day for a week by skateboarding, how long would this take? ......... minutes

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

If he travelled by car in the morning and walked home, how long did he spend travelling?

How long if he cycled to and from school for one week? ......... minutes R How do you get to school? How long does the journey take you for a week? .........................................................................................................

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

Learning Outcome: Students decipher a number code and then create their own message.

Crack the Code - 1

R Complete the chart to match up the numbers and letters.

A

B

C

D

E

F

G

H

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26 1 2 .....................................................................................................

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© ReadyEdPubl i cat i ons > Can you crack this code?

•f orr evi e w pur po14, se sonl y• 23, 21, 8 19, 9 ,15 23, 12, 21, 23, 5 2, 3, 13 23, 9, 24, 25?

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8, 19, 17

14, 12, 19

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14, 2, 3, 13.

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R Make up your own message using the code. .................................................................................................................. ..................................................................................................................

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

Learning Outcome: Students decipher a number code and then use the code to display given numbers.

Crack the Code - 2

R Use the grid and information below to crack the codes.

1

2

4

5

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p u 8S 9

Example: 3)

If = 1, = 2 and = 3 and so on, can you solve the strange codes below?

= 51

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1)

2)

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5) = .........

4) = .........

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7) 8) © R e a d y E d P u b l i cat i o s =n ......... = ......... = .........

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= .........

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Now solve these: 1) + = .........

3)

. t +e

R

2)

11)

= .........

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6)

= .........

x

4)

= ......... o c . c e Use the same code to write these numbers: r he o r st super = .........

x

56 =

27 =

335 =

42 =

33 =

296 =

98 =

171 =

812 =

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

Learning Outcome: Students decipher a picture code and then complete simple addition sums based on the code.

Ancient Codes

R Claude has uncovered this ancient Egyptian coded scroll.

Can you help him decode it?

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

= 235 = 461 = 970

= .... = ....

= .... ☺ = ....

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IF ...

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

=8

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Now that you’ve cracked the code, complete these sums.

Note that some of the codes are ‘faded’ and missing, i.e.

☺

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+

+

+

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+☺

☺

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

-

This scroll was also discovered. How did smart Claude know it was a fake? ......................................................

☺

☺

This tomb was built in

☺

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

B.C.

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

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Page 25

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

Dog Sale

Learning Outcome: Students use addition and multiplication to solve number word problems.

R The pet shop has both ‘hairy’ and ‘extra hairy’ dogs for sale.

Special - Extra Hairy Dogs

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

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Special - Hairy Dogs

© ReadyEdPubl i cat i ons R Use the pictures to answer these questions: •f orr evi ew pur posesonl y• 1. If the total value of the ‘hairy dogs’ is $7.20, how much is each ...............................

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one worth?

2. If the ‘extra hairy’ are 40 cents more, how much are they each?

. te5? ........................ o How much for c . c e r 3. What is the value ofh the altogether? $ ................................. edogs o t r s s r u e p 4. If the store sold one dog a week and started on Monday, January ...................................................

1, in what week would the last dog be sold? ...................................................

5. How much would two ‘hairy’ dogs and three ‘extra hairy’ dogs cost in total? ...............................

Page 26

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

Learning Outcome: Students use diagrams to solve problems involving the addition of money.

Dress Up

R Wally the window dresser has been asked to display these new children’s fashions in the shop window.

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

$2.00

$20.00

$15.00

$27.00

$12.00

$5.00

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$5.00

$18.00

R Can you help Wally by drawing the clothes onto the shop mannequin? (Note that it must be wearing one of each item shown.)

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Ready-Ed Publications

Least Expensive Outfit

Best Combination Over $50

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Most Expensive Outfit

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

Benji’s Food Bill

Learning Outcome: Students use addition and subtraction of money to solve a set of number problems.

R Ross kept a record of his dog, Benji’s daily food bill.

Bones 50c each

Biscuits 30c a bowl

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

R Use the pictures to answer these questions.

1. On Saturday Benji eats up big and costs $1.50.

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Teac he r

Cans $1.50 ea.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• .....................................................................................................

What could he have had?.............................................................

2. On Sunday he has a bone to chew. This costs .............................

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3. On Monday his food is two bowls of biscuits which = ........... cents.

4. On Tuesday he has ½ can of food which = ............... cents.

. te cents. o to .......................... c . c e hcosts r 6. On Thursday his food 60 cents. What could he have had? er o t s s r u e p .....................................................................................................

5. On Wednesday he is fed ½ can of food and a bone which adds up

7. On Friday he has no food at all. He’s getting too fat!

8. How much did Benji cost for the seven days? ..............................

9. If Ross has $12.00 pocket money, how much change would he have left each week after feeding his dog? ..................................

Page 28

Ready-Ed Publications

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

Numbers To Practise

Learning Outcome: Students identify number patterns and use simple addition and subtraction to complete a set of number sentences.

R Look at these numbers and complete the patterns.

1, 3, 5, ........., ........, ........

r o e t s Bo r e p ok Missing Numbers u S Fill in the missing numbers to make these number sentences 3, 6, 9, ........., ........, ........

1, 4, 7, ........., ........, ........

true.

Addition 1) 26 + 3 .... = 62

2) .... 9 + 29 = 6 ....

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R

2, 3, 6, 7, 10, ........., ........, ........

3) 1 .... + 44 = 56

5) ....u 0b = 5l ....

6)i 1....2 + 57 = 15.... © ReadyE29 d+P i cat o ns 7) 74 + 4r .... = 119 8) 13 ....r +p ....o 2s =e 144 • f o r e vi ew pu sonl y• 4) 4 .... + 43 = .... 1

10) 5 .... + .... 6 = 71

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Subtraction

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9) .... 6 + 3 .... = 65

. t- 16 = 36 4) .... 3 - 27 = 36 3) .... 2e o c . c e h r 5) 1 .... 5 - 36 = 109 6) 48 - ....... = 29 o er t s super 1) 46 - 2 .... = 24

2) 28 - .... = 19

7) ....7 - 22 = 55

8) .... 7 - 2 .... = 75

9) .... 49 - 53 = 96

10) .... 26 - 14 = 1 .... 2

Ready-Ed Publications

Page 29

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

Learning Outcome: Students use addition and subtraction to solve a set of number puzzles.

Secret Numbers 1 (+ –) R Can you write in the missing numbers?

6

2

+

1 6 + 5

3 9

6 1

+

4 7

2 3 5 9

6

21

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1 3

3 5

4 5

26 3

1 9

3 9 6

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w ww 4

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+ 2

4

© ReadyEdPubl i cat i ons 7 2 9 3 3 2 •f or evi ew–pu po–ses nl y• –r 3r 3o

3

–

1

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+

2 3 +1

–

4

r o e t s Bo r e 1 6p 7 1o u k S + 7

1 3

3

1 + 3

o c . c e 3h 9 2 1 2 r er o t s super –

–

Ready-Ed Publications

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

Learning Outcome: Students use multiplication and division to solve a set of number puzzles.

Secret Numbers 2 (x ÷) R Can you write in the missing numbers?

4

x 3

6

x 9 x r o e t s Bo r e p2 8 ok4 u S x

1

2

4

x 3

x 3

3 6

9

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2 1

3

1

x

x 8 4

2

8 8

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• 4) 1

3

7)2

8

) 24

9

3)

7

w ww

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4

23 7 . te2 2 o c .

6 )1 2c 4) 2 6) 1 0 2e 3) her r o st super

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32

24

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

Water Tubes

Learning Outcome: Students calculate number problems using the four basic operations.

R Four friends each choose a water slide to go down.

They have to do the calculations as they go.

The one with the highest total at the end wins the race.

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

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

> Calculate which slide was fastest. ..............................

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Teac he r

> Estimate which slide looks the fastest (highest score).

© ReadyEdPubl i cat i ons > Calculate which slide •f orr evi ew pur posesonl y• was slowest.

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> Rank the slides in order, from slowest to fastest.

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

o c . che e r o t r s > Make up a number super sentence of more than ..............................

10 numbers that would show a slower slide than the slowest here.

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

Page 32

Ready-Ed Publications

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

A Zoo Grid

Learning Outcome: Students use grid co-ordinates to locate positions on a grid.

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

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Teac he r

R This is a plan of the City Zoo.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

. te are at A6 e.g. Crocodiles Snakes are ato ............... c . che e Kangaroos are at ............... Rhinos are at ............... r o t are at ............... s s uper Giraffes are atr ...............

Lobsters

> Use the plan to locate the grid positions of some of the animals.

Lizards are at ...............

Elephants are at ...............

Deer are at ...............

Draw an ostrich at C5.

Draw a tiger at G7.

Draw a lion at F1.

Draw a bird of prey at E6.

> List three birds of prey: ..................................................................

Ready-Ed Publications

Page 33

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

Learning Outcome: Students use grid coordinates to decipher a code.

Grid Language

R Use the grid below to help you decode the riddle and its answer.

6

S

G

Y

F

X

K

5

O

P

H

T

4

N

3

O

N

P

D

L

J

2

Z

K

A

U

M

Q

1

B

Q

W

E

U

L

Teac he r

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r t I o V eB s r e oo p k C u R M A R S

©2 Re d4yE bl i cat i ons 3a 5dP 6u •f orr evi ew pur posesonl y•

1

Read across the horizontal numbers first, then go up that column.

3,1 3,5 3,6

w ww

Question:

4,3 5,5 4,3

4,5 3,5 4,1

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E.g. 2,4 = C; 5,6 = X.

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

2,6 1,5 1,1 3,4 1,3 6,6 4,1? . te o ................................................................................................. c . c e r Answer: 1,1 4,1 2,4h 3,2 5,1 1,6 4,1 3,5 4,1 er o t s super 4,3 3,4 5,5 6,5 4,1 6,4

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

4,3 3,4 1,3 6,5 4,1

3,5 5,5 1,6

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

2,4 4,2 1,6 4,5 1,5 4,4 4,1 3,4, 1,6

5,4 3,1 3,2 3,6

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

Page 34

Ready-Ed Publications

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

Learning Outcome: Students identify various 2D shapes in a given design.

Hidden Shapes

R Look carefully at the shapes below.

Use different colours to trace and outline each shape as you find it.

How many squares can you find?

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

How many triangles can you find? ...............................

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

How many rectangles can you find?

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Š ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• ...............................

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o c . che e r o t r s s How many squares, rectangles r u e p and triangles can you find? ............................... ............................... ...............................

Ready-Ed Publications

Page 35

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

Count the Cubes

Learning Outcome: Students create cube drawings to represent 3D shapes.

R We can use dots and rulers to make cubes.

How many cubes have we made here?

(Don’t forget the one hidden behind.)

r o e t s Bo r e p ok u S We have started the drawing on the right for you. Finish it to make 4 cubes.

Then use your coloured pencils to colour all the surfaces that face in the same direction with the same colours.

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Did you find 7 cubes?

Well done!

R How clever are you?

Use the rest of the dots on this page to see if you make some different cube sets.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Ready-Ed Publications

Answers Page 5: Pet Show Mix-up The cats’ names going across are: Bert Moggy Prince Pretty Tabby Mopsy Page 6: Who Is Going To The Show?

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

The child going to the show is Child A. The three showbags will cost $22.00 Page 7: Movie Time

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1) Robot Teacher; Firestorm; Skull Cave.

2) Puss and The Dragon 3) Peter Pan Problem: $27.00 Page 8: Lining Up There are 24 ways of lining up.

Problem: There will be 40 minutes left.

Page 9: Jimmy’s Day Out Answers will vary.

Page 10: Ross’s Collection

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

The creature from Africa is (e).

The creature from America is (b).

Problem: At $2.00 per leg the collection is worth $48.00.

Page 11: Swimming Race

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The finishing order is Emma, John, Pam, Joan, Derek.

John can swim 550 metres in 33 minutes.

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Page 12: Hobbies Puzzle The hobbies are as follows: Kate - coin collecting Liz - painting Max - horse riding Luke - basketball cards Simone - stamp collecting

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Problem: The cost would be $63.00 Page 13: Mastermind Partners

The order around the table will be as follows:

Pamela Adams

David Smart

Anna Chalk

Page 14: A Space Collection

Earl Smart

1. 6; 2. 2; 3. 4; 5. 2; 6. 1; 7. 24.

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Page 15: Toy Totals 1. 5 + 9 + 8 = 22; 2 + 5 + 6 = 13; Total = 35 2. 9 + 3 + 9 = 21 3. 9 + 5 + 4 = 18 4. 8 – 3 = 5 5. 4 6. 4 + 2 + 9 + 8 = 23 7. Totals: Truck = 23; Car = 28; Helicopter = 29 Page 16: Adding Up - 1 1. 10 6. 18

2. 9 7. 18

r o e t s Bo r e p ok u S 3. 12 8. 24

4. 14 9. 34

5. 7 10. 28

3. 34 8. 30

4. 52 9. 38

5. 48 10. 38

3. 7

4. 4 (Don’t forget Flo!)

Page 17: Adding Up - 2 2. 16 7. 38

Page 19: Family Ties 1. 12

2. 6

5. 18

Page 20: Food For Thought

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1. 20 6. 44

91 Weetbix; 14 litres of milk; 273 slices of bread; 21 cans of drink; 133 sausages; 28 meat pies; 7 cabbages; 42 potatoes; 21 carrots.

Page 21: Feet To Match On the farm: 4 sheep, 4 chickens; 3 sheep, 6 chickens; 12 chickens, 0 sheep.

1 sheep, 10 chickens; 2 sheep, 8 chickens; © Re a d y E d P u l i c at i ons 5 sheep, 2 chickens; 6b sheep, 0 chickens; orr evi ew pur posesonl y• In the zoo: •f 1. 7 ostriches

2. 2 crocodiles

3. 10 animals

4. 4 crocodiles

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Car - 32 min.; walking - 16 min.; skateboarding - 4 min.; cycling - 8 min.

Skateboarding - 40 min.; Car and walking - 48 minutes; Cycling for one week - 80 minutes.

Page 23: Crack the Code - 1

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Page 22: Time Out

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Message 1: “Can you crack this code?”

Message 2: “Now try with this.”

Message 3: “ Don’t get tricked.”

Page 24: Crack the Code - 2 51 238 23 49 4 + 6 = 10 23 + 45 = 68 69 - 45 = 24

Page 38

73 65 91 43

23 45 28 79 12 x 3 = 36 24 x 1 = 24 45 ÷ 9 =5

Writing Numbers in Code

Ready-Ed Publications

Page 25: Ancient Codes 31 +90 121

62 +46 108

89 +15 104

21 +38 59

72 - 17 55

86 - 63 23

41 - 37 4

59 - 20 39

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

The message says: “This tomb was built in 429 B.C.” but Claude knew it was a fake because the builders could not have known that Christ was going to be born 429 years later.

Page 26: Dog Sale

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1. $1.20 3. $15.20

2. $1.60; $8.00 4. During the week starting March 18.

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Page 27: Dress Up

5. $7.20

The most expensive outfit will cost $70.00. The least expensive outfit will coast $34.00.

Answers will vary for the combinations.

Page 28: Benji’s Food Bill

1. For $1.50 Benji could have had 1 can of dog food, or 3 bones, or 5 bowls of biscuits.

2. 50 cents.

3. 60 cents.

4. 75 cents.

5. $1.25 6. 2 bowls of biscuits.

8. $5.20 9. $6.80.

© ReadyEdPubl i cat i ons Page 29: Numbers to Practise •f o r evi ew p15ur posesonl y• Patterns: 7, r 9, 11 11, 14,

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10, 13, 16 3 and 8 3 and 9 2 and 1 5 and 1 9 6 7 9 and 2 1 and 1

2 0 and 9

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12, 15, 18 Missing Numbers Addition 6 8 and 9 45 2 and 9 Subtraction 2 5 4 7 1

o c . che e r o t r s super

Page 30: Secret Numbers (+ –) (+) (–)

7 6 4 7,2

9 4 1,6 5,1

4,2 2,3 8 2,1,3

8,2 3,2,5 1 1,8,4

Page 31: Secret Numbers (x ÷) (x) (÷)

7 2 6 3

7 3,6 1 9

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2,7 2,2 3 1

4,2 2,4,4 2 2 Page 39

Page 32: Water Tubes Fastest: D; Slowest: B; Fastest to slowest: D C A B; Answers will vary.

Page 33: A Zoo Grid snakes - A8 lobsters - A3

kangaroos - D5 lizards - E2

rhinos - G3 elephants - C8

giraffes - F7 deer - B1

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

Page 34: Grid Language Riddle:

“Why did the cab driver go broke?”

“Because he drove his customers away.”

Squares - 19; triangles - 20; rectangles - 20; Squares - 5; rectangles - 7; triangles - 24.

Page 36: Count The Cubes Answers will vary.

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Page 35: Hidden Shapes

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o c . che e r o t r s super

Ready-Ed Publications