Primary Maths Problems Series: Book 1

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© ReadyEdPubl i cat i ons *• Task cards for developing al f orr evi ew pu r poseson y•

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range of maths problem solving strategies.

* Activities cover all key learning . areas t of the maths curriculum.

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Written by Clare Way © 2006 Ready-Ed Publications Published by Ready-Ed Publications (2006) P.O. Box 276 Greenwood Perth 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 667 1

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Introduction

The Primary Maths Problems series is a comprehensive teacher resource containing a variety of reproducible mathematical problem task cards – some with one solution, some with a number of solutions and some open ended. The problems are related to practical everyday mathematical situations, with each activity designed to challenge students to use their knowledge and problem solving skills.

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Problem solving can develop many valuable skills in our students such as logical reasoning, creative thinking and communication skills. Students require perseverance, flexibility in ideas and methods, reflective thinking and confidence if they are going to be successful in this area. The problems will ask students to draw on a number of mathematical strategies in order to solve them. These strategies need to be introduced and taught to students if they are going to gain the skills necessary to solve a variety of problems. For students to solve a problem they first need to read the facts carefully and understand what the problem is asking them to do. They then need to work out a plan for solving the problem, carry out the processes involved and hopefully look back over their answer and assess the results successfully.

Problems can be solved using a number of different strategies. These strategies may include: • Think, estimate and check • Draw a diagram or picture • Look for patterns • Make a model • Act out the problem • Construct a table or a graph • Write a statement • Make a list • Calculate • Reflect and assess results

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Prior to presenting the problems from this book to your students, put a list of these strategies on display. Go through each one and present students with an example to work with. Keep the strategies on display, then as your students work through the various problem cards from this book, ask them which strategies they need to solve each problem. In some cases they may need to use more than one strategy to solve a problem. A checklist included in this book allows teachers and students to keep a record of the strategies used to solve each problem. The above strategies are explained more thoroughly and with examples further on in the teaching notes, which ideally should be worked through with the students.

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The problem cards in this book have been divided into the four main areas of the maths curriculum: • SPACE • NUMBER • MEASUREMENT • CHANCE and DATA The principles of WORKING MATHEMATICALLY and REASONING and STRATEGIES have been incorporated into each of the four main areas.

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Contents

Assessement Checklist

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PROBLEM CARDS: Space and Location STRATEGY Draw a picture Look for patterns Make a model Task 3: Tables and Chairs Make a model Task 4: Cube Make a model Task 5: Towers Act it out Task 6: Fruit and Vegetables Estimate and check Make a list Task 7: Shape Patterns Look for patterns Task 8: Brick Wall Look for patterns

OUTCOME Constructs recognisable pictures from 2D shapes.

Orders a shape according to size and makes a 3D shape from a 2D shape.

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Uses shape blocks to construct recognisable objects.

Identifies and constructs a 3D shape from a 2D shape.

Compares 3D shapes when using them to construct things.

Names and recognises the uses for common 3D shapes.

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Makes simple patterns using shapes from a set of instructions.

Identifies and creates a simple repetitive pattern.

Recgonises useful shapes in construction.

Identifies where familiar shapes are used in everyday life.

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Task 9: City of Shapes

Make a list Make a design Task 10: Missing Half Draw a picture Task 11: Paving Look for patterns Draw a picture Task 12: Shape Pictures Draw a picture Task 13: Classroom Paths Act it out Draw a diagram Task 14: Classroom Position Write a statement Task 15: Left and Right Draw a picture Task 16: Bus Line Draw a diagram Task 17: Creating Paths Draw a diagram Write a statement Task 18: Possum Maze Look for patterns Task 19: Board Game Make a design Task 20: Bedroom Plans Draw a diagram Task 21: Assessment: Bridges Make a model Task 22: Assessment: Draw a diagram Class Map Act it out

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TITLE Task 1: Shape Pictures Task 2: Coins

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Uses shape and symmetry to complete and design simple pictures.

Identifies and uses shapes that can make a tessellating pattern.

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Uses given shapes to create simple pictures.

Moves and creates paths in response to simple instructions.

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Locates and follows different paths on a maze.

Designs and creates a simple board game.

Interprets and creates simple maps of familiar locations.

Identifies and uses shapes to construct a specific object.

Interprets and creates simple maps of familiar locations.

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PROBLEM CARDS: Number TITLE Task 1: Jack’s Party Task 2:Swap Cards Task 3: Car Collection Task 4: Rebecca’s Age Task 5: Street Numbers Task 6: Number Totals Task 7: Ball Toss Task 8: Bowling Task 9: Street Signs Task 10: Farmers and Cows

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Uses location words to describe familiar positions.

Uses left and right to draw the position of objects.

Uses left and right to describe the position of people.

Creates different paths on a simple map.

STRATEGY Look for patterns Calculate Calculate Estimate and check Look for patterns Calculate Look for patterns Calculate Calculate Calculate Look for patterns Draw a picture Draw a picture Look for patterns

OUTCOME Skip counts by different numbers to solve a problem Skip counts, adds and subtracts to solve a problem.

Doubles and halves numbers to solve a problem.

Doubles and halves numbers to solve a problem.

Uses odd and even numbers to solve a problem.

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Calculates mentally numbers to 10.

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Uses addition and multiplication facts to solve a problem.

Uses addition and multiplication facts to solve a problem.

Uses knowledge of number and counting to solve a problem.

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Uses knowledge of number and counting to solve a problem.

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Contents

PROBLEM CARDS: Number cont.

Task 11: Climbing Stairs Task 12: Number Kites Task 13: Stair Numbers Task 14: Basketball Task 15: Equations Task 16: Bike Ride

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Uses knowledge of number operations to solve a problem.

Uses knowledge of ordinal number to help solve a problem.

Uses knowledge of place value and addition to solve a problem.

Uses knowledge of multiplication and fractions to solve a problem.

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Uses knowledge of fractions to solve a problem.

Uses knowledge of fractions to solve a problem.

Recognises and demonstrates fractions of whole numbers.

Recognises and demonstrates fractions of whole numbers.

Uses different coin combinations to represent amounts of money.

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Task 26: Lolly Shop

Task 27: School Supplies

Draw a diagram/picture Draw a diagram/picture

Act it out Calculate Act it out Calculate Act it out Calculate Act it out Calculate Act it out Calculate Draw a diagram Draw a diagram Calculate Draw a diagram Calculate

Adds and uses different coins to represent an amount.

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Skip counts by 2s and 3s to solve a problem.

Recognises, continues and creates number patterns.

Calculates mentally 2 or 3 numbers to arrive at a given answer.

Calculates mentally 2, 3 or 4 numbers to arrive at a given answer.

Constructs and completes simple equations.

Uses knowledge of number patterns and addition to solve a problem.

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Task 17: Bus Passengers Task 18: Swimming Race Task 19: Soccer Game Task 20: Lettuce Garden

Task 21: Party Food Task 22: Picnic Task 23: Zoo Trip Task 24: Year 2B Task 25: Lunch Orders

Look for patterns Look for patterns Calculate Calculate Calculate Look for patterns Calculate Calculates Draw a diagram Calculate Draw a diagram Calculate Draw a diagram Draw a diagram

Adds, multiples and divides money to solve a problem.

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Uses knowledge of money and fractions to solve a problem.

Uses knowledge of multiplication and subtraction to solve a problem.

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Uses knowledge of money and fractions to solve a problem.

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Adds and multiplies amounts of money in shopping situations.

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Determines amounts of money and change in shopping situations.

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Task 29: Ben’s Chores

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Task 30:Cake Shop Task 31: Assessment: Shells Task 32: Assessment: Pizza Shop

PROBLEM CARDS: Measurement TITLE Task 1: Pencil Case Task 2: Desk Length

STRATEGY Estimate and check Make a list Act it out Task 3: Farm Animals Make a list Calculate Task 4: Comparing Containers Act it out Task 5: Area Act it out Make a list Task 6: Perimeter Act it out Make a list Task 7: Longest Snake Act it out Task 8: Lighter/Heavier Act it out Task 9: Making Biscuits Calculate Task 10: Moving Insects Draw a diagram Calculate Task 11:Three Bears Make a list Act it out

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OUTCOME Compares objects that are bigger/smaller than a given object.

Compares and informally measures the length of an object.

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Estimates and compares the weight of objects.

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Estimates and compares the capacity of objects.

Finds, compares and measures the area of an object.

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Finds, compares and measures the perimeter of an object.

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Measures the length of a created object.

Estimates and compares the weight of objects by hefting.

Uses knowledge of weight, number and fractions to solve a problem.

Uses knowledge of distance and time to solve a problem.

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Makes comparisons between the sizes of two or more objects.

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Contents

PROBLEM CARDS: Measurement cont.

Compares and works with kilograms and numbers to solve a problem.

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Recognises and uses opposite words to compare objects.

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Sequences everyday events on a simple timetable.

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Locates dates and events on a calendar.

Uses time to work out the duration of events.

Uses knowledge of time and number to solve a problem.

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Uses knowledge of time and number to solve a problem.

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Draw a diagram Task 13: Dog Weigh-In Calculate Draw a diagram Task 14: Opposites Look for patterns Make a statement Task 15: Michael’s Timetable Make a list Draw a table Task 16: Chloe’s Calendar Calculate Task 17: Jack’s Time Calculate Task 18: Swimming Draw a table Calculate Task 19: Bus Trip Draw a table Calculate Task 20: Cake Making Calculate Task 21: Assessment: Make a list Comparing Things Task 22: Assessment: Calculate Spare Time

Uses knowledge of time and number to solve a problem.

Compares and orders objects by size, length, weight and capacity.

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Uses standard units of time to describe time elapsed.

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PROBLEM CARDS: Chance and Data

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Task 1: Will, Won’t Or Might? Estimate Make a list Task 2: Likely/Unlikely Estimate Task 3: Weather Estimate Task 4: Which Colour?

Act it out Task 5: How Many Jellybeans? Estimate Task 6: Beanbag Toss Estimate Calculate Task 7: Grouping Shapes Act it out Make a list Task 8: New Farm Estimate and check Task 9: Grouping Classmates Make a list Task 10: Floating/Sinking Act it out Task 11: Asking Questions Write a statement/ question Task 12: Class Pets Draw a table Task 13: Ice-cream Flavours Act it out Draw a table Task 14: Favourite Fruit Draw a graph Task 15: Dice Roll Act it out Draw a graph Task 16: Birthdays Act it out Draw a graph Task 17: Travelling To School Draw a table/graph Task 18: Unnamed Graph Write a statement Task 19: Assessment: Snakes Act it out Task 20: Assessment: Draw a table/graph Insect Collection

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Understands and classifies events as will, won’t or might happen.

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Identifies familiar events as likely or unlikely to happen.

Makes predictions about the weather.

Predicts what might happen in a simple chance experiment.

Predicts what might happen in a simple chance experiment.

Predicts and calculates what might happen in a simple game of chance.

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Classifies objects into groups according to their special features.

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Interprets information on a pictograph.

Classifies objects into groups according to their special features.

Experiments and classifies objects under two headings.

Suggest questions to discover information about classmates.

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Collects and records data in a simple table.

Collects and records data in a simple table.

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Presents and interprets gathered information.

Presents the information from a chance experiment in a graph.

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Presents gathered information in a bar graph.

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Prepares, presents and interprets gathered information.

Describes and interprets data on a simple graph.

Predicts what might happen in a simple chance experiment.

Classifies objects and presents the information in a table or graph.

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Curriculum Links

The activities in this book can be linked to the following areas in the Mathematics curriculum documents.

VICTORIA* Levels 1-2

WESTERN AAUSTRALIA USTRALIA Levels 1-2

Number

Working Mathematically

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

Teac he r

Space

Level 1: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 Level 2: Shape and Space – 2.1, 2.3, 2.4, 2.5, 2.6 Location – 2.1, 2.2, 2.3, 2.4

Measurement and Data

Level 1: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 Level 2: Measuring and Estimating – 2.1, 2.3, 2.4, 2.5 Time – 2.1, 2.2 Using Relationships – 2.1 Chance – 2.1, 2.2 Data – 2.1, 2.2, 2.3, 2.4

Contextualise Mathematics – WM 1.1, WM 2.1 Mathematical Strategies – WM 1.2, WM 2.2 Reason Mathematically – WM 13, WM 2.3 Apply and Verify – WM 1.4, WM 2.4

Space

Represent Location – S 1.1, S 2.1 Represent Shape – S 1.2, S 2.2 Represent Transformations – S 1.3, S 2.3 Reason Geometrically – S 1.4, S 2.4

Measurement

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Level 1: 1.1, 1.2, 1.3, 1.4, 1.5 Level 2: Numbers, Counting and Numeration – 2.1, 2.2, 2.3, 2.4 Mental Computation and Estimation – 2.1 Computation and Applying Number – 2.1, 2.2, 2.3, 2.4 Number Patterns and Relationships – 2.1, 2.3

Understand Units – M 1.1, M 2.1 Direct Measure – M 1.2, M 2.2 Estimate – M 1.3, M 2.3 Indirect Measure – M 1.4, M 2.4

Chance and Data

© ReadyEdPubl i cat i ons •f orr evi ew pNumber ur posesonl y• Reasoning and Strategies Chance and Data and Working Mathematically.

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SOUTH AAUSTRALIA USTRALIA Levels 1-2

NEW SOUTH W ALES WALES Levels 1-2

o c . che e r o t r s super

Exploring, Analysing and Modelling Data – 1.1, 1.2, 1.3, 2.1, 2.2, 2.3 Measurement – 1.4, 1.5, 2.4, 2.5 Number – 1.6, 1.7, 1.8, 2.6, 2.7, 2.8 Pattern and Algebraic Reasoning – 1.9, 1.10, 1.11, 2.9, 2.10, 2.11 Spatial Sense and Geometric Reasoning – 1.12, 1.13, 1.14, 2.12, 2.13, 2.14

6

Understand Numbers – N 1.1, N 2.1 Understand Operations – N 1.2, N 2.2 Calculate – N 1.3, N 2.3 Reason About Number Patterns – N 1.4, N 2.4

m . u

w ww

Level 1: 1.1, 1.2, 1.3 Level 2: Mathematical Reasoning – 2.3, 2.3, 2.4 Strategies for Investigation – 2.1, 2.2 * Incorporates VELS: Number, Space, Measurement,

Understand Chance – C&D 1.1, 2.1 Collect and Organise Data – C&D 1.2, 2.2 Summarise and Represent Data – C&D 1.3, 2.3 Interpret Data – C&D 1.4, 2.4

Working Mathematically Questioning – WMS 1.1, WMS 2.1 Applying Strategies – WMS 1.2, WMS 2.2 Communicating – WMS 1.3, WMS 2.3 Reasoning – WMS 1.4, WMS 2.4 Reflecting – WMS 1.5, WMS 2.5

Number Whole Numbers – NS 1.1, NS 2.1 Addition and Subtraction – NS 1.2, NS 2.2 Multiplication and Division – NS 1.3, NS 2.3 Fractions and Decimals – NS 1.4, NS 2.4 Chance – NS 1.5, NS 2.5

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Curriculum Links

NEW SOUTH W ALES (cont.)

WALES

Patterns and Algebra – PAS 1.1, PAS 2.1 Data – DS 1.1, DS 2.1

Working Mathematically Investigating – 1.1, 1.2 Using Problem Solving Strategies – 1.3 Applying and Verifying – 1.4 Using Mathematical Language – 1.5

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

Space and Geometry Three-dimensional Space – SGS 1.1, SGS 2.1 Two-dimensional Space – SGS 1.2, SGS 2.2a, SGS 2.2b Position – SGS 1.3, SGS 2.3

QUEENSL AND QUEENSLAND Levels 1-2

Number Number Concepts – N 1.1, N 2.1 Addition and Subtraction – N 1.2, N 2.2 Multiplication and Division – N 1.3, N 2.3

Space Spatial Ideas – 1.7, 2.7a, 2.7b Visualising, Analysing and Representing Arrangements and Locations – 1.8, 2.8 Visualising, Analysing and Representing Shapes – 1.9, 2.9 Visualising, Analysing and Representing Movements and Transformations – 1.10, 2.10

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Measurement Length – MS 1.1, MS 2.1 Area – MS 1.2, MS 2.2 Volume and Capacity – MS 1.3, MS 2.3 Mass – MS 1.4, MS 2.4 Time – MS 1.5, MS 2.5

Teac he r

N.T as. / A.C.T (National Cur riculum) N.T.. / TTas. Curriculum) Levels 1-2

Number Count and Order – 1.11, 2.11 Number Patterns – 1.12, 2.12 Equations – 2.13 Applying Number – 1.14a, 1.14b, 2.14 Mental computation – 1.15, 2.15 Written computation – 2.16 Calculators – 1.17, 2.17

© ReadyEdPubl i cat i ons Measurement •f orr evi ew pu r posesonl y• Length, mass, area and volume – M 1.1, M 2.1 Measurement Time – M 1.2, M 2.2

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m . u

w ww

Choosing Units – 1.18, 2.18 Measuring – 1.19, 2.19 Space Estimating – 1.20, 2.20 Shape and Line – S 1.1, S 2.1 Location, Direction and Movement – S 2.1, S 2.2 Time – 1.21, 2.21 Using Relationships – 2.22 Patterns and Algebra Chance and Data Patterns and Functions – PA 1.1, PA 2.1 Understanding, Estimating and Measuring Chance Equivalence and Equations – PA 1.2, PA 2.2 Variation – 1.23, 2.23 Chance and Data Collecting Data – 1.24, 2.24 Chance – CD 1.1, CD 2.1 Organising Data – 1.25, 2.25 Data – CD 1.2, CD 2.2 Displaying and Summarising Data – 1.26, 1.27, 2.26 Interpreting Data – 2.27

o c . che e r o t r s super

7

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Teachers’ Notes

PRESENTING THE PROBLEM CARDS • As a whole class • In small groups • In pairs • Individually • As an extension task • As a homework task

r o e t s Bo r e p ok u S USING THE PROBLEM CARDS

ew i ev Pr

Teac he r

Prior to presenting the cards, display a list of the strategies needed for solving a problem to your class. Provide an example of each strategy by solving a related problem. The problem cards may be used in a variety of formats, including:

Photocopy the relevant cards suited to the key learning areas your class is covering and distribute according to one of the above formats. Each problem card will contain the following:

1. Task number, key learning area and title; 2. Material required to complete the problem tasks; 3. 1 to 4 problem tasks; 4. A challenge task for early finishers or those needing further extension; 5. A student self assessment area; 6. Relevant indicator/s or learning focus.

w ww

Note: All Challenge questions can be answered using another sheet of paper.

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m . u

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

o c Two assessment task cards are located at the end of each strand for teachers to . c e h collect and assess. An assessment checklist is located at ther end of the introductory e o t r s section of this book for teacherss tou keep ae record of the strategies and skills r p students are using as they work through each problem card. There is also provision ASSESSMENT AND ANSWERS

on each problem task card for students to note their own self-assessment. They are simply required to shade in an icon to represent how they felt they performed on a task. Answers or possible solutions are also provided at the back of this book with the exception of open-ended problems where answers would vary or require a teacher to check the end results.

8

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Teaching Points

PROBLEM SOLVING STRATEGIES Think, estimate and check

This skill is often used subconsciously in problem solving as well as many other areas of maths. It should be the first step taken whenever a student is presented with a problem. Students read the problem at least once, think about what it is asking of them, estimate an answer and then check to see if they are correct. While solving a problem using this method, students may still need to work through a number of other strategies, such as calculating mentally or writing notes or sums, drawing up a table or chart or even checking using mathematical tools such as a calculator, scales, ruler and so on.

Teac he r

Example:

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

Step 1: Read the problem and work out what it is asking?

ew i ev Pr

At the local fair there is a stall where you are given ten beanbags to throw into a bin two metres away. If you had three turns, how many beanbags do you think you are likely to get into the bin on the: a) first turn? b) second turn? c) third turn?

Step 2: Think about and estimate how many beanbags you think you could throw into a bin.

Do you think you would improve on the second and third try? You may even wish to check your answers by acting out the problem with actual beanbags and a bin if you have the equipment.

© R e a d y E d P u b l i c a t i o n s Step 3: Answers will vary from student to student depending on how confident they feel about throwing something intoi ae target.

Ifp students do o act s oute thes problem, they would then • f o r r e v w u r p o n l y • need to check their estimates and see how close they were to how they performed. As this is Draw a diagram/picture

m . u

a chance experiment, would the results be the same each time? (Follow with class discussion.)

w ww

This skill can be very useful in helping a student visualise the problem, making it often easier to interpret and solve. In this case students would read over the problem, think about what it is asking and draw a diagram/picture to help them solve it.

Example:

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o c . che e r o t r s super

A farmer planted four rows of eight carrots. If a quarter of the carrots didn’t grow and a quarter were eaten by rabbits, how many carrots did the farmer have left?

Step 1: Read the problem and work out what it is asking?

Step 2: Draw four rows of eight carrots (or use lines to represent the carrots). Cross out a quarter (1 row) to show those that didn’t grow and cross out another quarter or row to show the ones eaten by rabbits.

Step 3: Count up the number of carrots left and record the answer. (Answer = 16 carrots) 9

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Teaching Points Look for patterns

As with drawing a diagram or picture, looking for a pattern can also help students to visualise the problem. A pattern may present itself particularly in the areas of space and number.

Example:

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

A gardener wanted to make a path from his back door to the shed using at least two different shapes that have four or more sides. Suggest two different patterns the gardener could use and draw them on a piece of paper.

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Teac he r

Step 1: Read the problem, and think about all the shapes that have two or more sides.

Step 2: Use shape blocks to create a few different patterns that only contain two shapes that have four or more sides.

Step 3: Select two different designs and draw them. Answers will vary from student to student, however, the shapes they would need to use could include: square, rectangle, diamond, trapezium, parallelogram, pentagon, hexagon or octagon.

Make a model © R e a d y EdPubl i cat i ons This strategy works particularly well when dealing with problems related to shape and space.

Once again in order for students to visualise the problem it is often useful to construct it or •f or r ev i e w p2D ur p o ses on l yPlasticine, • make a model first.

Materials such as blocks, and 3D shapes, cubes, sticks, Example:

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paper, popsticks, and so on are all handy in representing shapes and structures in our world.

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Using shape blocks create a tower that is at least as high as your ruler and can support a school shoe. Which shapes work the best?

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Step 1: Read the problem and visualise what it is asking.

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Step 2: Gather various 3D shape blocks and begin working on a structure that is at least the height of your ruler and can support the weight of one of your school shoes.

Step 3: Compare the height of your tower to a ruler and test out its support by placing one of your shoes on its top.

Answer: Answers will vary, however the most effective shapes would be rectangular prisms and cubes. The tower would also need to be wide enough to support the shoe.

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Teaching Points Act it out

Acting out a problem can also give students a greater understanding of a problem. In particular, if the problem involves things like people, objects, measurement tools, money or things they have easy access to, it can help them visualise the question as well as the answer. A problem that involves being acted out is often also fun, which can intrinsically motivate students to find a solution.

Example:

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

Joel wanted to buy a packet of football cards that cost $2.00. If he collected 20c each day for seven days, how many more 20c coins would he need to buy the cards?

Teac he r

Step 1: Read the problem and think about what it is asking.

Answer: He would need three more 20c coins or 60c.

Draw a table/graph

ew i ev Pr

Step 2: Count out seven real or play 20c coins and add them together. Count out how many more he would need to reach $2.00.

This skill is particularly useful when working with problems in the area of data collection and number. Drawing a table or graph helps present the information in a more organised manner, which in turn makes it easer to see the result or answer.

© ReadyEdPubl i cat i ons f o rasked r ev e woutp ur se so nl yfilling •in Your • teacher has youi to find which isp theo most popular sandwich Example:

your class. How would you do this?

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Step 1: Read the problem and work out what it is asking?

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Step 2: Draw up a table/survey that lists a number of different sandwich fillings. Ask each class member about their favourite sandwich filling and place a tick or mark next to their chosen filling. An example of a simple table that could be used follows below.

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Vegemite Peanut butter Jam Honey Nutella Cheese Salad Ham Strass Chicken

o c . che e r o t r s super

Other

Step 3: Add up the ticks/marks and look at the results to find the favourite filling. Note that answers would vary from class to class. A graph could also be drawn up from the table of results.

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Teaching Points

Make a statement

Some problems simply require that you think about the question and make a statement or thought showing your opinion. These types of problems are often evident in the areas of measurement, chance and data. Such a problem gives us a good insight into a student’s knowledge and understanding of a presented topic.

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

Example: 1) Look at the graph about Year 1D and make a statement about what it is showing us.

2) What heading or title would you give it?

Teac he r

Make a list

Making a list is a useful skill to use in all areas of the maths curriculum. Students could be required to make a list of people, times, events, numbers, and so on in order to solve a problem.

Once again being able to write a list makes it more effective to then visualise the answer to a problem. Alternatively, you may need to make a list of answers for your problem.

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Step 1: Read the problem and work out what it is asking.

Step 2: Look at the graph and in particular the column headings and write a statement.

Example of answer: The graph shows how students in 1D travel to school each day.

Step 3: A suggested heading could be: Travelling to School.

EXAMPLE OF LIST: • Party pies – 1 each (10) • Sausage rolls – 1 each (10) • Small hotdogs – 2 each (20) • Cupcake – 1 each (10) • Fairy bread – 4 pieces each (10 slices bread) • Chips – 2 packets • 10 Lolly bags containing: a chocolate bar, snakes, lollypop, smarties, party blower, balloon.

• Party hats – 10 • Drinks – 2 bottles lemonade, 2 coke, 2 lemon drink.

• 1 birthday cake • Plates – 10 • Cups – 10 • Serviettes – 10

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Step 1: Read the problem and work out what it is asking.

Step 2: Think about the types of food, drink, prizes and decorations you could have at a party. Make a list of the chosen items and estimate how much of each item you would need for ten people. Answers would vary depending on students own experience and likes/dislikes.

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Calculate

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

Example: Emily is having a 7th birthday party on the weekend at home with nine of her friends. Help Emily organise her party by making a list of all the things and the amounts she may need.

o c . che e r o t r s super

This skill is more commonly used in the area of number. Students would be required to read the problem and use mental or written calculation to come up with the answer. In some cases this skill would be required along with another skill, such as, ‘estimate and check’, ‘look for patterns’ or ‘make a list’ prior to working on the calculation. Calculators or computers are also a useful tool for this strategy.

Example:

If two dice are rolled in a game, how many different number totals could there be?

Step 1: Read the problem and work out what calculations are required.

Step 2: List the numbers together in order starting from 1. Students may wish to also act it out with their own dice or simply look at the dice to help them.

Step 3: Calculations/answers: 1+1=2, 1+2=3, 1+3=4, 1+4=5, 1+5=6, 1+6=7, 2+2=4, 2+3=5, 2+4=6, 2+5=7, 2+6=8, 3+3=6, 3+4=7, 3+5=8, 3+6=9, 4+4=8, 4+5=9, 4+6=10, 5+5=10, 5+6=11, 6+6=12.

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STRAND: ESTIMATE AND CHECK

DRAW A DIAGRAM/ PICTURE

LOOK FOR PATTERNS

MAKE MODEL/ DESIGN

ACT IT OUT

DRAW A TABLE/ GRAPH

WRITE A STATEMENT

MAKE A LIST

CALCULATE

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Teac he r

TASK

ASSESSMENT CHECKLIST (STRATEGIES)

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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

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SHAPE AND SPACE

TASK

1 shape pictures shape blocks to create a model of a house.

1 Use Name the shapes you used in your model.

Materials: •pencil •2D shape blocks •paper

SELF AS SES SMENT ASSES SESSMENT

r o e t s Bo r e p o u k some shapes to make a 2 Trace around S picture of a bicycle. Name the shapes you

_______________________________________________________________

used to create your bicycle. __________________________________ __________________________________

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Teac he r

_______________________________________________________________

Challenge: Create your own picture by tracing around the shapes on a piece of paper. How many different shapes did you use?

© ReadyEdPubl i cat i ons AND (NUMBER) orr evi ew pur p SHAPE ose sSPACE on l y• TASK •f Indicator Indicator: Constructs recognisable pictures from 2D shapes.

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2

_______________________________________________________________

. te

Trace around these coins in the space below. Place them in order of size from the smallest to largest.

o c . che e r o t r s Challenge: super Trace and

Indicator Indicator: Orders a shape according to size and makes a 3D shape from a 2D shape.

14

m . u

2

SELF AS SES SMENT ASSES SESSMENT

What shape are most of our Australian coins?

w ww

1

coins

Materials Materials: •pencil •coins

order our coins in order of amount (from least to most).

Is this order the same as the size order?

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TASK

3

1

SHAPE AND SPACE

table and chair

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil •shape blocks •cup

Use the shape blocks to make a table and chair that can support a cup.

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

ew i ev Pr

Teac he r

Name the shapes you used to make your table and chair.

Challenge: What shape would you use to make a computer to sit on your table?

_________________________________ _________________________________

© ReadyEdPubl i cat i ons SHAPE SPACE orr evi ew pur poses onAND l y • TASK•f Indicator Indicator: Uses shape blocks to construct everyday objects.

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4

cube

SELF AS SES SMENT ASSES SESSMENT

w ww

1

m . u

Materials Materials: •pencil •cardboard •ruler •scissors •apple or orange

What shape do you need to make a cube?

. t e 2

_______________________________________________________________

o c . che e r o t r s super

How many sides does a cube have?

_______________________________________________________________

3

Use cardboard to make a cube that is large enough to hold an apple or orange.

Challenge: Make a list of all the uses a cube can have.

Indicator Indicator: Identifies and constructs a 3D shape from a 2D shape.

15

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TASK

5

SHAPE AND SPACE

towers

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •3D shape blocks (cubes, cylinders, rectangular prism) •pencil •dictionary (Challenge)

Use the different shape blocks listed below to make towers. Write how many blocks high the tower was before it fell?

c) rectangular prism tower?

2

________

Which shape makes the best tower? _________________________________

ew i ev Pr

r o e t s Bo r e p a) cube tower? ________ o u k Stower? b) cylinder ________

Teac he r

1

Challenge: Make a tower that is steady enough to support a dictionary.

© ReadyEdPubl i cat i ons ANDl SPACE• orr evi ew pur pose SHAPE son y TASK •f Indicator Indicator: Compares 3D shapes when using them to construct things.

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fruit and vegetables

w ww

1

2

SELF AS SES SMENT ASSES SESSMENT

A fruit and vegetable shop was packing up an order to send to a customer. Look at the 3D shapes above and answer which would be the best shapes to package the following? a) 24 apples ____________ b) 1 rock melon ____________ c) 1 cucumber ____________ Challenge: Make a list of all d) 4 punnets strawberries ____________ fruit or vegetables e) 12 bananas ____________

. te

o c . che e r o t r s super

What shape does tinned fruit and vegetables come in?

Indicator Indicator: Names and recognises the uses for common 3D shapes.

16

Materials Materials: •pencil

m . u

6

that are round (e.g. have the shape of a sphere).

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TASK

7 1

SHAPE AND SPACE

shape patterns

Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

Draw a pattern below using the following shapes: 1 rectangle, 2 squares, 4 circles and 3 triangles.

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u aS hopscotch pattern below. What shapes 2 Draw have you used? List them on the back.

Challenge: Using shapes of your choice, design and draw another pattern which could be used for a playground game.

© ReadyEdPubl i cat i ons SHAPE SPACE orr evi ew pur poses onAND l y • TASK•f Indicator Indicator: Makes simple patterns using shapes from a set of instructions.

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8 brick wall 1 What 3D shape is used to create a brick wall?

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •pencil •ruler

_________________________________________

2

3

. te

o c . che e r o t r s super

Draw three rows of a brick wall below.

How many rectangles can you count in your brick wall above. ___________ Indicators Indicators: Identifies and creates a simple repetitive pattern; Recognises useful shapes in construction.

Challenge: What other shapes could be used to create a wall? Choose one shape to create a different wall.

17

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SHAPE AND SPACE

TASK

9 city of shapes shapes are mainly used in houses and 1 What buildings? Make a list below.

Materials Materials: •pencil •ruler •paper •computer (optional)

SELF AS SES SMENT ASSES SESSMENT

_________________________________________

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

Teac he r

_________________________________________

Use the computer or a piece of paper to design a small city that is made up buildings of many different shapes.

ew i ev Pr

2

Challenge: Why do you think buildings need shapes with edges?

© ReadyEdPubl i cat i ons SHAPE ANDl SPACE• orr evi ew pur pose son y TASK •f Indicator Indicator: Identifies where familiar shapes are used in everyday life.

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missing half

w ww 1

2

Materials Materials: •paper •ruler •pencil

Symmetrical means that when something is cut in half it is the same on each side.

Draw the missing half of the pictures below.

. te

o c . che e r o t r s super

On a piece of paper draw a picture of a symmetrical robot made of squares, triangles, rectangles and circles.

Indicator Indicator: Uses shape and symmetry to complete and design simple pictures.

18

SELF AS SES SMENT ASSES SESSMENT

m . u

10

Challenge: Make a list of all the symmetrical things you can see in your classroom.

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TASK

11

paving

SELF AS SES SMENT ASSES SESSMENT

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

Use one or more of the shapes above to create a pattern paved outdoor area on a piece of paper.

ew i ev Pr

2

Materials Materials: •pencil •ruler •paper •computer (optional/Challenge)

Colour the shapes that can be joined together without leaving gaps or spaces.

Teac he r

1

SHAPE AND SPACE

Challenge: Using the computer or a piece of paper, design a garden path that has no gaps and has at least three different shapes included.

© ReadyEdPubl i cat i ons SHAPE SPACE orr evi ew pur poses onAND l y • TASK•f Indicator Indicator: Identifies and uses shapes that can make a tessellating pattern.

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12 shape pictures How many different pictures can you create using the 1 shapes below? Use shape blocks to help you then draw

w ww

two of your favourite pictures.

. te

2

m . u

SELF Materials Materials: •shape blocks •pencil SES SMENT ASSES SESSMENT •ruler •computer (optional/Challenge) AS

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

Would your pictures change if you turned them upside down? If so, how?

Indicator Indicator: Uses given shapes to create simple pictures.

Create an interesting picture on a sheet of paper using different sized circles only. You could also try this using a computer.

19

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SPACE (LOCATION)

TASK

13 classroom paths How many steps from your desk do you need to take 1 to reach the following places in the classroom?

Materials Materials: •pencil

a) blackboard? ____

b) teacher’s desk? ____

c) door?

d) computer?

SELF AS SES SMENT ASSES SESSMENT

Teac he r

ew i ev Pr

____ r o e t s Boplaces, r e In the space below, draw all of the above p opaths 2 including your desk. Now, draw three differentk u Sdesk to the classroom door. from your ____

Challenge: On another sheet of paper, draw a more detailed map of your classroom for a visitor to use.

© ReadyEdPubl i cat i ons SPACE (LOCATION) orr evi ew pur pose son l y• TASK •f Indicator Indicator: Moves and creates paths in response to simple instructions.

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14 classroom position In the classroom who is sitting: 1 a) to your right? b) to your left?

w ww

_______________

________________

c) in front of you? _______________

d) behind you? ________________

. te

o c . c If you had to describe to a new student e her r 2 where the teacher o t sat in the classroom, s super what would you say? _________________________________ _________________________________ _________________________________ Indicator Indicator: Uses location words to describe familiar positions.

20

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

Challenge: Describe to the new student how they could get to the office from your classroom.

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SPACE (LOCATION)

TASK

15 left and right! the placemat below draw the following 1 On a) a plate in the middle b) a knife on the right Materials Materials: •pencils

2

d) a glass on the right f) pepper on the left

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

Draw what you imagine this person may be eating for dinner.

ew i ev Pr

Teac he r

c) a fork on the left e) salt on the right

SELF AS SES SMENT ASSES SESSMENT

Challenge: The person above is right handed.

Describe what would change if they were left handed?

© ReadyEdPubl i cat i ons SPACE orr evi ew pur poses on(LOCATION) l y• TASK•f Indicator Indicator: Uses left and right to draw the position of objects.

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bus line

Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

Ben, Harry, Mary, Jessica, Helen, Chris and Mark are waiting for the bus in that order (e.g. Ben is first).

Answer the following questions about them.

m . u

w ww

16 1

a) Who is standing to c) Who is standing the left of Mary? to the right of Ben? ________________ _______________ b) Who is standing to d) Who is standing to the right of Helen? the left of Jessica?

Challenge: If Helen ________________ _____________ and Mark were away

. te

2

o c . che e r o t r s super

If Jessica moved to the end of the line who would be standing to the left of Helen? ___________________________________ Indicator Indicator: Uses left and right to describe the position of people.

and nine more students joined the line, how many students would be standing to the right of Mary?

21

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SPACE (LOCATION)

TASK

17 creating paths at the park below. Draw in three different 1 Look paths travelling from the picnic area to the duck

Materials Materials: •pencils (red, blue, yellow) •grey lead pencil

SELF AS SES SMENT ASSES SESSMENT

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

2

Which path do you think is the longest?

3

Which path do you think is the shortest?

_________________________________ _________________________________

ew i ev Pr

Teac he r

pond. (Use a red, blue and yellow pencil.)

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Challenge: Write a set of directions on how to get from your house to your local park if walking.

© ReadyEdPubl i cat i ons SPACE (LOCATION) orr evi ew pur pose son l y• TASK •f Indicator Indicator: Creates different paths on a simple map.

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18 possum maze the possum reach the fruit by drawing the 1 Help shortest path through the bush maze. many possible 2 How paths could the

w ww

. te

o c . che e r o t r s super Challenge: possum take to the fruit? Draw them on the maze using different colours.

Indicator Indicator: Locates and follows different paths on a maze.

22

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •coloured pencils

Design your own maze for an animal of your choice to reach its shelter.

Give your maze to a friend to work out.

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SPACE (LOCATION)

TASK

19 board game another sheet of paper, design a board game 1 On that uses dice where the aim is for a horse to

Materials Materials: •coloured pencils •ruler •paper

SELF AS SES SMENT ASSES SESSMENT

reach a stable. Think about what stops or obstacles the horse might come across during the game.

Teac he r

_________________________________

3

What age group suits your game? _________________________________

ew i ev Pr

r o e t s Bo r e p o u people can play your game? k 2 How many S

Challenge: Write a set of instructions for your board game.

© ReadyEdPubl i cat i ons LOCATION (NUMBER) orr evi ew pur pose sonl y• TASK•f Indicator Indicator: Designs and creates a simple board game.

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20 bedroom plans at the diagram of the bedroom below and 1 Look label the main features.

w ww

. te

2

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •paper •pencil •ruler

o c . che e r o t r s super

On a piece of paper, draw your bedroom and label the main features.

Challenge: Design and draw your ideal bedroom.

Label all the main features.

Indicator Indicator: Interprets and creates simple maps of familiar locations.

23

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SPACE ASSESSMENT

TASK

21 bridges the shape blocks to create a bridge that is as 1 Use long as your ruler and as high as your hand.

Materials Materials: •pencil •ruler •shape blocks

Name the shapes you used in your design.

ew i ev Pr

3

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

Draw your design below.

Teac he r

2

SELF AS SES SMENT ASSES SESSMENT

Challenge: a) Use the shape blocks to build a bridge 1 metre long and 50 cm high. b) How is this design different to your smaller bridge?

© ReadyEdPubl i cat i ons LOCATION orr evi ew pur pos esoASSESSMENT nl y• TASK •f Indicator Indicator: Identifies and uses shapes to construct a specific object.

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22 class map a piece of paper, draw a simple map of your 1 On classroom and label the main features.

w ww

2

. te

On your map draw different coloured paths from your seat to:

o c . c e her r a) the blackboard o t s super b) the computer c) the door d) the teacher’s desk

Indicator Indicator: Interprets and creates simple maps of familiar locations.

24

SELF AS SES SMENT ASSES SESSMENT

m . u

Material Material: •pencil •ruler

Challenge: Draw a map of your school and label the main areas.

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NUMBER

TASK

1 jack’s party has invited 14 friends to his birthday party.

1 Jack Including himself how many of the following party Materials Materials: •pencil

2

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

Make a list of all the things you would have at a party.

ew i ev Pr

Teac he r

foods will Jack need if each person has: a) 2 drinks ___________ b) 2 party pies ___________ c) 4 pieces of fairy bread ___________ d) 1 cup cake ___________ e) 10 lollies ___________ f) 5 pizza snacks ___________ g) 3 balloons ___________ h) 2 novelty prizes ___________

SELF AS SES SMENT ASSES SESSMENT

Challenge: If Jack’s cake was cut into 20 pieces and three quarters of the cake was eaten, how many slices would be left?

© ReadyEdPubl i cat i ons NUMBER orr evi ew pur poseson l y• TASK•f Indicator Indicator: Skip counts by different numbers to solve a problem.

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2 swap cards likes to collect horse swap cards. Each packet 1 Emily she buys contains five cards. If she already has 45

w ww

cards, how many packets has she bought?

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

. t ebuys another seven packs of cards, how o If Emily 2 c . many will c she have in her collection now?e her r o t s super ___________________________________

____________________________________________

3

If 17 of the cards are doubles, which she gives away, how many cards does Emily have left?

___________________________________ Indicator Indicator: Skip counts, adds and subtracts to solve a problem.

Challenge: Out of her remaining card collection, Emily gives away another 15 cards. How many does she have left? _________ 25

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NUMBER

TASK

3 car collection likes to collect toy cars. If his collection started 1 Ben five years ago with only two cars and has doubled Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

each year after that, how many cars does he have now?

Teac he r

__________________________________

3

If Ben gives away half of his current car collection, how many will he have left? __________________________________

ew i ev Pr

r o e t s Bo r e pdoubles again, how manyo cars will 2 If his collection u k he have S by next year?

Challenge: If Ben keeps doubling his car collection each year, how many years will it take Ben to collect 512 cars?

© ReadyEdPubl i cat i ons NUMBER orr evi ew pur poseson l y• TASK •f Indicator Indicator: Doubles and halves numbers to solve a problem.

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rebecca’s age

Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

m . u

If Rebecca is half the age of her sister and double the age of her brother who is four years old, how old is Rebecca?

w ww

4 1

. te o c Rebecca’s sister be in three years?

2 How old will . che e r o ________________________________ t r s super ________________________________________

3

If Rebecca’s mother is five times the age of Rebecca less one year, how old is she? ________________________________ Indicator Indicator: Doubles and halves numbers to solve a problem.

26

Challenge: If Rebecca’s father is double the age her sister will be in 5 years time, how old is he?

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NUMBER

TASK

5 street numbers If the following numbers 2, 4, 6, 8, 10, 12 appear 1 on the houses on the right side of a street, what Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

numbers will be on the left side of the street?

r o e t s B r e oo What would be the house number five houses up p 2 from number u k 12 on the same side?

S _____________________________

3

What would be the house number eight houses up from number 7? _____________________________

ew i ev Pr

Teac he r

_________________________________________

Challenge: If the last number in a street of houses is 50, how many even numbered houses would there be altogether? ____________

© ReadyEdPubl i cat i ons NUMBER orr evi ew pur poseson l y• TASK•f Indicator Indicator: Uses odd and even numbers to solve a problem.

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6 equations would be the lowest and highest number total 1 What you can make rolling two dice?

w ww

a) lowest =

.

2 t e

____

b) highest =

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil •three dice

____

o c ___________________________________________ . che e r o t r ___________________________________ s super

What other sums and totals can you make with two dice?

3

How many sums can you make with two dice that equal 10? Write them below.

__________________________________

Challenge: How many sums can you make with three dice to equal 10?

__________________________________ Indicator Indicator: Calculates mentally numbers up to 10.

27

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NUMBER

TASK

7 ball toss at the board and list 1 Look the possible scores you

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil

2

20 10 5 r o e t s Bo r e p ok u S

What would be the lowest and highest score you could make if you had three balls that hit the target? a) lowest = ____ b) highest = ____

ew i ev Pr

Teac he r

could make if you had two balls that hit the board.

5 10

Challenge: What possible scores could you make if you had three balls that hit the board?

© ReadyEdPubl i cat i ons orr evi ew pur poseso NUMBER nl y• TASK •f Indicator Indicator: Uses addition and multiplication facts to solve a problem.

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8 bowling bowling you have two shots at knocking down 10 1 Inpins.

List the different number combinations you could

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •pencil

make if all pins got knocked down with each turn?

. te o all 10 pins are knocked down. in one c 2 A strike is when ch10 e shot and equals points. If a bowler made r ethree o su 3 strikes in the first r rounds, as 6t in per ___________________________________________

the 4th round and a 9 in the 5th round, what would be his total pin score?

_______________________________

Challenge: If a bowling card read “2 strikes, 7, 8, 9,” what would the bowler’s total score be?

_______________________________

______________

Indicator Indicator: Uses addition and multiplication facts to solve a problem.

28

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TASK

9

1

NUMBER

street signs

Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

A road worker needs to put up some street signs.

If nine signs need one pole and four signs need two poles, how many poles does he need altogether?

r o e t s Bo r e p ok u oneS street 15 signs could be seen, 2 On some with a single pole and some with a double pole. How many of each type of sign could there be? _______________________________

ew i ev Pr

Teac he r

_________________________________________

Challenge: On one street 40 signs could be seen, some with a single pole and some with a double pole. How many of each could there be?

© ReadyEdPubl i cat i ons NUMBER orr evi ew pur poseson l y• TASK•f Indicator Indicator: Uses knowledge of number and counting to solve a problem.

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10 farmers and cows a paddock at one time there are six cows and 1 Iftwoin farmers, how many legs would there be?

w ww 2

3

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

_________________________________________

. te

o c . che e r __________________________________ o t r s s r u e p Challenge: In a milking shed at one particular time If in another paddock there are 20 cows and five farmers, how many legs would there be?

there are 20 legs visible belonging to either farmers or cows. What possible numbers of farmers and cows could there be? ___________________________________ Indicator Indicator: Uses knowledge of number and counting to solve a problem.

If 50 legs were visible, how many farmers and cows might there be?

List all the combinations.

29

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NUMBER

TASK

11 climbing stairs If Jill was able to climb a 60-step stair case two 1 steps at a time, how many steps did she take?

Materials Materials: •pencil

___________________________________________

r o e t s Bo r e p ok u ___________________________________________ S Challenge: a) How

If Jack was able to climb the same stair case, taking three steps at a time, how many steps did he take?

3

ew i ev Pr

Teac he r

2

SELF AS SES SMENT ASSES SESSMENT

many steps would there be if Jack took 60 steps to reach the top of a staircase? b) How many would Jill need to take?

How many stairs must there be if Jill took 45 steps and Jack took 30 steps? ___________________________________

© ReadyEdPubl i cat i ons orr evi ew pur poseso NUMBER nl y• TASK •f Indicator Indicator: Skip counts by 2s and 3s to solve a problem.

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12 number kites Fill in the missing number patterns on the kite tails.

1 a. 3 6 18

w ww

b. 2

. te

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

12

o c . c e Make these number patterns to reach the final number. her r 2 o t s super a.

60 Challenge: c.

15

11

3

Create your own number pattern.

Indicator Indicator: Recognises, continues and creates number patterns.

30

30

b.

Create a number pattern that doubles or halves numbers.

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NUMBER

TASK

13 stair numbers numbers on the stairs below to equal the 1 Write number under the stairs.

Materials Materials: •pencil

3

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

d)

2

=10

+ a) =12

d)

=12

+ b) =15

d)

+ c) =18

=15

Using three numbers list as many different sums as you can that add up to 20. e.g. 7 + 3 + 10 = 20

ew i ev Pr

Teac he r

7+ e.g. =10

SELF AS SES SMENT ASSES SESSMENT

Challenge: Using three numbers list as many different sums as you can that add up to 50. e.g. 20 + 20 + 10 = 50

© ReadyEdPubl i cat i ons NUMBER orr evi ew pur poseson l y• TASK•f Indicator Indicator: Calculates mentally 2 or 3 numbers to arrive at a given answer.

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14 basketball a game of basketball only two of the five players 1 Inin one team scored 15 points. What possible

w ww

scores could each player have scored?

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

. te o c _________________________________________ . c e he r scored the total of 15 points 2 If three players o t r s supeach er what possible scores could player have _________________________________________

scored?

__________________________________ __________________________________ Indicator Indicator: Calculates mentally 2, 3 or 4 numbers to arrive at a given answer.

Challenge: If four players scored the 15 points, what possible scores could each player have scored?

31

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NUMBER

TASK

15 equations 1 Create as many equations (sums) as you can that Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

equal 15.

r o e t s Bo r e p ok u Smany equations as you can that Create as

_________________________________________

2

equal 24 _________________________________ _________________________________

ew i ev Pr

Teac he r

_________________________________________

Challenge: Create as many equations as you can that equal 100.

© ReadyEdPubl i cat i ons orr evi ew pur poseso NUMBER nl y• TASK •f Indicator Indicator: Constructs and completes simple equations.

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16 bike ride cyclist rode 10 kilometres the first day, 20 1 Akilometres the second day and 30 kilometres the

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •pencil

third day. If he continues to ride further each day, how far do you think he would ride the fourth day?

. t e o _________________________________________ c . e What is thec total distance of his four-day ride? her r 2 o t s s r u e p __________________________________

3

If the ride lasted for seven days, how far do you think he would ride on the seventh day?

Indicator Indicator: Uses knowledge of number patterns and addition to solve a problem.

32

Challenge: What would the total distance be of the seven-day ride?

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NUMBER

TASK

17 bus passengers local bus picked up four passengers at the first stop, 1 Athen another four passengers at each of the next three Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

stops. How many passengers are now on the bus?

r o e t s B r e ostop, If seven passengers get off at the next how p o 2 many passengers u are left? k S _________________________________ 3

If there are 20 passengers on the bus at the final stop, how many more passengers did the bus pick up? _________________________________

Challenge: There are 45 passengers on a bus.

If at the first stop 13 people get off and 4 people get on, how many people are now on the bus? ______

ew i ev Pr

Teac he r

_________________________________________

© ReadyEdPubl i cat i ons NUMBER orr evi ew pur poseson l y• TASK•f Indicator Indicator: Uses knowledge of number operations to solve a problem.

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18 swimming race two swimmers (one with a red cap and one with a 1 Ifblue cap) entered a race, how many possible

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •pencil

combinations of 1 and 2 place could there be?

. te o _________________________________________ c . c e h r If three swimmers (red, blue and yellow caps) e o t r 2 entered a race, hows s up er many possible _________________________________________

combinations of 1st, 2nd and 3rd place could there be? ___________________________________ ___________________________________

Challenge: If four swimmers (red, blue, yellow and green caps) entered a race, how many possible combinations of 1st, 2nd and 3rd place could there be?

Indicator Indicator: Uses knowledge of ordinal number to help solve a problem.

33

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NUMBER

TASK

19 soccer game a local soccer game 240 people came to 1 At watch. If only 40 of those were children, how

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil

many adults were there?

r o e t s Bo r e 2 p ok u S ___________________________________ 3

If 200 of those people followed the local team, how many followed the away team? ___________________________________

Challenge:

ew i ev Pr

Teac he r

_________________________________________ If another 25 children came at half time, how many people are there now at the game?

After the game, 165 people went home and while the rest ran onto the field. How many stayed?

(Hint: Remember to add count the 25 extra children that came in at half time.)

© ReadyEdPubl i cat i ons _________ NUMBER orr evi ew pur posesonl y• TASK •f Indicator Indicator: Uses knowledge of place value and addition to solve a problem.

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20 lettuce garden farmer planted five rows of 10 lettuces.

1 AIf only half of them grew, exactly how

w ww

many did not grow?

2

3

. te

o c . che e r o t r s super If the farmer planted If a quarter of 20 lettuces were eaten by rabbits, how many were left?

another three rows of 10 lettuces in his garden, how many would he have planted altogether?

Indicator Indicator: Uses knowledge of multiplication and fractions to solve a problem.

34

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

Challenge: The farmer ended up with a crop of 60 lettuces. If he sold three quarters of this crop, how many lettuces would he have left? _________

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NUMBER

TASK

21 party food At a party four children drank one cup of soft drink, four 1 children drank three quarters cup of soft drink and two Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

children drank half a cup of soft drink. How many cups of soft drink were drunk altogether?

r o e t s B r e owhile Six children ate half a piece of fairy bread four 2 p o children ate one whole piece of fairy bread. How many u k S of fairy bread were eaten altogether? whole pieces

3

_________________________________

If six children had a quarter of an orange and three children had half an orange, how many oranges were eaten? _________________________________

ew i ev Pr

Teac he r

____________________________________________

Challenge: The

bithday cake is cut into 12 slices. If seven children each had a slice, what fraction of the cake is left? __________

© ReadyEdPubl i cat i ons NUMBER orr evi ew pur poseson l y• TASK•f Indicator Indicator: Uses knowledge of fractions to solve a problem.

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22 picnic a picnic a family took five sandwiches cut into 1 At four pieces each. If three of the four pieces were

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •pencil

eaten from each sandwich, how many pieces are left?

. te o c If the five sandwiches were cut into halves. and ch 2 seven pieces e r were eaten, how many halves are e o t r s super left?

3

If 12 quarters of sandwiches were eaten, how many whole sandwiches were eaten?

Indicator Indicator: Uses knowledge of fractions to solve a problem.

Challenge: If 20 people went on a picnic and each ate one and a half sandwiches, how many sandwiches were eaten altogether?

35

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TASK

23 zoo trip of 20 students went on an excursion 1 Ato total the zoo. The group had a choice of

NUMBER

Materials Materials: •pencil

seeing the monkeys or the lions first. If half chose the lions, how many students must have seen the monkeys first?

If a quarter of the students had a camera with them, how many did not have a camera?

3

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

_________________________________

If three quarters of the students had a ham sandwich for lunch, how many had something different?

ew i ev Pr

Teac he r

2

SELF AS SES SMENT ASSES SESSMENT

Challenge: After

lunch 2/20 of the group saw the giraffe, 5/20 saw the seals and 7/20 of the students saw the elephants. How many students were left to see the bears?

© ReadyEdPubl i cat i ons NUMBER orr evi ew pur poseson l y• TASK •f Indicator Indicator: Recognises and demonstrates fractions of whole numbers.

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24 Year 2b the 24 students in Year 2B, if half were boys, 1 Of how many are girls?

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •pencil

_________________________________________

. teof 2B listed drawing as their favouriteo 2 If a third c . activity, how students listed something else? cmany e her r o t s super _________________________________

3

If three quarters of 2B like sport, how many students do not like it? _________________________________ Indicator Indicator: Recognises and demonstrates fractions of whole numbers.

36

Challenge: If two thirds of 2B came to school by car and 2/24 came by bus, how many students used another form of transport?

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NUMBER

TASK

25 lunch orders Erin’s lunch order totals $1.60. How many 1 different ways can she make up this amount with Materials Materials: •pencil •coins

SELF AS SES SMENT ASSES SESSMENT

coins?

Joel’s order totals $3.20. How many different ways can he make up this amount with coins? ________________________________

ew i ev Pr

3

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

Ben’s lunch order totals $2.35. How many different ways can he make up this amount with coins?

Teac he r

2

Challenge: If a lunch order cost $3.85, how much change would a student receive from $5.00?

© ReadyEdPubl i cat i ons NUMBER orr evi ew pur poseson l y• TASK•f Indicator Indicator: Uses different coin combinations to represent amounts of money.

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26 lolly shop 50c •chocolate frogs 40c •lolly pops 25c 1 •large snakes •musk sticks 5c •jelly babies 5 for 10c

w ww

Find the cost of the following lollies: a) 2 large snakes = _______ b) 1 frog and 1 lollipop = _______ c) 4 musk sticks = _______ d) 10 jelly babies = _______ e) 1 snake and 1 frog = _______ f) 1 lollypop and 3 musk sticks = _______ Challenge: a) How

. te

2 3

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil •coins

o c . che e r o t r s super

If Harry spent 40c on jelly babies, how many did he buy?____________________________ If Sarah spent 30c on musk sticks, how many did she buy? _____________________ Indicator Indicator: Adds and multiplies amounts of money in shopping situations.

much would 1 of each item cost? b) How much change would there be from $2.00?

37

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NUMBER

TASK

27 school supplies Study the pricelist and then work out the cost 1 and change of the following items.

Materials Materials: •pencil •coins

Cost

Change from:

Pricelist

•pencil 10c •pen 25c •eraser 50c •scissors $1.20 •pack coloured pencils $2.00 •sharpener 70c

$1.00 =

b) 2 pens =

$1.00 =

c) 1 pen and 1 scissors =

$2.00 =

d) 2 pencils, 1 sharpener and 1 eraser =

$2.00 =

e) 1 scissors and 1 coloured pencils =

$5.00 =

f) 1 coloured pencils and 1 sharpener =

$5.00 =

ew i ev Pr

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

a) 4 pencils and 1 eraser =

Teac he r

SELF AS SES SMENT ASSES SESSMENT

Challenge: a) How much would 1 of each item cost? b) How much change would they get from $5.00?

© ReadyEdPubl i cat i ons orr evi ew pur poseso NUMBER nl y• TASK •f Indicator Indicator: Determines amounts of money and change in shopping situations.

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28 kate’s savings has been saving her coins to buy a Beanie 1 Kate bear that costs $8.00. She has five 10c coins, five

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •pencil •coins

20c coins, four 50c coins and two $1.00 coins.

How much does she have altogether?

. te o _________________________________________ c . much c more money e 2 How her r o t does she still need tos save?_____________ s uper 3

List other ways of making up $8.00.

_________________________________ _________________________________ Indicator Indicator: Adds and uses different coins to represent an amount.

38

Challenge: If Kate received 50c pocket money each week, how many weeks would it take her to save $8.00?

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NUMBER

TASK

29 ben’s chores time Ben completes a chore around the 1 Each house his parents will give him $1.00. How many Materials Materials: •pencil •coins

SELF AS SES SMENT ASSES SESSMENT

chores must he complete to receive:

b) $8.00 c) $15.00 r o e t s B r e oo p u saved $22.00, how many chores has k 2 If he has S _____________________ he completed?

3

ew i ev Pr

Teac he r

a) $3.00

Challenge: If Ben’s older sister receives $2.00 a chore, how many chores would she need to do to save $22.00?

If he buys a fish bowl for $9.00, a fish for $3.00 and some fish food for $2.00, how much money does he have left? _________________________________

© ReadyEdPubl i cat i ons NUMBER (MEASUREMENT) orr evi ew pur pos eso nl y• TASK•f Indicator Indicator: Adds, multiples and divides money to solve a problem.

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30 cake shop If a whole cake costs $12.00, how much will the 1 following cost:

w ww

a) ½ cake?

. e 2 t

b) ¼ cake?

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

c) / cake?

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

If the cake was divided into six slices, how much would each slice cost?

3

If the cake was divided into 12 slices, how much would five slices cost? _______________________________ Indicator Indicator: Uses knowledge of money and fractions to solve a problem.

Challenge: If the cake was divided into eight slices, how much would: a) one slice cost? b) six slices cost?

39

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TASK

31

1

NUMBER ASSESSMENT

shells

Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

Each time a wave rolled in, five shells appeared on the beach. How many shells would there be after: a) 3 waves?

__________

r o e t s __________ Bo r e p __________ ok c) 12 waves? u S

2

If the waves rolled in 10 times and three children collected five shells each, how many shells were left on the beach? _________________________________

ew i ev Pr

Teac he r

b) 9 waves?

Challenge: If there were 100 shells on the beach untouched, how many waves have rolled in?

© ReadyEdPubl i cat i ons NUMBER orr evi ew pur pos esoASSESSMENT nl y• TASK •f Indicator Indicator: Uses knowledge of multiplication and subtraction to solve a problem.

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32 pizza shop large pizza costs $8.00 and each size under 1 Ifis a$2.00 less, how much does the following cost?

w ww

a) Medium pizza?

b) Small pizza?

. tepizza is divided into eight slices, o If a large 2 c . how much c will three slices cost? e her r o t s supe r cost: 3 How much will the following a) ¼ large pizza? b) 1/3 medium pizza? c) ¾ small pizza?

Indicator Indicator: Uses knowledge of money and fractions to solve a problem.

40

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

Challenge: A family ordered six large pizzas for a party. How much will this cost?

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MEASUREMENT

TASK

1 pencil case John has a new pencil case which is 30 cm long and 15 1 cm wide. Make a list of all the things you think will and Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

won’t fit in his new pencil case.

2

WON’T FIT

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

What things around the room are larger than your pencil case?

______________________________ ______________________________

Challenge: If John was able to fit two packets of pencils (24 pencils in each), a pair of scissors, one eraser and one pencil sharpener in his pencil case, how many items would he have in there altogether?

ew i ev Pr

Teac he r

WILL FIT

© ReadyEdPubl i cat i ons MEASUREMENT orr evi ew pur poseso nl y• TASK•f Indicator Indicator: Compares objects that are bigger/smaller than a given object.

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2 desk length needs to measure the length of her table but 1 Sarah she doesn’t have a ruler or measuring tape. What

w ww

else could she use?

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil •ruler (Challenge)

. te o the same length as your teacher’s c 2 Is your desk . c e he desk? Use one of your suggestions above to r o t r s su per compare and measure both.

_________________________________________

Measuring item? __________________ a) your desk

length= _________

b) teacher’s desk length= _________

Challenge: Using a ruler, measure and record the length of your desk in centimetres.

Indicator Indicator: Compares and informally measures the length of an object.

41

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TASK

MEASUREMENT

3 farm animals large truck and a small truck are going to 1 Atransport some farm animals to a new farm.

Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

Help the farmer divide the animals.

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

•20 cows •12 chickens •10 sheep •1 cat •1 bull •3 horses •7 ducks •5 rabbits •6 pigs •2 dogs

2

How many animals are there a) in the large truck?

___________

b) In the small truck?

___________

ew i ev Pr

Teac he r

HEAVY (LARGE TRUCK) LIGHT (SMALL TRUCK)

Challenge: If the farmer bought two more of each animal, how many animals would he have altogether?

© ReadyEdPubl i cat i ons orr evi ew pur po seson l y• MEASUREMENT (NUMBER) TASK •f Indicator Indicator: Estimates and compares the weight of objects.

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Materials Materials: •pencil •3 different containers •small cubes

If you had three different containers and some small cubes and you wanted to find out which container held the most, what would you do?

w ww

1

comparing containers

SELF AS SES SMENT ASSES SESSMENT

m . u

4

. te

o c . che ___________________________________________ e r o t r subelow ins order 2 Draw the three containers per ___________________________________________

from smallest to largest and write how many cubes each container held.

Indicator Indicator: Estimates and compares the capacity of objects.

42

Challenge: Make a list of other things you could use to compare the capacity of the containers.

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TASK

5

1

area

SELF AS SES SMENT ASSES SESSMENT

Using A4 sheets of paper, find the area of your desktop.

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

Find and name as many things as you can that have a smaller area than your desk. _________________________________________ __________________________________ Challenge: Find and name as many things as you can that have a larger area than your desk. __________________________________ __________________________________

ew i ev Pr

3

Materials Materials: •A4 sheets of paper •pencil

Area is the space inside a shape or object.

Teac he r

2

MEASUREMENT

If area equals length x width, find the area of your desk top using a ruler. ____ cm2

© ReadyEdPubl i cat i ons MEASUREMENT orr evi ew pur poseso nl y• TASK•f Indicator Indicator: Finds, compares and measures the area of an object.

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perimeter

Materials Materials: •pencil •exercise book •matchsticks

w ww

Perimeter is the distance around the outside of a shape or object.

Using matchsticks, find the perimeter of your maths exercise book.

1

SELF AS SES SMENT ASSES SESSMENT

m . u

6

. and name as many things as you can thato have e 2 Findt c . perimeter than your book. a smaller c e her r o __________________________________ t s s r u e p __________________________________ Challenge: 3

Find and name as many things as you can that have a larger perimeter than your book.

__________________________________ __________________________________ Indicator Indicator: Finds, compares and measures the perimeter of an object.

Measure each side of your maths book with your ruler and add them together to find the perimeter. ____ cm.

43

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TASK

7

MEASUREMENT

longest snake

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •piece of paper •scissors •sticky tape •ruler •tape measure

1

Using one piece of paper, scissors and sticky tape make the longest snake you can.

r o e t s Bo r 2 e p o u k _________________________________________ S

3

ew i ev Pr

Teac he r

How many hands long is your snake?

How many centimetres long is your snake? Challenge: Join _________________________________

your snake with a friend’s snake. Use a tape measure to see how long the snake is now.

© ReadyEdPubl i cat i ons MEASUREMENT orr evi ew pur poses onl y• TASK •f Indicator Indicator: Measures the length of a created object.

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8 lighter/heavier 1 Hold a large stapler in one hand, then find and

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •large stapler •pencil

hold in the other hand objects that feel lighter.

List them below. _________________________________________ _________________________________________ _________________________________________

. te

o c . che e r o t r s r u e p Find objects that feels heavier than the 2 stapler and list them below.

Challenge: What _________________________________ _________________________________ _________________________________ Indicator Indicator: Estimates and compares the weight of objects by hefting.

44

would you use to weigh the following items? a) yourself b) a pencil c) butter

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MEASUREMENT

TASK

9 making biscuits wants to make 24 biscuits but the recipe 1 Julie below only makes 12. Rewrite the recipe so that it Material Material: •pencil

SELF AS SES SMENT ASSES SESSMENT

will make 24 biscuits.

Teac he r

• _______________

What amounts would Julie use if she only wanted to make six biscuits? _________________________________

ew i ev Pr

2

24 BISCUITS r e t s •o _______________ Bo r e p • _______________ ok u • _______________ S • _______________

12 BISCUITS •60 g butter •½ cup sugar •1 teaspoon vanilla •1 egg •150 g plain flour

Challenge: Rewrite the recipe so that Julie can make 48 biscuits.

© ReadyEdPubl i cat i ons MEASUREMENT orr evi ew pur poseso nl y• TASK•f Indicator Indicator: Uses knowledge of weight, number and fractions to solve a problem.

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If a snail took one minute to move 3 cm, how far would it move after five minutes?

w ww

1

moving insects

Materials Materials: •pencil •1metre ruler or tape measure

SELF AS SES SMENT ASSES SESSMENT

m . u

10

. te o c 2 . che e r o t r s super If a spider moved 30 cm in If a beetle took one minute to move 10 cm, how far would it move after five minutes?

3

one minute, how far would it travel after five minutes?

Challenge: How much further can the spider travel in five minutes than the snail?

Indicator Indicator: Uses knowledge of distance and time to solve a problem.

45

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TASK

MEASUREMENT

11 three bears Make a list of the differences you think there are between 1 the three bears (from Goldilocks and the Three Bears).

Materials Materials: •pencil •tape measure

DADDY BEAR

BABY BEAR

Teac he r

r o e t s Bo r e p ok u S You need to make three doors. If Daddy bear is 180 cm tall, Baby bear is half Daddy’s height and Mummy is in the middle, how large should you make each door? a) Daddy’s door ____ b) Mummy’s door ____ c) Baby’s door ____

Challenge: Suppose you had to make a door that only students in your class would use. How would you work out how high to make this door?

What would the height need to be?

ew i ev Pr

2

MUMMY BEAR

SELF AS SES SMENT ASSES SESSMENT

© ReadyEdPubl i cat i ons MEASUREMENT orr evi ew pur poses onl y• TASK •f Indicator Indicator: Makes comparisons between the sizes of two or more objects.

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12 leaking taps a tap lost 10 drops of water every minute, how 1 Ifmany drops would it lose after:

w ww

a) 3 minutes?

. te

b) 6 minutes?

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

c) 9 minutes?

o c . c e r a bath lost h ½e cup of water in five o 2 Ifminutes, t r s r up how much s would ite lose after: a) 10 minutes? b) 20 minutes? c) 30 minutes?

Indicator Indicator: Uses knowledge of volume, fractions and time to solve a problem.

46

Challenge: How long would it take the bath to lose five cups of water? _________

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MEASUREMENT

TASK

13 dog weigh-in the local vet when a dog comes in for a check-up it is 1 Atweighed.

The first dog that visited weighed 24 kg, the Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

second dog weighed 6 kg less and the third dog weighed double the second dog. How much did the dogs weigh?

r o e t b) thirdB dog? ____ s r e oo p dogs visited, each weighing 2 kgk less 2 If two more u Slast, how much did they weigh? than the a) fourth dog? ____

3

b) fifth dog? ____

If the heaviest dog was told to lose 5 kg, how much should it weigh?

__________________________

ew i ev Pr

Teac he r

a) second dog? ____

Challenge: If four identical dogs weighed 100 kg when weighed together, how much does each dog weigh? _____________

© ReadyEdPubl i cat i ons MEASUREMENT orr evi ew pur poseso nl y• TASK•f Indicator Indicator: Compares and works with kilograms and numbers to solve a problem.

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14 opposites Look around the classroom and name an object 1 for each set of opposites below.

w ww

. te b) Tall:

Opposites

a) Heavy: e.g. encyclopedia

c) Narrow d) Small: e) New:

2

Light: e.g. tissue

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

o c . che Wide: e r o t r s sup er Large: Short:

Old:

Draw something that would be the opposite to a hot cup of tea.

Challenge: Make a list of as many opposite words as you can.

Indicator Indicator: Recognises and uses opposite words to compare objects.

47

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TASK

MEASUREMENT

15 michael’s timetable has his daily timetable all jumbled up.

1 Michael Help him by setting out his timetable correctly.

Materials Materials: •pencil

JUMBLED TIMET ABLE TIMETABLE

CORRECT TIMET ABLE TIMETABLE

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

Teac he r

Home from school Breakfast Recess Dinner Wake up Lunch Arrive at school Bedtime

ew i ev Pr

2

SELF AS SES SMENT ASSES SESSMENT

Challenge: Make a timetable up to show your average school day.

Write am or pm under the time heading in the table above.

© ReadyEdPubl i cat i ons orr evi ew pur poses onl y• MEASUREMENT TASK •f Indicator Indicator: Sequences everyday events on a simple timetable.

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16 chloe’s calendar has a busy month APRIL 2006 1 Chloe ahead. On Saturday M T W T

SELF AS SES SMENT ASSES SESSMENT

w ww

April 1 she has a party, then 11 days later it is 3 4 her birthday. What day 10 11 and date is her birthday? 17 18 ___________________ 24 25

. te

5 12 19 26

6 13 20 27

F

7 14 21 28

m . u

Materials Materials: •pencil

S 1 8 15 22 29

S 2 9 16 23 30

o c . che e r o t r s sup r it e is Easter.

2 Four days after her birthday Challenge: What What day and date will that be? ________ 3

On April 25 it is Anzac Day. a) What day will that be? ______________ b) How many days after Chloe’s birthday is Anzac Day?________________________ Indicator Indicator: Locates dates and events on a calendar.

48

special days do you celebrate in your family? Make a list and include the dates if you know them.

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TASK

17 jack’s time If Jack takes one hour to get ready on a 1 school morning, how many hours does he

MEASUREMENT

Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

spend getting ready for school each week?

If Jack’s mum picks him up from school each day taking 10 minutes to travel home, how long does he spend travelling home from school each week?

ew i ev Pr

3

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

If it takes Jack half an hour to walk to school each day, how long does he spend in total walking to school over a week?

Teac he r

2

Challenge: If Jack spends seven hours at school each day, how long does he spend there over two weeks?

© ReadyEdPubl i cat i ons MEASUREMENT orr evi ew pur poseso nl y• TASK•f Indicator Indicator: Uses time to work out the duration of events.

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18 swimming can swim two laps in one minute. At this 1 Kylie rate, how many laps would she swim in:

w ww

a) 5 minutes? _______

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

b) 8 minutes? _______

. teminutes? _______ c) 12 o c . che e If Lucy swims five laps in three r o 2 minutes, how longr t s s r would ite up take her to swim 20 laps at this rate?

3

Who is the fastest swimmer: Kylie or Lucy?

Indicator Indicator: Uses knowledge of time and number to solve a problem.

Challenge: How many laps could the girls swim in half an hour? a) Kylie: _______ b) Lucy: _______ 49

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MEASUREMENT

TASK

19 bus trip If a bus travelled 100 km in one hour, how long 1 would it take to travel: Materials Materials: •pencil

a) 300 km?

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

How long would the bus take to travel 900 km with stops?

ew i ev Pr

3

b) 600 km? _______

c) 750 km? _______ If the same bus had to have a half hour stop every three hours, how long would it take to travel 500 km?

Teac he r

2

_______

SELF AS SES SMENT ASSES SESSMENT

Challenge: Today the bus travelled for seven hours with half hour stops. How many kilometres did it travel?

© ReadyEdPubl i cat i ons MEASUREMENT orr evi ew pur poses onl y• TASK •f Indicator Indicator: Uses knowledge of time and number to solve a problem.

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20 cake making Laura is making a cake. It takes 15 1 minutes to prepare it, 40 minutes to

w ww

cook it and five minutes to ice it.

How long does it take her to make the cake altogether?

. te

o c . c How long would it e her r 2 take her to make o t s super three cakes?

3

If six cup cakes only took half the time of one cake, how long would it take her to make them?

Indicator Indicator: Uses knowledge of time and number to solve a problem.

50

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

Challenge: Laura wanted to make two cakes and one tray of six cupcakes. How long would this take her?

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TASK

21

1

MEASUREMENT ASSESSMENT

comparing things

Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

Complete the table below.

Find and name three things in the classroom that are: Smaller than your right foot ...

r o e t s Bo r e p ok u Shorter than Syour pencil ...

Longer than your pencil ...

2

Find an object or person in the classroom and describe everything you can about it/them.

Use another sheet of paper.

ew i ev Pr

Teac he r

Bigger than your right foot ...

Challenge: Order five containers in the classroom from smallest to largest capacity. Draw them.

© ReadyEdPubl i cat i ons MEASUREMENT ASSESSMENT orr evi ew pur po seson l y• TASK•f Indicator Indicator: Compares and orders objects by size, length, weight and capacity.

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Materials Materials: •pencil

from school and having dinner?

. te

2

If John arrives home from school at 3:30pm and has dinner at 6pm, how much spare time does he have in between?

3

If Helen arrives home from school at 4pm and has dinner at 5:30pm, how much spare time does she have in between?

SELF AS SES SMENT ASSES SESSMENT

m . u

w ww

22 spare time much spare time do you 1 How have in between arriving home

o c . che e r o t r s super Challenge: If John

Indicator Indicator: Uses standard units of time to describe time elapsed.

goes to bed 2½ hours after dinner and Helen goes to bed 4 hours after she arrives home from school, who stays up the latest?

51

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TASK

1 will, won’t or might?

Will the following things happen at school today?

1 Sort them using the table below.

CHANCE

Materials Materials: •pencil •paper (Challenge)

SELF AS SES SMENT ASSES SESSMENT

•have lunch •have a swim •do some writing •win a competition •dress up as a clown •do some maths work •draw a picture •paint the school •go home •visit the principal •play with friends •visit the library •learn to drive a car •do a painting •have a party

r o e t s Bhappen r Might e oo p u k S

2

Won’t happen

ew i ev Pr

Teac he r

Will happen

Challenge:

Think about and write three more things under each heading.

Write about something that you hope might happen to you this weekend.

© ReadyEdPubl i cat i ons CHANCE orr evi ew pur poseson l y• TASK •f Indicator Indicator: Understands and classifies events as will, won’t or might happen.

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2 likely/unlikely about school today. Complete these sentences 1 Think on another sheet of paper.

w ww

2

a) When the lunch bell goes it is likely I will ... b) When the lunch bell goes it is unlikely I will ... c) After lunch it is likely we will ... d) After lunch it is unlikely we will ...

Write likely or unlikely next to these sentences about this weekend.

Challenge: a) I will visit a friend. _______________ Write about b) I will go for a swim. _______________ something you c) I will go snow skiing. _______________ would like to d) I will go out for lunch. _______________ happen at school e) I will read a book. _______________ today, that is

. te

o c . che e r o t r s super

Indicator Indicator: Identifies familiar events as likely or unlikely to happen.

52

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

unlikely to happen.

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CHANCE

TASK

3 weather Predict what you think the weather might be like: 1 a) today___________________________________ Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

b) tomorrow _______________________________

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

3

Finish this sentence: With tomorrow’s weather, it would be impossible to _____________________

________________________________ ________________________________

ew i ev Pr

Teac he r

What might the weather be like this time next week?

Challenge: Tonight, what are the chances out of 10 of: a) snow? ____ b) rain?

____

c) a storm? ____

© ReadyEdPubl i cat i ons orr evi ew pur poseson CHANCE l y• TASK•f Indicator Indicator: Makes predictions about the weather.

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which colour?

SELF AS SES SMENT ASSES SESSMENT

m . u

4

w ww

Place the following balls/cubes/blocks into a bag or container that you cannot see through: 5 red, 3 blue, 2 green, 1 yellow

. te

o c . che e r o t r s super

1

What do you think are the chances of the first ball drawn being: a) yellow? _______ b) blue? _______ c) red? _______ d) green? _______

2

If you were to draw out one ball, which colour are you most likely to get? ________

3

If you were to draw out one ball, which colour are you least likely to get? _________

Challenge: If you were to draw out two balls, list what possible colour combinations might you get?

Indicator Indicator: Predicts what might happen in a simple chance experiment.

53

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TASK

5 how many jelly beans?

A jam jar was filled with jellybeans for a 1 guessing competition. Look at the jar and

CHANCE

Materials Materials: •pencils

SELF AS SES SMENT ASSES SESSMENT

the children’s guesses, predict who you think would most likely and least likely win.

r o e t s Bo r e p ok u Most likely: S______ Least likely: _______ •James – 30 •Ben – 6 •Megan – 10 •John – 21 •Simone – 18 •Harry – 50

2

If it cost 20c a guess, how much money did they raise? _______________________

3

What prize do you think the winner would receive? _______________________

ew i ev Pr

Teac he r

•Sarah – 12 •Lucy – 75 •Adam – 9

Challenge: Invent and describe your own chance competition.

© ReadyEdPubl i cat i ons orr evi ew pur pose CHANCE/NUMBER sonl y• TASK •f Indicator Indicator: Predicts what might happen in simple chance experiments.

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6 beanbag toss At the school fete one of the stalls was the beanbag toss 1 where $1.00 buys two beanbags which are then thrown

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •pencils

into a bucket to win a prize. Look below at how many bean bags the children purchased and number them 1 to 6 from having the best to least chance of winning.

2

. t o a) Alex e (10) ___ b) Jake (6) ___ c) Megan (12) ___ c . ce)e e d) Oliver (4) ___h Emily (8) ___ f) Micheller (2) ___ o r st super How much did each child spend at the beanbag toss?

a) Alex – $______ d) Oliver – $_______ b) Jake – $______ e) Emily – $_______ c) Megan – $______ f) Michelle – $_______ Indicator Indicator: Predicts and calculates what might happen in a simple game of chance.

54

Challenge: How much money was collected altogether from these six children? __________

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DATA

TASK

7 grouping shapes The shape blocks in the classroom have been 1 mixed up and your teacher has asked you to sort Materials Materials: •pencils •shape blocks

SELF AS SES SMENT ASSES SESSMENT

2

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

What other ways could the shapes be grouped? __________________________

ew i ev Pr

Teac he r

them into groups according to how many sides they have. Name three groups you could have and list some shapes under each heading.

Challenge: What other things in the classroom could be sorted into groups?

© ReadyEdPubl i cat i ons DATA orr evi ew pur posesonl y • TASK•f Indicator Indicator: Classifies objects into groups according to their special features.

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8 new farm number of animals have arrived at a new farm.

1 ALook at the pictograph below to see how many of

w ww

each animal there is.

. te

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

Note: 1 animal picture = 5 animals

o c . che e r o t r s super

cows chickens pigs

sheep ducks goats

How many of each animal are on the farm? a) cows ____ b) chickens ____c) pigs ____ d) sheep ____e) ducks ____ f) goats ____

Challenge: How many animals does the farmer have altogether? _______

Indicator Indicator: Interprets information on a pictograph.

55

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DATA

TASK

9 grouping classmates If you had to divide your classmates into different 1 groups according to their age or appearance, what Materials Materials: •pencils

SELF AS SES SMENT ASSES SESSMENT

groups could there be? List them below.

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

2

__________________________________ How are students grouped at school? __________________________________ __________________________________

ew i ev Pr

Teac he r

_________________________________________ e.g. age, eye colour

Challenge: List some ways in which adults could be grouped.

© ReadyEdPubl i cat i ons DATA orr evi ew pur pos es(MEASUREMENT) onl y• TASK •f Indicator Indicator: Classifies objects into groups according to their special features.

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SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil •paperclip •feather •eraser •sharpener •paper •balloon •stick •leaf •dice •bowl or bucket of water

w ww

1

floating/sinking

m . u

10

Test these objects below in water and group them under one of the headings: FLOATS or SINKS.

. te

o c . c e her SINKSst r FLOATS o super

2

Find and test two more things that could go under each heading.

Indicator Indicator: Experiments and classifies objects under two headings.

56

Challenge: How else could you group the things listed above?

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TASK

11 asking questions There is a new student in your class. Think of three 1 questions you could ask to find out more about this

DATA

Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

person. Write them below.

r o e t s Bo r e 2 p o u If you wanted to know what the new student’s k S favourite food was, what would you ask?

3

_____________________________________ If you wanted to know what sports he/she liked playing, what would you ask?

_________________________________

ew i ev Pr

Teac he r

a) ______________________________________ b) ______________________________________ c) ______________________________________

Challenge: If you wanted to find out something about all of your classmates, how would you do it?

© ReadyEdPubl i cat i ons DATA orr evi ew pur posesonl y • TASK•f Indicator Indicator: Suggests questions to discover information about classmates.

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12 class pets teacher has asked you to survey your classmates 1 Your to find out what pets they have. What question will

w ww

you ask them?

2

. te

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

Use the table below to fill in types of pets, and then survey 10 of your classmates and tick the correct row.

Pets

o c . che e r o t r s super

Challenge: What other ways could you use to gather information from your classmates?

Indicator Indicator: Collects and records data in a simple table.

57

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TASK

13

DATA

ice-cream flavours

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil • Challenge: coloured pencils

1

If you had to find out your classmates’ favourite icecream flavours, what question would you ask?

r o e t s Bo r e p ok u 10 ofS your classmates your question and 2 Ask present the information in a table, using another sheet of paper.

What is the: a) most popular flavour? __________________ b) least popular flavour? __________________

ew i ev Pr

Teac he r

______________________________________________

Challenge: Make a pictograph using the information you collected.

© ReadyEdPubl i cat i ons DATA (NUMBER) orr evi ew pur poses on l y• TASK •f Indicator Indicator: Collects and records data in a simple table.

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14 favourite fruit students were asked what their favourite 1 Afruittotalwas.of 24 Half of them said apple, a quarter said

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •pencil •paper •coloured pencils

banana, three said orange, one said pear and the rest said strawberries. How many like:

. te a) apples?

o c . che e r o t r b) bananas? _______________ s super Challenge: c) strawberries?

2

_______________

_______________

Present this information in a pictograph or block graph.

Indicator Indicator: Presents and interprets gathered information.

58

Challenge: Survey 10 classmates on their favourite fruit and present the results in a table or graph of your choice.

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CHANCE & DATA

TASK

15 dice roll 1 Roll a die 20 times and use ticksDto record your Materials Materials: •pencil •die

SELF AS SES SMENT ASSES SESSMENT

results on the table.

r o e t s Bo r e p ok u S What was the difference between the 2

3

4

5

2

number that was rolled the most to the number that was rolled the least? ______________________________

6

Challenge: Carry out the same experiment tossing a coin 20 times (heads and tails).

Present your results in a table or graph.

ew i ev Pr

Teac he r

1

© ReadyEdPubl i cat i ons & DATA orr evi ew pur poses CHANCE onl y • TASK•f Indicator Indicator: Presents the information from a chance experiment in a graph.

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16 birthdays Of your classmates, which month has the most 1 birthdays? _________________________________

w ww 2

. t e o __________________________________________ c . c e her r ______________________________ o t s super

Suggest some ways you could find this out.

______________________________

3

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •paper •pencil

Present your class’s birth months on a bar graph.

Challenge: If you were asked to find out the birth months of every person in the school, how would you do it?

Indicator Indicator: Presents gathered information in a bar graph.

59

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TASK

17

DATA

travelling to school

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil •paper •coloured pencils

The principal has asked you to find out how the students in your class travel to school in the mornings. Prepare a table to survey your class.

2

Using another sheet of paper, present the information on a graph of your choice.

(E.g. pictograph or bar graph.)

3

4

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

The most number of students travel by __________.

The least number of students travel by __________.

ew i ev Pr

Teac he r

1

Challenge: Do you think the results would be the same in each class?

Why / why not?

© ReadyEdPubl i cat i ons orr evi ew pur poseson DATA l y• TASK •f Indicator Indicator: Prepares, presents and interprets gathered information.

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2 3

SELF AS SES SMENT ASSES SESSMENT

Science

Sport

Find a graph in a

What do you think the graph is telling us? newspaper or __________________________________ magazine. Cut the How many students were surveyed for this graph? ______________________________ Indicator Indicator: Describes and interprets data on a simple graph.

60

m . u

This graph was presented in the Year 1 newsletter last week. Give the graph a name/heading.

o c . che e r o t r s super Challenge: Library

English

Maths

. te

Art

w ww

18 unnamed graph 1

graph out and write about what it is showing.

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CHANCE ASSESSMENT

TASK

19 snakes In a lolly bag there are 12 coloured snakes which 1 include five orange, four red, two yellow and one Materials Materials: •pencils

SELF AS SES SMENT ASSES SESSMENT

purple. If you took out one snake without looking, which colour are you:

r o e t s Bo r e p ok u chance would you have of drawing 2 What S out a yellow snake the first time? ________________________________

3

If there were no orange snakes, which colour would you most likely draw out?

______________________________

ew i ev Pr

Teac he r

a) most likely to get? _____ b) least likely to get? _____

Challenge: What snakes would need to be in the bag to have an even chance of drawing out any colour?

© ReadyEdPubl i cat i ons DATA ASSESSMENT orr evi ew pur poses on l y• TASK•f Indicator Indicator: Predicts what might happen in a simple chance experiment.

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20 insect collection collected a number of different insects in his 1 James bug catcher. How many did he collect altogether?

w ww

. te

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencils

o c . che e r o t r s supe tor how many 2 Group the insects according Challenge:

3

legs they have and present the information Make a list of other in a table or pictograph. ways that things, How many legs are there altogether in the bug catcher? ________________________

animals or people can be grouped.

Indicator Indicator: Classifies objects and presents the information in a table or graph.

61

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ANSWERS

SPACE

TASK 1 SHAPE PICTURES 1) Teacher to check / answers will vary.

2) Teacher to check / answers will vary.

Challenge: Teacher to check / answers will vary.

TASK 9 CITY OF SHAPES 1) Answers should mention: Squares, rectangles, cubes, rectangular prism, triangular prism (shapes with edges).

2) Teacher to check.

Challenge: Answer should mention: To create walls or for best support or easiest design.

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

TASK 3 TABLE AND CHAIR 1) Teacher to check.

2) Teacher to check / answers will vary.

Challenge: Teacher to check / answers will vary.

(Examples: cube, square and/or rectangular prism.)

TASK 4 CUBE 1) Square 2) 6 3) Teacher to check.

Challenge: Answers will vary. (Examples: boxes, dice, game cube, blocks.)

TASK 10 MISSING HALF 1) Teacher to check.

2) Teacher to check.

Challenge: Teacher to check / answers will vary.

ew i ev Pr

TASK 2 COINS 1) Circle 2) 5c, $2, 10c, $1, 20c, 50c.

Challenge: 5c, 10c, 20c, 50c, $1, $2. No, not in order of size.

Teac he r

Challenge: Teacher to check / answers will vary.

(Examples: Square, trapezium.)

TASK 11 PAVING 1) Square, rectangle, triangle, trapezium, hexagon.

2) Teacher to check / answers will vary.

Challenge: Teacher to check / answers will vary.

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

TASK 6 FRUIT AND VEGETABLES 1) a) Rectangular prism or cube, b) sphere, c) cylinder, d) and e) cube or rectangular prism.

2) Cylinder.

Challenge: Examples of answers: apple, orange, mandarin, nectarine, peach, rock melon, grape, pea, potato.

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TASK 7 SHAPE PATTERNS 1) Teacher to check.

2) Squares Challenge: Teacher to check.

TASK 14 CLASSROOM POSITION 1) Teacher to check / answers will vary.

2) Teacher to check.

Challenge: Teacher to check.

o c . che e r o t r s super

TASK 8 BRICK WALL 1) Rectangle/rectangular prism.

2) Teacher to check.

3) Answers will vary.

62

TASK 13 CLASSROOM PATHS 1) Teacher to check / answers will vary.

2) Teacher to check / answers will vary.

Challenge: Teacher to check.

m . u

w ww

TASK 5 TOWERS 1) a, b and c: Answers will vary.

2) Answers will vary.

Challenge: Teacher to check.

TASK 12 SHAPE PICTURES 1) Teacher to check / answers will vary.

2) Teacher to check / answers will vary.

Challenge: Teacher to check / answers will vary.

TASK 15 LEFT AND RIGHT 1) a) – f) Teacher to check.

2) Teacher to check / answers will vary.

Challenge: Knife and fork would be in opposite positions and possibly salt and pepper; glass on the left.

TASK 16 BUS LINE 1) a) Harry b) Chris c) Harry d) Mary 2) Mary Challenge: 11

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ANSWERS

TASK 17 CREATING PATHS 1) Teacher to check.

2) Answers will vary.

3) Answers will vary.

Challenge: Teacher to check / answers will vary.

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

TASK 18 POSSUM MAZE 1) Teacher to check.

2) Teacher to check.

Challenge: Teacher to check.

TASK 19 BOARD GAME 1) Teacher to check / answers will vary.

2) Answers will vary.

3) Answers will vary.

Challenge: Teacher to check.

TASK 20 BEDROOM PLANS 1) Teacher to check.

2) Teacher to check / answers will vary.

Challenge: Teacher to check / answers will vary.

TASK 4 REBECCA’S AGE 1) 8 years 2) 19 years Challenge: 42 years

3) 39 years

TASK 5 STREET NUMBERS 1) 1, 3, 5, 7, 9, 11 2) 22 3) 23 Challenge: 25

ew i ev Pr

Teac he r

TASK 3 CAR COLLECTION 1) 32 2) 64 3)16 Challenge: 9 years

TASK 6 NUMBER TOTALS 1) a) 2 b) 12 2) 1+2=3, 1+3=4, 1+4=5, 1+5=6, 1+6=7, 2+2=4, 2+3=5, 2+4=6, 2+5=7, 2+6=8, 3+3=6, 3+4=7, 3+5=8, 3+6=9, 4+4=8, 4+5=9, 4+6=10, 5+5=10, 5+6=11, 6+6=12.

3) 4+6=10; 5+5=10.

Challenge: 6+2+2; 5+3+2; 4+4+2; 1+6+3; 5+4+1.

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

w ww

TASK 22 ASSESSMENT – CLASS MAP 1) Teacher to check.

2) a) to d) Teacher to check / answers will vary.

. t NUMBER e

Challenge: Teacher to check.

o c . che e r o t r s super

TASK 1 JACK’S PARTY 1) a) 30 b) 30 c) 60 d) 15 e) 150 f) 75 g) 45 h) 30 2) Answers will vary.

Challenge: 5 TASK 2 SWAP CARDS 1) 9 2) 80 3) 63 Challenge: 48

TASK 7 BALL TOSS 1) 5+10=15, 5+20=25, 10+20=30, 5+5=10, 10+10=20, 20+20=40.

2) a) 15 b) 60 Challenge: 5+10+20=35, 5+5+5=15, 10+10+10=30, 20+20+20=60, 5+5+10=20, 5+10+10=25, 5+20+20=45, 10+10+20=40; 20+20+10=50.

m . u

TASK 21 ASSESSMENT – BRIDGES 1) Teacher to check.

2) Teacher to check / answers will vary.

3) Teacher to check / answers will vary.

Challenge: a) Teacher to check. b) Teacher to check / answers will vary.

TASK 8 BOWLING 1) 10+0, 9+1, 8+2, 7+3, 6+4, 5+5.

2) 45 Challenge: 44

TASK 9 STREET SIGNS 1) 17 2) 2) 1s+7d, 3s+6d, 5s+5d, 7s+4d, 9s+3d, 11s+2d, 13s+1d. (s = single, d = double) Challenge: 2s+19d, 4s+18d, 6s+17d, 8s+16d, 10s+15d, 12s+14d, 14s+13d,

16s+12d, 18s+11d, 20s+10d, 22s+9d,

24s+8d, 26s+7d, 28s+6d, 30s+5d, 32s+4d, 34s+3d, 36s+2d, 38s+1d.

63

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ANSWERS

TASK 10 FARMERS AND COWS 1) 28 2) 90 3) 1c+8f, 2c+6f, 3c+4f, 4c+2f.

Challenge: 1c+23f, 2c+21f, 3c+19f, 4c+17f, 5c+15f, 6c+13f, 7c+11f, 8c+9f, 9c+7f, 10c=5f, 11c+3f, 12c+1f.

TASK 18 SWIMMING RACE 1) 2 combinations: 1st R 2nd B or 1st B 2nd R 2) 6 combinations: RBY, RYB, BYR, BRY, YRB, YBR. Challenge: 24 combinations: RBY, RBG, RYB, RYG, RGB, RGY, BRY, BRG, BYR, BYG, BGR, BGY, YRB, YRG, YBR, YBG, YGR, YGB, GRB, GRY, GBR, GBY, GYR, GYB.

TASK 12 NUMBER KITES 1) a) 9, 12, 15 b) 4, 6, 8, 10 c) 5, 10, 20, 25 2) a) 10, 20, 30, 40, 50 b) 1, 3, 5, 7, 9.

3) Teacher to check / answers will vary.

Challenge: Teacher to check / answers will vary.

ew i ev Pr

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

TASK 11 CLIMBING STAIRS 1) 30 2) 20 3) 90 Challenge: a) 180 b) 90

Teac he r

TASK 17 BUS PASSENGERS 1) 16 2) 9 3) 11 Challenge: 36

TASK 19 SOCCER GAME 1) 200 2) 265 3) 65 Challenge: 100

TASK 20 LETTUCE GARDEN 1) 25 2)15 3) 80 Challenge: a) 15

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

w ww

TASK 14 BASKETBALL 1) 1+14, 2+13, 3+12, 4+11, 5+10, 6+9, 7+8.

2) 1+1+13, 1+2+12, 1+3+11, 1+4+10, 1+5+9, 1+6+8, 1+7+7, 2+2+11 etc.

Challenge: Teacher to check / answers will vary.

. te

64

TASK 22 PICNIC 1) 5 pieces or 1¼ sandwiches.

2) 3 or 1½ sandwiches.

3) 3 Challenge: 30 TASK 23 ZOO TRIP 1) 10 2) 15 3) 5 Challenge: 6/20

o c . che e r o t r s super

TASK 15 EQUATIONS 1) Teacher to check / answers will vary, e.g. 12+3, 20 – 5, 5+5+5, 3 x 5, 21 – 6, etc.

2) Teacher to check / answers will vary, e.g. 16+8, 6 x 4, 30 – 6, 9+15, 25 – 1, etc.

Challenge: Teacher to check / answers will vary, e.g. 90+10, 10 x 10, 200 – 100, 50+50, etc.

TASK 16 BIKE RIDE 1) 40 km 2) 100 km 3) 70 km Challenge: 280 km

TASK 21 PARTY FOOD 1) 8 2) 7 3) 3 Challenge: 5/12

m . u

TASK 13 STAIR NUMBERS 1) a - f: Teacher to check / answers will vary.

2) Answers may vary, e.g. 6+4+10. 5+5+10, 7+3+10, 6+4+10, 8+2+10, 9+1+10, 7+8+5, 6+6+8, 9+3+7, 12+4+4, etc.

Challenge: Answers will vary, e.g. 15+15+20, 20+5+25, 18+18+14, 19+3+28, etc.

TASK 24 YEAR 2B 1) 12 2) 2/3 or 16 3) ¼ or 6 Challenge: 6 or 6/24

TASK 25 LUNCH ORDERS 1) Teacher to check / answers will vary.

2) Teacher to check / answers will vary.

3) Teacher to check / answers will vary.

Challenge: $1.15

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ANSWERS

TASK 26 LOLLY SHOP 1) a) $1 b) 65c c) 20c d) 20c e) 90c f) 40c 2) 20 3) 6 Challenge: a) $1.30 b) 70c

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

TASK 27 SCHOOL SUPPLIES 1) a) 90c, 10c, b) 50c, 50c, c) $1.45, 55c, d) $1.40, 60c, e) $3.20, $1.80, f) $2.70, $2.30.

Challenge: a) $4.75 b) 25c TASK 28 KATE’S SAVINGS 1) $5.50 2) $2.50 3) Teacher to check / answers will vary; e.g. 8 x $1.00 or 16 x 50c or 4 x $2.00 or 40 x 20c, etc.

Challenge: 16 weeks TASK 29 BEN’S CHORES 1) a) 3 b) 8 c) 15 2) 22 3) $8.00 Challenge: 11

TASK 3 FARM ANIMALS 1) Answers may vary slightly, e.g.

HEAVY - Cows, sheep, bull, horses, pigs; LIGHT - chickens, cat, ducks, rabbits, dogs.

2) Answers may vary depending on above answer.

Based on example: Heavy - 40 (large truck); Light - 27 (small truck).

Challenge: 87

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Teac he r

TASK 2 DESK LENGTH 1) Teacher to check / answers will vary.

2) Teacher to check / answers will vary.

Challenge: Teacher to check.

TASK 4 COMPARING CONTAINERS 1) Answers may vary but should mention to fill each container with cubes and count how many they hold to find out which one holds the most.

2) Teacher to check.

Challenge: Teacher to check / answers will vary.

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

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TASK 30 CAKE SHOP 1) a) $6 b) $3 c) $4 2) $2 3) $5 Challenge: a) $1.50 b) $9

TASK 31 ASSESSMENT – SHELLS 1) a) 15 b) 45 c) 60 2) 35 Challenge: 20

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TASK 5 AREA 1) Teacher to check.

2) Teacher to check / answers will vary.

3) Teacher to check / answers will vary.

Challenge: Teacher to check.

TASK 6 PERIMETER 1) Teacher to check.

2) Teacher to check / answers will vary.

3) Teacher to check / answers will vary.

Challenge: Teacher to check.

o c . che e r o t r s super

TASK 32 ASSESSMENT – PIZZA SHOP 1) a) $6 b) $4 2) $3 3) a) $2 b) $2 c) $3 Challenge: $48.00

MEASUREMENT TASK 1 PENCIL CASE 1) Teacher to check / answers will vary.

2) Teacher to check / answers will vary.

Challenge: 51

TASK 7 LONGEST SNAKE 1) Teacher to check.

2) Answers will vary.

3) Answers will vary.

Challenge: Answers will vary.

TASK 8 LIGHTER/HEAVIER 1) Teacher to check / answers will vary.

2) Teacher to check / answers will vary.

Challenge: a) Bathroom scales, b) balance scales or kitchen scales, c) kitchen scales.

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ANSWERS

TASK 9 MAKING BISCUITS 1) 120 g butter, 1 cup sugar, 2 teaspoons vanilla, 2 eggs, 300 g plain flour.

2) 30 g butter, ¼ cup sugar, ½ teaspoon vanilla, ½ egg, 75 g plain flour.

Challenge: She would use half of the original amounts, e.g. 240 g butter, 2 cups sugar, 4 teaspoons vanilla, 4 eggs, 600 g plain flour.

TASK 11 THREE BEARS 1) Answers will vary, e.g. height, weight, age, etc.

2) a) At least 180 cm, b) at least 135 cm, c) at least 90 cm.

Challenge: Answer should mention to check heights of tallest students and measure them.

TASK 17 JACK’S TIME 1) 5 hours 2) 2½ hours 3) 50 minutes Challenge: 70 hours

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TASK 10 MOVING INSECTS 1) 15 cm 2) 50 cm 3) 150 cm Challenge: 135 cm

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TASK 16 CHLOE’S CALENDAR 1) Wednesday April 12 2) Sunday April 16 3) a) Tuesday b) 13 Challenge: Teacher to check / answers will vary.

TASK 18 SWIMMING 1) a) 10 b) 16 c) 24 2) 12 minutes 3) Kylie Challenge: a) Kylie: 60 laps b) Lucy: 50 laps TASK 19 BUS TRIP 1) a) 3 hours b) 6 hours c) 7½ hours 2) 5½ hours 3) 10½ hours Challenge: 600 km

TASK 12 LEAKING TAPS 1) a) 30 b) 60 c) 90 2) a) 1 cup b) 2 cups c) 3 cups Challenge: 50 minutes

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TASK 13 DOG WEIGH-IN 1) a) 18 kg b) 36 kg 2) a) 34 kg b) 32 kg 3) 31 kg Challenge: 25 kg

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TASK 21 ASSESSMENT – COMPARING THINGS 1) Teacher to check / answers will vary.

2) Teacher to check / answers will vary.

Challenge: Teacher to check / answers will vary.

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TASK 14 OPPOSITES 1) a - e: Teacher to check / answers will vary.

2) Teacher to check / answers will vary.

Challenge: Teacher to check / answers will vary.

TASK 15 MICHAEL’S TIMETABLE 1) Wake up, breakfast, arrive at school, recess, lunch, home from school, dinner, bedtime.

Students may have written these in numerical order into the table, i.e. the order of sequence going down the table would be 6, 2, 4, 7, 1, 5, 3, 8.

2) Am, am, am, am, am, pm, pm, pm, pm.

Challenge: Teacher to check / answers will vary.

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TASK 20 CAKE MAKING 1) 1 hour 2) 3 hours 3) ½ hour Challenge: 2½ hours

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TASK 22 ASSESSMENT – SPARE TIME 1) Answers will vary.

2) 2½ hours 3) 1½ hours Challenge: John

CHANCE AND DATA TASK 1 WILL, WON’T OR MIGHT? 1) Teacher to check / answers will vary.

2) Teacher to check / answers will vary.

Challenge: Teacher to check / answers will vary.

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ANSWERS

TASK 2 LIKELY/UNLIKELY 1) a) to d) Teacher to check / answers will vary.

2) a) to e) Teacher to check / answers will vary.

Challenge: Teacher to check / answers will vary.

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TASK 3 WEATHER 1) Teacher to check.

2) Teacher to check / answers will vary.

3) Answers will vary.

Challenge: a) to c) Teacher to check.

TASK 4 WHICH COLOUR? 1) a) to d) Teacher to check / answers will vary.

2) Red 3) Yellow Challenge: RR, RB, RG, RY, BB, BR, BG, BY, GG, GR, GB, GY, YR, YB, YG (R=red, G=green, B=Blue, Y= Yellow) TASK 5 HOW MANY JELLYBEANS? 1) Most likely: James; least likely: Ben, Adam or Lucy (answers may vary).

2) $1.80 3) The jellybeans (answers may vary).

Challenge: Teacher to check / answers will vary.

TASK 10 FLOATING/SINKING 1) FLOATS: feather, paper, balloon, leaf, small stick. SINKS: paperclip, pencil, eraser, sharpener.

2) Teacher to check / answers will vary.

Challenge: Teacher to check / answers will vary, e.g. outdoor things or indoor things; school things or non-school things; curved or straight; or by classifying them according to size, shape, what they are made of and so on.

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Challenge: Answers could include: Age, occupation, relationship (single/married), with/ without children, hair colour, eye colour, height, weight, birth month, etc.

TASK 11 ASKING QUESTIONS 1) Teacher to check / answers will vary.

2) E.g. What is your favourite food?

3) E.g. What sports do you like? What is your favourite sport to play?

Challenge: Answers may vary but should mention to ask all classmates the same question or give out a survey.

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TASK 6 BEANBAG TOSS 1) a) 2 b) 4 c) 1 d) 5 e) 3 f) 6 2) a) $5 b) $3 c) $6 d) $2 e) $4 f) $1 Challenge: $21

TASK 12 CLASS PETS 1) Answer could include: What pets do you have or do you have any pets? If so, what?

2) Teacher to check / answers will vary.

Challenge: Tables, lists, surveys, asking questions.

TASK 7 GROUPING SHAPES 1) Answer could include: 0 sides, 3 sides, 4 sides, more than 4 sides (3 answers).

2) Answer could include: size, colour, shape.

Challenge: Teacher to check / answers will vary.

TASK 13 ICE-CREAM FLAVOURS 1) Answer may vary, e.g. What is your favourite ice-cream flavour?

2) Teacher to check / answers will vary.

Challenge: Teacher to check / answers will vary.

TASK 8 NEW FARM 1) a) 20 b) 25 c) 5 d) 15 e) 10 f) 5 Challenge: 80

TASK 14 FAVOURITE FRUIT 1) a) 12 b) 6 c) 2 2) Teacher to check.

Challenge: Teacher to check.

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TASK 9 GROUPING CLASSMATES 1) Answers will vary but could include: Hair colour, eye colour, hair length, sex, height, age, birth month, likes/dislikes, hobbies, pets, etc.

2) In age groups or grade levels.

TASK 15 DICE ROLL 1) Answers will vary.

2) Answers will vary.

Challenge: Teacher to check.

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ANSWERS

TASK 16 BIRTHDAYS 1) Teacher to check.

2) Answer should include: Survey, check class birthday chart, ask students.

3) Teacher to check.

Challenge: Answers will vary but may include: Survey each student, collect and present information in a graph.

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TASK 17 TRAVELLING TO SCHOOL 1) Teacher to check.

2) Teacher to check.

3) Teacher to check.

4) Teacher to check.

Challenge: Answers will vary.

TASK 18 UNNAMED GRAPH 1) Teacher to check / answers will vary, e.g.

Favourite Subjects.

2) Answers will vary, e.g. subject likes or dislikes for students in Year 1, or Year 1’s favourite subjects.

3) 48 Challenge: Teacher to check / answers will vary.

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TASK 19 ASSESSMENT – SNAKES 1) a) orange, b) purple.

2) Small chance or 2/12 or less likely.

3) Red Challenge: Three of each colour or even number of colours.

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TASK 20 ASSESSMENT – INSECT COLLECTION 1) 14 2) Teacher to check.

3) 70 Challenge: Teacher to check / answers will vary, e.g. size, colour, shape, height, weight, appearance, etc.

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